table of contents - leadership east€¦ · leadership against 7 leadership behaviours, which set...

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Table of Contents Overview of the final assessment process ............................................................................ 3 The role of sponsor ............................................................................................................... 3 NPQML Content and Assessment Framework ..................................................................... 4 NPQML Assessment Task Description ................................................................................. 5 Preparing for assessment ..................................................................................................... 6 The Mark Scheme ................................................................................................................. 8 Your submission for assessment .......................................................................................... 8 Verification by your Sponsor .............................................................................................. 10 Registering for final assessment ........................................................................................ 12 Policy for Processing and storing work submitted for assessment. .................................... 13

Appendices Appendix 1: Assessment criteria, required supporting documents & score descriptors ..... 14 Appendix 2: Final Assessment Online submission form ..................................................... 25 Appendix 3: Content areas and assessment criteria .......................................................... 33 Appendix 4: Leadership behaviours mapped to the diagnostic .......................................... 40 Appendix 5: Content areas assessed linked to competencies tested in 360 ...................... 41

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Overview of the final assessment process Successful completion of the NPQML programme will demonstrate your ability to be an effective middle leader who can deliver successful and sustainable school improvement. The NPQML final assessment process has been designed to assess what you know and are able to do linked with the six content areas. In addition, you are expected to use the experience to reflect upon and improve your own leadership against 7 leadership behaviours, which set out how the best leaders operate. The final assessment process comprises one assessment task in which you will lead an improvement project within your team, lasting at least 2 terms to:

• improve pupil progress and attainment (part A) • and team capability (Part B)

For the task you will be expected to draw upon the relevant bodies of research or examples that relate to the nature of your project You will be required to submit a written account of your project (4500 words) demonstrating how you have met the criteria set out in the assessment guidance. This will cover the initiation, implementation and evaluation of the project. The format for your submission for assessment will be an electronic form (appendix 2) on which you will provide evidence of how you have met each assessment criterion. For the task you will be required to submit supporting documents/material as evidence as required by each assessment criterion. Supporting evidence must be concise and directly related to your project and corresponding assessment criterion. Further evidence/verification will be supplied on the online form by your sponsor and Headteacher. The online library, online tasks and face to face days will support you in your preparation for assessment and in your reflection on your leadership development. The Role of Sponsor The sponsor should be a senior leader (line manager or a leader of equivalent seniority) who is in a position to know your work, has a good knowledge of how you lead your team and who is able to assess your achievements and the impact of your leadership. The sponsor is required to verify on the online form that your evidence is accurate and to provide further evidence against specific assessment criterion. The additional evidence provided by the sponsor will be considered alongside your submission. It is therefore very important that you ensure that your sponsor carefully reads the guidance provided and that you discuss your project and your written account for submission with your sponsor. The sponsor should:

• provide time for you to discuss your project to ensure that you will be able to evidence improved pupil progress and attainment and team capability and meet the

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assessment criteria

• support, monitor and review your work as you progress through the content areas and complete the project

• provide opportunities for you to discuss your project and your written account for

submission

• provide verification for the assessment process that your evidence is accurate and comment on specific aspects of the project as required by the assessment criteria

The sponsor’s information and verification is a crucial part of the assessment process. Where the sponsor is not the Headteacher the Headteacher is also required to sign to verify your evidence. NPQML Content and Assessment Framework The framework sets out the knowledge, skills and behaviours that will be covered in the programme, the criteria against which all NPQML participants are assessed and the assessment task through which all NPQML participants will be assessed. Content Areas There are 6 content areas which set out what a middle leader should know or be able to do. Each content area describes what you need to learn how to do and what you need to learn about. The 6 areas are:

• Strategy and Improvement • Teaching and Curriculum Excellence • Leading with Impact • Working in Partnership • Managing Resources and Risks • Increasing Capability

The face to face days and online library will support you in your learning and your progress to assessment. Your knowledge and skills will be assessed through the assessment task and assessment criteria which correspond to the content areas. Leadership Behaviours There are 7 leadership behaviours which set out how the best leaders operate. These are: Commitment; Collaboration; Personal Drive; Resilience; Awareness; Integrity; Respect. The behaviours are not assessed through assessment criteria or assessment task. However, you will undertake a 360-degree diagnostic at the beginning and end of the programme. This will evaluate your strengths linked with the leadership behaviours and content areas and enable you to plan how you will develop your leadership during the

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programme. You will have the opportunity to re-do the diagnostic at the end of the programme. There is a description of each of the 7 behaviours mapped against the diagnostic competencies in Appendix 4 (page 40). NPQML Assessment Task Description Leading an improvement project within your team, lasting at least 2 terms to:

• improve pupil progress and attainment (part A) • and team capability (Part B)

Word Limit: 4,500 words Content Areas Assessed:

Participants must: • Lead an improvement project in their team, lasting at least 2 terms, aimed at improving

pupil progress and attainment (part A) and the capability of their team (part B). (Where the candidate is unable to identify one project that meets the needs of both part a and b, they may complete two separate projects, however the total overall word count of 4,500 still applies.)

