Supervisor Competency Framework Guide

Supervisor Competency Framework For Target Programmes.
Background and Context

There is international evidence of the impact of school leaders on improving schools when they work collaboratively to drive improvement
throughout the education system. School and system leaders are powerful agents of change for the communities and families they serve, especially
in low resource environments.
Supervisors have been identified as critical to the success of the TARGET school leadership programmes; National School Leadership Training
Programme (NSLT) and the School Leaders Continuing Professional Development Programme (SL-CPD).
To achieve the necessary improvements to teaching and learning, Cluster/School Supervisors are expected to train, coach and mentor school leaders
who require practical, ongoing professional development and support.
Rationale
The commitment of all participants and stakeholders, representing each of the critical roles in the education system, is central to the success of these
programmes. In recognition of this, the programmes will also work across the wider education system, strengthening the capacity of each role by
focusing the efforts of all on improving learning outcomes. School leaders do not exist in a vacuum and cannot deliver improvements in isolation;
they require support from within the school, the community, and the education system.
A key role in this school leadership and system strengthening is that of the supervisor. This role has been identified by the M of E as having a
strategic importance in supporting improvements to the quality of learning, teaching and leadership across schools.
Purpose
The competencies set a standard for effective supervision which link explicitly with the school leader competencies reflecting the inter- related nature of
the roles and the need for supervisors and school leaders to work collaboratively to promote effective learning, teaching and leadership within and across
schools.
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The evaluation of effective supervision using the competency framework will provide relevant data at national, regional, and local levels which will
inform the planning and delivery of professional development for supervisors. This framework is designed to underpin the development of
supervisors on TARGET training and support. It does not replace the M of E supervisor competency framework.
Structure and organisation

 There are five competencies linked to the TARGET CPD programmes for supervisors and school leaders.
 Each competency is divided up into a maximum of five sub-competencies.
 Five levels of ability are identified within each competency.
 Statements of the evidence and behaviour that would be expected are to aid supervisors and their line managers when evaluating the level that they
have achieved and to aid the assessment and evaluation of the programmes.
 At the end of the framework, you will find five supervisor competency exemplars to illustrate each of the five levels of competency. This is to aid the
user in visualising the impact and behaviours expected at each level of competency.
Competencies
1. Offers quality professional support to include coaching, mentoring, and the facilitation of professional learning communities and action research.
2. Demonstrates a thorough understanding of how to lead change, school improvement, data analysis and stakeholder engagement.
3. Understands how to lead improvements to teaching and learning and effectively works with school leaders to achieve this.
4. Demonstrates a passion for inclusion and works effectively with school leaders and other stakeholders to establish inclusive education for all pupils.
5. Promotes compliance to statutory arrangements including safeguarding with school leaders.
Evidence Collection
The assertions of supervisor of the level they are working at should always be verified with an additional source of evidence. Each of the level descriptor
statements can be evidenced from at least one of the sources below.
 Visits to classrooms
 Tours of the school.
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 Examination of work.
 Examination of School improvement plans.
 Examination of the records of monitoring and evaluation.
 Examination of staff meeting minutes.
 Examination of stakeholder meeting minutes.
 Records of training and other CPD activities.
 Examination of supervisor and school leader portfolios.
 Discussions with teachers.
 Discussions with pupils and parents.
 Discussions with other stakeholders.
 Accompanying the school leader when carrying out leadership activities.
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Emerging Supervisor: Developing Competent supervisor: Leader of Learning: Peer supervisor:

Supervisor:
Is embarking on Evidence that this is part of Evidence of the supervisor’s Evidence that good practice is
development but at this Some evidence of supervisor’s practice and routine strategic approach that shared with other supervisors
stage there is no evidence of impact on school that is having a more consistent impacts very effectively on
impact on school leaders. leaders, but this is not impact on school leaders and school leaders and on
consistent and has not teaching teaching
yet impacted on
teaching.
Competency 1: Offers quality professional support to include coaching, mentoring, and the facilitation of professional
learning communities and action research.
Supervisor (S) Emerging S: Developing S: Competent S: Leader of Learning: Peer S:

