girls' schools association | representing the heads …€¦ · web viewgladwell, m. (2001)...

The Independent Schools’ Qualification in Academic Management (ISQAM)

Level 1 PortfolioSeptember 2019 - July 2020

GSA Professional Development Programme, in Partnership with the HMC and

UCL Institute of EducationISQAM Level 1 Portfolio 2019-2020

Contents

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

2. The aims of the programme...................................................................................................2

3. ISQAM Level 1 programme: Key dates...................................................................................3

4. Portfolio review......................................................................................................................4

5. Portfolio completion...............................................................................................................4

6. Portfolio format and submission............................................................................................4

7. You, your role and school.......................................................................................................5

8. Reflections on mentor sessions..............................................................................................7

9. Module 1: Improving learning through effective lesson observation and feedback...............8

10. Module 2: Coaching and challenging conversations.............................................................14

11. Module 3: Establishing standards in student assessment, marking and feedback...............18

12. Module 4: Employment issues..............................................................................................22

13. Summary activity..................................................................................................................26

14. Mentor’s Supporting Statement...........................................................................................27

15. Optional reading list.............................................................................................................28

ISQAM Level 1 Portfolio 2019-2020

1. Middle leaders and managers

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

Bambrick-Santoyo, 2012; 223

‘...teachers who used peer support for mutual problem solving, observations, collaborative teaching and planning were more successful in transferring new skills to their own practice … coached teachers retained and increased their skill over time – uncoached teachers did not.’

Joyce and Showers, 2002. Achievement through Staff Development

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

continually honing their ability to guide teachers to greatness.’Bambrick-Santoyo, 2012; 223

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

Bambrick-Santoyo, 2012; 229

Bambrick-Santoyo references taken from ‘Leverage Leadership 2012’

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

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

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

ISQAM Level 1 Portfolio 2019-2020 Page 1 of 30

2. The aims of the programme

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

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

2. Encourage the on-going continuous professional development of Middle Leaders3. Establish best practice and define sector-wide standards in relation to these skills, and4. Provide a qualification that is understood, and is portable between schools

The structure of the programme

This is a modular programme which operates at two levels:

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

1. Improving learning through effective lesson observation and feedback2. Coaching approaches and challenging conversations3. Establishing standards in student assessment, marking and feedback4. Employment issues

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

5. Academic managers as leaders of learning. Making a difference to teacher practice and pupil outcomes

6. Programmes of study and schemes of work7. The use of data to improve pupil and departmental performance8. Strategic Planning as a Head of Department

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

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


3. ISQAM Level 1 programme: Key dates

September 2019

Register for ISQAM - You will receive course documentation and joining instructions 7-10 days in advance of the course

Identify your in-school mentor, and ask them to register for their training session (this is not required if they have attended previous ISQAM mentor training)

October 2019

Attend Day 1 training – Wednesday 8 October 2019 at Godolphin & Latymer School, London, W6 0PG.

Mentors to attend the half-day mentor training session – Wednesday 8 October 2019 at Godolphin & Latymer School, London, W6 0PG.

Access will be given to online resources and electronic versions of key course documents

February 2020

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

Day 2 courses take place on Tuesday 4 February 2020at Godolphin & Latymer School, London, W6 0PG. You will receive course documentation and joining instructions 7-10 days in advance of the course

July 2020

All Level 1 activities to be finished, and completed portfolios emailed to [email protected] by Friday 26 July 2020. Please ensure that your portfolio has been reviewed by your mentor and they complete their supporting statement before submission.

July to September 2020

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

September 2020

Level 1 certificates to be awarded Level 2 registration via HMC (it is possible to register during the summer term if you wish)


mailto:[email protected]

4. Portfolio review

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

Reviewers will look for evidence of the following in each module:

Knowledge and understanding of the content of each module The ability to implement strategies in academic management The ability to analyse obstacles to policy implementation An understanding of the need to review policies and practice

5. Portfolio completion

It is important that portfolios contain evidence that all activities have been completed. Additional supporting evidence or material is not required unless the activity explicitly requests that it is provided.