• Submit a written account of the project to the provider for assessment, demonstrating how they have met the assessment criteria. This should cover the initiation, implementation and evaluation of the project

• Submit supporting documents/material as evidence where required by the assessment criteria. Supporting evidence must be concise and directly related to the candidate’s project and corresponding assessment criteria

• Not exceed a total word count (across both parts of the project) of 4,500, excluding supporting documents or annexes

Part A Part B

Strategy and Improvement Managing Resources and Risks

Teaching and Curriculum Excellence Increasing Capability

Leading with Impact

Working in Partnership

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Preparing for Assessment You should: • Agree an improvement project in your team, lasting at least 2 terms, aimed at improving

pupil progress and attainment (part A) and the capability of your team (part B) • Decide how you will meet the assessment criteria through the initiation, implementation

and evaluation of the project • Decide what supporting documents/material related to your project you will use as

evidence that you have met the assessment criteria

• Discuss the task with your sponsor to ensure that you will be able to meet the assessment criteria through the delivery of that task

• Look at the 6 content areas and ensure that you develop your skills and knowledge

through the programme and apply what you have learned to your assessment project

• Set priorities and targets for your own leadership development based on the Leadership Diagnostic. (This aspect is not assessed but is part of your development as a leader)

Part 1 the INITIATION stage of the project In this part of the project you will need to:

• produce a budgeted, team level project plan and risk register detailing how you will improve pupil progress and attainment (Part A) and the capability of your team (Part B)

• decide how you will use raw data and pupil performance data to inform your design and implementation of the project

• draw on the relevant bodies of research or examples that relate to the nature of your project and apply your findings to your project planning

• plan for how you will assess your performance and the performance of your team

• consider appropriate professional development opportunities for yourself and your team taking into account the impact and cost effectiveness of CPD in terms of pupil outcomes

Part 2 the IMPLEMENTATION stage of the project For this part of the project you will need to:

• describe how you have implemented your project plan for improving pupil progress and attainment (Part A) and the capability of your team (Part B) and delivered it in collaboration with others within and outside of your team

• describe how you have deployed change management tools and techniques through the progress of your project

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• describe the improvements to the curriculum that you have made

• show how your understanding of the performance and development needs of your team has created development opportunities and how you have provided practical support, advice and feedback

• describe how you have mitigated risks and barriers to implementation and monitored to hold your team to account for their performance

• ensure your sponsor is able to comment on your ability to establish relationships and mitigate against barriers to implementation

• describe how you have improved your plan in the light of data on pupil progress and attainment

Part 3 the EVALUATION of the project impact For this part of the project you will need to evaluate:

• how your leadership of the project has impacted on pupil progress and attainment (Part A) and the capability of your team (Part B) using raw data analysis and pupil progress data to provide quantified evidence

• how improvements that you have made to your action plan have impacted on outcomes as the project has developed

• how your choice of change management tools and techniques has impacted on outcomes

• the impact of any curriculum improvements that you have implemented identifying any next steps resulting from your project

• the progress you have made in your own leadership development including the impact of completing NPQML any personal, professional development opportunities which have emerged from your project

• the impact of the different leadership and communication styles that you adopted in delivering the project

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The Mark Scheme You will be assessed against the Assessment Criteria, as described in the Content and Assessment Framework, using a points-based marking system, with points awarded for successful demonstration of each assessment criterion. Each assessment criterion is marked out of a maximum of two. 2 equates to fully demonstrating a criterion. 1 equates to partially demonstrating a criterion. 0 equates to no relevant evidence provided. Assessors will award a mark out of two for each criterion assessed, using the score descriptors (Appendix 1). To pass an assessment task you must: a) achieve the overall pass mark for the task (set at around 70% of the total marks available); and b) score at least a 1 in all of assessment criteria assessed in that task (i.e. a participant will fail if they score a “0” on any criterion)

NPQ level Criteria Assessed

Marks available Pass mark Additional

Requirements

NPQML 16 32 22 At least a 1 in

each assessment

criterion You will either pass or fail. You will be advised of your final assessment score, including a breakdown by each assessment criterion once all moderation processes are complete. This will enable you to identify areas for future professional development. Resits Two resits are permitted after the first fail. Three attempts are permitted in total within a two-year period. Your submission for assessment In your submission you must provide evidence against each assessment criterion of your leadership of your improvement project to improve pupil progress and attainment (Part A) and the capability of your team (Part B). You should use font Calibri 11 for your submission. The format for your submission for assessment comprises:

• An electronic form (appendix 2) which will provide evidence against the assessment criteria for part a and part b of the task including details of how you have covered the initiation, implementation and evaluation of your project. Word limit 4,500

• Supporting documents/material as evidence where indicated in the assessment

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criteria. Supporting evidence must be concise and directly related to your project and corresponding assessment criteria. Not included in word count

• Marks will not be awarded for work that is beyond the word limit specified

• Leadership behaviours which describe how leaders operate will not be part of the formal assessment but underpin your leadership of your task

The electronic form (appendix 2) comprises: Information Section: (not included in word count) giving:

• List of key points to consider in your submission

• Background information including project title, leaders, teams and stakeholders worked with and project dates

• Required signatures to verify your submission

• A brief overview of the rationale for and scope of your improvement project

This is background information and should be kept brief. It is NOT part of the word count.

Final Submission form (4,500 words) comprising: The assessment criteria listed under each content area with a box for participant evidence and a box for supporting document references. In the participant evidence box you should provide your key evidence for how you have met each assessment criterion in both part a and part b of the project. At the end of each content area a box for sponsor evidence verifying the criteria in that content area. SPONSOR COMMENTS ARE NOT PART OF THE WORD COUNT. The score descriptors (appendix 1) enable you to be clear about what evidence is required against each of the assessment criteria. A definition of terms used in the score descriptors is also provided. In your submission you should cover what you did, how you did it and the impact of your actions to show how you have met the specific requirements of each assessment criterion. Remember to use I, rather than we, to explain how you have met the assessment criteria.

