NPQML Sponsor Handbook 2020-21

SPONSOR HANDBOOK CONTENTS INTRODUCTION PROGRAMME INTRODUCTION ROLE OF THE SPONSOR SPONSOR ROLE PROGRAMME OVERVIEW VIRTUAL LEARNING ENVIRONMENT BEHAVIOURS AND DIAGNOSTIC ASSESSED PROJECT FINAL ASSESSMENT GUIDANCE DFE MARK SCHEME

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INTRODUCTION

INTRODUCTION Dear Sponsor, You will play a significant role in the success of the participant’s studies for the National Professional Qualification for Middle Leaders (NPQML). You time and your engagement in the development of the school leaders of the future is much appreciated.

To support you in this role, we have developed a range of materials, including this handbook which provides:  An overview of the qualification.  An overview of the role of the sponsor.  Programme and assessment documentation.

If you have any queries at any stage you are encouraged to contact either Star Institute or the NPQ Partner who is providing the programme.

Once again, thank you for fulfilling this important role.

Best wishes.

Sophie Sophie Backen Head of Leadership Development

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PROGRAMME INTRODUCTION

PROGRAMME INTRODUCTION What are the National Professional Qualifications?

They are a coherent suite of professional development opportunities for aspirant and serving leaders of the school system comprising:  National Professional Qualification for:  Middle Leaders (NPQML) - Leading a team  Senior Leaders (NPQSL) – Leading across a school  Headship (NPQH) – Leading a school  Executive Leadership (NPQEL) – Leading across several schools Each of the NPQs has a common set of six content areas but the knowledge and skills within them increases in sophistication depth and breadth progressively throughout the levels. These are:     

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

 Increasing Capability

Who is the NPQML aimed at?

The NPQML is aimed at:  Those who are, or are aspiring to become, a middle leader with responsibility for leading a team, eg:  A key stage leader  A curriculum area leader  A pastoral services leader  A subject leader  A special education needs co-ordinator  A head of department  This includes those who are, or are aspiring to be, a middle leader with cross school responsibilities.

How is the participant inducted into the programme?

After registering for the programme, the participant will receive an invitation to access the Star Institute Virtual Learning Environment (VLE).

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ROLE OF THE SPONSOR

ROLE OF THE SPONSOR What is a NPQ sponsor?

The sponsor is the person within the participant’s school who supports them during their programme. This is likely to be their line manager, head teacher or another senior leader.

The sponsor is expected to play an active role in the participant’s leadership learning. You will provide five hours of coaching and mentoring support during the programme. Alongside this you will work with the participant to ensure they choose a suitable project and meet regularly to ensure they are making progress. At the end of the programme you will verify their final assessment before they submit it to Star Institute. You are a valuable element of the programme for participants and we encourage them to make the most of the support you offer.

Your role as a sponsor will include:      

Agreeing a suitable project for your participant to implement.

Regular meetings to support the participants’ progress.

Observing their work and how they lead the team.

Acting as coach and mentor to facilitate their learning.

Understanding the assessment criteria and requirements.

Verifying the participant’s work, impact and leadership development at the end of the programme.

What support is available?

Commencement of programme In addition to this handbook, there is a sponsor induction and information online module accessed via our online platform, Moodle. Once your participant is set up on the programme we will add you to Moodle and you will receive a log in so that you can access all of these materials. There is more information on the Virtual Learning Platform (VLE) below.

During the programme (resources can be accessed via the online unit on moodle)  Coaching information including coaching questions  Information on project requirements and final assessment  Reading lists/resources  Timeline and checklist for supporting your participant Final Assessment  A checklist to support you when reviewing the participant’s Final Assessment documentation.

Getting started The sponsor and participant should meet early on in the programme, ideally prior to induction. At this initial meeting you should:  Set expectations in terms of how often you meet/when/for how long and how the 5 hours of coaching will be structured.  Spend time contracting around the coaching/sponsor relationship considering, for example:  How confidential will the sessions be?

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ROLE OF THE SPONSOR        

How will you both prepare for the sessions?

Will the sessions be one hour in duration?

What follow up will there be between sessions?

How much support is needed and in what areas?

How much challenge should the sponsor present?

How will leadership activity in the school be observed?

When and how will progress on the improvement project be reported?

How much input will the sponsor make into the improvement project?

