Part C  Expert Assessment

124
Appendix 1: Standards for principals
(see: In-Service Training Programme for the Head Staff of the Comprehensive Secondary Schools of the 
Republic of Kazakhstan: Handbook for Trainers. Astana, NIS, 2013 pp76-77)
Standards for Principals
Success Criteria
Principal’s self - development
1a. Strategic Leadership
1) Understand the role of the modern Head 
Teacher
•  Principles and values;
•  Moral purpose;
•  Extend Social capital.
2) Can organise personal and professional 
development
•  keeps up to date with recent innovation;
3) Know and understand the importance of 
strategic planning.
4) Know and understand the principles and 
practices of the CoE multi-level in-service 
training programme.
1) Is able to articulate educational values and 
moral purpose of the school in writing and 
in presentations to various audiences. Works 
collegially and collaboratively with teams of 
teachers, parents.
2) Draws on ideas from the Principal’s handbook, 
professional networks and research readings to 
inform planning.
3) Can write competent school development 
plans. 
4) Works collegially and collaboratively using 
coaching and mentoring with teams of teachers.
1b. Management
1) Has well informed personal principles and 
values.
2) Can access up to date evidence of how to 
manage personal professional development 
planning.
3) Can review school self-evaluation and 
development planning.
4) Can implement self-evaluation.
5) Can implement strategic planning; school self- 
evaluation and development plans.
Pilots a school development plan which is 
carried out during the first school-based phase 
and rigorous evaluated in the second face to face 
seminar. Further subsequent targets for the next 
cycle of development planning emerging from 
the reflective account.
The revised school development plan is carried 
out over the extended period of six months.
1c. Future Focus
1) Can anticipate and plan for new trends in the 
framework of a given context.
1) Includes reference to in-country as well as 
international developments.

125
Whole School Development
2a. Strategic Leadership
1) Understand school factors which
•  influence school culture;
•  good relationships between teachers; 
•  good relationship between students.
2) Understand the importance of relationships be-
tween effective teaching’ and students’ outcomes.
3) Understand and know how set high 
expectations for ALL learners.
4) Understand the relationship between posi-
tive working environments and well-being.
5) Understand and know how to gather, in-
terpret and use complex school data.
6) Can communicate complex ideas about data.
1) Can establish a positive working en-
vironment where etchers are supported 
and trusted to do a professional job. Pu-
pils know how to learn how to learn.
2) 3) 4) Teachers use L3 teaching approaches 
effectively so that there is a positive class-
room environment where pupils’ are ac-
tively learning and attain high levels.
5) The Principal collects evidence of what is 
happening in effective classrooms drawing 
on a range of evidence and pupil outcomes.
6) The Principal is able to write about the out-
comes of classroom based action research and 
present findings to a range of audiences.
2b. Management
1) Can create continuing profes-
sional development culture.
2) Can manage staff and support teach-
ers’ professional development so 
that pupil outcomes are high.
3) Can implement and manage the distribution of 
leadership in the school and help teachers to be 
leaders of learning in the school and classrooms.
4) Has good skills in organisational man-
agement (time management, staff manage-
ment and organisational development).
5) Can establish a positive collegial working 
environment which enhances well-being.
1) 2) Can plan to increase the skill levels 
and knowledge and understanding within 
the whole school. Capacity planning.
3) Leadership of teaching and learning will 
be distributed widely throughout the school.
4) Implementation plan
5) The Principal is able to cultivate a col-
legial collaborative working environment.
2c. Future Focus
Can anticipate future trends and staff-
ing and student populations.
Includes reference to in - country as 
well as international developments.

