Independent Schools Qualification in Middle Management
Independent Schools Qualification in Academic Management v0.5, 5
July 2013
1. Overview
This paper sets out to provide a broad outline for an
Independent Schools Qualification in Management (ISQAM) for
teachers in schools of The Headmasters and Headmistresses
Conference (HMC) and The Girls School Association (GSA) working in
partnership with the Institute of Education (IoE).
2. The Aim
The aim of the ISQAM is
to improve standards in teaching and learning by providing
training for Heads of Department (in the first instance)and other
managers in the key practical skills that they need to perform
their job;
to encourage on-going CPD for (Middle) Managers
to establish best practice and define a sector-wide standards in
relation to these skills; and
to provide a qualification that is understood by schools and is
portable between schools.
3. The Structure
The ISQAM is a modular programme that operates at three
levels:
Level One: An introduction to some of the key skills required by
Managers:
1. Effective Lesson Observation and Feedback
2. How to conduct an Appraisal
3. Establishing Standards in Student Assessment, Marking and
Feedback in the Department
4. Employment issues
Level Two: Development of the key skills required by
Managers:
5. The Use of Data to improve pupil and Departmental
performance
6. Content of Programmes of Study and Schemes of Work
7. Improving Teacher Performance: Coaching and Monitoring
Staff
8. The role of the HoD within Whole School Planning
Level Three: ISQAM with M-level Credits
9. Literature Review and Reflection on the Role of the HoD and
the impact of the HoD as a middle manager.
Course Structure:
Each level will be certificated by the IoE as a separate
qualification.
It is a NOT a pre-requisite of the qualification to complete
Level One before progressing to Level Two, though this is
desirable.
It is a pre-requisite of commencing Level Two that the candidate
has sufficient ICT skills, competence and experience in basic
software packages and the use of the school management system.
Level 3 may be completed alongside Levels 1 and 2, or after
completion of those Levels.
4. Delivery
The ISQAM is aimed to provide a high quality practical programme
at a low cost (in terms of both time and money) to schools, and
includes a strong element of on-the-job learning with support and
mentoring from fellow professionals.
The tuition component is provided in three ways at Levels 1 and
2:
a. Face-to-face training Sessions:
Delegates will take part in two face-to-face training days in
Level 1: one covering modules 1 and 2; and the second covering
modules 3 and 4. There is also a half-day training session for
In-School Mentors.
The Level 2 face-to-face elements will be provided at a two-day
Conference, taking place in October 2013, which will cover Modules
5-8. The Conference will also include a half-day training session
for Mentors.
b. Online and Distance-learning resources:
Some parts of the course lend themselves very well to centrally
produced on-line resources in the form of Vodcasts with supporting
materials, and other distance-learning materials. Delegates will
also be asked to produce a portfolio of evidence of work completed
in-school, and reflections on this and other elements of the
programme. The portfolios will be moderated by IoE at the end of
each level of the programme.
c. In-School Mentoring:
The ISQAM provides a structure and support for in-School
mentoring. An in-School mentor, who may be an experienced HoD or
even the Director of Studies, is an essential part of the delivery
of this course.
5. Quality Assurance, Accreditation and Further Professional
Development Opportunities
The IoE will provide standardisation and quality assurance
by delivering some of the face-to-face sessions
by reviewing the remainder of the face-to-face sessions
by moderating the portfolio
by reviewing the distance learning materials.
Each level will be certificated by the IoE as a separate
qualification.
Level Three will be worth 30 M-level credits from the IoE which
could count towards a post-graduate qualification.
Post-graduate Certificate (60 credits)
Post-graduate Diploma (120 credits)
Masters (180 credits)
The IoE (and other institutions) offer complementary courses
which will count towards these post-graduate qualifications,
e.g.
Developing Leaders (30 credits)
Early Leadership (30 credits)
Widening Leadership (30 credits)
6. Costs:
Delegate fees are 500 for Level 1. For Level 1 this fee includes
two days of training for delegates, half a day of training for
mentors, online and distance-learning materials, moderation of the
portfolio and certification by IoE.
Level 2 delegate fees are 475, including the Mentor training
session, or 400 if delegates wish to attend without their mentor.
We strongly advise that Mentors join delegates at the October 2013
Conference if at all possible.
7. Timescales
The Level 1 qualification will be launched fully in September
2013. HMC are running six clusters (North East, North West, East
Midlands, West Midlands, London and South Central/South West); GSA
are running two clusters (London and Bedford). Further details can
be found on the Associations websites at www.hmcpd.org.uk and
www.gsa.uk.com.
The Level 2 qualification will be piloted in the 2013-14
academic year, and launched fully in 2014-15.
Independent Schools Qualification in Academic Management
Proposed Programme and Assessment
Level One: Level One consists of four modules.
Module
Content
Delivery
Assessment
Other
1. Effective Lesson Observation and Feedback
How to conduct a lesson observation
(what to look for; recording, feeding back to the teacher;
reference to data, target setting and monitoring etc)
day training session as part of Level 1 Day 1.
Portfolio:
Conduct 5+ lesson observations, at least three of which must be
moderated by a School Mentor.
In School Mentor
Training vodcast materials of lessons with supporting lesson
observation notes
Distance Learning materials to study.
Lesson observation notes of one of the exemplar lessons.
Moderation by School Mentor and external [eg IoE?]