School leaders (SL)
a Establishes working  Respectful  There is evidence  Trusting  S are perceived as  There is evidence that the S
relationships with relationships that SL are relationships have credible and skilled offers advice to other S on
SL that are mutually between S and perceiving the value been established practitioners by SL. establishing effective
respectful. SL are being of S visits. between S and SL  There is evidence of relationships and is
established.  S are establishing resulting in a SL asking S for perceived as a role model of
 S speak action plans with SL collaborative guidance. SL regularly good practice.
positively of the on where partnership. ask S for advice and  SL recommend the S to their
contact they improvement in Meeting minutes guidance and use colleagues. The S has
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have had with leadership is and discussions them as a critical
school leaders required. with the SL and S friend. established themselves as
and are able to demonstrate the an expert in the local
articulate the quality of this community. The S regularly
challenges that partnership. takes the lead. For example,
need addressing in professional learning
in different communities.
schools.
b Takes responsibility  Is developing an  S have attended  SL regularly  The S acts as a role  The S C&M less experienced
for and skilfully understanding training and now benefit from C&M model for SL who S.
coaches and of their role to understand their during the early adopt C&M strategies  The S shares effective C&M
mentors (C&M) SL C&M school responsibility to stages of the CPD with their teachers practice with the peer
as part of the leaders as part C&M SL as part of programme. The because they learning community.
School Leadership of the SLCPD the CPD process. SL values the perceive the benefit  The S regularly supports the
Professional programme This has been support of the S. of this. training of S to develop
Development because they communicated to SL  There is evidence  The S can withdraw C&M skills.
Programme. have embarked through their in S and SL some support  The S is perceived as an
on the training. training. portfolios of because of the expert coach and mentor.
 The S is  S demonstrates an effective C&M strengthening
developing the understanding of practice that is leadership of the SL.
necessary C&M the difference taking place  When visiting, the S
skills, such as between C&M. during the SLCPD checks the impact of
active listening  S understand how programme. the SL C&M on
and asking to use the T-GROW  SL perceives S led improvements to
questions model and are using support as very T&L.
rather than it with SL. important to the  The impact of the
suggesting  They demonstrate development of C&M of teachers is
solutions, as is that they their leadership evident to
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evident from understand the skills. improvements to
their training features of effective T&L.
portfolio C&M in discussion
with school leaders
and in portfolio
records.
c The S understands  The S has no  Following training  The S has  SL are taking greater  The PLC facilitated by the S
the value of, and experience of the S has a better facilitated the responsibility for the is perceived in the district as
skilfully establishes facilitating a understanding of agreement with PLC, taking a lead in a model for innovative
PLC. Action PLC. They may the purpose of PLC SLs of some decision making, school development.
research and other have been a  SL have been asked common areas of facilitated by the S.  The Woreda signposts other
tools are used as a participant in to contribute and development.  Action research has S and PLC to aid them in
means of one. take part in a PLC.  SL are contributing resulted in SL their development.
developing At this point they positively and identifying common  There are several successful
understanding and have had little starting to carry solutions and improvements to
competence among impact on SL out agreed strategies for school leadership, teaching and
SL. competency or activities. improvement that learning that have arisen
school  The S has they are from the PLC.
improvement. developed the implementing.
capability to lead  The S is expert at
action research as identifying resources
a PLC tool and is to support the PLC.
training SL to use
this in their own
schools.
Competency 1 Areas for development and the
Scoring support to be provided are:
a 4%
6
b 8%
c 8%
Total 20%
Competency 2: Demonstrates a thorough understanding of how to lead change, school improvement, data analysis and
stakeholder engagement.
Peer S:
Supervisor (S) Emerging S: Developing S: Competent S: Leader of Learning:
School leaders (SL)
a Demonstrates the  The S has been  The S has  The S supports  The S demonstrates  The S takes a lead in
ability to guide SL introduced to introduced the five and challenges SL expertise in school affecting change across
through the school the school stages of the at each stage of improvement. For schools that have similar
improvement cycle. improvement improvement cycle: the improvement example, they areas for improvement.
cycle in training - Prioritise cycle. understand the  There is evidence that the S
and can explain - Plan  The SL uses the S impact of change on has guided less experienced
- Implement
the five stages as a critical friend colleagues and the S to understand the school
- Monitor
of the - Review and evaluate when planning community and the improvement cycle. For
improvement to SL as part of the school barriers to example, through
cycle: training improvement. This improvement and professional learning
- Prioritise is evident from give excellent advice communities for S.
 The SL is adopting
- Plan meeting minutes to SL on how to
- Implement the cycle when
planning school and in discussion overcome these
- Monitor
- Review and improvement. with the SL. problems. This is
evaluate. evidenced from
meeting minutes.
 S communicate
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succinctly to SL the
reasons why change
is required.
b Critically advises SL  The S has  The S demonstrates  The S supports the  The S understands  The S is asked to train SL
when writing school developed an an understanding of SL to ensure that that school and less experienced S on
improvement plans understanding the link between the SIP closely improvement can be how to write an effective
(SIP). of how to write the SIP and the links actions for an unpredictable SIP.
a SIP from the school school process and revisions
training and the improvement cycle. improvement with are regularly needed
steps involved: They have monitoring and to the SIP when
- Priorities communicated this evaluation and barriers and
