Ethiopian National Professional

Standards Framework for

School Supervisors

Ministry of Education
April, 2012
 Table of Contents
Content Page

Definition of Key Terms and Phrases

1. Background and Justification 1
2. The Focus of the National Professional Standards 3
Framework
3. Organization of the National Professional Standards for 5
School Supervisors
3.1 Themes of Professional Requirements for school supervisors 5

3.2 Unit of competences 6

3.3 Elements 10

3.4 Focus areas/Indicators and descriptors 11

3.5 Professional Capability of School Supervisors at the three stages 11

4. Units of Competences Chart 16

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Definition of Key Terms and Phrases

a) Competence

The broad concept of competency concerns the ability to perform particular

tasks, duties and roles to the standard of performance expected in the
workplace. Competence requires the application of specified skills, knowledge
and attitudes relevant to effective participation in an organization or enterprise. It
covers all aspects of workplace performance and involves performing individual
tasks; managing a range of different tasks; responding to contingencies or
breakdowns; and, dealing with the responsibilities of the workplace, including
working with others. It requires the ability to apply relevant skills, knowledge and
attitudes consistently over time and in the required workplace situations and
environments.

In line with this concept of competency, the professional competence of school

supervisors here could be defined as the relevant professional knowledge, skills
and attitudes of the supervisors to perform schools supervisory tasks and play
the professional leadership roles expected of them around schools as per the
required or set standard levels.

b) Unit of Competence

A component of competence describing the specific performance outcomes,

skills, knowledge and attitudes required to contribute to the overall competence
in a specified work area. Here it could be understood as the sub-professional
competence of school supervisors showing the specific performance outcomes,
skills, knowledge and attitudes required to cover a unit part of the overall
professional competence of the schools supervisors to perform schools
supervisory tasks and play the professional leadership roles expected of them
around schools as per the required or set standard levels.

c) Unit Title

The unit title is a brief statement of the outcome of the unit of competence.

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d) Units of Competence Codes

Within this Ethiopian National Professional Standard Framework for school

supervisors, each unit of competence has a unique code. The units of
competence codes are developed with 12 characteristics involving a mixture of
uppercase letters and numbers to be followed with serial numbers representing
the specific units of competences as in ENPSSSE12UA1 for the unit of
competence one.

 The first seven characters signify the Ethiopian National Professional

standard framework in Education sector and specify it for school
supervisors; and the next two characteristics (numbers) are identifying the
year of endorsement of the units of competences;

 The next two characteristics again (uppercase letters U and A) identify the
unit of competency and the version of the unit of competency,
respectively. The place of letter ‘’A’’ in the unit code here indicates
whether the unit of competence is the original or the changed version as
the unit of commences are in a development process. In this case the
letter ‘’A’’ shows the originality of the unit of competence, while the last
number indicates the number given to the particular unit of competence.

e) Unit Descriptor

The unit descriptor is generally a paragraph that communicates the content of the
particular unit of competence and the related performance outcomes, skills,
knowledge and attitudes required of the concerned worker in a specified work
area. Here it communicates the content of the unit of professional competence
under consideration and the professional performance outcomes, skills,
knowledge and attitudes required of the concerned school supervisors

f) Schools supervisory Tasks include:

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  Controlling in a sense of monitoring and informing compliance
requirements;

 Providing professional support to schools’ community including schools

principals and teachers;

 Evaluating school performance to give feedbacks for improvement; and

 Working as liaison or link to facilitate both vertical and horizontal

communications within the system as well as among schools.

g) Control:

Control as a part of supervisory task refers to monitoring, evaluating, supporting

and informing schools’ compliance requirements to achieve expectations.

h) Compliance Requirements

Compliance requirements in this professional standard document refer to the

fulfillment of education related policy, strategies, guidelines, legislation, rules,
regulations and codes of educational and schools practice.

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 National Supervisors’ Professional Standard Framework

1. Background and Justification

The Education and Training Policy has stipulated that ensuring the quality, equity as
well the relevance of the Ethiopian education requires effective management and
leadership at all levels of the education system. Extending this stipulation of the
policy to the school level, the General Education Quality Improvement Package
(GEQIP) has included school teachers, principals, and supervisors capacity building
strategy with clear objectives to facilitate and support schools improvement. As a
component of the quality improvement package, the Ethiopian teacher development
program general guideline (Blue print) is stressing the need for school leadership
and supervisors that can effectively support schools in various aspects including
vision and strategic plan development and implementation for schools improvement.

It is also indicated that achievements with the implementation of the Ethiopian

Education and Training Policy and the following strategies and guidelines are all
fundamentals to allow the country to progress towards becoming a middle income
economy by the year 2025 as per the country’s vision. Accordingly, with the
implementation of the policy under ESDP III the country showed significant
progresses in education. Access at all levels of the education system increased at a
rapid rate in line with a sharp increase of inputs. Disparities decreased through a
more than average improvement of the situation of the disadvantaged and deprived
groups and of the emerging regions. The quality challenge particularly in the general
education sub-sector including improvement of students achievement through
consistent focus on the enhancement of learning and teaching process and the
transformation of the school into a motivational learning environment are, however,
still remained in order to contribute to the realization of the indicated long term vision.

As a consequence of these progresses made related to access during the previous

years and within this long term vision, the focus of the education policy under the
next Education Sector Development Plan (ESDP IV) has shifted to treat the quality
challenge left behind ESDP III, towards priority programs directed to improve and
sustain equitable access to quality basic and secondary education in the aspects of
general education sub-sector. Follow up of these programs, prioritizing, quality is
requiring effective monitoring or supervisory work at schools, which again requires
capacitated supervisors, prepared and continuously followed up through frequent
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assessment on the basis of carefully developed professional standards framework

for the school supervisors.

In reality, School supervision has to go with the national education system. Likewise
school supervision in Ethiopia need to accompany the direction set by the education
and training policy. Here, it must be recognized that education is an integral part of a
nation-building exercise. Therefore, the priority action programs in the ESDP IV have
included capacity development for improved quality schools management and
supervision for better learning achievements at schools. For that matter, it is not
surprising then that the mandate of supervisory services is to ensure the respect of
national norms and regulations. School supervisory services are supposed to
contribute to the creation of a unified and standardized quality school system.

This implies that school supervisors are expected to undertake three sets of tasks
including control (in a sense of monitoring compliance requirements and providing
feedbacks), support, evaluation and liaison at schools to achieve the supposed
unified and standardized school system. School supervisors must be able to facilitate
both vertical and horizontal communications (work as liaison). They are expected to
promote communications vertically informing schools with policies and rules and the
ministry with the needs and realities in the schools; and horizontally facilitating
interactions, net workings between schools’ function. Realization of these all tasks of
school supervisors, however, requires National Professional standards framework for
the supervisors as an integral part of ensuring quality learning and teaching at all the
schools.

Therefore, this generic national professional standard frame work for school
supervisors is developed and scaled up for three professional development levels
with the recognition of the requirement. During the development process of the
framework, the Australian occupational standard framework format is bench marked
for its convenience in defining ranges of variables, developing assessment tools and
identifying evidence guide and contexts for the assessment, while the contents are
adapted from supervisory and school leaders tasks and roles in the same country
with reference to our strategies and guidelines related to school supervisors roles
and responsibilities.

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2. The Focus of the National Professional Standards

Framework
Indeed, there are education supervisors at all levels (federal, regional, zonal, and
woreda), of course, with different titles, who generally follow up the educational
provision at schools under their share of responsibilities in the country. However, this
national professional standards framework is only referred to those supervisors
organized by the woreda educational offices around schools and school clusters as
merely professional leaders group out of the line management structure. In a sense,
they are not part of the line managers but are meant to monitor, support, evaluate
and liaison schools vertically up and down within the system and horizontally among
schools to facilitate communication and exchange of the best practices or
experiences, to realize the anticipated improvements for the schools. Furthermore,
the standard framework has focused on the following main aspects of the schools
supervisors’ responsibilities.

a) The professional standards framework addresses the need to prepare

and capacitate school supervisors who value and are committed to educating all
students to become successful adults.

School supervisors are responsible for creating and articulating a vision of high
standards for learning at schools that can be shared by the school and the
surrounding community. They are expected to have the willing to examine their own
assumption, beliefs and practices; understand and apply research; foster a climate of
continuous improvements among all members of the school community; and thereby
commit themselves to high levels of personal performance in order to ensure
implementation of the shared vision of learning.

b) The professional standards framework addresses the need for school

supervisors to place Learning and Teaching at the center of schools functions

School supervisors are responsible for ensuring that decisions about curriculum,
instructional strategies, assessment, and professional development are based on
sound research, best practice, appropriate data, and other contextual information;
and that observation and collaborations are used to design meaningful and effective
experiences that improve student achievement. School supervisors must capitalize
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on diversity to create a school culture that promotes respect and success for all
students. They must be able to identify, clarify and address barriers to student
learning and communicate the importance of developing learning strategies for
diverse populations. School supervisors must be learners who model and encourage
life long learning. They are expected to establish a culture of higher expectations for
themselves and other schools community members.

c) The professional standards framework addresses the need for school

supervisors to understand the fact that cooperation among schools and the
community is essential to the success of school leaders and learners

School supervisors must see schools as an integral part of the larger community,
and foster collaboration work and communication with families and the community at
large as critical to effective learning. School supervisors need to understand that the
ability to analyze emerging issues and trends that might affect schools and will
enable them to support planning effective instructional programs and schools
services. They must also understand that effective and appropriate communications,
coupled with the involvement of families and other stakeholders in decisions, helps
to ensure continued community support for schools.

With the above mentioned focuses, the professional standard frame work has
included 10 described and evidence guide based units of competences involving 35
critical elements with 206 performance criteria/indicators. Lastly to show and
accommodate the continuous professional development possibilities and
opportunities of the school supervisors, each of these performance criteria/indicators
is horizontally scaled out for three stages of the school supervisors’ professional
development levels: Beginner supervisor, Proficient supervisor and lead supervisor.
The three professional development stages are described below under the topic
explaining the Organization process of the National Professional Standards for
School Supervisors.

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3. Organization of the National Professional Standards for

School Supervisors
The National Professional Standards Framework for school Supervisors comprises
10 units of competences outlining what school supervisors should know and be able
to do. The units of competences are interconnected and interdependent. They
originated from four themes of professional requirements of school leaders (Vision
and values, Personal Qualities and Social and Interpersonal Skills, Knowledge and
understanding, and Professional practice) in general and supervisors in particular. In
practice, supervisors draw on aspects of all the four themes of professional
requirements. Each unit of competences within the standard framework and the
following critical elements and performance criteria/indicators illustrate the required
personal qualities, knowledge and professional engagement or practice.

3.1 Themes of Professional Requirements for school supervisors

3.1.1 Vision and values

School supervisors are meant to support the development of the vision and strategic
plans of schools. They need to be committed to support the learning and growth of
young people and adults guided by fairness, ethical practice, democratic values and
lifelong learning. They have to understand, lead, mediate and serve the best
interests of the community which resonate through the strategic vision, school
culture, traditions and positive ethos they seek to promote across the school. They
should be able to insist upon high standards and foster respect across the whole
school community.

