Contents · Web viewThe Independent Schools’ Qualification in Academic Management (ISQAM) Level 2 Portfolio. September 201. 7-July 201. 8. An HMC and GSA Professional Development

The Independent Schools’ Qualification in Academic Management (ISQAM)

Level 2 PortfolioSeptember 2017 -July 2018

An HMC and GSA Professional Development Programme, in Partnership with

UCL / Institute of Education

ISQAM Level 2 Portfolio 2017-18 Page 1 of 39

Contents

1. Middle leaders and managers.....................................................................................................3

2. The aims of the programme........................................................................................................4

3. ISQAM 2017-18 Level 2 programme: Key dates..........................................................................5

4. Data Protection...........................................................................................................................6

5. Assessment options.................................................................................................................... 6

6. Standard HMC Level 2 portfolio submission & assessment........................................................6

7. Optional UCL/IOE Masters level assessment (M level)...............................................................7

8. Your leadership development.....................................................................................................8

9. Reflections on mentor sessions................................................................................................10

10. Module 5: How to lead an effective appraisal...........................................................................11

11. Module 6: Programmes of study and schemes of work............................................................17

12. Module 7: The use of data to improve pupil and departmental performance.........................20

13. Module 8: The role of the Head of Department within whole-school planning........................25

14. Summary Activity......................................................................................................................30

15. Mentor’s Supporting Statement...............................................................................................31

16. Optional: ISQAM Reflective Log................................................................................................32

17. Appendix 1: Further optional readings.....................................................................................33

18. Appendix 2: Your Inter–Personal Leadership Capabilities.........................................................35

“Whatever you are teaching, make it clear. Make it as firm as a stone and as bright as sunlight.”

Gilbert Highet – The Art of Teaching


1. Middle leaders and managers

“It only takes one teacher to love their job and inspire those they’re teaching, and they can change the course of people’s lives.”

Skin (Deborah Dyer) Interview TES 2006

“Teaching should be acknowledged as a top profession. Some go even further and put it above all others, because teachers have the ability to unlock the potential of the rest of society.”

Estelle Morris - Professionalism and Trust

‘...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

‘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, ‘Leverage Leadership 2012’

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.

“There is no higher calling than teaching. Without teachers, society would slide back into primitive squalor.”

Ted Wragg: A Tribute, TES/Routledge 2


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 Leaders 3. 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. Effective lesson observation and feedback2. Deepening our understanding of how coaching can improve teacher performance, and how

to lead challenging conversations with staff3. Establishing standards in student assessment, marking and feedback4. Employment issues

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

5. How to lead an effective appraisal6. Programmes of study and schemes of work7. The use of data to improve pupil and departmental performance8. The role of the Head of Department within whole-school planning

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 2017-18 Level 2 programme: Key dates

September 2017

Register for ISQAM Identify your in-school mentor, and ask them to register for their Level 2 mentor training

session

October / November 2017

Attend Day 1 training (see www.hmcpd.org.uk for details of dates and venues). You will receive course documentation and joining instructions 7-10 days in advance of the course

Mentors to attend the half-day mentor training session Access will be given to online resources and electronic versions of key course documents

immediately after the training

February 2018

Suggested completion date for the majority of work and portfolio tasks for Modules 5 and 6

Attend Day 2 training (see www.hmcpd.org.uk for details of dates and venues). You will receive course documentation and joining instructions 7-10 days in advance of the course

April 2018

OPTIONAL: UCL/IOE registration for additional M level assessment by 23 April 2018 at the latest (see ‘Assessment Options’ below)

July 2018

All Level 2 activities to be finished and portfolios submitted electronically to HMC by 27 July 2018. Please ensure that your portfolio has been reviewed by your mentor

August 2018

Assessment and moderation of portfolios by the UCL / Institute of Education and HMC

September 2018

Level 2 certificates to be awarded

November 2018 UCL IOE exam board meets to affirm M Level accreditation.


http://www.hmcpd.org.uk/

http://www.hmcpd.org.uk/

4. Data Protection

Where 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.