- Barriers and to SL during the SL CPD. difficulties are
difficulties
- Aims and objectives
training.  The SL regularly encountered.
- Success criteria  The S and SL have a consults the S  The S expertly guides
- Responsibilities shared when planning the SL when revision
- Timescale and understanding of improvement to is required.
milestones the steps that must ensure that
- Resources and CPD.
be considered when activities are fit for
- Monitoring and
evaluation. writing a SIP. purpose.
 The S has not - Priorities  The S helps to
- Barriers and difficulties ensure that
had the chance - Aims and objectives
to put this into - Success criteria
improvement
practice. - Responsibilities activity is evenly
- Timescale and spaced so that SL
milestones and staff do not
- Resources and CPD. attempt to do too
- Monitoring and
much at any one
evaluation.
time.
 This is evident in
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the SIP that is in the  This is evidenced
process of being from the SIP, the
written. rate of school
improvement and
meeting minutes.
c Analyses and uses  The S is learning  Professional  The S regularly  There is evidence  The S analyses trends in
data in support of the importance learning community analyses data with that when visiting the data at a local level and
SL to inform of using school support has the SL to school, the S benchmarks this to national
planning and data when resulted in the S benchmark the regularly checks data.
improvement. determining regularly analysing performance of school data to ensure  This information is used
school the data of schools the school. that the SIP is having when identifying local
priorities. that they supervise.  Data has been a positive impact on weaknesses in attendance
 Through  They have identified used effectively to school improvement. and achievement and
training they questions and identify priorities  SL are expected to informs common areas for
are developing concerns arising for improvement. explain any improvement across the
an from the data which  The S has aided anomalies in the data schools that they supervise.
understanding have been shared the SL in analysing to the S.  The S communicates this
of how to with SL. school data to information expertly to
benchmark local  This information is check the senior colleagues,
data against used when writing attendance and community leaders, other S
national the SIP. progress of all and SL.
statistics. pupils.
d Facilitates  At this point the  Following training,  The S works  In meetings with the  The S promoted a climate
collaboration S is aware of the the S now effectively with S, it is evident that for change across
between SL, importance of understands that the SL to create they are perceptive professional learning
community including and for school the characteristics at identifying where communities for S and SL.
stakeholders and consulting with improvement to be and climate within the climate for There is evidence that the S
teachers to affect other staff and effective the SL school and the change requires has overcome local barriers
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change. stakeholders on needs to foster a community that improvement and SL to change.
the school climate for change will underpin welcome the  The S has a thorough
improvement with staff and other school guidance offered. understanding of the views
process. stakeholders that improvement.  The S has ensured and opinions of all
 S may have includes the  SL are developing that consulting with stakeholders in the schools
experienced following a better climate stakeholders has they supervise.
working with characteristics: for change become a routine  This information is used to
other - High expectations because of their aspect of school shape the strategy for
stakeholders - Relationships based on collaboration with improvement. school improvement and
trust and respect
but not in a - A shared vision fostering
the S. This is  SL fully appreciate inclusion at a local level.
strategic way. a sense of common evidenced in that stakeholders  This knowledge and strategy
purpose discussion with should be involved in are shared with other S.
- Staff who are valued for teachers and the management of
contributing and taking community change for school
risks
- Learning is valued at all stakeholders. improvement if it is
levels  The S has to be successful.
- Staff who are willing and established  When visiting the
enabled to lead productive school, the S checks
 The S working with teachers to
communicates this relationships with assess the climate for
to SL when planning senior colleagues change.
change and writing in the Woreda.  There is evidence of
the SIP.  The S supports the the regular meetings
 SL, supported by SL when meeting and interaction with
the S, are meeting regularly with a variety of
more regularly and stakeholders in stakeholders and the
collaborating with the community impact of this on
community and parents to school improvement.
stakeholders.
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understand their
views and
opinions about
education.
 SL are active in
involving
stakeholders in
school
improvement.
e Commands an  The S is building  With the support of  There is evidence  SL are more  The S has a commanding
oversight of up their the Woreda and that the S has knowledgeable about oversight of the resources
resource knowledge of Peer learning been successful in the resources available and works with
requirements and the resources community, S has a brokering or available and actively other S to ensure that the
brokers and requirements of greater signposting access them with the schools in the local area
signposts for the the school they understanding of resources and support of the S. have equality of access to
schools they supervise. the resources and training that the  When visiting, the S them.
supervise.  So far, they training that are SL and teachers in challenges the SL to  Where there are resource or
have been available to SL. the school are check that additional training needs for schools in
unable to aid SL  Working with SL on now using. resources and the local area the S lobbies
in accessing the SIP they have been training have resulted the Woreda and other
resources and able to identify the in an improvement to government agencies to fill
training resources and the quality of the gap.
available at a training that the education.
national or local school would find
level. useful.
Competency 2: Areas for development and the
a 10%
11
b 4%
c 4%
d 8%
e 4%
Total 30%
Competency 3: Understands how to lead improvements to teaching and learning and effectively works with school leaders
to achieve this.