3.1.2 Personal qualities and social and interpersonal skills

This professional requirement of school supervisors recognizes the importance of

emotional intelligence, empathy, resilience and personal wellbeing in the leadership
and management of the school and its community. School supervisors regularly
required reviewing their practice and implementing change in their leadership and
management approaches to suit the situation. They need to manage themselves well
and use ethical practices and social skills to deal with conflict effectively; and be able
to build trust across the school community and to create a positive learning
atmosphere for students and staff and within the community in which they work.
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3.1.3 Knowledge and understanding

School supervisors need to understand the practice and theory of contemporary

leadership and apply that knowledge in school improvement. They should be well
versed in the latest research and developments in pedagogy, curriculum, and
assessment and reporting. They must have relevant knowledge of national policies,
practices and initiatives as well as relevant federal and regional state legislation and
agreements.

School supervisors need to be able to draw on a body of professional knowledge

and research to respond to the needs of schools community within the educational
contexts. They must understand the schools contexts, how the contexts affect the
students’ continuous learning, and how to structure the supports to meet the
physical, social and intellectual development and characteristics of the students at
schools.

3.1.4 Professional Practice

School supervisors are able to promote, support and create conducive environment
for effective learning and teaching activities at schools. They should be able to
create and maintain safe, inclusive and challenging learning environments and
promote fair and equitable behavior management system. They need to use simple
and appropriate communication techniques; to have a repertoire of effective
supervisory work strategies and use them to implement well-designed support
control and evaluation programs. They regularly evaluate all aspects of their
practices to ensure they are meeting the needs of the schools communities.

3.2 Unit of competences

The 10 units of competences included in the professional standard framework are
listed and well described below. They identify what is expected of supervisors within
the four themes of supervisors’ professional requirements. Each unit of competence
has included varied number of elements which in turn involve certain focus
areas/indicators of effectiveness. Supervisors’ demonstration of the unit of
competences will occur within their specific work context at their stage of expertise
and reflect the requirements of their professional activities.

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3.2.1 Unit of Competence 1: Model and Motivate Learning for Life through Their
Professional Practice

This unit describes the performance outcomes, skills and knowledge required to
provide professional leadership in improving school learning, and the quality of
teaching-learning processes. It covers enabling schools to place learning at the
center of strategic planning based on collaboratively developed and clearly
articulated vision.

The unit applies to school supervisors who aspires higher standards and provide
leadership support in designing, developing and implementing school learning
strategy; reviewing school learning and development to monitor and evaluate school
learning strategy formation for improvement.

3.2.2 Unit of Competence 2: Initiate, Conduct and Lead Educational Research

This unit describes the performance outcomes, skills and knowledge required to
plan, conduct and report on educational research to influence strategic practices and
outcomes within a school context to encourage and promote knowledge and
research activities. It covers constructing an educational research strategy, using a
range of educational research techniques, and analyzing and presenting findings.
The unit applies to school supervisors or managers using educational research to
ensure that learning can enhance individual, team and schools performance.

The intended purpose and approach to educational research may vary across a
range of contexts and schools. In this unit, the focus is on educational research to
attain improved schools outcomes. It involves leading a range of research activities
and techniques that, in combination, can provide quality information to enhance
learning related activities and the development of capabilities.

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3.2.3 Unit of Competence 3: Apply Current Knowledge and Understanding in

Education Practice

This unit describes the performance outcomes, skills and knowledge required to
initiate and implement advanced learning practice that supports the improvement of
learning strategies in a school context. The unit covers evaluating current schools
performance to support schools improve learning practice, evaluating current
strategy to assist schools in improving learning, analyzing and advancing adoption of
improved learning practice.

It applies to school supervisors who use to work with the focus on using research,
professional investigation, and theoretical analysis to build school capabilities, and
identify ways of improving learning practice.

3.2.4 Unit of Competence 4: Apply Knowledge and Understanding of

Leadership and Management Concepts and
Practices.

This unit describes the performance outcomes, skills and knowledge required to
apply Leadership and Management Concepts and Practices in monitoring,
supporting and evaluating schools planning and implementation process for
improvement. It covers enabling schools to design and implement their structures
and process, to meet legal requirements, to establish profile and promote their
services; guiding for effective school management.

The unit applies to school supervisors who closely support school leadership and
management in facilitating school improvement.

3.2.5 Unit of Competence 5: Manage Organizational Change

This unit describes the performance outcomes, skills and knowledge required to
propose strategic change requirements and opportunities; and to support schools
principals in developing, implementing and evaluating change management
strategies.

The unit applies to school supervisors and managers with responsibilities that extend
across the schools. It takes a structured approach to change management and
applies to school supervisors working with schools for improvement.
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3.2.6 Unit of Competence 6: Identify and Interpret Compliance Requirements

This unit describes the performance outcomes, skills and knowledge required to
clarify scope of school operations, identify, interpret and document the range of
internal and external compliance requirements and obligations that must be fulfilled
by the schools.

It applies to individuals working as school supervisors supporting school principals to

manage schools compliance requirements. These individuals require a sound
theoretical knowledge of compliance and well established skills in clarifying scope of
schools operations and identifying, interpreting, documenting and communicating
schools compliance requirements to the schools community.

3.2.6 Unit of Competence 7: Develop Learners’ Diversity management

strategies

This unit describes the performance outcomes, skills and knowledge required to
apply learners’ diversity management techniques and skills, and to develop these
skills in others, in schools contexts. It covers analyzing schools’ learner diversity
management practices to support the implementation of the related policy and
strategy; developing and proposing appropriate criteria and strategies to implement,
evaluate and provide feed-back for the improvement of the schools’ learner diversity
management practices.

The unit applies to schools supervisors who support school principals to promote
learners’ diversity consideration in schools context for both efficiency and
effectiveness of the schools.

3.2.8 Unit of Competence 8: Support, Evaluate and Control Teaching and

Learning Activities

This unit describes the performance outcomes, skills and knowledge required to
support, evaluate and Control learning and teaching activities. It covers planning,
collecting evaluation data and information, analyzing the data and reporting the
results of the evaluation involving recommendations (feedbacks) to support the
effectiveness of the schools.

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The unit applies to school supervisors who support school principals to monitor,
support, evaluate and provide feedbacks and enhance the effectiveness of the
learning-teaching process at schools.

3.2.9 Unit of Competence 9: Develop Self, Individuals and Team

This unit describes the performance outcomes, skills and knowledge required to
identify individual and team development needs and to encourage and support the
development of a learning environment in which work and learning come together.
Particular emphasis is on the development of strategies to facilitate and promote self
and staff learning (the development of the work group), and to monitor and improve
learning performance at schools.

The unit applies to schools supervisors with a broad knowledge of learning who
apply their knowledge and professional skills in addressing improvement needs to
meet schools community objectives. They have the responsibility to provide
guidance and support schools’ principals and teachers in capacitating the schools
community.

3.2.10 Unit of Competence 10: Lead Improvement, Innovation and Change

This unit describes the performance outcomes, skills and knowledge required to
conceptualize and establish new systems that support and encourage innovation in
schools and to create an environment that enables and supports the application of
innovative practice. It covers generating innovative thinking and creativity to lead
sustainable innovative practices; supporting a culture of innovation; and maintaining
a sustained approach to innovative thinking and practice.

The unit applies to school supervisors who initiate and support schools principals to
encourage innovative thinking and practice and lead innovation in schools context.

3.3 Elements

Elements are the basic building blocks of each unit of competence. They map a
range of professional actions school supervisors engage in as they apply their
professional knowledge, skills and attributes to their supervisory work context. They

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are identifiable characteristics that contribute to the achievement of the overall unit of
competence.

3.4 Focus areas/Indicators and descriptors

The focus areas/indicators and descriptors identify the components of quality

supports at each professional stage. They constitute agreed characteristics of the
complex process of support provision. An effective supervisor is able to integrate and
apply knowledge into practices and professional engagements as outlined in the
descriptors to create conducive environments in which learning is valued.

3.5 Professional Capability of School Supervisors at the three stages

The three professional stages in this National Professional Standards’ Framework for
school supervisors provide scales to recognize the professional growth of
supervisors throughout their professional practices. The descriptions across the
three professional stages represent increasing levels of knowledge, practice and
professional engagement for the supervisors. Progression through the stages
describes a growing understanding, applied with increasing sophistication across a
broader and more complex range of situations.

3.5.1 Beginner Supervisors

Beginner supervisors have substantial experiences as teachers, department heads,

unit leaders, and/or school principals; and have completed a qualification that meets
the requirements of an initial education and training as school supervisors. These
supervisors possess the requisite knowledge and skills to supervise the learning and
teaching process at schools. They have an understanding of their professional
leadership roles and responsibilities, and know how to select and provide timely and
appropriate feedbacks to improve schools achievement.

Beginner supervisors are able to support schools in designing and implementing

strategic plans for the schools improvement. They have the ability to demonstrate
knowledge of practical strategies to create relationships with the school community
and support schools improvement program; the capacity to work with the school
community in supporting schools and raise learners’ achievement. They are able to

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understand the importance of working ethically, collaborating with colleagues and the
schools community.

3.5.2 Proficient supervisors

The proficient school supervisors create effective supports for the schools principals
and teachers. They can assess needs and adjust their supports to meet the needs.
Proficient school supervisors are active participants in their profession and with
advice from colleagues identify, plan and evaluate their own professional learning
needs. As team members, they are able to work collaboratively with colleagues; they
seek out and are responsive to advice about educational issues affecting their
professional practice. They behave professionally and ethically in all forums.

Proficient school supervisors are recognized as highly effective, skilled practitioners

and routinely work independently and collaboratively to improve their own practice
and the practice of colleagues. They are knowledgeable and active members of
professionals working with schools. The have the ability and skills to contribute to
their colleagues’ learning. They are also able to take on roles that guide, advise or
lead others. They regularly initiate and engage in discussions about effective
teaching to improve the educational outcomes at schools. They provide colleagues,
school principals including teachers, with support and strategies to create positive
and productive learning environments.

3.5.3 Lead Supervisors

Lead supervisors have in-depth knowledge of the profession within their sphere of
responsibility. They model sound supervisory practices in their areas. They work with
colleagues to plan, evaluate and modify learning and teaching processes at schools
to improve student achievements. They keep abreast of the latest developments in
education. Lead supervisors are skilled in analyzing schools assessment data and
use it to improve the learning and teaching process at schools

They are also active in establishing an environment which maximizes professional

learning and practice opportunities for colleagues. They monitor their own
professional learning needs and align them to the schools needs. They behave
ethically at all times. Their interpersonal and presentation skills are highly developed.

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They communicate effectively and respectfully with colleagues’ schools principals,

teachers, parents and schools community as whole.

Lead school supervisors are recognized and respected by colleagues, parents/care

givers and the community as exemplary supervisors. They have demonstrated
consistent and innovative leadership practice over time, and are able to initiate and
lead activities that focus on improving educational opportunities for all colleagues
and students. The Lead school supervisors can establish inclusive learning
environments that meet the various needs of students. They seek to improve their
own practice and to share their experience with colleagues.

