Framework for Effective Educational Leadership Introduction The National CPD Team has reviewed document CPD for Educational Leaders (2003) in response to Teaching Scotland’s Future recommendation 46: ‘A clear progressive educational pathway should be developed which embodies the responsibility of all leaders to build the professional capacity of staff and ensure a positive impact on young people’s learning’. The Framework for Effective Educational Leadership which follows is designed to show continuity and progression in leadership. It offers an interactive resource which can be used by educators to: -
support critical reflection and self evaluation of practice explore interesting practice in leadership reflect on next steps for professional development identify relevant CPD opportunities to meet individual needs
In addition the Framework can be used to: -
support reviewers in the process of PRD support coaching and mentoring inform school and local authority CPD coordinators in enhancing current provision of leadership development programmes
This Framework is based on the model that underpins the Standard for Chartered Teacher and the Standard for Headship which focus on the professional actions of educational leaders as: -
effectiveness of learning and teaching collaboration with and influence on people change and school improvement effective use of resources building community
The Professional Actions are interdependent on 3 essential elements: -
professional values and commitments knowledge and understanding professional and personal attributes
1
Professional values and commitments are at the core of educational leadership. This is the starting point from which educator’s base reflection on the other professional actions and essential elements of leadership. Leaders demonstrate their values by: -
keeping pupils at the heart of learning and teaching developing and communicating a vision and purpose exemplifying consistently these educational values promoting a culture of evaluation and improvements in practice working in partnership with others across the wider school community regularly reviewing personal practice through critical reflection and self evaluation.
Leaders at all levels demonstrate vision, integrity, ethical practice and democratic values. They set high standards and model a commitment to learning as lead learners.
Leaders demonstrate their professional knowledge and understanding through leadership in areas such as: -
principles and practice of leadership approaches to leading change curriculum development learning and teaching methods of assessment and reporting approaches to raising standards of attainment and achievement local and national context for policy development pupil welfare principles and practice of social justice, inclusion and equality policy planning implementation and the management of resources.
Leaders apply an up to date knowledge in learning and teaching, educational policy, leadership theory and practice, and social and environmental issues.
Effective leaders exhibit professional and personal skills and abilities through: -
shared leadership by creating and maintaining a positive ethos inspiring and motivating others communicating effectively empathising showing political insight judging wisely thinking strategically demonstrating confidence and courage. demonstrating self awareness
Leaders demonstrate self awareness and regularly review their own practice to help create a positive atmosphere within the learning community.
2
Framework for Effective Educational Leadership The Framework describes and illustrates progression through 3 broad levels of Professional Actions for: -
Early leaders Middle leaders Headteachers or school leaders
These 3 levels are not expected to sit neatly within entirely separate and disconnected boxes. The Framework is likely to be accessed flexibly across and between levels. Progression is reflected in the Framework but there are likely to be instances of overlap across these three different levels of leadership.
Early leadership.
For teachers as leaders of learning with responsibility for smaller scale projects or school initiatives and who are aspiring to develop their leadership knowledge and understanding.
The early leader develops a clear purpose for the project based on educational and professional values, critically self evaluates, operates collaboratively and creates and maintains a positive culture within the project group. Middle leadership.
For those teachers who have regular responsibility for leading teams of staff in school. For staff who lead projects and teams and with overall responsibility for an aspect of leadership across school.
The middle leader inspires and motivates, works to discover and enhance the professional capabilities of team members, shows good judgement, thinks strategically in identifying priorities and setting targets and uses resources imaginatively. School leadership
For those with overall responsibility for aspects of strategic leadership of an establishment and who are involved in leading strategic initiatives across the wider school community and local authority
The school leader or headteacher develops and communicates strategic direction, exemplifies the values and aims of the school, shows a strong commitment to self improvement and encourages the same in others, has high expectations and shows a sound understanding of political issues and the ability to handle these effectively. School leaders demonstrate far-sightedness, use a wide variety of strategies to enhance the performance of others, closely engage with policy development and have sound and considered understanding of educational issues. They think creatively and work within a range of settings including within local and national policy groups. Over each of these 3 levels of effective leadership development, there is a sustained focus on creating a purposeful and engaging learning environment to realise a high quality experiences for learners.
