БАҒдарламасы «мектептегі тәжірибе»

88
м)
Ученики 
оценивают 
и 
рефлексируют 
о 
своей 
собственной работе

1

2

3

4

5
н)
Я проверяю, задавая вопросы, 
действительно  ли  предмет 
был понят

1

2

3

4

5
о)
Ученики  работают  в  группах 
на основе их способностей

1

2

3

4

5
п)
Ученики  создают  материалы, 
которые  будут  использованы 
кем-то другим

1

2

3

4

5
р)
Я  провожу  тестирование  или 
опрос  для  оценки  знаний 
учеников

1

2

3

4

5
с)
Я  прошу  моих  учеников 
написать  эссе,  в  котором 
они, как ожидается, довольно 
подробно  описывают  свои 
мысли или рассуждения

1

2

3

4

5
т)
Ученики 
работают 
индивидуально  с  учебником 
или 
карточками 
для 
упражнения 
с 
недавно 
преподаваемым предметом

1

2

3

4

5
у)
Ученики  проводят  дискуссии 
и  отстаивают  определенную 
точку 
зрения, 
которая 
не  всегда  является  их 
собственной

1

2

3

4

5
43.
Насколько твердо Вы согласны или не согласны со следующими утверждениями о «целевом 
классе»? 
Выберите только один вариант из каждого ряда.
Полностью 
не согласен
Не 
согласен
Согласен Полностью 
согласен
а)
Когда начинается урок, мне приходится 
довольно  долго  ждать,  чтобы  ученики 
«успокоились»

1

2

3

4
б)
Ученики  в  этом  классе  заботятся 
о  создании  приятной  атмосферы 
обучения

1

2

3

4
в)
Я теряю довольно много времени из-за 
прерывания урока учениками

1

2

3

4
г)
В этом классе очень шумно

1

2

3

4
Это конец анкеты.
Благодарим Вас за сотрудничество!

89

90
КОНТАКТНАЯ ИНФОРМАЦИЯ
В случае возникновения вопросов в ходе ознакомления с содержанием Программы Вы можете 
обратиться в Центр педагогического мастерства, по адресу:
Казахстан, 010000, г. Астана, ул. Туркестан, 2, блок 3.
Телефоны: 8 (7172) 79 96 11.
E-mail: info@cpm.kz

IN-SERVICE TRAINING PROGRAMME FOR 
THE HEAD STAFF OF THE COMPREHENSIVE 
SECONDARY SCHOOLS OF THE 
REPUBLIC OF KAZAKHSTAN
SCHOOL-BASED TASKS
Transforming practice through collaborative school 
development
First edition
www.cpm.kz

Recommended for publishing by Methodological Council of
Center of Excellence
AEO «Nazarbayev Intellectual Schools»
© Center of Excellence of the Nazarbayev Intellectual Schools, 2013
All rights reserved. No part of this publication may be reproduced or transmitted in any form or 
by any means, including photocopying and recording, without the written permission of the copyright 
holder. 

93
CONTENT
Introduction…………………………………………………………………………………………......................94
Metaphors for explaining the change process: magnets, glue and drivers…………………………......................94
Bringing about change in your own school..............................................................................................................99
Appendix 1…………………………………………………………………………………………....................104
Appendix 2…………………………………………………………………………………………....................106
Appendix 3…………………………………………………………………………………………....................109
Appendix 4…………………………………………………………………………………………....................113
Contact information...............................................................................................................................................136