They are skilled in using activities that develop knowledge, practice and professional
engagement in others, and promoting creative, innovative thinking among
colleagues. The school supervisors at this level can apply skills and in-depth
knowledge and understanding to deliver effective lessons and learning opportunities
and share this information with colleagues and pre-service teachers. They can
describe the relationship between highly effective teaching and learning in ways that
inspire colleagues to improve their own professional practice.

The lead school supervisors are able to lead processes to improve student
performance by evaluating and revising programs, analyzing student assessment
data and taking account of feedback from parents/care-givers. This is combined with
a synthesis of current research on effective teaching and learning. They represent
the school and the teaching profession in the community. They are professional,
ethical and respected individuals inside and outside the school.

In general the development and implementation of this National Professional

Standards Framework for schools supervisors is an integral part of ensuring quality
learning and teaching at schools. It is hoped that with the development and effective
implementation of the standard, the education system of the country as whole will be
well placed to be among the best in the world.

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UNIT OF COMPETENCE CHART

Professional Standard: School Supervisors

Professional Code:

Model and Motivate Initiate, Conduct and Apply Current Knowledge

Learning for Life Lead Educational and Understanding in
through Their Research Education Practices
Professional Practice

Apply Knowledge and Manage Organizational

Understanding of Change Identify and Interpret
Leadership and
Compliance Requirements
Management
.
Concepts and
Practices

Develop Learners’ Support, Evaluate and Develop Self, Individuals

Diversity management Control Teaching and and Team
strategies Learning Activities

Lead Improvement,
Innovation and
Change

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Professional Standard: School Supervisors

Model and Motivate Learning for Life through Professional
Unit Title
Practices
Unit Code ENPSSSE12UA1
Unit Descriptor This unit describes the performance outcomes, skills and
knowledge required to provide professional leadership in
improving school learning, and the quality of teaching-learning
processes. It covers enabling schools to place learning at the
center of strategic planning based on collaboratively developed
and clearly articulated vision.

Elements Performance Criteria/Indicators

1. Place learning 1.1 Support the development of strategic vision and mission of the
at the center of schools
strategic 1.2 Support the development of strategic and operational plans of
planning the schools
1.3 Support the communication of the visions and plans to the
schools communities and stakeholders
1.4 Enrich the strategic planning of the schools with stakeholders
1.5 Monitor the degree to which beliefs, behaviors and practices
are consistent with the shared vision
1.6 Provide supports to identify goal areas that promote higher
level of learning achievement
1.7 Collaboratively set shared and measureable schools’ goals
and establish data based monitoring system
1.8 Engage stakeholders in the change process through effective
communication
1.9 Design a collaborative and systemic approach to collect and
analyze data about the schools progress towards the shared
vision, attaining the established goal
1.10 Develop and maintain systematic structures for ongoing
communication as part of the continuous improvement
process of the schools strategic plan

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2. Set high 2.1 Propose higher standards for every learner, staff and self;
standards 2.2 Encourage learners ,staff and the school community to aspire for the
higher standards;
2.3 Support in setting and communicating the set expectations,
goals with the schools community to share the aspired
standards and facilitate its implementation
2.4 Expect and support in setting higher learning and achievement goals
for the schools learning community (students, staff and self)
2.5 Monitor, support and evaluate the actualization of the
expectations and goals
2.6 Create conducive environment for the self actualization of the
schools’ staff to support higher students’ learning
achievements community
2.7 Design and develop systematic and cyclic data collection, analysis,
professional development implementation and reflection
procedures, to monitor and promote continuous changes and
improvements in the schools achievements
2.8 Use systematic approaches and procedures to monitor,
support, and evaluate the attainments of the set standards as
expected
3. Provide 3.1 Evaluate approaches to learning and teaching against the
leadership schools’ strategic requirements
support in 3.2 Analyse and confirm with key stakeholders the contribution of
designing and school learning to competitiveness
developing 3.3 Analyze and align schools learning strategies with human
school learning resources and learning requirements and plans
strategy 3.4 Support to design flexible school learning strategy to achieve
school strategic requirements
3.5 Support to design and develop learning assessment strategies
3.6 ) Analyze, Report and discuss the evaluation results with the
school community, give feedbacks and recommendations
implying improvements
3.7 Provide supports in designing improvements of the
approaches to learning and teaching as per the evaluation

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results to meet the schools’ strategic requirements

3.8 Examine and review options relating to deploying quality
procedures and processes in school learning
3.9 Assist to establish processes and procedures for allocating
and managing resources and staff required to implement
school learning strategy
3.10 Analyze and plan requirements for a schools learning
strategies to support strategic and policy requirements
3.11 Analyze and plan technological and systems requirements
relating to a school learning strategy
4. Ensure 4.1 Follow-up the Implementation of appropriate school learning
Implementation strategy and provide feedback to the schools
of school 4.2 Validate school assessment methods and assessment
learning tools consistent with learning and wider operational needs
strategy 4.3 Review schools strategies and procedures for continuing
relevance, operational effectiveness, identify gaps and provide
feedback,
4.4 Develop procedures to Develop strategies to assist in filling
the identified gaps
4.5 Evaluate end-to-end implementation of school learning
strategy and assist in updating strategies and procedures
accordingly
5. Review school 5.1 Review schools learning and development achievements
learning and 5.2 Suggest for modification of the schools procedures for the
development better achievements (improvement)
5.3 Develop procedures to liaise with educators, learners and
others to monitor how well learning strategies and learning
resources achieve school learning targets
5.4 Monitor and give timely feed-back to incorporate it in the
national policy and system changes
5.5 Suggest to modify or design learning strategies and learning
resources to support the implementation of improved learning
strategies and procedures

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Variable Range
School strategic May include but not limited to:
requirements
 access and equity principles and practices
 available technology and learning systems
 collaborative or partnership arrangements
 confidentiality requirements
 defined resource parameters
 efficiency and effectiveness of supply arrangements with third
party suppliers (i.e. procurement arrangements)
 ethical standards
 existing technology and systems in place to manage
performance, customer service, decision support, suppliers,
learning, compliance and related activities
 goals, objectives, plans, systems and processes at corporate,
strategic, operational and other levels of planning
 legal and school policies, guidelines and requirements
 quality and continuous improvement processes and standards
 recording and reporting procedures
Key stakeholders May include but not limited to:
 Community
 Parents
 learners
 teachers
 management and staff
 public agencies, especially regulators
 Suppliers and development partners
School learning May include but not limited to:
strategy
 identification of personnel responsible for the implementation of
the school learning strategy
 integrated strategic activity or multiple related activities or
strategies being conducted for one defined organisation or
entity
 mechanisms for involving personnel in the decision making and
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implementation
 mechanisms for the introduction of new or modified policies and
procedures for an organisation or client
 mechanisms to facilitate continuous improvement processes
 quality procedures or workflow associated with implementation
of learning and assessment strategies
Technological and May include but not limited to:
systems
 Plasma TV
requirements
 learning environments
 learning management systems
 mode and format of content developed by the curriculum
designers and suppliers
 Mode of teaching (mix of face-to-face and online and etc.)
Human resources May include but not limited to:
and learning
requirements  consistency in training, education and/or assessment services
provided
 framework for consultation processes with stakeholders for
development of training, education and/or assessment services
 framework under which the provision of training, education
and/or assessment services is conducted
 identification of roles and responsibilities of key personnel in
the school
 mechanisms to facilitate continuous improvement within the
training, education and/or assessment services
 transparency of the training, education and/or assessment
organisation's approach to training and/or assessment services
Assessment May include but not limited to:
methods
 analysing portfolios and evidence compiled
 questioning (for example, computer, oral and written questions)
 real work, real time activities (for example, direct observation
and third party reports)
 reviewing evidence regarding recognition of current

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competence / knowledge, skills and attitudes recognition

Assessment tools May include but not limited to:
 instruments for recording summative assessment outcomes
against the requirements of a unit of competence
 procedures, information and instructions for the assessor or
candidate on use of assessment instruments and assessment
conditions
 tools for use in assessments such as:
 evidence or observation checklists
 templates
 profile of acceptable performance measures
 specific questions or activities

 checklists for the evaluation of work samples

 candidate self-assessment materials
Wider operational May include but not limited to:
needs
 managing assessment and reporting of outcomes relating to:
 compliance
 human capital
 knowledge
 performance
 service standards
 talent
Learning May include but not limited to:
resources
 learning resources and learning materials developed under the
School program
 manuals
 school learning resources
 published, commercially available support materials for school
learning
 references and texts
 School Learning support materials such as:
 text books

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 teachers’ guides
 case studies
 professional development materials
 assessment materials
 videos, CDs and audio tapes
End-to-end May include but not limited to:
implementation of
 design
school learning
strategy  development
 delivery
 presentation
 assessment
 reporting and managing activities that span the full supply chain
such as quality, procurement, record keeping and
administration

Evidence Guide
Critical aspects of Evidence of the following is essential:
Competence  demonstrated capacity to research and evaluate models and
approaches to school learning
 developing consultation and communication processes to
support and encourage personnel input into design,
implementation and review of school learning strategy
 initiating and implementing learning program partnerships in
line with relevant regulatory, employment and school
requirements
 sourcing, and if required modifying, learning resources or
assessment tools to meet the requirements of school learning
strategies
 Knowledge of relevant authority compliance requirements and
obligations.
Underpinning Demonstrates knowledge of:
Knowledge and  authoritative responsibilities and parameters within the school
Attitudes  consultation and communication processes to support and
encourage school input into polices and procedures

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development processes
 contemporary approaches to assessment instrument and
strategy design
 contemporary school learning strategy design and
development
 continuous improvement processes associated with school
learning strategy
 implementation processes and their impact on a school
 locations, types and sources of relevant school documentation
 school evaluation strategies
 school learning theory
 quality management compliance requirements as it relates to
school learning
 range of international e-learning compliance regimes
 relevant authority compliance requirements and obligations,
 relevant policy, legislation, codes of practice and national
standards
 technology and systems requirements to support a school
learning strategy.
Underpinning Skills Demonstrates skills to:
 communicate ideas, policies and procedures of the school
 encourage participation across all levels of personnel and
clients
 seek opinions and elicit feedback from a range of stakeholders
 develop, implement and review school learning strategy
 establish rules and procedures to ensure the effective
implementation of school learning strategy
 assess performance of resources relating to school learning
strategy
 complete research and analyze findings
 research and analyze school learning theory and procedures
 evaluate outcomes of a school learning strategy
 design and create systems and processes to support learning

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 evaluate personal effectiveness and professional competence

Resources Resource implication for assessment may include:
Implication  Access to required assessment facilities and resources.
 Cost / time considerations
 personnel requirements
 access to guidelines, competence standards and
procedures for assessments
 access to assessment materials and tools
 access to suitable assessment venue / equipment
Assessment Competency may be assessed through:
Methods  direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job
performance by the candidate
 review of applied projects or learning activities, such as
modelling, motivation, planning and implementing training and
assessment, designing organisation's approach to training and
assessment services, reviewing
 observation of contextual application of knowledge and skills
 oral or written questioning to assess knowledge of school
learning theory.
Context of Competence may be assessed in the real learning and teaching
Assessment environment /work place/ or suitable assessment venue facilitated
by the Regional Education Bureaus.

