DARENTH PRIMARY SCHOOL – STAFF COMPETENCY DEFINITIONS
EMOTIONAL INTELLIGENCE
PERSONAL COMPETENCE
HOW STAFF MANAGE THEMSELVES
SELF-AWARENESS
 Emotional Self-Awareness: Reads their own emotions and
recognises their impact
 Accurate and Honest Self-Assessment: Knows their own strengths
and limits and works on improving areas of weakness
 Self Confidence: Has a sound sense of their own self-worth and
capabilities
SELF MANAGEMENT
 Emotional Self-control: Keeps disruptive emotions and impulses under
control
 Transparency: Displaying honesty, integrity and trustworthiness
 Adaptability: Shows flexibility in adapting to changing situations or
overcoming obstacles – is learning to be comfortable outside their
comfort zone
 Achievement: Possesses the drive to improve and meet inner
standards of excellence and performance targets
 Initiative: Shows the readiness and willingness to seize opportunities
 Optimism: Focuses on the positive
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SOCIAL COMPETENCE
HOW STAFF MANAGE RELATIONSHIPS
SOCIAL AWARENESS
 Empathy: Senses other’s emotions; understanding their perspective
 Organisational Awareness: Reads situations, understanding groups
and team dynamics
 Service: Recognises and understands the needs of those they work
with
RELATIONSHIPS
 Influence: Uses their skills to assist others
 Building Bonds: Cultivates and maintains a network of positive
relationships
 Teamwork and Collaboration: Works successfully in a variety of
groups or teams
 Response: Responds to others in a positive and professional manner
 Advice: Actively seeks advice to improve performance, discussing
concerns or difficulties promptly with senior staff so they can deal
with situations in an appropriate way
OPERATIONAL EXCELLENCE
Takes an active part in the life of our school
Develops self to improve performance
Is willing to offer ideas and contribute to discussion
Gains respect by operating in a professional and credible manner
Applies knowledge and experience effectively, yet is open to exploring new idea
DARENTH PRIMARY SCHOOL – TEACHERS/MIDDLE LEADERS COMPETENCY DEFINITIONS
EMOTIONAL INTELLIGENCE
PERSONAL COMPETENCE
HOW OUR LEADERS MANAGE THEMSELVES
SELF-AWARENESS
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
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Emotional Self-Awareness: Can read their own emotions and
recognises their impact
Accurate and Honest Self-Assessment: Has a clear understanding of
their own strengths and limits and works on improving their areas of
weakness
Self Confidence: Has a clear sense of self-worth and their own
capabilities
SELF MANAGEMENT






Emotional Self-control: Keeps disruptive emotions and impulses
under control and displays positivity to others
Transparency: Displays honesty and integrity and trustworthiness
Adaptability: Has the flexibility to adapt to changing situations and
overcome obstacles successfully – learning to be comfortable
outside their comfort zone
Achievement: Has the drive to improve performance to meet inner
standards of excellence and performance targets
Initiative: Shows a readiness and willingness to seize opportunities
Optimism: Focuses on the positive
SOCIAL COMPETENCE
HOW OUR LEADERS MANAGE RELATIONSHIPS
SOCIAL AWARENESS
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

