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Appendix 5: Standards for trainers
PROFESSIONAL VALUES
An effective trainer of the Leadership Programme knows and understands:
•  what motivates people to learn and become lifelong learners
•  why it is important to have high expectations of learners to ensure they achieve their full potential
•  why it is important to adopt high standards of behaviour in their professional role
•  how  to  establish  fair,  respectful,  trusting,  supportive  and  constructive  relationships  with  all 
learners
•  why the principles, frameworks and theories of learning and teaching can help to develop and 
change practice
•  how to promote the concepts of equality, diversity and inclusion and apply them in practice
•  why continuing professional development is important and how it can develop and improve their 
own and others’ learning and practice
•  why communicating and collaborating effectively with colleagues helps to develop and improve 
their own and others practice
•  how to empower individuals to ensure they achieve their full potential
•  how their practice has an impact on colleagues’ learning and practice
•  how  to  use  research  to  develop  and  change  practice  by  engaging  in  continuing  professional 
development
•  how the principles, concepts and theories of leadership and management can help to develop and 
change own practice and those of school cultures
•  why they need resilience, perseverance and optimism in the face of  challenges
•  why they need to be confident and consistent in their decisions, and focus on outcomes
•  why they need to strive for own improvement and challenge underperformance
•  why they must have the capacity to be flexible, adaptable and creative

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PROFESSIONAL KNOWLEDGE , UNDERSTANDING AND SKILLS: 
PLANNING
An effective trainer of the Leadership Programme knows and understands how to:
•  plan  coherent  learning  programmes  that  meet  learners’  needs,  curriculum  requirements  and 
integrate new approaches to teaching and learning
•  plan learning sessions that have clear aims, objectives and structure
•  design activities that motivate learners to learn and encourage them to think critically
•  prepare learning materials, resources and facilities to support learners’ learning
•  plan and prepare for the evaluation of learning and teaching to develop and improve own practice
•  plan learning sessions which are innovative and encourage learners to be creative
•  lead teams to plan programmes of learning to develop excellent practice
•  plan to create an environment which enables learners to perform at their best
•  plan to support Principals in managing change
•  plan for formative assessment in different phases of a learning programme
PROFESSIONAL KNOWLEDGE , UNDERSTANDING AND SKILLS:
TEACHING
An effective trainer of the Leadership Programme knows and understands how to:
•  create an inclusive and motivating learning environment where learning is without limits 
•  use the learners’ existing experiences as a foundation for learning
•  present information and new ideas clearly so learners can make links with existing learning
•  use a variety of teaching and learning strategies that engage and challenge all learners’ learning
•  facilitate individual, pair, group and whole class learning activities which foster learners’ curiosity, 
creativity and ability to think critically
•  use effective listening and questioning techniques to monitor, support and challenge learners’ 
learning
•  manage the learning environment and flow of activities so all learners stay engaged in learning
•  manage  the  learning  of  individuals,  pairs,  groups  and  whole  classes  by  modifying  teaching 
appropriately to suit the stage of the lesson and the needs of the learners
•  use resources effectively, including new and emerging technologies, to support learning
•  give additional support and guidance to learners where necessary
•  challenge and extend the learners’ learning and practice
•  use a variety of teaching and learning strategies to personalise learning
•  coach and mentor learners to develop their learning and practice
•  demonstrate excellent and innovative practice that facilitates effective learning
•  use strategies that encourage and maximise contributions from Principals and interested stake-
holders
•  develop a culture of learning and continuous professional development
•  foster an open, fair and equitable learning culture
•  demonstrate management and leadership techniques effectively

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•  facilitate activities that motivate, develop, empower and sustain individuals and teams to learn
•  determine how to collaborate and work in partnership with internal and external stakeholders
•  embrace the wider curriculum and the opportunities it provides
•  encourage Principals to use feedback from internal and external stakeholders to reflect and analyze 
on their own practice and the development of the learning of others
PROFESSIONAL KNOWLEDGE , UNDERSTANDING AND SKILLS:
ASSESSING
An effective trainer of the Leadership Programme knows and understands how to: 
•  use formative assessment methods to support and monitor learners’ learning 
•  use Assessment for Learning concepts to plan the next steps in learning
•  involve learners in peer and self-assessment to support their own learning
•  provide constructive formative assessment feedback to support and develop learners’ learning
•  examine learners’ portfolios of evidence to make summative assessment decisions accurately, 
reliably and fairly
•  evaluate assessment methods in terms of their validity, reliability and sufficiency
•  analyse formative and summative assessment information to improve learners’ learning and own 
practice
•  keep records of learners’ learning progress and assessment decisions
•  communicate  relevant  assessment  information  to  those  with  a  legitimate  interest  in  learner 
achievement
•  ensure learners are involved and share responsibility for assessment of their own learning 
•  develop and facilitate assessment for learning activities that promote peer and self-assessment as 
a tool for learning and progression
•  improve the effectiveness of assessment practice, including how to analyse statistical information, 
to evaluate the effectiveness of teaching and learning
•  give feedback from observation of school-based practice to support learning 
PROFESSIONAL KNOWLEDGE , UNDERSTANDING AND SKILLS: 
EVALUATING
An effective trainer of the Leadership Programme knows and understands how to:
•  evaluate  programmes  of  learning  and  individual  learning  sessions  by  analysing  information 
obtained from a variety of sources on an on-going basis 
•  reflect and evaluate own learning and practice using information obtained from a variety of sources 
•  use the outcomes of evaluation to plan future improvements to learning programmes, learners’ 
learning and own practice
•  develop and promote evaluation practices as part of their strategic role
•  use research to develop and disseminate new and innovative evaluation practices
•  analyse feedback from a variety of sources to build on existing teaching strengths and further 
develop own practice as a lifelong learner

