A talk given to the HMC Deputy Head (Academic) Conference in Durham on 23/11/12

1. Leading and Managing
Heads of Department
and the
Independent Schools Qualification in
Academic Management
HMC Conference for Academic Deputy Heads
and Directors of Studies
Durham 23/11/2012
Mark S. Steed MA (Cantab.) MA (Nottingham)
Principal, Berkhamsted School

2. Leading and Managing HoDs
• The • An • The Harvard
Background
The ISQAM
Performance Management
Changing Introduction Business
Role of the to the School
HoD Independent Performance
School Matrix
Qualification • Performance
in Academic Management
Management for HoDs

3. Leading and Managing Heads of Department
BACKGROUND

4. Leading and Managing Heads of Department
Changing Role of the HoD

5. Leading and Managing Heads of Department
Changing Role of the HoD

6. Leading and Managing Heads of Department
Changing Role of the HoD

7. Leading and Managing Heads of Department
Changing Role of the HoD

8. Leading and Managing Heads of Department
Changing Role of the HoD
 The Sector has become more professional
 HoDs are more accountable
 The role has become more complex

9. Leading and Managing Heads of Department
Changing Role of the HoD
 The Sector has become more professional
 HoDs are more accountable
 The role has become more complex

10. The Independent Schools Qualification in Academic Management
ISQAM

11. ISQAM
Aims
 to improve standards in teaching and learning by
providing training for Heads of Department in the key
practical skills that they need to perform their job;
 to encourage on-going CPD for HoDs and other
academic managers;
 to establish best practice and define a sector-wide
standards in relation to these skills; and
 to provide a qualification that is understood by schools
and is portable between schools.

12. ISQAM
Working together
 HMC PD
 GSA PD
 IAPS
 Institute of Education

13. ISQAM
Structure
The ISQAM is a modular programme that
operates at three levels:
 Level 1: An introduction to some of the key skills
required by Managers/ HoDs:
 Level 2: Development of the key skills required by
Managers / HoDs:
 Level 3: ISQM with Masters Level Credits

14. ISQAM
Structure
Level 1: An introduction to some of the key skills
required by Managers / HoDs:
1. Effective Lesson Observation and Feedback
2. How to conduct an Appraisal
3. Establishing Standards in Student Assessment, Marking
and Feedback in the Department
4. Recruiting and Appointing Staff

15. ISQAM
The Structure of the ISQM
Level 2: Development of the key skills required by
Managers / HoDs:
5. The Use of Data to improve pupil and Departmental
performance
6. Programmes of Study and Schemes of Work
7. Improving Teacher Performance: Coaching and Monitoring
Staff
8. The role of the Manager / HoD within Whole School
Planning

16. ISQAM
Structure
Level 3: ISQM with Masters Level Credits
9. Literature Review and Reflection on the Role of the
Manager / HoD and the impact of the HoD as a middle
manager.
 This is module qualifies for 30 M-level Credits

17. ISQAM
Delivery
 The ISQM is aimed to provide a high quality practical
programme at a low cost (in terms of both time and money)
to schools.
 The “tuition” component is provided in three ways:
1. Sessions
a) HMCPD Courses
b) In School Twilight Sessions
c) Cluster Groups
d) At the IOE / by the IOE to a regional cluster
2. On-line and Distance Learning Resources
3. In-School Mentoring

18. Level 1 Modules
Module Content Delivery Assessment Other
1. Effective How to conduct a 2 x 3 hour Twilight Portfolio: In School Mentor
Lesson lesson observation session at the IOE Conduct 10+ lesson
Observation (what to look for; 1) on how to do a observations at least
and recording, feeding lesson three of which must be
Feedback back to the teacher observation moderated by a School
etc) 2) sharing and Mentor.
reflecting on
experiences
Training vodcast Distance Learning Lesson observation Moderation by
materials of lessons – materials to study. notes of one of the School Mentor –
with supporting lesson exemplar lessons. and external [eg
observation notes IoE?]
Lesson Observation
as part of an ISI
Inspection

