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College of Social Science
School of Education
MEd Educational Leadership
Applicant Information Pack
2019-2020
Contents
1. MEd Educational Leadership Programme ............................................................................ 2
1.1 What are the options for part-time, M-Level Educational Leadership study? ................... 2
1.2 Why study on the MEd Educational Leadership programme? ........................................... 2
1.3 How does the Degree Apprenticeship differ from the standard MEd route? .................... 2
1.4 MEd Modules Overview ...................................................................................................... 3
1.5 Key Programme Themes ...................................................................................................... 4
1.6 MEd and Degree Apprenticeship Assessment Overview .................................................... 5
1.7 Degree Apprenticeship E-Portfolio assessment information .............................................. 5
1.8 MEd Assignments ................................................................................................................ 6
1.9 Off-the-Job Learning Time (Degree Apprenticeship Only) .................................................. 7
1.10 University of Birmingham Facilities and Support ................................................................ 7
1.11 University Term Dates – 2019 to 2020 ................................................................................ 8
1.12 Indicative Topics Based on 2018-19 Programme ................................................................ 9
2. Application FAQs................................................................................................................... 10
2.1 Why does the MEd Educational Leadership programme require an NPQ qualification or equivalents? .................................................................................................................................. 10
2.2 I don’t have an NPQ from the last 5 years, can I still apply for this course? .................... 10
2.3 What counts as NPQ-equivalent certified or experiential learning? ............................... 10
2.4 Does my degree meet the entry requirements? ............................................................... 11
2.5 What counts as a senior leadership role? Is my role suitable? ........................................ 12
2.6 I already have extensive senior leadership experience, am I suitable for and will I benefit from the programme? ................................................................................................................... 12
2.7 I am interested in applying, how does the application process work? ............................ 13
2.8 Who do I contact for further information, with queries and/or to discuss this further? . 13
Appendix A – Senior Leader Master’s Degree Apprenticeship Standard (ST0480) ........................... 14
Appendix B – NPQ Assessment Criteria and Information ................................................................... 16
Appendix C – What counts as off-the-job training and learning? (DA Only) ..................................... 17
1. MEd Educational Leadership Programme
1.1 What are the options for part-time, M-Level Educational Leadership study?
We are currently offering two part-time routes on to our MEd Educational Leadership programme:
The standard MEd Educational Leadership route which is open to individual applicants who
are currently working in schools or acting in a school support role. It is assessed through 5
written academic assignments and an 8,000 to 10,000 word dissertation.
A MEd Educational Leadership Degree Apprenticeship route which shares the underlying
MEd modules and adds an additional work-based professional learning element delivered in
partnership with employers. Work-based learning is evidenced through an E-Portfolio and
supported by university and school mentors.
This information pack is for both the standard and degree apprenticeship (DA) routes and includes
details of how the two routes differ. Where information relates to just one route, this is indicated.
1.2 Why study on the MEd Educational Leadership programme?
The flexible mode of delivery will suit both your needs and your employer’s needs.
It will enable you to build new networks and develop as an education sector leader.
You will work with new ideas and approaches to solve organisational challenges.
You will develop the capacity for rigorous and critical analysis of evidence from research and
from practice in improving schools.
You will develop specialist areas of expertise through research, leadership enquiry and other
practice-focused assignments.
All assignments and the dissertation may be tailored to suit your own subject specialism, phase
and professional interests.
Degree Apprenticeship Route Only:
As well as academic assignments and dissertation, students undertake work-based professional
learning evidenced within an E-Portfolio and supported by a school and university mentor.
The DA route is fully levy-funding compliant. You and your employer will receive advice and
guidance from our Degree Apprenticeship (DA) team to ensure all requirements are met.
1.3 How does the Degree Apprenticeship differ from the standard MEd route?
In addition to the MEd modules and assessments, DA students undertake work-based professional
learning which they record in an E-Portfolio. Work-based learning is supported by the employer who
provides 20% off-the-job learning time (see below) and a school-mentor. The university provides
additional support through leadership mentors, the Canvas virtual learning environment and the E-
Portfolio facility (PebblePad).
MEd Educational Leadership MEd Educational Leadership Degree Apprenticeship
Funding Typically self-funded by the
student, sometimes supported
by their employer. Loans and
scholarships may be available.
Fully-funded by the employer (e.g. academy trust,
school, or local authority) through the apprenticeship
levy.
Off-the-job
Learning and
Support
Not required, but students are
encouraged to make
connections between their
study and their professional
role.
The employer provides 20% off-the-job learning
time and a school-based mentor.
There are three tripartite meetings per year between
a university leadership mentor, the school mentor
and the student to discuss the student’s learning.
