isqam level 1 portfolio contentspage · web viewbambrick-santoyo, 2012; 223 ‘ what changes...

The Independent Schools’ Qualification in Academic Management (ISQAM)

Level 1 Portfolio

September 2015 – July 2016

A GSA Professional Development Programme, in Partnership with HMC and the

Institute of Education

ISQAM Level 1 Portfolio ContentsPage

1. Middle leaders and managers32. Aims of the programme43. ISQAM 2015-16 Level 1 programme: Key dates54. Assessment65. You, your role and school76. Reflections on mentor session97. Module 1: Effective lesson observation and feedback108. Module 2: How to lead an effective appraisal159. Module 3: Establishing standards in student assessment, marking and20feedback 10. Module 4: Employment issues2411. Summary activity 2912. Optional reading list301. Middle leaders and managers

‘Leaders are rarely coached around what matters most: the quality of their meetings with teachers. Change your leadership purpose, and you will change your results.’

Bambrick-Santoyo, 2012; 223

‘...teachers who used peer support for mutual problem solving, observations, collaborative teaching and planning were more successful in transferring new skills to their own practice … coached teachers retained and increased their skill over time – uncoached teachers did not.’

Joyce and Showers, 2002. Achievement through Staff Development

‘It is not enough to simply select leaders or even train them. Instead continually receiving “feedback on feedback” and critically evaluating the skills of guiding others build effective leadership teams. Simply put, forming successful teams means ensuring that leaders are continually honing their ability to guide teachers to greatness.’


‘What changes practice is when we practise putting ideas into action. Practising reaches beyond leaders sharing their big takeaways from reading: it means role-play or acting on the spot.’


Bambrick-Santoyo references taken from ‘Leverage Leadership 2012’.

Reading the quotations above will, we hope, have encouraged you to reflect on what you feel about leadership and management as an established or an aspiring middle leader. The purpose of this portfolio is to record activities, key learning, reflections, and application in school as a record of your learning journey on the Independent Schools’ Qualification in Academic Management (ISQAM). This portfolio should therefore be used as a framework as you complete the ISQAM and possible accreditation towards a Masters qualification as you progress through the three levels of the programme.

There are spaces to record some of your learning, but you may want to add additional sheets either electronically or as a paper document.

Whilst this guidance outlines the minimum expectation and commitment of your engagement in this development opportunity, please feel that you can develop the portfolio to reflect your personal interests, for example adding other reflections on articles that are of personal interest to you, or reflections of conversations you have with other colleagues on the programme or in your school.

2. The Aims of the Programme:

The aims of the Independent Schools’ Qualification in Academic Management are:

1. to improve standards in teaching and learning by providing training for Heads of Department, aspiring Heads of Department, and other managers in the key practical skills that they need to perform their job;

2. to encourage the on-going continuous professional development of Middle Leaders;

3. to establish best practice and define sector-wide standards in relation to these skills, and

4. to provide a qualification that is understood, and is portable between schools.

The Structure of the Programme

This is a modular programme which operates at three levels:

Level 1: An introduction to some of the key skills required by Middle Leaders

1. Effective lesson observation and feedback

1. How to lead an effective appraisal

1. Establishing standards in student assessment, marking and feedback

1. Employment issues

Level 2: Development of the key skills required by Middle Leaders

1. The use of data to improve pupil and departmental performance

1. Programmes of study and schemes of work

1. Deepening our understanding of how coaching can improve teacher performance, and how to lead challenging conversations with staff

1. The role of the Head of Department within whole-school planning

Level 3: with Masters level credits

1. Literature review and reflection on the role of the Head of Department, and the impact of the Head of Department as a Middle Leader.

Each level will be certificated by the IoE as a separate qualification.

It is NOT a pre-requisite of the qualification to complete Level 1 before progressing to Level 2, although this is desirable.

It IS a pre-requisite of commencing Level 2 that the participant has sufficient ICT skills, competence and experience in basic software packages and the use of the school management system.

Level 3 is typically completed after Levels 1 and 2 and is worth 30 Masters level credits which could count towards a post-graduate qualification.

3. ISQAM 2015-16 Level 1 programme: Key datesSeptember 2015

· Register for ISQAM via www.gsa.uk.com.

· Identify your in-school mentor, and ensure they are registered for their training session (this is not required if they have attended the ISQAM mentor training previously.

