esf...the esf teaching capability framework and esf leadership capability framework describe the...

Staff Performance and Development

ESFLeadership Capability

Framework

The importance of leadership in ensuring

quality outcomes for students is second only

to quality teaching in terms of impact.

Leaders at all levels of ESF play a crucial

role in achieving this impact.

Connect with us on:EDU14/15CPD02

This booklet has been printed on recycled and recyclable paper.

The ESF Leadership Capability Framework is based upon current internationally recognised frameworks (for example, the ACEL Leadership and Capability Framework, Ontario Leadership Framework for Principals and Vice-Principals, The Standard for Headship in Scotland and the National Standards for Head Teachers in the UK) as well as the previous ESF Standards and Competencies Framework. Critical friends in the educational field, Allan Walker, Simon Breakspeare and Patrick Duignan have also provided input and advice on the framework.

ESF Teaching Capability Framework

AcknowledgementsThanks to those responsible for the development of the ESF Leadership Capability Framework:

David Fitzgerald, ESF Primary School Development Adviser (Project Leader)

Catriona Tuimaka, Teacher, Discovery College

Chris Coyle, Principal, ESF International Kindergarten, Wu Kai Sha

Chris Durbin, ESF Secondary School Development Adviser

Chris Rowlands, Vice Principal, Sha Tin College

Ciaran Fay, Vice Principal, Kowloon Junior School

Daniel Trump, Former Vice Principal, Island School

Debbie Graham, Former Primary School Development Adviser

Francis Wilkinson, Principal, ESF Abacus International Kindergarten

Graham Silverthorne, Principal, South Island School

Ian Clayton, Former Vice Principal, West Island School

Jacques-Oliver Perches, ESF Head of CPD

Jamie Schmitz, Head of Primary, Renaissance College

Mark Cripps, Former Principal, Kowloon Junior School

Pam Ryan, Former ESF Director of Education

Robert Szorenyi, Former Vice Principal, Jockey Club Sarah Roe School

Vania Tiatto, Former Head of Primary, Discovery College

2015 Review TeamDavid Fitzgerald, ESF Primary School Development Adviser (Project Leader)

Chris Barr, Head of Primary, Discovery College

Dom Massarella, Vice Principal, West Island School

Judy Cooper, Vice Principal, King George V School

Sandra Hite, Principal, ESF International Kindergarten, Tung Chung

Susan Chung, Vice Principal, Beacon Hill School

Reference Base

ForewordThe ESF Teaching Capability Framework and ESF

Leadership Capability Framework describe the attributes of

effective teaching and of effective leadership for learning.

The frameworks provide a statement of professional

standards of competence against which teachers and

leaders in ESF can evaluate areas of professional strength

and development. The process of professional reflection

and development (PRD), formerly known as performance

management (PM), and continuous professional

development (CPD) are derived from and aligned with the

ESF capability frameworks.

The importance of leadership in ensuring positive outcomes for students is second only to the

quality of teaching. Teachers and leaders at all levels in ESF are selected on the basis that they

are highly capable educators.

ESF is committed to continuous professional development of staff because the quality of the

education we provide cannot exceed the quality of our teachers. Through enabling teachers to

develop their professional thinking and innovative practice we can ensure exceptional learning

experiences and outcomes for our students.

The capability frameworks and the revised editions were developed by teachers and leaders in

ESF. The frameworks reflect the unique context and quality expected in ESF schools.

The contribution from the Committee of Teachers and the Committee of Principals to the

development and revision of the capability frameworks must be acknowledged along with the

drive and leadership from members of the education team.

Thanks go to all colleagues involved in developing the capability frameworks.

Belinda Greer

Chief Executive Officer

English Schools Foundation

01

ESF Leadership Capability Framework

The Overall ContextThe Staff Performance and Development Framework sits alongside the School

Performance and Development Framework, the latter describing the four school-

related areas of planning, evaluation, reporting and compliance, and the former covering

the two sets of capabilities, leadership and teaching, and the related elements of professional

learning and performance management.