94
“Teamwork  is  the  ability  to  work  together 
toward  a  common  vision,  the  ability  to 
direct  individual  accomplishments  toward 
organizational  objectives.  It  is  the  fuel  that 
allows  common  people  to  attain  uncommon 
results.”
Henry Ford, US industrialist
INTRODUCTION
There is now an emerging consensus that there is an urgent need to reform education systems to promote greater 
equity and excellence in education for the 21st century. Furthermore most countries are also seeking to promote a 
broader range of skills and dispositions, including the development of critical thinking, imagination, cross-cultural 
and global awareness, creativity, and civic engagement. However it is widely recognised that policies will only 
succeed when there is stronger capacity at the school level to raise the efficacy of teaching and to enhance student 
learning. The goal must be excellent teaching for every child.
How to achieve consistency in teaching quality has therefore become central to the agenda of most countries.
Teacher- evaluation systems are part of this agenda. Despite the often contentious nature of discussions about 
teacher evaluation in some countries, there are in fact broad areas of agreement between governments and teachers’ 
organizations that create building blocks for moving forward. Certainly the current evaluation systems in many 
countries are simply checklists that generate paperwork without leading to meaningful improvement which need 
to be revamped. Indeed the fact that more than a quarter of teachers do not receive any feedback on their teaching, 
and that 95 percent receive satisfactory ratings even where student achievement is lacking, suggests the need for 
change. The question facing most countries is not whether to have a teacher-evaluation system but how to get it 
right. 
The  Centre  of  Excellence  programme  will  focus  on  developing  a  Kazakhstani  specific  teacher  evaluation 
system. 
METAPHORS FOR EXPLAINING THE CHANGE 
PROCESS: MAGNETS, GLUE AND DRIVERS
School Leaders from around the world who have transformed school practice think of the critical development 
components of the process as magnets, glue and drivers.
—  Magnets refer to the forces, intentions and expected benefits that attract the leaders and teachers to try out 
new ways of working. What this means is that development is more likely to be successful if leaders and teachers 
enter into partnerships voluntarily and when all the people involved are determined to work together to develop 
pupils’ learning. In the early stages of leadership development, and particularly during school - based period 1 it 
will be a good idea for you to identify and work with people who are enthusiastic about changing practice, who 
are able to work together and who are determined to make the new approaches work. This group will be the key 
development team. 
—    Glue  consists  of  the  factors  that  keep  this  development  team  together  and  prevent  the  partnership 
from falling apart.  When teams  are set up, the glue is strongest at the top. However to sustain and extend the 
development  work leadership must be distributed throughout the school team network and activity carried out 
over a long period, consequently glue is also needed throughout the development team. When team members feel 
part of the decision-making process and are expected to do their job well and are trusted as professional teachers 
they are more likely to take on an extra development role. What this means is that glue is about developing a 
culture in which people all work together to make the development work succeed so that pupils learning is the 
focus of development. 
—  Drivers are the factors that leaders contribute to the process of development and in establishing school 
networks. This is underpinned by leaders who constantly remind the development team of the moral purpose of 
the development. In the case of the leadership programme it is to support and encourage those who are working on 
development activities, to make mid-course corrections and adaptations, and to propel the partnership forward by 
introducing new opportunities and challenges. Without drivers, development loses focus, or member of the team 
can become complacent. 
The school-based tasks presented here in this booklet are the devices through which school leaders will bring 
together ‘magnets, glue and drivers’ so that classroom practice will be focused on pupils’ learning. 

95
Ethical Code of Conduct 
When collecting and handling school data for your portfolio it is important that you conduct your research in 
an ethical manner, especially when sharing data with others. When working with other school leaders and trainers 
it will be vital that you adhere to the following strict code of conduct. 
Informed consent
This means that participants (those from whom data is being collected e.g. pupils, parents and teachers) know 
why data is being collected about/from them and that you reassure them the data will not be shared with other 
people beyond the project and that their repsonse is a vital part of the overall school developemnt process. You can 
provide this assurance a) Verbally, through face-to-face discussions, telephone conversations and meetings; and b) 
by Written means including letters, information sheets, forms, notes, reply slips and statements.
Privacy
One of the reasons why participants might be uneasy about leaders collecting their data is because they are 
anxious about their loss of privacy or that they may be judged harshly by the school leadership. There are two 
ways that Principals can protect the privacy of participants: a) Anonymity means ‘without a name’ and refers to the 
way in which Principals present their data and uses it in their assessed work. b) Confidentiality is guaranteed when 
Principals are able to identify a given participant’s responses in their data but promise to not let others ‘connect’ 
participants with their responses. This means that they will not make comments in their Portfolio linked to a name 
or a location that others can e.g. the identity of participants e.g. ‘The male teachers in the school think…’ or the 
place (e.g. the city) where the data was collected. 
Principals must not discuss data from other schools beyond the programme, which they may have been able 
to share in face-to-face session. Principals may wish to reflect on these ethical considerations in their reflective 
writing for their Portfolio to demonstrate how they have gathered their data in a fair, open and honest manner.
The next section summaries what you will do at each section of the programme. The activity column summarises 
what will be done at each stage. The outcome row section summarises the written documents produced at the end 
of the process. The final row sets out what should be included in the assessed portfolio.
There will be further details about each stage following the summary table.  