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Required supporting documents In the required supporting documents box you should give a reference for each document so that the assessors can easily locate the documents required for that assessment criterion. You are required to provide the following documents:

• Raw data analysis

• Pupil performance data

• Sponsor comments on how you have established relationships with others within and outside of your own team, deploying appropriate structures and /or processes to mitigate against any barriers

• Budget

• Project plan

• Risk register Once you have completed your online form you should ensure that:

• You have used font Calibri 11 and written in a clear, legible style

• You have not exceeded the word count and that you have noted it at the end of the task. 4500 words

• You have provided evidence relevant to your submission for every assessment criteria for parts A and B

• Any supporting documentation is concise and directly related to your task and the corresponding assessment criteria and that you have included the required supporting documents

Verification by your sponsor You must agree with your sponsor when you are ready to submit. Email your online form and supporting documents together with the Assessment Handbook to your sponsor to enable them to complete the relevant sections of the form. Ensure that you give your sponsor time to complete the necessary sections of the form. The sponsor is required to verify on the online form that your evidence is accurate and to provide further evidence against specific assessment criterion. The additional evidence provided by the sponsor will be considered alongside your submission. It is therefore very important that you ensure that your sponsor carefully reads the guidance provided and that you discuss your project and your written account for submission with your sponsor. Sponsors should use the Assessment Task details below and the Score Descriptors (Appendix 1) to inform the verification process. NPQML Assessment Task. Leading an improvement project within your team, lasting at least 2 terms to improve pupil progress and attainment (part A) and team capability (Part B) The participant must demonstrate that they have met the assessment criteria as specified in the assessment framework.

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The sponsor is required to verify the evidence that you submit in two ways: 1. The background information section provides overall verification for the task. 2. In addition sponsors are asked to verify your evidence in the box provided after each of the 6 content areas. Should the sponsor wish to add evidence they should do so in the appropriate box. The sponsor is not required to make a judgement about whether you have met the criteria or not just to verify that the evidence you have given is accurate. Note. For assessment criterion 4.1.1, the sponsor must comment specifically on how you have “established relationships with others within and outside of own team, deploying appropriate structures and/or processes to mitigate against any barriers.” The additional evidence provided by the sponsor will be considered alongside your submission. It is therefore very important that you ensure that your sponsor carefully reads the guidance provided and that you discuss your task and your written account for submission with the sponsor. Where the sponsor is not the Headteacher the Headteacher is also required to sign to verify the evidence provided by the participant in the appropriate box in the Background Information section of the form. When the sponsor (and headteacher if relevant) has completed and signed the form, the form and required documents should be submitted electronically by you to meet the deadline for submission confirmed when registering for assessment. The form will need to be scanned to ensure all signatures are included.

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Registering for Final Assessment The final assessment process for the NPQs is managed through the Leadership East Assessment Platform (LEAP). You are expected to present for assessment between 12 to 18 months following the commencement of your programme (the first face to face day). You should book your assessment window as early as possible and in good time to allow for the timeline set out below. You MUST present for assessment within 18 months at the latest. The process for registering for your final assessment is as follows:

STEP 1: Booking your assessment window – To book your window for assessment you will need to visit the LEAP website (a link will be emailed to you when the site is open for booking) and select an assessment window that falls

within 18 months of the commencement of your programme.

You can log back in to your assessment booking at any time and change your assessment window please ensure that your booking remains within 18 months

of the commencement of the programme.

STEP 2: Confirmation of assessment window – 7 weeks before you are due to submit for assessment you will receive a reminder email.

Upload your Paperwork to the LEAP site within the chosen window. You will be sent instructions for uploading your paperwork.

Log in to your assessment booking on the LEAP site. Amend your assessment booking to the new date you require. You MUST ensure this is within 18 months of the commencement of the programme. If the booking will take you outside of your 18 months you must contact Leadership East [email protected] to provide extenuating circumstances

I am not ready to submit for assessment I am ready to submit for assessment

mailto:[email protected]

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Policy for Processing and storing work submitted for assessment. Article 5 of the GDPR requires that personal data shall be:

• processed lawfully, fairly and in a transparent manner in relation to individuals; For the purposes of your uploaded work submitted for assessment, this means that we will treat your upload – including recording if this applies – just as we would your personal data: lawfully, fairly and in a way that is clear and known to you.

• collected for specified, explicit and legitimate purposes and not further processed in a manner that is incompatible with those purposes; further processing for archiving purposes in the public interest, scientific or historical research purposes or statistical purposes shall not be considered to be incompatible with the initial purposes;

• adequate, relevant and limited to what is necessary in relation to the purposes for which they are processed;

For the purposes of your uploaded work submitted for assessment, this means that your uploaded form and supporting evidence will only be used for the purposes of assessment, moderation and quality assurance and will be securely destroyed once the process of awarding and confirming your result is complete. We will never use your work to provide examples to others unless we have had your express permission.

• accurate and, where necessary, kept up to date; every reasonable step must be taken to ensure that personal data that are inaccurate, having regard to the purposes for which they are processed, are erased or rectified without delay;

For the purposes of your uploaded work submitted for assessment, this means that we will ensure that we ask you at regular intervals to confirm the data that we hold for you, and this will also be done at the time of your assessment.

