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Church of EnglandProfessional Qualification forHeadship (including NPQH)
Year 1 Evaluation (2018/19)
www.cefel.org.uk
NPQ accredited by
August 2019
Contents
1. Introduction ..................................................................................................................... Page 01
2. Why participants chose the CofEPQH ..................................................................... Page 02
3. Participants’ experience of the programme ........................................................... Page 03
4. Impact of the programme ........................................................................................... Page 06
5. Wellbeing and work-life balance ................................................................................ Page 09
6. New positions and next steps .................................................................................... Page 11
7. Vision into reality ............................................................................................................ Page 13
8. Participant stories ......................................................................................................... Page 14
9. Conclusion ....................................................................................................................... Page 16
Introduction
The Year 1 (2018/19) CofEPQH cohort was made up of 89 participants with 11 participantsdeferring or withdrawing due to personal circumstances. Of those who continued on theprogramme, 98% went on to successfully complete the programme within 18 months of starting.
The Church of England Foundation for EducationalLeadership is committed to the continued improvement ofthe programme to ensure the best possible experience andlong-term flourishing of our participants. For this reason,we carry out ongoing evaluation throughout theprogramme, allowing us to immediately respond to allfeedback. In addition, we ask our participants to take partin an end of programme evaluation once they havecompleted their assignments. This gives us a picture of theinitial impact of the programme on our participants. Theend of programme evaluation is also an important part ofour continuous learning, helping to inform the design anddelivery for future cohorts.
The end of programme survey was sent to the 78participants from Year 1 who did not withdraw from ordefer their place on the programme. 70 of thoseparticipants completed the survey – this is a response rateof 90%.
As well as evaluation through surveys, we also collectparticipant stories to provide us with additional qualitativedata. This helps us create a holistic picture of how theprogramme is impacting participants. Quotes from ourparticipant stories and from comments from the survey areincluded throughout this report to help further illustrate thedata presented.
“I have found the CofEPQH very helpfuland inspiring. We have heard from manydifferent heads who have given usvaluable insights into their practicesthat they have learnt from. It is verypeople-centred, putting the schoolcommunity first while tackling theleadership and managerial skills neededto be a head. The tutors offer supportevery step of the way. I'm very gladthat I chose this route.”
Polly DobsonNorth region
01
Why participants chose theCofEPQH
It is important for us to know why people chose the CofEPQH above other programmes. Theprogramme is designed so that the Church of England Vision for Education is woven in throughoutthe content and approach. The programme offers leaders the opportunity to learn about and applythe vision in their own context, as well as enabling theological reflection, the exploration ofChristian leadership and the chance to reflect on their own personal and spiritual development. Itis clear that the majority of participants chose the CofEPQH because they value these coreelements.
74% of survey respondents (52 participants) said theChurch school or Christian focus was the reason they chosethe programme. Participants also spoke about the ‘humanelement’ of the programme and the desire to participate ina programme focused on a ‘more holistic approach toleadership and education’. This feedback suggests theimportance participants place on the distinctive approachof the CofEPQH.
“I wanted a more holistic approach toleadership. The vision for education bythe Church of England appeals to meand I wanted to embrace that ratherthan look at a state run NPQH.”
Jane BurtSouth west region
“The only reason I participated in theNPQH, is because of the Church ofEngland element. To me, this was themost important part of theprogramme.”
Amanda CornwallMidlands region
“Other programmes seem to pushregimented ways of being – my schoolis a community and I felt that was howthey needed to be led. This is why Ichose the CofEPQH.”
Nicola MoranNorth region
02
Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree
Participants’ experience ofthe programme
The end of programme survey asked participants about their experience of the different parts ofthe programme.
Participant satisfaction
The graph below shows that at least 77% of respondents agreed or strongly agreed that the programme met their expectations and theywere satisfied with the content, structure, delivery and venues.
My experience of the programme met my expectations
I was satisfied with the content of theprogramme.
The programme content met myleadership needs
I was satisfied with the delivery andfacilitation of the programme
I was satisfied with the structure of theprogramme
I was satisfied with the venues andfacilities used in the programme
92% of respondents agreed or strongly agreed that theywere satisfied with the venues and facilities used, showingthat we are selecting venues that are enabling participantsto have a positive experience of the programme. This canseem a minor point, but ensuring the environment isconducive to learning and networking is extremelyimportant. Throughout the programme any issues with thevenue or facilities are logged and resolved before the next
learning event. This helps us to ensure that we areproviding excellent hospitality and an effective space forlearning.
