«TEACHER LEADERSHIP AT SCHOOL»
Recommended for publishing
under the AEO “Nazarbayev Intellectual Schools”
© Nazarbayev Intellectual Schools, 2015
form or by any means, including photocopying and recording, without the written permission
of the copyright holder.
Portfolio assessment principles
The process of portfolio assessment
Presentation assessment principles
The process of presentation assessment
«Teacher leadership at school» programme (Appendix 1). The standards focus on
teachers being experienced and successful practitioners themselves and also having the ability
to reflect and support colleagues in their professional development. The main priorities of the
understanding and comprehension the significance of new practices and approaches to
teaching and learning;
programme: new approaches to teaching and learning, the coaching and mentoring of
colleagues in the context of innovative approaches to teaching and learning.
which they planned during the first face to face of the training. Besides, they will conduct two
coaching sessions with a small group of colleagues. The focus of the coaching will be
negotiated with colleagues and based on their needs but must relate to ideas from one or
several of seven themes:
New approaches to teaching and learning (Dialogic teaching and learning and
Learning how to learn);
Learning to think critically;
Using ICT in teaching;
Responding to age-related differences in teaching and learning;
Teachers will also work closely with one colleague, mentoring him/her to improve his/her
teaching practice with a focus on ideas addressed during the group coaching.
In the final four-week face to face phase of the programme, teachers will reflect on,
their own classrooms, and also analyze and evaluate their coaching and mentoring experiences
during the school-based phase of the programme. In the final face to face phase, teachers will
complete correcting the portfolio of evidence relating to the two strands of the Programme. This
portfolio provides the main evidence that teachers have satisfied the three key criteria for
successful completion of the programme. These criteria state that:
two strands of the programme;
Teachers are reflecting on the implementation of new practices and considering
implications for further development.
The Standards for Teacher (Appendix 1) sets out the detail of how these criteria are
The summative assessment process focuses on teachers’ reflections about the
be found in portfolios and presentation made during the school based practice. This
presentation will be based on work produced for their portfolios.
In order to receive certification, teachers will also be required to pass an examination set by
at school» programme.
the two interrelated strands of the programme. The account on the sequence of lessons involves
demonstrating personal understanding and practice in relation to new approaches to
teaching and learning. The assignments about coaching and mentoring involve demonstrating
well developed personal understanding in relation to new approaches to teaching and
learning as well as demonstrating understanding of ideas in relation to coaching and
mentoring. Reflection on practice is an important component of all three assignments.
Evidence for each of the key criteria may be stronger in some portfolio entries than in
others. Several weak pieces of evidence may not be sufficient to suggest that a teacher has met
one of the criteria whereas two pieces or even one very strong piece of evidence may be
When assessing the portfolios, Assessors should also consider whether teachers have
and teachers awarded a Pass without fulfilling all stated requirements. However, if substantial
elements are missing from assignments this should be reflected in the grade given.
mentoring activities and may record these in some way. However, in order to make assessment
of the programme manageable, teachers will not be expected to include records of all
activities carried out as part of the programme in their portfolios for assessment. However,
teachers are expected to include additional records in their portfolio which support the assessed
entries or which document their wider learning and professional development. These additional
records may also support formative discussions with peers and trainers. During the second face
to face phase of the programme teachers will select and develop some of their portfolio entries
for assessment and presentation purposes.
Trainers will give formative advice and support to the teachers in their training groups on both
Portfolio content to be assessed:
rationale and approach of implementing seven themes ot the Programme in the sequence of
analysis of sequence of lessons realization, demonstrating the approach and effectiveness of
applying by the teacher seven themes of the Programme in own practice of teaching and learning
one or several themes (with commentaries of 250 words)
Reflective account of implementing the changes into the colleagues’ practice through
coaching-session (1000 words), including:
rationale of implementing the changes at the level of methodical association;
rationale of the realization of mentoring process necessity for implementation of reforms at
the level of methodical association;
of mentoring process realization and effectiveness of changes implementation.
Plan of mentoring process (with commentaries of 250 words).
Teachers provide portfolio with evidences supporting their knowledge and practice. Portfolio
consists of the following sections:
A Knowledge and understanding of key ideas;
C Reflection and development.
Portfolio content should be accurately selected to provide the teachers opportunity to
reflection on implementation of new approaches and consider implications for
further development (key criteria 3).