• kept in a form which permits identification of data subjects for no longer than is necessary for the purposes for which the personal data are processed; personal data may be stored for longer periods insofar as the personal data will be processed solely for archiving purposes in the public interest, scientific or historical research purposes or statistical purposes subject to implementation of the appropriate technical and organisational measures required by the GDPR in order to safeguard the rights and freedoms of individuals;

• processed in a manner that ensures appropriate security of the personal data, including protection against unauthorised or unlawful processing and against accidental loss, destruction or damage, using appropriate technical or organisational measures.

For the purposes of your uploaded work submitted for assessment, this means that your work will be assessed with an assessment ID rather than by name. Assessors and moderators will only have access to the submitted work allocated to them and this access will cease at the conclusion of the assessment and moderation process. For more detail, please refer to Leadership East’s Privacy Statement http://leadershipeast.org/wp-content/uploads/2017/11/Leadership-East-mandatory-privacy-notice.pdf

http://leadershipeast.org/wp-content/uploads/2017/11/Leadership-East-mandatory-privacy-notice.pdf

http://leadershipeast.org/wp-content/uploads/2017/11/Leadership-East-mandatory-privacy-notice.pdf

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Appendix 1 NPQML Assessment criteria, required supporting documents and score descriptors

NPQML Content

area Assessment criteria

Score descriptor

0 Marks Score descriptor

1 Mark Score descriptor

2 Marks Supporting documents

required Tested in Part A

Stra

tegy

& Im

prov

emen

t

1.1.1 Deploys tools and techniques to manage and analyse data on pupil progress and attainment, at group and individual level

• No relevant evidence submitted by participant

• Deploys tools and techniques to manage and analyse data on pupil progress and attainment at group and individual level; although tools and techniques deployed and/or conclusions drawn or trends identified during analysis are not always the most important/ relevant/ appropriate (for specified purpose/ context)

• Deploys appropriate tools and techniques to manage data on pupil progress and attainment at group and individual level effectively; analysis of progress and attainment accurately identifies the most important and relevant trends

Raw data analysis

1.1.2 Designs, evaluates and improves plans in light of data on pupil progress and attainment


• Designs an improvement project, evaluates impact and modifies plans; although priorities identified, or conclusions drawn are not always consistent with data supplied on pupil progress and attainment

• Designs an improvement project that identifies priorities that are wholly consistent with data supplied on pupil progress and attainment; evaluates impacts of plans robustly and makes improvements where necessary in important/ relevant/ appropriate respects

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NPQML Content


Score descriptor




required

1.1.3 Deploys change management tools and/ or techniques during the design and implementation of plans


• Deploys change management tools and/ or techniques during the design and implementation of plans; but not always the most important/ relevant/ appropriate (for specified purpose/ context)

• Change not sustained or implemented successfully

• Deploys the most important/ relevant/ appropriate/ change managements tools and/ or techniques (for specified purpose/ context) during the design and implementation of plans, to successfully implement sustainable change at team level

Teac

hing

& C

urric

ulum

Exc

elle

nce

2.1.1 Analyses research into, and examples of, domestic and international teaching strategies/ pedagogical approaches and applies findings to own plans


• Analyses evidence-based domestic and international teaching strategies/ pedagogical approaches; but not always the most important/ relevant/ appropriate research and examples (for specified purpose/ context)

• Participant’s plans to grow excellent teaching in a team are not always consistent with the most important/ relevant/ appropriate findings of their analysis or not grounded in evidence of effectiveness

• Analyses the most important/ relevant/ appropriate domestic and international teaching strategies/ pedagogical approaches for their specified purpose or context

• Participant’s plans to grow excellent teaching in a team are wholly consistent with the most important/ relevant/ appropriate findings of their analysis and grounded in clear evidence of effectiveness

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NPQML Content


Score descriptor




required

2.1.2 Evaluates the strengths and weaknesses of curriculum taught by team, implementing improvements where necessary


• Evaluates curriculum taught by team, identifying strengths and weaknesses; although improvements implemented are not always consistent with the most important/ relevant/ appropriate findings of their evaluation

• Comprehensively evaluates curriculum taught by team, implementing improvements that are wholly consistent with most important/ relevant/ appropriate findings of their evaluation

2.1.3 Implements and evaluates an evidence-based project that improves pupil progress and/ or attainment


• Implements and evaluates evidence-based project within a team; although impact of project on pupil progress and/ or attainment unclear or inconsistent with specified purpose or priorities

• Implements and evaluates evidence-based project within a team that demonstrably improves pupil progress and/ or attainment in line with specified purpose and priorities

Pupil performance data

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NPQML Content


Score descriptor




required Le

adin

g w

ith Im

pact

3.1.1 Exploits different leadership styles and justifies why these have been adopted


• Adopts different leadership styles; but not always most important/ relevant/ appropriate (for specified purpose/ context)

• Benefits and risks of approaches adopted not fully explained or justified appropriately

• Adopts different leadership styles successfully to ensure that team meets objectives

• Benefits and risks of different approaches fully explained and approaches adopted justified appropriately

3.1.2 Exploits different communication styles and justifies why these have been adopted


• Adopts different communication styles, but not always most important/ relevant/ appropriate for specified audience, purpose or context

