College of Social Science

School of Education

MEd Educational Leadership

Applicant Information Pack

2019-2020

Contents

1. MEd Educational Leadership Programme ............................................................................ 2

1.1 What are the options for part-time, M-Level Educational Leadership study? ................... 2

1.2 Why study on the MEd Educational Leadership programme? ........................................... 2

1.3 How does the Degree Apprenticeship differ from the standard MEd route? .................... 2

1.4 MEd Modules Overview ...................................................................................................... 3

1.5 Key Programme Themes ...................................................................................................... 4

1.6 MEd and Degree Apprenticeship Assessment Overview .................................................... 5

1.7 Degree Apprenticeship E-Portfolio assessment information .............................................. 5

1.8 MEd Assignments ................................................................................................................ 6

1.9 Off-the-Job Learning Time (Degree Apprenticeship Only) .................................................. 7

1.10 University of Birmingham Facilities and Support ................................................................ 7

1.11 University Term Dates – 2019 to 2020 ................................................................................ 8

1.12 Indicative Topics Based on 2018-19 Programme ................................................................ 9

2. Application FAQs................................................................................................................... 10

2.1 Why does the MEd Educational Leadership programme require an NPQ qualification or equivalents? .................................................................................................................................. 10

2.2 I don’t have an NPQ from the last 5 years, can I still apply for this course? .................... 10

2.3 What counts as NPQ-equivalent certified or experiential learning? ............................... 10

2.4 Does my degree meet the entry requirements? ............................................................... 11

2.5 What counts as a senior leadership role? Is my role suitable? ........................................ 12

2.6 I already have extensive senior leadership experience, am I suitable for and will I benefit from the programme? ................................................................................................................... 12

2.7 I am interested in applying, how does the application process work? ............................ 13

2.8 Who do I contact for further information, with queries and/or to discuss this further? . 13

Appendix A – Senior Leader Master’s Degree Apprenticeship Standard (ST0480) ........................... 14

Appendix B – NPQ Assessment Criteria and Information ................................................................... 16

Appendix C – What counts as off-the-job training and learning? (DA Only) ..................................... 17

1. MEd Educational Leadership Programme

1.1 What are the options for part-time, M-Level Educational Leadership study?

We are currently offering two part-time routes on to our MEd Educational Leadership programme:

The standard MEd Educational Leadership route which is open to individual applicants who

are currently working in schools or acting in a school support role. It is assessed through 5

written academic assignments and an 8,000 to 10,000 word dissertation.

A MEd Educational Leadership Degree Apprenticeship route which shares the underlying

MEd modules and adds an additional work-based professional learning element delivered in

partnership with employers. Work-based learning is evidenced through an E-Portfolio and

supported by university and school mentors.

This information pack is for both the standard and degree apprenticeship (DA) routes and includes

details of how the two routes differ. Where information relates to just one route, this is indicated.

1.2 Why study on the MEd Educational Leadership programme?

The flexible mode of delivery will suit both your needs and your employer’s needs.

It will enable you to build new networks and develop as an education sector leader.

You will work with new ideas and approaches to solve organisational challenges.

You will develop the capacity for rigorous and critical analysis of evidence from research and

from practice in improving schools.

You will develop specialist areas of expertise through research, leadership enquiry and other

practice-focused assignments.

All assignments and the dissertation may be tailored to suit your own subject specialism, phase

and professional interests.

Degree Apprenticeship Route Only:

As well as academic assignments and dissertation, students undertake work-based professional

learning evidenced within an E-Portfolio and supported by a school and university mentor.

The DA route is fully levy-funding compliant. You and your employer will receive advice and

guidance from our Degree Apprenticeship (DA) team to ensure all requirements are met.

1.3 How does the Degree Apprenticeship differ from the standard MEd route?

In addition to the MEd modules and assessments, DA students undertake work-based professional

learning which they record in an E-Portfolio. Work-based learning is supported by the employer who

provides 20% off-the-job learning time (see below) and a school-mentor. The university provides

additional support through leadership mentors, the Canvas virtual learning environment and the E-

Portfolio facility (PebblePad).

MEd Educational Leadership MEd Educational Leadership Degree Apprenticeship

Funding Typically self-funded by the

student, sometimes supported

by their employer. Loans and

scholarships may be available.

Fully-funded by the employer (e.g. academy trust,

school, or local authority) through the apprenticeship

levy.

Off-the-job

Learning and

Support

Not required, but students are

encouraged to make

connections between their

study and their professional

role.

The employer provides 20% off-the-job learning

time and a school-based mentor.