Resources and a virtual learning space to support a
professional learning community provided on the
Canvas VLE.
Awards MEd Educational
Leadership
MEd Educational Leadership
Level 7 Diploma in Strategic Management and
Leadership
Partial fulfilment of Chartered Manager
Recognition
Assessment
Approaches
MEd Assignments
submitted to the
University.
MEd Assignments submitted to the University.
Completion of an E-Portfolio including the MEd
assignments and documented work-based learning
assessed in an End Point Assessment by the
Chartered Management Institute (CMI) through
presentation of the portfolio and an interview,
assessed against the Senior Leader Apprenticeship
Standards (Appendix A)
Entry
Requirements
(both routes)
This is a ‘fast track’ professional learning programme which requires students to have
prior experience and understanding of educational leadership. All applicants require:
an NPQ (at any level), equivalent professional experience, or equivalent M-level
credits related to school improvement and educational leadership;
a good first degree, diplomas or other relevant qualifications.
Entry
Requirements
(route
specific)
Students must be working in a
teaching, leadership role or a
school support role (e.g.
educational technology,
educational consultancy,
governance or school
improvement).
All degree apprentices must be employed in a senior
leadership role, or expect to be on starting the
programme. Typically this means that the student is
currently or due to become a deputy head, head
teacher, assistant head teacher, head of
subject/department/phase, head of year, or
housemaster / housemistress.
1.4 MEd Modules Overview
Year Term 1 Term 2 Term 3
1
Understanding School
Improvement (20 credits)
Review and apply the field of
Educational Effectiveness
and Improvement to your
own practice and school.
Develop a critical and
practical understanding of
evidence-informed practice,
performance evaluation,
school effectiveness and
improvement.
Leadership for School
Improvement (20 credits)
Study the skills, knowledge
and characteristics of
effective educational leaders
and how leaders can
improve schools. Reflect on
how you can play a more
effective part in the
leadership of your school or
area of responsibility.
Leadership Enquiry (20
credits)
Conduct an enquiry in
school improvement and
educational leadership.
Develop a critical,
constructive approach,
drawing on theory, data
and evidence. Evaluate
and plan actions to
address your chosen area.
2
Educational Policy and
Improving Schools (20
credits)
Critically review current
debates in education policy
and the implications of
alternative stances on
education policy for school
improvement and
professional practice.
Dissertation (40 credits)
The Master’s dissertation is an opportunity for students
to develop in-depth understanding of an educational topic
of personal and/or professional interest. The dissertation
research culminates in a formal, written report of an
original investigation.
1.5 Key Programme Themes
Using evidence to improve practice
Leaders are expected to use evidence to review the progress of individual pupils, staff and whole
schools. The programme will develop capacity for critical use of the data and international research
evidence (qualitative and quantitative) which can inform teaching, curriculum, programmes and school
organisation.
Making a difference through leadership
The study of leadership provides a set of distinctions between leadership approaches in different
contexts. But to really make a difference we must go beyond the jargon and find ways to motivate and
develop others whilst fostering a sense of community and clear purpose. So what is the evidence to
show us how this happens in practice?
Improving teaching to improve learning
How do changes in leadership and organisation affect student learning and how can leaders best
support improvements in teaching? What is the evidence to show that one way of teaching or of
organising teaching is better than another and how do different theories of learning help us to identify
what is critical in a way of teaching and what is not?
Inclusion and developing the whole person
Schooling is about much more than academic attainment. It affects the way young people think about
themselves as learners, their aspirations, their sense of where they fit into society and the role they
have in shaping its future. Schools are microcosms of the society we want to create. So how does
leadership, the organisation of schooling and the conduct of teaching affect each these outcomes?
Schooling in the context of policy
Differences in education policy– between countries and over time – come in many forms such as
changes in the nature of accountability, the make of the workforce, and in inter-professional and inter-
school working and organisation. What are the arguments for and against such variations in policy and
what does the evidence show us about their implications for schools?
1.6 MEd and Degree Apprenticeship Assessment Overview
2019 2020 2021
Autumn Spring Summer Autumn Spring Summer Autumn
Understanding
School
Improvement
Leadership
for School
Improvement
Leadership
Enquiry
Education Policy
and Improving
Schools
Dissertation End point
assessment of
E-Portfolio
with MEd
assignments
(DA Only)
Termly Tripartite Visits (DA Only)
Students compile E-Portfolio and complete work-based tasks (DA Only)
1.7 Degree Apprenticeship E-Portfolio assessment information
The DA E-portfolio is developed by students over the course of the programme, supported by your
leadership mentor (university) and school mentor (e.g. line manager)
MEd assignments are placed in the E-Portfolio along with other work-based learning and assessed
as part of an end point assessment by the Chartered Management Institute (CMI).
