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Staff Performance and Development
ESF Leadership Capability
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
Acknowledgements Thanks 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 Team David 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
Foreword The 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.
Chief Executive Officer
English Schools Foundation
ESF Leadership Capability Framework
The Overall Context The 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
Evaluation Reporting Compliance
ESF Statement of Commitment
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 Framework The 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:
• inspiring a shared vision of leadership across ESF;
• promoting a common language and understanding around leadership;
• strategic thinking and planning;
• building the breadth and depth of leadership in ESF;
• informing and designing the implementation of quality professional learning for leaders across ESF;
• self-reflection, self/personal learning and career planning;
• providing advice to staff on career progression and development;
• generating recruitment and selection role descriptions for leaders at various levels;
• monitoring, mentoring and coaching leaders in ESF schools through the performance management
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
ESF Leadership Capability Framework
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.
•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.
The Structure of the Leadership Capability Framework The ESF Leadership Framework is based on the three domains of:
• Leading Self
• Leading Others
• Leading the Foundation
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
Leading the Foundation
Layer 1 Layer 2 Layer 3 Layer 4
ESF Commitment to Staff Performance and Development
ESF is committed to continuous
improvement of student achievement,
of staff performance,