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Professional Standard: School Supervisors

Unit Title Initiate, Conduct and Lead Educational Research

Unit Code ENPSSSE12UA2

Unit Descriptor This unit describes the performance outcomes, skills and
knowledge required to plan, conduct and report on educational
research to influence strategic practices and outcomes within a
school context to encourage and promote knowledge and research
activities. The unit covers constructing an educational research
strategy, using a range of research techniques, and analysing and
presenting findings.

Elements Performance Criteria/Indicators

1. construct an 1.1 Clarify and confirm educational research purpose and needs
educational of the target group
research 1.2 Establish mechanisms for collecting and maintaining data in a
strategy to systematic manner
Initiate and 1.3 Prepare educational research strategy and hypothesis
support the
1.4 Analyze factors affecting the reliability and validity of data
schools
principals and 1.5 Review relevant research ethics and codes of conduct
teachers 1.6 Develop improved educational research strategy
1.7 Frame a research strategy in consideration of available tools
and resources
1.8 Develop and include procedures in relation to conducting
educational research in the research strategy
2. Support schools 2.1. Review and evaluate a range of Educational research
principals and methods, theories and data collection techniques
teachers in 2.2. Select appropriate methods to gather and analyse data
selecting and
2.3. Use, as appropriate, suitable technology and technology
using a range of services to support data collection and analysis
Educational
2.4. Access appropriate sources of information and
research
contributors relevant to the research
techniques
2.5. Optimise relevance of the research through integrity of the
data collected and analysis tools used
3. Support school 3.1 Identify the need for and an appropriate approach to, further
principals and research
teachers in 3.2 Collate and analyze data for relevance against the original
analysing and educational research strategy
presenting
3.3 Review data and research findings for accuracy of details and
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findings adherence to any legal requirements

3.4 Document and present research findings in a clear and
logical manner consistent with audience needs
3.5 Evaluate how research findings such as trends and changes
will impact on learning strategy

Variable Range
Educational  agreements
research purpose  research brief
may be contained
in documents such  research contracts
as:  research guidelines
 research statement
Target group may  age cohort
include:  cultural background and needs
 diversity
 learners/students
 learning styles and preferences
 level of education achieved
 competency profile
 socioeconomic background
Educational  analysis of school specific trends, statistics and issues
research strategy  collection of data to assist informed decision making, planning
may cover: or risk management
 data and information relating to strategy, policy, practices, or
work processes developed and implemented by an
organisation
 formation of solutions to complex problems
 information and analysis needed to develop school strategic
plan, or sector plan and strategy,
 information and analysis to conduct a strategic or community
campaign or activity
 relationship or relevance of a theory, principle or practice to
an immediate practical problem, issue or to test a proposed
solution
Factors affecting  sample size
reliability and  type or survey used (e.g. comparing types and methods to
validity may increase validity)
include:
 capacity to generalise findings across the whole population
 access appropriate population
Hypothesis is:  conceptual or operational proposition or explanation that will
be tested through the conduct of the educational research
Tools may:  be designed for electronic or physical presentation
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 involve a range of technologies (online or computer-based)

Resources may  components required
include:  references
 design specifications
 infrastructure
 monetary
 physical
 technical manuals
 samples
Educational  methods such as:
research methods  action research
and theories may
cover:  case study
 classification
 experience and intuition
 experiments
 interviews
 map making
 mathematical models and simulations
 participant observation
 physical traces analysis
 semiotics
 surveys
 statistical data analysis
 statistical surveys
 content, textual analysis, theories and techniques, which will
vary upon consideration of:
 application of statistical methods
 causal factors and dependant or independent variables
 critical analysis
 experimental, quasi-experimental, non-experimental
 mathematical calculations
 problem solving
 qualitative or quantitative research
 sampling and sample size
Data collection  collaboration with other experts or mentors
techniques may  desk research
include:
 document research
 field study
 observation
 physical items analysis
 interviews

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 questionnaires
 surveys
Suitable  communication technology and networks
technology may  databases and the use of spreadsheets, graphs, trend and
include: time series, and mathematical equations
 hardware and software
Appropriate  archives
sources of  community organisations
information may
include:  computer data, including internet
 discussions with stakeholders and educators
 government bodies
 professional associations and organizations
 education journals
 libraries (such as text, film, video, sound, graphic)
 media (such as film, television, radio, newspapers,
multimedia)
 media archives
 museums, galleries
 organisational policies, procedures and journals
 personal observations and experience
 reference books
Contributors may  individuals and groups both inside and outside the schools
include: who have some direct interest or expertise in relation to the
educational research or who provide data
Relevance of the  available time and resources
research may be  feasibility of implementing the recommendations
based on:
 findings of previous and current research
 original research parameters and brief
 quality and credibility of the methodology
 value of its usefulness
 value of the information and data
Legal  agreements with third parties that supply research or data
requirements may  competency standards
include:
 contracts
 copyright and privacy laws relating to physical materials and
electronic technology
 licensing
 privacy
 relevant government legislation, policy, codes of practice and
national standards
 security of information
Presenting  circulating publications for comment and critique on the
research findings
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may include: internet

 contributing to strategic policy
 drafting publications or reports
 presentations at seminars and conferences
 providing data, plans, specifications and reports resulting in
changed work practice/s or design/s
 providing internal reports verbally, in writing or via
presentations
 publishing papers and articles for expert review and
audiences
 publishing reports and articles for lay audiences

Evidence Guide
Underpinning  communication processes and methods
knowledge and  data collection methods
attitudes  legislation, regulations, policies, procedures and guidelines
relating to handling or storing data, including privacy and
freedom of information
 presentation techniques
 reporting methods
 research ethics and codes of conduct
 research tools and methods
 selection of appropriate applied research techniques.
Underpinning  communication and teamwork skills to:
Skills
 analyze and interpret structurally intricate information in
the area being researched
 consult with target groups using a range of communication
techniques
 develop written texts which deal with complex ideas and
concepts
 present research results creatively to meet audience
needs
 initiative and skills to discover and source appropriate
information, and to identify future implication of information
and data collected
 planning and organising skills to:
 construct an educational research strategy
 initiate and design research methodology
 manage an educational research project
 frame research strategy in consideration of available
resources
 problem-solving skills to:
 develop and examine the validity of the hypothesis using a
range of educational research techniques
 collect, organize, analyze and present data
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 analyze research
 check the integrity of data collected
 conduct trend analyses
 self-management and learning skills to:
 manage own time and determine priorities
 review and adhere to relevant ethics and codes of conduct
 store data to maintain privacy and confidentiality of
information
 conduct research to develop capabilities and learning
related activities
 technical skills to:
 select suitable technology and technical services
 use a range of software programs
 use technology and the internet to discover, access,
collect and store data, information and research in a
systematic manner.
Critical aspects Evidence of the following is essential:
for assessment
 formulating a research proposal or plan which includes:
and evidence
required to  specific research questions or hypotheses
demonstrate  valid population or sample size
competency in  description of the geographical, cultural, social or
this unit institutional context within which the research will be
carried out
 full description of the data collection methods
 analysis of the limitations to research design
 designing an educational research project using appropriate
tools and techniques
 research report with analysis of data, and valid and reliable
findings
 utility and relevance of the research results
 Knowledge of educational research techniques.
Context of and Assessment must ensure:
specific resources
 research activity relates to an actual school context and topic
for assessment
 the competence based on the current and documented
assessment results (research competence is consistently
demonstrated over time, over a range of educational topics,
and using a range of tools and techniques appropriate to the
given situations and research topic)
Method of A range of assessment methods should be used to assess
assessment practical skills and knowledge. The following examples are
appropriate for this unit:
 direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job

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performance by the candidate

 educational projects or assessment activities relating to
conducting research
 observation of contextual application of skills
 oral or written questioning to assess knowledge of educational
research.

Professional Standard: School Supervisors

Apply Current Knowledge and Understanding in Education
Unit Title
Practices
Unit Code ENPSSSE12UA3
Unit Descriptor This unit describes the performance outcomes, skills and
knowledge required to initiate and implement advanced learning
practice that supports the improvement of learning strategies in a
school context. The unit covers evaluating current educational
practice to support schools improve learning practice, analyzing
and advancing adoption of improved learning practice.

Elements Performance Criteria/Indicators

1. Evaluate current 1.4 Observe and assess learner styles with respect to
educational
appropriateness of current learning strategies
practice to
support schools 1.5. Plan improved learning practice based on experience,
improve
personal interests and styles of learners,
learning practice
1.1. Review advances and existing challenges in learning
practice to develop and test improved approaches
1.2. Analyze interests, abilities, relationships and contextual
needs of relevant individuals when promoting improved
learning practice
1.3. Research how a range of appropriate learning theories
and instructional design principles can improve learning
practice
1.6 Support and enable the schools to manage and improve
their strategic performances and practices
2. Analyze and 2. 1 Advocate for improved learning practice
advance 2. 2 Monitor and support school principals and teachers to
adaptation of promote improved learning practice
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improved 2. 3 Initiate research into improved learning practice

learning practice 2. 4 Encourage the schools to adapt and use the research
findings
2. 5 Design and test improved learning practice in real-world
situations

Variable Range
Learning practice  applicable pedagogy or learning theories and their
may be:
relationship to the educational strategies, techniques and
approaches that can be used to improve learning
Relevant  teaching staff
individuals may
include:  community / community representatives
 government bodies
 professional associations
 learners/students
 subject or technical specialists and experts
 universities and colleges
Appropriate  applied learning models
learning theories
may include:  behavioural learning theory
 cognitive learning theory
 constructivist theory
 discovery learning theory
 humanistic approach
 information processing theory
 problem-based approach
 situational approach
 social learning theory
Instructional  application of principles
design principles
may include:  inclusion of a variety of approaches and techniques for
presenting information and activities and for encouraging
participation by learning

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 need for learner activity and interactivity

 opportunities for review of material and repetition
 presenting material in a logical order and sequence
 presenting material in order of increasing difficulty
 structuring information effectively
Learner styles  activist
may include:
 auditory
 analytical
 kinaesthetic
 pragmatist
 theoretical
 reflective
 visual
Learning  being logical, innovative and engaging to the learner group
strategies would
include:  establishing the learning context
 identifying learner needs
 identifying the delivery and assessment arrangements
 identifying learning competency or other criteria which best
reflect these needs
 indicating pathways to, from and within the qualification;
identifying the operational resources needed to deliver the
strategy
 outlining the learning framework which has been designed
and sequenced to maximise learning
 providing a review process both before and after
implementation
Research may be  evaluations of existing learning-teaching processes
compiled through:
 focus groups
 informal discussions
 internet

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 interviews
 literature reviews
 document analysis
 questionnaires
 workshops