Satisfaction with the content of the programme was alsohigh with 85% of respondents agreeing or stronglyagreeing that they were satisfied with the content and 80%
To what extent do you agree with the following statements about your experience of the programme?
03
agreeing or strongly agreeing that the programme contentmet their leadership needs. More variation in answers canbe seen with regard to the delivery and facilitation and thestructure of the programme, with more respondentsdisagreeing or remaining neutral. This cannot be accountedfor from the survey results as there are no additionalcomments, but it is likely to reflect the different learningpreferences of participants and perhaps also some slightvariation in experience across the regions.
Areas for improvement
The biggest challenge in the programme, both for theparticipants and for the delivery team, was the change inassessment criteria and submission requirements, partlydue to updates from the Department for Education.Respondents’ answers across the end of programme surveyshow that this had a considerable negative impact on someparticipants’ experience of the programme. Changes ininformation impacted participants’ ability to completeassignments by the given deadlines, caused additional
anxiety and created a more significant negative impact onwork-life balance than would have been the case withoutthese changes.
The delivery team sought to address these issues duringthe programme and provided additional support whereneeded. The lessons learnt during the programme and fromthe information gathered in the end of programme surveywill be used to inform both delivery and communications infuture cohorts.
Activities and approaches to learning
A range of different elements make up the programme:residential learning events; guest webinars (delivered byserving headteachers from around the country); mentoring;school placement in another school; an own schoolimprovement assignment; and meeting with local ActionLearning Sets. Participants were asked the extent to whichthey agreed each of these elements enabled them todevelop their leadership skills.
Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree
The webinar series
Mentoring from the designated mentor
School placement in a different school towhere I work
Working with my Action Learning Sets
Networking and peer learning at thelearning events
Tasks in my own school
To what extent do you agree that the following activities enabled you to develop your leadership skills?
04
The graph shows that participants felt the elements thatbest enabled them to develop their leadership skills werenetworking and peer learning at learning events (89%agreed or strongly agreed), own school task (90%) and theschool placement (84%).
Throughout the evaluation carried out during theprogramme, participants consistently told us that thenetworking and group discussions at the learning eventswere a hugely valuable part of their experience. Participantsfind that the residential learning events enable them tomeet new colleagues, share ideas, take part in collaborativelearning and to support each other. Ultimately, therelationships that participants build help them to createlocal and regional professional networks and supportsystems that will continue to enable them to flourish intheir roles as headteachers and leaders.
Whilst participants are offered advice and support in how tomake the most of the Action Learning Sets, in futureprogrammes we will encourage participants to make use oftechnology to facilitate alternative ways of meeting whereface to face meetings are not straightforward.
“The most powerful elements of theprogramme were the residentials andthe opportunities these afforded toengage with exceptional facilitators andnetwork with other aspirant schoolleaders.”
Will WilsonNorth region
Whilst there were many challenges with the assessedassignments, the fact that many participants felt the ownschool and placement school tasks (both compulsoryelements of the two assessment tasks) enabled them todevelop their leadership skills shows that they were vitaland valuable parts of the experience.
Working with the Action Learning Set (ALS) had the lowestscore with only 70% agreeing or strongly agreeing that thisactivity enabled the development of leadership skills.Anecdotal evidence suggests that the Action Learning Setshad a significant impact on some participants due to theopportunity it gave for building important peerrelationships. However, given the lower score here, thequality and impact of the ALSs seems to have varied acrossthe cohort.
“Meeting my Learning Set team hasbeen a great benefit. We are so close,we bounce ideas off one another andhave open discussions, share ideas andsupport - all this leads to betterleadership within our own schools aswe borrow one another's great ideasand methods.”
Alison FieldMidlands region
“If we had planned our action learningset better and made use of Skype orZoom to meet virtually, these wouldhave worked better for us.”
Amanda WooldridgeMidlands region
05
Impact of the programme
At the very start of the programme, participants were asked the extent to which they agreed withsix statements that summarised the main learning objectives. Participants were then asked aboutthe same statements in the end of programme survey.
Learning objectives: before and after
The graph below shows that participants felt more confident about all the statements after completing the programme.
