NPQH Task 2 Leading school improvement working in partnership with the
Placement School
Placement Headteacher’s submission to the Assessment Panel
Name of trainee headteacher……………………………………………………….
As Placement Headteacher, you are asked to verify the evidence provided by the trainee
headteacher and to give your own assessment of their leadership of the school improvement priority
and leadership development while on placement. Please read the descriptions of the competencies
supplied as well as the statements set out below and comment on key aspects of their development in
the three specific leadership competencies and on their leadership development overall. Please also
provide quantified evidence of the outcomes and the positive impact of their leadership in the school,
where possible (column 2).
Then award the most appropriate grade (column 3) from the scale set out below to reflect the extent to
which they have used the opportunity of leading the school improvement priority and developing an ongoing relationship with your school to gain a broader understanding of school leadership and the degree
of progress they have made in improving their leadership and developing the specific leadership
competencies tested:
Very good: trainee headteacher made full use of the opportunities for development and made
outstanding progress in leadership development
Good: trainee headteacher made use of many opportunities for development and made
significant progress in leadership development
Moderate: trainee headteacher made some use of the opportunities for development and
made some progress in leadership development
Poor: trainee headteacher made limited use of the opportunities for development and limited
progress
Leadership competency
Verification and additional
Grade
evidence
Awarded:
Very good,
good,
moderate,
poor
Delivering
continuous
improvement
including involving and inspiring governors and
stakeholders to support the school vision for the
school improvement priority and in strategically
planning for its delivery, determining and
evaluating innovative strategies for action to
improve teaching and learning and/or the
curriculum in the context of the school’s
performance
using
relevant
data
and
information (including research, learning from
essential and elective modules and expertise in
key national policy areas), setting suitably
ambitious targets and success criteria, and
working with leaders, staff, governors (or
equivalent) and other stakeholders on delivery
Partnership and collaboration including
building positive relationships with a wide range
of people, being aware of different agendas and
perspectives and taking these into account in
building consensus , creating opportunities for
informing and working collaboratively with a
wide range of stakeholders including
parents/carers and the wider community, using
mechanisms such as networking and creating
structures and processes for cooperation,
collaboration and sharing expertise between
institutions so that priorities for partnership
working are identified and the stakeholders of
all institutions benefit
© 2012 National College for Teaching and Leadership
Impact and influence including having good
negotiation and communication skills, making a
positive impact through the ability to unite
others around the school’s vision and through
presenting information and proposals in a way
that increases understanding, holds attention
and inspires and engages others , listening to
others views and being able to tailor their
communication to suit the audience, when
agreement needs to be reached able to
influence others directly or through third
parties, so that they are sure of sufficient
support before difficult decisions have to be
taken and presenting their arguments and
proposals clearly and logically so that others are
persuaded of their efficacy and agreement can
be reached on a way forward during
negotiations
Understanding of leadership in the
placement school including the development
of an on-going relationship with the placement
school and an understanding of its context
Using the placement to evaluate and
develop their leadership, including how they
sought and responded to feedback and
improved their leadership, and the impact of
changes made in the placement setting
Placement Headteacher’s signature………………………………
Date…………………………..
© 2012 National College for Teaching and Leadership