Empathy: Senses the emotions of others showing an understanding
of their perspective and taking an active interest in their concerns
Organisational Awareness: Reads situations, understanding groups
and staff dynamics
Service: Recognises, understands and meets pupil and parental needs
RELATIONSHIP MANAGEMENT
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Inspirational Leadership: Guides and motivates with a compelling
vision
Influence: Wields a range of tactics of persuasion
Developing Others: Bolsters other’s abilities through feedback and
guidance
Change Catalyst: Initiates, manages and leads in new directions
Conflict Management: Successfully resolves disagreements
Building Bonds: Cultivates and maintains a network of positive
relationships
Teamwork and Collaboration: Builds teams and encourages cross
phase working
COMMUNICATION
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OPERATIONAL EXCELLENCE FOR TEACHERS/MIDDLE LEADERS
CLIENT FOCUS
Has a written and verbal style that is clear and has impact
Delivers thoughts in a straight forward way and maintains listener interest
Listens and responds effectively and checks understanding
Has a rigorous but impartial questioning style
Is effective at chairing meetings
Ensures good communication between relevant parties
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PLANNING
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Effectively links objectives and actions to our School Plan
Prioritises and schedules to ensure optimum use of time and resources
Is sufficiently organised and flexible to switch between several ongoing tasks
Recognises when plans need to be adapted and acts accordingly
Seeks input from others in the planning process
Ensures plans are understood by all involved
ACTION
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
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Is able to complete tasks within deadlines and budgets
Can effectively delegate when necessary
Makes confident decisions that show clear understanding of our whole school vision
and ethos
Achieves a balance between ‘planning’, ’delegating’ and ‘doing’

DRIVE & OWNERSHIP
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Strives to add value to the organisation
Develops self to improve performance
Remains positive and maintains effort despite setbacks or changes
Allows themselves to be guided and challenged as well as guiding and challenging
others
Takes personal ownership for tasks, issues and challenges, seeing each one

through to a successful conclusion
Values the contributions of all
Acts as an ambassador for our school
Appreciates how our school operates within the wider community and actively seeks
opportunities to forge effective partnerships
Adapts approach so they are able to deal successfully with a range of influential
parties and circumstances
Deals with school professionals, outside agencies, governors and parents with
sensitivity and tact
Ensures confidentiality procedures are followed when sharing information
Has a clear understanding of parental and pupil needs

PEOPLE MANAGEMENT






Deals with issues, problems, poor performance and conflict in a prompt manner - not
leaving situations to fester or worsen
Is well received as a team member and as a leader of a team
Adapts personal style to empathise with a range of people
Builds and maintains rapport over sustained periods
Invites a two-way exchange of information and feedback from others
Demonstrates a management style that is consistent and congruent with whole
school requirements
CREDIBILITY & INFLUENCE




Strives to maintain high standards in all areas
Gains respect by operating in a professional and credible manner
Engenders co-operation by considering the perspective of others
Handles disagreements or resistance constructively and fairly
Is confident about their own knowledge and ability