School leaders (SL)
a Demonstrates a  The S is learning  Following training,  The S  The S has developed  The S understands common
thorough to identify the S is developing a demonstrates an a thorough weaknesses in T&L across
understanding of effective better ability to help SL understanding of the the locality and promotes
effective teaching teaching and understanding of to identify how strengths and good practice in PLC.
and learning (T&L) learning in: the relationship weaknesses in T&L weaknesses of T&L  There is evidence that the
for all pupils. - Planning between T&L with should be across the schools actions of the S have
- Lessons SL. Together they addressed. There they are responsible resulted in improvements to
- Assessment
can identify is evidence to for and has a strategy teaching across several
- Feedback.
As a result of their effective practice in: show that SL takes to address these at a schools locally.
- Planning note of the advice local level.
training. - Lessons of the S and acts  S ensure that SL are
- Assessment
on it. working to
- Feedback.
 They are  This is evident in strengthen teaching
demonstrating an the focus on T&L and learning. The SL
ability to identify in the SIP. appreciates the S
weaknesses in T&L expertise in T&L.
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which they discuss  The S regularly visits
with SL. SL lessons to check
appreciate this improvements to
constructive T&L.
criticism.
b Ably guides SL  The S is being  The S understands  The S has  The SL finds the  The S takes a lead when
when monitoring trained to lead that when effectively meetings with the S advising colleagues on how
and evaluating M&E of T&L. monitoring T&L supported the SL to be very valuable to systematically M&E T&L.
(M&E) teaching and They are taking there are a range of in establishing the when evaluating the  The S can demonstrate how
learning. the opportunity sources of evidence systems for M&E monitoring evidence to tailor activities so that
to practice to draw from: T&L. These are of T&L. Priorities for they address the specific
these skills in - Lesson observation linked closely to T&L that arise from weaknesses.
schools drawing - Examination of work and priorities to these meetings are  The S is asked to coach less
plans
on evidence - Discussions with pupils
improve T&L in accurate. experienced S on how to
from: and teachers the SIP.  The S demonstrates lead M&E.
- Lesson observation - Assessment information.  There is evidence an excellent role
- Examination of
 The S promotes from M&E that model for good
work and plans
- Discussions with these sources of teaching and practice when
pupils and teachers evidence to SL, and learning is carrying out
- Assessment as a result systems improving. monitoring activity.
information. for the M&E of T&L Consequently, the SL
are being planned. understands that the
 This is evidenced in main purpose of this
the inclusion of activity is to identify
these systems in the how to help teachers
SIP. to increase their
capacity for effective
teaching.
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 This can be
evidenced from the
discussions with
teachers about the
culture for change
within the school.
c Facilitates SL in the  The S is aware  The S is working  The S has  There is evidence  The S commands a local
provision of of different with SL to identify facilitated school that the S checks the directory of CPD that others
effective continued types of CPD CPD that could help leaders to tailor impact of CPD on can draw upon.
professional that can be to increase teaching CPD to the T&L.  The S strategically plans the
development (CPD) employed to capacity. findings from the  The S holds the SL to CPD that could be of most
for teachers. strengthen  The S is ensuring M&E of T&L. account to ensure use to the community.
teachers that SL are aware of  The S has that CPD has  The S prepares articulate
practice different types of identified good impacted positively and persuasive bids for CPD.
including: CPD that can be practice locally on T&L.
- External training employed to and external  The S has a thorough
- Distance learning strengthen teaching training that is understanding of all
- Action research
- Coaching
practice including: appropriate for local and distance
- External training the school which learning and training
- Modelling good
- Distance learning is appreciated by and promotes
practice
- Action research
- Good practice visits SL. opportunities
- Coaching
- Induction and  The S facilitates regularly to SL.
- Modelling good practice
mentoring
- Staff meetings - Good practice visits the development  Teachers as well as
- Induction and mentoring of action research school leaders
- Staff meetings among staff. recognise the use of
 Systematic CPD is action research when
being planned for in improving the quality
the SIP. of their teaching.
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 The S has several
examples of effective
practice that can be
shared because of
action research.
a 4%
b 8%
c 8%
Total 20%
Competency 4: Demonstrates a passion for inclusion and works effectively with school leaders and other stakeholders to
establish inclusive education for all pupils.