96
Pre Course Tasks
Face -to -Face  Workshops 1
School-based Period 1
Face -to- face Workshops 2
School-based Period 2
Activity
A.
 Data Collection
Collect data about  the school and carry  out surveys of pupils,  parents and teachers.
B.
 Data Analysis
School self-evaluation  data analysis: 1) Analyse school  data. 2) Present key  findings to peers. 3) Review trainers’  formative feedback. 4) Write a reflective  account of this school  based research data  and key findings. 5) Read and respond  to trainer’s formative  feedback. C.
 Developing School 
Development Plan 1 1) Identify a strategic  development priority  focus for one area  of Teaching and  Learning in the  school. 2) Identify a team  of talented teachers,  including the deputy  principal or level one  teacher to be part of  the development team. 3) Prepare school  development plan,  based on your  strategic priority  (including coaching  programme within the  school).
D. 
Implement development 
plan 1) Mentor deputy principal or  level one teacher to work with  you in the development team. 2) Develop smart action targets  with the development team. 3) Principals work with Deputy  principals to develop and  introduce a coaching plan to  support the work of a small  group of classroom teachers. 4) Coaching team of level two  teachers and methodologists  will support classroom teachers  in preparing medium term  planning of teaching sequences  which include the seven  themes. Principal will monitor  progress and outcomes. E. 
Evaluate development plan
1) Record the mentor meeting  notes with the deputy principal. 2) Monitor the coaching  process and record details of  the plans and meetings and  targets set. 3) Monitor the Lesson Study  process. 4) Monitor the changes in  classroom teaching -medium term sequences - lesson evaluations - lesson observations - pupil evaluations - pupils’ work.
H. 
Detailed analysis of all the 
evaluation evidence 1) Analyse all the school data  collected during the school  -based period including TALS  survey data. 2) Present key findings to  peers. 3) Write a reflective account of  the school based research key  findings. I. School Development Plan 2 1) Identify development  priorities of the school teaching  team using TALIS survey data  issued at the end of school  based period 1 (Appendix 4). 2) Plan of how you will work  with the development team  to introduce school wide  teacher appraisal and school  development of teaching and  learning during the six month  period of the second school  based stages.
J. 
Implement development plan
1) Assess the competence of  all teachers in the school using  competence statements (Appendix  3). 2) Allocate coaches in the  development team to work with  a manageable number of all  classroom teachers. 3) Support coaches in  identifying teaching and learning  development priorities for all the  teachers in the school (Appendix  2 and 3). 4) Coaches will support classroom  teachers with medium term  planning of teaching sequences to  use in Lesson Study. 5) Implement coaching and plan  revised teaching sequence using  Lesson Study. K.
 Interim Report 
Write  an interim report  to share  with your trainers after three  months. L.
 Evaluate development plan
1) Record assessment of  competence of all teachers  and explain how this has been  collected. 2) Record mentor meeting notes  with the deputy principal.  3) Monitor coaching process and  records of the plans and meetings  and targets set. 4) Lesson Study process.
Table 1:
Summary of development activities and portfolio assessment