• Benefits and risks of approaches adopted not fully explained or justified appropriately

• Adopts different communications styles successfully, including in challenging circumstances, to communicate confidently and effectively with a range of stakeholders

• Benefits and risks of

approaches adopted fully explained and justified appropriately

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NPQML Content


Score descriptor




required W

orki

ng in

Par

tner

ship

4.1.1 Establishes relationships with others within and outside of own team, deploying appropriate structures and/ or processes to mitigate against any barriers


• Deploys structures and/or processes to establish relationships within and outside of own team; but not always the most important/ relevant/ appropriate (for specified purpose/ context)

• Barriers to collaboration with important/ relevant/ appropriate stakeholders collaboration not always overcome

• Deploys appropriate/ relevant structures and/ or processes to overcome barriers to effective collaboration

• A wide range of important/

relevant/ appropriate relationships successfully established within and outside of own team, including with more challenging partners/ stakeholders

Sponsor comments

4.1.2 Designs and/ or delivers plans in collaboration with others within and outside of own team


• Designs and/ or delivers plans in collaboration with others inside and outside of team; but not always the most important/ relevant/ appropriate stakeholders

• Designs and/ or delivers plans successfully through sustained collaboration with important/ relevant/ appropriate stakeholders inside and outside of team

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NPQML Content


Score descriptor




required Tested in Part B

Man

agin

g R

esou

rces

& R

isks

5.1.1 Analyses the financial and staffing implications of own plans, during whole lifetime of plans, using a budget


• Budget provides a basic analysis of the financial and staffing implications of plans, through whole lifetime of plans; but does not always include the most important/ relevant/ appropriate costs (for specified purpose/ context)

• Some consideration as to how

to deliver efficiencies through the lifetime of plans; but not always in the most important/ relevant/ appropriate areas (for specified purpose/ context) or in the context of achievement of team objectives

• Budget provides a detailed analysis of all relevant financial and staffing implications, during whole lifetime of plans

• Consideration given to how efficiencies can be achieved in respect of important/ relevant/ appropriate costs and how these impact on team objectives

Budget

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NPQML Content


Score descriptor




required

5.1.2 Defines the steps required to successfully implement plans, using a project plan


• Project plan defines some of the steps required to successfully implement plans; although important activities (for specified purpose/ context) are poorly defined or absent

• Project plan defines all of the steps required to successfully implement plans

Project plan

5.1.3 Identifies and mitigates risks in plans, using a risk register


• Risk register demonstrates that some risks in plans are identified and mitigations are in place; although risks and/ or mitigations are not always the most important/ relevant/ appropriate (for specified purpose/ context)

• Risk register demonstrates that all important/ relevant risks in plans are identified and relevant/ appropriate mitigations are in place (for specified purpose/ context)

Risk register

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NPQML Content


Score descriptor




required In

crea

sing

Cap

abili

ty

6.1.1 Assesses individuals’ performance and capability methodically and identifies appropriate, targeted professional development opportunities within and beyond the school to support them


• Assesses individuals’ performance and capability identifies professional development opportunities; but these are not always the most important/ relevant/ appropriate opportunities (for specified purpose/ context)

• Assessment of individuals’ performance unstructured or inconsistent with relevant guidance

• Assesses individuals’ performance and capability methodically, consistent with relevant guidance

• Accurately identifies most

important/ relevant/ appropriate opportunities targeted professional development opportunities within and beyond the school (for specified purpose/ context)

6.1.2 Assesses their own performance and capability methodically, identifying appropriate, targeted professional development opportunities for self


• Assesses own performance and capability; but these are not always the most important/ relevant/ appropriate professional development opportunities (for specified purpose/ context)

• Assessment of performance and capability unstructured and does not draw on relevant tools and techniques

• Assesses own performance and capability methodically, drawing on relevant tools and techniques and accurately identifying important/ relevant/ appropriate professional development opportunities for self

6.1.3 Designs and implements plans to evaluate the impact and cost-effectiveness of professional development in terms of pupil outcomes


• Evaluates the impact and cost-effectiveness of professional development; but does not always relate these to important/ relevant/ appropriate impacts on pupil outcomes

• Evaluates the impact and cost-effectiveness of professional development in terms of pupil outcomes, explicitly identifying the most important/ relevant/ appropriate impacts on pupil outcomes

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Terms Definition of terms used in the score descriptors

Analyse Break down data, information, or research and identify issues, common themes / concepts; identify advantages and disadvantages of approach; show how main ideas are related and why, and why important.

Apply Make use of newly acquired knowledge and skills in the task / project

Assess Use available information to make a judgement / take a decision.

Demonstrably Providing evidence of understanding / use of knowledge and skills in the task / project to positive effect

Deploy Make use of resources or strategies to address an issue.

Effectiveness Producing desired result, impact or outcome.

Efficiency Getting best use of resource with minimum wasted effort or expense.

Establish Secure acceptance for; set up on a permanent basis.

Evaluate Examine strengths and weaknesses, similarities and differences; make points for and against; review evidence from different perspectives and come to a valid conclusion or reasoned judgement.

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Exploit Make full use of, and derive benefit from, a resource, knowledge or skill; use to good advantage.

Implement Put into practical effect; carry out.

Successfully Evidence of outcome or impact of approaches / decisions taken.

Sustain Maintain for a period of time relevant to the task / project.

