esf...the capabilities are the underlying skills, knowledge and attitudes necessary for leaders to...
TRANSCRIPT
Staff Performance and Development
ESFLeadership Capability
Framework
The importance of leadership in ensuring
quality outcomes for students is second only
to quality teaching in terms of impact.
Leaders at all levels of ESF play a crucial
role in achieving this impact.
Connect with us on:EDU14/15CPD02
This booklet has been printed on recycled and recyclable paper.
The ESF Leadership Capability Framework is based upon current internationally recognised frameworks (for example, the ACEL Leadership and Capability Framework, Ontario Leadership Framework for Principals and Vice-Principals, The Standard for Headship in Scotland and the National Standards for Head Teachers in the UK) as well as the previous ESF Standards and Competencies Framework. Critical friends in the educational field, Allan Walker, Simon Breakspeare and Patrick Duignan have also provided input and advice on the framework.
ESF Teaching Capability Framework
AcknowledgementsThanks to those responsible for the development of the ESF Leadership Capability Framework:
David Fitzgerald, ESF Primary School Development Adviser (Project Leader)
Catriona Tuimaka, Teacher, Discovery College
Chris Coyle, Principal, ESF International Kindergarten, Wu Kai Sha
Chris Durbin, ESF Secondary School Development Adviser
Chris Rowlands, Vice Principal, Sha Tin College
Ciaran Fay, Vice Principal, Kowloon Junior School
Daniel Trump, Former Vice Principal, Island School
Debbie Graham, Former Primary School Development Adviser
Francis Wilkinson, Principal, ESF Abacus International Kindergarten
Graham Silverthorne, Principal, South Island School
Ian Clayton, Former Vice Principal, West Island School
Jacques-Oliver Perches, ESF Head of CPD
Jamie Schmitz, Head of Primary, Renaissance College
Mark Cripps, Former Principal, Kowloon Junior School
Pam Ryan, Former ESF Director of Education
Robert Szorenyi, Former Vice Principal, Jockey Club Sarah Roe School
Vania Tiatto, Former Head of Primary, Discovery College
2015 Review TeamDavid Fitzgerald, ESF Primary School Development Adviser (Project Leader)
Chris Barr, Head of Primary, Discovery College
Dom Massarella, Vice Principal, West Island School
Judy Cooper, Vice Principal, King George V School
Sandra Hite, Principal, ESF International Kindergarten, Tung Chung
Susan Chung, Vice Principal, Beacon Hill School
Reference Base
ForewordThe ESF Teaching Capability Framework and ESF
Leadership Capability Framework describe the attributes of
effective teaching and of effective leadership for learning.
The frameworks provide a statement of professional
standards of competence against which teachers and
leaders in ESF can evaluate areas of professional strength
and development. The process of professional reflection
and development (PRD), formerly known as performance
management (PM), and continuous professional
development (CPD) are derived from and aligned with the
ESF capability frameworks.
The importance of leadership in ensuring positive outcomes for students is second only to the
quality of teaching. Teachers and leaders at all levels in ESF are selected on the basis that they
are highly capable educators.
ESF is committed to continuous professional development of staff because the quality of the
education we provide cannot exceed the quality of our teachers. Through enabling teachers to
develop their professional thinking and innovative practice we can ensure exceptional learning
experiences and outcomes for our students.
The capability frameworks and the revised editions were developed by teachers and leaders in
ESF. The frameworks reflect the unique context and quality expected in ESF schools.
The contribution from the Committee of Teachers and the Committee of Principals to the
development and revision of the capability frameworks must be acknowledged along with the
drive and leadership from members of the education team.
Thanks go to all colleagues involved in developing the capability frameworks.
Belinda Greer
Chief Executive Officer
English Schools Foundation
01
ESF Leadership Capability Framework
The Overall ContextThe Staff Performance and Development Framework sits alongside the School
Performance and Development Framework, the latter describing the four school-
related areas of planning, evaluation, reporting and compliance, and the former covering
the two sets of capabilities, leadership and teaching, and the related elements of professional
learning and performance management.
