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Education Global Leadership aj Management Standards Preraad a felaVi FOUNDATION ee eM Uc [olor watel yy Ss ve GEMS GEMS Global Leadership and Management Standards Table of Contents Table of Contents .. Index of Tables.. 1 Introduction... 2 Using the Leadership and Management Standards 4 — Overview of the Global Leadership and Management Standard: 4a igh standards and high expectations. 4.2 Vision, direction and common purpose... 43. Accountabilities and monitoring... 4.4 — Self-evaluation and quality assurance jncnusnnnnennnn 4S — Corporate Governance... 4.6 — Management of staff. 4.7 Performance management 48 Professional development. 49 _ Effectiveness of administration. 5 Summary Pro-Forma.. we Index of Tables Table 1 - Overview of GEMS Educational Standards... © Copyright GEMS Education & GEMS EDUCATION 1 Introduction GEMS Teacher Standards set out the professional knowledge, skills and competencies which are expected of all GEMS teachers. They set a clear baseline of expectations for the professional practice and conduct of teachers. In all, there are 9 standards which reflect the complexities of teaching and cover areas such as communication and relationships, equality and inclusion, compliance with policies, professional development and student welfare. The standards are underpinned by GEMS four core values - Global Citizenship, Pursuing Excellence, Growing by Learning, and Leading through innovation. 2 _ Using the Teacher Standards ‘The GEMS Teacher Standards may be used in a number of contexts e.g. self-evaluation, peer- evaluation or performance management interviews. In all instances, the standards define the expectation of all teachers working for GEMS but, more importantly, support continuous professional development; recognition of areas of strengths and addressing identified areas for development. 3 Evidence In order to evaluate strenaths and areas for development, there is a need to consider what evidence is available to support any judgments made. Sources of evidence may include, for example: ‘Lesson observation notes + Teachers and support staff opinions Parental opinions Student opinions * School Development Pian = PD plans * Curriculum plans Exit interviews of leaving staff and parents + Parent questionnaires ‘Trends in student academic results over time Records of evaluation of teaching and learning "Performance Management or Performance Enhancement Programme * Individual Professional Enhancement Plan "Financial monitoring information "External financial audit "School inspection reports "Interviews with School GEMS School Leader/Head Teacher = Interviews with School Leadership Teams © Copyright GEMS Education © 4 Overview of the Global Leadership and Management Standards Re Earn IM igh standards and high expectations Mz Vision, direction and common purpose M3 ‘Accountabilities and monitoring M4 Self-evaluation and quality assurance M5 Corporate Governance M6 ‘Management of staff M7 Performance management IMs Professional development M9 Effectiveness of administration ‘Table 1 - Overview of GEMS Leadership and Management Standards © Copyright GEMS Education } GEMS LM1 Commitment to high standards and high expectations The leader is dedicated to high standards in all they do. This is demonstrated through high levels of progress and achievements for ne eee eee The leader is committed to the school and tots continuous improvement. Unacceptable The leader exerts little positive influence over the way the school works. © Copyright GEMS Education students. The wider school ‘Students, parents and The school community community has high the community at large has no knowledge of the expectations for student | can affirm that there are school’s or leader's success and they are high expectations for expectations. held accountable for student success and results, that they share in the accountability for results. 5 GEMS LIM2__ Clarity of vision, direction and common purpose CRran oe end Outstanding ‘Acceptable Unacceptable The school's and/or The leader has reviewed | The leader has presented ivision’s vision, direction and discussed the vision | the vision for student ‘and common purpose for student success with | success to staff but there have been collaboratively staff, However, there is _| is little evidence that the developed by the staff inconsistent evidence —_| values, beliefs and and/or the team and the s that the values, beliefs | practices of the values and beliefs are Pf and practices that school/division that fully exemplified in the support the vision are | support the vision are daily practices of the embedded, embedded in the schoo! organisation. culture. The leader regularly The leader meats a The leader meets meets with stakeholders limited range of sporadically with a to monitor the vision, stakeholders to revisit | limited range of values, beliefs and the vision, values, beliefs | stakeholders to revisit practices of the and practices. Some the vision, values, beliefs ‘organisation in thelr effort isgiven to.elicit | and practices. Little efforts to sustain support for improved _| effort is given to elicit. advanced results for student and school support for improved student and schoot performance, student and performance. school/division performance. The schoolis divided as | The staff/team express ‘to whether targets can be | doubts that targets can achieved. be achieved. © Copyright GEMS Education 's and monitoring, closely focused on impact on student outcomes Ey peters Beene ‘and monitoring, closely focused on impact on Outstanding Unacceptable Distributed leadership is, ‘Some members of staff/ | The leader makes most of evident and effective in team have clear roles and | the decisions and there is achieving targets and responsibilities. There is | little evidence of standards at high levels. adequate capacity to