The E-Portfolio assessment is designed to be flexible, challenging and supported.
The work-based learning evidenced in the E-Portfolio is shaped by:
The Senior Leader Apprenticeship Standards, which degree apprentices must meet.
The needs of your school
Your own professional learning aims
Advice and suggestions from the leadership mentors, school mentors, colleagues, fellow students
and course tutors
Guidance from the university and co-constructed with local leaders
1.8 MEd Assignments
Understanding School Improvement
o Evaluation of focus area of school, department or school group performance (1500 words)
o Reviewing an approach to school improvement (2500 words)
Leadership for School Improvement
o Investigation into a leadership practice or issue, including collection of research/practical
evidence from a focus school or school group (4000 words)
Leadership Enquiry
o Research or development project in an area of professional interest (4000 words)
Education Policy and Improving Schools
o Review of a policy or policy area and its impact on schools (4000 words)
Dissertation
o Research or development project in an area of professional interest (8000-10,000 words)
MEd assignments are designed to be tailored by you for your own subject specialism, phase and
professional interests. Assignment deadlines are termly, due around January, April and September, for
Autumn, Spring and Summer term modules respectively (specific dates tbc).
MEd Assignments
Professional
Role
Work-based Learning
The assessments, MEd learning and work-based
professional learning are designed to be
complementary and meet both the MEd
assessment criteria and the Senior Leader
Apprenticeship Standards.
There will be many opportunities for MEd
learning and work-based learning tasks to a) work
towards or b) follow on from each other and your
normal professional role.
1.9 Off-the-Job Learning Time (Degree Apprenticeship Only)
It is a requirement of the apprenticeship levy funding that students receive 20% off-the-job learning
time on average across their usual working weeks. These 20% off-the-job hours are recorded in the E-
portfolio. Below is an example of how this might be organised according whether an MEd session is
scheduled (based on a 39 working weeks per year). Some ‘blocking’ of the off-the-job time (or the
time off in lieu) is possible to fit around the school year, while ensuring that time is provided for both
work-based and academic tasks alongside the student’s professional role. Further guidance on the 20%
off-the-job learning and employer requirements in this area are included in Appendix C.
In a week where there is a taught seminar/lecture (Y1 – 20 weeks, Y2 – 13 weeks):
½ day on the portfolio/masters assignments
½ day for seminar preparation and attending the seminar
In a week with a double Saturday session (Y1 – 6 weeks, Y2 – 3 weeks):
½ day for seminar preparation and portfolio/assignment work.
½ day time off in lieu in recognition of Saturday session
½ day Saturday session
In a week with no taught sessions (Y1 – 13 weeks, Y2 – 23 weeks):
1 day or 2 ½ days for E-portfolio/assignment work and work-based tasks.
1.10 University of Birmingham Facilities and Support
Students can access the full range of university facilities and support services throughout their studies
including:
The University Library
Wellbeing and Welfare Services
Academic Skills Centre
PebblePad – an online portfolio and learning space, used for:
Reflection with your mentors and tutors
The DA E-portfolio (including a record of your 20% off-the-job training)
Canvas – a virtual learning environment, used for:
Module learning materials, reading lists and handbooks
Distance learning and supplementary learning materials
Discussion and announcement boards
Uploading assignments and receiving (formative and summative) feedback
Accessing university welfare and other support services
There will be training provided on CANVAS and PebblePad during your Induction.
1.11 University Term Dates – 2019 to 2020
With the exception of the DA
induction day, all sessions are
twilights (4:30pm-6:30pm) or
Saturdays (10am-2pm)
The first taught session is in
welcome week (WW).
As far as possible, sessions
have not been scheduled in
school holidays.
Week day session dates tbc -
We expect all taught twilight
sessions to be on Tuesdays
and/or Thursdays.
8 twilight sessions and 3
Saturday double sessions are
planned for the Autumn and
the Spring terms, per term.
DA Induction day is on the 9th
of September 2019.
The Summer term (Y1) and
Spring and Summer terms
(Y2) have a smaller number
(3-4 per term) of workshop
sessions to support enquiry
and dissertation research
projects.