October 2015

· Attend Day 1 training on 13 October in London (Module 1 on Effective Lesson observation and Feedback; Module 4 on How to Lead an Effective Appraisal).You will receive course documentation and joining instructions 7-10 days in advance of the course.

· Mentors to attend the half-day mentor training session on the afternoon of 13 October in London.

· Access will be given to online resources and electronic versions of key course documents immediately after Day 1. Both participants and mentors will have access to these materials.

February 2016

· Suggested completion date for the majority of work and portfolio tasks for Modules 1 and 2.

· Day 2 course takes place on 25 February in London (Module 3 on Assessment, Marking and Feedback; Module 4 on Employment Issues). You will receive course documentation and joining instructions 7-10 days in advance of the course.

July 2016

· All Level 1 activities to be finished, and completed portfolios to be submitted to [email protected] by Friday 29 July 2016. Please ensure that your portfolio has been reviewed by your mentor.

July to September 2016

· Checking and moderation of portfolios by the Institute of Education and GSA.

September 2016

· Level 1 Certificates to be awarded by the Institute of Education.

· Level 2 registration.

4. Assessment

All portfolios which are submitted before the final deadline will be assessed in order to provide feedback on areas of strength and areas for potential future development. The assessment process will also ensure that certificates are only awarded to those who have completed the programme to a satisfactory level.

Assessors will review portfolio content for each module, looking for evidence of the following:

· knowledge and understanding of the content of each module

· the ability to implement strategies in academic management

· the ability to analyse obstacles to policy implementation

· an understanding of the need to review policies & practice

Portfolio completion

It is important that portfolios contain evidence that all tasks have been completed.

Outstanding portfolios tend to share the following characteristics:

· Well organised, following the structure of the portfolio document, and using the checklists to confirm completion of all tasks

· Analysis is succinct, relevant and not too descriptive/narrative

· Contain evidence of real engagement with and reflection on key readings

· Demonstrate clear and valuable engagement with mentors throughout the year

Data Protection

Where portfolios contain evidence which includes personal information, these should be anonymised before submission. For example if additional evidence such as lesson observations, appraisal records, school datasets etc. are included, the names of colleagues and pupils should be removed

Portfolio format and submission

Please submit your portfolio to [email protected] as a single Word or PDF file including any relating appendices by Friday 29 July 2016. Please include your name in the file name of the document.

5. You, your role and schoolComplete a SWOT analysis to see where you think your strengths, weaknesses, opportunities and threats are as a middle leader:

Strengths

Weaknesses

Opportunities

Threats

Write about your school context

Give a brief description of your role in school

What else features in your life (commitments beyond school, and how you balance professional and personal responsibilities)?

6. Reflections on mentor sessions

Your mentor will work closely with you during the course of this work. It would be useful to record the sessions and the key discussion points that take place.

It is recommended that participants meet with their mentors at least twice per term, and jointly review their portfolio prior to final submission. A record should be kept below of key issues discussed and actions agreed at these meetings.

It may be useful to discuss the following points:

· progress against agreed objectives on the optional ISQAM Development Plan and any changes

· progress with portfolio activities and tasks, including consideration of the assessment criteria – successes, challenges and solutions

· next steps and support required

Date of meeting

Issues discussed, actions and any support agreed

You may also wish to use the optional ISQAM Development Plan template to plan and monitor your development.

7. Module 1: Effective Lesson Observation and Feedback

Module 1 offers an opportunity to explore:

· the extent to which lesson observation and feedback currently have the learning and development of teachers and pupils at its heart

· how to ensure it makes a real difference to teacher practice and ultimately pupil achievement

· how a coaching approach can make a difference to the culture around lesson observation and help to ensure improvement is sustained for both adults and pupils

This module enables participants to develop a sound knowledge and understanding of:

· the purposes of lesson observation

· the purpose of everyone’s role in relation to it

· what we are observing

· the relationship with ISI inspection criteria

· how a coaching approach can enhance and support colleague development

Development activities in Module 1 (please update as completed):

Activity

Completed? Y/N

Attend the Day 1 training and complete the reflection exercise below

Present in this portfolio your reflections on the two lesson observation vodcasts on what makes a good/outstanding lesson, and answer the accompanying questions

Conduct five or more lesson observations, at least one of which must be moderated by your mentor

Read the Professional Development Today article ‘Stoll, L., ‘Stimulating Learning Conversations’ and answer the 12 questions that focus on a classroom observation follow up conversation.

Record your reflections in this portfolio.