I am confident to lead with vision in a waythat brings The Church of England Vision
for Education to life
I am aware of the tools I can use to build a culture of excellence
at my school
I build my team through addressingperformance issues, conflict and team
challenges with dignity and respect
I ensure character development is anessential part of school life - for children
and staff alike
I work in active partnership with those outside my own school towards
shared goals
I am aware of the tools I can use for good governance, risk and financial
management of my school
Percentage of those who agree/strongly agree with the learning objectives
84%95%
78%98%
83%99%
87%99%
84%97%
59%90%
Before participating in the programme After completing the programme
06
The biggest area of improvement is participants’ awarenessof tools for governance, risk and financial management,with a 30% increase from the baseline data to the end ofprogramme evaluation. However, the ‘after’ score is stillslightly lower (90%) than for the other learning objectives.Given the extent of participants’ developments needs inthis area, we will enhance the breadth and depth of ourtraining in this area in future programmes.
The other area with the biggest improvement wasawareness of how to build a culture of excellence – a 20%increase in those agreeing or strongly agreeing with thelearning objective. This increase reflects the fact that theobjective is a core thread that runs throughout theprogramme, with multiple opportunities for participants todevelop their knowledge and understanding of the toolsthey can utilise in this area.
The broader impact of the programme
We also asked participants about the broader impact of theprogramme. Firstly, about their flourishing and confidenceas a leader.
We also asked them about the impact of the programme ontheir pupils.
“It really made me think about mywhole approach to education, school,colleagues, and what sort of leader,colleague, teacher and even parent,wife and friend I want to be!”
Jane JoshiSouth east region
The programme has enabled me toflourish professionally
80% agreed or strongly agreed
The programme has enabled me toflourish personally
76% agreed or strongly agreed
The programme has enabled me to growin confidence as a leader
91% agreed or strongly agreed
The programme has enabled me tobecome an effective leader
84% agreed or strongly agreed
“I have learnt a great deal taking part inthe CofEPQH. I am a better leader nowthan I was before I started theprogramme. I am far more able to sharevision effectively with all stakeholders.”
Tom HardwickSouth east region
My participation has positively impactedthe flourishing and wellbeing of the pupils
in my school
81% agreed or strongly agreed
My participation has positively impactedoutcomes and attainment of the pupils in
my school
68% agreed or strongly agreed
“The whole school change programmehas had a significant impact on staffwellbeing and pupil progress.”
Tiffany KingSouth east region
07
And finally, about the impact on their relationship withcolleagues and the flourishing of fellow staff in their school.
My participation has positively impactedthe flourishing and wellbeing of my
colleagues
76% agreed or strongly agreed “It has made me reflect upon and tweak some of the everyday teachingpractices and curriculum to ensure ahealthier work-life balance for ALLstaff.”
Nikki WilsonSouth east region
My participation has positively impacted the performance of my
colleagues
75% agreed or strongly agreed
My participation has positively impactedmy relationship with colleagues
78% agreed or strongly agreed
08
Wellbeing and work-life balance
As part of this broader look at the impact of the programme, we asked participants about howtheir participation effected their mental wellbeing and work-life balance. Respondents answered ina variety of ways – some saying how it positively or negatively impacted them and othersreflecting on how they managed their wellbeing and offering practical ideas for how futureparticipants could be better supported.
Positive factors
¢ Recognition of the long-term impact on wellbeingrather than short-term fixes.
¢ Time to step back, reflect and prioritise or changeworking patterns.
¢ Reflection on the ‘cycle of grace’ was explicitlymentioned as having a positive impact on manyparticipants.
¢ Sense of achievement in completing theprogramme had a positive impact on wellbeing.
¢ Improved time management and betterknowledge of strategies to improve work-lifebalance – both for participants themselves and inmanaging and advising colleagues.
¢ Increased understanding of emotional resilience.
¢ Programme helped participants to be morebalanced in how they viewed themselves and thepressure they put themselves under.
Negative factors
¢ Short-term impact due to added workload.
¢ Time and focus needed for assignments addedstress and anxiety for some.
¢ Disruption of work-life balance for someparticipants – for example, impinging on weekend,holidays and family time which was particularlyproblematic for those with childcare and otherresponsibilities or home complications.
¢ Juggling participation with new headship – thiswas a particular issue for a few participants in thatsituation.
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The variety in responses reveal how participants react toand deal with the increase in workload in very differentways. Many participants commented on the addedworkload but also clearly said that it was worth it despiteany added pressure during their participation. Manyparticipants reflected on the longer-term benefits they arealready experiencing having had the time to reflect on theirpractice and leadership.