Evidence Guide
Critical aspects of Evidence of the following is essential:
Competence  knowledge of learning practice
 construction of pedagogically sound contextually relevant
learning strategies and improved learning practice
 research on theory and practice in relation to advanced
learning practice, especially where these are enabled by new
content solutions, learning-teaching approaches, or
technologies
Underpinning Demonstrates knowledge of:
Knowledge and  contemporary policy and approaches to learning and
Attitudes assessment
 content and requirements of the relevant delivery and
assessment strategies
 content of learning resources and learning materials
 design and management of learning objects and content
 different learning styles and how to encourage learners, for
example:
 theoretical learners
 pragmatic learners
 activist learners
 reflective learners
 kinesthetic learners
 audio learners
 visual learners
 tactile learners
 learners and context of learning

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 learning principles, for example connections of learning and

experience, and learning principles
 range of appropriate learning strategies, and teaching and
assessment methods
 research skills relating to pedagogical theory and practice,
learner interests and changing learning styles, and application
of information and communication technology to learning and
teaching
 sources and availability of relevant learning resources and
learning materials
 theory and practice relating to learning
 teaching techniques which enhance learning and when to use
them, for example using:
 instruction and explanation
 questioning
 practice
 written information
 group, pair and team activities
 individual activities
 demonstration.
Underpinning Skills Demonstrates:
 communication skills to:
 demonstrate and model varied delivery and facilitation
methods and techniques
 give instruction, presentations and lectures
 guide facilitation of individual and group learning activities,
group work and case studies
 initiate and facilitate group discussions
 brainstorm activities
 provide and guide practice opportunities
 enable and support effective learner participation
 tutor
 conduct project-based activities

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 coach and mentor

 undertake blended delivery
 learning-related skills to monitor learner progress, difficulties
and readiness for assessment or new areas of learning
 planning and organising skills to evaluate effectiveness of
learning practice, and to analyse and identify suitable learning
practice and learning strategies for groups and individual
learners
 teamwork skills to monitor group and individual interactions
 technology skills to complete electronic research, and to
review and discuss learning modes and practice that involves
information and communication technology.
Resources Assessment must ensure:
Implication  the competence based on the current and documented assessment
results (competence is consistently demonstrated over time,
and over a range and variety of complex situations)
 access to required assessment facilities and resources
Assessment Competency may be assessed through:
Methods  direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job
performance by the candidate
 review of applied projects or learning activities, relating to the
research, construction and testing of advanced learning
practice for a specific target audience and learning content in
a given training and educational context
 direct observation of contextual application of skills
 oral or written questioning to assess knowledge of
constructing and implementing advanced training and
educational learning practice.
Context of Competence may be assessed in the real learning and teaching
Assessment environment /work place/ or suitable assessment venue
facilitated by the Regional Education Bureaus.

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Professional Standard: School Supervisors

Apply Knowledge and Understanding of Leadership and
Unit Title
Management Concepts and Practices
Unit Code ENPSSSE12UA4
Unit Descriptor This unit describes the performance outcomes, skills and
knowledge required to apply Knowledge and Understanding of
Leadership and Management Concepts and Practices in
monitoring, supporting and evaluating schools’ planning and
implementation processes of improvement. It covers enabling
schools to design and implement their structures and process, to
meet legal requirements, to establish profile and promote their
services; guiding for effective school management.

Elements Performance Criteria/Indicators

1 enable schools 1.1 propose appropriate management structure and process to
to design and support the coordination and implementation of school
implement their planning,
structures and 1.2 Develop planning guidelines and systems which are clear,
processes fully documented and accessible to all involved in learning-
teaching process
1.3 Support schools to Identify the overall strategic goals and
translate them to the set of understandable, measurable
and attainable aims and objectives
1.4 Identify appropriate strategic partners, and negotiate and
maintain participation in the planning and implementation
processes, and in reporting.
1.5 Assist and consult the implementation of schools’ planning
to ensure responsiveness to learner needs and maximize
the achievements of students
1.6 Encourage the school directors to use leadership and
management concepts to develop and manage school
improvement program,
1.7 Identify, develop and implement appropriate evaluation
arrangements with representation from relevant stake-

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holders to examine issues, trends and outcomes of the

schools
1.8 Complete all required reporting for relevant stakeholders and
provide feedback in a timely way in accordance with school
requirements
2. Enable schools 2.1 Identify and update regularly information about current legal
to meet legal requirements and, if appropriate, propose to modify school
requirements procedures
2.2 Provide planning guidelines for inclusion of appropriate
statutory, legislative and practice provisions
2.3 Display confidentiality and sensitivity in the details, content
and extent of public comment on school's activities
3. Promote and 3.1 Use a range of communication mediums and activities to
guide effective convey information about the activities and achievements of
school services the school to encourage support of the stakeholders
3.2 Seek and utilize opportunities to promote the schools
services through media, government and the community
3.3 Use formal and informal networks as channels to
communicate the school's activities and achievements
3.4 Identify and implement mechanisms for effective
coordination of activities and services
3.5 Address promptly problems in implementing defined
procedures to ensure resolution
3.6 prepare and present reports which comprehensively and
accurately describe the schools’ activities and achievements
to relevant stakeholders and managements, as required
3.7 serve, when required, management board meetings to
ensure effective and informed deliberations and decision-
making

Variable Range
communication May include:
mediums
 Verbal presentations

 Letters

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 Brochures

 Fliers and other written advertisements

 Poster and other artwork and audiovisual advertisements

strategic partners May include:

 School networks
 Professional associations
 key agencies / organisations
 Local government bodies
 Funding agencies
 Business leaders
 Community leaders
 Social /economic/ political researchers, analysts and advisers
 Media
 Special interest groups

Evidence Guide
Critical aspects of Assessment requires evidence that the candidate:
Competence  Knowledge of designing and implementing schools structures
and processes

 Knowledge of statutory and legislative requirements to meet

legal and policy requirements

 Knowledge and skills of designing strategies to involve and

communicate with all major stakeholders

 Promoting and directing effective school services

Underpinning Demonstrates knowledge of:

Knowledge and  Management systems and principles
Attitudes
 Performance standards

 Accountability

 Training and skills development and recognition

 Administrative systems and principles

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 Service quality development

 Service users focus

 Performance monitoring and review

 Statutory, legislative and policy requirements

Underpinning Skills Demonstrates skills to:

 Strategic thinking

 Decision making

 Environmental scanning

 Analysis / evaluation

 Facilitation

 Horizontal and vertical liaison

 High level oral and written communication

Resources Assessment must ensure:

Implication  the competence based on the current and documented assessment
results (competence is consistently demonstrated over time,
and over a range and variety of complex situations)
 access to required assessment facilities and resources

Assessment Competency may be assessed through:

Methods  direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job
performance by the candidate

 review of applied projects or learning activities, relating to the

research, construction and testing of advanced learning
practice for a specific target audience and learning content in
a given educational context

 direct observation of contextual application of skills

 oral or written questioning to assess Knowledge and

Understanding of Leadership and Management Concepts and
Practices

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Context of This unit is most appropriately assessed in the workplace or in a

Assessment simulated workplace and under the normal range of workplace
conditions.

Professional Standard: School Supervisors

Unit Title Manage Organizational Change

Unit Code ENPSSSE12UA5
Unit Descriptor This unit describes the performance outcomes, skills and
knowledge required to determine strategic change requirements
and opportunities; and to Support schools principals in
developing, implementing and evaluating change management
strategies.

Elements Performance Criteria/Indicators

1. Propose strategic 1.1 Review existing schools’ practices against strategic
change objectives to identify strategic change needs
requirements and 1.2 Monitor trends in the external environment to identify events
opportunities
or trends that impact on the achievement of schools’
objectives
1.3 Identify major operational change requirements due to
performance gaps, opportunities or threats, or management
decisions
1.4 Review and prioritize change requirements or opportunities
with relevant managers
1.5 Consult specialists and experts to assist in the identification
of major change requirements and opportunities
1.6 Undertake cost-benefit analysis for high priority change
requirements and opportunities
1.7 Undertake risk analysis, identify barriers to change, and
agree and record mitigation strategies
1.8 propose major change requirements and opportunities in the
schools

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2. Support schools School supervisors support school principals to:

principals in 2.1 Develop change management project plan and Obtain
developing, approvals from relevant authorities to confirm the change
implementing management process
and evaluating
2.2 Assign resources to the project and agree reporting
change protocols with relevant manager
management
2.3 develop communication strategy of education plan to
strategies
promote the benefits of the change to the school and to
minimise loss
2.4 Arrange and manage activities to deliver the communication
strategy of education plans to relevant groups and
individuals
2.5 Consult with relevant groups and individuals for input into the
change process
2.6 Identify and respond to barriers to the change according to
risk management plans
2.7 Perform interventions and activities set out in project plan
according to project timetable
2.8 Activate strategies for embedding the change

2.9 Conduct regular monitoring , evaluation and review, and

modify project plan where appropriate to achieve change
program objectives

Variable Range
Strategic change  actions arising from strategic planning activities to bring about
needs may include:
major change in the schools, which may relate to:
 school community
 processes
 technology
 structure

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External  stakeholder-driven
environment may
refer to factors that  ecological
are  economic
 ethical
 global
 legal
 political
 social
 technological
 the move to a knowledge economy
Relevant  affected by the change
managers may
include those:  holding a leadership position in the schools
 participating in the change project
Barriers to change  challenges to group norms or established roles
may include:
 existing school culture
 existing reward systems
 fear of loss of status, security, power or friends
 interdepartmental rivalry or conflict
 lack of involvement in the change
 low morale
 vested interests
Resources may  teachers and school principals
include:
 external and internal consultants
 financial and budget allocation
 hardware and software
 physical assets
Interventions and  action research
activities may
include:  career planning
 job redesign
 sensitivity training
 succession planning

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 surveys (with feedback)

 team building
 termination or redeployment
 training
 transition analysis

Evidence Guide
Critical aspects of Evidence of the following is essential:
Competence  development of a change process that details rationale for the
change and its objectives
 implementation of a change process
 critical evaluation of how the change process was managed
 demonstration of techniques for responding to resistance to
change
Underpinning Demonstrates knowledge of:
Knowledge and  change management process or cycle
Attitudes  components of a change management project plan
 impact of the external environment on change strategies
 organisational behaviour
 potential barriers to change
 range of strategies for embedding change
Underpinning Skills Demonstrates skills to:
 high level interpersonal and leadership skills to obtain
acceptance of change processes and to inspire trust
 innovation skills to think laterally and to develop creative
means to enable people to accept change positively
 learning skills to enable openness to new ideas and
techniques which could contribute to ongoing organisational
improvement
 planning and organising skills to sequence events and to
enable staff to be clear in times of change or turbulence
 problem-solving skills to identify and respond to barriers to the
change and analyse risks
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 project management skills to implement the change

management strategy
 teamwork skills to consult with relevant groups and individuals
for input to the change process
 verbal communication skills to consult with relevant
stakeholders and promote the change management plan
Resources Assessment must ensure access to appropriate documentation
Implication and resources normally used in the workplace.
Assessment Competency may be assessed through:
Methods  analysis of responses to case studies and scenarios around
change management
 assessment of reports on change management
 direct questioning combined with review of portfolios of
evidence and third-party workplace reports of on-the-job
performance by the candidate
 review of change management project plan and
communication or education plans
 review of records outlining consultation with relevant groups
and individuals for input to the change process
 oral or written questioning to assess knowledge of change
management strategies
Context of Competence may be assessed in the real learning and teaching
Assessment environment /work place/ or suitable assessment venue
facilitated by the Regional Education Bureaus.