A Strength-based Model of Performance and Development

School Performance & Development

Staff Performance & Development

Development Planning

Evaluation Reporting Compliance

ESF Statement of Commitment

Leadership Capabilities

Teaching Capabilities

*Strategic*Annual

*Internal*External

PerformanceManagement

ProfessionalDevelopment

Why Capabilities?Capability, according to Stephenson (1992), depends on our ability to use our knowledge and skills in complex and

changing situations. This is more than simply possessing skills. It is leaders and teachers ‘taking appropriate and effective

action within unfamiliar and changing circumstances’. We believe capabilities require practitioners to integrate practices,

skills, knowledge and attitudes and apply these in new and changing circumstances.

Purposes of the Leadership Capability FrameworkThe English Schools Foundation Leadership Framework is a tool that will assist all schools to develop the

capability and leadership of educational staff at all levels of ESF. The Framework sets out the capabilities ESF

leaders need for effective and successful practice, not just in familiar contexts, but in unfamiliar, complex and

dynamic circumstances. The ESF Leadership Framework is a resource to be used by individuals, teams, schools

and ESF as both a basis and a guide for:

•inspiringasharedvisionofleadershipacrossESF;

•promotingacommonlanguageandunderstandingaroundleadership;

•strategicthinkingandplanning;

•buildingthebreadthanddepthofleadershipinESF;

•informinganddesigningtheimplementationofqualityprofessionallearningforleadersacrossESF;

•self-reflection,self/personallearningandcareerplanning;

•providingadvicetostaffoncareerprogressionanddevelopment;

•generatingrecruitmentandselectionroledescriptionsforleadersatvariouslevels;

•monitoring,mentoringandcoachingleadersinESFschoolsthroughtheperformancemanagement

process.

At the heart of the ESF Leadership Framework is the direct relationship between leadership and

student learning outcomes. This we believe should be the beginning and end point of all leadership

discussions.

02 03


ESF is committed to ensuring positive

working relationships with its leaders

and staff so that they are treated as

respected and trusted members of the

ESF community and so

that their contribution is

sought and valued.

Practices

•The ESF Professional Code is central to our values, vision and mission.

•ESF has policies and processes in place that enhance positive

working relationships.

•ESF recognises and values excellence at all levels of the

organisation.

•Professional trust and respect underpin all interactions with

leaders and staff.

•ESF seeks to be open and transparent in its policies and processes

and welcomes feed-back and ideas from all members of staff

•Staff performance is assessed through an agreed, consistent,

sensitive and transparent process.

•Any performance or disciplinary matter is managed with dignity

and sensibility.

Professional Culture

The Structure of the Leadership Capability FrameworkThe ESF Leadership Framework is based on the three domains of:

•LeadingSelf

•LeadingOthers

•LeadingtheFoundation

The three Domains are elaborated in terms of 30 Capabilities

which outline what leaders should know and be able to do. In

practice, leadership draws on aspects of all three domains and

they should be regarded as interconnected and interdependent.

The capabilities are the underlying skills, knowledge and attitudes

necessary for leaders to perform their roles. Capabilities in the

Framework are statements of observable behaviour, or practices

which would typically be demonstrated through the exercise of

this capability.

LeadingSelf

LeadingOthers

Leading the Foundation

Layer 1 Layer 2 Layer 3 Layer 4

Domain Capability

Capability

Practices Skills

Knowledge

Attitudes

Practices

Practices

ESF Commitment to Staff Performance and Development

ESF is committed to continuous

improvement of student achievement,

of staff performance, and to the

development of ESF as a whole.

Practices

•ESF supports building a vision and mission for each school and

department which aligns with the ESF vision, mission and values.

•ESF values the leadership of the Principal and school leadership

teams.

•All members of ESF work together to support the learning of all

students.

•ESF recognises shared practice and collaboration as ways of

supporting continuous improvement.

•ESF believes in building staff capacity as the means of maintaining

high standards of student achievement and staff performance.

•ESF exhibits a culture that supports innovation.