Section A. Knowledge and understanding of key ideas (2000 words)
- rationale of implementing seven themes of the Programme in sequence of lessons;
- explanation of how and why one or several themes will be implemented in one lesson from the
planned sequence of lessons.
А2 Reflective account (500 words) of implementing the changes into the colleagues’ practice
- rationale of implementing the changes at the level of methodical association;
- explanation of how and why the changes will be implemented for the development of
А3 Reflective account (500 words) of the process of mentoring one colleague:
- rationale of the realization of mentoring process necessity for implementation of reforms at the
level of methodical association;
- explanation of how and why the changes will be implemented for the development of one
Medium term plan of sequence of lessons (at least four), demonstrating the approach for
implementing the seven themes of the Programme to sequence of lessons by teacher
Commentaries (250 words) explaining how and why the teacher implemented seven themes of
the Programme to sequence of lessons.
implementing one or several themes of the Programme
Commentaries (250 words) explaining how and why the teacher implemented one or several
themes of the Programme to one lesson from the planned sequence of lessons.
Plan of one coaching session, demonstrating the approach for implementing the changes at
Commentaries (250 words) explaining the necessity for implementation of changes into teaching
and learning practice in the context of key ideas of selected coaching process theme in
compliance with colleagues’ needs
Plan of mentoring process, demonstrating the approach for implementing the ideas of the
and learning practice of one colleague in the context of the Programme key ideas in compliance
*Providing scanned copies of plan approved by school administration
Section C. Reflection and development (2000 words)
Reflective account of implementing and managing the changes to own practice and colleagues’
- the analysis of sequence of lessons realization, effectiveness and management of the
- the analysis of coaching process, evaluation of changes implementation effectiveness;
- the analysis of mentoring process realization, evaluation of changes implementation
- ability to draw conclusions for further use in practice.
the second face to face of the training trainers will assess the portfolios of all teachers in their training
group. This assessment will be made in relation to the criteria outlined above and grades of
Good Pass, Pass, Borderline or Fail given. The grade Good Pass is used to identify work
that may be used as exemplars in future training programmes. Descriptors of these grades are
given in Appendix 3. Trainers will complete the rubrics for assessing the portfolio of evidence
for each of the teachers in their group.
Teachers will submit their portfolios electronically and these will be accessible on- line to
trainers will review and assess the portfolios. Portfolios will be moderated by an Expert
where group trainer has given a borderline grade.
portfolios. This presentation will help establish authenticity of the teacher’s portfolio and
demonstrate their presentation skills. Presentation will focus on the implementation of ideas
from the two strands of the programme into practice in schools.
Reflection on implementation and managing the changes of own practice and colleagues’
practice (20-22 mins)
This presentation consists of six slides or six posters, where the following issues are addressed:
Results of implementing the changes and its impact on further practice of teacher:
how seven themes of the Programme are implemented into the sequence of lessons, including
implications (what changes should be implemented in future into professional practice).
The aim of the presentation is not explanation of the process, but summarization of what the
teacher learned, how is the teacher intend to apply gained results in future practice of teaching
Presentation is about brief description of coaching process realization. The content of the
presentation is more about explanation and ascertaining what was new for colleagues to learn and
providing different evidences, such as group photos, posters made during the lesson, assessment
results, colleagues’ lesson plans, demonstrating the realization of ideas of the Programme.
Mentoring process effectiveness, used in the work with one colleague, providing evidence of
work or results, graded by teacher).
assessment of presentation. Presentation will be assessed against the three key assessment
criteria. Presentation should address all three key criteria however each individual slide
may be more focused on one or two of the criteria. For details of the criteria most likely to
be addressed by each slide and exemplification of how the three key criteria may be applied to
presentation see Appendix 2. Presentation will be assessed as Good Pass, Pass, Borderline or
Other teachers in the presentation group will also observe the presentation of their peers.
process for all teachers. The independent trainer may take account of these but will make
the final assessment. The independent trainers’ assessments may be supported by an Expert if
they are observing the process. Experts may act as moderators and where necessary, may
intervene and amend the trainer’s judgement. The presence of an Expert at the teachers’
presentation will primarily contribute to the process of supporting and assessing the trainers.
Independent trainers, peers and Experts may use pro-forma to assist assessment of each