5. Assessment options

All completed Level 2 portfolios may be submitted for the standard review and certification process, as at Level 1.

In addition, Level 2 participants may also submit their portfolios to the UCL/Institute of Education for assessment leading to the award of 30 Masters level credits. See below for further detail.

6. Standard HMC Level 2 portfolio submission & assessment

All portfolios which are submitted to HMC before the deadline (27 July 2018) will be reviewed in order to provide feedback on areas of strength and areas for potential future development. The assessment process will also ensure that certificates are only awarded to those who have completed the programme to a satisfactory level.

HMC assessors will review portfolio content for each module, looking for evidence of the following:

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

It is important that portfolios contain evidence that all activities have been completed (other than those marked as ‘optional M level’). Additional supporting evidence or material is not required unless the activity explicitly requests that it is provided.

Please submit your completed portfolio to [email protected] as a single Word document file including any related appendices by 27 July 2018. Please include your name in the filename of your portfolio and ensure that you have included your mentor’s supporting statement.


mailto:[email protected]

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. If supporting evidence is not specifically requested in response to module activities then it is not required

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

7. Optional UCL/IOE Masters level assessment (M level)

The M level assessment option provides the opportunity to gain Masters level accreditation of 30 credits for your learning and the development of your leadership skills. The 30 credits obtained may contribute towards a Masters degree in leadership, for example, the MA Leadership or MBA Educational Leadership (International). To gain a full Masters degree, you will need to accrue a total of 180 credits.

A fee of £650 is payable to UCL / IOE for this assessment option, in addition to the standard ISQAM delegate fee of £599 payable to HMC.

In addition to the guidance for standard HMC assessment above, participants who wish to have their portfolios assessed for Masters level credits must complete all ‘optional M level’ activities and ensure that all specified word counts are adhered to within +/- 10% (totalling 5000 words overall for M level-specific aspects).

In effect, under this option participants are accessing the UCL / IOE ‘Independent Study Module’ (ISM) and submitting their ISQAM L2 portfolio in lieu of the 5000 word assignment usually required by that programme. The Independent Study Module is also available to others not taking part in the ISQAM programme and there are 3 entry points in each academic year. For ISQAM participants, the first available entry point would be the ‘Summer Start’, with the timescales below:

1. Request an ISM application form and Guidance Handbook by contacting Alison Slade at: [email protected]

2. Application forms must be completed and returned by 23 April 2018 at the latest3. Draft portfolios emailed to Carol Taylor ([email protected]) for formative feedback by

9 July 2018 (these do not need to be fully completed, but obviously the more content available the better)

4. Completed final portfolios submitted to UCL/ IOE by 3 September 20185. M level points awarded by exam board: November 2018

Remember, this M level assessment is optional and in addition to the standard ISQAM Level 2 assessment / certification process.

If you have questions regarding the M level assessment process or M level-related portfolio requirements, please contact Carol Taylor on [email protected].




8. Your leadership development

Complete part A early in the programme. Complete part B at the end of the programme.

Part A

Context – brief summary of school and role

My strengths as a leader at the start of the programme

Areas for development of leadership skills/competencies

The key actions/activities I will take to develop my leadership skills/competencies

How I will know I have been successful

Part B

Evidence of my improved leadership

Summary of changes I have made in my leadership behaviours

Impact on my team/ others /students/ school

How I intend to further improve my leadership impact/skills over the next 12 months


(Optional M level)

1. Assess yourself using the ‘Inter-personal Leadership Capabilities’ audit tool in Appendix 2, and identify three areas / concepts that you will reflect and report on in at least one of the M level activities outlined in the remainder of the portfolio.