There are three tripartite meetings per year between

a university leadership mentor, the school mentor

and the student to discuss the student’s learning.

Resources and a virtual learning space to support a

professional learning community provided on the

Canvas VLE.

Awards MEd Educational

Leadership

MEd Educational Leadership

Level 7 Diploma in Strategic Management and

Leadership

Partial fulfilment of Chartered Manager

Recognition

Assessment

Approaches

MEd Assignments

submitted to the

University.

MEd Assignments submitted to the University.

Completion of an E-Portfolio including the MEd

assignments and documented work-based learning

assessed in an End Point Assessment by the

Chartered Management Institute (CMI) through

presentation of the portfolio and an interview,

assessed against the Senior Leader Apprenticeship

Standards (Appendix A)

Entry

Requirements

(both routes)

This is a ‘fast track’ professional learning programme which requires students to have

prior experience and understanding of educational leadership. All applicants require:

an NPQ (at any level), equivalent professional experience, or equivalent M-level

credits related to school improvement and educational leadership;

a good first degree, diplomas or other relevant qualifications.

Entry

Requirements

(route

specific)

Students must be working in a

teaching, leadership role or a

school support role (e.g.

educational technology,

educational consultancy,

governance or school

improvement).

All degree apprentices must be employed in a senior

leadership role, or expect to be on starting the

programme. Typically this means that the student is

currently or due to become a deputy head, head

teacher, assistant head teacher, head of

subject/department/phase, head of year, or

housemaster / housemistress.

1.4 MEd Modules Overview

Year Term 1 Term 2 Term 3

1

Understanding School

Improvement (20 credits)

Review and apply the field of

Educational Effectiveness

and Improvement to your

own practice and school.

Develop a critical and

practical understanding of

evidence-informed practice,

performance evaluation,

school effectiveness and

improvement.

Leadership for School

Improvement (20 credits)

Study the skills, knowledge

and characteristics of

effective educational leaders

and how leaders can

improve schools. Reflect on

how you can play a more

effective part in the

leadership of your school or

area of responsibility.

Leadership Enquiry (20

credits)

Conduct an enquiry in

school improvement and

educational leadership.

Develop a critical,

constructive approach,

drawing on theory, data

and evidence. Evaluate

and plan actions to

address your chosen area.

2

Educational Policy and

Improving Schools (20

credits)

Critically review current

debates in education policy

and the implications of

alternative stances on

education policy for school

improvement and

professional practice.

Dissertation (40 credits)

The Master’s dissertation is an opportunity for students

to develop in-depth understanding of an educational topic

of personal and/or professional interest. The dissertation

research culminates in a formal, written report of an

original investigation.

1.5 Key Programme Themes

Using evidence to improve practice

Leaders are expected to use evidence to review the progress of individual pupils, staff and whole

schools. The programme will develop capacity for critical use of the data and international research

evidence (qualitative and quantitative) which can inform teaching, curriculum, programmes and school

organisation.

Making a difference through leadership

The study of leadership provides a set of distinctions between leadership approaches in different

contexts. But to really make a difference we must go beyond the jargon and find ways to motivate and

develop others whilst fostering a sense of community and clear purpose. So what is the evidence to

show us how this happens in practice?

Improving teaching to improve learning

How do changes in leadership and organisation affect student learning and how can leaders best

support improvements in teaching? What is the evidence to show that one way of teaching or of

organising teaching is better than another and how do different theories of learning help us to identify

what is critical in a way of teaching and what is not?

Inclusion and developing the whole person

Schooling is about much more than academic attainment. It affects the way young people think about

themselves as learners, their aspirations, their sense of where they fit into society and the role they

have in shaping its future. Schools are microcosms of the society we want to create. So how does

leadership, the organisation of schooling and the conduct of teaching affect each these outcomes?

Schooling in the context of policy

Differences in education policy– between countries and over time – come in many forms such as

changes in the nature of accountability, the make of the workforce, and in inter-professional and inter-

school working and organisation. What are the arguments for and against such variations in policy and

what does the evidence show us about their implications for schools?

1.6 MEd and Degree Apprenticeship Assessment Overview

2019 2020 2021

Autumn Spring Summer Autumn Spring Summer Autumn

Understanding

School

Improvement

Leadership

for School

Improvement

Leadership

Enquiry

Education Policy

and Improving

Schools

Dissertation End point

assessment of

E-Portfolio

with MEd

assignments

(DA Only)

Termly Tripartite Visits (DA Only)

Students compile E-Portfolio and complete work-based tasks (DA Only)

1.7 Degree Apprenticeship E-Portfolio assessment information

The DA E-portfolio is developed by students over the course of the programme, supported by your

leadership mentor (university) and school mentor (e.g. line manager)

MEd assignments are placed in the E-Portfolio along with other work-based learning and assessed

as part of an end point assessment by the Chartered Management Institute (CMI).