A Strength-based Model of Performance and Development
School Performance & Development
Staff Performance & Development
Development Planning
Evaluation Reporting Compliance
ESF Statement of Commitment
Leadership Capabilities
Teaching Capabilities
*Strategic*Annual
*Internal*External
PerformanceManagement
ProfessionalDevelopment
Why Capabilities?Capability, according to Stephenson (1992), depends on our ability to use our knowledge and skills in complex and
changing situations. This is more than simply possessing skills. It is leaders and teachers ‘taking appropriate and effective
action within unfamiliar and changing circumstances’. We believe capabilities require practitioners to integrate practices,
skills, knowledge and attitudes and apply these in new and changing circumstances.
Purposes of the Leadership Capability FrameworkThe English Schools Foundation Leadership Framework is a tool that will assist all schools to develop the
capability and leadership of educational staff at all levels of ESF. The Framework sets out the capabilities ESF
leaders need for effective and successful practice, not just in familiar contexts, but in unfamiliar, complex and
dynamic circumstances. The ESF Leadership Framework is a resource to be used by individuals, teams, schools
and ESF as both a basis and a guide for:
•inspiringasharedvisionofleadershipacrossESF;
•promotingacommonlanguageandunderstandingaroundleadership;
•strategicthinkingandplanning;
•buildingthebreadthanddepthofleadershipinESF;
•informinganddesigningtheimplementationofqualityprofessionallearningforleadersacrossESF;
•self-reflection,self/personallearningandcareerplanning;
•providingadvicetostaffoncareerprogressionanddevelopment;
•generatingrecruitmentandselectionroledescriptionsforleadersatvariouslevels;
•monitoring,mentoringandcoachingleadersinESFschoolsthroughtheperformancemanagement
process.
At the heart of the ESF Leadership Framework is the direct relationship between leadership and
student learning outcomes. This we believe should be the beginning and end point of all leadership
discussions.
02 03
ESF Leadership Capability Framework
ESF is committed to ensuring positive
working relationships with its leaders
and staff so that they are treated as
respected and trusted members of the
ESF community and so
that their contribution is
sought and valued.
Practices
•The ESF Professional Code is central to our values, vision and mission.
•ESF has policies and processes in place that enhance positive
working relationships.
•ESF recognises and values excellence at all levels of the
organisation.
•Professional trust and respect underpin all interactions with
leaders and staff.
•ESF seeks to be open and transparent in its policies and processes
and welcomes feed-back and ideas from all members of staff
•Staff performance is assessed through an agreed, consistent,
sensitive and transparent process.
•Any performance or disciplinary matter is managed with dignity
and sensibility.
Professional Culture
The Structure of the Leadership Capability FrameworkThe ESF Leadership Framework is based on the three domains of:
•LeadingSelf
•LeadingOthers
•LeadingtheFoundation
The three Domains are elaborated in terms of 30 Capabilities
which outline what leaders should know and be able to do. In
practice, leadership draws on aspects of all three domains and
they should be regarded as interconnected and interdependent.
The capabilities are the underlying skills, knowledge and attitudes
necessary for leaders to perform their roles. Capabilities in the
Framework are statements of observable behaviour, or practices
which would typically be demonstrated through the exercise of
this capability.
LeadingSelf
LeadingOthers
Leading the Foundation
Layer 1 Layer 2 Layer 3 Layer 4
Domain Capability
Capability
Practices Skills
Knowledge
Attitudes
Practices
Practices
ESF Commitment to Staff Performance and Development
ESF is committed to continuous
improvement of student achievement,
of staff performance, and to the
development of ESF as a whole.
Practices
•ESF supports building a vision and mission for each school and
department which aligns with the ESF vision, mission and values.
•ESF values the leadership of the Principal and school leadership
teams.
•All members of ESF work together to support the learning of all
students.
•ESF recognises shared practice and collaboration as ways of
supporting continuous improvement.
•ESF believes in building staff capacity as the means of maintaining
high standards of student achievement and staff performance.
•ESF exhibits a culture that supports innovation.
Continuous Improvement
04 05
ESF Leadership Capability Framework
ESF ensures that high quality candidates are
recruited to take on leadership, teaching
and support staff roles and that all aspects
of transition and induction have been
carefully planned.
Practices
•ESF provides quality training and development for aspiring leaders.
•Support is in place for newly appointed leaders and staff.
•ESF has well-developed, and well-communicated, identification and
recruitment practices.
•ESF uses selection processes that are rigorous, systematic, transparent
and inclusive.
•ESF provides differentiated development opportunities, responsive to
individual needs and career aspirations.
Succession and SustainabilityESF is committed to ensuring that processes
are in place to provide central support and
to streamline communication.