126
Social and professional partnership
3a. Strategic Leadership
1) Understand the importance of collabora-
tive work with parents and community.
2) Understand the purpose of consult-
ing parents and community.
Works collegially and collaboratively with teams 
of teachers, parents and other external bodies
3) Understand the purpose of school networks.
4) Understand the purpose of profes-
sional communities of school leaders
3b. Management
1) Can work collaboratively with par-
ents and the wider community.
2) Can set up and maintain networks of schools.
3) Can set up and maintain profession-
al communities of school leaders.
1) 2) Networks with parents and other external 
bodies. Participates in professional networks.
3) Writes a second coherent school devel-
opment plan which includes a plan of how 
the development of all teachers (including 
a coaching and mentoring programme) will 
be widened to spread the three levels pro-
gramme more widely throughout the school.
3c. Future Focus
1) Can work with parents and community to 
stay abreast of change in the wider community.
2) Can engage all managerial staff, teach-
ers, parents, and pupils with future sce-
narios of school development within net-
work of schools and community.
Consults parents, teachers and pupils regu-
larly. Includes reference to in - country as 
well as international developments.

127
Appendix 2: Proforma for the assessment of Presentation One
How well did the presentation demonstrate:
1) identification of the specific need for change of the school; 
2)  that colleagues were supported in actions (coaching and mentoring) designed to bring about this 
change; 
3)  evaluation of the effectiveness of these actions;
4)  knowledge of ideas about leading change (key criteria one);
5)  application of ideas about leading change (key criteria two);
6)  reflection on the process of leading change (key criteria three).
For each column (1-6) give a numerical score about the quality of evidence using this scale:
0  - no evidence
1  - weak or partial evidence
2  - full evidence
3  - full evidence with depth
Prin-
cipal’s 
Name 
1) Identi-
fication of 
need
2) Sup-
port for 
change 
3) Evalua-
tion of effec-
tiveness
4) Knowl-
edge of 
ideas
5) Appli-
cation of 
ideas
6) Reflec-
tion on 
process
Total

128
Appendix 3: Proforma for the assessment of Presentation Two
How well did the presentation indicate:
1) which colleagues were involved in the school development work and the roles they played;
2)  the contribution to the school development work of one key colleague and how the principal’s 
professional relationship with this colleague helped or hindered the development work;
3)  how the principal will develop a network of colleagues within and/or between schools that will 
support and sustain developments in practice
4)  knowledge of ideas about leading work with colleagues (key criteria one);
5)  application of ideas about leading work with colleagues (key criteria two);
6)  reflection on the process of leading work with colleagues (key criteria three).
For each column (1-6) give a numerical score of about the quality of evidence using this scale:
0  - no evidence
1 - weak or partial evidence
2  - full evidence
3  - full evidence with depth
Principal’s 
Name 
1) Col-
leagues 
involved 
and roles 
played
2) Contri-
bution of 
and rela-
tionship 
with one 
colleague
3) Devel-
opment 
of net-
work
4) Knowl-
edge of 
ideas
5) Appli-
cation of 
ideas
6) 
Reflec-
tion on 
process
Total

129
Appendix 4: Rubric for assessment of Principal’s portfolio
Grades given for portfolios and presentations will be one of the following:  
•  Good pass
•  Pass
•  Borderline
•  Fail
Good pass
A ‘Good pass’ is given where there is clear evidence in the portfolio that the principal has satisfied each 
of the three key criteria. There is evidence in relation to two or three of the criteria that the principal has 
consistently satisfied the criteria at a high level.
Pass
A ‘Pass’ grade is given where there is clear evidence in the portfolio that the principal has satisfied each 
of the three key criteria.
Borderline
A ‘Borderline’ grade is given where there is some evidence in the portfolio that the principal has begun 
to satisfy all three criteria. Where evidence for two or three of the key criteria are weak, the portfolio or 
presentations will be assessed as borderline.
Fail 
A ‘Fail’ grade is only given for portfolios in the case of non-submission or where a large number of items 
are missing or do not address the key criteria. There may be some evidence of satisfying one or two of the 
key criteria. However, if there is no evidence of addressing any one of the three key criteria the portfolio 
will be assessed as ‘Fail’ 
NB The grade ‘Good pass’ is used to identify work in portfolios that may be used as examples of effective 
practice in future training. Certificates only record Pass. 

