The professional standards are changing
Professional commitments
The role of education in Wales
Education is at the very heart of our ambition for Wales. It is the key to unlocking new and better opportunities, and building the more confident, innovative and productive nation we know Wales can be. Promoting and striving for excellence in our education system is the responsibility of everyone involved in it. The futures of all learners, the nation and the wider world are positively affected by practice which supports the well-being of future generations, being an anti-racist Wales by 2030 and reaching a million Welsh speakers by 2050.
Welsh language
Having effective support for Cymraeg 2050 through embedding the Welsh language across the curriculum and school culture ensures that all learners and professionals have the opportunity to become confident, capable Welsh speakers who value and use the Welsh language in their everyday lives.
Literacy, numeracy and digital competence within a broad curriculum experience
A school or setting’s curriculum is everything a learner experiences in pursuit of the four purposes. It is not simply what we teach, but how we teach and crucially, why we teach it. The central importance of literacy, numeracy and digital competence lies at the heart of a broad and deep curriculum that employs authentic learning to open a world of opportunity to all learners.
Community and collective effort
The success of education in Wales relies upon the collective responsibility and effort of all involved to engage with colleagues and the wider community beyond the school.
Professional integrity and ethical responsibility
Professionals uphold the highest standards of integrity by acting in the best interests of all learners, protecting their rights and safeguarding their well-being. They challenge practices or behaviours that may limit any learner’s opportunity to succeed, even when this requires courage or difficult conversations.
Embracing professional standards
As part of an ongoing and developmental conversation, the professional standards aim to develop every individual to become the best version of their professional self within a self-improving school system that values and respects personal growth and professional development. All involved in education recognise the essential balance between professionalism, well-being and workload in the demands they make on colleagues and apply reasonable expectations towards others.
Professional standards
The standard for effective pedagogy
Professionals accept accountability for their own pedagogical development and work with others to refine teaching and advance learning, securing progress for all learners. They engage in a continuous cycle of reflection and improvement that:
supports high expectations for all learners
promotes well-being
nurtures a lifelong love of learning
The standard for collaboration
Professionals strengthen practice by working closely with others in their own school to extend effectiveness by contributing to a climate of trust, mutual support and collective thinking. They actively seek opportunities to engage with other schools and wider partners to enhance professional effectiveness and extend effective pedagogy and practice contributing to system-wide improvement.
The standard for professional learning
Professionals actively engage in continuous professional learning, deepening their knowledge, understanding and skills through reflection and enquiry. They create purposeful opportunities for conversation and rigorous enquiry with colleagues to foster collective growth across learning communities within and beyond the school leading to sustained improvements in pedagogy and learner outcomes.
The standard for innovation
Professionals embrace innovation through the controlled and measured development of improved techniques and approaches to advance pedagogic practice and learner progress. They contribute to a positive climate for innovation, evaluating practices with precision so that:
innovative practice is coherent
outcomes are effectively disseminated and applied
The standard for leadership
Professionals make pedagogy central in their leadership role and balance sustainable workload and well-being with professional expectations. They recognise their responsibility to display a positive regard for others in pursuit of coherence and clarity in development and improvement. They lead colleagues and the wider community to fulfil the educational ambitions of Wales in the best interests of all learners.
Descriptors and questions
Pedagogy
Varying teaching approaches to suit learners’ needs
Varying teaching approaches to suit learners’ needs
Learners are more engaged and motivated to succeed when teachers use developmentally and pedagogically appropriate approaches that support them in realising the purposes of the curriculum.
How well do you understand and adapt the approaches used to shape learning experiences to meet the needs of individual learners?
How well do you create worthwhile opportunities for a diverse range of learners to:
find their own solutions?
become confident, critical thinkers?
take an active role in shaping their own learning experiences?
In professional dialogue, how well do you lead, model and celebrate inclusive approaches to learning that encourage skills that are integral to the four purposes?
How well do you create a culture and environment where staff are encouraged to adopt and apply relevant and inclusive pedagogic approaches that enable all learners to realise the purposes of the curriculum?
How well do you support schools and governing bodies to adopt evidence-informed approaches and implement engaging pedagogy that secures tangible progress for the diverse range of learners?
Understanding how learners develop
Understanding how learners develop
Learning is effective when teachers understand how children and young people develop within the context of each learner’s experiences and specific needs.
How well do you understand how children and young people develop? How does this understanding help you to support effective learning?