2. Find out about Daniel Goleman’s work on emotionally intelligent leadership and assess the strengths and weaknesses of his theory. (250 words)


9. 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 the areas for development, key actions and activities identified above- 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)


10. Module 5: How to lead an effective appraisal

Module 5 enables participants to explore:

This module offers an opportunity to:

Consider how effective current appraisal objectives are in making a difference to outcomes for pupils

Support you as a reviewer/ appraiser to agree objectives that ensure rigour, challenge and make a difference to pupil outcomes

Consider protocols for the objective agreeing meeting Explore how a coaching approach can ensure that the appraisee is positively engaged,

motivated and challenged by the process

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

Everyone’s role and responsibility in preparing for the objective agreeing meeting The legal aspects of appraisal in relation to performance management

Development activities in Module 5 (please update as completed):

Activity Completed? Y/N5.1 Attend ISQAM L2 Module 5 training and record your reflections in this portfolio. What are you going to take away and develop in your particular context?5.2 Present in your portfolio your reflections on the appraisal vodcast and accompanying questions (see below). 5.3 Complete at least one appraisal (or equivalent such as a role-play with a colleague if you are not yet in post as a HoD).

Anonymously record in this portfolio:

1. How you prepared2. If there were any challenges that you had to address as part of

the conversation3. What the outcomes have been and how you will evaluate

impact on teacher practice and student outcomes4. How you will monitor and follow up 5. How your colleague responded6. What you might do differently in future, if anything

5.4 Google search Maslow’s hierarchy of needs, Herzberg’s motivator factors and McClelland’s needs based motivational model. Consider and capture how these readings might influence the way the way in which you view and manage your team and the individuals in it. (400 words for M level)5.5 (Optional M Level)Read the two articles:


(i) Coaching for teaching and learning: a practical guide for schools (CfBT/ Lofthouse et al 2010)

(ii) ‘How to make strategic and innovative connections’ (Spence-Thomas,K. Professional Development Today, 30-34)

Critically analyse the two articles and together with your learning from the facilitated workshop identify the implications, advantages and challenges of the approaches outlined and discussed for your school, your team and your own practice as a leader.(700 words)

5.1 Attend ISQAM L2 Module 5 training and record your reflections in this portfolio. What are you going to take away and develop in your particular context?


5.2 Present in your portfolio your reflections on the appraisal vodcast and accompanying questions

Vodcast: Appraisal and dealing with underperforming staff, available via HMCPD website login (Simon Bevan, Veale Wasbrough Vizards)

Watch the vodcast and then answer the following questions in this portfolio. Discuss any about which you are unsure with your mentor:

a) How do you think you might be able to identify the difference between ‘won’t do’ and ‘can’t do’? Can you think of examples from your own experience, and how did you decide which was which?

b) What sources of training and support in your subject area might be helpful and appropriate if you identify that a colleague needs to update their knowledge or subject-specific skill set? Can you compile a list of such sources of support?

c) If you know you are likely to have a ‘challenging conversation’ at the time of an appraisal, how could you best prepare for that in advance of the initial appraisal meeting?

d) How would you rate your own ‘moral courage’ in the face of such challenges? How do you know? If this is an element of your leadership which you appreciate you need to strengthen/develop, how do you think you might be able to address this? Perhaps this is something you could discuss with your mentor: ask them honestly how they rate you in this respect and what evidence they could cite to support their view.


5.3 Complete at least one appraisal (or equivalent such as a role-play with a colleague if you are not yet in post as a HoD)

Anonymously record in this portfolio:

1. How you prepared2. If there were any challenges that you had to address as part of the conversation3. What the outcomes have been and how you will evaluate impact on teacher practice and

student outcomes4. How you will monitor and follow up 5. How your colleague responded6. What you might do differently in future, if anything


5.4 Google search Maslow’s hierarchy of needs, Herzberg’s motivator factors and McClelland’s needs based motivational model

Consider and capture how these readings might influence the way the way in which you view and manage your team and the individuals in it. (400 words for M level)


5.5 (Optional M Level)

Read the two articles:

(i) Coaching for teaching and learning: a practical guide for schools (CfBT/ Lofthouse et al 2010)(ii) ‘How to make strategic and innovative connections’ (Spence-Thomas,K. Professional

Development Today, 30-34)