Practices
•ESF purposefully seeks to manage administrative demands made on
schools.
•ESF provides support for staff to implement Foundation policies and
procedures.
•ESF provides support for technology applications in schools and the
Centre.
•ESF promotes evidence-based decision making.
•ESF has clear lines of communication to support a variety of functions
and constantly strives to improve them.
•ESF provides human resources necessary for the operation of the
school and Centre.
•High quality resources are provided to meet the learning needs of
students and staff.
Support Systems
ESF is committed to providing the
necessary training and opportunities
for staff at all levels of the Foundation
to enhance their capacity as effective
practitioners, whatever their roles.
Practices
•ESF has a strength-based capability model which encourages self-
reflection and self-actualisation.
•ESF’s model is based on definitions and shared understandings
of effective leadership and work that are consistent with current
research and evidence of best practice.
•ESF’s professional development strategy is evaluated on an on-
going basis.
•ESF has differentiated programmes in place to support growth
and development for all members of staff.
•ESF staff are provided with regular and constructive feedback in
relation to their performance and development.
•Any performance or disciplinary matter is managed with dignity
and sensibility.
Professional LearningESF is committed to the active
involvement of parents, community and
staff in the life of the school and ESF.
Practices
•ESF provides support for enhancing communication and building
relationships with local communities and the wider Hong Kong
community.
•ESF provides opportunities for community input into decision-
making processes at school and Foundation level.
•ESF provides training for school council chairmen and members
and encourages their active involvement in the life of the school
and ESF.
•ESF works to develop positive relationships with the media in
order to promote understanding of our role in Hong Kong.
•There are protocols for communication about parental concerns
and complaints.
School Community
06 07
ESF Leadership Capability Framework
Capability Definition PracticesWhat this looks like as it is happening
Related SkillsThe leader is able to:
KnowledgeThe leader has the knowledge and understanding of:
AttitudesThe leader demonstrates:
L1.1
Leads learning
and teaching
• Leaderssethighexpectations
for themselves and others for
quality learning and teaching
•Ensures a consistent focus on student achievement
•Displays curriculum and pedagogical knowledge and leadership
•Displays a passion for learning and teaching
•Evaluates teachers and the curriculum
•Coaches and mentors others
•Demonstrate the principles and practices
of effective learning and teaching
•Analyse, interpret and use data to
improve learning
•Effective pedagogy and assessment
•Use of emerging technologies to
support teaching and learning
•Strategies for inclusion,
differentiation and access
•Commitment to self improvement as a
teacher
•Commitment to raising standards for all
students
•Commitment to sustaining a safe, secure
and healthy learning environment
L1.2
Demonstrates
a Growth
Mind-Set
•Is self-reflective and recognises own leadership strengths and areas for
development
•Is aware of own leadership power and influence and behaves with
wisdom and integrity
•Regularly seeks feedback to improve self and own performance as leader
•Develops and implements a personal learning plan which is aligned with
school development priorities
•Demonstrates life-long learning through continual professional inquiry into
areas such as pedagogy, leadership and broader educational directions,
theories, research and practices and building organisational acumen
•Effectively develops and communicates a clear organisational vision linked
to improving student learning outcomes
•Engages and inspires staff to commit to evidence-based improvement,
change and innovation as well as recognising the contribution of staff
experience and expertise to impact on student learning
•Critically analyse, reflect and evaluate
•Identify areas for self development
•Focus on solutions
•Demonstrate self-awareness
•Think strategically
•Apply new learning for the growth of
self, others and the organisation
•Problem solve
•Recognise trends
•Think flexibly and innovatively
•Capacity of self and others
•Own strengths and areas for
development
•Innovative thinking in teaching and
learning
•Context and culture
•New and emerging needs and trends
to support learning and teaching
•Commitment to well-being of self and
others
•Commitment to personal and
professional growth
•Self motivation
•Commitment to reflective practices for
ongoing growth and improvement
•Leaders review the impact of
their leadership and are open
to new learning experiences
for themselves and others
•Leaders identify the need
for school innovation
and improvement and
communicate and direct a
clear vision with purpose and
influence
•Leaders model life-long
learning
L1.3
Adapts
leadership
behaviour to
circumstances
•Chooses the right approach at the right time and in the appropriate
context
•Uses intuition and wisdom as well as logic and reason in decision-making