How effectively do you update your knowledge and understanding of child and adolescent development and the implications for your pedagogy and practice? How well do you integrate new understandings into your teaching to remove barriers and increase participation?
How well do you model, facilitate and promote a secure understanding of learner development and their needs within your team?
To what extent do you lead in securing a deep understanding of learner development to ensure high-quality teaching and effective learning for all learners with particular attention to learners who are experiencing difficulty?
How successfully do you use reliable sources in facilitating rigorous and worthwhile evidence-informed dialogue about learners’ development, enabling teachers and leaders to reflect on their own practice? How far can you demonstrate the impact this has had on improving learner inclusion and intended outcomes?
Understanding the 3 to 19 continuum and implications for pedagogy
Understanding the 3 to 19 continuum and implications for pedagogy
Effective pedagogy is underpinned by developmentally appropriate learning throughout the 3 to 19 continuum and beyond.
How well do you understand the reasons for different learning approaches as learners develop? How does this help you to support learning?
How well do you understand the previous learning approaches experienced by your learners? How has this informed your pedagogical decisions and planning for progression?
How effectively do you develop coherent understanding and practice in the 3 to 19 continuum within your area of responsibility?
How well do you:
lead a whole-school approach to evolving pedagogical practice across the 3 to 19 continuum?
ensure staff are supported to adapt teaching as learners mature as individuals with differing needs?
What systems are in place to enable professional dialogue about learner progression? How well are governors involved in these conversations?
How well do you understand child and adolescent development? To what extent do you use the 3 to 19 continuum to inform your work? How effectively do you support cross-phase dialogue to develop pedagogical approaches appropriate to the maturity and holistic development of all learners?
Progression in learning
Progression in learning
Understanding the development of learners and factors that affect progress enables teaching practices to better support intended learning outcomes.
How well do you understand the developmental needs and other factors that affect the progress of individual learners you work with? How well do you adapt your approach for them to achieve?
How well do you design and adapt learning experiences to address the specific developmental needs of your learners and ensure their progress? How effectively do you enable those who support you to understand individual learners’ needs?
How well do you support teachers in developing a shared understanding of learner development and progression, helping them recognise and respond to the specific needs of their learners?
How effectively does your shared vision for learning and the resultant curriculum design:
support the development and progress of all learners?
challenge teachers to respond to specific and additional learning needs?
How well do you enable schools and settings to ensure their understanding and actions in terms of learner development and progression are consistent with expectations in Curriculum for Wales?
Context and wider community
Context and wider community
Contextual knowledge about all learners and the wider community enables provision to maximise learning.
How well do you know the learners’ community and factors affecting learners’ lives? How do you help others to use this knowledge to support effective learning in the school?
How effectively do you use your knowledge and understanding of your learners, your school and the community to design and adapt your curriculum and pedagogic approaches for individual learners?
How well do you support your team in effectively using contextual knowledge to shape their curriculum and pedagogical approaches, ensuring they meet the needs of all learners?
To what extent do you ensure that staff have the necessary knowledge about the context of the school and all its learners and that they apply it to design effective curriculum and pedagogical approaches that improve learning? How effectively is relevant multi-agency support employed within the school?
How well do you support the transfer and use of contextual knowledge across different groups of learners within the school system, enabling teachers and leaders to design, adapt and improve their curriculum and pedagogical practice to respond effectively to contextual needs? To what extent is multi-agency support co-ordinated to best support schools?
Embedding the curriculum in purposeful authentic contexts
Embedding the curriculum in purposeful authentic contexts
Embedding the curriculum in purposeful, authentic contexts is essential for ensuring the presence, participation and progression of all learners.
How well do you support learners as they engage in learning experiences rooted in authentic contexts? How well do you contribute to building learners’ sense of enjoyment and confidence in learning?
How well do you design and implement experiences within authentic learning contexts that effectively support the realisation of the Curriculum for Wales?
How effectively do you model, provide and measure the impact of authentic learning contexts in supporting the progressive development of all learners?
How effectively do you promote and embed authentic learning contexts to support the progressive development of all learners to engage fully with the Curriculum for Wales?
How do you promote and support others to embed the purposeful use of authentic learning contexts across schools to support learner presence, participation and progression?