Respondents’ answers have also given us further insightinto how we might better equip the next year’s participantsto more effectively manage their conflicting demands.Examples of practical ways in which we will supportparticipants in this area include:
¢ Providing more detailed information about the timeassociated with both the placement school and ownschool assignments in the programme handbook andthe participant learning contract.
¢ Offering more information to sponsors about theprogramme requirements to ensure they are mindful oftime requirements for participants, particularly inrelation to dedicated time needed in placement schooland own school for the two assignments.
¢ Including webinars with past participants sharingassignment approaches and advice.
¢ Ensuring reading lists are sent to participants well inadvance of the learning event to ensure they havesufficient reading time.
¢ Communicating clearly that Action Learning Sets can beheld either face to face or via an online video conferencecall platform.
“This was tricky as a new headteacherfitting in meeting the deadlines and thetraining commitment with my new role.However I believe the programme willimpact positively on wellbeing goingforward, for example using andreflecting on the Cycle of Grace.”
Teresa NichollsMidlands region
“I know now that it is ok for me to taketime out, to look after myself so that Ican look after others. I try not to feelguilty about leaving on time as it issetting an example to others.”
Alison FieldMidlands region
10
New positions and next steps
21% of respondents have already gained a new position since starting the programme*
* Programme started February 2018 and concluded in June 2019. This figure is accurate as of June 2019.
15 participants have already gained a new position sincestarting the CofEPQH and 87% of them agreed that theirparticipation in the CofEPQH contributed to them gainingtheir new position.
Participants said that the programme helped them tosecure their new position because it demonstrated theircommitment to professional development and gave themconfidence to answer interview questions about vision andleadership.
An additional 19 participants said they were activelylooking for headship roles and that they would be applyingwhen the right positions arose.
The end of programme survey showed that participantsfeel more prepared for headship after the programme thanthey had done at the start.
How ready did you feel for headship before the programme and now?1 = not at all ready and 5 = very ready - weighted average
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0
Before Now
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When asked about next steps, many respondents said theywant to gain more experience in assistant or deputy rolesbefore moving on to headship. Others said their priority isto improve and progress their current schools through theimplementation of their learning and development on theprogramme.
It is encouraging that participants are clearly reflecting onwhat the right next step is for them rather than allimmediately seeking headship positions that they may notyet be ready for. One respondent said their experience ofthe programme made them realise that headship wasn’t forthem because they didn’t want their career to dominatetheir life – this, in itself, is a valid and valuable insight tohave gained.
58% of respondents agreed that they had achieved theirpersonal development goals through participation in theprogramme and 25% strongly agreed. Respondents’comments about their development showed that theirgoals and achievements were wide ranging:
¢ The programme enabled reflection on self andleadership style/skills.
¢ Deeper understanding of and honesty about strengthsand weaknesses.
¢ Exposure to authors and researchers they wouldn’totherwise have engaged with.
¢ Increased confidence to think critically and questionthings.
¢ Developed knowledge of school finance.
¢ Clear understanding of the vision for education andapplication to own school.
¢ Increased positivity towards abilities as a leader.
¢ Increased strategic awareness and ability to implementstrategy.
¢ Learnt a lot about understanding other people andoneself and how to work well with others.
¢ Developed confidence to do things in own way and besure of reasons behind approach.
¢ Developed broader range of approaches to managingchange.
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Vision into reality
Respondents were asked how the Church of England Vision for Education is lived out in theirschool because of their participation in the programme. Some respondents simply said that theynow knew about the vision or that their wider community now know about the vision.Comments suggest that programme participants go on to implement their learning from, andengagement with, the vision in a wide variety of ways: using it as a starting point to think aboutthe school’s own vision; rebuilding the curriculum in light of the vision; reviewing school policiesand development plans; addressing disadvantage and opening up horizons of pupils; improving thecharacter development of pupils.
What is clear, is that nearly all participants are impacted bythis element of the programme and the vision is lived out inmore schools because of the programme.
“Being introduced to Ethos EnhancingOutcomes booklet impacted on ourmost disadvantaged pupils. With ourSLT and governors, I was able to leadchange in improving outcomes by usingthe questions as an audit tool and astarting point for school improvement.”
Sophie SearSouth east region
“Participation in the CofEPQH hasencouraged and equipped me to putChurch of England values at the heartof our curriculum and consequentlywho the children are is as important aswhat they know, if not more so.”