1.12 Indicative Topics Based on 2018-19 Programme
Understanding School Improvement Leadership for School Improvement
Evidence-informed practice
Measures of school effectiveness
Inspection and school review
Models of school effectiveness and
improvement
School self-evaluation
Character education and wider outcomes of
education
Teaching, learning and school improvement
Effective continuing professional
development and learning
Lesson study and learning study
Mentoring and coaching
School improvement and inclusion
Implementation
Assignment preparation and review
Leadership styles
Leadership and pupil achievement
Leading school improvement
Pupil voice and leadership
Leadership of place
Followership and leadership
Talent management
Coaching and mentoring
School monitoring and review
School resource management
Assessment management and maintenance
Leading change
Ethical leadership
School reform and improvement initiatives
Student presentations
Assignment preparation and review
Leadership Enquiry Education Policy and Improving Schools
Distance learning content will support other
modules and the Leadership Enquiry (R&D)
project. Leadership Enquiry module seminars will
be practical workshops supported by tutorials.
Research and Study Skills, including:
Reviewing literature and forming research
questions
Research and evaluation design
Research ethics
Qualitative investigation and methods (e.g.
Classroom observation, Interviews, Focus
groups, Document Analysis)
Questionnaires
Quantitative investigation and analysis
Educational data and uncertainty
Sampling and statistics
Group comparison and experimental design
Judging the trustworthiness of research and
implications for practice
Schooling and Education Policy
Policy globalisation and trends
Inclusion and equity policy and its impact
on school leadership and improvement
School Autonomy and school
improvement: Academies and Free
Schools
School networks and school-to-school
support
Private vs Public Schools debate
Teacher supply, retention and recruitment
Teacher evaluation
Resources, Schools and outcomes for
pupils
Accountability and performance: School
Inspection, school comparison and central
government control
Policy review and evaluation
Student presentations
Review of assignment preparation
2. Application FAQs
2.1 Why does the MEd Educational Leadership programme require an NPQ
qualification or equivalents?
The MEd programme is a ‘fast track’ programme which has been designed to build on the typical prior
learning of leaders looking to continue to Master’s level study. We expect students to start the course
already with some experience of and familiarity with educational leadership. Consultation with the
sector suggests that many prospective students hold one of the NPQ qualifications (ML, SL, H) or
have equivalent training and experience which meets the NPQ criteria. The MEd programme therefore
takes an NPQ Qualification or equivalent as an entry requirement and starting point for the programme.
We require an NPQ (at any level) from the last 5 years, equivalent professional experience, or
equivalent M-level credits related to school improvement and educational leadership. An NPQ or
equivalents are accredited as prior learning worth 60 credits out of the full 180 credits required for a
Master’s award. The programme duration is therefore 2 rather than the normal 3 years. Students on the
course complete the remaining 120 credits (60 credits per year) and are awarded the full MEd award.
2.2 I don’t have an NPQ from the last 5 years, can I still apply for this course?
Not all suitable students will hold an NPQ, but may have equivalent experiential or certified prior
learning. Applications are welcomed from prospective students who do not hold an NPQ but can
demonstrate that they have met the NPQ standards and have experience and understanding of senior
leadership practice. The NPQSL standards and expectations are used as a guide to judge prior learning
in any application. Details of these are appended (see Appendix B).
We require applicants not holding an NPQ to clearly demonstrate equivalent certified or experiential
learning. It is advisable within the application to outline your academic qualifications, any accredited
and/or certified training and development, and experiential learning which demonstrates your prior
learning. This can be evidenced through a CV, course certificates, your application personal statement
and any other relevant documentation.
2.3 What counts as NPQ-equivalent certified or experiential learning?
We recognise that the knowledge and skills required for educational leadership are varied and
educational leadership experience and learning comes in many forms. We are therefore considering all
forms of prior learning in educational leadership. This can include experience, informal learning and
non-certified learning as well as formal qualifications and certified learning.
We are accepting the National SENCO award as an NPQ equivalent as standard. Examples of other
relevant qualifications and programmes which applicants may hold include the leadership pathways
and programmes offered by SSAT and by the former National College. Some applicants may have
completed a series of shorter courses or received ‘in-house’ training. We also are considering
experiential learning and any achievements, experiences or duties which demonstrate the applicant has
met the NPQ standards and has experience and understanding of senior leadership practice.
Applicants holding an NPQ which was achieved more than 5 years ago are also typically suitable,
especially when they have been working in a senior leadership role following their NPQ award.
Applicants who are currently undertaking but yet to complete an NPQ, National SENCO award or
another relevant programme should include details of their learning to date and any indications that
they are on track to complete the award. Examples include transcripts, details in a personal
statement or CV, and references from programme tutors or directors.
In all cases, prior learning is assessed through the application process against the MEd Programme
aims and the NPQSL standards to ensure all participants have the experience and understanding of
education and senior leadership required to benefit from the programme.