Using technology to enhance learning
Using technology to enhance learning
Pedagogical approaches that integrate technology ethically, effectively and inclusively can:
personalise learning
promote digital competence
enhance accessibility
prepare learners for an increasingly digital world
How well do you support the school in ensuring that digital resources:
are accessible and inclusive?
used ethically, critically and responsibly?
How effectively do you model the ethical, critical and responsible use of technology to develop digital competence and enhance learning?
How effectively do you support your team in building the confidence and skills to embed the use of technology authentically and inclusively?
How well do you lead a whole-school, strategic approach to evaluating and planning for the use of technology that is:
ethical?
learner-centred?
future-facing?
How effectively are you supporting schools to use technology in ways that promote equitable access, engagement and participation in learning?
Building positive learner dispositions
Building positive learner dispositions
Learning is most effective where the day-to-day practice and routines of the school promote positive learner dispositions such as:
engagement
confidence
responsibility
As a positive role model, how successful are you in encouraging learners to develop a sense of belonging and readiness to learn?
How do you encourage learners to develop positive attitudes, a sense of belonging and readiness to learn by building strong relationships and managing your learning environment?
How well do you support shared expectations that promote a culture of respect, high standards and positive learner dispositions?
How effectively do school policies encourage learners to:
exercise responsibility (rather than comply with rules)?
engage confidently in their learning?
How far do your expectations of schools promote cultures that consistently support:
positive learner dispositions?
high-quality learning?
How effectively do you address practices that hinder or deny the school’s ambitions for its learners?
Productive and purposeful assessment linked to learning
Productive and purposeful assessment linked to learning
In schools where assessment is used effectively, learner needs are identified and met in order to ensure progress.
How well do you use your knowledge of learners and observations of their engagement to:
support assessment?
help adapt learning and teaching?
How well do you understand and use assessment to identify learner needs and understand progress, recognising how those with a significantly greater difficulty in learning can be enabled by adaptive teaching practices?
How well does your team use information from assessment, including observation, to analyse, evaluate and improve pedagogic effectiveness?
How well do you articulate the purposes and effectiveness of assessment to the range of stakeholders and agencies involved? How effectively are you analysing, evaluating and supporting your school in using practices aligned with the principles of assessment to enhance learning and progression?
How well are you helping schools and governing bodies to use assessment practice to enable learning? How well do you challenge ineffective assessment practices? How well do you facilitate the sharing of effective assessment practices between schools, including during transitions, to benefit all learners? How well are you helping schools to identify and provide for learners:
with significantly greater difficulty in learning?
requiring additional learning provision?
Collaboration
Collective responsibility
Collective responsibility
Making the most of opportunities to seek and offer professional advice, including using multi-agency input, to support shared reflection, enquiry and solutions:
strengthens collective responsibility
improves teaching
benefits all involved
How effectively have you engaged in professional conversations, offering your insights and seeking the advice of others to best support learning?
How well do you engage in professional conversations, contributing advice and support based on your own experiences as well as seeking to learn and benefit from advice of others? What impact has this collaboration had on you, your colleagues and your learners?
How well do you create and model opportunities for purposeful, mutual support and advice within and beyond your team? In what ways has this had an impact?
How effectively do you promote and embed collaboration within your school, in partnership with governors and external multi-agency partners, to enhance professional practice? What examples are there of the impact of this collaboration on learner outcomes and the wider school community?
How successfully do you enable the exchange of advice and support within, across and beyond your own community of schools? How effectively have external agencies been involved? What evidence is there of the impact of this collaboration on the system?
Talking about pedagogy
Talking about pedagogy
Teaching becomes more effective when professionals reflect on and evaluate their own current pedagogic practice through guided professional conversations.
How well do you take part in professional conversations with colleagues about improving pedagogy for learners?
How effectively do you engage in deliberate conversations about pedagogy with colleagues in order to develop more effective, efficient and enjoyable practice for all learners?
How far do you encourage your team to reflect on and discuss pedagogical approaches, drawing on valid, reliable evidence and research to improve practice?
How well do you lead and manage professional conversations about pedagogy to enable teachers to work together to develop and refine approaches to benefit all learners?
How effectively do you facilitate professional conversations within and across schools about pedagogical values, principles and practice to promote inclusion and ensure improvement for all learners?
Sharing resources
Sharing resources
Collaborative improvement is achieved when resources are shared within and between schools, agencies and communities. By sharing insights and best practices, schools can learn from each other’s strengths and create more efficient, cost-effective solutions.