19. Level 1 Modules
Module Content Delivery Assessment Other
2. How to How to conduct an 3 hour Twilight Portfolio: In School Mentor
conduct an appraisal of a teacher session in Cluster Conduct 3+ teacher
Appraisal (Preparation – the Group appraisals at least one
meeting – the report) of which must be
moderated by a School
Mentor.
Examples of Good and Distance Learning Written evaluation of
Bad appraisals materials to study. Exemplar Materials
Legal aspects of the Vodcast of lawyer
Importance of talking [sponsored
Appraisals in by VWV]
performance
management

20. Level 1 Modules
Module Content Delivery Assessment Other
3. Establishing How to conduct a 3 hour Twilight Portfolio: In School Mentor
Standards in departmental work session at the IOE Conduct a departmental
Student scrutiny exercise work scrutiny of at least
Assessment, (Selecting samples two year groups at least
Marking and – what to look for – one of which must be
Feedback in what is the focus? – moderated by a School
the Department the report) Mentor.
Work Scrutiny as Vodcast giving an
part of an ISI ISI Inspector’s
inspection perspective

21. Level 1 Modules
Module Content Delivery Assessment Other
4. Employment How to conduct an 3 hour Twilight Portfolio: In School Mentor
Issues interview session in Cluster Observe a panel
(shortlisting, Group interview process.
Interview Questions Participate in a panel
etc.) interview
Legal Aspects of the Vodcast by Lawyer
Employment talking (Sponsored
Process (Equality by VWV)
Act, Reasonable
Adjustments etc.)
Staff Absence (Long Vodcast by Lawyer
term Sickness, [Sponsored by
Maternity Leave) VWV]
Safeguarding and Pass the online course
Recruitment

22. Level 2 Modules
Module Content Delivery Assessment Other
5. The Use of How to use data to 3 hour Twilight Using ICT skills acquired Presentation to be
Data to monitor and improve session at IOE in Module 4 to give a 30 filmed and
improve pupil Departmental min presentation with moderated by
and performance supporting papers HMC/GSA
Departmental analysing the
performance department’s
performance at GCSE
and A-level
Use of MidYis, ALIS
Benchmarking your
department.
Examination
Analysis
Target setting

23. Level 2 Modules
Module Content Delivery Assessment Other
6. Programmes How to write a PoS 3 hour Twilight Portfolio: In School Mentor
of Study and and SoW session at IOE Produce a PoS and an
Schemes of SoW for at least two
Work year groups
Examples of Distance Learning
Departmental materials to study.
Development Plans
Differentiation:
Incorporating
Extension and
Support tasks into
SoW

24. Level 2 Modules
Module Content Delivery Assessment Other
7. Improving What is coaching 3 hour Twilight Portfolio: Coach/Mentor
Teacher and mentoring? session at IOE a member of staff. Keep
Performance: How to do it? record of meetings etc
Coaching and Record-keeping for a one year period, at
Monitoring What the Head least one of which must
Staff wants from a HoD? be moderated by a
School Mentor.
How to have
challenging
conversations with
Staff

25. Level 2 Modules
Module Content Delivery Assessment Other
8. The role of the How to write a 2 hour Twilight Portfolio: In School Mentor
HoD within Departmental session in Cluster Produce a Departmental
Whole School Development Plan Group Development Plan -OR-
Planning
The relationship Mentoring session Written evaluation of
between School in School Exemplar Materials
Development and
Improvement Plans
and Departmental
plans
How to manage a 2 hour Twilight Portfolio: In School Mentor
Departmental session in Cluster Produce a Departmental
Budget Group Budget.
(Capital items,
Training;
consumables, ICT,
link to School
Development Plan)

26. Level 3 Module
Module Content Delivery Assessment Other
9. Literature Engaging with a Supervision by IOE Extended Essay of This is required to
Review and body of literature 5,000 words OR achieve M-level
Reflection and research on a equivalent accreditation of 30
chosen area of points
interest
Reflection on the
role of a Middle
Leader
Reflection on the
impact of the HoD
as a middle
manager

