Independent Schools Qualification in Academic Management v0.5, 5 July 2013
1.Overview
This paper sets out to provide a broad outline for an Independent Schools’ Qualification in Management (ISQAM) for teachers in schools of The Headmasters’ and Headmistresses’ Conference (HMC) andThe Girls’ School Association (GSA)working in partnership with the Institute of Education (IoE).
2.The Aim
The aim of the ISQAM is
- to improve standards in teaching and learning by providing training for Heads of Department (in the first instance)and other managers in the key practical skills that they need to perform their job;
- to encourage on-going CPD for (Middle) Managers
- to establish best practice and define a sector-wide standards in relation to these skills; and
- to provide a qualification that is understood by schools and is portable between schools.
3.The Structure
The ISQAM is a modular programme that operates at three levels:
- Level One: An introduction to some of the key skills required by Managers:
- Effective Lesson Observation and Feedback
- How to conduct an Appraisal
- Establishing Standards in Student Assessment, Marking and Feedback in the Department
- Employment issues
- Level Two:Development of the key skills required by Managers:
- The Use of Data to improve pupil and Departmental performance
- Content of Programmes of Study and Schemes of Work
- Improving Teacher Performance: Coaching and Monitoring Staff
- The role of the HoD within Whole School Planning
- Level Three:ISQAM with M-level Credits
- Literature Review and Reflection on the Role of the HoDand the impact of the HoD as a middle manager.
Course Structure:
- Each level will be certificated by the IoEas a separate qualification.
- It is a NOT a pre-requisite of the qualification to complete Level One before progressing to Level Two, though this is desirable.
- It is a pre-requisite of commencing Level Two that the candidate has sufficient ICT skills, competence and experience in basic software packages and the use of the school management system.
- Level 3 may be completed alongside Levels 1 and 2, or after completion of those Levels.
4.Delivery
The ISQAM is aimed to provide a high quality practical programme at a low cost (in terms of both time and money) to schools, and includes a strong element of ‘on-the-job’ learning with support and mentoring from fellow professionals.
The “tuition” component is provided in three ways at Levels 1 and 2:
a.Face-to-face training Sessions:
Delegates will take part in two face-to-face training days in Level 1: one covering modules 1 and 2; and the second covering modules 3 and 4. There is also a half-day training session for In-School Mentors.
The Level 2 face-to-face elements will be provided at a two-day Conference, taking place in October 2013, which will cover Modules 5-8. The Conference will also include a half-day training session for Mentors.
b.Online and Distance-learning resources:
Some parts of the course lend themselves very well to centrally produced on-line resources in the form of Vodcasts with supporting materials, and other distance-learning materials. Delegates will also be asked to produce a portfolio of evidence of work completed in-school, and reflections on this and other elements of the programme. The portfolios will be moderated by IoE at the end of each level of the programme.
c.In-School Mentoring:
The ISQAM provides a structure and support for in-School mentoring. An in-School mentor, who may be an experienced HoD or even the Director of Studies, is an essential part of the delivery of this course.
5.Quality Assurance, Accreditation and Further Professional Development Opportunities
- The IoE will provide standardisation and quality assurance
- by delivering some of the face-to-face sessions
- by reviewing the remainder of the face-to-face sessions
- by moderating the portfolio
- by reviewing the distance learning materials.
- Each level will be certificated by the IoE as a separate qualification.
- Level Three will be worth 30 M-level credits from the IoE which could count towards a post-graduate qualification.
- Post-graduate Certificate (60 credits)
- Post-graduate Diploma (120 credits)
- Masters (180 credits)
- The IoE (and other institutions) offer complementary courses which will count towards these post-graduate qualifications, e.g.
- Developing Leaders (30 credits)
- Early Leadership (30 credits)
- Widening Leadership (30 credits)
6.Costs:
Delegate fees are £500 for Level 1. For Level 1 this fee includes two days of training for delegates, half a day of training for mentors, online and distance-learning materials, moderation of the portfolio and certification by IoE.
Level 2 delegate fees are £475, including the Mentor training session, or £400 if delegates wish to attend without their mentor. We strongly advise that Mentors join delegates at the October 2013 Conference if at all possible.
7.Timescales
- The Level 1 qualification will be launched fully in September 2013. HMC are running six clusters (North East, North West, East Midlands, West Midlands, London and South Central/South West); GSA are running two clusters (London and Bedford). Further details can be found on the Associations’ websites at and
- The Level 2 qualification will be piloted in the 2013-14 academic year, and launched fully in 2014-15.