Continuous Improvement

04 05


ESF ensures that high quality candidates are

recruited to take on leadership, teaching

and support staff roles and that all aspects

of transition and induction have been

carefully planned.

Practices

•ESF provides quality training and development for aspiring leaders.

•Support is in place for newly appointed leaders and staff.

•ESF has well-developed, and well-communicated, identification and

recruitment practices.

•ESF uses selection processes that are rigorous, systematic, transparent

and inclusive.

•ESF provides differentiated development opportunities, responsive to

individual needs and career aspirations.

Succession and SustainabilityESF is committed to ensuring that processes

are in place to provide central support and

to streamline communication.

Practices

•ESF purposefully seeks to manage administrative demands made on

schools.

•ESF provides support for staff to implement Foundation policies and

procedures.

•ESF provides support for technology applications in schools and the

Centre.

•ESF promotes evidence-based decision making.

•ESF has clear lines of communication to support a variety of functions

and constantly strives to improve them.

•ESF provides human resources necessary for the operation of the

school and Centre.

•High quality resources are provided to meet the learning needs of

students and staff.

Support Systems

ESF is committed to providing the

necessary training and opportunities

for staff at all levels of the Foundation

to enhance their capacity as effective

practitioners, whatever their roles.

Practices

•ESF has a strength-based capability model which encourages self-

reflection and self-actualisation.

•ESF’s model is based on definitions and shared understandings

of effective leadership and work that are consistent with current

research and evidence of best practice.

•ESF’s professional development strategy is evaluated on an on-

going basis.

•ESF has differentiated programmes in place to support growth

and development for all members of staff.

•ESF staff are provided with regular and constructive feedback in

relation to their performance and development.

•Any performance or disciplinary matter is managed with dignity

and sensibility.

Professional LearningESF is committed to the active

involvement of parents, community and

staff in the life of the school and ESF.

Practices

•ESF provides support for enhancing communication and building

relationships with local communities and the wider Hong Kong

community.

•ESF provides opportunities for community input into decision-

making processes at school and Foundation level.

•ESF provides training for school council chairmen and members

and encourages their active involvement in the life of the school

and ESF.

•ESF works to develop positive relationships with the media in

order to promote understanding of our role in Hong Kong.

•There are protocols for communication about parental concerns

and complaints.

School Community

06 07


Capability Definition PracticesWhat this looks like as it is happening

Related SkillsThe leader is able to:

KnowledgeThe leader has the knowledge and understanding of:

AttitudesThe leader demonstrates:

L1.1

Leads learning

and teaching

• Leaderssethighexpectations

for themselves and others for

quality learning and teaching

•Ensures a consistent focus on student achievement

•Displays curriculum and pedagogical knowledge and leadership

•Displays a passion for learning and teaching

•Evaluates teachers and the curriculum

•Coaches and mentors others

•Demonstrate the principles and practices

of effective learning and teaching

•Analyse, interpret and use data to

improve learning

•Effective pedagogy and assessment

•Use of emerging technologies to

support teaching and learning

•Strategies for inclusion,

differentiation and access

•Commitment to self improvement as a

teacher

•Commitment to raising standards for all

students

•Commitment to sustaining a safe, secure

and healthy learning environment

L1.2

Demonstrates

a Growth

Mind-Set

•Is self-reflective and recognises own leadership strengths and areas for

development

•Is aware of own leadership power and influence and behaves with

wisdom and integrity

•Regularly seeks feedback to improve self and own performance as leader

•Develops and implements a personal learning plan which is aligned with

school development priorities

•Demonstrates life-long learning through continual professional inquiry into

areas such as pedagogy, leadership and broader educational directions,

theories, research and practices and building organisational acumen

•Effectively develops and communicates a clear organisational vision linked

to improving student learning outcomes

•Engages and inspires staff to commit to evidence-based improvement,

change and innovation as well as recognising the contribution of staff

experience and expertise to impact on student learning

•Critically analyse, reflect and evaluate

•Identify areas for self development

•Focus on solutions

•Demonstrate self-awareness

•Think strategically

•Apply new learning for the growth of

self, others and the organisation

•Problem solve

•Recognise trends

•Think flexibly and innovatively

•Capacity of self and others

•Own strengths and areas for

development

•Innovative thinking in teaching and

learning

•Context and culture

•New and emerging needs and trends

to support learning and teaching

•Commitment to well-being of self and

others

•Commitment to personal and

professional growth

•Self motivation

•Commitment to reflective practices for

ongoing growth and improvement

•Leaders review the impact of

their leadership and are open

to new learning experiences

for themselves and others

•Leaders identify the need

for school innovation

and improvement and

communicate and direct a

clear vision with purpose and

influence

•Leaders model life-long

learning

L1.3

Adapts

leadership

behaviour to

circumstances

•Chooses the right approach at the right time and in the appropriate

context

•Uses intuition and wisdom as well as logic and reason in decision-making

•Takes the time to understand and build trust with people

•Acknowledges different perspectives and makes decisions with

consideration to other views

•Respectful interactions

•Clear articulation and demonstration of values

•Negotiate

•Reflect on previous experience

•Empathise

•Analyse and evaluate situations and

courses of action

•Adapt and respond to situations in a

timely and effective manner

•Listen and communicate effectively

•Measure others’ responses and reactions

•Find solutions to a range of complex

problems

•Personal strengths and limitations

•Context of decision making

•Context, culture and people in the

organisation

•The needs of the organisation

•Appropriate courses of action

•Adaptability or flexibility in approach to

situations and people

•Awareness of different perspectives

•Commitment to effective working

relationships

•Commitment to respectful relationships

•Commitment to mutual understanding

•Leaders employ a range

of leadership styles and

use these appropriately

in different and changing

circumstances

•Leaders display, respect and

act on a deep sense and

awareness of their own

culture and customs as well

as those of others

Part I Leading Self

08 09






L1.4

Displays

confidence,

optimism and

resilience

• Leadersbelieveandact

from a clear vision, maintain

a positive outlook, show

a sense of curiosity and

demonstrate composure

through adversity

•Demonstrates persistence when overcoming obstacles

•Demonstrates a consistent vision/mission

•Maintains a calm front and projects confidence in self and the organisation

•Manage stress and pressure

•Recover from difficult situations

•Communicate effectively

•Focus on solutions

•Challenging behaviours and

situations

•The dynamics of interpersonal

relationships

•Self awareness

•Persistence

•Optimism

•Confidence

•Resilience

•Determination

L1.5

Is morally

courageous

•Initiates/leads courageous conversations

•Proactively confronts issues

•Are upstanders rather than bystanders

•Lives by personal/professional values and ethics

•Displays strong courage when making decisions, acting on the best

interest of the organisation and will stand by decisions made

•Accepts ownership of strategic decision making and takes responsibility

for outcomes

•Question and challenge

•Project a strong sense of self

•Demonstrate transparent decision

making processes

•Foster an open, fair and equitable

culture

•Foster anti-discriminatory practices

•Self

•Congruence of own vision/mission

and values and with that of the

organisation

•Strategies for inclusion, diversity and

access

•Processes for leading change

•Commitment to demonstrating

optimism

•Commitment to demonstrating

professional integrity

•Leaders demonstrate strength

of character and stand up for

his/her values

•Leaders understand that

to bring better things and

possibilities into reality takes

courage

L1.6

Is highly

visible and

authentically

present

•Makes systematic and frequent visits to classrooms

•Is accessible

•Provides opportunities for and listens to student voice

•Acknowledges and recognises the contribution of staff members

•Builds relational trust through active listening and genuine concern

•Manage their time effectively

•Communicate effectively at all levels

•Identify own strengths and limitations

•The influence and importance of

quality interpersonal relationships

•Own values and value systems

•The culture of the organisation and

its context

•Commitment to self evaluation

•Commitment to understanding of

different perspectives

•Leaders have quality

contact and interactions

with teachers, students and

parents on a daily basis

Part I Leading Self

10 11






L2.1

Develops

leadership

capability through

appropriate

models of support

such as coaching

and mentoring

•Leaders share and distribute

leadership responsibilities

and create an environment

where risk-taking is

supported and growth

encouraged

•Leaders build the collective

capacity for learning

•Nurtures aspirations of others

•Builds leadership capabilities in others

•Creates opportunities for others

•Provides high quality and timely feedback using the coaching

feedback model

•Shares professional learning

•Delegate effectively

•Coach and mentor others through

active listening and asking open-ended

questions

•Engage in others’ CPD

•Provide timely and effective feedback

•Motivate and empower colleagues to

display initiative

•Effective coaching feedback strategies

•Leadership research

•Motivational strategies

•An effective Coaching model

•Belief in the capability of others

•Trust

•Confidence

•Acceptance

Part II Leading Others

L2.2

Creates a culture

of achievement

and success for

all students

•Leaders judge their

effectiveness on the basis

of student achievement and

well-being. They use high

quality evidence to monitor

and improve the education

provided for all students.