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APPENDIX 2

FINAL ASSESSMENT SUBMISSION FORM NPQML

Key points to consider in your submission

• Ensure you have fully understood the requirements of the programme’s final assessment and the mark scheme as stated in the Assessment Handbook

• Check that you have used font Calibri 11 and written in a clear, legible style

• Ensure that you have not exceeded the word count and that you have noted it at the end of the task 4500 words

• Ensure that you have provided evidence relevant to your submission for every assessment criteria for parts A and B

• Check that any supporting documentation is concise and directly related to your task and the corresponding assessment criteria and that you have included the required supporting documents

• Ensure you have used your learning from theory, research, face-to-face days and networking, linked to the content areas, to meet the assessment criteria

• Ensure you have demonstrated how you have led an improvement project within your team, lasting at least 2 terms to:

improve pupil progress and attainment (part A) and team capability (Part B)

• It is expected that the majority of the task will be completed within two terms. Check that you have outlined the intended outcomes if the task has not been fully completed in the timescale

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NPQML Assessment Task Background Information (this does not count as part of the total word count)

Participant Name and Role

Team Improvement Project Title

Leaders, teams and stakeholders worked with

Date Project commenced

Date Project finished

Participant signature Participant Signature: Date:

Sponsor name and role

I confirm that this submission is accurate and verify all the evidence it contains.

Signature of sponsor: Date: Signature of Headteacher: Date: (If not sponsor)

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Brief outline of your key actions

Brief overview of the rationale for and the scope of your improvement project within your team to: improve pupil progress and attainment (part A) and team capability (Part B) (maximum 300 words recommended)

Briefly outline your key actions under the following headings. Include your project plan in your supporting evidence showing in more detail how you have covered the initiation, implementation and evaluation stages of your project.

Initiation

Implementation

Evaluation

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NPQML Final Assessment Submission Form (4,500 words limit) The sponsor comments are not part of the word count.

Content Area 1: Strategy and Improvement Part A

NPQML Assessment Criteria Participant evidence supporting Content Area 1 Supporting Documents

Document references

1.1.1 Deploys tools and techniques to manage and analyse data on pupil progress and attainment

Raw data analysis Document reference

1.1.2 Designs, evaluates and improves plans in light of data on pupil progress and attainment

1.1.3 Deploys change management tools and/ or techniques during the design and implementation of plans

Content area 1-Sponsor Verification Sponsor comments in relation to participant evidence against assessment criteria.

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Content Area 2 Teaching and Curriculum Excellence Part A


Document references 2.1.1 Analyses research into, and examples of, domestic and international teaching strategies/ pedagogical approaches and applies findings to own plans

2.1.2 Evaluates the strengths and weaknesses of curriculum taught by team, implementing improvements where necessary

2.1.3 Implements and evaluates an evidence-based project that improves pupil progress and/ or attainment

Pupil performance data

Document reference

Content area 2-Sponsor Verification Sponsor comments in relation to participant evidence against assessment criteria. .

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Content Area 3 Leading with Impact Part A


Document references

3.1.1 Exploits different leadership styles and justifies why these have been adopted

3.1.2 Exploits different communication styles and justifies why these have been adopted

Content area 3-Sponsor Verification

Sponsor comments in relation to participant evidence against assessment criteria.

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Content Area 4 Working in Partnership Part A

NPQML Assessment Criteria Participant evidence supporting Content Area 4

Supporting Documents

Document references

4.1.1 Establishes relationships with others within and outside of own team, deploying appropriate structures and/ or processes to mitigate against any barriers

Sponsor Comments

4.1.2 Designs and/ or delivers plans in collaboration with others within and outside of own team

Content area 4-Sponsor Verification Sponsor comments on assessment criterion 4.1.1

Plus any additional comments.

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Content Area 5: Managing Resources and Risks Part B

NPQML Assessment Criteria Participant evidence supporting Content Area 5

Supporting Documents

Document references

5.1.1 Analyses the financial and staffing implications of own plans, during whole lifetime of plans, using a budget

Budget

Document reference

5.1.2 Defines the steps required to successfully implement plans, using a project plan

Project plan Document reference

5.1.3 Identifies and mitigates risks in plans, using a risk register

Risk register Document reference


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Total Word Count for Task________________ Not exceeding a total word count of 4,500, excluding supporting documents or annexes

Content Area 6 Increasing Capability Part B

NPQML Assessment Criteria Required supporting documents Participant evidence supporting Content Area 6 Document

references

6.1.1 Assesses individuals’ performance and capability methodically and identifies appropriate, targeted professional development opportunities within and beyond the school to support them

6.1.2 Assesses their own performance and capability methodically, identifying appropriate, targeted professional development opportunities for self

6.1.3 Designs and implements plans to evaluate the impact and cost-effectiveness of professional development in terms of pupil outcomes


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Appendix 3 NPQML Content Areas and assessment criteria

NPQML - Content Area 1 Strategy and Improvement

All elements of the delivery provide for links with workplace learning and practice and reflection.