School leaders (SL)
a Demonstrates a  Influenced by  The S is promoting the  The S has developed  There is evidence that  The S is perceived in the
thorough training and inclusion of all groups a thorough with the guidance of local community and
understanding of senior to the SL. understanding of the the S the SL has a Woreda as a champion for
the barriers colleagues in  It is evident in the SIP barriers experienced thorough marginalised groups, girls,
experienced by the Woreda the that there are plans to by marginalised understanding of the and pupils with special
groups of pupils in S has begun to understand the needs groups, girls, and backgrounds and educational needs. Their
the schools under appreciate that of the marginalised pupils with special barriers of all the pupils expertise is valued, and
their supervision. the school is groups and to better educational needs. in the school. stakeholders are confident
responsible for include them in the  The S has ensured  The S has aided the SL to discuss issues around
the inclusion of school. that SL are also in developing a range of
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all pupils. developing their strategies to overcome inclusion as they arise.
 The S is actively understanding and barriers for all groups
learning about have strategic plans of pupils.
the to overcome barriers  Teachers are better
marginalised to inclusion. trained to educate all
groups that  There is evidence groups of pupils.
should be that these strategies  Consequently,
attending the are working as the attendance rates are
schools they attendance of some increasing, and
supervise. marginalised pupils standards are rising
 This can be is improving. amongst these groups.
evidenced from  Parents of pupils from
their training marginalised groups
portfolios. feel more welcomed in
school.
 The S regularly checks
with these parents that
SL are providing an
inclusive education for
their children.
b Supports and  S are  Drawing on the  Attitudes to the  The community now  The S works with other S
guides SL effectively developing an inclusion guidance of attendance of fully supports the and SL to develop a
when overcoming understanding the government and marginalised groups school to improve common approach to
the barriers to of the barriers EDT, the S had and girls have attendance because of attendance in the local area.
inclusion. to inclusion. identified the groups changed in school the work of the S in This ensures that parents
This can be with low attendance and the community support of the SL. and other stakeholders
evidenced in in the schools they because of the  Attendance rates of understand that all schools
their training supervise. effective work of the marginalised pupils, take the same approach to
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portfolios.  They have challenged S in support of the girls and those with improving attendance.
SL as to the action SL. special educational
they are taking to  Barriers are steadily needs is now generally
improve the being overcome in line with other pupils
attendance of these although there in the school.
groups. remain some hard-  The S regularly checks
 The S has worked with to-reach groups. the attendance of these
the SL to plan to  Attendance rates are groups when visiting
identify the barriers to improving. the school and contacts
attendance that these parents. They challenge
pupils experience in SL where they find
the SIP. evidence of pupils with
 The S has supported lower attendance.
the SL to hold
community meetings
to consult, challenge
discrimination and
gain support to
improve attendance.
 A strategy to improve
attendance is being
developed but there is
little evidence of
improvements so far.
c Promotes and  The S has learnt  The S has supported  There is evidence  There is evidence that  The S is regularly consulted
facilitates through training the SL to understand that the S has the routine meetings by less experienced S and
stakeholder and good practice when supported SL in with community senior colleagues to support