•Leaders acknowledge

and celebrate results and

achievements

•Data is used to inform a vision of achievement for all learners

•Achieves results by constantly focusing on improving student

outcomes

•Responds to results by initiating changes in learning beliefs and

practices

•Promotes the development of student voice

•Creates opportunities for moderation of student work and follows

through with changes to teaching practices

•Focuses the school community collectively to improve learning and

achievement for all

•Monitor progress, interventions and

adjustments effectively

•Analyse, interpret and disseminate data

•Apply qualitative research methods

•Self-evaluate effectively

•Engage in improvement planning

•Plan for and conduct purposeful and

productive meetings

•Facilitate dialogue, problem solving and

decision making

•The use of quantitative and

qualitative data types and the

collection, analysis and interpretation

of data

•School, students, community needs

in relation to the school context

•Best practices in relation to evidence

based decision-making

•Strategies for interacting with

solving and decision making

•Protocols to keep conversations

focused and moving forward

•Focus

•Commitment

•Presence

•Reflection

L2.3

Understands

people and

celebrates

diversity

•Leaders know the needs

of individuals in their

organisation. They foster

honest, caring relationships

that are not just task

oriented but truly interested

in the wellbeing of each

person

•Leaders acknowledge

diversity, celebrate diversity

and ensure inclusion

•Knows and understands others

•Fosters self-efficacy in others

•Gives and receives effective feedback

•Values individual differences, ensuring that all students are equally

valued

•Fosters a learning culture that honours student and community

context, customs and traditions

•Uses diversity to build capability and density to enrich the learning

of all

•Listen emphatically and actively

•Communicate effectively with all

stakeholders

•Reflect on their own practice

•Foster anti-discriminatory practices

•Promote an open, fair and equitable

culture

•Develop and sustain individuals and

teams

•Manage conflict effectively

•How/why people learn

•Why people act in particular ways

•People’s needs

•Motivation

•The demographic of the school

community

•The impact views of different groups

within the community have

•Empathy

•Respect

•Acceptance and difference

•Fair mindedness

•A belief in the strength of diversity

•Sensitivity to others’ beliefs & cultures

12 13






L2.4

Creates a learning

culture within

a professional

learning

community

•Creates and protects time for

deep learning

•Focuses teams, allocates

resources and supports

collaboration to improve

student learning

•Aligns team goals to student learning

•Reflects on student progress and addresses gaps in student learning

•Generates new knowledge and teaching practices that lead to

improved student learning outcomes

•Builds positive and trusting learning-focused relationships with

students, colleagues and community

•Builds collaborative and learning focused relationships

•Listens to and considers the perspectives of others

•Fosters systematic discussion regarding current research and theory on

effective schooling

•Reflect, analyse and synthesise

•Demonstrate outstanding teaching skills

•Manage time and resources effectively

•Build a shared understanding of the

importance of collaboration and

teamwork

•Enthuse and inspire staff to engage

in the building and sustenance of a

professional learning community

•The learning process

•How students learn

•What good teaching looks like

•Reflection

•Analysis

•Willingness to innovate and experiment

•Acceptance of responsibility for risk-

taking

•Willingness to learn themselves

•Open mindedness


L2.5

Leads positive

change

•Leaders build strong learning

cultures that are open to

examination and innovation

•Leaders apply the right

balance of challenge and

support with an awareness of

the well-being of others. They

ensure that people do not all

go into the ‘change dip’ at the

same time

•Leaders understand that they

need to be most visible in

times of change

•Proactively leads change initiatives

•Systematically considers new and better ways of doing things

•Consistently attempts to operate at the edge versus the centre of

the school’s competence

•Understands the processes of change and is strategic in their

implementation

•Accepts that continuous change is necessary for improvement and