•Takes the time to understand and build trust with people
•Acknowledges different perspectives and makes decisions with
consideration to other views
•Respectful interactions
•Clear articulation and demonstration of values
•Negotiate
•Reflect on previous experience
•Empathise
•Analyse and evaluate situations and
courses of action
•Adapt and respond to situations in a
timely and effective manner
•Listen and communicate effectively
•Measure others’ responses and reactions
•Find solutions to a range of complex
problems
•Personal strengths and limitations
•Context of decision making
•Context, culture and people in the
organisation
•The needs of the organisation
•Appropriate courses of action
•Adaptability or flexibility in approach to
situations and people
•Awareness of different perspectives
•Commitment to effective working
relationships
•Commitment to respectful relationships
•Commitment to mutual understanding
•Leaders employ a range
of leadership styles and
use these appropriately
in different and changing
circumstances
•Leaders display, respect and
act on a deep sense and
awareness of their own
culture and customs as well
as those of others
Part I Leading Self
08 09
ESF Leadership Capability Framework
Capability Definition PracticesWhat this looks like as it is happening
Related SkillsThe leader is able to:
KnowledgeThe leader has the knowledge and understanding of:
AttitudesThe leader demonstrates:
L1.4
Displays
confidence,
optimism and
resilience
• Leadersbelieveandact
from a clear vision, maintain
a positive outlook, show
a sense of curiosity and
demonstrate composure
through adversity
•Demonstrates persistence when overcoming obstacles
•Demonstrates a consistent vision/mission
•Maintains a calm front and projects confidence in self and the organisation
•Manage stress and pressure
•Recover from difficult situations
•Communicate effectively
•Focus on solutions
•Challenging behaviours and
situations
•The dynamics of interpersonal
relationships
•Self awareness
•Persistence
•Optimism
•Confidence
•Resilience
•Determination
L1.5
Is morally
courageous
•Initiates/leads courageous conversations
•Proactively confronts issues
•Are upstanders rather than bystanders
•Lives by personal/professional values and ethics
•Displays strong courage when making decisions, acting on the best
interest of the organisation and will stand by decisions made
•Accepts ownership of strategic decision making and takes responsibility
for outcomes
•Question and challenge
•Project a strong sense of self
•Demonstrate transparent decision
making processes
•Foster an open, fair and equitable
culture
•Foster anti-discriminatory practices
•Self
•Congruence of own vision/mission
and values and with that of the
organisation
•Strategies for inclusion, diversity and
access
•Processes for leading change
•Commitment to demonstrating
optimism
•Commitment to demonstrating
professional integrity
•Leaders demonstrate strength
of character and stand up for
his/her values
•Leaders understand that
to bring better things and
possibilities into reality takes
courage
L1.6
Is highly
visible and
authentically
present
•Makes systematic and frequent visits to classrooms
•Is accessible
•Provides opportunities for and listens to student voice
•Acknowledges and recognises the contribution of staff members
•Builds relational trust through active listening and genuine concern
•Manage their time effectively
•Communicate effectively at all levels
•Identify own strengths and limitations
•The influence and importance of
quality interpersonal relationships
•Own values and value systems
•The culture of the organisation and
its context
•Commitment to self evaluation
•Commitment to understanding of
different perspectives
•Leaders have quality
contact and interactions
with teachers, students and
parents on a daily basis
Part I Leading Self
10 11
ESF Leadership Capability Framework
Capability Definition PracticesWhat this looks like as it is happening
Related SkillsThe leader is able to:
KnowledgeThe leader has the knowledge and understanding of:
AttitudesThe leader demonstrates:
L2.1
Develops
leadership
capability through
appropriate
models of support
such as coaching
and mentoring
•Leaders share and distribute
leadership responsibilities
and create an environment
where risk-taking is
supported and growth
encouraged
•Leaders build the collective
capacity for learning
•Nurtures aspirations of others
•Builds leadership capabilities in others
•Creates opportunities for others
•Provides high quality and timely feedback using the coaching
feedback model
•Shares professional learning
•Delegate effectively
•Coach and mentor others through
active listening and asking open-ended
questions
•Engage in others’ CPD
•Provide timely and effective feedback
•Motivate and empower colleagues to
display initiative
•Effective coaching feedback strategies
•Leadership research
•Motivational strategies
•An effective Coaching model
•Belief in the capability of others
•Trust
•Confidence
•Acceptance
Part II Leading Others
L2.2
Creates a culture
of achievement
and success for
all students
•Leaders judge their
effectiveness on the basis
of student achievement and
well-being. They use high
quality evidence to monitor
and improve the education
provided for all students.
