Section 3 - NPQ Content Areas Providers must design and deliver provision that covers all of the knowledge and skills in the ‘Learn how to’ and ‘Learn about’ columns, for the NPQ level(s) they are delivering Strategy and Improvement NPQML (Leading a team) Learn how to: Learn about: Assessment Criteria Tested in Manage and analyse performance data to evaluate progress, identify trends, define team priorities and develop improvement strategies (for example, in relation to disadvantaged pupils or with particular needs) Tools and techniques to manage and analyse performance data on progress and attainment at group and individual level (for example, databases, spreadsheets, formulae and graphs) 1.1.1 Deploys and techniques to manage and analyse data on pupil progress and attainment 1.1.2 Designs, evaluates and improves plans in light of data on pupil progress and attainment Part A Supporting document required: Raw data analysis Statistical and data analysis concepts (for example, confidence intervals, statistical significance, sampling, correlation and causation) Implement successful change at team level Tools and techniques that support change management 1.1.3 Deploys change management tools and/or techniques during the design and implementation of plans Part A Examples of successful change management drawn from a range of schools
Leading with Impact (Leading a team) Learn how to: Learn about: Assessment Criteria Tested in Anticipate other peoples’ views or feelings and moderate your approach accordingly Personal reflection and self-awareness tools 3.1.1 Exploits different leadership styles and justifies why these have been adopted Part A Adopt different leadership styles to ensure the team meets its objectives Research into, and examples of, different leadership styles, including their associated benefits and risks Present, communicate or defend challenging messages confidently and positively to a range of audiences A range of written and verbal communication and presentation styles, including why these have been adopted in different situations (for example, to communicate with pupils, parents/carers, colleagues and external parties) 3.1.2 Exploits different communication styles and justifies why these have been adopted Part A Working in Partnership
NPQML (Leading a team) Learn how to: Learn about: Assessment Criteria Tested in Deploy staff, financial and educational resources within a team efficiently, to enhance pupil progress and attainment Resource and project management tools and techniques, including budgeting, forecasting and project plans 5.1.1 Analyses the financial and staffing implications of own plans, during whole lifetime of plans, using a budget Part B Supporting document required: Budget 5.1.2 Defines the steps required to successfully implement plans, using a project plan Part B Supporting document required: Project plan Manage risks within a team effectively (for example, in relation to staffing, finances or teacher workload), using a risk register Best practice in relation to managing risks, including the establishment and maintenance of risk registers, drawn from a range of schools 5.1.3 Identifies and mitigates risks in plans, using a risk register Part B Supporting document required: Risk register Deliver a safe environment for pupils and staff Key legal requirements and statutory guidance in relation to safeguarding and health and safety in schools, including Increasing Capability
NPQML (Leading a team) Learn how to: Learn about: Assessment Criteria Tested in Hold others to account, line manage and evaluate performance effectively A range of performance management techniques, including setting SMART objectives, collecting and giving feedback, coaching/mentoring, and professional development plans 6.1.1 Assesses individuals’ performance and capability methodically and identifies appropriate, targeted professional development opportunities within and beyond the school to support them Part B The and Teacher appraisal regulations Support all members of their team with appropriate, targeted opportunities for professional development, including teachers, teaching assistants, and stronger or weaker performers The and supporting guidance Professional development opportunities within and beyond the school Recognise their own strengths and weaknesses and identify learning linked to their needs Tools to identify own and staff development needs (for example, 360 degree feedback) 6.1.2 Assesses their own performance and capability methodically, identifying appropriate, targeted professional development opportunities for self Part B Evaluate the impact of professional development on teacher development and pupils outcomes Tools to evaluate the impact and of professional development activities, particularly in terms of pupil outcomes 6.1.3 Designs and implements to evaluate the impact and of professional development in terms of pupil outcomes Part B