Reflections on the face-to-face sessions: Day 1, Module 1 – Effective Lesson Observation and Feedback

· Identify one key learning point

· Identify one action arising from the learning

· What impact do you hope it will have?

· Actual impact of above actions and any evidence to support (this may be completed at any time).

Reflections on the online materials and activities:Module 1: Effective Lesson Observation and Feedback

Access the two lesson observation vodcasts: What makes a Good lesson, and What makes an Outstanding lesson, complete the questions below and record your thoughts in this portfolio.

Vodcasts 1 and 2: What makes a Good lesson/What makes an Outstanding lesson

Marion Gibbs, Head, James Allen’s Girls’ School, London

1. Before you watch the first vodcast, based on your own experience and on discussions from the first ISQAM face-to-face day, record ten elements that you would expect to see in a lesson graded as Good.

2. Watch the first vodcast: What makes a good lesson (approx 7 minutes).

3. Make notes on any ways in which Marion’s description of a Good lesson:

i) Confirms, and

ii) Diverges from or adds to your own.

Comment on anything you have learnt from this reinforcement of/difference in/addition to your views.

4. Before you watch the second vodcast, again, based on your own experience and on discussions from the face-to-face day, identify how you think an Outstanding lesson could be distinguished from a Good one. What does it add?

5. Watch the second vodcast: What makes an Outstanding lesson (approx 5 minutes).

6. Do you agree with Marion’s view about the additional features of a lesson which is graded Outstanding rather than Good? Reflect on your view and Marion’s. Pick out three elements of an Outstanding lesson which you would like to focus on in your own teaching, and specifically encourage in the teaching of those in your department.

7. Finally, access and read the extract from the ISI documentation: Grade descriptors for the contribution of teaching. This is available via your school’s access to the ISI portal (www.isi.net). How do the ISI descriptors relate to your own views, and Marion’s?

Reflections on activities in school:

Module 1: Effective Lesson Observation and Feedback

You will be expected to carry out five lesson observations using the strategies learnt during modules 1 and 2 and from in-house professional development. At least one of these should be moderated by your mentor.

Keep an anonymised record of the five observations in the following pages, followed by reflections on your learning from undertaking the observations and giving feedback. Where joint observations/discussions have taken place with your mentor, reflect on this too.

Aspiring Heads of Department may carry out their observations in departments other than their own if this is more practical to achieve.

Record of Observations

Observation

Feedback

Moderated with mentor Y/N

Reflection

Reflections on key pieces of reading:Module 1: Effective Lesson Observation and Feedback

Read the Professional Development Today article ‘Stoll, L., ‘Stimulating Learning Conversations’ and answer the following questions in relation to one of your classroom observation follow up conversations:

1). To what extent do you judge the conversation you had actually to be a learning conversation, based on the features outlined? Did you even have one?

2). What has having this conversation helped you to achieve that you could not have achieved on your own?

3). What value was there in considering alternative ways of doing and seeing things?

4). When do you think you were at your most reflective during the conversation?

5).Did anything come up in the conversation that made you rethink how you feel or what you believe about something important to you?

6). What risk(s) did you take in this conversation?

7). At what point did you notice that this conversation was at its deepest?

8).How did you come to agreement about the meaning of evidence or ideas you were discussing?

9). What did you discuss that pushed you to think really hard?

10).Did you have insights about learning and teaching of a specific subject?

11).How did you challenge each other without causing offence?

12).If you were starting this conversation again, how might you have got more learning out of it?

8. Module 2: How to Lead an Effective Appraisal

This module offers an opportunity to:

· consider how effective current appraisal objectives are in making a difference to outcomes for pupils

· support you as a reviewer/ appraiser to agree objectives that ensure rigour, challenge and make a difference to pupil outcomes

· identify professional development to support the agreed appraisal objectives and develop a CPD plan for the appraisee

· consider protocols for the objective agreeing meeting and for lesson observation

· explore how a coaching approach can ensure that the appraisee is positively engaged, motivated and challenged by the process

The module enables participants to develop a sound knowledge and understanding of:

· everyone’s role and responsibility in preparing for the objective agreeing meeting

· the legal aspects of appraisal in relation to performance management.