The E-Portfolio assessment is designed to be flexible, challenging and supported.

The work-based learning evidenced in the E-Portfolio is shaped by:

The Senior Leader Apprenticeship Standards, which degree apprentices must meet.

The needs of your school

Your own professional learning aims

Advice and suggestions from the leadership mentors, school mentors, colleagues, fellow students

and course tutors

Guidance from the university and co-constructed with local leaders

1.8 MEd Assignments

Understanding School Improvement

o Evaluation of focus area of school, department or school group performance (1500 words)

o Reviewing an approach to school improvement (2500 words)

Leadership for School Improvement

o Investigation into a leadership practice or issue, including collection of research/practical

evidence from a focus school or school group (4000 words)

Leadership Enquiry

o Research or development project in an area of professional interest (4000 words)

Education Policy and Improving Schools

o Review of a policy or policy area and its impact on schools (4000 words)

Dissertation

o Research or development project in an area of professional interest (8000-10,000 words)

MEd assignments are designed to be tailored by you for your own subject specialism, phase and

professional interests. Assignment deadlines are termly, due around January, April and September, for

Autumn, Spring and Summer term modules respectively (specific dates tbc).

MEd Assignments

Professional

Role

Work-based Learning

The assessments, MEd learning and work-based

professional learning are designed to be

complementary and meet both the MEd

assessment criteria and the Senior Leader

Apprenticeship Standards.

There will be many opportunities for MEd

learning and work-based learning tasks to a) work

towards or b) follow on from each other and your

normal professional role.

1.9 Off-the-Job Learning Time (Degree Apprenticeship Only)

It is a requirement of the apprenticeship levy funding that students receive 20% off-the-job learning

time on average across their usual working weeks. These 20% off-the-job hours are recorded in the E-

portfolio. Below is an example of how this might be organised according whether an MEd session is

scheduled (based on a 39 working weeks per year). Some ‘blocking’ of the off-the-job time (or the

time off in lieu) is possible to fit around the school year, while ensuring that time is provided for both

work-based and academic tasks alongside the student’s professional role. Further guidance on the 20%

off-the-job learning and employer requirements in this area are included in Appendix C.

In a week where there is a taught seminar/lecture (Y1 – 20 weeks, Y2 – 13 weeks):

½ day on the portfolio/masters assignments

½ day for seminar preparation and attending the seminar

In a week with a double Saturday session (Y1 – 6 weeks, Y2 – 3 weeks):

½ day for seminar preparation and portfolio/assignment work.

½ day time off in lieu in recognition of Saturday session

½ day Saturday session

In a week with no taught sessions (Y1 – 13 weeks, Y2 – 23 weeks):

1 day or 2 ½ days for E-portfolio/assignment work and work-based tasks.

1.10 University of Birmingham Facilities and Support

Students can access the full range of university facilities and support services throughout their studies

including:

The University Library

Wellbeing and Welfare Services

Academic Skills Centre

PebblePad – an online portfolio and learning space, used for:

Reflection with your mentors and tutors

The DA E-portfolio (including a record of your 20% off-the-job training)

Canvas – a virtual learning environment, used for:

Module learning materials, reading lists and handbooks

Distance learning and supplementary learning materials

Discussion and announcement boards

Uploading assignments and receiving (formative and summative) feedback

Accessing university welfare and other support services

There will be training provided on CANVAS and PebblePad during your Induction.

1.11 University Term Dates – 2019 to 2020

With the exception of the DA

induction day, all sessions are

twilights (4:30pm-6:30pm) or

Saturdays (10am-2pm)

The first taught session is in

welcome week (WW).

As far as possible, sessions

have not been scheduled in

school holidays.

Week day session dates tbc -

We expect all taught twilight

sessions to be on Tuesdays

and/or Thursdays.

8 twilight sessions and 3

Saturday double sessions are

planned for the Autumn and

the Spring terms, per term.

DA Induction day is on the 9th

of September 2019.

The Summer term (Y1) and

Spring and Summer terms

(Y2) have a smaller number

(3-4 per term) of workshop

sessions to support enquiry

and dissertation research

projects.

