3.1.1 Exploits different No relevant Adopts different leadership styles, Adopts different leadership styles Evidence of using a range of leadership styles and evidence though not always most successfully to ensure that team leadership styles when justifies why these have submitted important/relevant/appropriate meets objectives. developing team with clear been adopted. by (for specific purpose/context) explanations of why particular participant styles used. Benefits and risks of approaches Benefits and risks of different adopted not fully explained or approaches fully explained and justified appropriately. approaches adopted justified appropriately. Impact with 3.1.2 Exploits different No relevant Adopts different communication Adopts different communication Shows evidence of different communication styles and evidence styles, though not always most styles successfully, including in ways of communicating with the justifies why these have submitted important/relevant/appropriate for challenging circumstances, to team. been adopted by specified audience, purpose or communicate confidently and Eg: 1:1 coaching, team participant context. effectively with stakeholders. meetings, holding others to Leading Benefits and risks of approaches Benefits and risks of approaches account. Meetings with parents, adopted not fully explained or adopted fully explained and justified pupils, staff TAs, NQTs. justified appropriately appropriately. Evaluation of success or not with honest reflections. 4.1.1 Establishes No relevant Deploys structures and/or Deploys appropriate/relevant Evidence from questionnaires, relationships with others evidence processes to establish relationships structures and/or processes to sponsors comments and within and outside of submitted within and outside of own team; overcome barriers to effective feedback from staff, parents, own team, deploying by though not always the most collaboration. pupils, TAs and other key adults appropriate structures participant important/relevant/appropriate shows very effective and/or processes to (for specified purpose/context) collaboration has taken place. Partnership mitigate against barriers. A wide range of Barriers to collaboration with important/relevant/appropriate in important/relevant/appropriate relationships successfully established stakeholders collaboration not within and outside of own team, always overcome. including with challenging partners/stakeholders Working
Leading with Impact 3.1.1 Exploits different leadership styles and justifies why these have been adopted. No relevant evidence submitted by participant Adopts different leadership styles, though not always most important/relevant/appropriate (for specific 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. Evidence of using a range of leadership styles when developing team with clear explanations of why particular styles used. 3.1.2 Exploits different communication styles and justifies why these have been adopted No relevant evidence submitted by participant 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 communication styles successfully, including in challenging circumstances, to communicate confidently and effectively with stakeholders. Benefits and risks of approaches adopted fully explained and justified appropriately. Shows evidence of different ways of communicating with the team. Eg: 1:1 coaching, team meetings, holding others to account. Meetings with parents, pupils, staff TAs, NQTs. Evaluation of success or not with honest reflections. 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 barriers. No relevant evidence submitted by participant 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 challenging partners/stakeholders Evidence from questionnaires, sponsors comments and feedback from staff, parents, pupils, TAs and other key adults shows very effective collaboration has taken place.
2_155_npqml-assessment-criteria-full-version.docx