Note:
Resource 1: Pre-event tasks
Please come to the event having undertaken the following
Prepare
1. Bring a copy of your completed leadership development reviews and/or the DFE leadership framework for NPQH
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/ 925507/NPQ_Headship.pdf
2. Prepare the presentation task as outlined below.
3. Select, read and make notes on two of the articles listed in resource 5
Pre-event task: NPQH presentation task guidance
Purpose of the presentation task
To support individual critical reflection about leadership learning and its impact on the leader and their leadership.
Presentation task outcomes
▪ Independently prepare and 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 within the presentation 2 to 3 behaviours identified below.
▪ Answer questions following the presentation
▪ When taking the role of observer, identify relevant questions to challenge the presenter’s thinking.
Presentation task delivery guidance
The presentation will be planned, prior to the event, by each candidate and presented independently to a table group.
Table groups will consist of 3 group members
The presentation must not last longer than 10 minutes and should:
▪ cover significant evidence-based examples of improvement in your leadership and the progress you have made in developing your leadership effectiveness
▪ give specific examples of your leadership activity
▪ show how you have used learning when taking the lead in school
▪ provide evidence of the impact (quantified if possible) of your personal behaviours and the positive difference your leadership has had in school(s) you have worked in
▪ where relevant, identify specific research, policy and/or qualification learning that may have influenced your action(s).
You may use one side of flip chart paper or a couple of PowerPoint slides to support your presentation.
The facilitators will time the presentations and you will be asked to stop after 10 minutes, even if you have not finished.
Following the presentation, the group will ask you questions for no longer than 5 minutes. Questions will relate to the presentation, be challenging and directed to gain an insight into leadership behaviours, qualification content areas, and the application of learning used in your chosen leadership activity.
Your presentation will be observed and evidence recorded by the group, and feedback will be given about the:
▪ way you present
▪ content of your presentation (against the areas referenced above)
▪ clarity of communication and presence
▪ leadership behaviours and qualification content areas and their effective application
Resource 2: Leadership behaviour descriptors
Behaviour
Selfawareness
Integrity
Resilience
Explanation
Effective leaders know themselves and their teams, continually reflect on their own and others’ practices, and understand how best to approach difficult or sensitive issues. They are aware of their personal strengths and areas for future growth and understand how their own behaviour affects others.
Effective leaders act with honesty, transparency and always in the interests of the school and its pupils. They can gain the respect of others by acting in line with their own values, as well as making decisions and choices with the best interests of education and pupils in mind.
Effective leaders remain courageous and positive in challenging, adverse, or uncertain circumstances. They can respond appropriately, manage uncertainty and bounce back even in the most trying situations.
Impact and influence
Delivering continuous improvement
Effective leaders have a positive impact on students, colleagues, and the wider community through persuading, convincing and bringing others round to their perspective. They understand others’ perspectives and priorities and tailor their communication to suit their audience.
Effective leaders secure and maintain positive improvement through articulating a clear vision, setting high expectations and leading a cycle of research, planning, monitoring, analysis, and change. They demonstrate the ability to combine operational action with strategic planning, securing short-term improvements while building sustainable change.
Future focus
Holding others to account
Effective leaders recognise issues and opportunities and take action to resolve these. Leaders need to look ahead to identify and resolve potential issues and capitalise on opportunities as well as manage day-to-day problems.
Effective school leaders hold others to account – including creating levels of accountability within the school – ensuring that everyone understands their roles, responsibilities, the standards required and accountabilities. They distribute leadership and delegate effectively, demanding high performance through making expectations clear, with the best interests of pupils and schools in mind.
Respect Effective leaders respect the rights, views, beliefs and faiths of all pupils, colleagues, and stakeholders.
Partnership working and collaboration
Effective leaders can work with a range of people in schools and the wider community to build a culture of cooperation and achievement. They engage with, and invest responsibility in, those who are best placed to improve outcomes, being open to different perspectives and viewpoints as well as sharing expertise and achieving common objectives.
Leading by example
Effective leaders consistently demonstrate and communicate their vision, passion, and commitment. They lead by example, have high levels of professional credibility, and demonstrate total commitment to school improvement through their own leadership behaviours.
Resource 3: Leadership skill descriptors
Skill Explanation
Critical knowledge and understanding of research techniques and self-management
Critical enquiry, review, analysis, and evaluation
The best leaders undertake and use research, drawn from a range of sources, to support decision making and strategy development – using their time effectively within disciplined and well-organised systems and methodologies.