3
Professional Actions Leading and managing learning and teaching
Early leader
Middle leader
Headteacher/School leader
Begin to develop and demonstrate a sound values set in learning and teaching
Ensure that the educational values and purposes are understood and discussed in the planning process by all colleagues
See Standard for Headship 3.4.1 for more information. http://www.scotland.gov.uk/Publications/2005/11/3085829/58300#1
Begin to demonstrate and assume a measure of whole school accountability Engage in analysis of learning styles Engage in reading and analysis of data Monitor assessment and reporting as resource to promote learning
Promote team approach in development of the curriculum Begin to develop good planning and implementation in leadership and management of initiative Develop own self esteem and confidence
Develop a clear purpose for project/initiative relating to the quality of learning and teaching
Facilitate and lead school development planning Ensure sustained whole department/faculty/school focus on pupil gain in learning
Lead and manage the wider school curriculum Contribute to multi-agency planning
Ensure a broad range of learner outcomes and experiences as outlined in CfE
Focus on data driven decision making Develop policy making on assessment and reporting Lead on local and national educational and corporate priorities
Assume responsibility for leadership of curriculum change
Use appropriate leadership styles
Show capacity to set realistic targets Be innovative in approaches
Ensure best quality of learning and teaching
On a regular basis and through effective systems, monitor and evaluate team progress to ensure effective practice
Promote best practice models within corporate approach
Ensure progression through a learning continuum for all pupils
Ensure impact on learning and teaching
4
Be accountable for whole school budgeting Develop and maintain a business plan Assume responsibility for workforce management to ensure effective learning and teaching Exhibit effective management of whole school resources including the use of technology to support learning
Focus on impact which shows a difference to the quality of learning and teaching in the classroom
Promote excellence in teaching Monitor individual learner progress Ensure progression through a learning continuum Further promote the effective use of resources including technology
Manage student support and welfare taking due account of corporate priorities
Monitor individual student wellbeing programmes Focus on student wellbeing Further develop own leadership qualities and interpersonal skills
Promoting a culture where continuing learning is an expectation
Ensuring and supporting others in their learning Assuming responsibility for own learning Collaboration with and influence on people
Work collaboratively to promote and maintain motivation.
Contribute to recruitment and selection of staff at team level
See Standard for Headship 3.4.2
Operate in ways to create and maintain a positive atmosphere within the project group and with others
Motivate the team and others towards a shared goal
Ensure the development and management of whole school teams and individual colleagues
Show awareness of stage development of teams
Establish school –community partnerships in line with corporate approach
Develop purposeful team leadership Engage with the professional development of others
Ensure the professional development of others within the team by encouraging learning in others
Become aware of and begin to develop and use different
Show empathy in sensing others’ feelings and taking an active
5
Have a developed awareness of theory of leadership and management of others and the management of change In line with corporate priorities, engage with community agencies to ensure development and improvement Promote leadership standards to support systemic change and improvement
leadership styles
interest in their concerns
Develop personal qualities and interpersonal skills in working with others
Develop and maintain sustainable partnerships with parents and external agencies as appropriate
Lead and manage professional development in line with school, local and national priorities Ensure leadership succession planning at school and authority level
Promote and manage staff and school professional development Show regard for the personal and professional welfare of others Reflect a commitment to whole school priorities Lead change and school improvement
See Standard for Headship 3.4.3 Contribute to school culture and ethos
Begin to further develop vision, values and aims
Begin to take account of school, local and national priorities
Translate theory and policy into programmes of practice
Model leadership towards an inclusive school culture
Make use of literature and research to both support and challenge practice
Engage in action research
Lead and manage a learning organisation
Show capacity to think strategically in identifying priorities in line with school, local and national priorities
Focus on strategic leadership at school and authority level
Forward plan strategically
Ensure that the school action plan is based on school, local and national priorities
Demonstrate flexibility in initiating and leading change.
Regulate workforce planning
Promote and live a shared vision with the wider school community
Make decisions based on data and good judgement Understand the process of school improvement Through project/initiative, contribute progress to the school improvement priorities. Work with colleagues to enhance pupil learning.
Lead and manage change in the learning environment
Engage with risk management processes and procedures Set high expectations for staff and pupils Contribute to a sustainable positive and supportive school ethos
6
Have a working knowledge and understanding of education and the law Lead and manage Professional Review and Development (PRD) procedures in school Show authentic leadership in building credibility
Engage fully in PRD processes for early leaders Enhance performance of school as a learning community. Engage with the wider school community to ensure change and improvement
Effective use of resources
See Standard for Headship 3.4.4 Identify necessary resources.
Make creative and imaginative use of available resources.
Make best use of a variety of available resources including ICT.
Manage available resources and allocate to support effective learning and teaching.
Manage time to ensure project delivered to timescale.
Promote the effective use of resources for pupil support
Manage a budget in line with meeting the aims of the project/initiative
Ensure due regard to aspects of health and safety.
Assume responsibility for health and safety across the school Assume human resource functions including selection, recruitment and deployment of staff, Be accountable for school finance including DSM processes and procedures
Manage the budget within agreed limits and timescale Show awareness of staff welfare Have knowledge of procedures related to health and safety, human resources and finance Be aware of impact of the use of resources on learning and teaching
7
Promote leadership and management of resources to ensure impact on the learning and teaching environment and school improvement Make strategic use of the workforce and other resources in developing a business plan to facilitate and support school and corporate priorities
and school improvement
Building community
Develop good communication strategies with project colleagues and others in school and community
Engage reflectively with the school community.
Anticipate, recognise and meet the needs of learners
Promote support strategies to meet the needs of learners
Engage with pupils, staff and parents in the wider school community
Develop and maintain meaningful partnerships with parents and external agencies within the wider school community.
See Standard for Headship 3.4.5 Promote a positive school environment within the wider school community Develop leadership towards an inclusive school culture
Manage roles and relationships to ensure community of learning
Support others as required and understand and use some coaching skills and techniques
Create opportunities for coaching and mentoring of emerging school leaders
Engage and assume a main role in conflict resolution Promote public relations and marketing to ensure the school is at the heart of the local community Ensure involvement of the wider community in the curriculum structure
Promote positive behaviour and citizenship within the school and the wider community Manage challenge and conflict within the school and wider community Take account of pupil voice
Ensure pupil voice across the school Promote pupil voice in school
8