There are slight differences in emphasis for the two routes:
By the end of the programme, degree apprenticeship students will be required to demonstrate
mastery of the Senior Leader Apprenticeship Standards through the E-Portfolio at the end of the
programme. As a result, senior leadership experience, qualifications such as the NPQ and any M-
level credits must strictly relate to educational leadership and school improvement to ensure the
suitability of prospective students for the programme.
Students on the standard-route MEd programme are not required to meet the Senior Leadership
Standards in addition to completing the MEd programme. This means we can consider students in
a greater range of roles including those not in formal leadership roles or in school support roles
(e.g. educational technology, educational consultancy, governance or school improvement). We
can also consider a greater range of equivalencies for the required prior learning including M-level
credits relating to expert teaching practice.
2.4 Does my degree meet the entry requirements?
The programme requires students to hold a good first degree, diplomas or other equivalent
qualifications. Applicants should typically have a 2:1 bachelor’s degree or higher. We can however
consider applicants with diplomas, other equivalent qualifications or a 2:2, especially where extensive
professional experience can be demonstrated within the application.
We recommend that all students consider the academic demands of the programme before applying.
The programme requires students to deeply engage with the academic and professional literatures
relating to school improvement and educational leadership as well as literature in their area of
professional expertise. Studying at master’s level involves a substantial amount of reading, writing,
data collection and analysis. Assessment of the MEd is through written (typically 4000-word)
assignments and a 10,000 word dissertation.
We provide support to students throughout the programme to develop their research literacy and
academic skills. Our experience is that students’ motivation to engage with research and academic
study, and develop their knowledge and skills is as important as their academic starting point.
2.5 What counts as a senior leadership role? Is my role suitable?
Senior leadership roles in education are becoming increasing diverse and senior leadership comes in
many forms. There is a lot of variation in senior leader roles related to phase of education, school size
and organisational arrangements such as trust membership, and leadership and governance structures
vary considerably. A head of department or an individual leading school improvement across multiple
schools, for example, may be leading a large team and have comparable responsibilities to a deputy
head or even a head teacher in a small school. We are taking the role description and standards in the
Senior Leader Apprenticeship Standards (Appendix A) as our guide for defining the senior leadership
role and the knowledge, skills and behaviours required to perform it to a high standard.
The relevance of the student’s professional role and the Standards varies for the two MEd routes:
By the end of the programme, degree apprenticeship students will be required to demonstrate
mastery of the Senior Leader Apprenticeship Standards through the E-Portfolio. They will be
compiling their Eportfolio to evidence work-based learning relevant to and produced as part of
their professional role (including professional learning and development activities). We ask
prospective students and employers to consider whether the student’s role and responsibilities will
allow them to demonstrate the knowledge, skills and behaviours from the Standards in practice and
assess whether the Standards are a good fit for the student’s professional role and its demands.
Students on the standard-route MEd programme are not required to meet the Senior Leadership
Standards in addition to completing the MEd programme. This means we can consider students in
a greater range of roles including those not in formal leadership roles or in school support roles
(e.g. educational technology, educational consultancy, governance or school improvement).
2.6 I already have extensive senior leadership experience, am I suitable for and
will I benefit from the programme?
The programme is targeted at senior leaders and new or aspirant heads. We believe that research and
evidence-informed practice, and work-based professional learning will benefit leaders at all levels of
experience. More experienced senior leaders will tend to find the programme beneficial when it
coincides with changes in their role or school circumstances (e.g. when joining an academy trust,
becoming a research school, working on substantial school improvement programmes, or working with
a new team). Potential applicants should review the Senior Leader Master’s Degree Apprenticeship
Standard (Appendix A) to assess whether they are in a position to develop in these areas.
2.7 I am interested in applying, how does the application process work?
Applicants for the standard route will find information about the application process on the webpage.
The information below pertains to the degree apprenticeship route application process.
Degree apprenticeship programmes require an employer contract to be in place before individual
applications can be submitted. The University of Birmingham degree apprenticeships team and
programme staff have met with, are in talks with, and/or have now completed employer contracts with
many large employers, including multi-academy trusts and councils.
If individuals are interested in the programme but are unsure whether their employer will support them
and has signed an agreement with the university, they should get in touch with the university degree
apprenticeship team on degreeapps@contacts.bham.ac.uk to check whether an employer contract is in
place, and in touch with their employer to notify them of their interest in the programme.
After initial discussions with the university, employers supporting the programme (before or after
signing agreements) seek expressions of interest from or recommend the programme to prospective
applicants within their organisations. Discussions and briefings then typically take place between
employers, individual or groups of prospective students, the university programme team, and the
university degree apprenticeship team; these discussion ensure that the programme and prospective
students are a good match and that the employer requirements (such as the 20% off-the-job learning
time) are workable for employers and prospective students.