Critically analyse the two articles and together with your learning from the facilitated workshop identify the implications, advantages and challenges of the approaches outlined and discussed for your school, your team and your own practice as a leader.(700 words)


11. Module 6: Programmes of study and schemes of work

Module 6 offers an opportunity for participants to:

Identify and discuss good practice in reviewing, modifying and writing SoWs/PoSs

Ensure that they are equipped to get the best out of their team and that any SoW/PoS refinement is a genuine team effort

Discuss strategies to incorporate assessment, differentiation and catch-up

Think about how to ‘create time’ within a SoW/PoS

Think critically in and beyond your own subject area

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

The purpose and effectiveness of a SoW/PoS – by scrutinising and developing a number of exemplars, presenting to the whole group and gaining feedback, and

How to share best practice and delegate effectively in order to produce high quality SoWs/PoSs which every member of your team subscribes to


Activity Completed? Y/N6.1 Attend ISQAM L2 Module 6 training and record your reflections in this portfolio. What are you going to take away and develop in your particular context?6.2 Complete the school-based task: in conjunction with your team, either

1. Review and modify at least two existing SoWs/PoSs, or

2. Write at least two new SoWs/PoSs from scratch.

These must be moderated by your mentor.

Briefly document how you undertook this activity and any decisions you needed to make in this portfolio.

Aspiring HoDs may undertake this activity alongside the HoD in their own department if necessary.

6.3 (Optional M level)Read the ASCL Guidance Paper: Curriculum Planning, 2016Review the extent to which your department’s or your school’s design of the curriculum adheres to the principles set out in the guidance paper. 450 words




6.2Complete the school-based task: In conjunction with your team, either

1. Review and modify at least two existing SoWs/PoSs, or2. Write at least two new SoWs/PoSs from scratch.

These must be moderated by your mentor.

Briefly document how you undertook this activity and any decisions you needed to make in this portfolio.

Aspiring HoDs may undertake this activity alongside the HoD in their own department if necessary.


6.3 (Optional M level – 450 words)

Read the ASCL Guidance Paper: Curriculum Planning, 2016

Review the extent to which your department’s or your school’s design of the curriculum adheres to the principles set out in the guidance paper.


12. Module 7: The use of data to improve pupil and departmental performance

Module 7 offers an opportunity for participants to:

Understand a variety of statistical data that may be used to inform target setting and self-evaluation discussions

Appreciate how the statistical data is generated Understand what the data means and does not mean Identify key aspects and patterns of data Become confident in interpreting and using data appropriately, and Explore the issues raised in a case study of a department’s GCSE results

This module enables participants to understand and use data to inform:

Professional judgement when undertaking effective target-setting and tracking, and Benchmarking discussions involving the interpretation of value-added data


Activity Completed? Y/N7.1 Attend ISQAM L2 Module 7 training and record your reflections in this portfolio. What are you going to take away and develop in your particular context?7.2 Present in your portfolio an evaluation of the effectiveness of current department target-setting and monitoring procedures, and recommend adaptations in the light of the experiences on this course.7.3 Write a value-added report on the recent set of GCSE results, identifying strengths and areas for development. Include the findings of your report in this portfolio.7.4 Conduct a department meeting review of the value-added report, incorporating it into the department’s development plan, the outcomes of which are to be reported to your school mentor.7.5 Identify and document further personal training needs, liaising with your school’s CPD co-ordinator.7.6 (Optional M level)Read the article by Geoff Southworth about ‘Monitoring, Modelling and Dialogue’ (‘How Leaders Influence what Happens in Classrooms, 2004).

What key messages about learning-centred leadership do you take from Southworth?

For each of the inter-related strategies of ‘Monitoring, Modelling and Dialogue’ what is already part of your practice, what do you take away that you could start doing? 400 words7.7 (Optional M level )Read Stokes, M. Making the most of data in schools, NESTA 2016Compare the situation in your department or school with the national picture set out in this paper. From its recommendations, make a written reform


proposal to your senior leadership. 400 words.


