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NPQMLFINAL

ASSESSMENT &

SUBMISSION BOOKLET

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Part 1 - NPQML Guidance for Final Assessment

Graduation from the NPQML programme will demonstrate your ability to be an effective middle leader. The NPQML final assessment process with LSSW has therefore been designed to enable you to demonstrate that you can deliver successful and sustainable school improvement in your own school setting and use the experience to reflect upon and improve the capability of your team.

The final assessment process will comprise one assessed task in which you lead at team level, for an extended period, on a school improvement priority in your school. The team can be either a team you line manage or a team whose work you coordinate. The task must be linked into the school’s improvement priorities and produce demonstrable positive impact and sustainable change.

For all aspects of the assessment you will be expected to draw upon your practical experience, research and relevant school, local and national data to inform your leadership decision making. You will also be expected to apply your learning from the face to face days and online courses you have completed and to draw upon your knowledge and expertise in key national policy priorities.

NPQML Leadership Behaviours:

NPQML is underpinned by seven leadership behaviours which set out how effective leaders operate and in preparing for your development and final assessment, it is important that you read and understand these behaviours. There is a description of each behaviour below;

CommitmentThe best leaders are committed to their pupils and understand the power of world-class teaching to improve social mobility, wellbeing and productivity

Collaboration The best leaders readily engage with, and invest responsibility in, those who are best placed to improve outcomes

Personal Drive The best leaders are self-motivated and take a creative, problem-solving approach to new challenge

Resilience The best leaders remain courageous and positive in challenging, adverse or uncertain circumstances

AwarenessThe best leaders will know themselves and their teams, continually reflect on their own and others’ practices, and understand how best to approach difficult or sensitive issues

Integrity The best leaders act with honesty, transparency and always in the interests of the school and its pupils

Respect The best leaders respect the rights, views, beliefs and faiths of pupils, colleagues and stakeholders

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Final assessment task: leading a school improvement priority at team level in your school.

Key requirements of the task are:· Lead a team for an extended period lasting at least 2 terms, on an actual school

improvement priority aimed at improving pupil progress and attainment (part A) and developing the capability of their team (part B).

· You will be required to submit a written account of the project to the provider for assessment, demonstrating how you have met the criteria.

· You will also be expected to submit supporting documents/materials as evidence where indicated. Supporting evidence must be concise and directly related to the project and corresponding assessment criterion.

· The final assessment should not exceed a total word count (across both parts of the project) of 4,500, excluding supporting documents or annexes.

· The task must be sufficiently advanced by the time of your submission for you to demonstrate sustainable improvement.

You should select your final assessment window from the two windows that will be published following your first face to face day. The submission window will be open two weeks prior to these deadline dates.

Submission of evidence:

In your submission you should provide evidence of your team leadership of your priority for school improvement, your personal impact and the positive difference you have made and in doing so demonstrate your own development as a leader.

The format for submission for assessment will be an electronic form - writing frame – (see Appendix 1) this along with the appendices and Submission form MUST be submitted as one word document.

In addition to a brief summary of the project and context setting box (Maximum 1000 words) the form has been divided into assessment criteria boxes for participants to evidence how these have been met relating to the task.

Participants should briefly outline the key actions in relation to each assessment criteria and to cross reference any main supporting documents.

The assessment criteria for NPQML clearly indicates what should be evidenced and what supporting documents are required (See Appendix 2).

Supporting documents:

These documents must also be submitted electronically.

Appendices; should be no more than 10 sides of A4 using font 11, it is possible to have 2 appendices on one sheet. Appendices 1-5 should contain ‘required documents’;Appendix 1 - Raw data analysis

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Appendix 2 - Pupil performance dataAppendix 3 – BudgetAppendix 4 - Project planAppendix 5 - Risk register

Appendices 6 – 10 are supporting documents to evidence assertions, judgements and impact as judged by the participant. Failure to submit any of the required documentation will lead to a failure.

Length of submission:

· When submitting your written evidence for assessment you should not exceed the stipulated word count of 4,500, excluding supporting documents or annexes.

· The form will be provided in a pre-set format and you should not reduce the font size.

· In the event of a submission exceeding these limits the additional words will not be assessed.