Simon BallNorth region
“It has impacted on the way wemonitor, review and plan for change inthe school. It has encouraged us tothink carefully about our vision and howthis is essential in determining who weare and how we managecommunication, relationships, teachingand learning throughout the school.”
Pippa WarnerSouth west region
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Participant stories
Jane Burt South west region
Jane joined the 2018/19 CofEPQHas a deputy headteacher in acommunity school, having workedfor several years in the internationalindependent sector. Jane heardabout the programme from the CEOof the Church of England MAT thather school is a member of. At that
time Jane was fulfilling the role of acting headteacher whilstthe school’s headteacher was absent.
For Jane, the focus in the CofEPQH on ethos has been themost important element of the programme.
have previously worked in Church schools and she saysthey miss the community and care that comes with being ina Church school, but the CofEPQH programme has allowedJane to understand how these things are not restricted toChurch schools. Jane believes thinking about how we canbe good people, treating each other with care and thinkingthrough how it all fits together to help us achieve our endgoals are all things any school can do.
Networking and community building were also an importantpart of the programme: “the Action Learning Sets are a safespace to talk about emotionally charged topics…nobody isjudgemental or trying to get one up on you.” Jane believesthis tone is set by course leaders who create anatmosphere in which they all have fun but which is alsoinducive to challenging learning.
Jane says that participating in the programme has givensome of the enjoyment back as well as self-belief. Whenshe has completed the qualification, Jane hopes to remain intouch with the network and friends she has established onthe course and eventually to take on her own headship andflourish in that role.
“You don’t hear about ethos in any ofthe other courses you go to. It's alwaysabout data. I am really pleased that Ihave this different avenue ahead of me.The data is important but if you haven'tgot the ethos right in your school it willnot achieve.”
Jane was particularly interested in the difference ethos canmake, having noticed the differences between hercommunity junior school and the local feeder Church ofEngland infant school. Jane says that parents at the juniorschool worry and don’t feel part of the community, but atthe infant school you can feel the sense of community, loveand care because of the ethos of the school.
In order to develop her own school’s ethos, Jane has usedthe Ethos Enhancing Outcomes resources* to think throughthe school's curriculum rebuild. Many of Jane's colleagues
* Ethos Enhancing Outcomes of one of the resources designed to bring the vision for education alive. More information can be found here: www.cefel.org.uk/visionresources/
“The most important thing is how youtreat people in your establishment.That is what the programme has taughtme more than anything else. It's aboutcommunity and how we treat eachother - if we don’t do that we will notachieve together.”
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Amanda Wooldridge North west region
Amanda is the AssistantHeadteacher at St John VianneyCatholic Primary School in Blackpool.Amanda has worked at St JohnVianney for seven years, havinginitially been appointed as assistanthead/SENco. She is also responsiblefor Safeguarding & Child Protection,
Foundation Stage, Attendance and Behaviour.
Amanda knew she wanted to do an NPQH but she didn’tknow about the CofEPQH until she ‘stumbled’ upon it just afew weeks after receiving chemotherapy treatment. At thispoint the application window had closed, but on the adviceof her headteacher Amanda sent an email to register herinterest for the next cohort. She was then told that theapplication window had been extended so she was able toapply and to overcome funding difficulties as well.
“To cut a very long story short, the endresult was full funding being availablebecause I work in an opportunity area!So many things which had seemedimpossible actually weren't as God wasleading me down the path he wantedme to be on.”
When asked what difference the Church school focus andvision for education make on the programme, Amandasuggests that it makes it bespoke rather than generic. InChurch schools staff have to reflect a Christian ethos andmodel Jesus’ teaching, and Amanda found that theprogramme was taught in line with this. She also found itbeneficial to network and build relationships in anenvironment where faith was shared or respected, enablingcommonality to be found.
“The subject areas (even the difficultones) were taught to us in ways inwhich we could see how the Christianvision could be implemented.”
Amanda made the most of the programme but also facedsome challenges. She says her relationship with her mentorwas ‘great’ and it was extremely valuable being able to talkto someone independent of school. The Action Learning Setwas more of a challenge due to geographical limitations soAmanda says that in hindsight they would have been ableto get more out of the Set if they had arranged to meetvirtually instead.
Finding the time to dedicate to the assignments was also achallenge, Amanda admits, but it was systematic so youcould complete sections as you went along if you weredisciplined and it was all worthwhile in the end when youget the email to say you’ve passed. Amanda also made themost of the information gathered on the programme bykeeping a dedicated notebook and file which she can nowlook back at and continue to add to.