7.2 Present in your portfolio an evaluation of the effectiveness of current department target-setting and monitoring procedures, and recommend adaptations in the light of the experiences on this course.


7.3 Write a value-added report on the recent set of GCSE results, identifying strengths and areas for development. Include the findings of your report in this portfolio1

1 Aspiring HoDs may undertake these activities alongside the HoD in their own department, or in another department if necessary.ISQAM Level 2 Portfolio 2017-18 Page 23 of 39

7.4 Conduct a department meeting review of the value-added report, incorporating it into the department’s development plan, the outcomes of which are to be reported to your school mentor (no recording required)


7.5 Identify and document further personal training needs, liaising with your school’s CPD co-ordinator

7.6 (Optional M level – 400 words)

Read the article by Geoff Southworth about ‘Monitoring, Modelling and Dialogue’ (‘How Leaders Influence what Happens in Classrooms, 2004).

What key messages about learning-centred leadership do you take from Southworth?

For each of the inter-related strategies of ‘Monitoring, Modelling and Dialogue’ what is already part of your practice, what do you take away that you could start doing?

7.7 (Optional M level – 400 words)ISQAM Level 2 Portfolio 2017-18 Page 25 of 39

Read Stokes, M. Making the most of data in schools, NESTA 2016Compare the situation in your department or school with the national picture set out in this paper. From its recommendations, make a written reform proposal to your senior leadership.


13. Module 8: The role of the Head of Department within whole-school planning

Module 8 enables participants to:

Understand the differences and relationship between strategic planning and development planning

Understand the strategic and development planning processes

Understand the relationship between departmental planning and whole-school planning

Understand the role of the Head of Department in whole-school planning

Develop the skills to write, review, and modify a departmental development plan

Reflect and formulate the underlying values and aims of the department

Understand general principles and approaches to department budget planning

Develop the skills to produce an annual departmental budget submission.


Activity Completed? Y/N

8.1 Attend ISQAM L2 Module 8 training and record your reflections in this portfolio. What are you going to take away and develop in your particular context?8.2 Reflect and formulate the values and aims of the department, and of you as a Head of Department.

Aspiring HoDs should record their reflections on the values and aims for their future departments.8.3 Produce a departmental development plan or review and, if necessary, update an existing plan. Document the plan in this portfolio, along with the steps taken and decisions made whilst producing it.8.4 Provide a short written evaluation of the Berkhamsted School exemplar materials and how you might adapt them for your own context.8.5 Familiarise yourself with the different formats used for planning in your own school and discuss these with your mentor.8.6 Produce a departmental budget submission for the next academic year. Document the submission in this portfolio, along with the steps taken and decisions made whilst producing it.

Aspiring HoDs should work with their own or another HoD to experience the planning process and record their reflections.



8.7 (Optional M level)

Read the article ‘What is Strategic Leadership? (Davies & Davies 2012). Whilst the reading focuses on school leadership many of the key messages can be applied to team leadership.

Having read the article, reflect , consider and record:• Key aspects that resonate with you• How it links to your own practice

(400 words)


8.2 Reflect and formulate the values and aims of the department, and of you as a Head of Department

Aspiring HoDs should record their reflections on the values and aims for their future departments.


8.3 Produce a departmental development plan or review and, if necessary, update an existing plan. Document the plan in this portfolio, along with the steps taken and decisions made whilst producing it


8.4 Provide a short written evaluation of the Berkhamsted School exemplar materials and how you might adapt them for your own context

8.5 Familiarise yourself with the different formats used for planning in your own school and discuss these with your mentor (no recording required)

8.6 Produce a departmental budget submission for the next academic year. Document the submission in this portfolio, along with the steps taken and decisions made whilst producing it.

Aspiring HoDs should work with their own or another HoD to experience the planning process and record their reflections.


8.7 (Optional M level)

Read the article ‘What is Strategic Leadership? (Davies & Davies 2012). Whilst the reading focuses on school leadership many of the key messages can be applied to team leadership.