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Professional Standard: School Supervisors

Unit Title Identify and Interpret Compliance Requirements
Unit Code ENPSSSE12UA6
Unit Descriptor This unit describes the performance outcomes, skills and
knowledge required to clarify scope of school operations, identify,
interpret and document the range of internal and external
compliance requirements and obligations that must be fulfilled by
the schools.

Elements Performance Criteria/Indicators

1. Clarify the 1.1. Identify and review the relevant range of operations and
scope of school the sphere of work arrangements of the schools
operations 1.2. Conduct an analysis of the operations and work
arrangements of the school and identify the functions, and
services that may be subject to compliance requirements
1.3. Develop and document work activity plans for determining
relevant compliance requirements
1.4. Obtain approval of plans from relevant organizational head
and communicate it to schools
1.5 Monitor, support and evaluate schools understandings of
scope of their operations as related to compliance
requirements
2. Identify 2.1. Conduct a search of information on internal and external
compliance compliance requirements using appropriate search
requirements resources
2.2. Ensure the search of compliance requirements scans
across all relevant jurisdictions of laws, regulations,
organizational code and standards and identify pertinent
compliance requirements
2.3. Progressively review information collected in terms of its
relevance to the schools’ operations and services
2.4. Organize and store gathered information on relevant
compliance requirements in an appropriate format for
further analysis

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3. Interpret, 3.1. Review and interpret collected information in terms of its

analyze and relevance to the schools’ functions, services and outcomes
prioritize the 3.2. Discuss and clarify with relevant internal or external
identified personnel ambiguities, uncertainties and problems
compliance experienced in interpreting identified compliance
requirements information
3.3. Identify, analyze and prioritize relevant compliance
requirements in terms of critical implications for the schools
and risks and consequence of possible breaches
3.4. Group pertinent compliance requirements into:
 those that are critical and central to the schools’
operations,
 those that are important in some circumstances but are
not central to the schools’ operations, and
 those that are pertinent but are incidental to the
schools’ operations
4. Document 4.1 Organize and document outcomes of the identification and
compliance interpretation activities
requirements 4.2 Prepare and communicate reports of relevant compliance
requirements and assessment of implications to relevant
personnel performing specific compliance management
functions
4.3 Monitor, support and evaluate the documentation process of
the compliance requirements to promote compliance
management function

Variable Range
Range of May include but not limited to:
operations
 full range of operations of schools at a particular site
 full range of operations of schools distributed across multiple
sites
 Operations of a particular section or school unit.
Compliance May include but not limited to:
requirements

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 internal organisational compliance requirements in such areas

as (examples in alphabetical groupings):
 anti-discrimination, including discrimination by race, sex,
ability or disability, religion, etc
 alcohol and drug use, child protection, construction,
copyright, school governance, customs, recognition
 education, electricity, environmental protection, equal
opportunity
 gambling
 health, human rights
 racing
 tobacco
 water supply, workers compensation
 different types of internal and external compliance
requirements, including:
 internal policies, procedures, standards or codes of practice
of a school
 regulations of a regional state, national or international
regulatory authority
 requirements for certification under statutory licensing
systems
 statutory standards or codes of practice
Information on May include but not limited to:
internal and
external  internal policies, standard operating procedures, standards,
compliance and codes of practice
requirements
 published material relevant to compliance held in either
internal or external libraries
 relevant legislation, regulations and licensing requirements
pertinent to the schools’ operations and sphere of education
system

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Search resources May include but not limited to:

 computer terminals linked to data sources either via the
internet, internal networks, or CDs
 library resources and materials, including compliance-related
books, journals, manuals, standards, CDs and other
multimedia resources
 Published information on such things as relevant legislation,
regulations, licensing requirements, codes of practice and
National standards.
Jurisdictions of May include but not limited to:
laws, regulations,
organisational  Organisational
codes and
 Local
standards
 Regional
 National
 global
Information on May include but not limited to:
relevant
 correspondence, emails and other written information
compliance
requirements provided by internal and external personnel contacted during
search activities
 information downloadable from relevant websites
 newsletters, bulletins and information sheets and other similar
periodic documentation distributed by relevant regulatory
authorities and standards bodies
 published information on legislation, regulations, codes of
practice, standards, licensing requirements, standard
operating procedures, etc
 records of conversations and meetings with relevant internal
and external personnel
Relevant internal May include but not limited to:
personnel
 School management boards
 School principal

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 compliance management team

 compliance specialists at the operational or school level
 senior school management team
Relevant external May include but not limited to:
personnel
 legal and educational advisors and consultants with expertise
in compliance management
 representatives of professional associations and institutes
Relevant to the schools’ operations and the sphere of the
education system
 representatives of relevant authorities in pertinent compliance
areas
Relevant May include but not limited to:
personnel
performing  Compliance management consultants
specific
 Compliance management officers
compliance
management  Compliance managers
functions
 Legal personnel specialising in compliance management
 Line managers with specific compliance functions.

Evidence Guide
Critical aspects of Assessment requires evidence that the candidate:
Competence  documents and processes used to identify, analyse and
interpret school compliance requirements
 apply knowledge of elements of compliance programs and
related management systems
Underpinning Demonstrate knowledge of:
Knowledge and  elements of compliance programs and related management
Attitudes systems, including:
 documentation of compliance requirements relevant to the
organization/school
 specification of compliance management functions,
accountabilities and responsibilities within the
organization/school

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 compliance-related management information systems

 record-keeping systems required for compliance
management
 liaison procedures with relevant internal and external
personnel on compliance-related matters
 breach management policies and processes, including the
identification, classification, investigation, rectification and
reporting of breaches in compliance requirements
 compliance reporting procedures
 school induction and training processes related to
compliance management
 processes for the internal and external distribution and
promotion of information on compliance requirements, and
compliance programs and management systems
 complaints handling systems
 continuous improvement processes for compliance,
including monitoring, evaluation and review
 strategies for developing a positive compliance culture
within the organization/school
 techniques and performance indicators for monitoring the
operation of a compliance program or management system
 reporting processes on compliance management, including
reports on breaches and rectification action
 Relevant school policies and procedures, including:
 compliance plans and policies in various compliance areas
 standards for operations and ethics
Underpinning Skills Demonstrates:
 interpersonal skills to:
 contribute to the development of a positive culture of
compliance within an organization
 work with internal and external personnel with an interest
in an organization’s compliance program and
management system

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 interpersonal and communication skills to relate to internal

and external personnel, including those representing relevant
regulatory authorities, professional institutes and
organisations, including standards
 skills to read and interpret various types of documents and to
write reports containing complex concepts
 organisational and time-management skills to conduct
compliance management activities
 project management skills to:
 scope and plan the conduct of compliance requirement
identification activities
 manage other personnel involved in the identification and
interpretation of compliance management activities
 research and analytical skills to identify and interpret
compliance requirements
 technical skills to use communications technology effectively
Resources  Access is required to real situations, including work areas,
Implication materials and equipment, and to information on workplace
practices.
 policies and procedures, standard operating procedures, and
plans
 Relevant published material on legislation, regulations,
licensing requirements, codes of practice, standards, etc.
 Appropriate computer resources for online searching and
review of relevant compliance requirements.
Assessment Competency may be assessed through:
Methods  A range of assessment methods which should be used to
assess practical skills and knowledge. The following
examples are appropriate for this unit:

 observation of activities undertaken to identify compliance

requirements
 assessment of reports identifying compliance
requirements and containing analysis of the implications

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of those requirements on organisational objectives,

processes and systems
 direct questioning combined with review of portfolios of
evidence and third-party school reports of on-the-job
performance by the candidate
 observation of interactions with internal and external
stakeholders while identifying compliance requirements
 oral or written questioning to assess knowledge of
compliance requirements and their impact on
organisational objectives, processes and systems
 review of authenticated compliance promotional
documents or computer files from the schools
environment
Context of Competency may be assessed in the work place or in an
Assessment organized setting which will be organized by the REBs

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Professional Standard: School Supervisors

Unit Title Develop Learners’ Diversity management strategies
Unit Code ENPSSSE12UA7
Unit Descriptor This unit describes the performance outcomes, skills and
knowledge required to apply learners’ diversity management
techniques and skills, and to develop these skills in others, in
schools contexts. It covers analyzing schools’ learner diversity
management practices to support the implementation of the
related policy and strategy; developing and proposing appropriate
criteria and strategies to implement, evaluate and provide feed-
back for the improvement of the schools’ learner diversity
management practices.

Elements Performance Criteria/Indicators

1. Analyze schools 2.1 Identify and define the key elements of Diversity from a range
learners of perspectives to create common understanding as related to
diversity learners diversity management at schools
management 2.2 Analyze and evaluate current teaching styles, schools’
practices to practices, and delivery and assessment methods related to
support the learner diversity management and give feedbacks for
implementation improvement.
of the related 2.3 Describe significant events that have shaped the identity of
policy and model school practices as related to diversity management
strategy 2.4 Propose to the schools to scale up the best practices of the
model schools
2.5 Review theoretical models of learners’ diversity management
practices to support schools excel in learners’ diversity
management.
2. Develop and 2.1 Identify and communicate ways in which norms in schools
propose operate to regulate, tolerate and celebrate diversity
appropriate 2.2 Evaluate potential impact of improved diversity awareness
criteria and on personal and educational interactions
strategies to 2.3 Apply formal and informal coaching and training strategies to
evaluate and

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provide improve schools learner diversity management practices

feedbacks for 2.4 Develop and propose appropriate criteria and strategies to
the improvement evaluate effectiveness of communication in learners diversity
the schools’ management and negotiation in schools’ context,
learner diversity 2.5 support, monitor, evaluate and give feed-back on the learner
management diversity management practices in schools,
practices

Variable Range
Significant events  cultural
may include:
 economic
 historical, mental
 physical, psychological, social environmental
 political
 religious
Cultural norms in  communication practices
schools may
include:  levels of formality
 pedagogical practices
 roles and relationships

Evidence Guide
Critical aspects of Assessment requires evidence that the candidate:
Competence  applying knowledge of learner diversity management
strategies and techniques
 effectively communicating with diverse groups and individuals
in the schools environment
 knowledge of communication styles and methods, for use with
people with different needs,
Underpinning Demonstrates knowledge of:
Knowledge and  communication styles and methods, and cultural procedures
Attitudes for use with people from a range of social background,
 Diversity needs based on a number of theoretical models
 Identification of cultural bias inherent in any conceptual model

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of diversity
 Personal and cultural assumptions shaping expectations and
learning outcomes
Underpinning Skills Demonstrates:
 communication skills to interact and negotiate in a range of
cross-cultural contexts in relation to school education;
 Communication skills to interact appropriately with diversified
learners and co-workers
 learning skills to identify and apply multiple perspectives,
interpretations, and appropriate procedures in learners’
diversity management at schools
 language skills to research academic theories of learners’
diversity and present them in plain language
 problem-solving skills to negotiate in difficult and complex
situations
 Teamwork skills to work effectively with the schools
community
 Technology skills to research online and use libraries for
gaining knowledge and information about learners’ diversity
Resources Assessment must ensure:
Implication  activities are related to educational context
 access to education-related school context in which cross-
cultural communication and negotiation are required
Assessment A range of assessment methods should be used to assess
Methods practical skills and knowledge. The following examples are
appropriate for this unit:
 direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job
performance by the candidate performance in researching
issues in international education
 evaluation of supervisor's reports on how the candidate
applies knowledge of culture and learners’ diversity needs
 analysis of projects, responses to problem-based case

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studies/related task, completed records and reports

developed by the candidate
 review of analysis of interaction between the key elements of
culture and learners’ diversity needs
 Review of evaluation of teaching styles, educational practices,
delivery and assessment methods in different schools
 evaluation of formal and informal coaching and strategies
applied to improve schools communication practices and
strategies
 oral or written questioning to assess knowledge of personal
cultural assumptions shaping expectations and outcomes

Context of Competence may be assessed in the real learning and teaching

Assessment environment /work place/ or suitable assessment venue
facilitated by the Regional Education Bureaus.