Outstanding portfoliosOutstanding portfolios tend to share the following characteristics:

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

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

Contain evidence of real engagement with and reflection on key readings Demonstrate clear and valuable engagement with mentors throughout the year

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

6. Portfolio format and submission

Please submit your portfolio to [email protected] as a single Word document file including any related appendices by Friday 26 July 2020. Please include your name in the filename of your portfolio and ensure that your mentor has completed their supporting statement.


mailto:[email protected]

7. You, your role and school

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

Strengths Weaknesses

Opportunities Threats


Write about your school context

Give a brief description of your role in school

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


8. Reflections on mentor sessions

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

It may be useful to discuss the following points:

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

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

Next steps and support required

Date of meeting

Issues discussed, actions and any support agreed

Autumn term 1

Autumn term 2

Spring term 1

Spring term 2 (mid-point review)

Summer term 1

Summer term 2 (joint portfolio

review)

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


9. Module 1: Improving learning through effective lesson observation and feedback

Module 1 offers an opportunity to explore:

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

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

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

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

The purposes of lesson observation The purpose of everyone’s role in relation to it What we are observing How a coaching approach can enhance and support colleague development The relationship with ISI inspection

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

Activity Completed? Y/N

Attend the Day 1 training and complete the reflection exercise below.Log in to GSA website, ISQAM resources section https://gsa.uk.com/professional-development/isqam to view the online lesson video on the Module 1 page. Complete a lesson observation narrative record whilst watching the lesson and record your responses to the questions below.Conduct five or more lesson observations, at least one of which must be moderated by your mentor.Read the Professional Development Today article ‘Stoll, L., ‘Stimulating Learning Conversations’ and answer the 12 questions that focus on a classroom observation follow up conversation.Lesson observation and the ISI Inspection Framework


https://gsa.uk.com/professional-development/isqam

Reflections on the face-to-face sessions:

Day 1, Module 1 – Improving learning through effective lesson observation and feedback

Identify one key learning point

Identify one action arising from the learning

What impact do you hope it will have?

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


Reflections on the online materials and activities:

Module 1: Online Lesson Observation

Log in to https://gsa.uk.com/professional-development/isqam to access the lesson observation video in the ISQAM Module 1 section.

Complete a lesson observation narrative record whilst watching the lesson observation clip online then record your responses to the following questions in this portfolio:

What did you think went well in the lesson?

What potential areas of development could you identify?

What questions would you ask the teacher during your post lesson dialogue to help them decode the teaching and learning that has taken place?


https://gsa.uk.com/professional-development/isqam

Reflections on activities in school:

Module 1: Improving learning through effective lesson observation and feedback

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

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

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

Record of Observations

Date Observation Feedback Moderated with mentor

Y/N

Reflections on observations:


Reflections on key pieces of reading:

Stimulating Learning Conversations

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

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

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

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

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

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

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

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

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

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

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

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

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


Lesson observation and the ISI Inspection Framework

Read Section C of the ISI Inspection Framework:

Reflecting back on the module session exploring what effective learning and teaching look like and the narrative lesson observation approach, how do you think the narrative lesson observation approach could be used to help colleagues consider whether clearly observable outcomes and evidence of achievement are apparent in their lessons?


https://www.isi.net/support/publications/isi-inspection-framework

10.Module 2: Coaching approaches and challenging conversations

This module provides an opportunity to explore how a coaching approach can:

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

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


Activity Completed? Y/NAttend ISQAM L1 Module 2 training and complete the reflection exercises below.Lead three conversations using a coaching approach during the year, including at least one in which you have to address a difficult issue.

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



Day 1, Module 2 – Coaching approaches and challenging conversations







Module 2: Coaching approaches and challenging conversations

Lead three conversations using a coaching approach during the year, including at least one in which you have to address a difficult issue. Record the following in relation to one of the conversations which addressed a difficult issue:

1. The content of the challenging conversation2. How you prepared for this – using the ‘ISQAM planning sheet for coaching’2. How it felt3. What the outcomes have been4. How you followed up, and 5. What, if anything, you would do differently

Aspiring HoDs may role-play the ‘difficult issue’ conversation with their mentor and record their reflections on how they plan to approach such challenging conversations in the future.