Coaching It is recommended that the sponsor takes a ‘coaching’ approach to their working relationship with the participant. The recommended approach is solution focused and concentrates on solving professional challenges through focussed dialogue, active listening and open questions. Dialogue may be structured around a scaffold such as the GROW model developed by John Whitmore.

Developing the improvement project At the beginning of the programme the participant, together with their sponsor, should start scoping the improvement project. The participant will be provided with a project proposal document. This document helps to structure the participant’s thoughts on their project and ensures that they consider all the elements they need to make it successful:      

An identified need for improvement.

All NPQML assessment criteria can be met.

A realistic project progress can be made before the participant submits.

A know baseline starting position and expected outcomes.

A project that enables the participant to evidence their leadership impact.

A project where the participant’s leadership strengths can be used their development needs met.  Manageable in the timescale.

This is a key stage of the programme, setting the foundations for a successful improvement project.

It is important that the sponsor works with the proposal document and the assessment criteria to provide guidance and challenge to the participant. The proposal document covers the following, providing additional guidance on each section:        

Proposal overview What difference do I want to make to the school and myself?

What will I do?

How will I define and measure impact?

Who will I work with and how will I mobilise them?

How will I lead the team?

What challenges will I face?

How will I monitor and evaluate progress?

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ROLE OF THE SPONSOR The participant will receive additional information and support on the improvement task at different stages of their programme and this should be shared with the sponsor. The sponsor and participant should set regular meetings to review the progress of the improvement task.

Diagnostic The sponsor has a key role to play supporting the participant in reviewing their diagnostic report.

The sponsor should work with the participant to reflect on the report and use the insights to inform their personal learning objectives for the programme. It will also be useful to help the participant reflect on how they are seen by others and how this compares to how they see themselves.

Some coaching questions that might be useful when reviewing the diagnostic are:     

Were you already aware of some of the feedback?

Are you surprised by any of the feedback?

What strengths are suggested by the feedback, and what development areas?

Does any of the feedback concern you, what are you most pleased with?

What next steps will you take and who will help you to identify and work on the focus areas you choose?

Programme engagement Sponsors are encouraged to engage in the participant’s learning and encourage them to make the most of all the opportunities available to them.

Participants are expected to attend all facilitated sessions unless there are exceptional circumstances which prevent them. In addition, they are expected to complete their online units which may include tasks and/or discussions or peer review.

A key element of the programme is workplace learning which will include work on the improvement task and also putting into practice some of their learning from modules.

To support the participant, you might wish to encourage them to consider what they are learning from the modules, their reading and the online discussions. Help them to consider how they can apply their learning in their day to day role and in their improvement project.

Finally The final stage of the programme is when the participant submits their school improvement task.

There is a strict deadline for submission of the task and it is important that sponsors check in regularly with their participant to ensure that they are managing their time to ensure they have written up their task in plenty of time for the sponsor to review it prior to submission.

You will be expected to verify the participant’s work, impact and leadership development at the end of the programme. It would be helpful to ensure that you have scheduled in time to do this.

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SPONSOR ROLE

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SPONSOR ROLE Sponsor role – quick reference Element of programme

Sponsor supports participant by:

Support for Sponsor All resources can be found on the Sponsor Moodle Course

Pre induction



Helping them to identify their leadership development objectives.

Working with them to consider initial options for an Improvement Task.

  

Video – Role of a sponsor.

Video - Introduction to coaching.

Sponsor Questions 1.

Helping them to identify how they will manage their studies.

Working with them to reflect on their diagnostic report.

Working with them to develop the Proposal for their Improvement Task.

 

Sponsor Questions 1.

Proposal Form.

Helping them to reflect on their learning.

Helping them to translate their learning into action.

Providing support as they translate their Proposal into a Project Plan for their Improvement Task.

Observe and review their work on their Improvement Task.

 

Sponsor Questions 2.

Final Assessment Guidance.

Helping them to reflect on their learning.

Helping them to translate their learning into action.

Providing support and challenge as they implement their Improvement Task.

Observe and review their work on their Improvement Task.

 

Sponsor Questions 3.

Final Assessment Guidance.

Helping them to reflect on their learning and how they have applied it in their Improvement Task.

Providing support and challenge as they evaluate the impact of their Improvement Task.

Helping them keep on track for their Final Assessment submission date.

 

Sponsor Questions 4.