The best leaders use critical thinking, statistical and data analysis tools, techniques, and concepts to identify strengths and areas for development. They design effective leadership plans to support intervention, direction, and development. They analyse the implications of change, deploying wellevidenced research to frame school self-evaluation and improvement.
Challenge
Dealing systematically and creatively with complex issues
The best leaders use challenge effectively and adopt a range of strategies in the best interests of achieving progress – demanding ambitious standards for all pupils and a strong sense of accountability in staff for the impact of their work on pupils’ outcomes.
The best leaders have clear systems and protocols in place that enable them to consider and find solutions to issues, as they arise, in a way which deals most effectively with the barriers and challenge they face. The systems in place do not constrain but create a firm foundation for taking positive action.
Priority identification
Clear articulation and application of knowledge
The best leaders scan the horizon to anticipate change, taking a long-term view of the implications of change and improvement need to identify short- and long-term priorities and goals with specified milestones to ensure effective leadership and management.
The best leaders take time to reflect and learn from their leadership activity and apply this knowledge to bring about improvements in themselves and their work.
Self-direction and originality
The best leaders have clear and ambitious targets for themselves as leaders, for their pupils and for their schools. They take a unique strategic view of situations and their implications for long-term impact and outcomes –sometimes using unexpected actions to get the best for those concerned.
Current insights into professional practice
The best leaders take time to reflect and evaluate their practice and effectiveness in their leadership and as leaders. They are aware of the education landscape, understand the context of their school and its needs and direct professional practice and intervention appropriately.
Resource 4: Check-in on leadership learning and practice
Use this sheet to capture your thoughts and comments to support your feedback to colleagues
Your leadership learning:
Specify which content areas and ‘learn that’ and/or ‘learn how to’ statements have moved your understanding on. Which research has had the most impact on your learning and leadership, and why?
(Use your understanding identified at the end of the Leading Teaching short course.)
How have you applied your understanding and what impact has it had on:
a) your leadership?
b) school practice?
What behaviours have you demonstrated and how have these had an impact on your leadership?
Refer to your leadership development record review, where you have considered two or three behaviours.
What areas from Leading Teaching do you need to continue to work on and develop? How will you address these?
Revisit your leadership development record review of the Leading Teaching cycle 3 to support this.
Resource 5: Powerful learning conversations
Title of article
Content areas covered
HM Government White Paper (2022) Opportunity for all: Strong schools with great teachers for your child, Executive summary Curriculum and assessment
Additional and special educational needs
Coe, R. and Kime, S. (2019). A (new) manifesto for evidence-based education: twenty years on. Sunderland, UK: Evidence Based Education. Teaching
Gardner and Stough, Examining the relationship between leadership and emotional intelligence in senior level managers Implementation
S. Hirsch (2019) 4 cornerstones of professional learning
EDT (2016) Effective teaching
Executive summary and summary and conclusions sections
HMC survey finds curriculum and assessment is no longer fit for purpose
16 November 2021
Professional development
Additional and special educational needs
Teaching
Curriculum and assessment
T. Bennett (2017) Creating a culture, pages 1–9 Culture
NFER (2018) What impact does accountability have on curriculum, standards and engagement in education? Accountability
Resource 6: NPQH presentation task observer’s record
Presenter’s name ____________________
Presentation context
Content of presentation – its relevance and key leadership learning
Clarity of communication and presence
Evidence of personal impact of leadership behaviours and their effective use
Connection to learning, policy and research from qualification to illustrate/support practice
Evidence of leadership improvement and progress
Evidence of leadership impact and positive difference made in school improvement
Observer’s name____________________
Record key evidence used to illustrate presentation context areas
Possible question(s)
Presentation context
Content of presentation – its relevance and key leadership learning
Clarity of communication and presence
Record key evidence used to illustrate presentation context areas Possible question(s)
Evidence of personal impact of leadership behaviours and their effective use
Connection to learning, policy and research from qualification to illustrate/support practice
Evidence of leadership improvement and progress
Evidence of leadership impact and positive difference made in school improvement
Other comments
Presentation context
Content of presentation – its relevance and key leadership learning
Clarity of communication and presence
Record key evidence used to illustrate presentation context areas Possible question(s)
Evidence of personal impact of leadership behaviours and their effective use
Connection to learning, policy and research from qualification to illustrate/support practice
Evidence of leadership improvement and progress
Evidence of leadership impact and positive difference made in school improvement
Other comments