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Appendix 6: Trainer portfolio content
№ Title of document
Size
Key questions to keep in mind in pro-
ducing this evidence include:
А
А1
Knowledge and understanding of key 
ideas
Reflective account with a justification 
of the necessity for change in school 
practice 
Account should present an analysis and 
justification of reformation processes in 
the world education system, and give 
arguments about the relevance of given 
process adaptation in Kazakhstan, in 
particular, at the school where principal 
works.
Account should confirm existence of 
author’s deep knowledge about world 
education system and leading experi-
ence of schools. 
2000 
words
Whether account contains answers to 
questions:
•  Why do world countries conduct 
reforms in education system? 
•  To what extent are these reforms 
considered as relevant and achievable 
to Kazakhstan in general? 
•  Why are the given reforms 
necessary and practicable for 
the particular school? 
А2 Reflective account of collecting evi-
dence and its analysis during school-
based phase in the course of trainer 
training.
In the appendix to the account – brief 
plan of the process of collecting data 
and key findings 
2000 
words 
Whether account contains answers to 
questions:
•  What were the aims of your activity?
•  Why did you plan and carry out the 
data collection planned in such way(s)?
•  How did you apply what you 
learned during the face-to-face 
training phase in the practice of 
data collection and analysis?
•  What issues and challenges 
did you experience, and how 
did you address these?
•  To what extent did the data you 
collected in the school help you 
to identify the focus for school 
development and understand 
the main issues involved? 
•  What are the main problems of 
that school in terms of the key ideas 
of the programme and why?
•  To what extent does the school 
take into consideration learners’ and 
parents’ opinions in making decision 
about making principal changes 
into school work practice? What is 
your opinion of this and why?

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В
В1
Effective practice
Training plans
4 sequential lesson plans from the 
Leadership programme.
Plans should demonstrate that you plan 
and prepare lessons taking into account 
teachers’ needs. In your short comment 
(250 words), you need to explain why 
you chose this or another approach. If 
you use the sample used in the trainer 
training, you should explain how you 
adapted the plan deliberately for your 
principals’ needs. 
Com-
ment 
250 
words+ 
Plans
•  Does the proposed content of lesson 
plans reflect key course ideas?
•  Do the lesson objectives 
meet learning aims? 
•    Do proposed trainers’ tasks make 
contribution to teachers’ needs and 
development of their critical thinking?
•  Do used forms and methods of 
teaching consider integrity to learning 
process of key course ideas?
•  Does the learning environment 
created by trainer, help participants 
to develop values, systematic views 
and necessary practical skills for 
realising new approaches to learning? 
•  Is assessment of principals’ 
learning made with the purpose of 
improving their practice in the future? 
•  Do additional data resources 
used by trainer provide personal-
oriented, constructivist approaches? 
В2
Teaching: Records of critical events 
from the 4 taught sessions planned in 
B1 that include: 
•  one scanned entry from 
reflective journal of trainer;
•  digital images taken from any 
of the 4 (maximum 6 photos);
•  short feedbacks from 
principals (feedback on lesson 
outcomes in different forms);
•  Records of observations 
from colleagues or mentors
•  A short video, if available, 
that can be used as additional 
evidence (1,5-3 minutes)
NB Documents, which are given 
above, should be presented as records, 
not reflective accounts or descrip-
tions. In short (250 words) feedback, 
you can explain how these records 
make an authentic picture of these 
important events, how improve qual-
ity of evidence, how provide link 
and interaction components inside 
the section B of trainer portfolio
Com-
ment 
250 
words + 
records
•  Scanned entry of reflective 
journal, which is related to learning 
and teaching questions. 
•  Maximum 6 photos, which 
illustrate practice of active learning 
and activities of principals
•  Feedback from principals on 
learning and teaching, which can 
be used for reflective practice. 
•  Feedback on observation from 
expert (colleague or mentor) for 
improvement practice in the future
•  Short video, which demonstrates 
support of principals in their 
learning and effective management 
of situation in classroom 