97
F. 
Synthesise the evidence 
from the monitoring  development process G.
 Preliminary Preparation for 
School based period 2 Issue TALIS survey to all staff  for at the end of the school  based period 1 (Appendix 4).
5) Monitor changes in classroom  teaching -medium term sequences - lesson evaluations - lesson observations - pupil evaluations - pupils’ work. M.
 Survey teachers for a second 
time using the TALIS survey near  the end of the development. And  analyse data. Compare with the  evidence collected in previous  survey. N.
 Synthesise all the evidence in 
the form of the monitoring report See 
School 
Development 
Planning 
Guide. O. 
Write a final report of the 
whole development process (2000  words)
Outcome
A. 
Data collated and 
reduced into spread  sheets and tables
B.
 1) PowerPoint 
presentation (5 slides  maximum). 2) Reflective account  (1000 words). C.
 School 
Development Plan
C and D.
 School development 
plan, including action,  implementation E.
 Details of the evaluation of 
the development F. 
Preliminary synthesis of 
all the data in the form of  a reflective account (1,000  words) G. 
Data from the TALIS 
survey presented in form of a  summary table
H. 
1) PowerPoint presentation 
(5 slides maximum). 2) Reflective account (2000  words). I. 
School Development Plan
1) Survey analysis and report. 2) Second school development  plan.
J.
 School wide teacher appraisal 
scheme, implementation plan  parts (1-5) K.
 Interim three month report
M. 
Analysis of TALIS survey 
(Appendix 4) L, N, O.
 Monitoring and 
evaluation report of changes made  during the six-month period to  classroom practice throughout the  school. Parts (1-5).

98
Final  Portfolio  entry
A. 
Collated data in 
appendices
B.
 1) Edited 
PowerPoint  presentation with  commentary notes. 2) Edited reflective  account with trainer’s  feedback (700 - 1000  words). C. 
School 
development plan  including details  of the action,  implementation and  evaluation  parts of  the plan.
C and D.
 School Development 
plan E. Evaluation evidence of  School Development Plan 1) Written account of how the  talented teachers were selected. 2) Records of mentor meetings  with deputy principal or level  one teacher. 3) Records of minutes of  development team meetings. 4) Coaching plans. 5) Medium term sequences of lessons produced by  teachers. 6) Lesson study plans. 7) Classroom observation  notes of teachers using lesson  sequences. 8) Record of feedback given by  coaches to classroom teachers. 9) Evidence produced by  classroom teachers of changes  taking place in their classroom. 10) Pupils’ views about the  changes. 11) Evidence of changes in  pupils’ learning. F. Preliminary analysis of all  the evaluation evidence (1,000  words).
H.
 1) PowerPoint presentation 
with commentary notes. 2) Reflective account of the  first school based period  research key findings  (1,500words). I. School Development Plan 2 1) Analysis and report from  TALIS survey data (1000  words). 2) School Development Plan to  include action, implementation  and evaluation parts of the  plan.
K. 
Interim three month report 
with formative feedback L.
 Monitoring report
1) Report of how teachers’  competence was assessed. 2) Account of the allocation of  coaches to classroom teachers. 3) Synthesis of mentor meeting  notes with the deputy principal. 4) Synthesis of the coaching  process and records of the plans  and meetings and targets set. 5) Report of the Lesson Study  process. 6) Synthesis of the changes in  classroom teaching -medium term sequences - lesson evaluations - lesson observations - pupil evaluations - pupils’ work. M. 
Analysis of TALIS survey 
(Appendix 4) N.
 Synthesise the evidence from 
the monitoring development  process O. 
Final 
report 
of 
the 
developme
nt 
process (2000 words)

99
BRINGING ABOUT CHANGE IN YOUR OWN SCHOOL
A) Pre-course tasks 
Before you arrive at the first face-to-face seminar you will have collected data about your own school. The 
instructions for this are in the Pre course task booklet. We have asked you to survey part of your school. The 
outcomes of the pre course task will provide you with only a partial audit of your school. However this partial 
audit will serve as a useful starting point for the first stages of the Action Research School Development Planning 
process. 
B) Data Analysis
One of the first things you will do will be to reduce this raw data into a series of more manageable tables and 
summaries. Then you will analyse the data and interpret the data to present key findings in the form of a reflective 
account of between 700 – 1000 words. This analysis will be used in the first face to face session to prepare a 
presentation of the key findings. Your trainer will provide you with formative feedback. 
C) Preparing the Teaching and Learning strand of a school development plan for use during school 
based period 1.
This planning process will be discussed in detail during the seminars; you will be supported by your trainer and 
also in a School Development Planning supplementary guide available on the portal. The outcome from the first 
face-to-face seminar will be a detailed school development plan for the Teaching and Learning strand, which will 
include action, implementation and evaluation details. 
What you will do during school - based period 1
The self-reflection of your school using data collected prior to starting the programme will be used in the face 
to face seminars. This will help you to identify strategic priorities for the first small scale school development 
which you will carry out during the first school based period. Trainers will work with you using the Centre of 
Excellence model of School Development Planning (Figure 1) and use criteria for identifying which areas of the 
school need to develop (See Appendix 2). 
а) Actions
3. Plan b) 
Implementation
c) Evaluation
Agree success criteria
Carry out actions to bring about 
change
Identifying focus og change
Sustain commitment
Solve Problems
School self-evaluation
Decide on data collection
Check progress
Check Success
Reflect on the change
4. Monitoring Report
1. Audit
2. Strategic Priorities
Figure 1: The Centre of Excellence School Development Planning Model for developing Teaching 
and Learning