1.12 Indicative Topics Based on 2018-19 Programme

Understanding School Improvement Leadership for School Improvement

Evidence-informed practice

Measures of school effectiveness

Inspection and school review

Models of school effectiveness and

improvement

School self-evaluation

Character education and wider outcomes of

education

Teaching, learning and school improvement

Effective continuing professional

development and learning

Lesson study and learning study

Mentoring and coaching

School improvement and inclusion

Implementation

Assignment preparation and review

Leadership styles

Leadership and pupil achievement

Leading school improvement

Pupil voice and leadership

Leadership of place

Followership and leadership

Talent management

Coaching and mentoring

School monitoring and review

School resource management

Assessment management and maintenance

Leading change

Ethical leadership

School reform and improvement initiatives

Student presentations

Assignment preparation and review

Leadership Enquiry Education Policy and Improving Schools

Distance learning content will support other

modules and the Leadership Enquiry (R&D)

project. Leadership Enquiry module seminars will

be practical workshops supported by tutorials.

Research and Study Skills, including:

Reviewing literature and forming research

questions

Research and evaluation design

Research ethics

Qualitative investigation and methods (e.g.

Classroom observation, Interviews, Focus

groups, Document Analysis)

Questionnaires

Quantitative investigation and analysis

Educational data and uncertainty

Sampling and statistics

Group comparison and experimental design

Judging the trustworthiness of research and

implications for practice

Schooling and Education Policy

Policy globalisation and trends

Inclusion and equity policy and its impact

on school leadership and improvement

School Autonomy and school

improvement: Academies and Free

Schools

School networks and school-to-school

support

Private vs Public Schools debate

Teacher supply, retention and recruitment

Teacher evaluation

Resources, Schools and outcomes for

pupils

Accountability and performance: School

Inspection, school comparison and central

government control

Policy review and evaluation

Student presentations

Review of assignment preparation

2. Application FAQs

2.1 Why does the MEd Educational Leadership programme require an NPQ

qualification or equivalents?

The MEd programme is a ‘fast track’ programme which has been designed to build on the typical prior

learning of leaders looking to continue to Master’s level study. We expect students to start the course

already with some experience of and familiarity with educational leadership. Consultation with the

sector suggests that many prospective students hold one of the NPQ qualifications (ML, SL, H) or

have equivalent training and experience which meets the NPQ criteria. The MEd programme therefore

takes an NPQ Qualification or equivalent as an entry requirement and starting point for the programme.

We require an NPQ (at any level) from the last 5 years, equivalent professional experience, or

equivalent M-level credits related to school improvement and educational leadership. An NPQ or

equivalents are accredited as prior learning worth 60 credits out of the full 180 credits required for a

Master’s award. The programme duration is therefore 2 rather than the normal 3 years. Students on the

course complete the remaining 120 credits (60 credits per year) and are awarded the full MEd award.

2.2 I don’t have an NPQ from the last 5 years, can I still apply for this course?

Not all suitable students will hold an NPQ, but may have equivalent experiential or certified prior

learning. Applications are welcomed from prospective students who do not hold an NPQ but can

demonstrate that they have met the NPQ standards and have experience and understanding of senior

leadership practice. The NPQSL standards and expectations are used as a guide to judge prior learning

in any application. Details of these are appended (see Appendix B).

We require applicants not holding an NPQ to clearly demonstrate equivalent certified or experiential

learning. It is advisable within the application to outline your academic qualifications, any accredited

and/or certified training and development, and experiential learning which demonstrates your prior

learning. This can be evidenced through a CV, course certificates, your application personal statement

and any other relevant documentation.

2.3 What counts as NPQ-equivalent certified or experiential learning?

We recognise that the knowledge and skills required for educational leadership are varied and

educational leadership experience and learning comes in many forms. We are therefore considering all

forms of prior learning in educational leadership. This can include experience, informal learning and

non-certified learning as well as formal qualifications and certified learning.

We are accepting the National SENCO award as an NPQ equivalent as standard. Examples of other

relevant qualifications and programmes which applicants may hold include the leadership pathways

and programmes offered by SSAT and by the former National College. Some applicants may have

completed a series of shorter courses or received ‘in-house’ training. We also are considering

experiential learning and any achievements, experiences or duties which demonstrate the applicant has

met the NPQ standards and has experience and understanding of senior leadership practice.

Applicants holding an NPQ which was achieved more than 5 years ago are also typically suitable,

especially when they have been working in a senior leadership role following their NPQ award.

Applicants who are currently undertaking but yet to complete an NPQ, National SENCO award or

another relevant programme should include details of their learning to date and any indications that

they are on track to complete the award. Examples include transcripts, details in a personal

statement or CV, and references from programme tutors or directors.