Having read the article, reflect, consider and record:• Key aspects that resonate with you• How it links to your own practice

(400 words)


14. Summary Activity

Use the space below to record reflections and observations on your learning during ISQAM Level 2 (1500-2000 words. M Level responses must be 2000 words)

For those intending to submit their portfolio for M Level assessment, before you complete your reflections on the programme (see below), read the following article on developing your team as a leader and manager: ‘Developing Your Team’ (Bubb).

Drawing on Bubb, the previous M level readings and at least one education policy relevant to the independent schools sector, explore and critically evaluate your own learning and practice in relation to your team and your organization.

The following headings may be helpful, but you do have flexibility to adapt this.

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?


15. 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. Include this statement in your portfolio below:

Mentor’s name:

“The most important purpose of teaching is to promote learning and raise pupils’ achievement.”

Ofsted School Inspection Handbook September 2013

“We want teaching to be fresh, lively, motivating and engaging.”


Michael Cladingbowl HMI - National Director for Schools

“Scratch a good teacher and you find a moral purpose.”

Michael Fullan, ‘Change Forces with a Vengeance’


16. Optional: ISQAM Reflective Log

How to think about reflecting on your practice

This is your creative thinking space. Please use it!

Laurel Richardson, Professor of Cultural Studies at Ohio State University, outlines the value of keeping a research journal:

Use “writing up” your field notes as an opportunity to expand your writing vocabulary, habits of thought, and attentiveness to your senses, and as a bulwark against the censorious voice of science. Where better to develop your sense of self, your voice, than in the process of doing your research? Apply creative writing skills to your field notes. You may need to rethink what you’ve been taught about objectivity, science and the ethnographic project. What works for me is to give different labels to different content. Building on the work of Glaser and Strauss (1967), I use four categories, which you may find of value:1. Observation notes (ON): these are as concrete and detailed as I am able to make them. I

want to think of them as fairly accurate renditions of what I see, hear, feel, taste and so on. I stay close to the scene as I experience it through my senses.

2. Methodological notes (MN): These are messages to myself regarding how to collect “data” – who to talk to, what to wear, when to phone, and so on. I write a lot of these because I like methods, and I like to keep a process diary of my work.

3. Theoretical notes (TN): These are hunches, hypotheses, poststructuralist connections, critiques of what I am doing/thinking/seeing. I like writing these because they open my field note texts to alternative interpretations and a critical epistemological stance. They provide a way of keeping me from being hooked on one view of reality.

4. Personal notes (PN): These are uncensored feeling statements about the research, the people I am talking to, my doubts, my anxieties, my pleasures. I want all my feelings out on paper because I know they are affecting what/how I lay claim to know. I also know they are a great source for hypotheses; if I am feeling a certain way in a setting, it is likely that others might feel that way too. Finally, writing personal notes is a way for me to know myself better, a way of using writing as a method of inquiry into the self.

Keep a journal. In it, write about your feelings about your work. It becomes the “historical record” for the writing of a narrative of the Self.


17. Appendix 1: Further optional readings

Emotional Intelligence

Brockbank, A. and McGill, I., (2006) Facilitating Reflective Learning Through Mentoring and Coaching. London: Kogan Page

Brown, J., and Isaacs, D. (1997) Conversations as a Core Business Process in The Systems Thinker (vol 7:10)

Cordingley, P..et al., (2005) National Framework for Mentoring and Coaching, 2005. DfES/ CUREE. www.curee.co.uk

De Haan, E. and Burger,Y, (2005) Coaching with Colleagues. Basingstoke: Palgrave Macmillan.

Lofthouse, R., Leat, D., and Towler, C. (2010) Coaching for teaching and learning: a practical guide for schools (CfBT Education Trust)

Rogers,J., (2004) Coaching Skills: a handbook. Maidenhead: Open University Press.