Reflections on key pieces of reading:

Module 2: Coaching approaches and challenging conversations

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


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

The module enables participants to:

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

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

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

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

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


Activity Completed? Y/NAttend Day 2 and complete the reflection exercise below.Planning a departmental work scrutiny.Carry out a departmental work scrutiny of at least one-year group, one of which should be moderated by your school mentor.Create an action plan with regard to the points raised during the work scrutiny exercise.



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






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

Planning a departmental work scrutiny

1. Selection of work

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

a) Present as your reason for doing so, and

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

2. Identifying good practice.

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

3. Identifying poor practice.

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



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

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

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

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

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


12.Module 4: Employment issues

The module enables participants to:

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

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


Activity Completed? Y/NAttend Day 2 and complete the reflection exercise below.Locate the required school policies, processes and identify your key colleagues.Answer the questions regarding recruitment and capability.Discuss the case studies presented at Day 2 with your mentor, in particular anything which surprised you.Meet with your HM, SLT or HR Department on employment issues, including safeguarding and the approach taken in your school. Summarise your findings in this portfolio.



Day 2, Module 4 – Employment Issues






Module 4 – Employment issues

School policies & processes:

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

Policy / Process Located / understood?Staff long-term absence Y/NCapability / Disciplinary Y/N

Key colleagues:

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

Name RoleReferral to Occupational HealthRequest to work flexibly following return to workSafer Recruitment / vetting of staff

Questions:

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

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

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

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



Module 4 – Employment issues

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

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


13. Summary activity

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

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

What has been your key learning from the programme?

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

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

Department policy Department practice or practices?

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

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

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

What are your next steps?

By when do you hope to have achieved the above?

Any other reflections?


14.Mentor’s Supporting Statement

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

Mentor’s name:


15.Optional reading list

Leading and Managing Change and ImprovementBush, T. and Bell, L. (Eds.) (2002) The Principles and Practice of Educational Management, London: Paul

Chapman Publishing.Day, C., Harris, A., Hadfield, M., Tolley, H. and Beresford, J. (2000) Leading Schools in Times of Change,

Buckingham: Open University Press.Earley, P. and Weindling, D. (2004) Understanding School Leadership, London: PCP/Sage.Fullan, M. (2001) Leading in a Culture of Change, San Franscisco: Jossey-Bass. Leadership for the Learning CommunityBolam, R. et al (2006) Effective Professional Learning Communities, Nottingham: DfES.Bubb, S. and Earley, P. (2007) Leading and Managing CPD: Developing People,

Developing Schools, (2nd edition) London: Paul Chapman/Sage.Bush, T. and Middleton, D. (2005) Managing People in Education, London: PCP/SageEvans, L. (1999) Managing to Motivate: a guide for school leaders, London: Cassell.Middlewood, D., Parker, R. and Beere, J. (2005) Creating a Learning School, London:

Sage/PCP LeadershipBennett, N., Crawford, M. and Cartwright, M. (2003) Effective Educational Leadership,

London: Paul Chapman PublishingBottery, M. (2004) The Challenges of Educational Leadership. Paul Chapman.Crawford, M, Kydd, L. and Riches, C. (eds) (1997) Leadership and Teams in

Educational Management, Buckingham: Open University

Emotional IntelligenceBrockbank,A. and McGill, I., (2006) Facilitating Reflective Learning Through Mentoring and Coaching.

London: Kogan Page.Cordingley, P.et al., (2005) National Framework for Mentoring and Coaching. DfES/ CUREE. De Haan, E. and Burger,Y, (2005) Coaching with Colleagues. Basingstoke: Palgrave Macmillan.Rogers,J., (2004) Coaching Skills: a handbook. Maidenhead: Open University Press.

Managing staff, motivation and moraleEvans, L. (1999) Managing to Motivate: A Guide for School Leaders, London: Cassell.Handscomb, G. and Lincoln, P. (1999) ‘Feel good, perform well’, Professional Development Today, Vol. 2. Issue

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

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

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

Nottingham: NCSLWatkins, C. (2005) Classrooms as Learning Communities, London: Routledge


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