· One of the skills needed in school leadership is the ability to present complex information clearly and succinctly. You should explain clearly what you did and how you led the priority. It is suggested you use active rather than passive sentence constructions and you use ‘I’ rather than ‘we’ when describing what you did yourself (eg I did x, then I did y). On occasions you may also need to explain why you took the action you did.

Verification by sponsor:

You need to agree with your sponsor that you are ready to submit.

When your form and the supporting documents are complete you should email these to your sponsor, to enable her/him to complete her/his sections of the form. (This can be found at the bottom of the writing frame). You should ensure that your sponsor is aware of this process and that she/he is expecting the email from you. You should also make sure that your sponsor has a generous amount of time to complete these sections of the form before the deadline for submission.

Sponsors are asked to verify the evidence you submit and give his or her assessment of your leadership of the school improvement priority, the positive outcomes for the school, and of your leadership development. They will be asked to give an evaluation of your leadership of the improvement priority based upon both their observation of your leadership in school and their reading of your submission for assessment.

Where the participant or sponsor has left the school, the Final Assessment paperwork should be counter signed by the Headteacher at the initial school to verify the project has been undertaken. Where the participant and sponsor have both left, LSSW will contact the school to verify the evidence that has been submitted.

Submission process:

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The process for submission for your final assessment is:

1. You will need to submit your completed documentation electronically by email to [email protected] by 5.00pm on the specified date.

2. The Final Assessment MUST be submitted as one word document.3. Ensure the file name on ALL uploaded documents is correct - First Name - Last Name –

NPQ programme – Cohort – Date.4. You will receive a confirmation email from LSSW on receipt of your submission.5. You should note that your submission will not be considered without the forms being

complete including the sponsor’s sections and the sponsor’s signature.6. Late submissions will not be accepted.

Award of NPQML:

NPQML Final Assessment will be marked in accordance with the Assessment Criteria and mark scheme as described in the NPQ Content and Assessment Framework.

The Mark Scheme; (See appendix 3).

Scoring

The mark scheme is a points-based marking system, with points awarded for successful demonstration of each assessment criterion assessed during an assessment task. Each assessment criterion is marked out of a maximum of two, where “2” equates to fullydemonstrating a criterion; “1” equates to partially demonstrating a criterion; and “0” equates to no relevant evidence provided.

Pass mark

To pass an assessment task, the participant must:

a) Achieve the overall pass mark for the task (set at around 70% of the total marks available; and b) Score at least a “1” in all of assessment criteria assessed in that task (i.e. a participant will fail if they score a “0” on any criterion).

The table below details the pass mark in order to be awarded the qualification.

NPQ level Criteria Assessed

Marks available

Pass mark

Additional Requirements

NPQML 16 32 22 At least a ‘1’ in each assessment criterion

Grading

No grade classification is applied to the award, you will either pass or fail. You will be advised of your final assessment score including written feedback where appropriate, once all moderation processes are complete. This will enable you to identify areas for future professional development.

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Moderation

Results will not be communicated to participants until the national moderation process for the relevant cohort is complete and the results are confirmed by the Quality Assurance agent.

Resit

Two resits are permitted after the first fail. Three attempts are permitted in total within a two-year period. After the third failed attempt, participants wishing to try again must wait one year and will need to start the course afresh.

NB. Please see Final Assessment/Submission Checklist for a summary of the process (See Appendix 4).

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NPQML

Final Assessment Writing Frame for School

Improvement Task(Appendix 1)

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Submission Information: Participant please tick to confirm the submission of all

Required Documents as listed below:

Participant’s Name: Raw Data Analysis:

Date of submission: Pupil Performance Data:

Name of School: Budget:

Assessor’s Name: Project Plan:

Date of Marking: Risk Register:

Sponsor Comment:

· Project Title· Very brief description of the context of your School setting· What was the aim of the project?· Why was the project relevant and necessary?· How did you set about achieving the project aims?

· What impact did your SIP have on pupil progress? · What impact did your project have on the capability of your team?