In all cases, prior learning is assessed through the application process against the MEd Programme

aims and the NPQSL standards to ensure all participants have the experience and understanding of

education and senior leadership required to benefit from the programme.

There are slight differences in emphasis for the two routes:

By the end of the programme, degree apprenticeship students will be required to demonstrate

mastery of the Senior Leader Apprenticeship Standards through the E-Portfolio at the end of the

programme. As a result, senior leadership experience, qualifications such as the NPQ and any M-

level credits must strictly relate to educational leadership and school improvement to ensure the

suitability of prospective students for the programme.

Students on the standard-route MEd programme are not required to meet the Senior Leadership

Standards in addition to completing the MEd programme. This means we can consider students in

a greater range of roles including those not in formal leadership roles or in school support roles

(e.g. educational technology, educational consultancy, governance or school improvement). We

can also consider a greater range of equivalencies for the required prior learning including M-level

credits relating to expert teaching practice.

2.4 Does my degree meet the entry requirements?

The programme requires students to hold a good first degree, diplomas or other equivalent

qualifications. Applicants should typically have a 2:1 bachelor’s degree or higher. We can however

consider applicants with diplomas, other equivalent qualifications or a 2:2, especially where extensive

professional experience can be demonstrated within the application.

We recommend that all students consider the academic demands of the programme before applying.

The programme requires students to deeply engage with the academic and professional literatures

relating to school improvement and educational leadership as well as literature in their area of

professional expertise. Studying at master’s level involves a substantial amount of reading, writing,

data collection and analysis. Assessment of the MEd is through written (typically 4000-word)

assignments and a 10,000 word dissertation.

We provide support to students throughout the programme to develop their research literacy and

academic skills. Our experience is that students’ motivation to engage with research and academic

study, and develop their knowledge and skills is as important as their academic starting point.

2.5 What counts as a senior leadership role? Is my role suitable?

Senior leadership roles in education are becoming increasing diverse and senior leadership comes in

many forms. There is a lot of variation in senior leader roles related to phase of education, school size

and organisational arrangements such as trust membership, and leadership and governance structures

vary considerably. A head of department or an individual leading school improvement across multiple

schools, for example, may be leading a large team and have comparable responsibilities to a deputy

head or even a head teacher in a small school. We are taking the role description and standards in the

Senior Leader Apprenticeship Standards (Appendix A) as our guide for defining the senior leadership

role and the knowledge, skills and behaviours required to perform it to a high standard.

The relevance of the student’s professional role and the Standards varies for the two MEd routes:

By the end of the programme, degree apprenticeship students will be required to demonstrate

mastery of the Senior Leader Apprenticeship Standards through the E-Portfolio. They will be

compiling their Eportfolio to evidence work-based learning relevant to and produced as part of

their professional role (including professional learning and development activities). We ask

prospective students and employers to consider whether the student’s role and responsibilities will

allow them to demonstrate the knowledge, skills and behaviours from the Standards in practice and

assess whether the Standards are a good fit for the student’s professional role and its demands.

Students on the standard-route MEd programme are not required to meet the Senior Leadership

Standards in addition to completing the MEd programme. This means we can consider students in

a greater range of roles including those not in formal leadership roles or in school support roles

(e.g. educational technology, educational consultancy, governance or school improvement).

2.6 I already have extensive senior leadership experience, am I suitable for and

will I benefit from the programme?

The programme is targeted at senior leaders and new or aspirant heads. We believe that research and

evidence-informed practice, and work-based professional learning will benefit leaders at all levels of

experience. More experienced senior leaders will tend to find the programme beneficial when it

coincides with changes in their role or school circumstances (e.g. when joining an academy trust,

becoming a research school, working on substantial school improvement programmes, or working with

a new team). Potential applicants should review the Senior Leader Master’s Degree Apprenticeship

Standard (Appendix A) to assess whether they are in a position to develop in these areas.

2.7 I am interested in applying, how does the application process work?

Applicants for the standard route will find information about the application process on the webpage.

The information below pertains to the degree apprenticeship route application process.

Degree apprenticeship programmes require an employer contract to be in place before individual

applications can be submitted. The University of Birmingham degree apprenticeships team and

programme staff have met with, are in talks with, and/or have now completed employer contracts with

many large employers, including multi-academy trusts and councils.

If individuals are interested in the programme but are unsure whether their employer will support them

and has signed an agreement with the university, they should get in touch with the university degree

apprenticeship team on degreeapps@contacts.bham.ac.uk to check whether an employer contract is in

place, and in touch with their employer to notify them of their interest in the programme.

