Contents - gsa.uk.com€¦ · Web viewISQAM Level 1 Portfolio 2016-2017Page 29 of 29. The Independent Schools’ Qualification in Academic Management (ISQAM) Level 1 Portfolio

The Independent Schools’ Qualification in Academic Management (ISQAM)

Level 1 Portfolio

September 2016 – July 2017

A GSA Professional Development Programme, in Partnership with HMC and UCL/Institute of Education

ISQAM Level 1 Portfolio 2016-2017 Page 1 of 29

Contents

1. Middle leaders and managers.............................................................................................................3

2. The Aims of the programme:...............................................................................................................4

3. Key dates.............................................................................................................................................5

4. Assessment criteria..............................................................................................................................6

5. Portfolio completion............................................................................................................................6

6. Portfolio format and submission.........................................................................................................6

7. You, your role and school....................................................................................................................7

8. Reflections on mentor sessions...........................................................................................................9

9. Module 1: Effective lesson observation and feedback.......................................................................10

10. Module 2: Deepening our understanding of how coaching can improve teacher performance, and how to lead challenging conversations with staff..............................................................................15

11. Module 3: Establishing standards in student assessment, marking and feedback............................19

12. Module 4: Employment issues...........................................................................................................23

13. Summary activity...............................................................................................................................27

14. Mentor’s Supporting Statement........................................................................................................28

15. Optional reading list..........................................................................................................................29


1. Middle leaders and managers

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

Bambrick-Santoyo, 2012; 223

‘...teachers who used peer support for mutual problem solving, observations, collaborative teaching and planning were more successful in transferring new skills to their own practice … coached teachers retained

and increased their skill over time – uncoached teachers did not.’

Joyce and Showers, 2002. Achievement through Staff Development

‘It is not enough to simply select leaders or even train them. Instead continually receiving “feedback on feedback” and critically evaluating the skills of guiding others build effective leadership teams. Simply put,

forming successful teams means ensuring that leaders are continually honing their ability to guide teachers to greatness.’


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


Bambrick-Santoyo references taken from ‘Leverage Leadership 2012’

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

You should record evidence of completion of the portfolio tasks and your learning and reflections in this document.

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


2. The aims of the programme:

The aim of the Independent Schools’ Qualification in Academic Management is to:

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

2. Encourage the on-going continuous professional development of Middle Leaders

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

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

The structure of the programme

This is a modular programme which operates at two levels:

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

1. Effective lesson observation and feedback

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

3. Establishing standards in student assessment, marking and feedback

4. Employment issues

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

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

6. Programmes of study and schemes of work

7. How to lead an effective appraisal

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

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

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


3. ISQAM 2016-17 Level 1 programme: Key dates

September 2016

Register for ISQAM

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

September to November 2016

Attend Day 1 training (see www.gsa.uk.com/professional-development/isqam for details of dates and venues). You will receive course documentation and joining instructions 7-10 days in advance of the course

Mentors to attend the half-day mentor training session (see www.gsa.uk.com/professional-development/isqam for details of dates and venues)

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

February 2017

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

February to March 2017

Day 2 courses take place (see www.gsa.uk.com/professional-development/isqam for dates and venues). You will receive course documentation and joining instructions 7-10 days in advance of the course

July 2017

All Level 1 activities to be finished, and completed portfolios emailed to [email protected] by Friday 28 July 2017. Please ensure that your portfolio has been reviewed by your mentor

July to September 2017

Assessment and moderation of portfolios by the UCL/Institute of Education and GSA

September 2017

Level 1 certificates to be awarded

Level 2 registration


mailto:[email protected]

http://www.gsa.uk.com/professional-development/isqam




4. Assessment criteria

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

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

Knowledge and understanding of the content of each module

The ability to implement strategies in academic management

The ability to analyse obstacles to policy implementation

An understanding of the need to review policies and practice

5. Portfolio completion

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

Outstanding portfolios

Outstanding portfolios tend to share the following characteristics:

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

Analysis is succinct, relevant and not too descriptive – focusing on key learning rather than tasks or activities

Contain evidence of real engagement with and reflection on key readings

Demonstrate clear and valuable engagement with mentors throughout the year

Data Protection

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

6. Portfolio format and submission

Please submit your portfolio to [email protected] as a single Word document file including any related appendices by 28 July 2017. Please include your name in the filename of your portfolio. Please ensure that your mentor has completed the supporting statement (section 14, page 28).