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Professional Standard: School Supervisors

Support , Evaluate and Control Teaching and Learning
Unit Title
Activities
Unit Code ENPSSSE12UA8
Unit Descriptor This unit describes the performance outcomes, skills and
knowledge required to support, evaluate and Control learning and
teaching activities. It covers planning, collecting evaluation data
and information, analyzing the data and reporting the results of the
evaluation involving recommendations (feedbacks) to support the
effectiveness of the schools.

Elements Performance Criteria/Indicators

1. Plan and prepare 1.1 Prepare and document the objectives and scope of the
evaluation and evaluation
support 1.2 Identify the data and information required and access sources
of information
1.3 Establish a project plan and timelines which identify tasks
and stakeholders in the evaluation process
1.4 Select and brief staff to be involved in the evaluation
1.5 Establish constructive relationships with the stakeholders
identified in the evaluation plan
2. Collect and collate 3.1 Identify the most appropriate technique(s) for
evaluation data gathering quantitative and qualitative data
and information and information
3.2 Develop evaluation instruments to gather data
and information
3.3 Arrange school visits and meetings, and access to data

and information

3.4 Collect data and information and store in compliance with

the record keeping and privacy policies and procedures
of the school
3.5 Identify and record potentially useful information which is
not identified in the evaluation plan

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3.6 Collate and process data relevant to the evaluation

3. Analyse 3.1 Analyze evaluation data and Information to Identify factors
evaluation data affecting performance and suggest possible enhancements or
and information alternatives to the learning-teaching program
to develop 3.2 Develop feedbacks on the effectiveness and efficiency of the
appropriate learning and teaching program, as per the evaluation objectives
feedbacks and scope
3.3 Analyse the data and information to identify the outcomes of
learning and teaching and their impact on teaching staff
Capability
3.4 Analyze the evaluation data to Identify and document areas of
training that are satisfactory and those requiring improvement
3.5 Cross-check findings where possible by comparing with the
results from different evaluation instruments
4. Provide 4.1 Document issues and results arising from the analysis
appropriate conducted to support schools
feedbacks for 4.2 Discuss preliminary findings with stakeholders
improvement 4.3 Produce an evaluation report and distribute to all Stakeholders
on timely basis.
4.4 Provide appropriate feedbacks to stakeholders on areas of
possible improvement
4.5 Provide sustainable follow-up and support based on the
findings of the evaluation

Variable Range
Objectives of the May include but not limited to:
evaluation study
 evaluating the effectiveness of the learning-teaching in meeting
teaching staff needs
 estimating the cost effectiveness of the education program
provided
 evaluating outcomes of a learning or assessment process
 determining or trialling new methods
 establishing stakeholders satisfaction

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 ensuring learning / assessment strategies and programs are

relevant to stakeholders needs and capability requirements
 determining resource requirements
 providing solutions to school performance problems.
Scope of the May include but not limited to:
evaluation study
 specific learning-teaching and/or assessment services
 specific learning-teaching and/or assessment methods
 specific aspects of learning-teaching and/or assessment
processes
 facilitate partner organisation arrangements
 Teaching staff training needs.
Data and May include but not limited to:
information to be
gathered  work performance
 school productivity/effectiveness
 community feedback
 Student and staff feedback.
Stakeholders in May include but not limited to:
the evaluation
process  partner organisations
 students and parents
 School supervisors, principals, teachers and students
 Teaching and non-teaching staff
 curriculum designers
Technique(s) for May include but not limited to:
gathering
 surveys
data/information
 group discussion sessions
 researching of school performance data
 conducting interviews with students, teachers and their
supervisors, parents, parent-Teacher-Association, school
principals, unit leaders and department heads
 examining the school documents and systems, such as:

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 policies and procedures

 learning and assessment strategies
 learning-teaching/assessment records
 assessment tools’ evaluation questionnaires
 Resources for delivery and assessment including
assessment tools.
Evaluation May include but not limited to:
instruments
 surveys
 feedback forms
 work performance specifications
 questionnaires
 diaries
 discussions and group questions
Areas of possible May include but not limited to:
improvement
 analysis of skills requirements and learning-teaching needs
 design of teaching methods and assessment strategies
 teaching materials development
 delivery methods and resources for teaching
 assessment methods and tools
 student liaison and management

Evidence Guide
Critical aspects of Evidence of the ability to:
Competence  evaluate a learning-teaching program against teaching staff
performance needs and capability requirements
 produce an evaluation report that addresses all phases of the
evaluation process including recommendations on areas for
improvement
 Critical review of the evaluation process and approaches
taken and propose changes to improve the process.

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Underpinning Demonstrates knowledge of:

Knowledge and  Education Policy and regulations
Attitudes  Schools’ operation

 terminology relating to quality evaluation processes

 evaluation models/methods

 records management systems of schools

 other relevant policy, legislation, codes of practice and

national standards
Underpinning Skills Demonstrates:
 analysis and interpretation skills to:
 evaluate information management systems, policies and
procedures of schools
 select relevant evaluation information and
documentation
 access and interpret the school’s standards and values
 analyze records/notes of the evaluation process
 communication skills to:
 explain the evaluation process
 give clear and precise instructions and advice
 discuss the evaluation process with other relevant
people
 seek information relevant to the evaluation
 discuss the evaluation outcome with the stakeholders
 language skills to:
 interpret education program requirements
 develop resources to support the evaluation process
 communicate with key stakeholders
 produce and maintain documentation
 planning and organising skills to:
 plan projects
 plan and sequence work programs
 coordinate the work of self and others

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 Research and evaluation to investigate learning-teaching

process and teaching staff data, and determine and
implement appropriate improvement.
Resources Evidence must be gathered in the school and wherever possible.
Implication
Assessment Competency may be assessed through:
Methods  direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job
performance by the candidate
 review of applied projects or learning activities, such as
modelling, motivation, planning and implementing training and
assessment, designing school's approach to education and
assessment services
 observation of contextual application of knowledge and skills
 Oral or written questioning to assess knowledge of school
learning theory.
Context of Competency may be assessed in the work place or in any
Assessment appropriate settings organized by REBs.

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Professional Standard: School Supervisors

Unit Title Develop Self, Individuals and Team
Unit Code ENPSSSE12UA9
Unit Descriptor This unit describes the performance outcomes, skills and
knowledge required to identify individual and team development
needs and to encourage and support the development of a
learning environment in which work and learning come together.
Particular emphasis is on the development of strategies to
facilitate and promote self and staff learning (the development of
the work group), and to monitor and improve learning
performance at schools.

Elements Performance Criteria/Indicators

1. Identify individual 1.1 Identify learning and development needs in line with school
and group requirements
learning and
1.2 Encourage individuals to self-evaluate performance and identify
development
areas for improvement
needs
1.3 Collect feedback on performance of team members from relevant
sources and compare with established team learning needs
1.4 Agree on the identified individual group learning and development
needs, and collaboratively plan to meet the needs
2. Set personal 2.1 Regularly review own and others’ practices
targets and take 2.2 Develop and implement learning plans as an integral part of
responsibility for
self, individual, group or team and schools’ performance
self and others’ plans
development
2.3 Show Commitment to facilitate life-long learning for self and
others
2.4 Develop a culture of higher expectations for self and others
3. Create 3.1 Identify potential formal and informal learning opportunities
professional to meet learning needs in relation to the needs of the schools
learning 3.2 Develop strategies to ensure that learning plans reflect the
opportunities for diversity of needs
self, individuals 3.3 Ensure schools’ procedures maximize individual and team

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and group or access to, and participation in, learning opportunities

team 3.4 Ensure that effective liaison occurs with training and
development development institutions and contribute to learning
opportunities which enhance self, individual, group or team
and schools performance
4. Facilitate and 4.1 Support the schools to Implement their procedures to ensure
promote self, workplace learning opportunities and contribute to the
individual and development of appropriate knowledge, skills and attitudes
group or team 4.2 Support schools to implement strategies and procedures to
learning
encourage individuals and teams or groups to assess their
own competencies and identify their own learning and
development needs
4.3 Develop strategies to ensure that workplace learning
opportunities are used and that the schools communities are
encouraged to share their skills and knowledge to
encourage a learning culture within the schools
4.4 Share the benefits of learning with the schools’ communities
4.5 Recognize workplace learning achievements through timely
and appropriate feedbacks and rewards
5. Monitor and 5.1 Use strategies to ensure that team and individual learning
improve learning performance is monitored, and determine if there is any
effectiveness additional need for work-based support
5.2 Use feedback from individuals, teams and schools to identify
and introduce improvements in future learning
arrangements
5.3 Make adjustments, negotiate with training and development
institutions, to improve the efficiency and effectiveness of
learning
5.4 Ensure that records and reports of competency are
documented and maintained within the schools' systems and
procedures to inform future planning

Variable Range

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Learning and  career planning/development

development
needs may include:  coaching, mentoring and/or supervision
 formal/informal learning programs
 internal/external training provision
 performance appraisals
 personal study
 recognition of current competence/skills recognition
 work experience/exchange/opportunities
 skills assessment
school  access and equity principles and practices
requirements may
include:  anti-discrimination and related policy
 school performance plans
 confidentiality and security requirements
 defined resource parameters
 ethical standards
 goals, objectives, plans, systems and processes
 legal and policy requirements
 quality and continuous improvement processes and standards
 quality assurance and/or procedures manuals
Learning May include but not limited to:
opportunities
 structured learning activities conducted outside and within the
schools such as:
 Recognized training through an independent institutions
 short courses
 training through a recognized training organization
 workshops

 in-school learning activities, that may also contribute to a

recognised credential, such as:
 exchange /rotation
 induction
 mentoring

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Learning needs May include but not limited to:

 developmental learning, for example the learning required to
progress through an organisation and take on new tasks and
roles
 gaps between the competencies held by the schools’ staff,
and the skills and knowledge required to effectively undertake
schools tasks
Learning plans May include but not limited to:
 codes of conduct
 key performance indicators
 negotiated agreement with individual/s
 performance standards
 staff competencies
 staff roles and responsibilities
 work outputs and processes
Diversity of needs May include but not limited to:
 learning needs that relate to social, cultural and other types of
workplace diversity, such as the need for varied
communication styles and approaches
Training and Include:
development
Institutions  internal – within the school
 external
Encourage a May include but not limited to:
learning culture
 encouraging learning and sharing skills and knowledge across
the work team and the schools to develop competencies of
individual staff members and the staff as a whole

