LEARNING TO LEARN
Key Area Standards – Learning outcomes
Li Culture
1 . EMPATHY & INCLUSIVITY : Has the humility & insight to exercise cross-cultural understanding & connectivity , promoting collective awareness of different cultures backgrounds based on mutual respect .
2 . COLLABORATION : Can foster supportive , collegial & creative engagement within and between teams , groups and individuals , with a focus on student learning .
3 . COMMUNICATION : Can effectively transfer intended meaning in writing , orally and in multimedia to different audiences , working effectively with all stakeholders , in particular by giving , receive and apply effective feedback and information flow .
4 . ALIGNMENT : Is aware of the needs of all stakeholders , actively listens to them , seeking agreement , but can influence , shape ( and if necessary direct ) individuals and the community to achieve agreed goals .
Yu People
1 . PERFORMANCE MANAGEMENT : Can cultivate a learning organization committed to improving student learning , by curating , designing and leading professional learning , facilitating teacher growth through regular performance review , structured observation , data analysis , mentoring / coaching , constructive feedback , and targeted CPD .
2 . TEAM LEADERSHIP : Can empower and enable individuals and teams to successful outcomes and high performance through relationship-building , line-management accountability , performance management , use of meetings , effective decision-making and effective problem-solving , harnessing & cultivating the broad range of talents of all team members .
3 . RECRUITMENT , HEALTH , SAFETY & WELLBEING : Understands the vital importance of attracting , retaining , deploying , promoting , supporting and removing staff to ensure quality , improvement , career progression and personal wellbeing . Can build systems to ensure these processes work effectively .
4 . LEADERSHIP STYLES : Is adaptable , adjusting to circumstances , aware of own leadership preferences , but able to use a range of styles as required - transformational , situational , managerial , participative , servant-leadership and even transactional – contingent upon needs and context .
She Implementation
1 . EXECUTION : Can deliver agreed outcomes efficiently and effectively , possessing an achievement orientation and able to attend to details whilst seeing the big picture .
2 . STRATEGIC PLANNING : Is able to develop a clear vision & mission , plan a long-term strategic approach , break it down into purposeful , well costed SMART short-term targets , based on deep professional knowledge & understanding , research in innovation , global best practice & trends and on close evaluation & analysis of school-wide and team needs .
3 . CHANGE : Able to effect successful change management plans across area of responsibility , and identify the right innovations and manage institutional appetite for change .
4 . TRACKING AND REVIEW : Able to focus on priorities , tracking outcomes with relentless and consistent determination to achieve targets , and able to data qualitativey and quantitively to monitor , evaluate , and revise plans to ensure continuous progress and improvement .
Shu Operations
1 . FINANCIAL MANAGEMENT : Able to plan , link to priorities , sub-divide & manage / oversee a budget effectively to ensure efficient use of revenue to achieve aims with best value .
2 . ENVIRONMENT & RESOURCING : Can effectively utilize , identify gaps and plan improvements to physical spaces , buildings , classrooms , resources & support services to advance learning & student experience .
3 . EXTERNAL RELATIONS : Able to support school ’ s local and national profile , identify and develop opportunities to advance mission , increase admissions and gain visibility , especially in advancing Government Relations and adapting to local and national regulatory shifts .
4 . PROFESSIONAL FRAMEWORKS : Establishes clear frameworks ( policies , plans , procedures , practices , budgets ) to embed a common understanding and application of best practice & school plans .
Shu Curriculum
1 . INTEGRATION : Can oversee construction of integrative curriculum based on agreed design principles , rooted locally , oriented globally , fusing of east & west , online & offline , absorbing internationally acknowledged best practice .
2 . PEDAGOGY : Keeps learning as the central focus , ensuring agreed teaching & learning principles are consistently delivered , are regularly reviewed and represent best practice .
3 . QUALITY ASSURANCE & RESEARCH : Can apply systematic approaches to ensure teaching is good , intervening where necessary , and can use data-driven , research-based assessment , effective recording and reporting to track student progress closely , again with necessary intervention .
4 . PASTORAL CARE & SEND : Can support individuals and groups of students in overcoming personal barriers to learning and wellbeing .
In addition , five Core Characteristics or character descriptors were set out . The intention was that these qualities would infuse all actions within the development of the Standards . It is not just ‘ what you do ’ that makes a good leader ‘ but the way that you do it ’.
These were founded on traditional Chinese values , in particular those at the heart of YK Pao School , and informed by the example of Sir Y . K . Pao ( 1918-1991 ). Each school would insert its own value system in this over-arching construct .
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