mailto:[email protected]

7. You, your role and school

Complete a SWOT analysis to see where you think your strengths, weakness, opportunities and threats are as a middle leader:

Strengths Weaknesses

Opportunities Threats


Write about your school context

Give a brief description of your role in school

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


8. Reflections on mentor sessions

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

It may be useful to discuss the following points:

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

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

Next steps and support required

Date of meeting

Issues discussed, actions and any support agreed

Autumn term 1

Autumn term 2

Spring term 1

Spring term 2 (mid-point review)

Summer term 1

Summer term 2 (joint portfolio

review)

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


9. Module 1: Effective lesson observation and feedback

Module 1 offers an opportunity to explore:

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

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

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

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

The purposes of lesson observation

The purpose of everyone’s role in relation to it

What we are observing

The relationship with ISI inspection criteria

How a coaching approach can enhance and support colleague development

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

Activity Completed? Y/N

Attend the Day 1 training and complete the reflection exercise below.

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

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

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


Reflections on the face-to-face sessions:

Day 1, Module 1 – Effective lesson observation and feedback

Identify one key learning point

Identify one action arising from the learning

What impact do you hope it will have?

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


Reflections on the online materials and activities:

Module 1: Effective lesson observation and feedback

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

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

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

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

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

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

i) confirms, and

ii) diverges from or adds to your own

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

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

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

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

7. Finally, it is anticipated that new ISI grade descriptors for the quality of teaching will become available via your school's access to the ISI portal (www.isi.net) during the 2016-17 academic year. Find out how to access the ISI portal with your school's login and access the new grade descriptors once they become available.


http://www.isi.net/

Reflections on activities in school:


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

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

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

Record of Observations

Date Observation Feedback Moderated with mentor Y/N

Reflections on observations:


Reflections on key pieces of reading:


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

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

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

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

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

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

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

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

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

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

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

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

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


10.Module 2: Deepening our understanding of how coaching can improve teacher performance, and how to lead challenging conversations with staff

This module enables participants to explore further how coaching can:

Support you as a leader to make a difference to staff performance, and

Enable you to be proactive and confident in having the ‘challenging’ or ‘fierce’ conversation



Attend ISQAM L1 Module 2 training and complete the reflection exercise below.

Lead three coaching conversations during the year, including at least one in which you have to address a difficult issue.

As an alternative, aspiring HoDs may role-play this activity with their mentor and record their reflections on how they plan to approach such challenging conversations in the future.

Read the article: ‘Systems Thinkers’ (Brown & Isaacs) about the power of conversation.

Record your reflections and the key issues that resonated for you in this portfolio.



Day 1, Module 2 – Deepening our understanding of how coaching can improve teacher performance, and how to lead challenging conversations with staff







Module 2: Deepening our understanding of how coaching can improve teacher performance, and how to lead challenging conversations with staff

Lead three coaching conversations during the year, including at least one in which you have to address a difficult issue, and record:

1. How you prepared for this – using the ‘Resource Sheet for Difficult Conversations’

2. How it felt

3. What the outcomes have been

4. How you followed up, and

5. What, if anything, you would do differently

As an alternative, aspiring HoDs may role-play this activity with their mentor and record their reflections on how they plan to approach such challenging conversations in the future.


Reflections on key pieces of reading:

Module 2: Deepening our understanding of how coaching can improve teacher performance, and how to lead challenging conversations with staff

Read the article: ‘Systems Thinkers’ (Brown & Isaacs) about the power of conversation and record your reflections and the key issues that resonated for you.


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

The module enables participants to:

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

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

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

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

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



Attend Day 2 and complete the reflection exercise below.

Planning a departmental work scrutiny.

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

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



Day 2, Module 3 – Establishing standards in student assessment, marking and feedback






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

Planning a departmental work scrutiny

1. Selection of work

You will be undertaking a departmental work scrutiny as part of Module 3. Record what you will:

a) present as your reason for doing so, and

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

2. Identifying good practice

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

3. Identifying poor practice

If your departmental work scrutiny identifies any examples of poor practice, how do you plan to manage the situation?



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

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

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

Record your reflections on any aspects of work scrutiny which you might now approach differently in the future.

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


12.Module 4: Employment issues

The module enables participants to:

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

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



Attend Day 2 and complete the reflection exercise below.