(Maximum 1000 words)Project Title:

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Content AreaEvidence below where you have met the assessment criteria. Ensure that you have included the required ‘documentation’ and any other supporting evidence within the appendices. These should clearly be numbered and easily identified. (Maximum of 3500 words)

Required Documents

and AppendixReference

Markers use onlyMarks

awarded

Strategy and Improvement

1.1.1 Deploys tools and techniques to manage and analyse data on pupil progress and attainment: Appendix 1Raw Data Analysis

Marker’s assessment notes: Score:

1.1.2 Designs, evaluates and improves plans in light of data on pupil progress and Attainment:


1.1.3 Deploys change management tools and/or techniques during the design and implementation of plans:


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Teaching and

Curriculum Excellence

2.1.1 Analyses research into, and examples of, domestic and international teaching strategies/pedagogical approaches and applies findings to own plans:


2.1.2 Evaluates the strengths and weaknesses of curriculum taught by team, implementing improvements where necessary:


2.1.3 Implements and evaluates an evidence-based project that improves pupil progress and/or attainment:

Appendix 2PupilPerformanceData


Leading with Impact

3.1.1 Exploits different leadership styles and justifies why these have been adopted:


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3.1.2 Exploits different communication styles and justifies why these have been adopted:


Working in Partnership

4.1.1 Establishes relationships with others within and outside of own team, deploying appropriate structures and/or processes to mitigate against any barriers:

Sponsor Comments


4.1.2 Designs and/or delivers plans in collaboration with others within and outside of own Team:


PART B

Managing Resources and Risks

5.1.1 Analyses the financial and staffing implications of own plans, during whole lifetime of plans, using a budget:

Appendix 3Budget


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5.1.2 Defines the steps required to successfully implement plans, using a project plan: Appendix 4 Project Plan


5.1.3 Identifies and mitigates risks in plans, using a risk register: Appendix 5Risk Register


Increasing Capability

6.1.1 Assesses individuals’ performance and capability methodically and identifies appropriate, targeted professional development opportunities within and beyond the school to support them:


6.1.2 Assesses their own performance and capability methodically, identifying appropriate, targeted professional development opportunities for self:

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6.1.3 Designs and implements plans to evaluate the impact and cost-effectiveness of professional development in terms of pupil outcomes:


FINAL SUBMISSION SCORE: Total mark out of 32:(Pass mark 22)

OVERALL JUDGEMENT: PASS:FAIL:

SIGNED BY ASSESSOR: DATE OF MARKING:

Assessor’s Feedback: (Where a score of 0 is given against any assessment criteria or the participant does not exceed the pass mark the assessor MUST provide written feedback below to support the participant with resubmission).

MODERATOR NAME:

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DATE OF MODERATION:

OUTCOME OF MODERATION: 1) OVERALL JUDGEMENT UPHELD:2) OVERALL JUDGEMENT NOT UPHELD:

MODERATOR’S FEEDBACK:

SIGNED BY MODERATOR: DATE:

SPONSOR COMMENT (Required Supporting Evidence): (As the participants Sponsor please read through the Final Assessment script and based on your knowledge of the participant’s School Improvement Task);

1) Please comment on how the participant has met Assessment Criteria 4.1.1 below:

4.1.1 Establishes relationships with others within and outside of own team, deploying appropriate structures and/or processes to mitigate against any barriers.

2) Please comment on the participant’s leadership behaviours identified below and how these have developed over the course of their School Improvement Task:

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Leadership Behaviours:(Commitment, Collaboration, Personal Drive, Resilience, Awareness, Integrity, Respect).

Participant’s signature: ………………………………… Date: ………………………….

I confirm this submission (form and supporting documents) is accurate and I verify all the evidence it contains.

Sponsor’s name: ………………………………………………………………………… Sponsor’s signature: …………………………………………………..

Sponsor’s role: ………..………………………………………………………………… Date: ……………………………………………

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Appendix 2 - Additional Guidance for LSSW NPQML Participants in completing their Assignments.

NPQML: Leading a TeamTASK: Leading an improvement project within their team, lasting at least 2 terms, to improve pupil progress (part A) and team capability (part B).

1. Strategy and ImprovementAssessment Criterion Has this participant: Key Words/Components1.1.1 Deploys tools and techniques to manage and analyse data on pupil progress and attainment at group and individual level:

Deployed tools/techniques to manage and analyse data on pupil progress and attainment?Analysed this data at group and individual level?Identified the most important and relevant trends?