After initial discussions with the university, employers supporting the programme (before or after

signing agreements) seek expressions of interest from or recommend the programme to prospective

applicants within their organisations. Discussions and briefings then typically take place between

employers, individual or groups of prospective students, the university programme team, and the

university degree apprenticeship team; these discussion ensure that the programme and prospective

students are a good match and that the employer requirements (such as the 20% off-the-job learning

time) are workable for employers and prospective students.

Once employer agreements are in place, employers are provided with a link to the application website

which they pass on to any colleagues who wish to submit an application.

2.8 Who do I contact for further information, with queries and/or to discuss this

further?

Any queries about contracting, the degree apprenticeship employer requirements, or the admissions

process are best addressed by the degree apprenticeships team on degreeapps@contacts.bham.ac.uk.

If you have any queries about the programme aims, content, assessment, timetabling or entry

requirements, please get in touch with Dr Thomas Perry, the programme director, on

t.w.perry@bham.ac.uk. Thomas will be very happy to discuss the programme further with you.

Appendix A – Senior Leader Master’s Degree Apprenticeship Standard (ST0480)

A leader is someone who has senior management responsibility, and this can include formal

governance/director responsibilities. They are responsible for direction and vision, providing a clear sense of

purpose and driving strategic intent. They take into account market trends and environmental influences,

identifying longer-term opportunities and risks. Through inclusive leadership, they are responsible for

developing ethical, innovative and supportive cultures with the ability to deliver results. They are a role model,

with responsibility for those in senior positions/significant organisational budgets.

Knowledge and Skill Requirements:

Organisational Performance – delivering a long-term purpose

Area Knowledge Requirements Skill Requirements

Strategy Knows how to shape organisational vision,

culture and values. Understands organisational

structures; business modelling; diversity; global

perspectives; governance and accountability;

the external environment, social, technological

and policy implications. Understands new

market strategies, changing customer demands

and trend analysis.

Use of horizon scanning and conceptualisation

to deliver high performance strategies focusing

on growth/sustainable outcomes. Sets a clear

agenda and gains support from key

stakeholders. Able to undertake research, and

critically analyse and integrate complex

information.

Innovation

& Change

Understands innovation; the impact of

disruptive technologies (mechanisms that

challenge traditional business methods and

practices); drivers of change and new ways of

working across infrastructure, processes,

people and culture and sustainability.

Knowledge of systems thinking,

knowledge/data management, and programme

management.

Initiates and leads change in the organisation,

creates environment for innovation and

creativity, establishing the value of ideas and

change initiatives and drives continuous

improvement. Able to manage conflict.

Manages partnerships, people and resources

effectively, and measures outcomes. Acts

where needed as a Sponsor, championing

projects and transformation of services across

organisational boundaries.

Enterprise

& Risk

Knowledge of ethics and values based

leadership; regulatory environments, legal,

H&S and well-being and compliance

requirements; corporate social responsibility;

risk management, environmental impact and

cyber security. Understands competitive

strategies and entrepreneurialism, approaches

to effective decision making, and the use of big

data and insight to implement and manage

change.

Challenge strategies and operations in terms of

ethics, responsibility, sustainability, resource

allocation and business continuity/risk

management. Application of principles relating

to Corporate Social Responsibility,

Governance, Regulatory compliance. Drives a

culture of resilience and supports development

of new enterprise and opportunities.

Finance Understands financial strategies including

scenarios, modelling and identifying trends,

application of economic theory to decision-

making, and how to evaluate financial and

nonfinancial information. Understands financial

governance and legal requirements, and

procurement strategies.

Oversees financial strategies/management,

results and setting organisational budgets, and

challenges financial assumptions underpinning

strategies. Is accountable for decisions based

on relevant information e.g. Key Performance

Indicators/scorecard. Uses financial data to

allocate resources. Oversees procurement,

supply chain management and contracts.

Interpersonal Excellence – leading people and developing collaborative relationships

Area Knowledge Requirements Skill Requirements

Leading &

Developing

People

Knowledge of organisational/team

dynamics and how to build engagement

and develop high performance, agile

and collaborative cultures. Understands

approaches to strategic workforce

planning including talent management,

learning organisations, workforce

design, succession planning, diversity

and inclusion.

Enables an open and high performance working,

and sets goals and accountabilities for teams and

individuals. Leads and influences people,

building constructive working relationships across

teams, using matrix management where

required. Ensures workforce skills are utilised,

balancing people and technical skills and

encouraging continual development.

Developing

Collaborative

Relationships

Understands large scale and inter-

organisational influencing and

negotiation strategies.

