NPQH Leadership Learning
Review and Assessment Case Study
Insights
Session
One Welcome, programme, process and check-in
“Note that trustworthiness goes beyond integrity to include real competence as well. You have to be true to your word, but also very good at what you do.”
Michael Fullan
Leadership learning event process
Diagnostic, final assessment & qualification
Check-in
Review of development stage
Performance task
Critical leadership learning reflection
NPQH
Successful leadership
Assessment readiness –Learning application
Powerful conversation(s)
Memorable learning
Event programme
Session Time Timings Activity 8:30 Registration and refreshments
Session one 9:00 5 minutes Welcome, introductions and review
Session two 9:45 20 minutes Readiness for assessment; assessment starter
10:05 70 minutes Case study task
11:15 15 minutes Break
11:30 60 minutes Case study presentations 12:30–13:20 50 minutes Lunch
Session three 13:20 90 minutes Powerful learning conversations
14:50 20 minutes Break
Session four 15.10 70 minutes Successful leadership presentations
Session five 16:20 10 minutes Next steps 16:30 Close
Event aims and outcomes
▪ To complete a case study task similar to the summative assessment task with peers
▪ To be more familiar with the summative assessment process
▪ To undertake a powerful learning conversation related to content areas and topical issues and how these might be applied in practice
▪ To support individual reflection about the NPQH development stage and their leadership development
During the event, consider
▪ The manner in which you respond to questioning as well as the content of your responses (leadership behaviours and skills)
▪ Are you using the strongest evidence example of your leadership journey and practice and how your behaviour and skills of leadership contribute to leadership success and learning?
▪ The situation you are in, making decisions about which leadership action to take being able to justify your reason for actions and where relevant – identify specific research, policy and/or learning that may have influenced your action(s).
▪ The roles and expectations for each task
▪ Your own effectiveness and that of others working in the team with you
Leadership learning and practice
Use leadership development record review cycle 4, reflective task and formative assessment task feedback as a prompt to focus individual feedback:
▪ In which areas and for which statements has your understanding developed the most?
▪ How have you applied your understanding and what impact has it had on:
a) your leadership?
b) school practice?
• What behaviours have you demonstrated?
• What areas do you need to continue to work on and develop? How will you address these?
Use Resource 4 to make notes against these headings.
“It is better to lead from behind and to put others in front, especially when you celebrate victory when nice things occur. You take the front line when there is danger. Then people will appreciate your leadership”
Successful school leadership is
Nelson Mandela
Session
Two Assessment readiness –assessment starter
NPQH assessment starter
Identify a number of single words that best describe how you feel about assessment and your readiness for assessment submission.
Exchange your one word Post-it description.
In table groups discuss feelings identified and possible reasons for these.
Identify on Post-its no more than 5 questions your table group want answered today.
Session Two Assessment readiness –case
study analysis
Case study task
Individually read through the materials provided and make notes, including which content areas and statements the materials might be addressing. 15 minutes
As a group complete the task and be prepared to present your findings and strategies to another group. 55 minutes
Task outcome
Each group to present to another group their responses to the case study.
Responses must cover:
▪ Problems identified (10%)
▪ Proposed solutions (40%)
▪ Rationale for these solutions (15%)
▪ How these solutions will be implemented (35%)
Where applicable, reference should be made to ‘learn that’ and ‘learn how to’ statements.
10 minutes presentation
5 minutes questions
Session Two Assessment readiness –case
study presentation
Presentations
Each group will Present for 10 minutes and answer questions for 5 minutes.
Remember that presentations must cover:
▪ Problems identified
▪ Proposed solutions
▪ Rationale for these solutions
▪ How these solutions will be implemented
Reflection
Individually reflect on the learning from the task.
▪ What have you learned?
▪ Where do you need to focus your learning prior to the summative assessment task?
▪ What has the task taught you about how to approach the summative assessment task?
Session Three Powerful learning conversations
Powerful learning conversations
What we want:
A conversation that is memorable, valuable and where you truly learn from the experience.
A deep structured dialogue where you ask relevant questions you really want answered and find out how others’ perspective of the area; what their leadership view is and will it work in reality? – contributing to learning and development.
To create the right conversation condition(s) which includes being supportive of each other; listening to understand different views and issues; informing future leadership action.
Powerful learning conversations
How we will achieve this?
Agree protocols for the conversation
Agree scribe and group chairperson
Confirm the structure and timing of the conversation
▪ Should school leaders be considering the conversation area? Why?
▪ What are the core elements and messages for school leaders?
▪ What does current practice/understanding within schools look like now?
▪ Provide a view of what success will look like in practice?
▪ What needs to change? Identify key leadership actions and activity needed for future direction and development?
Gallery on one side of flip chart conversation outcomes.
Powerful conversation topics
Powerful conversation articles
Fletcher, S. ( 2021) The State of Education – Time to Talk EDT (2016) Effective teaching
Executive summary and summary and conclusions sections
Coe, R. and Kime, S. (2019). A (new) manifesto for evidencebased education: twenty years on. Sunderland, UK: Evidence Based Education.
HMC survey finds curriculum and assessment is no longer fit for purpose
16 November 2021
Gardner and Stough Examining the relationship between
leadership and emotional intelligence in senior level managers T Bennett (2017) Creating a Culture pages 1-9
S Hirsch (2019) 4 cornerstones of professional learning
NFER (2018) What Impact Does Accountability Have On
Curriculum, Standards and Engagement In Education?
Session Four
Successful leadership presentations
Presentation task outcomes
Present a 10 minute presentation to a small group about:
‘communicating a compelling view of leadership learning and development and its impact on successful leadership (you the leader and your leadership)’.
▪ Include 2 to 3 leadership behaviours in the presentation.
▪ Answer questions following the presentation (5 minutes).
▪ The presentation will be observed and evidence recorded by the group and feedback made.
▪ Observers identify relevant questions to challenge the presenters thinking.
Session Five
Next steps
Next steps
▪ Review your leadership development cycles and identify strengths and areas for future development
▪ Confirm impact review coaching session appointment
▪ Confirm date for assessment surgery
▪ Confirm date for summative assessment task completion and submission
Office hours: Monday to Friday 9am to 5pm (excluding bank holidays)