Deployed, Analysed, Identified,Tools, Techniques, Manage, Analyse, Data,Progress, Attainment, Group level, Individual level, Trends

Raw Data Analysis1.1.2 Designs, evaluates and improves plans in light of data on pupil progress and attainment:

Designed an improvement project?Evaluated its impact on pupil progress and attainment?Modified their plan to make improvements where necessary?

Designed, Evaluated, Modified (Improved)Plans, Progress, Attainment, make improvements

1.1.3 Deploys change management tools and/or techniques during the design and implementation of plan:

Deployed change management tools/techniques during the project design and implementation phases?Successfully sustained change at team level?

Deployed, Sustained, Change management, tools, techniques,

E.g. Kotter, Fullan and Boyle, Prosci, M4D

2. Teaching and Curriculum Excellence:

Assessment Criterion Has this participant: Key Words/Components

2.1.1 Analyses research into, and examples of, domestic and international teaching strategies/pedagogical approaches and applies

Analysed research into and examples of both Domestic and International Teaching/Pedagogical strategies?Applied findings to own plans?

Analysed, research, examples, Domestic, International, Teaching, Pedagogical, StrategiesApplied, Findings, own Plans

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findings to own plans:2.1.2 Evaluates the strengths and weaknesses of curriculum taught by team, implementing improvements where necessary:

Evaluated the strengths and weaknesses of the curriculum taught by the team?Implemented improvements where necessary?

Evaluated, Strengths, Weaknesses, Curriculum, Team, Implemented, Improvements

2.1.3 Implements and evaluates an evidence-based project that improves pupil progress and/or attainment:

Implemented an evidence-based project?Evaluated its impact on pupil progress and attainment?

Implemented, Evidence-based, Project, Evaluated, Impact, Pupil Progress, Attainment.Pupil Progress Data

3. Leading with Impact:


3.1.1 Exploits different leadership styles and justifies why these have been adopted:

Exploited different leadership styles?Justified those styles adopted?

Exploited (Used), leadership styles, Justified, Styles adopted e.g. Coercive, Authoritative, Affiliative, Democratic, Pacesetting, Coaching

3.1.2 Exploits different communication styles and justifies why these have been adopted:

Exploited (used) different communication styles?Justified those styles adopted?

Exploited (used), Communication styles, Justified styles adopted, e.g. Murphy, Analytical, Intuitive, Functional, Personal. Newton and 5 styles, Meetings

4. Working in Partnership


4.1.1 Establishes relationships with others within and outside of own team, deploying appropriate structures and/or processes to mitigate against any barriers:

Established relationships with others both within and outside own team?

Deployed appropriate structures/processes to mitigate barriers?

Established, Relationships, Partnerships, Others, within team, outside team, Parents, Deployed (used) Structures, Processes,

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Mitigate, Barriers e.g. Teacher Toolkit, Early Career Framework, Sharing PracticeSponsor Comments

4.1.2 Designs and/or delivers plans in collaboration with others within and outside of own Team:

Designed/delivered a project plan in collaboration with others within and outside own team?

Designed, Delivered, Project Plan, Others, within team, outside team

5. Managing Resources and Risks:

Assessment Criterion Has this participant: Key words/Components5.1.1 Analyses the financial and staffing implications of own plans, during whole lifetime of plans, using a budget:

Analysed the financial and staffing implications of own plans?Used a budget for the lifetime of the project?

Analysed, Financial, Staffing, Implications, Budget, Lifetime of project (two terms)Budget

5.1.2 Defines the steps required to successfully implement plans, using a project plan:

Defined the steps to successfully implement their plans?Used a project planning tool?

Defined, Steps, Implement Successfully, Planning tools e.g. Gantt Chart, PERT charts.Project Plan

5.1.3 Identifies and mitigates risks in plans, using a risk register:

Identified and mitigated risks in plans?Used a Risk Register?

Identified, Mitigated, Risks,Managed risks.Risk Register

6. Increasing Capability:


6.1.1 Assesses individuals’ performance and capability methodically and identifies appropriate, targeted professional development opportunities within and beyond the school to support them:

Assessed individual’s performance and capability methodically?Identified appropriate, targeted professional development opportunities both within and beyond the school?Supported colleagues through professional development?