Knowledge of the external political

environment and use of diplomacy with

diverse groups of internal and external

stakeholders. Understands working with

board and company structures.

Knowledge of brand and reputation

management.

Manages complex relationships across multiple

and diverse stakeholders. Builds trust and

rapport, with ability to positively challenge. Leads

beyond area of control/authority, and able to

influence, negotiate and use advocacy skills to

build reputation and effective collaborations.

Engaging

Employees

Uses personal presence and “storytelling” to

articulate and translate vision into operational

strategies, demonstrating clarity in thinking and

using inspirational communication. Creates an

inclusive culture, encouraging diversity and

difference. Gives and receives feedback at all

levels, building confidence and developing trust,

and enables people to take risks.

Required Behaviours (developed and exhibited in the workplace):

Personal and interpersonal effectiveness

Leads by

Example

Has high levels of self-awareness, emotional and social intelligence, empathy and

compassion, and able to identify mental well-being in others. Works collaboratively enabling

empowerment and delegation. Acts with humility and authenticity, is credible, confident and

resilient.

Judgement

and

Challenge

Takes personal accountability aligned to clear values. Demonstrates flexibility and willingness

to challenge when making decisions and solving problems. Instils confidence demonstrating

honesty, integrity, openness, and trust.

Courage &

Curiosity

Is confident and brave, willing to innovate, seeks new ideas and looks for contingencies.

Manages complexity and ambiguity, comfortable in uncertainty, and is pragmatic.

Valuing

Difference

Engaging with all – is ethical and demonstrates inclusivity, recognising diversity, championing,

and enabling cultural inclusion. Empowers and motivates to inspire and support others.

Professional Reflects on own performance, demonstrates professional standards in relation behaviour and

ongoing development. Advocates the use of good practice within and outside the organisation.

Source: https://www.instituteforapprenticeships.org/apprenticeship-standards/senior-leader/

Appendix B – NPQ Assessment Criteria and Information

National Professional Qualification (NPQSL) Content Areas and Assessment Criteria

Strategy and

improvement

1.2.1 Deploys statistical and/or data analysis concepts to identify variation in pupil performance and

contributing factors, applying the findings to design of own plans

1.2.2 Evaluates research into, and examples of, implementing change successfully and applies

findings to the design and implementation of own plans

Teaching and

curriculum

excellence

2.2.1 Evaluates teaching quality across a school accurately, exploiting appropriate techniques to

gather evidence

2.2.2 Analyses different leadership/management strategies aimed at improving pupil progress,

attainment and behaviour and applies findings to own plans

2.2.3 Designs, implements and evaluates an improvement project that reduces variation in pupil

progress and/or attainment across the school

2.2.4 Exploits opportunities to develop and grow the school curriculum

Leading with

impact

3.2.1 Evaluates research into, and examples of, leadership and motivation and/or influence and

applies findings to motivate or influence others across the school

3.2.2 Designs and implements a communications plan to promote and/or defend plans, drawing on

campaigns and techniques used by other schools

Working in

partnership

4.2.1 Establishes and sustains partnerships that build capability and/or improve performance in

priority areas for the school

4.2.2 Evaluates the effectiveness of partnerships in terms of pupil progress and/or attainment

Managing

resources

and risks

5.2.1 Analyses the value for money/cost effectiveness of different options and designs a business

case for recommended approach

5.2.2 Implements a risk management plan that systematically assesses, monitors, mitigates and

contingency plans for risks

Increasing

capability

6.2.1 Analyses key research into, and examples of, effective professional development and talent

management in schools and applies findings to own plans

6.2.2 Analyses how professional development provision may need to change over time and applies

findings to own plans

Leadership Behaviours

Commitment The 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

Awareness The 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 their respect the rights, views, beliefs and faiths of pupils, colleagues and

stakeholders

Source: https://www.gov.uk/government/publications/national-professional-qualifications-frameworks

Appendix C – What counts as off-the-job training and learning? (DA Only)

Off-the-job-training must be directly relevant to the apprenticeship standard and must take place within your working hours and enable you to complete your programme and become competent in your occupation and pass your end point assessment.

ESFA define off-the-job-training as:

“Off-the-job training is defined as learning which is undertaken outside of the normal day to-day working environment and leads towards the achievement of an apprenticeship. This can include training that is delivered at the apprentice’s normal place of work but must not be delivered as part of their normal working duties.

The off-the-job training must be directly relevant to the apprenticeship framework or standard”

The 20% is not set against each module and is built up over the course of the programme of study. The 20% off-the-job training is tracked as part of the audit trail which is required to assure the ESFA that you have received 20% off-the-job training. For further reading, download the Government policy.