renewal

•Identify and manage risks

•Delegate effectively


•Manage the change implementation

process effectively using hard and soft

skills

•Successful change management

processes

•Structures and influences

•Change management processes

•Adaptability

•A sense of calm and appears in control

•Awareness of capabilities of others

L2.6

Fosters a sense

of community

with clear

vision and sets

direction

• Leaders positively influence

learning by building vision

and setting directions. They

understand the tension

between having clear

direction and remaining

flexible. They find creative

ways of integrating

individual visions

•Collaboratively creates the vision and establishes related goals

•Articulates and communicates strategic direction to achieve these

goals

•Balances current demands with strategic intents

•Aligns learning goals and pedagogical processes with values and

moral purpose


•Build consensus


•Engage all stakeholders

•Influence culture

•Articulate values

•Communicate a vision of a better future

•Verbal and non-verbal communication

•The relationship between language

and motivation

•Stakeholders and their aspirations

•Current culture as well as history

•Being collaborative

•A belief in continuous improvement

•Optimism

•A futures-oriented mindset

•Respect for the past

14 15






L2.7

Acts strategically

•Leaders demonstrate an

awareness of the big picture,

respond to all changes with

determination, confidence

and foresight and build on

current strengths to create a

desired future

•Monitors/Evaluates current and future trends

•Develops strategic planning processes

•Optimises strengths of all stakeholders

•Allocates roles and responsibilities efficiently and effectively

•Develops SMART or EXACT targets

•Collaborate effectively


•Carry out needs assessments

•Integrate strategy with that of ESF

•Keep pace with the wider educational

community

•Anticipate outcomes and effects on

whole school community

•Assessment practices

•Strategic planning processes

•The importance of evaluation and

review timelines

•The ESF school development

framework

•Open mindedness

•Responsiveness

•Inclusivity

•A strong work ethic

•A respect for work/life balance

•Being realistic


L2.8

Demonstrates

managerial

aptitude

•Leaders possess and

use the knowledge and

competencies to manage

people and resources in

constructive and inspirational

ways so as to achieve the

vision of the school

•Engages in creative job design

•Prepares and monitors budgets for areas of responsibility

•Employs responsible accounting procedures

•Designs and maintains flexible and adaptable learning facilities that

promote and support 21st century learning environments

•Reasonably predicts what could go wrong from day to day

•Views strategy as a process of continuous evolution

•Create efficient administrative routines

to minimize efforts on recurring and

predictable activities

•Manage budgets and resources

efficiently and effectively

•Effective planning, monitoring and

evaluation of budgets

•Relevant HR, accounting and IT

systems and software

•Current design methods for

classroom spaces

•Project management for planning

and implementing change

•School improvement processes

•Ethical behavior

•Commitment to sustaining a safe,

secure and healthy school environment

L2.9

Inspires and

motivates

others to high

performance

•Leaders recognise what

motivates individuals to

improve, and strive for high

performance

•Communicates high expectations for the performance of others

•Influences challenges and enables others to perform to high

expectations

•Addresses unsatisfactory performance

•Works with others to develop individual and team goals

•Affirms the strengths and achievements of others

•Provide constructive feedback, coaching/

mentoring/advice and direction as

appropriate

•Distinguish appropriate levels of support

•Delegate with responsibility and

authority

•Human behaviour

•Verbal and non-verbal

communication

•Willingness to use authentic and

appropriate acknowledgment

•High expectations

•Being a good role model

•Having realistic expectations

16 17






L3.1

Builds

partnerships and

networks

•Leaders foster a welcoming

environment for all

•Leaders extend their influence by

working with others and making

connections well beyond the

school with parents and their wider

community

•Actively engages stakeholders in ways that promote dialogue

and shared decision-making

•Works collaboratively to establish authentic relationships