Assessed, Individual, Performance, Capability, Methodically, Identified, Appropriate, Targeted, Professional Development, Within school, Beyond school, Supporte.g. Sutton Trust,

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Teacher development Trust, NCTL report, Early career Framework

6.1.2 Assesses their own performance and capability methodically, identifying appropriate, targeted professional development opportunities for self:

Assessed own performance and capability methodically?Identified appropriate, targeted professional development opportunities for self?

Assessed, own Performance as a leader, Capability as a leader,Identified Professional Development opportunities for self. 360 degree diagnostic pre programme/project and reflected on own growth as a leader.

6.1.3 Designs and implements plans to evaluate the impact and cost-effectiveness of professional development in terms of pupil outcomes:

Designed plans to evaluate the impact and cost-effectiveness of professional development in terms of pupil outcomes?Implemented these plans to evaluate impact and cost-effectiveness in terms of pupil outcomes?

Design, Implement, Evaluate, Impact, Cost-Effectiveness, Pupil Outcomes, Professional Development.E.g. Tyreman (TDA), Guskey’s Model, Teacher Development Trust.

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NPQMLFinal Mark Scheme

(Appendix 3)

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ANNEX A - SCORE DESCRIPTORS

NPQML – leading a team

Assessment Task: Leading an improvement project within their team, lasting at least 2 terms, to improvement pupil progress (part A) and team capability (Part B)

Word Limit: 4,500 words

Assessment Criteria: 16

Marks available: 32

Pass mark: 22

You are reminded that in addition to the pass mark above, participants must also score at least 1 mark in each assessment criterion in order to be successful in the task, e.g. a ‘0’ will result in the participant failing the task.

NPQML Content

Assessment criteria

Score descriptor

Score descriptor 1 Mark

Score descriptor 2 Marks

Supporting documents

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area 0 Marks required

Tested in Part AStrategy & Improvement

1.1.1 Deploys tools and techniques to manage and analyse data on pupil progress and attainment, at group and individual level

· No relevant evidence submitted by participant

· Deploys tools and techniques to manage and analyse data on pupil progress and attainment at group and individual level; though tools and techniques deployed and/or conclusions drawn or trends identified during analysis are not always the most important/relevant/appropriate (for specified purpose/context)

· Deploys appropriate tools and techniques to manage data on pupil progress and attainment at group and individual level effectively; analysis of progress and attainment accurately identifies the most important and relevant trends

· Raw data analysis

1.1.2 Designs, evaluates and improves plans in light of data on pupil progress and attainment


· Designs improvement project, evaluates impact and modifies plans; though priorities identified or conclusions drawn are not always consistent with data supplied on pupil progress and attainment

· Designs an improvement project that identifies priorities that are wholly consistent with data supplied on pupil progress and attainment; evaluates impacts of plans robustly and makes improvements where necessary in important/ relevant/appropriate respects.

NPQML Content

area

Assessment criteria





required

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Strategy & Improvement

1.1.3 Deploys change management tools and/or techniques during the design and implementation of plan


· Deploys change management tools and/or techniques during the design and implementation of plans; though not always the most important/relevant/appropriate (for specified purpose/context).

· Change not sustained or implemented

successfully

· Deploys the most important/relevant/appropriate/ change managements tools and/or techniques (for specified purpose/context) during the design and implementation of plans, to successfully implement sustainable change at team level

Teaching & Curriculum Excellence

2.1.1 Analyses research into, and examples of, domestic and international teaching strategies/pedagogical approaches and applies findings to own plans


· Analyses evidence-based domestic and international teaching strategies/pedagogical approaches but not always the most important/relevant/appropriate research and examples (for specified purpose/context)

· Participant’s plans to grow excellent

teaching in a team are not always consistent with the most important/ relevant/appropriate findings of their analysis or not grounded in evidence of effectiveness

· Analyses the most important/relevant/appropriate domestic and international teaching strategies/pedagogical approaches for their specified purpose or context

· Participant’s plans to grow excellent

teaching in a team are wholly consistent with the most important/ relevant/ appropriate findings of their analysis and grounded in clear evidence of effectiveness

NPQML Content

area

Assessment criteria





required

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2.1.2 Evaluates the strengths and weaknesses of curriculum taught by team, implementing improvements where necessary


· Evaluates curriculum taught by team, identifying strengths and weaknesses; though improvements implemented are not always consistent with the most important/ relevant/appropriate findings of their evaluation

· Comprehensively evaluates curriculum taught by team, implementing improvements that are wholly consistent with most important/ relevant/appropriate findings of their evaluation.