Once employer agreements are in place, employers are provided with a link to the application website
which they pass on to any colleagues who wish to submit an application.
2.8 Who do I contact for further information, with queries and/or to discuss this
further?
Any queries about contracting, the degree apprenticeship employer requirements, or the admissions
process are best addressed by the degree apprenticeships team on degreeapps@contacts.bham.ac.uk.
If you have any queries about the programme aims, content, assessment, timetabling or entry
requirements, please get in touch with Dr Thomas Perry, the programme director, on
t.w.perry@bham.ac.uk. Thomas will be very happy to discuss the programme further with you.
Appendix A – Senior Leader Master’s Degree Apprenticeship Standard (ST0480)
A leader is someone who has senior management responsibility, and this can include formal
governance/director responsibilities. They are responsible for direction and vision, providing a clear sense of
purpose and driving strategic intent. They take into account market trends and environmental influences,
identifying longer-term opportunities and risks. Through inclusive leadership, they are responsible for
developing ethical, innovative and supportive cultures with the ability to deliver results. They are a role model,
with responsibility for those in senior positions/significant organisational budgets.
Knowledge and Skill Requirements:
Organisational Performance – delivering a long-term purpose
Area Knowledge Requirements Skill Requirements
Strategy Knows how to shape organisational vision,
culture and values. Understands organisational
structures; business modelling; diversity; global
perspectives; governance and accountability;
the external environment, social, technological
and policy implications. Understands new
market strategies, changing customer demands
and trend analysis.
Use of horizon scanning and conceptualisation
to deliver high performance strategies focusing
on growth/sustainable outcomes. Sets a clear
agenda and gains support from key
stakeholders. Able to undertake research, and
critically analyse and integrate complex
information.
Innovation
& Change
Understands innovation; the impact of
disruptive technologies (mechanisms that
challenge traditional business methods and
practices); drivers of change and new ways of
working across infrastructure, processes,
people and culture and sustainability.
Knowledge of systems thinking,
knowledge/data management, and programme
management.
Initiates and leads change in the organisation,
creates environment for innovation and
creativity, establishing the value of ideas and
change initiatives and drives continuous
improvement. Able to manage conflict.
Manages partnerships, people and resources
effectively, and measures outcomes. Acts
where needed as a Sponsor, championing
projects and transformation of services across
organisational boundaries.
Enterprise
& Risk
Knowledge of ethics and values based
leadership; regulatory environments, legal,
H&S and well-being and compliance
requirements; corporate social responsibility;
risk management, environmental impact and
cyber security. Understands competitive
strategies and entrepreneurialism, approaches
to effective decision making, and the use of big
data and insight to implement and manage
change.
Challenge strategies and operations in terms of
ethics, responsibility, sustainability, resource
allocation and business continuity/risk
management. Application of principles relating
to Corporate Social Responsibility,
Governance, Regulatory compliance. Drives a
culture of resilience and supports development
of new enterprise and opportunities.
Finance Understands financial strategies including
scenarios, modelling and identifying trends,
application of economic theory to decision-
making, and how to evaluate financial and
nonfinancial information. Understands financial
governance and legal requirements, and
procurement strategies.
Oversees financial strategies/management,
results and setting organisational budgets, and
challenges financial assumptions underpinning
strategies. Is accountable for decisions based
on relevant information e.g. Key Performance
Indicators/scorecard. Uses financial data to
allocate resources. Oversees procurement,
supply chain management and contracts.
Interpersonal Excellence – leading people and developing collaborative relationships
Area Knowledge Requirements Skill Requirements
Leading &
Developing
People
Knowledge of organisational/team
dynamics and how to build engagement
and develop high performance, agile
and collaborative cultures. Understands
approaches to strategic workforce
planning including talent management,
learning organisations, workforce
design, succession planning, diversity
and inclusion.
Enables an open and high performance working,
and sets goals and accountabilities for teams and
individuals. Leads and influences people,
building constructive working relationships across
teams, using matrix management where
required. Ensures workforce skills are utilised,
balancing people and technical skills and
encouraging continual development.
Developing
Collaborative
Relationships
Understands large scale and inter-
organisational influencing and
negotiation strategies.
Knowledge of the external political
environment and use of diplomacy with
diverse groups of internal and external
stakeholders. Understands working with
board and company structures.
Knowledge of brand and reputation
management.
Manages complex relationships across multiple
and diverse stakeholders. Builds trust and
rapport, with ability to positively challenge. Leads
beyond area of control/authority, and able to
influence, negotiate and use advocacy skills to
build reputation and effective collaborations.