Managing staff, motivation and morale

Bubb, S. (2013) Developing your Team LDR Publications

Evans, 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 Leadership

Gladwell, 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. National College for School leadership (NCSL)

Southworth, G. (2012) How Leaders Influence what Happens in Classrooms. National College for School Leadership (NCSL)


Stoll, L. (2014) ‘Stimulating Learning Conversations. Professional Development Today (PdT)

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

Centre for Excellence in Work- based Learning for Education Professionals (2008) The relationship between impact evaluation and approaches for performance management. LCLL

Other recommended reading

Davies, B. and Davies. B., J. (2012) ‘What is Strategic leadership?’ (NCSL)

Davies, B. (2006) ‘Leading the Strategically Focused School’ London Sage.

HBR's 10 Must Reads on Strategy by Harvard Business Review. Harvard Business School Press (2011)

HBR's 10 Must Reads on Managing People by Harvard Business Review. Harvard Business School Press (2011)

HBR's 10 Must Reads on Teams by Harvard Business Review by Harvard Business Review. Harvard Business School Press (2013)

Lois N. Allen, Elise Foster, Liz Wiseman (2013) The Multiplier Effect: Tapping the Genius Inside Our Schools. Corwin

James Kerr (2013) Legacy. Constable

Michael Watkins (2013) First 90 Days, Updated and Expanded: Critical Success Strategies for New Leaders at All Levels. Harvard Business Review Press

Simon Sinek (2011) Start With Why: How Great Leaders Inspire Everyone To Take Action. Penguin


18. Appendix 2: Your Inter–Personal Leadership Capabilities

ATTRIBUTE

CheerfulSense of humour

Always pleasant, cheerful and positive. Uses humour appropriately and effectively in a range of different situations.

Consistently pleasant, cheerful and positive demeanour. Recognises and contributes to humorous situations.

Generally pleasant and cheerful demeanour. Can be slow /reluctant to embrace humorous situations.

Often unpleasant and/or negative. Rarely embraces humorous situations, or does so in a negative way.

CalmTactfulDiplomatic

Is tactful and diplomatic, calm in response to anxiety or aggression and skilled in conflict resolution. Is adept at giving and receiving difficult messages.

Is tactful when dealing with others. Avoids rancour when giving difficult messages and is calm in response to anxiety or aggression.

Attempts to be tactful in dealing with others, but often has difficulty finding the right words. Has difficulty remaining calm in response to anxiety or aggression.

Lacks the skills and/or the willingness to deal with others with tact and diplomacy. Tendency to react aggressively in response to anxiety or aggression from others.

EmpatheticSocially aware

Appears to be highly intuitive. Can readily and accurately empathise with others’ feelings and situations.

Usually demonstrates considerable empathy with others’ feelings and situations.

Thoughtful and well-meaning. However, often wrong when attempting to “read” others’ feelings or situations.

Shows little or no desire to understand others’ feelings.

RespectfulPolite

Is consistently respectful, polite and well-mannered. Knows what behaviours appropriate in different situations.

Is consistently respectful, polite and well-mannered. Knows and generally adopts the conventions of situations.

Can be respectful, polite and well-mannered, but is not consistently so.

Is often rude and disrespectful. Is careless about the conventions of good manners.

AttentiveResponsive

Is an “active listener” - attentive to and responsive to others. Responds by developing what the other speaker has said.

Is a “good listener” - attentive and responsive towards others.

Generally pays attention to others, but is easily distracted.

Is inattentive and unresponsive.

EloquentPersuasive

Often hugely compelling being eloquent and highly persuasive even under pressure.

Presents a point of view in a logical and compelling way.

Presents a clear point of view, but does not always support it with logical argument or persuasive language.

Is often unable to present a point of view clearly or logically.

Co-operativeSupportive

Is pro-active in support of others and co-operates to the fullest extent possible.

Is supportive of others and co-operates willingly.

Gives support and co-operation to others, but this may be inconsistent or grudgingly given.

Is un-cooperative and unwilling to give support to others.


OUTSTANDING NEEDS DEVELOPMENT

Documents

Contents · Web viewThe Independent Schools’ Qualification in Academic Management (ISQAM) Level 2 Portfolio. September 201. 7-July 201. 8. An HMC and GSA Professional Development