Activity

Completed? Y/N

Attend the Day 1 training and complete the reflection exercise below

Present in your portfolio your reflections on the appraisal vodcast and accompanying questions

Complete at least one appraisal (or equivalent such as a role-play with a colleague if you are not yet in post as a HoD), which must be moderated by your mentor

Show evidence of reflection on your learning from the Day 1 training session, and link these to your reading from one of the articles below and to your own practical application and experience of lesson observation or appraisal. Choose from:

1. Porritt, V (2008) ‘Coaching to manage performance’ Professional Development Today.

2. The Centre for Excellence in Work-based Learning for Education Professionals (2011). ‘Work, learning and professional practice: the relationship between impact evaluation and approaches to performance management.’

Reflections on the face-to-face sessions: Day 1, Module 2 – How to Lead an Effective Appraisal




· Actual impact of above actions and any evidence to support (this may be completed at any time)

Reflections on the online materials and activities:Module 2: How to Lead an Effective Appraisal

Present in this portfolio your reflections on the appraisal vodcast and accompanying questions below.

Vodcast: Appraisal and dealing with underperforming staff

Simon Bevan, Veale Wasbrough Vizards

This vodcast addresses three questions:

1. What advice would you give to a HoD who has a new member of their department with whom there are some problems?

2. What advice would you give to a HoD who has a colleague who is unwilling to embrace change or adopt new teaching methods?

3. What are the legal consequences if a HoD doesn’t address underperformance in an appraisal?

Watch the vodcast and then answer the following questions in this portfolio. Discuss any about which you are unsure with your mentor:

1. How do you think you might be able to identify the difference between ‘won’t do’ and ‘can’t do’? Can you think of examples from your own experience, and how did you decide which was which?

2. What sources of training and support in your subject area might be helpful and appropriate if you identify that a colleague needs to update their knowledge or subject-specific skill set? Can you compile a list of such sources of support?

3. If you know you are likely to have a ‘challenging conversation’ at the time of an appraisal, how could you best prepare for that in advance of the initial appraisal meeting?

4. How would you rate your own ‘moral courage’ in the face of such challenges? How do you know? If this is an element of your leadership which you appreciate you need to strengthen/develop, how do you think you might be able to address this? Perhaps this is something you could discuss with your mentor: ask them honestly how they rate you in this respect and what evidence they could cite to support their view.

Reflections on activities in school: Module 2: How to Lead an Effective Appraisal

Undertake one or more appraisals with staff in your department, one of which should be moderated by/discussed with your mentor. Where it is not possible to undertake an appraisal, an equivalent activity should be completed, for example a role-play with your mentor, or record your reflections on your own experience of appraisals, what you have found useful and what you might do differently when leading them yourself in the future.

Again keep a record of these in the following pages.

Record

· Preparation for the appraisal

· Reflections on the appraisal

· Action points arising from the appraisal for yourself and for your team member


Reflections on key pieces of reading:Module 2: How to Lead an Effective Appraisal

Show evidence of reflection on your learning from the facilitated sessions, and link these to your reading from one of the articles below and to your own practical application and experience of lesson observation or appraisal. Choose from:

1. Porritt, V (2008) ‘Coaching to manage performance’ Professional Development Today.

2. The Centre for Excellence in Work-based Learning for Education Professionals (2011). ‘Work, learning and professional practice: the relationship between impact evaluation and approaches to performance management.’

9. Module 3: Establishing standards in student assessment, marking and feedback

The module enables participants to:

· Understand what is meant by work scrutiny, the role and responsibility of the HoD, and how this links to whole-school approaches and processes;

· Develop the skills to conduct effective work scrutiny and give effective feedback, making it a positive process for the staff involved;

· Identify anomalies and trends across the department, that contribute to, for example, under and over achievement;

· Understand what activities should follow a work scrutiny exercise, including feedback, accountability/self-accountability and development;

· Take away practical strategies and approaches to work scrutiny to use in their own school.


Activity

Completed? Y/N

Attend Day 2 and complete the reflection exercise below

Present in this portfolio your reflections on the three work scrutiny vodcasts, and associated questions. Familiarise yourself with ISI’s work scrutiny requirements

Carry out a departmental work scrutiny of at least one year group, one of which should be moderated by your school mentor

Create an action plan with regard to the points raised during the work scrutiny exercise

Reflections on the face-to-face sessions:Day 2, Module 3 – Establishing standards in student assessment, marking and feedback





Reflections on the online materials and activities:

Module 3 – Establishing standards in student assessment, marking and feedback

Watch the three work scrutiny vodcasts (ISI Inspectors’ perspective), and answer the questions below. Familiarise yourself with ISI’s work scrutiny requirements.

