ESF. Leadership Capability Framework

Transcription

1 ESF Leadership 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. Staff Performance and Development

2 01 Acknowledgements Thanks to those responsible for the development of the : 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 Reference Base The 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. 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. Belinda Greer Chief Executive Officer English Schools Foundation ESF Teaching Leadership Capability Framework

3 02 03 The Overall Context The Staff Performance and Development Framework sits alongside the School Performance and Development Framework, the latter describing the four schoolrelated 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 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: School Performance & Development Staff Performance & Development ESF Statement of Commitment 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; Development Planning Evaluation Reporting Compliance Leadership Capabilities Teaching Capabilities generating recruitment and selection role descriptions for leaders at various levels; monitoring, mentoring and coaching leaders in ESF schools through the performance management process. *Strategic *Annual *Internal *External Performance Management Professional Development 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. 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.

4 04 05 The Structure of the Leadership Capability Framework ESF Commitment to Staff Performance and Development The ESF Leadership Framework is based on the three domains of: Leading Self Continuous Improvement 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 Leading Self Leading Others Leading the Foundation ESF is committed to continuous improvement of student achievement, of staff performance, and to the development of ESF as a whole. 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. 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. 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. Layer 1 Layer 2 Layer 3 Layer 4 Professional Culture Domain Capability Capability Skills 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.

5 06 07 Professional Learning School Community ESF is committed to providing the ESF is committed to the active necessary training and opportunities for staff at all levels of the Foundation to enhance their capacity as effective practitioners, whatever their roles. ESF has a strength-based capability model which encourages selfreflection and self-actualisation. ESF s model is based on definitions and shared understandings of effective leadership and work that are consistent with current involvement of parents, community and staff in the life of the school and ESF. 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- research and evidence of best practice. making processes at school and Foundation level. ESF s professional development strategy is evaluated on an on- ESF provides training for school council chairmen and members going basis. and encourages their active involvement in the life of the school ESF has differentiated programmes in place to support growth and ESF. and development for all members of staff. ESF works to develop positive relationships with the media in ESF staff are provided with regular and constructive feedback in order to promote understanding of our role in Hong Kong. relation to their performance and development. There are protocols for communication about parental concerns Any performance or disciplinary matter is managed with dignity and complaints. and sensibility. Support Systems Succession and Sustainability ESF is committed to ensuring that processes ESF ensures that high quality candidates are are in place to provide central support and to streamline communication. ESF purposefully seeks to manage administrative demands made on schools. ESF provides support for staff to implement Foundation policies and procedures. recruited to take on leadership, teaching and support staff roles and that all aspects of transition and induction have been carefully planned. 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 provides support for technology applications in schools and the Centre. ESF uses selection processes that are rigorous, systematic, transparent and inclusive. ESF promotes evidence-based decision making. ESF provides differentiated development opportunities, responsive to ESF has clear lines of communication to support a variety of functions individual needs and career aspirations. 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.

6 08 09 Part I Leading Self Capability Definition Related Skills What this looks like as it is happening The leader is able to: The leader has the knowledge and understanding of: The leader demonstrates: L1.1 Leads learning and teaching Leaders set high expectations 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 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 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 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 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 L1.3 Adapts leadership behaviour to circumstances 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 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 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 Measure others responses and reactions Find solutions to a range of complex problems

7 10 11 Part I Leading Self Capability Definition Related Skills What this looks like as it is happening The leader is able to: The leader has the knowledge and understanding of: The leader demonstrates: L1.4 Displays confidence, optimism and resilience Leaders believe and act 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 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 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 L1.6 Is highly visible and authentically present Leaders have quality contact and interactions with teachers, students and parents on a daily basis 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

8 12 13 Part II Leading Others Capability Definition Related Skills What this looks like as it is happening The leader is able to: The leader has the knowledge and understanding of: The leader demonstrates: 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 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 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 Manage conflict effectively

9 14 15 Part II Leading Others Capability Definition Related Skills What this looks like as it is happening The leader is able to: The leader has the knowledge and understanding of: The leader demonstrates: 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 risktaking 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 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 Think strategically 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 Leaders understand that they need to be most visible in times of change 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 Communicate effectively Build consensus Think strategically 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

10 16 17 Part II Leading Others Capability Definition Related Skills What this looks like as it is happening The leader is able to: The leader has the knowledge and understanding of: The leader demonstrates: 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 Communicate 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 Ethical behavior Commitment to sustaining a safe, secure and healthy school environment School improvement processes 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

11 18 19 Part III Leading the Foundation and Beyond Capability Definition Related Skills What this looks like as it is happening The leader is able to: The leader has the knowledge and understanding of: The leader demonstrates: 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 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 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 selfevaluation 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

12 20 References ACEL, (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: Cambridge University Press. English Schools Foundation. (2007) Performance Management For Principals. Hong Kong. Leithwood, K., Seashore Louis, K., Anderson, S and Wahlstrom, K. (2004) How Leadership Influences Student Learning. USA. The Wallace Foundation. Marzano, R.J., Waters, T. and McNulty, B.A. (2005) School Leadership that Works. Alexandria, VA: ASCD. Ontario Ministry for Education (2007) Leadership Frameworks for Principals and Vice-Principals and for Supervisory Officers. Toronto. Scottish Office Education and Industry Development (2006) Standard for Headship in Scotland. Scotland. Stephenson, J. (1992) Capability and quality in higher education. In J. Stephenson and S. Weils (eds.), Quality in Learning: A Capability Approach in Higher Education. London: Kogan. Zenger, J.H. and Folkman, J.R. (2009) The Extraordinary Leader: Turning Good Managers into Great Leaders. USA. McGraw Hill.

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