Final Assessment Guidance.

Reviewing their Final Assessment submission drafts.

Verifying their work, impact and leadership development in the relevant sections of the submission form.

 

Final Assessment Guidance.

Final Assessment Checklist.

 Induction

  

Early Stages

   

Mid-Stages

   

Later Stages

  

Final Assessment

 

PROGRAMME OVERVIEW

PROGRAMME OVERVIEW The NPQML programme is made up of a range of blended learning opportunities. Each content area is designed to equate to circa 160 hours of study which is broadly made up of:

TYPE OF STUDY

NPQML (NUMBER OF HOURS)

Live facilitated session

24

Workplace learning

80

Online learning

18

Reflective activity

10

Mentoring/coaching support from sponsor

18

TOTAL

160

The programme will comprise: -

A supportive, interactive, and practical Induction day, delivered via Zoom Four modules, all live-facilitated each made up of two twilight Zoom sessions with expert delivery and one small group seminar.

Online units on our Virtual Learning Environment – Moodle – to guide self-directed learning and complement the live sessions with theory and research that underpins the module as well as time to reflect on own development.

PROGRAMME

PROGRAMME TITLES

Induction

Module 1

   

The importance of curriculum Curriculum planning What is great teaching?

Pupil assessment and analysing data

Moodle unit - Implementation and Resource Management

Module 2

   

Achievement for all Leading effective change Understanding performance and planning for development Evaluating the effectiveness of professional development

Moodle unit - Project and Risk Management

Module 3

   

Leadership Styles Building a team Presenting and communicating Partnership working

Module 4

   

Monitoring the success of interventions How to deal with things not going to plan Partnership scenario task Presentation of progress on projects to peers and sponsors for feedback

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VIRTUAL LEARNING ENVIRONMENT (VLE)

VIRTUAL LEARNING ENVIRONMENT (VLE) The self-guided learning units hosted on the Moodle form a mandatory part of the NPQML programme.

These units are available to you throughout the programme, but they are included in the programme journey at the point where they will support your learning and the development of your submission. The Moodle units are linked to each module and should be completed inbetween Zoom part A and part B as they contain underpinning theory.

PROGRAMME JOURNEY

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BEHAVIOURS AND DIAGNOSTIC

BEHAVIOURS AND DIAGNOSTIC There are 7 leadership behaviours, common to each NPQ level, which set out how the best leaders operate. Whilst these behaviours are not assessed, a focus on developing these leadership behaviours is an important component of the leadership journey. The leadership behaviours are:

BEHAVIOUR Commitment

WHY IT IS IMPORTANT

INDICATORS

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









 

 

Believes all children can learn and should succeed and that all have the potential Makes it clear that the focus of the school is the students’ best interests Is a strong advocate and spokesperson across schools they are working with and all of their stakeholders Demands ambitious standards for all pupils, overcoming disadvantage and advancing equality Maintains excellent practice both privately and publicly Maintains high visibility and has regular quality contact and interaction with staff and students Models excellent leadership of teaching Creates an ethos and culture of high expectation for all pupils’ aspirations and achievements

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BEHAVIOURS AND DIAGNOSTIC

BEHAVIOUR

WHY IT IS IMPORTANT

INDICATORS

Collaboration

The best leaders readily engage with,  Translates local and national policy and invest responsibility in, those who into the school context the context of are best placed to improve outcomes the schools they are working with  Sustains a wide current knowledge and understanding of the education and school systems both locally, nationally and globally  Builds relationships with pupils, parents/carers, between the schools they are working with and the wider community to engage them in supporting pupils’ learning  Values and seeks input and expertise from a range of people  Empowers others to network both internally and externally  Maintains links with a range of practitioners to ensure high standards  Is mindful of different perspectives, builds consensus and creates purpose, clarity and focus on shared goals and way of working

Personal Drive

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

 Provides a model for effective leadership  Sets challenging personal goals  Establishes clear goals across the schools they are working  with and keeps them in the forefront of everyone’s mind  Takes a strategic and creative approach to problem solving  When appropriate, is willing to actively challenge the status quo  Takes on challenging initiatives to improve pupil outcomes  Encourages others to explore new approaches  Manages time effectively and is able to prioritise at school, team and individual level

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BEHAVIOURS AND DIAGNOSTIC

BEHAVIOUR Resilience

WHY IT IS IMPORTANT The best leaders remain courageous and positive in challenging, adverse or uncertain circumstances