Each of you have a commitment statement that outlines the programme of training that you should receive. This statement sets out how the University and your Employer intends to fulfil the 20% off-the-job training requirement and this will be need to be evidenced when programmes are subjected to inspection by QAA for quality and ESFA for funding requirements.

All of you must take an independent assessment at the end of their training to confirm that you have achieved occupational competence. Rigorous robust and independent End Point Assessment (EPA) is essential to give your organisation confidence that you have completed an apprenticeship standard and can perform in the occupation that you have been trained in to demonstrate both the knowledge, skills and behaviours set out in the occupational standard.

Off-the-job-training activities can include:

Teaching of theory – lectures, face to face tutor led delivery.

Practical Training e.g. new equipment of technologies.

Shadowing or being mentored by a more senior colleague doing a job you would like to one day do so relevant to the apprenticeship standard. It would need to be evidenced as to prove relevance and then writing a reflection and lessons learnt report, or delivery of a mentoring session.

Group learning conferences. Simulated exercises and role play. Learning support provided by the employer or

the provider. Some online learning e.g. webinars on job

related tasks or blended learning. Distance learning can be used effectively as part of the off-the-job-training requirement, when it is used as part of a blended learning package.

Visiting the employer’s other departments. Time spent by you writing

assessments/assignments. Industry visits or visiting other companies or

suppliers to see how they work.

Completing workplace reflection diaries. Research tasks. Internal learning and development

programmes related to your apprenticeship. Completion of e-learning tasks and modules. Completing project work. Preparation for assessments. If revision time

takes place during work hours away from your workstation then it counts.

Attendance at competitions that are work related.

Attendance at industry shows particularly where you watch presentations or seminars relevant to your role and industry.

Observations and professional discussions can be included if it assists you in developing you knowledge and skills that relevant to the apprenticeship standard.

Participating in online forums relevant to your role.

Individual study time whether it is to complete coursework or review modules

What off-the-job-training cannot include?

End Point Assessment – as you will have completed your studies by the time you reach your End Point Assessment, and therefore fulfilled the 20% off-the-job training requirements, the EPA cannot be included.

Enrolment – this cannot be included as it takes place before the start of the apprenticeship. Diagnostic assessment or prior assessment - English and Maths (up to level 2) as this is funded separately.

Unless a qualification is a mandatory aspect of the framework or standard it cannot form part of the 20% off-the-job training. Apprenticeships are designed on the basis that you already have the required levels of English and Maths and therefore training for English and Maths must be on top of the 20% off-the-job training requirement.

Off-the-job training only delivered by distance learning (you can include online and other blended learning activity as part of the apprenticeship).

Training that takes place outside your paid working hours. Appraisals – unless they are specifically about your apprenticeship learning and progression. Travel does not count if you travel a long way. An induction does not necessarily count as off-the-job training, unless it includes an educational element

that provides some basics of the skills, knowledge and behaviours that are core to the apprenticeship. You will be informed at your induction whether this can be included as off-the-job training.

Off-the-job training must teach new knowledge, skills and/or behaviours that will contribute to the successful achievement of an apprenticeship. A Tripartite meeting is where progress is reviewed rather than new learning taking place.

Supervisions - unless you are learning new skills relevant to the standard.

In the Apprenticeship Funding and Performance Management Rules https://www.gov.uk/government/publications/apprenticeship-funding-rules-2018-to-2019 you will need to ensure that an evidence pack is collected. PebblePad should be used to collate your evidence.

At the University of Birmingham, we use Pebble Pad, an online portfolio-building tool, as the basis for capturing evidence that relates to your professional standards. It provides a great opportunity for you to reflect on your achievements, marks, progress and feedback. Your portfolio will also allow you to record your 20% off-the-job training hours.

There is considerable flexibility for you to include different types of evidence within Pebblepad. This is where progress is monitored and recorded to demonstrate how you have met the competencies within the Degree Standard you are studying against which will be broken down into Knowledge Skills and Behaviours. You will need to check the relevant box on the summary checklist to confirm that this competency has been fully met and evidenced.

Evidence used within your portfolio can be in the form of: University pieces of work Reports Minutes Emails Stakeholder/customer comments Performance Reviews Presentations

Certificate of learning records Certificate of attendance at training

courses/meetings/workshops etc Workbooks demonstrating work and

learning undertaken Personal and reflective statements Case studies

This list is not exhaustive. The portfolio must have a minimum of one piece of evidence that demonstrates each required competency within the standard. Your Personal Tutor will guide you through this and offer advice where required.