How well do you work with others to share insights, expertise and resources?
How far do you actively work with others to enable the effective shared development of resources and best practices?
How efficiently are you managing time, resources and space so that your team can work effectively in the best interests of learners?
To what extent are you developing an open and mutually supportive culture of learner improvement through the sharing of resources for collaborative working? How well do you share insights and best practices with other schools, agencies and the community?
How far are you identifying and facilitating effective collaboration in relation to resource decisions to:
the mutual benefit of schools?
maximise impact on learners?
Professional learning
Securing improvement
Securing improvement
Professional learning is effective when positive changes in professional attitudes, behaviours and routines lead to school improvement.
How effectively do you use your professional learning experiences to enable you to support learners?
How far can you identify the impact of your professional learning on yourself as a teacher and on the holistic progress of learners?
To what extent do you engage in, model and promote purposeful professional learning that contributes to sustained improvement across school priorities?
To what extent do you develop, model and sustain a culture where professional learning is embedded, collaborative and driven by school improvement planning?
To what extent do you support schools individually and collectively, along with governing bodies, to develop, share and use professional learning to drive improvement?
Personal responsibility
Personal responsibility
Taking responsibility for professional learning is an expected part of personal and professional growth and development, informed equally by individual, local and national priorities.
How well do you use feedback and reflect on your experiences to identify areas for your professional growth? How does this benefit the learners you support?
How effectively do you use a range of insights to identify your professional learning needs? How well do you ensure your professional learning experiences positively affect your practice and improve outcomes for learners?
To what extent do you enable your team to reflect and take responsibility for their own professional learning? How well do you support them in identifying and balancing individual and team priorities for learning? How well do you support them in in using these experiences effectively across the team?
To what extent do you use the findings of whole-school self-evaluation to identify for yourself and your colleagues professional learning needs that will support necessary school improvement?
In what ways do you effectively co-ordinate professional learning opportunities across schools to have a positive impact both on your own professional learning and in other settings? How can this be more effective?
Engaging with the National Entitlement
Engaging with the National Entitlement
Access and engagement in formal and informal, structured and incidental professional learning experiences will benefit the individual and schools. Individuals should take advantage of high-quality professional learning opportunities aligned with national approaches.
How well does your engagement in professional learning enable positive changes in the support you offer to learners?
To what extent do you engage with a broad range of formal and informal professional learning experiences that:
challenge your beliefs, mindsets and practices?
support positive changes in your teaching practices?
How well do you ensure that your team has equitable access to professional learning that meets:
school and national priorities?
individual development needs?
To what extent do you engage with a broad range of professional learning that challenges your thinking as a leader? How well do you make explicit the value of your own learning to your staff, governors and colleagues?
To what extent does your own ongoing professional learning strengthen your capacity to support your schools across the system?
Ensuring impact
Ensuring impact
Professional learning is effective when it:
extends knowledge, understanding and skills
is used to benefit all learners
How effectively do you reflect on and use your professional learning to enable learners to make progress?
How well do you ensure that your ongoing professional learning is relevant and applied in ways that appropriately meet the specific and individual needs of learners?
How well do you support your team to ensure that professional learning is effective and makes a positive impact on learning? How do you measure its effectiveness?
How well do you:
facilitate a culture of professional learning and enquiry?
provide relevant and timely experience for colleagues?
How far do you ensure that these experiences are effectively implemented to affect all learners positively?
To what extent do you strategically support schools in identifying and facilitating necessary and relevant professional learning opportunities that are aligned with coherent, evidence-based practices? How do you disseminate good practice across your schools and settings to benefit the wider system?
Using professional learning to achieve the school’s vision
Using professional learning to achieve the school’s vision
The identification and co-ordination of appropriate high-quality professional learning will strengthen and improve teaching and leadership.
How far has your professional learning helped you to support the school’s vision?
To what extent does your professional learning make a difference to you, your learners and your school? How do you use feedback from others, including learners, to improve outcomes for all?
To what extent do you ensure that you and your team share and reflect upon professional learning and collaborate effectively to support sustained school improvement?
To what extent do you ensure that you and your staff have the time and space to engage with and share professional learning that has a positive impact on whole-school improvement through improved staff effectiveness and enjoyment?
How successfully do you engage in or lead universal and bespoke professional learning alongside leaders and governing bodies to secure improved learner outcomes for yourself and the system?