engagement with SL engagement leading meetings. organising and stakeholders is the development of
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to overcome with peer  SL supported by the S holding successful changing local views stakeholder engagement in
barriers to learning are aware that meetings with and prejudices. This is communities to address
inclusion. communities’ meetings that stakeholders. providing a more prejudice and a lack of
the importance challenge  The meetings have inclusive environment inclusion.
of meeting with discrimination can been purposeful for all.
stakeholders to evoke negative focusing on:  Community
overcome emotions and require - Understanding the views stakeholders feel like
barriers to careful handling. S are and opinions of partners and appreciate
stakeholders.
inclusion at a actively seeking - Challenging prejudice.
consultation over
local and school advice and guidance - Reinforcing the need for inclusion.
level. They are from more equality of education for Consequently, they
developing the experienced all. fully support the work
ability to: colleagues and - Developing a community of the school.
Prepare a meeting wide understanding of
- trainers about the the barriers experienced
- Conduct a meeting most successful way by some groups to
- Follow up from a
of holding these inclusion.
meeting.
meetings. This is  This is evident in
evident in the SIP. meeting minutes
and action points
that arise from
them.
a 5%
b 10%
c 5%
Total 20%
Competency 5: Promotes compliance to government statutory arrangements including safeguarding with school leaders.
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School leaders (SL)
a Demonstrates a  Following  On visits to schools  The S is making  SL are demonstrating  The S is perceived as a
thorough contact with the the S is asking recommendations much greater levels compliance expert in the
understanding of Woreda and questions to check to SL to of compliance. area who is consulted by
compliance personal compliance. strengthen  SL see the S as the other S when they are trying
requirements and research the S  This gives the S a compliance which person to go to if to solve problems.
advises SL on demonstrates better is welcomed. they have questions
meeting them. an understanding of  The S is identifying or issues associated
understanding the effectiveness of common with compliance.
of what SL and schools but compliance issues  S regularly follow up
constitutes has not had much among schools aspects of non-
compliance by impact on and is seeking compliance until they
explaining this strengthening solutions that are resolved.
in discussion. compliance. would benefit the
locality.
b Demonstrates a  The S carries  The S makes a point  When visiting the  The S demonstrates  The S checks that any safety
vigilance about out government of asking questions school, the S vigilance by following concerns reported to senior
safeguarding when requirements about the safety of demonstrates a up on safeguarding colleagues are acted upon.
visiting schools and about pupils when visiting curiosity in pursuit concerns from  Concerns at a local level are
is relentless in compliance the school. of safety checks. previous visits. shared with other S so that a
ensuring that SL, when visiting  The S checks For example,  SL are strongly concerted approach can be
teachers and schools. safeguarding as well where pupils are challenged if found to rectify the
stakeholders take  This could not as site security. absent checking concerns are not problems.
action to ensure be described as that SL know rectified.
pupils are safe. vigilance and where they are.  Any long-term
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relies on the  The S focuses on concerns are
report of SL. marginalised reported to senior
groups. colleagues in the
 SL are challenged Woreda.
when safety  The S regularly asks
concerns arise. parents and pupils
about their safety
when visiting the
school.
a 5%
b 5%
Total 10%
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Supervisor competency exemplars to illustrate each of the five levels of competency.