INDICATORS        

 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

      



Is resilient and optimistic Remains calm and makes sound decisions Responds positively and maintains a sense of perspective when faced with personal criticisms or setbacks Resolves conflict in a responsive way, seeking support appropriately Protects the schools they are working with from issues and influences that would detract from their focus Encourages risk taking and reevaluation of assumptions Is open and frank, whilst remaining courteous Models organisational values at all times Always reflects on own performance and skills, taking action to improve Regularly seeks feedback from peers, team and senior staff Take responsibility for and is committed to own personal and professional development Demonstrates a strong understanding of individuals’ strengths and development needs Gives feedback that acknowledges, validates and takes people forward Creates opportunities for others to develop Distributes leadership throughout the schools fostering individuals with distinct roles and responsibilities Encourages the sharing of best practice between and within schools

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BEHAVIOURS AND DIAGNOSTIC

BEHAVIOUR Integrity

WHY IT IS IMPORTANT The best leaders act with honesty, transparency and always in the interests of the school and its pupils

INDICATORS       

 Respect

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

   

 



Knows what they stand for and what is to be achieved Works with a clear set of principles which are relevant to the vision of the schools they are working with Recognises mistakes or missteps and takes responsibility for their actions Maintains a professional distance with colleagues and other stakeholders Influences others by logical argument and factual evidence Addresses issues when they arise in a well thought-out way Intervenes swiftly to challenge underperformance Recognises and praises success Builds a collaborative culture; fostering shared beliefs, goals, trust and a sense of community Builds positive relationships with others across diverse backgrounds Shows a deep understanding of the issues pupils and parents/carers face both in and outside school Fosters equality of access and takes account of diversity within the schools they are working with and the wider community Demonstrates understanding of others and acts accordingly Values input and expertise from a range of people Leads schools with rigorous, fair and transparent systems

To support participants in the development of their leadership behaviours, they are expected to complete a diagnostic tool which will help them gain insight into how they are seen by others and how this compares with how they see themselves.

At the beginning of the programme, the participant will receive full instructions and an invitation to complete the online diagnostic. They will ask others in their own team, line managers and peers to answer the same set of questions from their perspective. All the scores from the questions are compiled in a report which will inform the participant’s professional development on the programme. They will then complete the diagnostic at the end of the programme to track their development.

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ASSESSED PROJECT

ASSESSED PROJECT PROJECT TITLE  Working with my team to a) improve pupil progress and attainment and b) team capability

CONTENT AREAS ASSESSED: PART A

PART B

Strategy and Improvement

Managing Resources and Risks

Teaching and Curriculum Excellence

Increasing Capability

Leading with Impact Working in Partnership

THEY 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)*  Submit a written account of the project to the provider for assessment, demonstrating how they have met the criteria set out below. This should cover the initiation, implementation and evaluation of the project  Submit supporting documents/material as evidence where indicated below. Supporting evidence must be concise and directly related to their project and corresponding assessment criterion  Not exceed a total word count (across both parts of the project) of 4,500, excluding supporting documents or annexes *where a 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.

The participants will be provided with a date, at the end of their programme, by which time they must submit their Final Assessment documentation. Support on the improvement project will be woven through the programme.

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ASSESSED PROJECT

CONTENT AREA

NPQML ASSESSMENT CRITERIA

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SUPPORTING DOCUMENTS

Working in Partnership

Leading with Impact

Teaching & Curriculum Excellence

Strategy and Improvement

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

Raw Data Analysis

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 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

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 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

Increasing Capability

Managing Resources & Risks

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

Budget

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

Project Plan

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

Risk Register

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

FINAL ASSESSMENT GUIDANCE

FINAL ASSESSMENT GUIDANCE INTRODUCTION Your participants NPQ Programme may have been delivered by Star Institute or one of our NPQ Partner Schools. Our programmes are delivered using consistent materials designed to support them to develop their leadership ability, have measurable impact in school and successfully complete their NPQML final assessment.

Throughout the programme they are encouraged to consider the final assessment and regularly reflect on what they have learnt, how they have planned and implemented their improvement project, ensuring they are well-prepared for completing the write up for the final assessment.