27. ISQAM
Quality Assurance
The Institute of Education will provide quality
assurance for the programme
 This is relatively simple for the aspects that the
IOE will deliver
 Mentor Training Courses will be provided by IoD
to ensure quality control for the school-based
aspects of the programme

28. ISQAM
Further Professional Development:
ISQAM with M-level Credits Complementary Courses
The Gold level will be worth The IOE (and other
30 M-level credits from the institutions) offer
IOE which could count complementary courses
towards a post-graduate which will count towards
qualification. these post-graduate
 Post-graduate Certificate qualifications, e.g.
(60 credits)  Developing Leaders
 Post-graduate Diploma (30 credits)
(120 credits)  Early Leadership (30 credits)
 Masters (180 credits)
 Widening Leadership
(30 credits)

29. ISQAM
Courses: Level One
HMCPD are going to run the Level One one-day
courses in association with the IoE.
 Effective Lesson Observation and Feedback
 How to conduct an appraisal
 Establishing Standards in Student Assessment,
Marking and Feedback in the Department
 The cost of Level One is likely to be about £500

30. ISQAM
One Day Courses: Level Two
GSAPD are going to run the Level Two one-day
courses in association with the IoE.
 The Use of Data to improve pupil and Departmental
performance
 Programmes of Study and Schemes of Work
 Improving Teacher Performance: Coaching and
Monitoring
 The cost of Level Two is likely to be about £600 - £700

31. ISQAM
Timeline
2012-13 Pilot Studies
Developing online resources
Trial INSET courses led by IoD
2013-14 ISQAM Level One Course launched
Courses available from HMCPD
2014-15 ISQAM Level Two Course launched
Courses available from GSAPD

32. ISQAM
Timeline
2012-13 Pilot Studies
Developing online resources
Trial INSET courses led by IoD
2013-14 ISQAM Level One Course launched
Courses available from HMCPD
2014-15 ISQAM Level Two Course launched
Courses available from GSAPD

33. ISQAM

34. One approach to Performance Management for HoDs
THE APPRAISAL GRID

38. Performance Matrix

39. Performance Matrix
Results & Outcomes; Attitudes & Behaviours
Outstanding 3.1 3.2 3.3
Satisfactory
Results and Outcomes
2.1 2.2 2.3
to Good
Weak 1.1 1.2 1.3
Poor Good Superior
Attitudes and Behaviour

40. Performance Matrix
Results & Outcomes; Attitudes & Behaviours
Outstanding 3.1 3.2 3.3
Satisfactory
Results and Outcomes
2.1 2.2 2.3
to Good
Weak 1.1 1.2 1.3
Poor Good Superior
Attitudes and Behaviour

41. Performance Matrix
Results & Outcomes; Attitudes & Behaviours
Outstanding 3.1 3.2 3.3
Satisfactory
Results and Outcomes
2.1 2.2 2.3
to Good
Weak 1.1 1.2 1.3
Poor Good Superior
Attitudes and Behaviour

42. HoDs Performance Management
Results & Outcomes; Attitudes & Behaviours
Outstanding 3.1 3.2 3.3
Satisfactory
Results and Outcomes
2.1 2.2 2.3
to Good
Weak 1.1 1.2 1.3
Poor Good Superior
Attitudes and Behaviour

43. Performance Matrix
Results & Outcomes; Attitudes & Behaviours
Outstanding 3.1 3.2 3.3
Satisfactory
Results and Outcomes
2.1 2.2 2.3
to Good
Weak 1.1 1.2 1.3
Poor Good Superior
Attitudes and Behaviour

44. HoDs Performance Management
New HoDs Salary Scale

45. HoDs Performance Management
New HoDs Salary Scale
 Performance Management:
 Scope for progression to the next increment
 Scope for losing an increment
 Evaluate performance over a three-year rolling cycle:
 2012 will be the baseline
 2013 and 2014
 Performance Management Appraisal in Autumn 2014
 HoDs can go up an increment from Sept 2015.
 Evaluation Criteria
 Results and Outcomes
 Attitudes and Behaviours