CRITICAL REASONING
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

Thinks strategically, taking a holistic view of the way forward
Seeks the right information to analyse a situation and draw sound conclusions
Generates justifiable alternatives to solve a problem or reach an outcome
Applies knowledge/experience effectively, yet is open to exploring new ideas
DARENTH PRIMARY SCHOOL – SENIOR LEADERSHIP COMPETENCY DEFINITIONS
ALL SENIOR LEADERS ARE EXPECTED TO BE A ROLE MODEL TO STAFF IN ALL OF THE FOLLOWING AREAS
EMOTIONAL INTELLIGENCE
PERSONAL COMPETENCE
HOW OUR SENIOR LEADERS MANAGE THEMSELVES
SELF-AWARENESS
 Emotional Self-Awareness: Has a clear understanding of their own
emotions and recognises their impact on individuals, teams and the
whole school
 Accurate and Honest Self-Assessment: Knows their own strengths
and limits and actively seeking opportunities to improve
 Self Confidence: Has a clear sense of one’s self-worth and
capabilities and instils this confidence in others
SELF MANAGEMENT
 Emotional Self-control: Keeps disruptive emotions and impulses
under control and always displays an air of enthusiasm and positivity
 Transparency: Displays honesty, integrity and trustworthiness
 Adaptability: Shows flexibility in adapting to changing situations or
overcoming obstacles – is comfortable outside their comfort zone
 Achievement: Has the drive to improve performance, has high
expectations of themselves and strives to meet inner standards of
excellence
 Initiative: Shows a readiness and willingness to seize opportunities
 Optimism: Focuses on the positive
SOCIAL COMPETENCE
HOW OUR SENIOR LEADERS MANAGE RELATIONSHIPS
SOCIAL AWARENESS
 Empathy: Is able to sense people’s emotions, can understand their
perspective and take an active interest in their concerns
 Organisational Awareness: Can read situations, understanding
groups and staff dynamics at all levels
 Service: Recognises, understands and addresses pupil and
parental needs within there own area of responsibility and in
regards to the whole school
RELATIONSHIP MANAGEMENT
 Inspirational Leadership: Guides and motivates with a compelling
vision
 Influence: Wields a range of tactics of persuasion that lead to
improvement and success
 Developing Others: Bolsters other peoples abilities through
feedback and guidance – including the proper application of our
Performance Appraisal processes
 Change Catalyst: Initiates, manages and leads individuals and
groups in new directions
 Conflict Management: Successfully resolves disagreements
 Building Bonds: Cultivates and maintains a network of positive
relationships across our school, with other schools and in the
wider community
 Teamwork and Collaboration: Builds and manages individuals and
teams successfully and encourages cross phase working
COMMUNICATION
 Has an effective written and verbal style that is clear and has impact
 Delivers thoughts in a straight forward way and maintains listener interest
 Listens and responds effectively and checks understanding
 Has a rigorous but impartial questioning style
 Is effective at chairing a variety of meetings including whole school, parental,
cluster and those involving wider school initiatives
 Ensures a high level of communication between relevant parties
PLANNING
 Effectively links objectives and actions to our School Plan and as a member of the
SLT plans and reviews whole school development
 Prioritises and schedules to ensure optimum use of time and resources
 Is consistently well organised, flexible and able to switch between several ongoing
tasks with confidence
 Deals with immediate issues that arise in a calm and competent manner
 Recognises when plans and whole school developments need to be adapted and
acts accordingly
 Seeks input from others in the planning process
 Ensures individual area and whole school plans are understood by all involved
ACTION
 Is able to complete simple and more complicated tasks within deadlines and
budgets
 Can delegate effectively to achieve the most out of a task and the person
completing that task
 Makes confident decisions that show clear understanding of our whole school
vision and ethos
 Achieves a consistent balance between ‘planning’, ’delegating’ and ‘doing’
DRIVE & OWNERSHIP
 Strives to add value to the organisation
 Develops self to improve performance
 Remains positive and maintains effort despite setbacks or changes
 Allows themselves to be guided and challenged as well as guiding and challenging
others
 Takes personal ownership for tasks, issues and challenges, seeing each one
through to a successful conclusion
 Values the contributions of all
CLIENT FOCUS
 Acts as an ambassador for our school
 Has an extremely good knowledge of how our school operates within the
wider community and actively seeks opportunities to forge effective
partnerships in subject areas as in terms of the whole school
 Adapts approach so they are able to deal successfully with a range of
 influential parties and circumstances
 Deals with school professionals, outside agencies, governors and parents with
sensitivity and tact
 Ensures confidentiality procedures are followed when sharing information
 Has an extremely good understanding of parental and pupil needs within their
own area of responsibility and in regard to the whole school
PEOPLE MANAGEMENT
 Deals with issues, problems, poor performance and conflict in a prompt and
effective manner - not leaving situations to fester or worsen
 Is well received as a team member and as a leader of a team
 Is competent in adapting their personal style to empathise with a range of
people
 Builds and maintains rapport over sustained periods
 Invites a two-way exchange of information and feedback from others and acts
on this effectively
 Demonstrates a management style that is consistent and congruent with
whole school requirements
CREDIBILITY & INFLUENCE
 Strives to maintain very high standards in all areas
 Gains respect by operating in a professional and credible
manner at all times
 Engenders co-operation by considering the perspective of others
 Handles disagreements or resistance constructively and fairly
 Has excellent knowledge and is confident in using this to improve the
performance of others
CRITICAL REASONING
 Thinks strategically, taking a holistic view of the way forward
 Seeks the right information to analyse a situation and draw sound conclusions
 Generates justifiable alternatives to solve a problem or reach an outcome
 Applies knowledge/experience effectively, yet is open to exploring new ideas
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