2.1.3 Implements and evaluates an evidence based project that improves pupil progress and/or attainment


· Implements and evaluates evidence-based project within a team; though impact of project on pupil progress and/or attainment unclear or inconsistent with specified purpose or priorities

· Implements and evaluates evidence-based project within a team that demonstrably improves pupil progress and/or attainment in line with specified purpose and priorities

· Pupil performance data

NPQML Content

area

Assessment criteria




Supporting documents required

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Leading with Impact

3.1.1 Exploits different leadership styles and justifies why these have been adopted


· Adopts different leadership styles, though not always most important/relevant/appropriate (for specified purpose/context)

· Benefits and risks of approaches adopted not fully explained or justified appropriately

· Adopts different leadership styles successfully to ensure that team meets objectives

· Benefits and risks of different

approaches fully explained and approaches adopted justified appropriately

3.1.2 Exploits different communication styles and justifies why these have been adopted


· Adopts different communication styles, though not always most important/relevant/appropriate for specified audience, purpose or context

· Benefits and risks of approaches

adopted not fully explained or justified appropriately

· Adopts different communications styles successfully, including in challenging circumstances, to communicate confidently and effectively with a range of stakeholders.

· Benefits and risks of approaches adopted fully explained and justified appropriately

NPQML Content

area

Assessment criteria





required

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Working in Partnership

4.1.1 Establishes relationships with others within and outside of own team, deploying appropriate structures and/or processes to mitigate against any barriers


· Deploys structures and/or processes to establish relationships within and outside of own team; though not always the most important/relevant/appropriate (for specified purpose/context)

· Barriers to collaboration with

important/relevant/appropriate stakeholders collaboration not always overcome

· Deploys appropriate/ relevant structures and/or processes to overcome barriers to effective collaboration

· A wide range of important/relevant/appropriate relationships successfully established within and outside of own team, including with more challenging partners/stakeholders

· Sponsor comments

4.1.2 Designs and/or delivers plans in collaboration with others within and outside of own team


· Designs and/or delivers plans in collaboration with others inside and outside of team, though not always the most important/relevant/appropriate stakeholders

· Designs and/or delivers plans successfully through sustained collaboration with important/relevant/appropriate stakeholders inside and outside of team

NPQML Content

area

Assessment criteria





Tested in Part ‘B’

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Managing Resources & Risks

5.1.1 Analyses the financial and staffing implications of own plans, during whole lifetime of plans, using a budget


· Budget provides a basic analysis of the financial and staffing implications of plans, through whole lifetime of plans; though does not always include the most important/relevant/appropriate costs (for specified purpose/context).

· Some consideration as to how to

deliver efficiencies through the lifetime of plans, though not always in the most important/relevant/appropriate areas (for specified purpose/context) or in the context of achievement of team objectives

· Budget provides a detailed analysis of all relevant financial and staffing implications, during whole lifetime of plans.

· Consideration given to how

efficiencies can be achieved in respect of important/ relevant/ appropriate costs and how these impact on team objectives

· Budget

NPQML Content

area

Assessment criteria

Score descriptor0 Marks

Score descriptor1 Mark



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5.1.2 Defines the steps required to successfully implement plans, using a project plan


· Project plan defines some of the steps required to successfully implement plans, though important activities (for specified purpose/context) poorly defined or absent

· Project plan defines all of the steps required to successfully implement plans

· Project plan

5.1.3 Identifies and mitigates risks in plans, using a risk register


· Risk register demonstrates that some risks in plans are identified and mitigations are in place, though risks and/or mitigations are not always the most important/ relevant/appropriate (for specified purpose/context)

· Risk register demonstrates that all important/relevant risks in plans are identified and relevant/appropriate mitigations are in place (for specified purpose/context)

· Risk register

NPQML Content

area

Assessment criteria


Score descriptor1 Mark



required

Increasing Capability

6.1.1 Assesses individuals’ performance and

· No relevant evidence submitted

· Assesses individuals’ performance and capability identifies professional development opportunities; though these are