Engaging
Employees
Uses personal presence and “storytelling” to
articulate and translate vision into operational
strategies, demonstrating clarity in thinking and
using inspirational communication. Creates an
inclusive culture, encouraging diversity and
difference. Gives and receives feedback at all
levels, building confidence and developing trust,
and enables people to take risks.
Required Behaviours (developed and exhibited in the workplace):
Personal and interpersonal effectiveness
Leads by
Example
Has high levels of self-awareness, emotional and social intelligence, empathy and
compassion, and able to identify mental well-being in others. Works collaboratively enabling
empowerment and delegation. Acts with humility and authenticity, is credible, confident and
resilient.
Judgement
and
Challenge
Takes personal accountability aligned to clear values. Demonstrates flexibility and willingness
to challenge when making decisions and solving problems. Instils confidence demonstrating
honesty, integrity, openness, and trust.
Courage &
Curiosity
Is confident and brave, willing to innovate, seeks new ideas and looks for contingencies.
Manages complexity and ambiguity, comfortable in uncertainty, and is pragmatic.
Valuing
Difference
Engaging with all – is ethical and demonstrates inclusivity, recognising diversity, championing,
and enabling cultural inclusion. Empowers and motivates to inspire and support others.
Professional Reflects on own performance, demonstrates professional standards in relation behaviour and
ongoing development. Advocates the use of good practice within and outside the organisation.
Source: https://www.instituteforapprenticeships.org/apprenticeship-standards/senior-leader/
Appendix B – NPQ Assessment Criteria and Information
National Professional Qualification (NPQSL) Content Areas and Assessment Criteria
Strategy and
improvement
1.2.1 Deploys statistical and/or data analysis concepts to identify variation in pupil performance and
contributing factors, applying the findings to design of own plans
1.2.2 Evaluates research into, and examples of, implementing change successfully and applies
findings to the design and implementation of own plans
Teaching and
curriculum
excellence
2.2.1 Evaluates teaching quality across a school accurately, exploiting appropriate techniques to
gather evidence
2.2.2 Analyses different leadership/management strategies aimed at improving pupil progress,
attainment and behaviour and applies findings to own plans
2.2.3 Designs, implements and evaluates an improvement project that reduces variation in pupil
progress and/or attainment across the school
2.2.4 Exploits opportunities to develop and grow the school curriculum
Leading with
impact
3.2.1 Evaluates research into, and examples of, leadership and motivation and/or influence and
applies findings to motivate or influence others across the school
3.2.2 Designs and implements a communications plan to promote and/or defend plans, drawing on
campaigns and techniques used by other schools
Working in
partnership
4.2.1 Establishes and sustains partnerships that build capability and/or improve performance in
priority areas for the school
4.2.2 Evaluates the effectiveness of partnerships in terms of pupil progress and/or attainment
Managing
resources
and risks
5.2.1 Analyses the value for money/cost effectiveness of different options and designs a business
case for recommended approach
5.2.2 Implements a risk management plan that systematically assesses, monitors, mitigates and
contingency plans for risks
Increasing
capability
6.2.1 Analyses key research into, and examples of, effective professional development and talent
management in schools and applies findings to own plans
6.2.2 Analyses how professional development provision may need to change over time and applies
findings to own plans
Leadership Behaviours
Commitment The best leaders are committed to their pupils and understand the power of world-class teaching to
improve social mobility, wellbeing and productivity
Collaboration The best leaders readily engage with, and invest responsibility in, those who are best placed to
improve outcomes
Personal
Drive
The best leaders are self-motivated and take a creative, problem-solving approach to new challenge
Resilience The best leaders remain courageous and positive in challenging, adverse or uncertain circumstances
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
Integrity The best leaders act with honesty, transparency and always in the interests of the school and its
pupils
Respect The best leaders their respect the rights, views, beliefs and faiths of pupils, colleagues and
stakeholders
Source: https://www.gov.uk/government/publications/national-professional-qualifications-frameworks
Appendix C – What counts as off-the-job training and learning? (DA Only)
Off-the-job-training must be directly relevant to the apprenticeship standard and must take place within your working hours and enable you to complete your programme and become competent in your occupation and pass your end point assessment.
ESFA define off-the-job-training as:
“Off-the-job training is defined as learning which is undertaken outside of the normal day to-day working environment and leads towards the achievement of an apprenticeship. This can include training that is delivered at the apprentice’s normal place of work but must not be delivered as part of their normal working duties.
The off-the-job training must be directly relevant to the apprenticeship framework or standard”
The 20% is not set against each module and is built up over the course of the programme of study. The 20% off-the-job training is tracked as part of the audit trail which is required to assure the ESFA that you have received 20% off-the-job training. For further reading, download the Government policy.