100
For example: 
The school self-evaluation has identified that pupils in Grade 7 are not engaged in learning and parents have 
also verified this in their survey responses. Figure 2 shows the process you will carry out with the support of your 
trainer to solve this problem.
To do this classroom teachers will be supported by more experienced teachers who will coach them in how to 
change and evaluate their classroom practice. You as Principal will work closely with other senior teachers in your 
team to support the coaching team to carry out the pupil focussed development process. Appendix 3 provides level 
descriptors to help you discuss teacher competences. The School Development Planning Guide also provides other 
indicators to help inform discussions with the deputy principal and coaching teams. 
By the end of the first school-based period you will have collected data about the coaching process and the 
outcomes of the classroom development. See Figure 3 for a summary of the data, which might be collected
Cnanges are 
monitored
and evaluated
Identify team
Grade 6 teachers work 
with coaches to develop 
practice
Development 
team produce 
coaching plans
Develop 
SMART targets
Figure 2: School development planning process to address an identified strategic priority. 

101
Level 1  teacher or 
Deputy Principal 
Mentoring
PRINCIPALS
Included in 
Portfolio
Records of  meetings
Audio tapes
Experienced 
teacher
Or Level 2 teacher
Or Methodologist 
Coaching
Photographs Reflective logs
Videos
Coaching plans
Lesson 
observations Records of 
meetings
Medium Term 
plans
Classroom  
teacher
Or Level 3 
teacher
Classroom 
teacher 
Or Level 3 teacher
Classroom 
teacher 
Or Level 3 
teacher
Classroom 
teacher
Observations                   
Lesson 
Study                 
Interviews                    
Lesson  evaluations 
Children
Children
Children
Children
Children
Children
Children
Pupils’ attitudes
Pupils’ work
Parents’                       views
Figure 3:
monitoring and evaluating principals’ action researc 

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D) Implement School development plan
1)  Mentor deputy principal or level one teacher to work with you in the development team.
2)  Develop smart action targets with the development team.
3)  Identify the coaching team and the focus of their teaching
4)  Develop a series of coaching plans for level 2 and methodologist  to use with classroom  teachers  
5)  Introduce coaching plans to introduce Lesson Study to support the work of a small group of classroom 
teachers. 
6)  Coaching team to support classroom teachers in preparing medium term planning of teaching sequences 
which include the seven themes.
E)  Evaluate development plan
1)  Record the mentor meeting notes with the deputy principal.   
2)  Monitor the coaching process and record details of the plans and meetings and targets set. 
3)  Monitor the Lesson Study process.
4)  Monitor the changes in classroom teaching
-medium term sequences
- lesson evaluations
- lesson observations 
- pupil evaluations
- pupils’ work 
F) Synthesize evidence 
Review emerging evidence collected in the classroom during meetings, classroom observations. Reduce the 
data and synthesize the findings into a reflective account of 1,000 words. Provide tables and graphs. Include data 
in the appendices. 
H) Preparing the Teaching and Learning strand of a school development plan for use during school 
based period 2.
During the second face to face seminars you will analyse the outcomes of the school based research you have 
undertaken during the first school-based period.  You will start by writing a second reflective account of 1,500 
words, which will summarise the key findings of this first cycle of an action research school development planning 
process.
Furthermore you will also be introduced to international models of school wide teacher development so that we 
can develop strategies, which will work in a Kazakhstani context.  
I) Second School Development Plan 
By the end of the second seminar programme you will have developed a second but more extensive School 
Development Plan which will be the second cycle of the Action Research Process. The second plan will include 
strategies for developing all teachers in your teaching team through active teacher evaluation, which is also called 
appraisal in international contexts.
   