At the start of the programme they will complete a Project Proposal which they share with you as their sponsor to ensure the project will enable them to demonstrate each of the assessment criteria. We encourage them to use the support from yourself as sponsor when completing their final assessment and to send you a final draft of the template for feedback.

Star Institute are also the assessment body for your NPQML, we have designed the process to be easily understandable and to support participants to be successful in the qualification.

DEADLINES The DfE allow participants 18 months from commencement of their NPQ programme to complete their final assessment. However, as extensions beyond this 18-month period are only granted in extenuating circumstances we strongly encourage all participants to submit their final assessment 12 - 15 months from when they start.

There is a final assessment deadline every half term and you will be offered a choice of two dates.

YOUR NPQ IMPROVEMENT PROJECT Their final assessment task requires them to write up their improvement project. The task has two parts; the first focused on raising pupil progress and attainment and the second on improving the capability of their team. Where possible these should be two parts of the same project, but if this isn’t possible they can undertake one project on pupil progress and attainment and one on team capability.

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FINAL ASSESSMENT GUIDANCE

FINAL ASSESSMENT PROCESS Star Institute NPQML Participant Sponsor

The participant completes their final assessment write up with support and input from their sponsor.

Final Assessment drafted

Final assessment feedback and evidence

Final assessment completed

Sponsor sign off

Final assessment anonymised and submitted

Final Assessment deadline

The participant submits their anonymised final assessment and Star Institute, mark and internally moderate all final assessments and then complete external moderation with Tribal, the DfE appointed Quality Assurance Agent. The process from submission to outcome notification takes 12 weeks. If a participant doesn’t pass, they can resubmit in a future final assessment deadline (a maximum of two additional submissions).

Final Assessment deadline

Final Assessment allocated to assessor using candidate ID

Final Assessment marked

Final Assessment moderation

Confirms outcome with DfE

Informed of outcome

If unsuccessful: can appeal or resubmit

If successful: certificate received from DfE

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FINAL ASSESSMENT GUIDANCE

COMPLETING YOUR FINAL ASSESSMENT The final assessment template has been designed to support participants to complete their write up of their improvement project while ensuring they address every assessment criterion. When responding to each question in the template, ensure their answer provides evidence against each of the assessment criteria for that question.

We advise them to think carefully through each assessment criteria and consider what evidence they can provide in their write up of how they demonstrated this requirement. To pass their final assessment, they must demonstrate every assessment criterion.

The word count for each specific question is for guidance; however, the total write up (not including supporting evidence) must not exceed 4500 words.

For example, the recommended word count for questions 1 and 2 is 900 words each, if they wanted to write 1200 words for question 1 and 600 for question 2, this would be fine as long as they’re confident they’ve fully addressed the assessment criteria and they keep the overall word count to no more than 4500 words.

Any additional words over 4500 will not be assessed.

ROLE OF THE SPONSOR AGREEING YOUR PROJECT PROPOSAL You as a sponsor should support the participant to design their improvement project and will sign it off before they start. It is crucial that their project is in line with their school improvement priorities and will enable them to demonstrate all the criteria in the content and assessment framework.

ONGOING PROGRAMME SUPPORT AND COACHING Throughout the programme, we encourage you to support your participant and offer to reflect on and embed their learning from the programme to their own context and improvement project.

After each session they should consider what they have learnt, how this applies to their role and improvement project and how they will evidence this learning.

FEEDBACK We encourage participants to write their first draft of their final assessment at least a month before the deadline they have selected. At this point, they should share it with you as their sponsor for feedback. This will give them time to incorporate their feedback and ask their headteacher (if they are not the sponsor) to sign their final write up to validate their evidence.

PROVIDING EVIDENCE The sponsor is also required to provide supporting evidence against assessment criteria 4.1.1 as specified in the template. Please ensure you are kept up to date with their progress and have the opportunity to witness how they have established relationships and deployed appropriate structures to mitigate against barriers. Their final assessment will not be accepted without evidence from you as their sponsor, so participants should allow you plenty of time to complete this section.

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FINAL ASSESSMENT GUIDANCE

SUPPORTING EVIDENCE To support the write up of their improvement project for the NPQML participants are required to submit five pieces of evidence as follows:

RAW DATA ANALYSIS  1.1.1 Deploys tools and techniques to manage and analyse data on pupil progress and attainment For this assessment criteria, it is vital that they demonstrate their ability to analyse pupil progress and attainment data. The raw data analysis they submit should show how they have analysed the data to support their chosen focus for their improvement project, and potentially also to indicate at a more specific level, what intervention is required.

