The Scottish Government

PRINCIPLES

EXAMPLES OF PRACTICE

Based on the SfH
- takes the SfH as the basis for development of the aspiring headteacher

• Using the SfH as the basis for identifying core development needs and deciding appropriate ways of meeting these
• Taking the SfH as the basis for personal review and evaluation of progress
• Constructing the professional portfolio in relation to the elements and actions contained in the SfH

Grounded in the professional actions required of the headteacher
- building and expanding leadership and management experience within the school community and more broadly

• Taking forward developments, practice and enquiry-based projects that are grounded in school, learning community or LA needs
• Participating in a diverse range of leadership and management activities that address key educational aims at school, LA or national levels and reflecting critically on these
• Developing relationships between the school and the wider school community including parents and professional colleagues in other public service areas
• Gaining experience through "acting", shadowing or exchange opportunities (including non-school experience) and reflecting critically on this experience
• Participating in development activities outwith the educational sector and identifying areas for learning transfer and translation to the educational context

Personalised
- owned, developed and progressed by the teacher with clear sponsorship from the LA and current headteacher

• Working to a professional development plan supported through the PRD process and constructed from a wide range of development options and providers
• Drawing on existing guidance and frameworks for Continuing Professional Development, e.g. " CPD for Educational Leaders"
• Developing timescales and learning approaches that suit individual circumstances
• Selecting the range of experiences and learning to incorporate in the professional portfolio and how to present these
• Deciding when to progress to the final assessment phase of the process

Based in appropriate professional knowledge and understanding
- demonstrating awareness of theory and its relationship to practice

• Undertaking a wide range of professional reading in relation to contemporary developments in education, important theory, policy and educational research
• Participating in seminars and master classes, attending conferences which advance key theory and concepts and reflecting critically on the practice implications of these
• Accessing established academic programmes and courses

Engaged in an active learning process
- participating in a learning group or cohort with other professional colleagues and;

• Participating with other aspirant headteachers working on a flexible approach or in an SQH peer learning forum sharing experience
• Participating in residential or modular development programmes with an emphasis on school or educational leadership practice that incorporate learning groups or practice groups
• Participating in a virtual learning group supported through ICT
• Participating in a school or LA learning network or community of professional practice

- working with others to support the development process; and

• Engaging a colleague who has skill and interest in performing a coaching ¹ role (this could be a colleague from outside the school)
• Engaging with a field assessor ²
• Accessing on line coaching support
• Engaging the candidate's own headteacher in a coaching or mentoring role

- utilising feedback processes which generate personal insight, identify needs and develop actions, and which provide evidence of progress

• Utilising 360 degree or other feedback processes to inform progress and identify development actions
• Using the ongoing PRD process
• Obtaining commentaries from peers, coach, mentor, ³ field assessor, parents, students or other professionals the participant is involved with
• Seeking feedback from field assessor

Evidenced in a professional portfolio
- demonstrating development of practice, impact and outcomes in a portfolio that illustrates professional growth

• Illustrating development of practice in a variety of school, learning community or LA projects which address the professional actions and knowledge requirements of the aspiring headteacher
• Documenting developments in personal leadership and management practice and its impact in the school or wider community
• Evidencing personal reflective practice and enquiry-based approaches
• Demonstrating awareness and understanding of key reading, research and developments in educational thinking and their relevance in the school, learning community or LA context

• Participating in action research and articulating outcomes and implications for the learning community