Locate the required school policies, processes and identify your key colleagues.

Answer the questions regarding recruitment and capability.

Discuss the case studies presented at Day 2 with your mentor, in particular anything which surprised you.

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



Day 2, Module 4 – Employment Issues






Module 4 – Employment issues

School policies & processes:

Locate and read your school’s policies on the following. Ensure that you understand the key principles, and discuss them with your mentor if necessary:

Policy / Process Located / understood?

Staff long-term absence Y/N

Capability/Disciplinary Y/N

Key colleagues:

Who would you approach in your school for support with the following?

Name Role

Referral to Occupational Health

Request to work flexibly following return to work

Safer Recruitment/vetting of staff

Questions:

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

2. Would you supply feedback following an application/interview process during which a candidate was unsuccessful? If so why, and if not why not?

3. If you have concerns regarding the capability of a member of staff, how and from where would you gather evidence?

4. If you were to conduct a formal capability meeting, who might you ask to be in the meeting with you and what brief/instructions would you give this person?



Module 4 – Employment issues

Discuss the case studies presented at Day 2 with your mentor, in particular anything which surprised you.

Meet with your HM, SLT or HR Department to discuss employment issues, including safeguarding and the approach taken in your school. Summarise your findings in this portfolio.


13. Summary activity

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

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

What has been your key learning from the programme?

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

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

Department policy Department practice or practices?

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

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

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

What are your next steps?

By when do you hope to have achieved the above?

Any other reflections?


14.Mentor’s Supporting Statement

Ask your mentor to review your portfolio and draft a short statement (fewer than 200 words) regarding their observations on your achievements this year and areas for future development. Please include this statement in your portfolio below:

Mentor’s name:


15.Optional reading list

Leading and Managing Change and Improvement

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

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

Earley, P. and Weindling, D. (2004) Understanding School Leadership, London: PCP/SageFullan, M. (2001) Leading in a Culture of Change, San Franscisco: Jossey-Bass

Leadership for the Learning Community

Bolam, R. et al (2006) Effective Professional Learning Communities, Nottingham: DfESBubb, S. and Earley, P. (2007) Leading and Managing CPD: Developing People, Developing Schools, (2nd

edition) London: Paul Chapman/SageBush, T. and Middleton, D. (2005) Managing People in Education, London: PCP/SageEvans, L. (1999) Managing to Motivate: a guide for school leaders, London: CassellMiddlewood, D., Parker, R. and Beere, J. (2005) Creating a Learning School, London: Sage/PCP

Leadership

Bennett, N., Crawford, M. and Cartwright, M. (2003) Effective Educational Leadership, London: Paul Chapman Publishing

Bottery, M. (2004) The Challenges of Educational Leadership. Paul ChapmanCrawford, M, Kydd, L. and Riches, C. (eds) (1997) Leadership and Teams in Educational Management,

Buckingham: Open University

Emotional Intelligence

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

Cordingley, P.et al., (2005) National Framework for Mentoring and Coaching. DfES/ CUREEDe Haan, E. and Burger, Y., (2005) Coaching with Colleagues. Basingstoke: Palgrave MacmillanRogers, J., (2004) Coaching Skills: a handbook. Maidenhead: Open University Press

Managing staff, motivation and morale

Evans, L. (1999) Managing to Motivate: A Guide for School Leaders, London: CassellHandscomb, G. and Lincoln, P. (1999) ‘Feel good, perform well’, Professional Development Today, Vol. 2.

Issue 3, pp5-13Jones, J., Jenkin, M. and Lord, S. (2006) Developing Effective Teacher Performance, London: PCP/Sage

Learning-Centred Leadership

Gladwell, M. (2001) The Tipping Point – How little things can make a big difference, London: Abacus Harris, A. (2008) Distributed School Leadership: Developing tomorrow’s leaders. Leading School

Transformation Series. London: Routledge Joyce, B., and Showers, B. (2003) Student achievement through staff development. Nottingham: (NCSL) Southworth, G. (2004) How Leaders Influence What Happens in Classrooms. Nottingham: NCSLWatkins, C. (2005) Classrooms as Learning Communities, London: Routledge


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Contents - gsa.uk.com€¦ · Web viewISQAM Level 1 Portfolio 2016-2017Page 29 of 29. The Independent Schools’ Qualification in Academic Management (ISQAM) Level 1 Portfolio