130
Rubric for
 assessment of principal’
s portfolio of evidence
Principal’
s name
Date:
Trainer
’s name
Stage: Formative / Summative
Centr
e of courses
#
Evidence details and key questions to be addr
essed 
Key 
criteria
1
Knowledge and understanding of key ideas
Item 
В
: Reflective account of the analysis of pr
e-course school-based r
e-
sear
ch data and key findings (1000 words)
Appendix 1: Item 
А
. Data analysis of pre-course research in intermediate and final charts 
and diagrams
 
Appendix 2:
 
Pr
esentation
 1 (5 slides maximum) with principal’
 s own notes and formative 
feedback provided by colleagues and/or trainer 
Does the account answer the following questions:
• 
What were the objectives of the research?
• 
What 
were 
the 
main 
questions, 
what 
were 
the 
challenges 
and 
how 
were 
they solved? • 
To 
what 
exte
nt 
can 
the 
data 
collected 
in 
school 
enhance 
understanding 
key 
questions 
about 
leadership 
and 
identifying 
the 
direction 
of 
school 
improvement? • 
To 
what 
extent 
does 
the 
school 
take 
into 
considerati
on 
parents’
 opinions 
about 
implem
entation 
of 
essential 
changes 
into 
school 
practice/ 
What 
is 
your 
opinion about it and why?
2, 
3
Very  str
ong
Str
ong
W
eak
Not 
pr
esent

131
2
Item 
С
: School Development Plan 1 grid, which 
includes:  
• 
priorities 
of 
school 
strategic 
development, 
details 
of 
planning 
of 
implementation and evaluation. • 
work 
on 
creat
ion 
of 
the 
development 
group, 
consisting 
of 
talented 
teachers, 
deputy principal or Level 1 teachers • 
a 
brief 
commentary 
to 
explain 
approach 
to 
planning 
and 
assessment 
of 
expected outcomes
Appendix 3: C
ompleted 
plan 
of 
school 
development 
in 
the 
form 
of 
a 
chart 
with 
referencing 
to 
Item D : implementation plan and Item E : evaluation plan
Does the account answer the following questions:
• 
Does 
the 
suggested 
plan 
of 
school 
improvement 
reflect 
key 
ideas 
in 
the 
programme? • 
Do the anticipated outcomes correspond with objectives and priorities?
• 
Do 
the 
planned 
arrangem
ents 
provide 
for 
achiev
ing 
objectives 
and 
anticipated outcomes? • 
Does the plan reflect the principal’
s role in the team?
• 
Does the plan include monitoring the process and the outcomes?
1, 2
, 3
Very  str
ong
Str
ong
W
eak
Not 
pr
esent
3
Item 
F: 
Reflective 
account 
of 
the 
pilot 
school 
development 
planning 
pr
ocess 
and analysis of pr
eliminary findings (1000 words)
Appendix 4
: 
Analysis of data collected using item E.
Appendix 5: Evaluation evidence of school development plan referenced to Item E.  
W
ritten 
report on various ways of selecting talented teachers.  Minutes of meeting with  Mentors, deputy principal or Level 1 teachers.
2, 
3
Very  str
ong
Str
ong
W
eak
Not 
pr
esent

132
Appendix 6: Pr
esentation 2
 (5 slides maximum) with principal’
s own notes and formative 
feedback provided by colleagues and/or trainer
Print out of presentation  (5 slides maximum) with principal’
s commentary and 
trainer feedback
 