Emerging supervisor.
The supervisor has not in the past been able to access much training to help them to develop. They are aware of their responsibilities to the M of E. They
have met the requirements to visit schools to check on the compliance of school leaders to meet the expectations of the M of E. These meetings have
resulted in most cases in respectful relationships being developed with school leaders. However, in discussion with school leaders it is evident that they
would not seek out the supervisor for advice on leadership or teaching.
Supervisors have participated or are participating in the TARGET training to support the development and competency of school leaders. In discussion they
demonstrate more knowledge and a greater awareness of their responsibilities to support school leaders when strengthening:
 Teaching and learning

 Stakeholder engagement
 Inclusion.
 School improvement.
They are learning the skills of:
 Monitoring and evaluation

 Coaching and mentoring
 Leading professional learning communities
 Resource management
 Writing school improvement plans.
However, they have not yet had the opportunity to develop these aspects in practice with school leaders. They are keen to do this and reflect on their own
ability and requirements with trainers.
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Developing supervisor
Following training, supervisors have met with school leaders who are embarking on their training on either NSLT or SL-CPD. During these meetings
supervisors have supported school leaders in identifying their competency levels. Supervisors have established a training plan with school leaders and have
clarified the supervisor role of facilitator, coach and mentor. They have made clear to school leaders the requirement to collect evidence for accreditation
and that they will meet regularly to check the school leader’s progress. School leaders have been introduced to professional learning communities which
the supervisor is organising. These are in the early stages of development.
Supervisors have supported school leaders who have identified their priorities to improve teaching and learning and for inclusion. Supervisors are working
with the school leader to either write or revise the school improvement plan to reflect these priorities. The school improvement plan reflects the stages of
the school improvement cycle. Meetings have already taken place with community stakeholders to discuss the priorities identified. School leaders,
supported by the supervisors are embarking on monitoring activities to evaluate the quality of teaching and learning for all pupils. Meetings have been held
with teachers to explain the priorities for improvement. The supervisor has emphasised with teachers the importance of their role to support school leaders
when making improvements. School leaders, supported by supervisors have started to analyse attendance data and are identifying trends and groups with
lower attendance than others. So far there is little impact on improving teaching, learning and inclusion although leadership practice is strengthening.
The supervisor is collecting evidence to demonstrate how they are becoming more competent when compared to the framework. They regularly attend the
professional learning community meetings with other supervisors where they can seek advice and guidance for their work with school leaders. The
supervisor is gaining a secure overview of the locality and the strengths and weaknesses of school leaders that they are responsible for. Data has been
analysed and benchmarked, research has been carried out to identify the resources and CPD available to school leaders to support them when
strengthening teaching, learning and inclusion.
Competent supervisor
Meetings with school leaders are now routinely planned. The relationship has become much more productive. When seeking advice on school
improvement, school leaders would now go to the supervisor perceiving them as credible and able. Supervisors regularly meet school leaders to check the
progress of development and the school improvement plan. School leaders welcome this challenge and the support that supervisors offer. Coaching and
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mentoring activities are strengthening the competency of the school leaders. Supervisors are becoming experienced at supporting school leaders who are
struggling to develop their competence. Supervisors are identifying the need to be more specific and to provide additional resources and CPD to support
these school leaders.
Professional learning communities are established, and school leaders are working together to make improvements on common aspects of teaching,
learning and inclusion. These meetings are now facilitated by supervisors rather than led. Good practice is regularly shared at these meetings. Supervisors
have introduced action research as a tool for improvement which school leaders are refining and introducing to teachers.
Supervisors can identify the impact of school improvement. There is evidence of improved attendance for some marginalised groups, teaching and learning.