Innovation
Empowering professionalism
Empowering professionalism
Establishing and implementing evidence-informed innovative practices empowers teachers and leaders to explore, adapt and co-create.
How well do you support innovation within your area of work? How effectively do you contribute suggestions to enhance learning?
How effectively do you involve learners as well as professionals in shaping, trialling and evaluating new innovations to enhance learning?
How effectively do you create a culture of curiosity, enquiry and risk-taking among staff, empowering colleagues to extend and embed innovation? How do you ensure innovation remains ethical, inclusive and learner-centred, and avoids being reactive or trend-driven?
How well do you build trust and enable openness to innovation and professional enquiry that is ethical, inclusive and learner-centred? How well do you connect your school’s innovations to system-wide reform, research and collaboration to ensure alignment and sustainability?
How successfully do you enable schools to innovate within a framework of trust, flexibility and clear ethical principles? What strategies do you employ to build capacity, use of time, resources and networks for sustainable innovation across diverse school contexts?
An innovative outlook
An innovative outlook
An outlook of professional curiosity and enquiry leads to innovative practice that secures improvement.
How well do you engage with efforts to enhance practice? In what ways has this improved the way you support learners?
To what extent do you innovate to improve your own teaching practice?
How well do you encourage, model and facilitate innovative approaches with your team? How do you ensure these approaches lead to sustained improvements?
To what extent do you encourage and strategically lead the implementation of innovative systems and procedures in your school? How is this evaluated?
To what extent do you facilitate and support the development of innovative practices across schools? How do you ensure these practices are meaningful and disseminated appropriately across the wider system?
Evaluation and refinement
Evaluation and refinement
A culture that embeds innovative practices, coupled with continuous evaluation and refinement, leads to sustained improvement in learning and teaching.
How well do you share your perceptions of how innovation is improving learning?
How effective have changes in your practice been and how have you evaluated their impact on your learners?
How well do you evaluate which innovative improvements should be refined and extended to benefit colleagues and improve teaching across the school?
How successfully do you ensure that innovative changes are evidence-based and context driven, and lead to sustained improvement in learning and teaching?
How well do you ensure innovative practice is rigorously evaluated and effectively disseminated across schools in order to share findings and insights?
Leadership
A shared vision
A shared vision
Effective schools work towards a shared and clearly understood vision for all learners that reflects evolving national expectations and the specific needs of their communities.
How well do you contribute to the vision and values of your school to support learners?
To what extent do you reflect on your leadership of learning and teaching to promote the school’s shared vision in your everyday practice?
How do you evaluate the impact of learning and teaching, and lead focused conversations with colleagues to help to realise the school’s shared vision?
How effectively do you evaluate and challenge the progress, outcomes and well-being of learners, in line with both the school’s vision and its development as a learning organisation?
How effectively do you support schools to develop as effective learning organisations that adapt to change and align with the Welsh education agenda? To what extent do you contribute to the collective vision for local improvement in schools?
Workload
Workload
Effective schools create conditions in which professional expectations, workload and well-being are considered together and appropriately balanced, enabling staff to focus their efforts on achieving the best possible outcomes for learners. Opportunities are provided for professional dialogue about workload, well-being and sustainable practice. School improvement, professional learning and operational routines are designed to be proportionate, sustainable and responsive to staff capacity, reflecting a realistic recognition of the demands placed upon colleagues within and beyond the school.
How effectively do you organise and manage your work in partnership with colleagues to contribute positively to learners’ experiences while maintaining your own well-being? How well are you able to engage in professional dialogue about prioritising tasks and making effective use of your time?
How confident are you in seeking support and engaging in professional dialogue when workload begins to affect your effectiveness or well-being?
How well does your approach to planning, assessment and feedback enable you to work efficiently? How appropriately do you seek and use support from colleagues to enhance your practice and manage workload effectively?
How confident are you in seeking support and engaging in professional dialogue when workload begins to affect your effectiveness or well-being?
How effectively do you create conditions that enable colleagues to work sustainably while responding to emerging priorities and demands? How effectively do you model sustainable working practices, promoting professional dialogue about workload, well-being and priorities for development?
How confident are you in seeking support and engaging in professional dialogue when workload begins to affect your effectiveness or well-being?
How effectively do you consider the impact on staff workload and well-being when planning:
school improvement priorities?
professional learning?
the school calendar?