within the wider community

•Develops partnerships and networks which benefit the

foundation

•Foster an open, fair and equitable culture

•Develop, empower and sustain

partnerships and networks

•Communicate effectively with a diverse

range of people and networks

•Listen emphatically and actively

•Design and operate a network

organisation, harness networks effectively

and act as a value-creation multiplier

•The importance of interpersonal

relationships and partnership building

•Building and sustaining quality

professional networks and partnerships

•Local, regional and global education

networks and organisations

•Commitment to effective working

relationships

•Commitment to effective teamwork

•Confidence, hope and optimism

•Commitment to collaboration and

sharing of practice within and beyond

the Foundation

Part III

L3.2

Develops

‘systems’

thinking

•Leaders experience a sense of being

part of a larger whole beyond the self

•Leaders recognise the importance of

the connections between different

issues, different individuals and

different institutions

•They manage the complex demands

of their daily responsibilities while

keeping an eye on the big picture and

emerging patterns

•Demonstrates a holistic view of the learning organisation

•Thinks and acts based on a consideration of a number of

alternative solutions

•Establishes ways to evolve system changes into sustainable

practices

•Think and act strategically

•See themselves and their school as part

of the wider Foundation

•Align school priorities with those of the

Foundation

•School and Foundation strengths and

priorities for development

•Foundation wide developments and

programmes

•How the Foundation operates and

works as a collective organisation

•Commitment to the Foundation

•Commitment to continuous

improvement and development

•Commitment to evidence-based

research informed decision-making

Leading the Foundation and Beyond

L3.3

Secures

accountability

•Leaders create conditions for student

success and are accountable to

all stakeholders for ensuring that

students benefit from a high quality

education

•Ensures individual accountabilities are clearly defined,

understood and agreed to and are subject to rigorous review

and evaluation

•Uses data to measure and monitor individual and team

performance

•Engage others in the systematic and

rigorous examination of practices and

programmes

•Collect and use a rich set of data to

understand and assess strengths and

weaknesses

•Self-evaluation practices and frameworks

•A range of evidence to support, monitor,

evaluate and improve performance

•The principles and practices of effective

performance management

•Financial practices and processes

•Relevant compliance legislation

•Commitment to individual, team

and whole school accountability for

student outcomes

•Commitment to the principles and

practices of self-evaluation

•Commitment to personal self-

evaluation

L3.4

Governs for

successful

student

outcomes

•Leaders recognise the importance

of external views of education

and act to ensure that the school

council and other governing bodies

operate effectively

•Promotes effective school council and governance

partnerships by emphasising the importance of mutual

sharing of information, knowledge and ideas

•Supports independent members to be knowledgeable about

education and the school

•Cultivate a culture of participation by

the school and wider community in

governance

•Develop and nurture networks and

partnerships

•Enable school council to have the time,

information and resources to fully

participate in strategic decision-making

processes

•Effective governance procedures and

structures

•The ESF School Councillors’ Handbook

•Focus

•A willingness to be visible in the

community

•Participative decision-making

18 19


ReferencesACEL, (2010) ACEL Leadership Capability Framework. Penrith.

Department for Education and Skills (2004) National Standards for Headteachers, London.

Duignan, P. (2006) Educational Leadership: Key Challenges and Ethical Tensions. Cambridge:

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20


Staff Performance and Development

ESFLeadership Capability

Framework

The importance of leadership in ensuring

quality outcomes for students is second only

to quality teaching in terms of impact.

Leaders at all levels of ESF play a crucial

role in achieving this impact.

Connect with us on:EDU14/15CPD02

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