At this stage there is little evidence of raised standards as the changes to teaching and learning have had insufficient time to impact on these. A positive
culture for change is evident in schools. Teachers welcome the opportunity to strengthen their practice and appreciate that monitoring activities are there
to help them to improve. Community stakeholders are regularly involved in school improvement and are confident to approach school leaders with
questions and advice.
The supervisor is starting to contact the Woreda more often to explore the availability of resources and CPD that could be tailored to the needs of the
community. They are collecting evidence that demonstrates that they are steadily becoming more competent as their experience grows. They actively seek
out guidance from colleagues when required.
Leader of learning
The relationship with school leaders has continued to develop. School leaders perceive supervisors as critical friends. They welcome the challenge that is
offered. School leaders understand that supervisors are now checking the impact of CPD, resource development and the school improvement plan on
teaching, learning and inclusion. Supervisors carry out monitoring activities to forensically evaluate the success of school leaders and to identify the next
steps that they can advise them to take. This results in regular revisions to the school improvement plan to ensure that it is a useful working document.
Where school leaders are struggling to meet expectations, they offer support but are not afraid to have difficult discussions to challenge ineffective
leadership. In the schools where there are weaknesses in leadership, the supervisor takes steps to ensure that teaching, learning and inclusion are
developing by taking a more hands on approach working directly with teachers, and community stakeholders. The purpose of this is to coach school leaders
on effective leadership practice leading by example.
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There is an evident impact on standards in schools as ratified by the inspection of schools. Most marginalised groups are attending more regularly and
making progress in basic skill development. Parents of these pupils are more confident and secure about the welcome they receive in the school and
community. Teachers are more active participants in developing teaching and learning using their own initiative and embarking on action research projects
overseen by school leaders and supervisors. A strong culture for learning at all levels is developing within schools. Supervisors have ensured high levels of
compliance to national and local requirements including safeguarding.
Supervisors have a strategic overview of the needs of the schools they are responsible for and have improvement plans at a local level. They coordinate
resources and CPD and plan their time to work where most needed. Regularly meetings are held at Woreda level to lobby support for the local community
and schools.
Peer supervisor
The supervisor is perceived by school leaders, other supervisors, the community and Woreda as an expert and highly experienced because of the success
that they have had in the local area on raising standards, improving attendance, creating inclusive schools and communities and strengthening teaching and
leadership. Professional learning communities are now autonomous groups that have proven success in addressing common areas of weakness.
The increased expertise of school leaders means that the role of the supervisor is to maintain high standards and expectations. This has provided them with
the opportunity to provide expert guidance and CPD to less experienced supervisors. The supervisor is often asked by the Woreda to represent the area
sometimes at a national level. The supervisor regularly leads training on school improvement, monitoring and evaluation, coaching and mentoring. The
Woreda, recognising the supervisor’s expertise will request that they step into trouble shoot where schools and supervisors are experiencing difficulties.
The supervisor is regularly called on to support recruitment and selection of school leaders and supervisors.
The supervisor has had the opportunity to represent the local area and influenced at national level CPD and resource requirements. They have also made
recommendations around improving inspection practice and other M of E procedures.
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Supervisor Competency Framework For Target Programmes.

Background and Context

Structure and organisation

Emerging Supervisor: Developing Competent supervisor: Leader of Learning: Peer supervisor:

Supervisor (S) Emerging S: Developing S: Competent S: Leader of Learning: Peer S:

Supervisor (S) Emerging S: Developing S: Competent S: Leader of Learning: Peer S:

Supervisor (S) Emerging S: Developing S: Competent S: Leader of Learning: Peer S:

Supervisor competency exemplars to illustrate each of the five levels of competency.

 Teaching and learning

They are learning the skills of:

 Monitoring and evaluation

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