Leadership - Self Evaluation Guidance

How Successful Are We?

This section provides brief grade descriptions defining the key characteristics of school workforce development under the headings: outstanding, good, satisfactory and inadequate.

It can be used in conjunction with school self-evaluation systems to assess the current quality of workforce development against the following criteria and to consider some of the requirements for improvement. The qualities are based on research evidence about good and successful school workforce development. 

To download a Word version of the table below please see the 'helpful resources' box to the right.

Inadequate

Satisfactory

Good

Outstanding

  • Any post lacks status, time, resources and clarity
  • No or few links to the school’s strategic leadership
  • Carried out in isolation with no or little involvement of areas and individuals
  • Ad hoc approaches
  • Role seen as administrative and reactive rather than proactive and responsive to a developing agenda.
  • Recognised workforce development leader, probably from the leadership team, with roles and responsibilities but likely to lack clear definition
  • Some links to the school’s strategic leadership
  • Some understanding shown of the changing dimension of workforce development and features of effective practice – likely to be gaps in awareness
  • Support and involvement by some other leaders covering a range of sections of the school workforce.
  • Clear job descriptions with recognition of importance in school
  • Fairly close alignment with the school’s strategic leadership
  • Others in the school have explicit roles in relation to workforce development
  • Good level of understanding of changing dimension of workforce development and features of effective practice.
  • Clearly defined roles and responsibilities which attract status and respect
  • Integral part of the school’s strategic leadership
  • High level of understanding of changing dimension of workforce development and features of effective practice
  • Heavy support and involvement by leaders covering all sections of the school workforce. 
     

Teachers TV

Teachers TV - Collaborative Professional Development

Collaborative Professional Development
At the Federation of Jubilee and Gainsborough Primary Schools in Hackney, CPD leader Rachel Spruce delivers a development model that links individual needs to whole school priorities.

Watch the video.