Leadership behaviours feed through all delivery. Learn How To Learn about and assessment focus

Develop proportionate and sustainable approaches to managing data to ensure an effective balance between data collection and teacher workload, especially when analysing performance data to evaluate progress, identifying trends, defining team priorities and developing improvement strategies (for example, in relation to disadvantaged pupils or those with particular needs)

Data collection best practice, including the principles and recommendations in the 'Making Data Work' report (2018), Independent Teacher Workload Review Group report on data management, and the clarification statements of Ofsted inspection requirements Tools and techniques to manage and analyse performance data on progress and attainment at group and individual level (for example, databases, spreadsheets, formulae and graphs), which is purposeful and proportionate, and understand when to deploy these and not Task 1.1.1 Deploys tools and techniques to manage and analyse data on pupil progress and attainment Statistical and data analysis concepts (for example, confidence intervals, statistical significance, sampling, correlation and causation) Task 1.1.2 Designs, evaluates and improves plans in light of data on pupil progress and attainment Supporting document required: Raw data analysis

Implement successful change at team level

Tools and techniques that support change management, including the effective and efficient use of technology, such as resources to support workload reduction including the workload reduction toolkit Examples of successful change management drawn from a range of schools, such as workload reduction approaches

Task 1.1.3 Deploys change management tools and/ or techniques during the design and implementation of plans

https://www.gov.uk/government/publications/teacher-workload-advisory-group-report-and-government-response

https://www.gov.uk/government/publications/school-inspection-handbook-from-september-2015/ofsted-inspections-mythbusting

https://www.gov.uk/guidance/reducing-workload-in-your-school

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NPQML - Content Area 2 Teaching and Curriculum Excellence


Leadership behaviours feed through all delivery Learn how to Learn about

Grow excellent, evidence-based teaching in a team underpinned by a high-quality curriculum that develops pupils academically and prepares them for adult life, and reflecting the Ofsted education inspection handbook and the Early Career Framework

Research into, and examples of, domestic and international teaching strategies, curriculum design, and pedagogical approaches with a proven impact (for example, the EEF evidence base on the effective use of Phonics or mastery teaching and the Early Career Framework) Research into, and examples of, different models of pupil assessment, including their use to set challenging targets, monitor progress and raise standards for all pupils, including those working below the national curriculum The Ofsted school inspection handbook, particularly in relation to the quality of education, curriculum planning, , marking, feedback and pupil performance data, together with the DfE reports from the marking, planning, and data management review groups, and the Workload Advisory Group Task 2.1.1 Analyses research into, and examples of, domestic and international teaching strategies/ pedagogical approaches and applies findings to own plans The benefits, characteristics and examples of high-quality curriculum programmes (for example, a mastery-based maths curriculum, or knowledge-rich history curriculum) Task 2.1.2 Evaluates the strengths and weaknesses of curriculum taught by team, implementing improvements where necessary

https://www.gov.uk/government/publications/school-inspection-handbook-from-september-2015


https://www.gov.uk/government/publications/supporting-early-career-teachers


https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit/behaviour-interventions/




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Improve the progress, attainment and behaviour of all pupils, including those who are disadvantaged or have particular needs (for example, Pupil Premium, SEND, EAL or the most able pupils)

Research into, and examples of, interventions targeted at improving the progress/attainment of disadvantaged groups or those with particular needs, drawn from a range of schools (for example, the EEF’s teaching and learning toolkit, and EEF’s Putting Evidence to Work - A School's Guide to Implementation The Early Career Framework Research into, and examples of, the use of specialist provision for pupils with particular needs, drawn from a range of schools The graduated approach to supporting SEND pupils, as set out in the SEND Code of Practice Task 2.1.3 Implements and evaluates an evidence-based project that improves pupil progress and/ or attainment Supporting document required: Pupil performance data

https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit/behaviour-interventions/

https://educationendowmentfoundation.org.uk/tools/guidance-reports/a-schools-guide-to-implementation/

https://educationendowmentfoundation.org.uk/tools/guidance-reports/a-schools-guide-to-implementation/


https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

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NPQML - Content Area 3 Leading with Impact



Anticipate other peoples’ views or feelings and moderate your approach accordingly

Personal reflection and self-awareness tools Task 3.1.1 Exploits different leadership styles and justifies why these have been adopted

Adopt different leadership styles to ensure the team meets its objectives

Research into, and examples of, different leadership styles, including their associated benefits and risks Task 3.1.1 Exploits different leadership styles and justifies why these have been adopted

Present, communicate or defend challenging messages confidently and positively to a range of audiences

A range of written and verbal communication and presentation styles, including why these have been adopted in different situations (for example, to communicate with pupils, parents/ carers, colleagues and external parties) Task 3.1.2 Exploits different communication styles and justifies why these have been adopted

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NPQML – Content Area 4

Working in Partnership All elements of the delivery provide for links with workplace learning and practice

and reflection. Leadership behaviours feed through all delivery.

Learn How To Learn about and assessment focus

Realise the benefits of collaborating with others, including teachers, teaching assistants and non-teaching staff, other schools, parents/ carers and other organisations

Research into, and examples of, effective partnership working, drawn from a range of schools, including the evidence base on effective parental engagement The Early Career Framework Research into, and examples of, the main barriers to effective collaboration within and across schools (for example, time, resources, aims, levels of commitment or operating models) and how these have been overcome Task 4.1.1 Establishes relationships with others within and outside of own team, deploying appropriate structures and/ or processes to mitigate against any barriers Supporting document required: Sponsor comments

Support their team to build and sustain relationships with others which develop and share good practice and improve performance

Research into, and examples of, the main barriers to effective collaboration within and across schools (for example, time, resources, aims, levels of commitment or operating models) and how these have been overcome Research into, and examples of, structures and processes that support collaboration (for example, with teachers, teaching assistants and non-teaching staff, other schools, parents/ carers and other organisations, drawn from a range of schools Task 4.1.2 Designs and/or delivers plans in collaboration with others within and outside of own team


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NPQML - Content Area 5

Managing Resources and Risks All elements of the delivery provide for links with workplace learning and practice

and reflection. Leadership behaviours feed through all delivery.