Lesson Observation as part of an ISI Inspection
2. How to conduct an Appraisal
How to conduct an appraisal of a teacher, including dealing with
challenging staff and giving effective feedback
(Preparation the meeting the report)
day training session as part of Level 1 Day 1.
Portfolio:
Conduct 1+ teacher appraisals at least one of which must be
moderated by a School Mentor. For aspiring HoDs, this may be
replaced by a role-play with mentor.
In School Mentor
Examples of Good and Bad appraisals
Distance Learning materials to study.
Written evaluation of Exemplar Materials
Legal aspects of the Importance of Appraisals in performance
management
Vodcast of lawyer talking [sponsored by VWV[footnoteRef:1]] [1:
Simon Bevan at VWV has offered to do this.]
Module
Content
Delivery
Assessment
Other
3. Establishing Standards in Student Assessment, Marking and
Feedback in the Department
How to conduct a departmental work scrutiny exercise.
Introduction to using data. Giving effective feedback.
(What is work scrutiny, and what does good look like. Selecting
samples what to look for what is the focus? the report. Giving
feedback.)
day training session as part of Level 1 Day 2.
Portfolio:
Conduct a departmental work scrutiny of at least one year group,
at least one of which must be moderated by a School Mentor.
Pre-work before attending Module 3 and 4 training day:
Check any whole school documentation regarding work scrutiny and
discuss with your mentor what scrutiny might involve.
Work Scrutiny as part of an ISI inspection
Vodcast giving an ISI Inspectors perspective. Reference to ISI
resources.
Portfolio: answer the questions that accompany the vodcast.
4. Employment Issues
Intro to employment issues, including: Equal opps, capability
and competence, absence, time off, complaints and concerns, stress,
grievances, part-time working, interviews (including pitfalls, and
what not to ask), safeguarding.
day training session as part of Level 1 Day 2.
Portfolio activity: log reflections on scenarios presented in
the Day 2 training, and outline what next steps could/should be
taken in these case studies. Discuss these case studies with
mentor.
Portfolio: Discussion with HM, SLT member or HR Department on
employment issues and the approach taken in the school. Write up
notes in portfolio.
Legal aspects of the Appointment Process (DDA Reasonable
Adjustments etc)
Vodcast of lawyer talking [sponsored by VWV]
Portfolio: answer accompanying questions.
Staff Absence (Long-term Sickness, Maternity Leave)
Vodcast of lawyer talking [sponsored by VWV]
Portfolio: answer accompanying questions.
Level Two:
Level Two consists of four modules:
Module
Content
Delivery
Assessment
Other
5. The Use of Data to improve pupil and Departmental
performance
Building on content introduced in Level 1: How to use data to
monitor and improve Departmental performance
Half-day session at the Level 2 Conference
Give a 30 min presentation to mentor and/or SLT with supporting
papers analysing the departments performance at GCSE and
A-level
Presentation to be reviewed and moderated by HMC/GSA
Use of MidYis, ALIS
Benchmarking your department.
In school task: Examine how data is gathered and used in
participants school.
Portfolio activity: reflection on the best use of data gathered
through assessment.
Effective target setting and tracking
In school task: Examine how data is gathered and used in
participants school.
Discussion with Mentor.
Portfolio: notes on outcomes/reflections from mentor
discussion
6. Programmes of Study and Schemes of Work
How to write a PoS and SoW
Session at the Level 2 Conference
Portfolio:
Produce a PoS and an SoW for at least two year groups
In School Mentor
Differentiation: Incorporating Extension and Support tasks into
SoW
Session at the Level 2 Conference
7. Improving Teacher Performance: Coaching and Mentoring
Staff
What is coaching and mentoring? (Build on introduction to
coaching in Level 1).
How to do it?
Record-keeping
Session at the Level 2 Conference
Portfolio:
Coach/Mentor a member of staff. Keep record of meetings etc for
a one year period, at least one of which must be moderated by a
School Mentor.
How to have challenging conversations with Staff
Session at the Level 2 Conference
Module
Content
Delivery
Assessment
Other
8. The role of the HoD within Whole School Planning
How to write a Departmental Development Plan. What the Head
wants from a Manager/HoD
Session at the Level 2 Conference
Portfolio:
Produce a Departmental Development Plan -OR- Review and, if
necessary, update the existing Plan.
In School Mentor
The relationship between School Development and School
Improvement Plans and Departmental plans.
Mentoring session in School
Written evaluation of Exemplar Materials
How to manage a Departmental Budget
(Capital items, consumables, ICT, Training; link to School
Development Plan)
Session at the Level 2 Conference
Portfolio:
Produce a Departmental Budget.
In School Mentor
Level Three:
Level Three consists of a research module, which allows
Managers/HoDs to engage with some of the published literature and
research on a chosen area of interest. This is a fundamental
component for the qualification to count towards a post-graduate
qualification (M-level credits)
Module
Content
Delivery
Assessment
Other
9. IoE Independent Study Module (part of the Advanced
Educational Practice Programme offered by IoE)
Engaging with a body of literature and research on a chosen area
of interest
Access to online materials via the IoE VLE. Supervision by IoE.
Please note: participants will need to register directly with the
IoE for this module.
Extended Essay OR equivalent portfolio of activities reflecting
learning.
This is required to achieve M-level accreditation of 30
points
Reflection on the role of a middle leader/ manager
Reflection on the impact of the HoD as a middle manager