How effectively do you ensure that appropriate support structures are available when workload or well-being concerns arise? How regularly do you reflect on the way your leadership practices influence the workload and well-being of others, as well as your own?
How confident are you in seeking support and engaging in professional dialogue when workload begins to affect your effectiveness or well-being?
How effectively do you:
consider the workload implications of advice, guidance and development ac-tivities that you offer school leaders and staff?
create opportunities for dialogue about workload and well-being across the system?
How well do you manage your own workload and model sustainable professional practice?
How confident are you in seeking support and engaging in professional dialogue when workload begins to affect your effectiveness or well-being?
The school and its community
The school and its community
Building positive partnerships with families, the wider community and stakeholders increases the effectiveness of learning and teaching.
How well do you get involved with the school’s efforts to nurture positive relationships with families and the wider community?
How well do you work with families, agencies and stakeholders to ensure readiness to learn and improve learning?
How well does your team take advantage of opportunities to engage with the wider community beyond the school to benefit learners? What strategies do you employ to ensure that this engagement is productive and sustained?
How effectively do you listen, communicate and model the school’s shared vision positively within the community? How far does this strengthen collective responsibility for schools and learning? What steps do you take to:
build the confidence necessary for effective engagement between families and the school?
identify and tackle any barriers that may exist?
How do you support and enable schools, agencies and stakeholders to effectively understand, prioritise and act upon the importance of positive engagement with families and the community as a driver of improvement?
Equitable education
Equitable education
Effective schools ensure that every learner:
has the opportunity to develop their talents and skills, regardless of their background or circumstances
receives the support and resources they need to overcome any barriers to their presence, participation and achievement in order to fulfil their potential
How well do you contribute to an equitable and inclusive learning environment where all learners feel valued and can fulfil their potential?
How well do you understand your learners’ lives and experiences and how effectively do you take account of their wider experiences when designing learning and when developing a learning environment where they feel valued and included?
How effectively do you lead and support your team in:
understanding learners’ lives and experiences?
designing learning that advances equitable and inclusive education?
How well do you enable understanding of learners’ lives and experiences in designing the curriculum and developing a learning environment where they feel valued, included and successful? To what extent are you fostering mutual respect and positive regard among staff, learners and stakeholders while challenging harmful or limiting stereotypes?
How well do you support and challenge schools and governing bodies to foster mutual regard and respect between schools and their communities ensuring an equitable and inclusive educational experience for all?
Learner voice
Learner voice
Schools that actively listen and respond to the voice of learners see greater levels of presence, participation and achievement and are more effective in meeting needs and enabling the achievement of the four purposes.
How well do you use learner voice to build trusting relationships and realise the four purposes?
How successfully do you engage with learners in identifying and acting upon their priorities, successes, concerns and frustrations?
How far are you aware of the variability of learners’ views on their experiences? To what extent have you related this variability to outcomes? How effectively do you act upon these insights?
How effective are approaches for gathering views of learners, collectively and individually? To what extent does the school respond? How effectively does the school recognise and reflect the role of learners as experts in their own lives?
How far are you aware of the views and opinions of learners within schools and settings? How well do you enable these to be positively used to effect improvement?
Self-evaluation and improvement planning
Self-evaluation and improvement planning
Where self-evaluation practices and improvement planning are finely tuned and well used, the school is increasingly effective.
How well do you reflect on your practice and its impact, suggesting improvements when needed?
How well do you engage in self-evaluation in terms of your own teaching within the context of the school’s vision? How well does this inform the school’s improvement planning?
To what extent has self-evaluation shed light on the work of your team and your leadership and what changes to practice have taken place as a result?
How well do you evaluate the work of your own school? How effectively do you use a range of enquiry methods and external perspectives to:
build insight?
establish effective plans for improvement?
How successfully do you evaluate your own work in terms of enabling schools you support to:
understand and improve against their starting points?
implement their development plans?
Coherence between expectations and practice
Coherence between expectations and practice
Leadership that secures coherence between vision, values and practice will have a more positive impact on learning and well-being.
How far is your practice aligned with the vision and values of your school?
How far is your practice coherent with the vision and values of Welsh education?
How well do you ensure coherence in expectations of learning across your team? How well do you identify and address any incoherence?
How effectively do you lead and drive the vision for learning to ensure coherence of expectations and learning experiences across the school community?
How successfully do you support and challenge others to embed and drive a coherent vision that aligns and moves with the Welsh education agenda?