•Leaders acknowledge
and celebrate results and
achievements
•Data is used to inform a vision of achievement for all learners
•Achieves results by constantly focusing on improving student
outcomes
•Responds to results by initiating changes in learning beliefs and
practices
•Promotes the development of student voice
•Creates opportunities for moderation of student work and follows
through with changes to teaching practices
•Focuses the school community collectively to improve learning and
achievement for all
•Monitor progress, interventions and
adjustments effectively
•Analyse, interpret and disseminate data
•Apply qualitative research methods
•Self-evaluate effectively
•Engage in improvement planning
•Plan for and conduct purposeful and
productive meetings
•Facilitate dialogue, problem solving and
decision making
•The use of quantitative and
qualitative data types and the
collection, analysis and interpretation
of data
•School, students, community needs
in relation to the school context
•Best practices in relation to evidence
based decision-making
•Strategies for interacting with
solving and decision making
•Protocols to keep conversations
focused and moving forward
•Focus
•Commitment
•Presence
•Reflection
L2.3
Understands
people and
celebrates
diversity
•Leaders know the needs
of individuals in their
organisation. They foster
honest, caring relationships
that are not just task
oriented but truly interested
in the wellbeing of each
person
•Leaders acknowledge
diversity, celebrate diversity
and ensure inclusion
•Knows and understands others
•Fosters self-efficacy in others
•Gives and receives effective feedback
•Values individual differences, ensuring that all students are equally
valued
•Fosters a learning culture that honours student and community
context, customs and traditions
•Uses diversity to build capability and density to enrich the learning
of all
•Listen emphatically and actively
•Communicate effectively with all
stakeholders
•Reflect on their own practice
•Foster anti-discriminatory practices
•Promote an open, fair and equitable
culture
•Develop and sustain individuals and
teams
•Manage conflict effectively
•How/why people learn
•Why people act in particular ways
•People’s needs
•Motivation
•The demographic of the school
community
•The impact views of different groups
within the community have
•Empathy
•Respect
•Acceptance and difference
•Fair mindedness
•A belief in the strength of diversity
•Sensitivity to others’ beliefs & cultures
12 13
ESF Leadership Capability Framework
Capability Definition PracticesWhat this looks like as it is happening
Related SkillsThe leader is able to:
KnowledgeThe leader has the knowledge and understanding of:
AttitudesThe leader demonstrates:
L2.4
Creates a learning
culture within
a professional
learning
community
•Creates and protects time for
deep learning
•Focuses teams, allocates
resources and supports
collaboration to improve
student learning
•Aligns team goals to student learning
•Reflects on student progress and addresses gaps in student learning
•Generates new knowledge and teaching practices that lead to
improved student learning outcomes
•Builds positive and trusting learning-focused relationships with
students, colleagues and community
•Builds collaborative and learning focused relationships
•Listens to and considers the perspectives of others
•Fosters systematic discussion regarding current research and theory on
effective schooling
•Reflect, analyse and synthesise
•Demonstrate outstanding teaching skills
•Manage time and resources effectively
•Build a shared understanding of the
importance of collaboration and
teamwork
•Enthuse and inspire staff to engage
in the building and sustenance of a
professional learning community
•The learning process
•How students learn
•What good teaching looks like
•Reflection
•Analysis
•Willingness to innovate and experiment
•Acceptance of responsibility for risk-
taking
•Willingness to learn themselves
•Open mindedness
Part II Leading Others
L2.5
Leads positive
change
•Leaders build strong learning
cultures that are open to
examination and innovation
•Leaders apply the right
balance of challenge and
support with an awareness of
the well-being of others. They
ensure that people do not all
go into the ‘change dip’ at the
same time
•Leaders understand that they
need to be most visible in
times of change
•Proactively leads change initiatives
•Systematically considers new and better ways of doing things
•Consistently attempts to operate at the edge versus the centre of
the school’s competence
•Understands the processes of change and is strategic in their
implementation
•Accepts that continuous change is necessary for improvement and
renewal
•Identify and manage risks
•Delegate effectively
•Think strategically
•Manage the change implementation
process effectively using hard and soft
skills
•Successful change management
processes
•Structures and influences
•Change management processes
•Adaptability
•A sense of calm and appears in control