It is important that the data is anonymised and no individual pupil can be identified.

PUPIL PERFORMANCE DATA  2.1.3 Implements and evaluates an evidence-based project that improves pupil progress and/or attainment For this assessment criteria, they will need to provide data to demonstrate the impact their improvement project has had on pupil progress and/or attainment. This might show baseline data for their cohort or historical data comparing outcomes to previous cohorts. This could be an excerpt from their school data management system but they will need to highlight, and refer in their write up, to the specific changes their improvement project has brought about. It is important that the data is anonymised and no individual pupil can be identified.

BUDGET  5.1.1 Analyses the financial and staffing implications of own plans, during whole lifetime of plans, using a budget They must include a budget for their improvement project that includes any allocated funds or resources (including staff time) and outlining in detail how they planned for these resources to be used in the implementation of their project. Note – a budget is a compulsory piece of supporting evidence so even if the project has not cost actual money the budget should be presented to show how existing resources were allocated and used, and staff time.

PROJECT PLAN  5.1.2 Defines the steps required to successfully implement plans, using a project plan Their project plan should show to a sufficient level of detail the specific actions involved in their improvement project, including the timelines and people involved in or leading each activity.

Important milestones should be indicated as well as any dependencies (substantial activity happening outside of their improvement project that their project depends on).

RISK REGISTER  5.1.3 Identifies and mitigates risks in plans, using a risk register Their risk register should outline 5-10 risks associated with their project, including rating the likelihood and impact of the risk, how they will mitigate against the risk and what their contingency plan will be, should the risk occur.

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FINAL ASSESSMENT GUIDANCE

CHECKLIST OVERVIEW  Have they kept within the total word count for your write up?  Have they ensured their write up is anonymised and doesn’t identify a particular pupil or member of staff?  Have they included all pieces of supporting evidence?  Have you completed your sponsor evidence?  Has their headteacher (if different) signed to validate their submission?  Is their write up a full an accurate account of their improvement project?

WRITE UP  Have they addressed the project title: ‘Working with my team to a) improve pupil progress and attainment and b) team capability’?  If you were the assessor, would you be able to highlight specific sentences in their write up to evidence every assessment criterion?  Is the objective of their project, the context for why it was an improvement priority and the approach they took to designing the project clear and evidenced?  Have they referred to their learning from the programme, their additional reading and research and their experience of ‘what works’ when outlining their design approach?  Have they demonstrated how they led their team, what approach they took to leadership and communication and how they decided on this approach?  Have they explained how they monitored and evaluated their project and the impact they had?  Have they demonstrated how they took stakeholder views in to account and how they kept them informed, engaged and on board?

SUPPORTING EVIDENCE Raw Data Analysis  Is all their data anonymised so no individual pupil can be identified?  Have they clearly labelled any analysis and included a brief explanation of their analysis?

Pupil Performance Data  Is all their data anonymised so no individual pupil can be identified?  If you were the assessor would you be able to identify the target cohort, their starting point and the evidenced impact of their project on their progress and/or attainment?

Budget  Have they quantified all resources associated with their project including staff time?  Have they checked any excel formula to ensure it is accurate?

Project Plan  Does their project plan cover the full length of their improvement project from conception through to evaluation?  Does their project plan show where they have led tasks and where they’ve delegated responsibility to those in their team?

Risk Register  Have they included 5-10 risks associated with their project and clearly outlined mitigation and contingency planning In addition to these mandatory evidence, they have the option to include two further pieces of evidence, participants should refer to the guidance on this to ensure they include relevant materials.

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FINAL ASSESSMENT GUIDANCE

SUBMITTING YOUR FINAL ASSESSMENT They will submit their final assessment via the Virtual Learning Environment (the VLE). They will have used this system throughout their programme to access materials from the sessions and prepare for their final assessment in their Participant Notebook.

They will be asked to register for one of the two deadline options they were offered via the VLE and will receive guidance for how to upload their anonymised final assessment template and all required supporting evidence to the VLE where it will be assessed.

DFE MARK SCHEME At the end of this guide you will find the standard mark scheme, provided by the DfE and used by all NPQ providers. You may find this helpful when checking your participants final assessment write up but we would encourage you to primarily focus on them writing to meet the assessment criteria.