46. HoDs Performance Management
Indications of Results and Outcomes
1. MidYIS and ALIS results – against Independent Schools
• Outstanding = over 1 standard deviations re Independent
Schools (in blue)
• Good = in line to 1 standard deviation (in white)
• Weak = lower than average performance (in yellow)
2. Positive Feedback from School community on Departmental
performance.
3. Inspiring Pupils: Trend analysis of pupil option numbers at
GCSE and A-level and university.
4. Level of Departmental Activity: Trips, Societies, Visiting
speakers etc.
All measured over a three year period (starting from 2012)

47. Measuring Value-Added
Evaluating Departmental Performance
NB Not Berkhamsted Data!

48. HoDs Performance Management
HoDs Key Responsibilities
 Effective budget planning
 Development Planning
 Management and effective use of resources
 Communication
 Liaison with Senior Management
 Strategic Delegation of responsibilities
 Motivation of staff
 Appraisal of staff
 Monitoring of performance of staff
 lesson observation, work scrutiny
 Induction and mentoring of staff
 Monitoring of pupil progress, results and classroom discipline
 Departmental administration
 including production of PoS, SoW etc.

49. HoDs Performance Management
Indications of Attitudes and Behaviours
Responsibility Poor Satisfactory Outstanding
Good
Appraisal and Conducts poor Conducts appraisals Conducts
appraisals in a way in a way that goes outstanding
Monitoring staff that does not some way to appraisals that
performance motivate those motivating those motivate those
being appraised to being appraised to being appraised to
better performance better performance better performance
and that does not and that raising and that address
address some aspects of underperformance
underperformance. underperformance. robustly.
Gathers a limited Gathers information Gathers information
range of evidence. from a wide range of from a wide range of
There is little or no sources. Makes some sources that provides
evidence for evidence-based as complete a picture
judgements. judgements, but these as possible and
are inconsistent. always makes
evidence-based
judgements.

50. HoDs Performance Management
Indications of Attitudes and Behaviours

51. HoDs Performance Management
Indications of Attitudes and Behaviours

52. HoDs Performance Management
Appraisal, Self Appraisal and Target-setting

53. HoDs Performance Management
Appraisal, Self Appraisal and Target-setting

54. HoDs Performance Management
Appraisal, Self Appraisal and Target-setting

55. HoDs Performance Management
Results & Outcomes; Attitudes & Behaviours
Outstanding 3.1 3.2 3.3
Satisfactory
Results and Outcomes
2.1 2.2 2.3
to Good
Weak 1.1 1.2 1.3
Poor Good Superior
Attitudes and Behaviour

56. HoDs Performance Management
Outcomes, Attitudes and Behaviours
Beacon of best practice.
Specific Targets and On track to receive Immediate progression
Outstanding INSET required increment if repeated. to next increment.
On course to be
3.1 3.2 promoted
3.3
Significant areas to work
Satisfactory on. Competent, reliable On track to receive
Results and Outcomes
Likely to lose increment performance increment if repeated
to Good if repeated
2.1 2.2 2.3
Significant areas to work
Loss of HoD increment on. Specific Targets and
Weak Likely to lose role if Likely to lose increment INSET required
repeated. if repeated.
1.1 1.2 1.3
Poor Good Superior
Attitudes and Behaviour

57. Email: principal@berkhamstedschool.org
Twitter: @independenthead
Blog: http://independenthead.blogspot.com

58. HoDs Performance Management Consultation
New HoDs Salary Scale

60. HoDs Performance Management Consultation
New HoDs Salary Scale
Legal Considerations
 Contracts of Employment:
 We will be issuing new contracts for HoDs reflecting
the new pay scales and performance management
structure.
 HoDs have every right to stay on their old contract,
original pay scale and conditions of service.

61. HoDs Performance Management Consultation
New HoDs Salary Scale
 Criteria for allocation of (Small, Intermediate, Large,
Faculty) Department
 Number of Staff
 Number of Pupils at KS3
 Number of Pupils at KS4
 Number of Pupils at KS5
 Examination v Non-examination subjects.
 New Scale v. Old Scale
 New HoDs scale will receive Incremental Rises
 Old Scale (Point 13 up) is likely to be frozen.