· Assesses individuals’ performance and capability methodically, consistent with

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capability methodically and identifies appropriate, targeted professional development opportunities within and beyond the school to support them

by participant

not always the most important/relevant/appropriate opportunities (for specified purpose/context)

· Assessment of individuals’ performance

unstructured or inconsistent with relevant guidance

relevant guidance

· Accurately identifies most important/relevant/appropriate opportunities targeted professional development opportunities within and beyond the school (for specified purpose/context)

6.1.2 Assesses their own performance and capability methodically, identifying appropriate, targeted professional development opportunities for self


· Assesses own performance and capability; though these are not always the most important/relevant/appropriate professional development opportunities (for specified purpose/context)

· Assessment of performance and capability

unstructured and does not draw on relevant tools and techniques

· Assesses own performance and capability methodically, drawing on relevant tools and techniques and accurately identifying important/relevant/appropriate professional development opportunities for self

NPQML Content

area

Assessment criteria





required

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6.1.3 Designs and implements plans to evaluate the impact and cost-effectiveness of professional development in terms of pupil outcome


· Evaluates the impact and cost-effectiveness of professional development; though does not always relate these to important/relevant/appropriate impacts on pupils outcomes

· Evaluates the impact and cost effectiveness of professional development in terms of pupil outcomes, explicitly identifying the most important/relevant impacts on pupil outcomes

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NPQ Final Assessment/Submission Checklist (Appendix 4).

Participants will be able to select which final assessment window with LSSW to submit - one of the two windows that will be published following the first face to face day. The submission window will be open two weeks prior to these deadline dates.

SUBMISSION PROCESSThe process for submission for your final assessment is as follows:

1. There is a two week window for submission prior to the published deadline date during which you can email your final assessment paperwork.

2. You will need to submit your completed documentation electronically by email to [email protected] by 5.00pm on the specified date.

3. Ensure the subject title and the file name on ALL uploaded documents are correct - First Name - Last Name – NPQ programme – Cohort – Date.

4. You will receive a confirmation email from LSSW on receipt of your submission.5. You should note that your submission will not be considered without the forms being complete,

including the sponsor’s sections and the sponsor’s signature.6. Late submissions will not be accepted.

SUBMISSION PAPERWORK

The following paperwork MUST be submitted as one, word document:

1. Written account of School Improvement Project completed on LSSW Final Assessment Writing Frame.

2. Supporting Documents/Appendices.

SUBMISSION CHECKLIST – Please check that you have;

1. Submitted a written account of the project demonstrating how you have met the criteria as laid out in the mark scheme.

2. Utilised the Final Assessment LSSW writing frame, proformas need to be left in the same format as sent by LSSW. Margins and font sizes should not be changed. The submission MUST be in word and all documents should be saved and sent as one document/attachment.

3. Not exceeded the total word count, excluding supporting documents or annexes. In the event of a submission exceeding this limit the additional words will not be assessed.

4. Not included hyperlinks within your submission - Hyperlinks cannot be included. Assessors are unable to access these. Please ensure they are removed.

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5. Not exceeded more than 10 sides of A4 for your Appendices, using font 11, it is possible to have 2 appendices on one sheet. Appendices 1-5 should contain ‘required documents’ and appendices 6 – 10 are supporting documents to evidence assertions, judgements and impact as judged by the participant. Failure to submit any of the required documentation will lead to a failure.

6. Utilised the Harvard Referencing System - annotate any key sections that you refer to in the appropriate column on the form to enable your sponsor and assessors to find your supporting evidence easily.

7. Included a Bibliography, this will not count as an appendix.

8. Ensured that Final Assessment paperwork is signed by all parties. Typed signatures are unacceptable. The signatures need to be handwritten or a handwritten scanned in version ie. cut and paste.

9. Checked that your sponsor has completed her/his section of the form which can be found at the bottom of the writing frame and signed and dated in the appropriate place to verify the evidence you have submitted. Where the participant or sponsor has left the school, the Final Assessment paperwork should be counter signed by the Headteacher at the initial school to verify the project has been undertaken. Where the participant and sponsor have both left, LSSW will contact the school to verify the evidence that has been submitted.

*Following the marking of your Final Assessment paperwork, you will be notified of the outcome within 2-3 months following the national moderation process.

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