get | leadership throughout Staff are empowered things done, the rest of the school. with clear objectives, targets, motivation and have both the authority and resources to act. There is evidence of collective responsibility ‘and support. ‘School/division staff are The leader monitors the | Staff team are unsure oF skilful users of data and progress of the action —_| how to analyse data and action research to steps by analysing data | create subsequent action determine impact of land progress toward plans regarding teaching selected improvement goals, reporting out to | and student strategies. staff/team on the results. | performance/ outcomes, ‘Action steps lack alignment with data systems to follow through and monitor identified goals. Ahigh level of General compliance with | School policies are not ‘compliance with policies policies by most complied with by a by all members of staff is members of staff is significant number of evident throughout the evident. members of staf. school/division and is reinforced in decisions and actions. © Copyright GEMS Education S A GEMS LM Self-evaluation and quality assurance Outstanding Robust self-evaluation and systematic approaches to quality assurance are embedded. The plan is a pivotal factor in school/division| decisions and is discussed by all constituents to determine its impact on. student learning and teacher efficacy. — Eten ete Acceptable zi The school's/team’s priorities are based on sound analysis ofits performance School/team decisions are made with some guidance from the school/department plan, Ur ceptable Self-evaluation is weak and is inaccurate in conclusions therefore leaders do not have a full and realistic view of the schoo!’s/team’s strengths and weaknesses. School/team decisions are made without regard tothe plan, fe leader and staff/team are committed to frequent analysis of student and school/division performance date as @ assess the Impact of, improvement efforts. There is an annual evaluation of student and sschool/team progress Using various school data sources. The leader uses this asa measure of measure of quality and to | quality and to determine where the focus of, Improvement needs to be as annual goals are established The plan is developed by the leader with no staff input, has goals and strategies, but lacks connection to data ‘There is consistency in policies and plans, which are clearly communicated and have achievable goals, As such, there is Confidence that identified areas of improvement will be addressed ‘Some policies and school improvement plans are in place. However, these do not adequately address weaknesses identified in the schoo'’s/team’s own self-evaluation or external inspection/review. There is no process for self-evaluation via the frequent monitoring of the school /department improvement plan. The leader weakly addresses quality assurance and improvement efforts. ‘Stakeholders have been actively involved in the development of policies and school / department improvement plan. The plan is developed by the leader, and is informed by data and ‘evidences. Planning for improvement is inconsistent and/or incomplete, goals are unclear, priorities are poorly identified, and targets are unrealistic or improved student achievement but the this is narrow. evidence of improved student achievement is, range of tools to support | weak. simply too low. Improvement measures | Improvement progress is collecting evidence of | are monitored but patchy and/or inadequately monitored. Impact on student learning is unclear. Copyright GEMS Education Ae LMS Corporate Governance me Gime acaens ‘Outstanding Good ‘Acceptable Unacceptable The GEMS Corporate ‘Supportive governance is | Governance is not Team provides strong oved by th provided by the GEMS —_| providing strategic and governance that is orporate Te Corporate Team which | visible support. The strategic in outlook, Aisi su ad has|| meets all its GEMS Corporate Team contributes to leadership, | a positive inf responsibilities. Ithas | does not hold the school quick to respond and clear aims and policies ‘to account for outcomes. Visibly supportive of the significant and sets an overall school. direction for the school. Governance structures Governance structures | Governance structures and processes are clearly and processes are and processes are not evident throughout all evident throughout some | evident throughout leadership levels in the t leadership levels in the | leadership levels in the school. school. school. Leaders are accountable Leaders are accountable | Leaders are varyingly to GEMS Corporate Office E to GEMS Corporate Office | accountable to GEMS = GEMS School Leaders 1S School Lead -GEMS School Leaders | Corporate Office - GEMS. report for performance often report to School Leaders reviews, fiscal and HR = managers. sometimes report to management. managers. 9 © Copyright GEMS Education LM6 — Management of Staff Waa Unacceptable The leader manifests ‘Motivation and inspiration | Staffing and resourcing are ‘optimism, motivation and are evident in some. Inadequate, and the inspiration and all factions of the schoo! deficiencies are having an staff/team believe that the ‘community/within the | impact on student school/division can and division. The leader progress. will reach agreed goals. believes that some aspects | Motivation and inspiration cf the vision and mission | are minimal due to the lack will be realised of optimism that agreed-to goals can be reached, The leader is able to bring The leader understands | Leadership acknowledges together the talents, skills the needs of the that there are needs that and qualities ofall ‘community and has. must be addressed, but as staff/team and relevant implemented some yet, has not tapped into stakeholders to create an processes and programs | the talents and skils ofall organisation/department thatare enhancing the __| stakeholders that would that enhances the viability Viability and sustainability | ring value to the ofthe community served cof the school division. This | community. by the school. has yet to have an impact ‘ofthe community as @ whole. Theres strong evidence rr There ssome evidence | Theres ite evidence that that shared values and a ed val thatthere re shared _| there are shared values or common purpose exist and a values and acommon | acommon purpose among ase result, the ong stakeholde purpose among staff/team | stakeholders that are schooV/vision has Ch, certain i that tapsinto the talents | meantto bring value, contributed tothe viability cre and skils to bring viability | sustainability and viability and sustainability ofthe rove the via and sustainability to the | to the school and ‘community/department. scott community/department. | community/department. commuri ‘this, within the school and/or team. 10 © Copyright GEMS Education S 7 GEMS LM7 Performance Management iM7 Pane Outstanding Good Acceptable Unacceptable ‘All staff/team have The majority of ‘Aperformance clear objectives that are monitored, and support and feedback are given to guide further action. staff/team are motivated and empowered to do their job with a performance management system in place that provides feedback management system is not implemented in a systematic way. Significant numbers of staff/team do not received feedback on their performance, The leader and peers frequently observe each other as a means of documenting adherence to improvement goals, student engagement. professional growth and | The leader conducts formal evaluations on a timely basis and periodically schedules informal walkthroughs/learning walks. The leader does not conduct evaluations on ‘timely basis and only ‘occasionally observes teachers. Feedback and coaching are provided through multiple sources of Information to improve professional and student growth, —a nstructvely based mal observations ym visitations. - Feedback and coaching are delivered as part of ‘the formal evaluation process, Feedback and coaching, are very informal and ‘not tied to observation Or class visits © Copyright GEMS Education u S 7 GEMS EDUCATION Lvs Professional Development Outstanding Professional development is based on many data sources such as achievement data, behaviour, attendance, etc. as well as the GEMS/Inspection standards, student and teacher needs and curriculum requirements. mH Peteocienea Acceptable Professional development is aligned to standards and curriculum requirements, but is not yet customized to address achievement findings or assessed learning needs. Unacceptable Professional development is not aligned with student achievement findings, assessed learning needs, standards or curriculum requirements. Professional development is planned and carried out, reflecting school/division| plans and priorities, well- executed and reaching every individual, Professional and staff/team development plans are in place Professional development plans are patchy, © Copyright GEMS Education 12 > GEMS eDUEATION Livg_ Effectiveness of administration and impact of resources OE Ereenea een Good Acceptable ration and impact of resources Well-administered school/division with resources in place to achieve the best standards possible for students. hoo avis th reso place to sup 2 ‘Sound administration, financial management and adequate Inadequate resources and/or un-sustainable financial pressures that are not being addressed. Facilities and resources, well maintained, aligned and well utilized. Facilities and resources are well organised and well maintained. However, access by staff and students is restricted. There are obvious gaps in both facilities and resources. These are rot well maintained ‘School/division has good financial ‘management and tackles value-for-money issues in order to target resources better. The school/division ‘manages budgetary considerations that are consistent with the schoo!'s/department’s, improvement plan, The budget is managed by the leader/administrative team with tle input from other constituents/team members. Deficiencies in faciities resources restrict students’ progress and personal development. Time, tools and talent are allocated based on actions and targets identified to improve student outcomes. Operational needs divert resources and provisions from school/division improvement, resulting in an inability to support the improvement process adequately, Resources and provisions are not managed by anyone outside of the leader and are neither distributed nor aligned with improvement goals, ue to misplaced priorities for operational needs. © Copyright GEMS Education 3 } GEMS 5 Summary Pro-Forma jo re Lr Somarthea Regqstand 17,09 | remalenal (iheot | Grenier iM 1 High standards and high expectations Good Ares of Strength Aaa ee for Development Carmmuncate. U he naw It eapeckatens - ete rleietasine M2 Vision, direction and common purpose Ares of Strength ‘Areas for Development Soreng vision Por corral Iaxtil Ake. VER poushory ie ae naw Currialun Le M3 ‘Accountabilities and monitoring 2 Ares of Strength Areas for Development. Clean Action Plans Continue bo dittwaake, and goals - iM4 ‘Self-evaluation and quality assurance Ares of Strength Areas for Development Analyse Aiden Conlunue te rarte attain Neagncnesc expackatiens of apy - Ms Corporate governance Ares of Strength ‘Areas for Development Het M6 Management of staff Ares of Strength Areas for Development Metwabd, op otinany fe Aemelay AL and porkie Wleadeslup » [accountability + M7 Performance management Ares of Strength Areas for Development. Continue fo sone eee a ee | eae M8 Professional development Ares of Strength Areas for Development img Effectiveness of administration and impact of resources © Copyright GEMS Education 4 lop vnen- NA NA NA

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