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FINAL ASSESSMENT GUIDANCE

GLOSSARY FOR SCORE DESCRIPTORS

Term

Definition

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 Exploit

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.

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.

21

DfE MARK SCHEME

DFE MARK SCHEME Assessment Criteria: 16

Marks available: 32

Pass mark: 22

Strategy & Improvement

In addition to the pass mark above, participants must also score at least 1 mark in each assessment criterion in order to be successful in the task, e.g. a ‘0’ will result in the participant failing the task.

Supporting Content Score descriptor Score descriptor Score descriptor Assessment criteria documents area 0 Marks 1 Mark 2 Marks required Part a 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

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

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

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

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.

Raw data analysis

22

DfE MARK SCHEME

Content area

Assessment criteria

Score descriptor 0 Marks

Score descriptor 1 Mark

Score descriptor 2 Marks

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

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

Teaching and Curriculum Excellence

Strategy & Improvement

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

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

No relevant evidence submitted by participant

No relevant evidence submitted by participant

Change not sustained or implemented successfully 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

Supporting documents required

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DfE MARK SCHEME

Content area

Assessment criteria

Score descriptor 0 Marks

Score descriptor 1 Mark

Score descriptor 2 Marks

Supporting documents required

Teaching and Curriculum Excellence

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

No relevant evidence submitted by participant

Evaluates curriculum taught by team, identifying strengths and weaknesses; though 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 evidencebased project that improves pupil progress and/or attainment

No relevant evidence submitted by participant

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

Implements and evaluates evidencebased 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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DfE MARK SCHEME

Content area

Assessment criteria

Score descriptor 0 Marks

Score descriptor 1 Mark

Score descriptor 2 Marks

Part a

Leading with Impact

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

No relevant evidence submitted by participant

Adopts different leadership styles, though not always most important/relevant/appropriate (for specified purpose/context) Benefits and risks of approaches adopted not fully explained or justified appropriately

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

No relevant evidence submitted by participant

Adopts different communication styles, though 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 leadership styles successfully to ensure that team meets objectives

Benefits and risks of different approaches fully explained and approaches adopted 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

Supporting documents required

25

DfE MARK SCHEME

Content area

Assessment criteria

Score descriptor 0 Marks

Score descriptor 1 Mark

Score descriptor 2 Marks

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

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

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

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

Designs and/or delivers plans in collaboration with others inside and outside of team, though 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

Supporting documents required

Working in Partnership

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

No relevant evidence submitted by participant

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

No relevant evidence submitted by participant

Sponsor comments

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DfE MARK SCHEME

Content area

Assessment criteria

Score descriptor 0 Marks

Score descriptor 1 Mark

Score descriptor 2 Marks

Supporting documents required

Part b

Managing Resources and Risks

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

No relevant evidence submitted by participant

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

No relevant evidence submitted by participant

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

No relevant evidence submitted by participant

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

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

Budget

Some consideration as to how to deliver efficiencies through the lifetime of plans, though not always in the most important/relevant/ appropriate areas (for specified purpose/context) or in the context of achievement of team objectives Project plan defines some of the steps required to successfully implement plans, though important activities (for specified purpose/context) poorly defined or absent

Consideration given to how efficiencies can be achieved in respect of important/ relevant/ appropriate costs and how these impact on team objectives Project plan defines all of the steps required to successfully implement plans

Project plan

Risk register demonstrates that some risks in plans are identified and mitigations are in place, though 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

27

DfE MARK SCHEME

Content area

Score descriptor 0 Marks

Score descriptor 1 Mark

Score descriptor 2 Marks

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

No relevant evidence submitted by participant

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

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

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

No relevant evidence submitted by participant

Assessment criteria

Increasing Capability

Part b

Assessment of individuals’ performance unstructured or inconsistent with relevant guidance Assesses own performance and capability; though 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

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

No relevant evidence submitted by participant

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

Accurately identifies most important/relevant/appropriate opportunities targeted professional development opportunities within and beyond the school (for specified purpose/context) Assesses own performance and capability methodically, drawing on relevant tools and techniques and accurately identifying important/relevant/appropriate professional development opportunities for self

Evaluates the impact and costeffectiveness of professional development in terms of pupil outcomes, explicitly identifying the most important/relevant impacts on pupil outcomes

Supporting documents required

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