Appraisal is defined as the process of teacher’s work being reviewed by the principal, or by his or her colleagues. 
This appraisal can be conducted in a range of ways from a more formal, objective approach (e.g. involving set 
procedures and criteria) to the more informal, more subjective approach (e.g. through informal discussions with 
the teacher).
• 
This appraisal process will provide you with details of each teachers’ strengths and limitations and the 
direction in which teachers will need support to develop their classroom practice.  The OECD Teacher survey 
(See Appendix 4) will be a useful tool to find out about the starting point of teachers’ views of Professional 
Development at the start and the end of the development process. 
• 
You should issue the TALSI survey to your team at the end of the school based period 1. 
J-O) Second school based period 
During the second school based period you will be supported by your trainer in two ways, firstly by weekly 
email or Skype and by a face-to-face visit to your school. You will also have access to on line Forum where you 
will be able to post questions. Furthermore support will be available via the peer network set up during face-to-face 
one seminars. 
Implementation of school development Plan 2 
Your trainers will at the mid point of the period after the first three months of the development to review 
your interim report (K) and to provide formative feedback. Therefore you will need to write an interim reflective 

103
account of 1,000 words to provide an update on the progress of the developmental process. Your role during the 
school based stage will be to support the implementation of the school development plan and to monitor this 
process (J). Towards the end of the process you will also need to survey the teachers again using the TALIS survey 
(M). At the end of the process you will synthesis all the findings (N). This will include  teachers medium term 
plans, coaching plans, an update on the introduction of the teacher support programme and a summary of your key 
findings at the mid point and also at the end of the six months. Finally at the end of the six months you will need to 
write a final report (O) which will include an update on the mid-point report as well as survey data about pupils and 
their parents views and teachers views about the development programme. Additionally you should also include 
evidence about pupils learning in classrooms drawing on suggested data collection methods in the monitoring and 
evaluation handbook. 
By the end of the six months you will be asked to submit parts A-O set out in this document. This will be 
assessed by CoE trainers and this process will be moderated by CPM experts and also potentially by International 
external examiners. 

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Appendix 1:
ASSESSMENT OF PRINCIPALS PORTFOLIOS AGAINST THE STANDARDS
The Principal’s portfolio will meet 
the standards through providing the 
following written evidence.
Standard addressed
Task
By when
Assessment
1.1. Understand and know how to 
gather, interpret and use complex 
school data.
Collect data 
about the 
school 
Completion of 
tasks prior to the 
training will be 
compulsory.  
F2F1 will 
involve analysis 
of these data 
Follow up analytical report and 
reflective account see 2 i. 
2.1. Understand the role of the 
modern Head Teacher
•
Principles and values;
•
Moral purpose;
•
Extend Social capital.
2.2. Know and understand the 
importance of strategic planning. 
2.3. Know and understand the 
principles and practices of the 
CoE multi level in-service training 
programme.
2.4 Can review school self 
evaluation and development 
planning.
2.5. Can implement self evaluation.
2.6. Can implement strategic 
planning; school self evaluation and 
development plans.
2.7. Understand the importance of 
collaborative work with parents and 
community.
2.8. Understand the purpose of 
consulting parents and community.
2.9. Understand the purpose of 
school networks.
Action 
Research Cycle 
One 
School 
Development 
plan with a 
small sample 
of teachers and 
students from 
the Principal’s 
school. 
By the end of 
F2F1 to be 
carried out during 
the school based 
period. 
During F2F2 
Formative feedback will be 
provided by the end of F2F1. 