Does the account answer the following questions:
• 
To 
what 
exten
t does 
the 
analysis 
of 
preliminary 
data
 help 
in 
making 
the 
project plan for school development? • 
How 
are 
you 
planning 
to 
or
ganise 
own 
activities 
in 
implementing 
changes?
• 
Who are you going to engage to implement changes?
• 
Who can you rely on both in and out of school?
• 
Does the plan meet the school needs?
• 
Does the evidence reflect the process of development?
4
Item 
Н
: Reflective account of the analysis of the priorities for
 develop
-
ment of school teaching team based on outcomes of the F2F
 seminars (1000 
words) 
Appendix 7
: 
Item G (1000 words) Report 
on 
TALIS 
survey 
data 
questions 
11,18 
and 
24 
with 
analysis 
presented 
in 
tables and graphs 
Does the account answer the following questions:
• 
How 
TALIS 
research 
based 
analysis 
helps 
identify 
priorities 
for 
school 
staf
f development?
• 
How 
learning 
from 
sessions 
helped 
you 
understand 
main 
leadership 
and 
administrative 
challenges 
of 
your 
school 
and 
identify 
the 
main 
direction 
of 
school improvement?
1,
 2
, 3
Very  str
ong
Str
ong
W
eak
Not 
pr
esent

133
5
Item I. School Development Plan 2, to include strategic priorities, action,  implementation (coaching and mentoring) and evaluation plans. W
ith 
brief 
commentary 
to 
explain 
what 
was 
changed 
in 
the 
school 
development 
plan during its realisation, and why change was made
Does your Plan 2 reflect:
• 
Strategic priorities of school improvement provided in Item H?
• 
Actions 
made
 for 
professional 
development, 
ongoing 
learning 
and 
support 
of 
school 
teachers 
during 
implementation 
of 
change
s 
(coaching, 
mentoring 
etc)? • 
Actions 
made
 for 
evaluatio
n 
of 
implemented 
change
s 
(forms, 
objectives, 
outcomes, products of actions) • 
Systemacy 
and 
integrity 
of 
school 
improvement 
processes 
in 
terms 
of 
key 
ideas in the programme? 
1,
 2
, 3
Very  str
ong
Str
ong
W
eak
Not 
pr
esent
6
Item J:  Reflective account of the implementation and evaluation of School Develop
-
ment Plan 2 at the mid-point after three months based on interim report for  trainer
’s visit, referencing items K and L
 (1000 words)
Appendix 8:  Does the account answer the following questions:
• 
To 
what 
extent 
has 
the 
School 
improvement 
plan 
been 
realized 
at 
the 
moment? • 
What 
challenges 
did 
you 
face 
during 
implementati
on? 
What 
were 
the 
causes 
of 
the 
challenges? 
How 
adequate 
was 
the 
preliminary 
plan 
to 
school 
needs, resources and opportunities (in terms of staf
f, time, finances …)?
• 
Did 
the 
traine
r recommendations 
and 
suggestions 
help 
you 
in 
realizing 
the 
school improvement plan? • 
To 
what 
extent 
were 
your 
colleagues 
successful 
in 
operating 
new 
leadership 
functions in implementing changes?
1, 2
, 3
Very  str
ong
Str
ong
W
eak
Not 
pr
esent

134
• 
How 
did 
you 
learn 
about 
the 
ef
fectiveness 
of 
the 
changes 
implemented? 
What is the evidence? • 
How 
interim 
monitoring 
outcomes 
will 
impact 
school 
development 
Plan 
2 
during the next 3 months?
Item K Appendix 9:  Report on trainer
’s mid-term visit (and/or formative online support) during 2
nd
 
school-based phase, including commentary on feedback given by trainer   Item L
: Supporting information for the interim report
Appendix 10: Mid-term report on monitoring results, which should be supported by the fol
-
lowing: i) Report of how teachers’
 competence was assessed;
ii) 
Account of the allocation of coaches to classroom teacher groups;
iii) Synthesis of mentor meeting notes with the deputy principal; iv) Synthesis of the coaching process and records of the plans and meetings and  tar
gets set;
v) Report of the Lesson Study process; vi) Synthesis of the changes in classroom teaching  - medium terms lesson planning - lesson assessment - lesson observations - evaluation of pupils - pupil’
s works

135
7
Item 
P: 
 Final 
report 
of 
the 
development 
pr
ocess 
and 

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