1. National Standards for School Leadership - consultation Workshop 12 th March 2009 CPD Leadership Conference Pauline Round

2. National Standards for School Leadership New draft standards published January 09 Part of a wider framework of standards for the whole school workforce Drawn up by DCSF, NCSL working with the social partnership Formal consultation until March 3 rd Summer 09 – NCSL with social partnership further developing, refining and finalising the standards

3. Background: 1998 Teacher Training Agency published National Standards (‘Rainbow Pack’) for: - Qualified Teacher Status (revised) - …………? - Subject Leaders - SEN Co-ordinators - …………? - Headteachers (latest revision 2004)

4. Background: 2004 – Every Child Matters (Common Core of Skills and Knowledge for the Children’s Workforce) 2004 letter from Secretary of State to TTA (TDA) – remit to ‘ bring coherence to the occupational and professional standards used throughout the school workforce

5. Current workforce standards Higher Level Teaching Assistants Occupational Standards for Support Staff Professional Standards for Teachers (2007) School Business Managers

6. Professional Standards for Teachers 2007 Define the characteristics of teachers at each career stage: Qualified Teacher Status Core Post Threshold Excellent Teacher Advanced Skills Teacher

7. Professional Standards are interrelated statements of a teacher’s: Professional Attributes Professional Knowledge and Understanding Professional Skills (Do not replace Professional Duties set out in STPCD)

8. Core standards - progression: ‘The standards clarify the characteristics that a teacher should be expected to maintain and to build on at their current career stage. After the induction year, therefore, teachers would be expected to meet the core standards and to broaden and deepen their professional attributes, knowledge, understanding and skills within that context. This principle applies to all subsequent career stages.’

9. Using the Standards Supporting School Improvement: Job Descriptions Performance Management Continuing Professional Development Accountability framework

10. Performance Management Planning should have regard to: - the reviewee’s job description; - any relevant pay progression criteria; - whole school objectives; - work-life balance; - professional aspirations; - relevant professional standards

11. National Standards for School Leadership New draft standards published January 09 Part of a wider framework of standards for the whole school workforce (‘build on and compliment’) Drawn up by DCSF, NCSL working with the social partnership Formal consultation until March 3 rd Summer 09 – NCSL with social partnership further developing, refining and finalising the standards

12. National Standards for School Leadership – Why? The standards are expected to support schools so they can improve their effectiveness and outcomes for pupils The standards aim to provide a framework to enable leaders to know what they are expected to do (knowledge and understanding, skills, attributes)

13. National Standards for School Leadership – what? The standards: are generic are applicable to all school leaders, irrespective of phase, context and type of school Are designed to withstand the ‘test of time’

14. National Standards for School Leadership – what? “It is proposed that the standards should apply to all school leaders with designated leadership responsibilities. The scope, scale and extent to which these standards apply to individual school leaders will vary and depend on the person’s role and responsibilities”

15. National Standards for School Leadership – who? Roles intended to be covered by the standards include: - headteachers - members of the leadership group (with designated leadership responsibilities) - other individuals with designated whole school leadership responsibilities e.g business managers, site managers - other school leaders with leadership and management responsibilities including, as appropriate, TLR holders

16. National Standards for School Leadership – what? “The governing body and headteacher will be accountable for ensuring that all the standards are covered within the school’s leadership structure and for ensuring that individual school leaders are clear about which standards apply to their role and responsibilities”

17. Activity Working in groups of 3 or 4 look at the standards on your table: - record any initial comments (is that what leaders should know, understand and be able to do?) - think about which leaders the standards are appropriate for (all/some/who)? - What CPD provision would be appropriate?