•Awareness of capabilities of others
L2.6
Fosters a sense
of community
with clear
vision and sets
direction
• Leaders positively influence
learning by building vision
and setting directions. They
understand the tension
between having clear
direction and remaining
flexible. They find creative
ways of integrating
individual visions
•Collaboratively creates the vision and establishes related goals
•Articulates and communicates strategic direction to achieve these
goals
•Balances current demands with strategic intents
•Aligns learning goals and pedagogical processes with values and
moral purpose
•Communicate effectively
•Build consensus
•Think strategically
•Engage all stakeholders
•Influence culture
•Articulate values
•Communicate a vision of a better future
•Verbal and non-verbal communication
•The relationship between language
and motivation
•Stakeholders and their aspirations
•Current culture as well as history
•Being collaborative
•A belief in continuous improvement
•Optimism
•A futures-oriented mindset
•Respect for the past
14 15
ESF Leadership Capability Framework
Capability Definition PracticesWhat this looks like as it is happening
Related SkillsThe leader is able to:
KnowledgeThe leader has the knowledge and understanding of:
AttitudesThe leader demonstrates:
L2.7
Acts strategically
•Leaders demonstrate an
awareness of the big picture,
respond to all changes with
determination, confidence
and foresight and build on
current strengths to create a
desired future
•Monitors/Evaluates current and future trends
•Develops strategic planning processes
•Optimises strengths of all stakeholders
•Allocates roles and responsibilities efficiently and effectively
•Develops SMART or EXACT targets
•Collaborate effectively
•Communicate effectively
•Carry out needs assessments
•Integrate strategy with that of ESF
•Keep pace with the wider educational
community
•Anticipate outcomes and effects on
whole school community
•Assessment practices
•Strategic planning processes
•The importance of evaluation and
review timelines
•The ESF school development
framework
•Open mindedness
•Responsiveness
•Inclusivity
•A strong work ethic
•A respect for work/life balance
•Being realistic
Part II Leading Others
L2.8
Demonstrates
managerial
aptitude
•Leaders possess and
use the knowledge and
competencies to manage
people and resources in
constructive and inspirational
ways so as to achieve the
vision of the school
•Engages in creative job design
•Prepares and monitors budgets for areas of responsibility
•Employs responsible accounting procedures
•Designs and maintains flexible and adaptable learning facilities that
promote and support 21st century learning environments
•Reasonably predicts what could go wrong from day to day
•Views strategy as a process of continuous evolution
•Create efficient administrative routines
to minimize efforts on recurring and
predictable activities
•Manage budgets and resources
efficiently and effectively
•Effective planning, monitoring and
evaluation of budgets
•Relevant HR, accounting and IT
systems and software
•Current design methods for
classroom spaces
•Project management for planning
and implementing change
•School improvement processes
•Ethical behavior
•Commitment to sustaining a safe,
secure and healthy school environment
L2.9
Inspires and
motivates
others to high
performance
•Leaders recognise what
motivates individuals to
improve, and strive for high
performance
•Communicates high expectations for the performance of others
•Influences challenges and enables others to perform to high
expectations
•Addresses unsatisfactory performance
•Works with others to develop individual and team goals
•Affirms the strengths and achievements of others
•Provide constructive feedback, coaching/
mentoring/advice and direction as
appropriate
•Distinguish appropriate levels of support
•Delegate with responsibility and
authority
•Human behaviour
•Verbal and non-verbal
communication
•Willingness to use authentic and
appropriate acknowledgment
•High expectations
•Being a good role model
•Having realistic expectations
16 17
ESF Leadership Capability Framework
Capability Definition PracticesWhat this looks like as it is happening
Related SkillsThe leader is able to:
KnowledgeThe leader has the knowledge and understanding of:
AttitudesThe leader demonstrates:
L3.1
Builds
partnerships and
networks
•Leaders foster a welcoming
environment for all
•Leaders extend their influence by
working with others and making
connections well beyond the
school with parents and their wider
community
•Actively engages stakeholders in ways that promote dialogue
and shared decision-making
•Works collaboratively to establish authentic relationships
within the wider community
•Develops partnerships and networks which benefit the
foundation
•Foster an open, fair and equitable culture
•Develop, empower and sustain
partnerships and networks
•Communicate effectively with a diverse
range of people and networks
•Listen emphatically and actively
•Design and operate a network