“My top tip for the assessment wouldbe to be kind to yourself and acceptthat the they will take time which willimpact on what you can do in otherareas of life and school. Don't try andbe a superhero! Work out how muchtime you're going to need and thendelegate accordingly to make sure youget that time.”
Amanda hasn’t been appointed to a headship yet, but shehas applied the confidence and skills she has developed toher personal life by taking on the role of SafeguardingOfficer at her church. She says she is ‘really passionate nowabout securing a headship’ and now she just needs to findthe school where God wants her to be.
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Conclusion
Looking back
The data collected from the end of programme surveyalong with the comments and stories from participantsshow that the CofEPQH is having a positive impact onparticipants. There is clear evidence that the programme isenabling participants to be successfully appointed toheadship positions and for them and their schools toflourish. Looking back at year 1 we can see that:
1. The Church of England focus is really important toour participants.
The distinctive approach of the CofEPQH, with its focuson Church school leadership, is a central aspect of whyleaders choose our programme. Participants value theopportunity to engage with the vision for education, toexplore Christian leadership and to be a part of aprogramme that takes a more holistic approach.
2. CofEPQH participants grow in confidence,knowledge and skills.
All our indicators suggest that the majority ofparticipants are more confident, knowledgeable andskilful when they complete the programme. All surveyrespondents reported feeling more ready for headshipafter completing the programme.
3. Our residential learning delivery model providesexceptional added value.
The residential learning events not only allowparticipants to take time away from the demands ofschool life to focus on their learning, but they alsoprovide a conducive environment for building enduringrelationships that will equip leaders for their futurecareers.
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wider range of dioceses. We will work to ensure ouroffer is consistent across these dioceses and we willcontinue to provide an exceptional programme.
Fulfilling our mission – called, connectedand committed
A key part of the programme is to engage with what itmeans to be called, connected and committed as a leader. The CofEPQH allows participants to understand andcelebrate opportunities to be:
¢ Called in our vocations – participants feel called todevelop their leadership through the lens of the churchof England vision for education. Participants choose theprogramme because of the Church school and Christianfocus and this focus enables participants to flourish intheir vocation as school leaders.
¢ Connected to others – participants have found valuein the networking and relationship building that theresidential learning events and other elements of theprogramme has enabled. Many participants have goneon to join a Peer Support Network where they will beable to continue to work collaboratively and buildsupportive local relationships.
¢ Committed to leading our communities toexperience fulness of life – the commitment tofullness of life applies both to the participantsthemselves and to their school communities.Participants have enabled the vision for education to belived out in their school through their participation inthe programme, helping their wider school communitiesto share in this flourishing.
“We look forward to continuing toprovide a programme that fulfills ourmission and continues to grow leaderswho are called, connected andcommitted.”
Nigel GendersChief Education Officer for the Church of England
Looking forward
We are very pleased with how the first year of theprogramme has gone, but as our programme continues torun (Year 2 has already started and we are currentlyrecruiting for Year 3) we are aware of the need to ensurewe are continuously learning and improving our offering.
Our next steps following this end of programme survey willbe to consolidate, increase consistency and do more toensure simplicity and transparency. We will:
1. Continue to improve the programme throughongoing evaluation
We will continue to carry out ongoing evaluation duringthe programme, both through participant surveys andby using the feedback log. This will continue to help usensure that any arising issues are dealt with and ouroffer is adapted and improved to fulfil the needs of ourparticipants.
2. Improve the assessment element of theprogramme
We will make improvements in three key ways:
¢ Change operational processes to ensure theassessment information is clearly communicated toparticipants – this includes information aboutsubmission windows, when assignments need to becompleted and information about additional supportand advice.
¢ Improve level and quality of information provided byfacilitators and hosts – this includes informationabout the assignment tasks and the assessmentcriteria.
¢ Align assessment element to vision for education.For Year 2 there will be an additional assignmenttask to enable participants to demonstrate how theyhave applied the vision for education in their school.
3. Expand our offer
For Year 2 there has already been an additional northernregion. For Year 3 we will enable more leaders to accessthe programme by offering it to participants from a
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@CofE_EduLead
The Church of England Foundation for EducationalLeadership is a UK Registered Charity No. 313070
Church HouseGreat Smith Street London SW1P 3AZ
www.cefel.org.uk
The Church of England Professional Qualification forHeadship is sponsored by Allchurches Trust.