Independent Schools Qualification in Academic Management – Proposed Programme and Assessment
Level One:LevelOne consists of four modules.
Module / Content / Delivery / Assessment / Other- Effective Lesson Observation and Feedback
(what to look for; recording, feeding back to the teacher; reference to data, target setting and monitoringetc) / ½ day training session as part of Level 1 Day 1. / Portfolio:
Conduct 5+ lesson observations, at least three of which must be moderated by a School Mentor. / In School Mentor
Training vodcast materials of lessons – with supporting lesson observation notes / Distance Learning materials to study. / Lesson observation notes of one of the exemplar lessons. / Moderation by School Mentor – and external [egIoE?]
Lesson Observation as part of an ISI Inspection
- How to conduct anAppraisal
(Preparation – the meeting – the report) / ½ day training session as part of Level 1 Day 1. / Portfolio:
Conduct 1+ teacher appraisals at least one of which must be moderated by a School Mentor. For aspiring HoDs, this may be replaced by a role-play with mentor. / In School Mentor
Examples of Good and Bad appraisals / Distance Learning materials to study. / Written evaluation of Exemplar Materials
Legal aspects of the Importance of Appraisals in performance management / Vodcast of lawyer talking [sponsored by VWV[1]]
Module / Content / Delivery / Assessment / Other
- Establishing Standards in Student Assessment, Marking and Feedback in the Department
(What is work scrutiny, and what does ‘good’ look like. Selecting samples – what to look for – what is the focus? – the report. Giving feedback.) / ½ day training session as part of Level 1 Day 2. / Portfolio:
Conduct a departmental work scrutiny of at least one year group, at least one of which must be moderated by a School Mentor. / Pre-work before attending Module 3 and 4 training day:
Check any whole school documentation regarding work scrutiny and discuss with your mentor what scrutiny might involve.
Work Scrutiny as part of an ISI inspection / Vodcast giving an ISI Inspector’s perspective. Reference to ISI resources. / Portfolio: answer the questions that accompany the vodcast.
- Employment Issues
Portfolio: Discussion with HM, SLT member or HR Department on employment issues and the approach taken in the school. Write up notes in portfolio.
Legal aspects of the Appointment Process (DDA Reasonable Adjustments etc) / Vodcast of lawyer talking [sponsored by VWV] / Portfolio: answer accompanying questions.
Staff Absence (Long-term Sickness, Maternity Leave) / Vodcast of lawyer talking [sponsored by VWV] / Portfolio: answer accompanying questions.
Level Two:
Level Two consists of four modules:
Module / Content / Delivery / Assessment / Other- The Use of Data to improve pupil and Departmental performance
Use of MidYis, ALIS
Benchmarking your department. / In school task: Examine how data is gathered and used in participants’ school. / Portfolio activity: reflection on the best use of data gathered through assessment.
Effective target setting and tracking / In school task: Examine how data is gathered and used in participants’ school.
Discussion with Mentor. / Portfolio: notes on outcomes/reflections from mentor discussion
- Programmes of Study and Schemes of Work
Produce a PoS and an SoW for at least two year groups / In School Mentor
Differentiation: Incorporating Extension and Support tasks into SoW / Session at the Level 2 Conference
- Improving Teacher Performance: Coaching and Mentoring Staff
How to do it?
Record-keeping / Session at the Level 2 Conference / Portfolio:
Coach/Mentor a member of staff. Keep record of meetings etc for a one year period, at least one of which must be moderated by a School Mentor.
How to have challenging conversations with Staff / Session at the Level 2 Conference
Module / Content / Delivery / Assessment / Other
- The role of the HoD within Whole School Planning
Produce a Departmental Development Plan -OR- Review and, if necessary, update the existing Plan. / In School Mentor
The relationship between School Development and School Improvement Plans and Departmental plans. / Mentoring session in School / Written evaluation of Exemplar Materials
How to manage a Departmental Budget
(Capital items, consumables, ICT, Training; link to School Development Plan) / Session at the Level 2 Conference / Portfolio:
Produce a Departmental Budget. / In School Mentor
Level Three:
Level Three consists of a research module, which allows Managers/HoDs to engage with some of the published literature and research on a chosen area of interest. This is a fundamental component for the qualification to count towards a post-graduate qualification (M-level credits)
Module / Content / Delivery / Assessment / Other- IoE Independent Study Module (part of the Advanced Educational Practice Programme offered by IoE)
Reflection on the role of a middle leader/ manager
Reflection on the impact of the HoD as a middle manager
[1] Simon Bevan at VWV has offered to do this.