1. Watch the first vodcast, 03.1, on Selection of Work.

Using the information in this vodcast, answer the following questions. If you were to hold a departmental meeting to carry out a work scrutiny exercise to which everyone contributes, record what you would:

a) Present as your reason for doing so, and

b) Instruct the members of your team to bring along so that you were able to have a productive discussion of a representative sample of work.

2. Watch the second vodcast, 03.2, on Identifying Good Practice.

Now draft five bullet points, which you would discuss with your department during the work scrutiny meeting, to highlight what you believe to be five key features of good practice as demonstrated through an analysis of feedback on pupils’ work.

3. Watch the third vodcast, 03.3, on Identifying Poor Practice.

Imagine that in your work scrutiny as Head of Department you discover examples of poor practice (of the kind identified in this vodcast) in the feedback to pupils offered by one particular teacher. Draft for yourself brief notes to guide you in a coaching conversation with the member of staff concerned.

Reflections on activities in school:

Module 3 – Establishing standards in student assessment, marking and feedback

Carry out a departmental work scrutiny of at least one year group, one of which should be moderated by your school mentor. Record your findings and key learning points below.

Create an action plan with regard to the points raised during the work scrutiny exercise, and record this below.

Aspiring Heads of Department should aim to shadow a work scrutiny undertaken by their own HoD or mentor, create their own action plan, and share this for discussion with their mentor.

10. Module 4: Employment Issues

The module enables participants to:

· Have an awareness of the key issues in employment law, including equal opportunities

· Have confidence and understanding of the roles and responsibilities of HoD, and their school policies and procedures in relation to employment issues.


Activity

Completed? Y/N

Attend Day 2 and complete the reflection exercise below

Watch the three employment issues vodcasts, read the accompanying notes, and answer the accompanying questions. Keep a record of your answers in this portfolio

Discuss the case studies presented at Day 2 with your mentor. In this portfolio, log these reflections, and a summary of the next steps that could/should be taken in each of these situations

Meet with your HM, SLT or HR Department on employment issues, including safeguarding and the approach taken in your school. Write up your findings in this portfolio

Familiarise yourself with the different formats used for application forms, analyse them and discuss them with your mentor

Reflections on the face-to-face sessions:Day 2, Module 4 – Employment Issues





Reflections on the online materials and activities:Module 4 – Employment Issues

Watch the three employment issues vodcasts, and answer the accompanying questions. Keep a record of your answers in your portfolio below.

Module 4 ,Vodcast 1: Dealing with staff sickness and absences



1. What are a HoD’s responsibilities in relation to staff welfare and sickness?

2. What are the issues of which a HoD needs to be aware in relation to long-term sickness?

3. What are the issues of which a HoD needs to be aware in relation to return from maternity leave?

Watch the vodcast and then answer the following questions in your portfolio. Discuss any about which you are unsure with your mentor:

1. Do you know your school’s policy about contacting staff who are absent from school long-term? Discuss with your mentor what the policy is and how you would implement it if it became necessary to do so.

2. Who would you approach in your school if you felt that an Occupational Health referral was the right way forward in a particular case? How would you justify this?

3. If a member of your department returning to work requests to work flexibly, who would you discuss this with and what factors would you take into account when considering the request?

Module 4, Vodcast 2: Dealing with recruitment issues



1. What are the general issues a HoD should consider when recruiting a new member of staff?

2. Are there any specific issues that relate to the recruitment of teachers?

3. Are there any questions a HoD shouldn’t ask at interview?


1. How can you ensure that you are not guilty of discrimination during the different stages of your recruitment process?

2. Would you supply feedback following an application/interview process during which a candidate was unsuccessful? If so why, and if not why not? If your answer is yes, how would you choose to do this?

3. How familiar are you with the Safer Recruitment principles, and if this is an area with which you do not feel totally confident, where would you go for information and support in your school?

Module 4, Vodcast 3: Dealing with staff capability issues


This vodcast addresses two questions:

1. If a HoD has concerns about the capability or performance of a member of their department, what is the first thing the HoD should do?

2. How should a HoD conduct a formal capability meeting?


1. If you have concerns, how and from where would you gather evidence? Be as specific as you can.

2. Do you have access to a copy of your school’s Capability/Disciplinary process, and do you understand the key principles of your policy?

3. If you are to conduct a formal capability meeting, how would you prepare for this, who might you ask to be in the meeting with you and what brief/instructions would you give this person?

Reflections on activities in school: Module 4 – Employment Issues

Discuss the case studies presented at Day 2 with your mentor. In this portfolio, log these reflections, and a summary of the next steps that could/should be taken in each of these situations.