organisation, harness networks effectively
and act as a value-creation multiplier
•The importance of interpersonal
relationships and partnership building
•Building and sustaining quality
professional networks and partnerships
•Local, regional and global education
networks and organisations
•Commitment to effective working
relationships
•Commitment to effective teamwork
•Confidence, hope and optimism
•Commitment to collaboration and
sharing of practice within and beyond
the Foundation
Part III
L3.2
Develops
‘systems’
thinking
•Leaders experience a sense of being
part of a larger whole beyond the self
•Leaders recognise the importance of
the connections between different
issues, different individuals and
different institutions
•They manage the complex demands
of their daily responsibilities while
keeping an eye on the big picture and
emerging patterns
•Demonstrates a holistic view of the learning organisation
•Thinks and acts based on a consideration of a number of
alternative solutions
•Establishes ways to evolve system changes into sustainable
practices
•Think and act strategically
•See themselves and their school as part
of the wider Foundation
•Align school priorities with those of the
Foundation
•School and Foundation strengths and
priorities for development
•Foundation wide developments and
programmes
•How the Foundation operates and
works as a collective organisation
•Commitment to the Foundation
•Commitment to continuous
improvement and development
•Commitment to evidence-based
research informed decision-making
Leading the Foundation and Beyond
L3.3
Secures
accountability
•Leaders create conditions for student
success and are accountable to
all stakeholders for ensuring that
students benefit from a high quality
education
•Ensures individual accountabilities are clearly defined,
understood and agreed to and are subject to rigorous review
and evaluation
•Uses data to measure and monitor individual and team
performance
•Engage others in the systematic and
rigorous examination of practices and
programmes
•Collect and use a rich set of data to
understand and assess strengths and
weaknesses
•Self-evaluation practices and frameworks
•A range of evidence to support, monitor,
evaluate and improve performance
•The principles and practices of effective
performance management
•Financial practices and processes
•Relevant compliance legislation
•Commitment to individual, team
and whole school accountability for
student outcomes
•Commitment to the principles and
practices of self-evaluation
•Commitment to personal self-
evaluation
L3.4
Governs for
successful
student
outcomes
•Leaders recognise the importance
of external views of education
and act to ensure that the school
council and other governing bodies
operate effectively
•Promotes effective school council and governance
partnerships by emphasising the importance of mutual
sharing of information, knowledge and ideas
•Supports independent members to be knowledgeable about
education and the school
•Cultivate a culture of participation by
the school and wider community in
governance
•Develop and nurture networks and
partnerships
•Enable school council to have the time,
information and resources to fully
participate in strategic decision-making
processes
•Effective governance procedures and
structures
•The ESF School Councillors’ Handbook
•Focus
•A willingness to be visible in the
community
•Participative decision-making
18 19
ESF Leadership Capability Framework
ReferencesACEL, (2010) ACEL Leadership Capability Framework. Penrith.
Department for Education and Skills (2004) National Standards for Headteachers, London.
Duignan, P. (2006) Educational Leadership: Key Challenges and Ethical Tensions. Cambridge:
Cambridge University Press.
English Schools Foundation. (2007) Performance Management For Principals. Hong Kong.
Leithwood, K., Seashore Louis, K., Anderson, S and Wahlstrom, K. (2004) How Leadership
Influences Student Learning. USA. The Wallace Foundation.
Marzano, R.J., Waters, T. and McNulty, B.A. (2005) School Leadership that Works. Alexandria,
VA:
ASCD.
Ontario Ministry for Education (2007) Leadership Frameworks for Principals and Vice-Principals
and for Supervisory Officers. Toronto.
Scottish Office Education and Industry Development (2006) Standard for Headship in Scotland.
Scotland.
Stephenson, J. (1992) “Capability and quality in higher education”. In J. Stephenson and S.
Weils (eds.), Quality in Learning: A Capability Approach in Higher Education. London: Kogan.
Zenger, J.H. and Folkman, J.R. (2009) The Extraordinary Leader: Turning Good Managers into
Great Leaders. USA. McGraw Hill.
20
ESF Leadership Capability Framework
Staff Performance and Development
ESFLeadership Capability
Framework
The importance of leadership in ensuring
quality outcomes for students is second only
to quality teaching in terms of impact.
Leaders at all levels of ESF play a crucial
role in achieving this impact.
Connect with us on:EDU14/15CPD02
This booklet has been printed on recycled and recyclable paper.