Evidence Guide
Critical aspects of Assessment requires
Competence  methods for reviewing performance development needs and
techniques for providing feedback on those needs

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 models for planning professional development

 options available for professional development
 Knowledge of relationship management required to achieve a
conducive learning environment.
Underpinning Demonstrate knowledge of:
Knowledge and  management of relationships to achieve a learning
Attitudes environment
 principles and techniques involved in the management and
organisation of:
 adult learning
 mentoring
 consultation and communication
 improvement strategies
 leadership / support
 learning environment and learning culture
 monitoring and reviewing school learning
 problem identification and resolution
 record keeping and management methods
 structured learning

 School-based learning.
Underpinning Skills Demonstrates:
 communication skills to:
 deal with people openly and fairly
 encourage colleagues to share their knowledge and
skills
 gain the trust and confidence of colleagues
 use consultation skills effectively
 planning and organisational skills to facilitate, promote and
monitor learning by:
 developing learning plans
 establishing a workplace which is conducive to learning

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 evaluating the effectiveness of learning

 identifying learning needs
 negotiating learning arrangements with training and
development institutions
 selecting and using work activities to create learning
opportunities
 using mentoring to support learning.
Resources Assessment must ensure:
Implication access to appropriate documentation and resources
normally used in the school such as school education policy and
strategies, schools procedures, relevant legislations
Assessment Competency may be assessed through:
Methods  analysis of responses to case studies and scenarios
 assessment of written reports
 direct questioning combined with review of portfolios of
evidence and third party workplace reports of on-the-job
performance by the candidate
 observation of performance in role plays
 observation of presentations
 oral or written questioning to assess knowledge of the
principles and techniques involved in the management and
organisation of adult learning
 review of the development and implementation of learning
plans
 evaluation of how workplace achievement is recognised
 review of processes used to record and report competency.
Context of Competency may be assessed in the work place or in any
appropriate settings organized by REBs.
Assessment

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Professional Standard: School Supervisors

Unit Title Lead Improvement, Innovation and Change
Unit Code ENPSSSE12UA10
Unit Descriptor This unit describes the performance outcomes, skills and
knowledge required to conceptualize and establish new systems
that support and encourage innovation in schools and to create
an environment that enables and supports the application of
innovative practice. It covers generating innovative thinking and
creativity to lead sustainable innovative practices; supporting a
culture of innovation; and maintaining a sustained approach to
innovative thinking and practice.

Elements Performance Criteria/indicators

1. Generate 1.1 Create system concepts that will foster innovation using
system individual and group techniques
concepts and 1.2 Evaluate and discuss a range of ideas with relevant
options for stakeholders
innovative 1.3 Clearly articulate the ways in which innovation is better
thinking and supported by system ideas and options
creativity 1.4 Research and use a range of techniques and tools to
generate new ideas and thinking
1.5 Research and analyze trends shaping schools’ current and
future thinking and practice
1.6 Introduce and promote creative thinking techniques to
foster personal and team innovation
1.7 Evaluate overall context for individual and collective
innovative thinking and creativity
1.8 Research and analyze specific conditions for innovation
and issues that impact on individual and collective
innovative thinking and creativity
1.9 Research and review innovation drivers and enablers
2. work with 2. 1 Evaluate the impact of the physical environment in
schools’ relation to innovation
principals and 2. 2 Collaborate with colleagues about ideas for enhancing the

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Elements Performance Criteria/indicators

community to physical work environment before taking action
Create a 2. 3 Consider potential for supporting innovation when selecting
physical physical resources and equipment
environment 2. 4 Work with the school principals to design, fit-out and
which supports decorate workspaces to encourage creative mindsets,
innovation collaborative work and the development of positive
workplace relationships
3. Lead innovative 3.1 Present and consult on system proposals with relevant
practices stakeholders
3.2 Analyze and integrate feedback into the system development
process guide
3.3 Guide school principals to determine appropriate context and
parameters for the trialing process
3.4 Initiate the trial, taking account of all required consultative,
coaching and technical issues
3.5 Develop personal leadership style to model positive
innovative thinking and practice
3.6 Review, challenge and refine own style and practice in
relation to modeling and supporting innovation
3.7 Assess and determine the requirements to promote
sustainable innovative activity for the operational context
and people involved
3.8 Devise and suggest most appropriate means to promote
knowledge transfer
3.9 Identify, evaluate and support school principals to manage
risks associated with innovation within the schools
[Link] and 4.1 Introduce and promote innovative practices, processes, or
support a services appropriate to school requirements
culture of 4.2 Establish ways to capture, communicate and share
innovation innovative ideas and practices
4.3 Initiate and foster communication, consultation and team
development approaches that support innovation

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Elements Performance Criteria/indicators

4.4 Assess, Identify and facilitate the provision of adequate
resources for innovation to occur
4.5 Develop and apply strategies to foster a school culture
capable of encouraging innovation
4.6 Establish and maintain mechanisms at system and
process level that can support innovation
4.7 Take a strategic role in the development and
implementation of new and emerging technologies to
enhance and extend teaching and learning experiences
5. support the 5.1 Develop strategies to make innovation an integral part of
sustainability of school activity
the innovative 5.2 Develop and monitor processes to ensure ongoing
thinking and awareness of individual and collective contributions to
practice innovative thinking and practice
5.3 Analyze potential barriers and risks to innovation and
devise strategies to respond
5.4 Analyze and reflect on innovation performance as a basis
for developing strategies for improvement
5.5 Work with the school community to promote and sustain
school improvement;
5.6 Use project management to foster both efficiency and
effectiveness in achievement of goals
5.7 Motivate and work with others to foster creativity, innovation
and the use of appropriate new technologies to achieve
excellence

Variable Range
Individual and  brainstorming
group techniques  cost-benefit analysis
may include:
 flow charts
 jotting down words
 mind maps
 process analysis
 review of approaches/procedures used by competitors

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 strengths, weaknesses, opportunities and threats (SWOT)

analysis
 value analysis
 visual imagining
 Other creative thinking strategies.
Range of  brainstorming
techniques and
tools for creative  concept maps
thinking may
include:  creative thinking matrix
 foresight tools
 mind mapping
 nominal group technique
 Scenario analysis.
Overall context  culture
may include the
environment  electronic and non-physical context
relating to:
 global
 local or regional
 national
 Work group or community.
Conditions for  ability to gain and respond to customer feedback
innovation may
span causal factors  available resources (in all their forms)
and issues relating
to:  school systems
 changes to workflow and processes
 competency, capability and skills of the staff
 culture and values
 economic change
 emerging technologies
 executive support for innovation
 internal and external factors
 globalisation
 government regulations, policy or funding initiatives
 labour market changes and restructures

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 learning culture
 management practices
 school socio-cultural circumstances and issues
 research and development focus and support
 shift to knowledge economy or new economy
 structure and design of work in the school
 technology change and convergence
 vision, core purpose and capabilities
Drivers are factors  community expectations
or changes that
impel innovative  globalization
practice and may
include:  new legislation (such as compliance)
 policies
 Technology change.
Enablers are  breakthroughs
factors that help
innovation  collaboration
overcome barriers
and may include:  culture
 development
 inventions
 management support
 profitability
 research
 resources
 responsiveness
 skilled staff
 technology
Impact of the may relate to:
physical
environment  extent to which design or style links with declared
philosophies or objectives
 external areas
 general ambience of the work environment

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 location of different people

 presence and ambience of relaxation areas
 use of creative messages or images in the workplace
 workspace design
 workstation arrangements and opportunities for interaction
Leadership style  autocratic (non-participative)
will usually be
differentiated by  charismatic flexibility
five classical
approaches:  democratic (participative)
 laissez faire (free reign)
 paternalistic
Risks may include:  lack of motivation
 environmental
 Product/outcome failure
 professional incompetence
 resource deficiencies
 systems and process failures
Mechanisms at  customer management
system and
process level may  human resources
be physical or
electronic and  information technology
relate to:  learning
 operations
 planning (strategic)
 quality
 research and development
 risk
 resource management
 structural and performance hierarchies (strata).

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Evidence Guide
Critical aspects of Evidence of the following is essential:
Competence  comprehensive understanding and application of key
concepts, current theories and processes for promoting
innovative thinking and practices in a school context
 critical examination of trends in thinking and emerging
practices as they relate to a school's current thinking and
practices
 knowledge of social, political, economic and technological
developments that determine the broad context for innovation
in the relevant school context
Underpinning Demonstrates knowledge of:
Knowledge and  current and past theories and thinking about innovation and
Attitudes creativity
 leadership styles including the way that different approaches
impact on innovation in schools, and specific approaches that
foster innovation
 legislative framework that affects school operations in a given
context, including particular legislation with a direct impact on
innovation, for example concerning copyright, trademarks,
intellectual property
 management techniques and tools for the encouragement of
creative thinking and for turning good ideas and creative
thinking into innovation
 school context for innovation including overarching mission,
objectives and strategies
 relationship between theory and thinking on innovation and
creativity, and applied practice
 risk assessment and management strategies in the context of
innovation
 social, political, economic and technological developments
that determine the broad context for innovation in the relevant
school context

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 theories, processes and practice of school transformation and

the management of the stages of change
 typical strategic challenges and barriers to innovation within
the schools and ways of overcoming these challenges and
barriers
Underpinning Skills Demonstrates:
 communication, consultation and negotiation skills to model
and lead open and collaborative relationships
 planning skills to develop, implement and sustain practical
strategies for innovation
 problem-solving skills to assess challenges and risks at a
strategic level and to develop appropriate responses
 research and analytical skills to work with structurally intricate
and conceptually complex innovation texts and broader
school contexts; and to develop materials which deal with
complex ideas and concepts
 self-management and learning skills to evaluate and enhance
personal effectiveness, and to promote a culture of ongoing
learning and development
 team and leadership skills to generate, promote and sustain
innovation in a school or community setting
 technology skills to use computers for document production
and research of innovative practices and theories
Resources Assessment must ensure:
Implication  assessment over a sufficient timeframe to allow holistic
assessment of the candidate's capacity to lead and sustain
innovative thinking and practice
 opportunities for interaction with others to reflect the
collaborative nature of the innovation process
 access to current school documentation and support materials
Assessment Competency may be assessed through:
Methods  direct questioning combined with review of portfolios of
evidence and third party school reports of on-the-job

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performance by the candidate

 evaluation of reports prepared by the candidate to propose
strategies and techniques for building innovative thinking and
practice within a given school context
 Oral or written questioning to assess knowledge of innovation
theory and practice, context for innovation, and factors that
affect innovation in a particular school.
Context of Competency may be assessed in the work place or in any
Assessment appropriate settings organized by REBs.

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