Learn How To Learn about and assessment focus

Deploy staff, financial, estate and educational resources within a team efficiently, to enhance pupil progress and attainment

Resource and project management and techniques, including integrated curriculum and financial planning, budgeting, forecasting and project plans Examples of how a range of schools and other organisations use the techniques of integrated curriculum and financial planning to ensure excellent resource management Task 5.1.1 Analyses the financial and staffing implications of own plans, during whole lifetime of plans, using a budget Supporting document required: Budget Task 5.1.2 Defines the steps required to successfully implement plans, using a project plan Supporting document required: Project plan

Manage risks within a team effectively (for example, in relation to staffing, finances or teacher workload), using a risk register

Best practice in relation to managing risks, including the establishment and maintenance of risk registers, drawn from a range of schools Task 5.1.3 Identifies and mitigates risks in plans, using a risk register Supporting document required: Risk register

Deliver a safe environment for pupils and staff

Key legal requirements and statutory guidance in relation to safeguarding and health and safety in schools, including Keeping Children Safe in Education, and Health and Safety in Schools Task 5.1.3 Identifies and mitigates risks in plans, using a risk register Supporting document required: Risk register

https://www.gov.uk/government/publications/keeping-children-safe-in-education--2

https://www.gov.uk/government/publications/keeping-children-safe-in-education--2

https://www.gov.uk/government/publications/health-and-safety-advice-for-schools

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NPQML - Content Area 6 Increasing Capability



Hold others to account, line manage and evaluate performance effectively

A range of performance management techniques, including setting SMART objectives, collecting and giving feedback effectively and efficiently, coaching/mentoring, and professional development plans The recommendations in the 'Making Data Work' report (2018) regarding the use of data in the performance management process The Teachers’ Standards and Teacher Appraisal Regulations Task 6.1.1 Assesses individuals’ performance and capability methodically and identifies appropriate, targeted professional development opportunities within and beyond the school to support them

Support all members of their team with appropriate, targeted opportunities for professional development, including newly-qualified teachers underpinned by the Early Career Framework, teaching assistants, and stronger or weaker performers

The Standard for teachers’ professional development and supporting guidance The Early Career Framework and supporting guidance Professional development opportunities within and beyond the school Task 6.1.1 Assesses individuals’ performance and capability methodically and identifies appropriate, targeted professional development opportunities within and beyond the school to support them

Recognise their own strengths and weaknesses and identify learning linked to their needs

Tools to identify own and staff development needs (for example, 360 degree feedback) Task 6.1.2 Assesses their own performance and capability methodically, identifying appropriate, targeted professional development opportunities for self

Evaluate the impact of professional development on teacher development and pupils outcomes

Tools to evaluate the impact and cost-effectiveness of professional development activities, particularly in terms of pupil outcomes Task 6.1.3 Designs and implements plans to evaluate the impact and cost-effectiveness of professional development in terms of pupil outcomes

https://www.gov.uk/government/publications/teacher-workload-advisory-group-report-and-government-response

https://www.gov.uk/government/publications/teachers-standards

http://www.legislation.gov.uk/uksi/2012/115/contents/made



https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/537031/160712_-_PD_Expert_Group_Guidance.pdf


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Appendix 4: Leadership behaviours mapped to the diagnostic

Leadership behaviours Diagnostic competencies as assessed in the 360 degree diagnostic

Commitment The best leaders are committed to their pupils and understand the power of world-class teaching to improve social mobility, wellbeing and productivity

All

Collaboration The best leaders readily engage with, and invest responsibility in, those who are best placed to improve outcomes

Team working. Motivation. Communication

Personal Drive The best leaders are self-motivated and take a creative, problem-solving approach to new challenge

Adaptability/change management. Developing self. Planning and organising

Resilience The best leaders remain courageous and positive in challenging, adverse or uncertain circumstances

All

Awareness The best leaders will know themselves and their teams, continually reflect on their own and others’ practices, and understand how best to approach difficult or sensitive issues

Developing others. Team working. Motivation. Leadership and inspiring others.

Integrity The best leaders act with honesty, transparency and always in the interests of the school and its pupils

Integrity and ethical management

Respect The best leaders their respect the rights, views, beliefs and faiths of pupils, colleagues and stakeholders

All

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Appendix 5 ML - LINKS OF CONTENT AREAS ASSESSED TO COMPETENCIES TESTED IN 360

ML -LINKS OF CONTENT AREAS ASSESSED TO COMPETENCIES TESTED IN 360

CONTENT AREAS COMPETENCIES TESTED IN 360

PART A – Improving Pupil Progress and Attainment

Strategy and Improvement • Adaptability/Change Management • Analytical Thinking

Teaching and Curriculum Excellence • Analytical Thinking • Communication

Leading with Impact • Motivation • Communication

Working in Partnership • Relationship Building • Team Working • Leadership and Inspiring Others

PART B – Improving Team Capability

Managing Resources and Risks • Planning and Organising • Decision Making

Increasing Capability

• Developing Others • Team Working • Developing Self • Leadership and Inspiring Others • Integrity and Ethical Management