Meet with your HM, SLT or HR Department on employment issues, including safeguarding and the approach taken in your school. Write up your findings in this portfolio.

Familiarise yourself with the different formats used for application forms, analyse them and discuss them with your mentor.

11.

11.Summary activity

Write between 1500 and 2000 words, reflecting on the impact of modules 1-4, the associated readings and the activities at school including sessions with the mentor, to show the impact the ISQAM has had on your work as a middle leader. We suggest that you share your reflections with your mentor and Head.

The following headings may be helpful, but you do have flexibility to adapt this. This is a further opportunity for you to demonstrate how you meet the portfolio assessment criteria.

· What has been your key learning from the programme?

· How has this learning impacted on your thinking and on your practice as a middle manager / leader?

· What changes have you made as a result of this programme, or would you want to make to:

· Department policy

· Department practice or practices?

· Identify any barriers that you faced in implementing these changes and explain how you overcame them, or, anticipate possible barriers to implementation of these changes and possible solutions.

· If you have made any changes, to what extent do you feel theses change have been effective i..e what actual difference has it made to you, your colleagues and to pupils?

· Why do you think it is important to review policies and practices?

· What are your next steps?

· By when do you hope to have achieved the above?

· Any other reflections:

12. Optional reading list

Leading and Managing Change and Improvement

Bush, T. and Bell, L. (Eds.) (2002) The Principles and Practice of Educational Management, London: Paul Chapman Publishing.

Day, C., Harris, A., Hadfield, M., Tolley, H. and Beresford, J. (2000) Leading Schools in Times of Change, Buckingham: Open University Press.

Earley, P. and Weindling, D. (2004) Understanding School Leadership, London: PCP/Sage.

Fullan, M. (2001) Leading in a Culture of Change, San Franscisco: Jossey-Bass.

Leadership for the Learning Community

Bolam, R. et al (2006) Effective Professional Learning Communities, Nottingham: DfES.

Bubb, S. and Earley, P. (2007) Leading and Managing CPD: Developing People,

Developing Schools, (2nd edition) London: Paul Chapman/Sage.

Bush, T. and Middleton, D. (2005) Managing People in Education, London: PCP/Sage

Evans, L. (1999) Managing to Motivate: a guide for school leaders, London: Cassell.

Middlewood, D., Parker, R. and Beere, J. (2005) Creating a Learning School, London:

Sage/PCP

Leadership

Bennett, N., Crawford, M. and Cartwright, M. (2003) Effective Educational Leadership,

London: Paul Chapman Publishing

Bottery, M. (2004) The Challenges of Educational Leadership. Paul Chapman.

Crawford, M, Kydd, L. and Riches, C. (eds) (1997) Leadership and Teams in

Educational Management, Buckingham: Open University

Emotional Intelligence

Brockbank,A. and McGill, I., (2006) Facilitating Reflective Learning Through Mentoring and Coaching. London: Kogan Page.

Cordingley, P.et al., (2005) National Framework for Mentoring and Coaching. DfES/CUREE.

De Haan, E. and Burger,Y, (2005) Coaching with Colleagues. Basingstoke: Palgrave Macmillan.

Rogers,J., (2004) Coaching Skills: a handbook. Maidenhead: Open University Press.

Managing staff, motivation and morale

Evans, L. (1999) Managing to Motivate: A Guide for School Leaders, London: Cassell.

Handscomb, G. and Lincoln, P. (1999) ‘Feel good, perform well’, Professional Development Today, Vol. 2. Issue 3, pp5-13.

Jones, J., Jenkin, M. and Lord, S. (2006) Developing Effective Teacher Performance, London: PCP/Sage.

Learning-Centred Leadership

Gladwell, M. (2001) The Tipping Point – How little things can make a big difference, London: Abacus

Harris, A. (2008) Distributed School Leadership: Developing tomorrow’s leaders. Leading School Transformation Series. London: Routledge

Joyce, B., and Showers, B. (2003) Student achievement through staff development. Nottingham: (NCSL)

Southworth, G. (2004) How Leaders Influence What Happens in Classrooms

Nottingham: NCSL

Watkins, C. (2005) Classrooms as Learning Communities, London: Routledge

GSA ISQAM Level 1 Portfolio 2015-2016Page 1 of 31

isqam level 1 portfolio contentspage · web viewbambrick-santoyo, 2012; 223 ‘ what changes...

Documents