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В3
Assessing:  Records  of  formative  and 
summative assessment 
(а) 
Three records, which demon-
strate how you use formative assess-
ment in your practice, in particular:
•  How you use formative assessment 
during four sessions with principals;
•  How you use formative assessment 
in the process of observing practice of 
principal at school 
NB Records should include feedbacks 
which you gave to principals. In your 
short comment (250 words) you should 
explain, why you choose this or another 
approach.
(b) 
Two records, which demon-
strate, how your use of summative as-
sessment of 
•  Principals’ portfolios
Com-
ment 
250 
words+ 
2 records 
Com-
ment 
250 
words+ 
2 records
(а) 2 records of formative assessment us-
age for giving feedback:
•  During training /lesson;
•  During  observation  process  of 
principal practice at school 
• 
(b) 2 records of use of summative assess-
ment as independent trainer 
В4
A report of evaluation of the 4 taught 
sessions 
•  How effectively was 
conducted learning of your 
principals during sessions; 
•  Strong sides of your practice, 
and what can be improved in 
methods, which you use in 
teaching your principals to new 
approaches in management 
•  The purpose of this account is to 
show how effectively was conducted 
principals’ learning (to present the 
outcome of conducted trainings 
effectiveness evidence),and how 
you are going to improve your 
own trainer practice in the future 
1500 
words
•  How effectively did principals 
learn during the particular sessions? 
•  Does the learning environment 
described help principals 
to develop values? 
•  Was the learners’ experience 
used as basis for learning?
•  Do materials and resources have 
logic and consistency in application? 
•  Is there a description of approach, 
strategy and methods, which take 
into consideration particularities 
of the learners’ school? 
•  Is the analysis of learners’ 
assessment effective usage 
given in account? 
•  Is the rationale and cause-
and-effect relationships during 
training of learners analysed? 
•  Are constructive conclusions and 
proposals on changing further trainer 
practice presented in account? 

142
С 
Reflection and development 
Reflective account of own learning 
and how future practice will change 
which evaluates:
•  What have you learned 
about your own practice in the 
principal training process;
•  How your own trainer practice 
will change as a result of your 
reflection on the application of 
modern theories, ideas, approaches to 
management, teaching and learning;
•  What specific changes do 
you plan to make in your 
trainer practice in conducting 
such training in the future.
1500 
words
•  What did you know about your 
own practice during and with a 
help of training principals? 
•  How will your trainer practice 
change in the future as a result 
of reflection relating modern 
theories, ideas and approaches to 
management, teaching and learning? 
•  What concrete changes do 
you plan to make in your own 
trainer practice in the future? 

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Appendix 7: Rubric for
 assessing portfolio of Leadership trainer
Trainer
’s name
Date:
Expert’
s name
Stage: Formative / summative
Centr
e of courses
Sec
-
tion
Trainer
 portfolio of evidence
Crite- ria
Feedback-rationale for
 grades
A
Knowledge and understanding of key ideas
А 1
Reflective 
account 
with 
a 
justification 
of 
the 
necessity 
for
 change 
in 
school 
practice (2000 words)
Account 
should 
present 
an 
analysis 
and 
justification 
of 
reformation 
processes 
in 
the 
world 
education 
system, 
and 
give 
ar
guments 
about 
the 
relevance 
of 
given 
process 
adapt
ation 
in 
Kazakhstan, 
in 
particular
, at 
the 
school 
where 
principal 
works.
Account 
should 
confirm 
existence 
of 
author
’s 
deep 
knowledge 
about 
world 
education system and leading experience of schools.
Account 
should 
present 
an 
analysis 
and 
justification 
of 
reformation 
processes 
in 
the 
world 
education 
system, 
and 
give 
ar
guments 
about 
the 
relevance 
of 
given 
process 
adapt
ation 
in 
Kazakhstan, 
in 
particular
, at 
the 
school 
where 
principal 
works.
Account 
should 
confirm 
existence 
of 
author
’s 
deep 
knowledge 
about 
world 
education system and leading experience of schools. 
1, 3
Very  str
ong
Str
ong
W
eak
Not 
pr
esent

144
А 2
Reflective account of collecting evidence and its analysis during school-based  phase in the course of trainer training (2000 words)
In the appendix to the account – brief plan of the process of collecting data  and key findings
1, 3
Very  str
ong
Str
ong
W
eak
Not 
pr
esent
В
Effective practice
В1
4 plans of sequential sessions on pr
eparation of Leadership pr
ogramme
, 
with brief commentary (250 words) demonstrating:
• 
integration 
into 
session 
plans 
content, 
used 
learning 
forms 
and 
methods 
of main course ideas; • 
conformation of session objectives to principal teaching aims; 
• 
conformation 
of 
proposed 
tasks 
to 
principal 
needs 
and 
their 
critical 
thinking development; • 
ef
fectiveness 
of 
learning 
environment 
to 
form 
value
s, 
systematic 
view 
and 
necessary 
practical 
skills 
for 
principals 
for 
realization 
new 
approaches 
to learning; • 
using 
assessment 
for 
learning 
and 
teaching 
in 
order 
to 
improve 
their 
practice in future; • 
directivity 
of 
additional 
sources 
of 
information 
used 
by 
trainer 
for 
realization of self-oriented constructivist approach; 

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