Each of you have a commitment statement that outlines the programme of training that you should receive. This statement sets out how the University and your Employer intends to fulfil the 20% off-the-job training requirement and this will be need to be evidenced when programmes are subjected to inspection by QAA for quality and ESFA for funding requirements.
All of you must take an independent assessment at the end of their training to confirm that you have achieved occupational competence. Rigorous robust and independent End Point Assessment (EPA) is essential to give your organisation confidence that you have completed an apprenticeship standard and can perform in the occupation that you have been trained in to demonstrate both the knowledge, skills and behaviours set out in the occupational standard.
Off-the-job-training activities can include:
Teaching of theory – lectures, face to face tutor led delivery.
Practical Training e.g. new equipment of technologies.
Shadowing or being mentored by a more senior colleague doing a job you would like to one day do so relevant to the apprenticeship standard. It would need to be evidenced as to prove relevance and then writing a reflection and lessons learnt report, or delivery of a mentoring session.
Group learning conferences. Simulated exercises and role play. Learning support provided by the employer or
the provider. Some online learning e.g. webinars on job
related tasks or blended learning. Distance learning can be used effectively as part of the off-the-job-training requirement, when it is used as part of a blended learning package.
Visiting the employer’s other departments. Time spent by you writing
assessments/assignments. Industry visits or visiting other companies or
suppliers to see how they work.
Completing workplace reflection diaries. Research tasks. Internal learning and development
programmes related to your apprenticeship. Completion of e-learning tasks and modules. Completing project work. Preparation for assessments. If revision time
takes place during work hours away from your workstation then it counts.
Attendance at competitions that are work related.
Attendance at industry shows particularly where you watch presentations or seminars relevant to your role and industry.
Observations and professional discussions can be included if it assists you in developing you knowledge and skills that relevant to the apprenticeship standard.
Participating in online forums relevant to your role.
Individual study time whether it is to complete coursework or review modules
What off-the-job-training cannot include?
End Point Assessment – as you will have completed your studies by the time you reach your End Point Assessment, and therefore fulfilled the 20% off-the-job training requirements, the EPA cannot be included.
Enrolment – this cannot be included as it takes place before the start of the apprenticeship. Diagnostic assessment or prior assessment - English and Maths (up to level 2) as this is funded separately.
Unless a qualification is a mandatory aspect of the framework or standard it cannot form part of the 20% off-the-job training. Apprenticeships are designed on the basis that you already have the required levels of English and Maths and therefore training for English and Maths must be on top of the 20% off-the-job training requirement.
Off-the-job training only delivered by distance learning (you can include online and other blended learning activity as part of the apprenticeship).
Training that takes place outside your paid working hours. Appraisals – unless they are specifically about your apprenticeship learning and progression. Travel does not count if you travel a long way. An induction does not necessarily count as off-the-job training, unless it includes an educational element
that provides some basics of the skills, knowledge and behaviours that are core to the apprenticeship. You will be informed at your induction whether this can be included as off-the-job training.
Off-the-job training must teach new knowledge, skills and/or behaviours that will contribute to the successful achievement of an apprenticeship. A Tripartite meeting is where progress is reviewed rather than new learning taking place.
Supervisions - unless you are learning new skills relevant to the standard.
In the Apprenticeship Funding and Performance Management Rules https://www.gov.uk/government/publications/apprenticeship-funding-rules-2018-to-2019 you will need to ensure that an evidence pack is collected. PebblePad should be used to collate your evidence.
At the University of Birmingham, we use Pebble Pad, an online portfolio-building tool, as the basis for capturing evidence that relates to your professional standards. It provides a great opportunity for you to reflect on your achievements, marks, progress and feedback. Your portfolio will also allow you to record your 20% off-the-job training hours.
There is considerable flexibility for you to include different types of evidence within Pebblepad. This is where progress is monitored and recorded to demonstrate how you have met the competencies within the Degree Standard you are studying against which will be broken down into Knowledge Skills and Behaviours. You will need to check the relevant box on the summary checklist to confirm that this competency has been fully met and evidenced.
Evidence used within your portfolio can be in the form of: University pieces of work Reports Minutes Emails Stakeholder/customer comments Performance Reviews Presentations
Certificate of learning records Certificate of attendance at training
courses/meetings/workshops etc Workbooks demonstrating work and
learning undertaken Personal and reflective statements Case studies
This list is not exhaustive. The portfolio must have a minimum of one piece of evidence that demonstrates each required competency within the standard. Your Personal Tutor will guide you through this and offer advice where required.
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