105
3.1. Can organise personal and 
professional development and keeps 
up to date with recent innovation
3.2. Has well informed personal 
principles and values.
3.3. Can access up to date evidence 
of how to manage personal 
professional development planning.
3.4. Can review school self 
evaluation and development 
planning.
3.5. Can implement self evaluation.
3.6. Can implement strategic 
planning; school self evaluation and 
development plans.
3.7. Can anticipate and plan for new 
trends in the framework of a given 
context.
3.8. Understand school factors 
which influence school culture; 
good relationships between 
teachers;good relationship between 
students.
3.9. Understand the importance 
of relationships between effective 
teaching’ and students’ outcomes.
3.10. Understand and know how set 
high expectations for ALL learners.
3.11. Understand the relationship 
between positive working 
environments and well being. 
3.12. Understand and know how to 
gather, interpret and use complex 
school data.
3.13. Can communicate complex 
ideas about data.
3.14. Can anticipate future 
trends and staffing and student 
populations.
Action 
Research
A second 
whole School 
Development 
plan which will 
include detailed 
plans for how 
the Principal 
will address 
professional 
development 
for ALL 
teachers in the 
Principal’s 
school.
School based 
period 2 
Mid point school 
based period 2 
End school based 
period 2 
Three month interim report, oral 
feedback with trainer
Portfolio will be submitted online 
for summative assessment. 
4.1. Can work collaboratively with 
parents and the wider community.
4.2. Can set up and maintain 
networks of schools.
4.3. Can set up and 
maintain professional communities 
of school leaders.
4.4. Can work with parents and 
community to stay abreast of 
change in the wider community.
4.5. Can engage all managerial 
staff, teachers, parents, and pupils 
with future scenarios of school 
development within network of 
schools and community.
Participate in 
networking 
with other 
schools and 
professional 
bodies 
Access the CoE 
portal 
F2F1 
End School 
based period 2 
Online record of network  use 
Record of F2F meetings with 
other schools and parents. 

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Appendix 2:
SCHOOL DEVELOPEMNT FOCUS
Teaching and 
learning 
Beginning 
development 
Some 
development 
Good practice in 
place 
Leading 
development 
Leadership 
Most leadership is 
distributed to senior 
and middle leaders 
who have been sent 
on relevant external 
courses. Identifying
talent among staff 
is at an early stage 
and rests with 
the principal in 
consultation with 
senior leaders.
The principal and 
senior leadership 
team  know the 
identity of the best 
teachers over a 
range of topics, but 
this is not collected 
or reviewed on a 
systematic basis. 
Those identified are 
given opportunities 
to attend relevant 
external courses.
The principal 
has devolved 
responsibility for 
this whole area 
of professional 
development to a 
deputy or assistant 
principal.
Leadership 
opportunities are
being extended to all 
staff. 
Identifying talent is put 
on a systematic basis 
with regular reviews 
linked to classroom 
practice. 
The principal and 
senior staff collate 
and review their 
knowledge of staff 
qualities, including the 
capacity to work well 
with colleagues. 
This is used in the 
identification and 
deployment of mentors
and coaches
Leadership 
is distributed 
and linked to 
professional 
development work 
and closely tied to 
practice through 
mentoring and 
coaching. 
Student leadership 
is being
cultivated. 
Staff data is used to 
support professional 
and leadership 
development and 
the identification 
of mentors and 
coaches. It is 
assumed that 
all staff should 
be supported to 
develop the skills 
of both mentors and 
coaches. 
Leadership 
development is 
integrated into 
all professional 
development for staff. 
 Leadership 
development for 
students is at an 
advanced stage.
Senior staff contribute 
their experience to 
external courses on 
leadership as well 
as within partner 
schools.
The school is skilled 
in talent identification 
and leadership 
development. 
Staff data is 
distributed
among alliance 
partners,
who explore ways of
maximising the use of
such data-sharing 
without
breaching 
confidentiality
or undermining 
personal
integrity. The most
outstanding teachers 
in
every subject are 
identified
and used in 
professional
development across 
the
partnership. 

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Teacher 
development 
to improve 
classroom 
practice 
The school 
encourages staff to 
share good practice 
in principle as well as 
in practice following 
attendance at external 
courses.
The school has 
instituted some peer 
observation sessions. 
There is some 
mentoring and 
coaching  among staff 
but it
is unsystematic and  
driven by enthusiasts.
The school has 
evolved its teacher 
development to 
include 
Lesson Study with 
regular mutual 
observation of 
lessons, feedback 
from pupils and 
coaching and  
mentoring sessions 
as part of the 
school’s routine.
Mentoring and 
coaching policy
and training is  

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