As a student teacher to demonstrate your professional skills and abilities you are required to:

• plan coherent, progressive and engaging teaching programmes which address the needs of learners;
• plan learning in accordance with current curriculum guidance including Gaelic medium education where appropriate;
• identify the potential barriers to learning and plan differentiated and appropriately challenging learning experiences to ensure learning is accessible for every learner;
• communicate appropriately with every learner, modelling and promoting competence and confidence in literacy, numeracy, health and wellbeing and digital literacy; and
• ensure teaching builds confidence and promotes the progress of every of learner.

As a middle leader, through individual and collegial activities, you lead and work collaboratively to:

• develop understanding and help promote collective responsibility for school-based decisions which are in accordance with the principles of the purpose of education, good curriculum design and address learners’ entitlement to Learning for Sustainability;
• critically engage with policy, research and practice to inform the planning, development and assessment of learning to meet the learning and health and wellbeing needs of every learner, including Gaelic medium education where appropriate;
• support and lead change effectively within your specific area/s of responsibility;
• model and develop, within and beyond your area of responsibility, clear standards in your practice in relation to enacting the principles of inclusion, sustainability, equality and social justice through the curriculum;
• develop understanding and promote collective responsibility for curriculum design and planning processes that enhance the learning experience for learners with additional support needs; and
• develop curricular frameworks to ensure appropriate personalisation and choice through individualised pathways.

As a headteacher, you lead and work collaboratively to:

• critically engage with policy, research and practice to inform a strategic overview of the planning, development and assessment of learning to ensure that school-based decisions are in accordance with the principles and purpose of education, good curriculum design and addressing the learners’ entitlement to Learning for Sustainability;
• develop and establish appropriate curriculum design and planning processes to meet the learning, health and wellbeing needs of all learners, including Gaelic medium education where appropriate;
• ensure curriculum design and planning processes are well informed to ensure learners with additional support needs experience a curriculum that meets their needs;
• understand and lead change effectively across the school and wider learning community;
• set clear standards in relation to enacting the principles of inclusion, sustainability, equality and social justice through the curriculum; and
• agree and develop curricular frameworks to ensure appropriate personalisation and choice through individualised pathways.

As a student teacher to demonstrate your professional skills and abilities you are required to:

• create meaningful contexts for learners through a range of different learning environments;
• employ teaching strategies and resources, including digital approaches, to meet the needs and abilities of every learner;
• use self-evaluation and professional learning to support and improve practice;
• use a variety of questioning techniques and a range of digital and traditional approaches to enhance learning and teaching; and
• create opportunities for learning to be transformative in terms of challenging assumptions and expanding world views.

As a middle leader, through individual and collegial activities, you lead and work collaboratively to:

• facilitate a culture which promotes and sustains high-quality curriculum practices (including pedagogy and assessment);
• model and support, high expectations of curriculum in order to provide all learners with creative and consistently high-quality learning experiences and pathways and opportunities for learning to be transformative in terms of challenging assumptions and expanding world views;
• ensure all learners and colleagues meaningfully participate in decisions related to the development and planning of learning opportunities;
• engage with partners to support access to appropriate learning opportunities including outdoor learning within and beyond the school and resources across the wider learning community;
• establish and develop processes to systematically gather, analyse and make effective use of assessment feedback and learners’ progress data to evaluate, inform and plan future learning which meet the learning and wellbeing needs of every learner; and
• develop, enhance and share practices which promote improvements in curriculum practices, ensuring and maintaining a focus on the interests of children and young people.

As a headteacher, you lead and work collaboratively to:

• develop a culture which promotes and sustains high-quality curriculum practices including pedagogy and assessment;
• agree and communicate clearly high expectations of curriculum in order to provide all learners with creative and consistently high-quality learning experiences and opportunities for learning to be transformative in terms of challenging assumptions and expanding world views;
• engage with partners to facilitate access to appropriate learning opportunities, including outdoor learning within and beyond the school and resources across the wider learning community and provide learners with regular access to and education in the natural world;
• engage with colleagues and the learning community to develop strategic assessment practices, outlining the principles, purposes, uses, impact and sharing of any data gathered; and
• enable colleagues to develop, enhance and share teachers’ curriculum practices.

As a student teacher to demonstrate your professional skills and abilities you are required to:

• contribute to a Rights-respecting culture where learners can meaningfully participate in decisions related to their learning, wellbeing, learning environment and their school;
• create and sustain effective working relationships with colleagues, parents/carers, families and the wider school community and partner agencies where appropriate, to support learning and wellbeing across the school;
• practise self-care and support the wellbeing of others, seeking support where necessary;
• develop partnerships which:
  • support decision-making that is compatible with a sustainable future in a just and equitable world;
  • connect learners to their dependence on the natural world and develop their sense of belonging to both the local and global community; and
  • connect relevance of learning to skills for life, learning and work.

As a middle leader, through individual and collegial activities, you lead and work collaboratively to:

• model and support the development of a culture of mutual trust, respect and accountability through the development and enactment of the curriculum;
• actively promote and engage in collaborative professional dialogue, critical reflection and self-evaluation with your team or teams across the school, as a way of proactively monitoring and reviewing pedagogy;
• establish approaches to review curriculum practices which gathers views from colleagues and others across the learning community;
• support a range of peer learning approaches which enable teams to work collaboratively and provide systematic opportunities to enhance and refresh teachers’ pedagogic and assessment practices; and
• agree, develop and establish processes to validate and enhance the quality of curriculum practices (including pedagogy and assessment practices).

As a headteacher, you lead and work collaboratively to:

• model and develop a culture of mutual trust, respect and accountability through the development and enactment of the curriculum;
• promote a culture of critical reflection and self-evaluation and establish approaches to review curriculum practices which gathers views from colleagues and others across the learning community; and
• agree, develop and establish processes to validate and enhance the quality of curriculum practices (including pedagogy and assessment practices).

As a student teacher to demonstrate your professional skills and abilities you are required to:

• record, analyse and use assessment data to evaluate learning and teaching;
• use the results of assessment to identify development needs at class, group and individual level;
• use a range of differentiated assessment strategies that ensures support and challenge for all learners;
• use appropriate formative and summative assessment strategies to provide opportunities for challenge and growth appropriate to the needs of every learner and to meet the requirements of the curriculum and awarding and accrediting bodies; and
• contribute to clear, informative reports for parents/carers and the school which discuss progress in learning in a sensitive and constructive way.

As a student teacher to demonstrate your professional skills and abilities you are required to:

• create a safe, caring and purposeful learning environment which is welcoming and inclusive, well managed and well organised;
• plan and organise effectively to facilitate whole-class lessons, group and individual work and promote independent learning;
• use a range of opportunities that stimulate and reflect ongoing learning in varied and dynamic learning environments;
• enable learners to make use of well-chosen resources, including digital technologies, to enhance learning, teaching and assessment, as appropriate;
• create opportunities for learning to be transformative in terms of challenging assumptions and expanding world views; and
• evaluate the impact of the learning environment on every learner and learning and to challenge assumptions, surface bias and adapt provision, as appropriate.

As a middle leader, through individual and collegial activities, you lead and work collaboratively to:

• help co-create, model and share the vision, values, ethos and aims of the learning community with all learners, colleagues, parents/carers and families and wider community including Gaelic medium ethos where appropriate, and embracing Learning for Sustainability;
• enable your teams to promote and sustain a culture of wellbeing for all through modelling and supporting sustainable processes and practices for working and learning;
• create and sustain a learning culture where additional support needs are integral to the learning community ethos; and
• support and sustain colleagues in creating safe, caring and purposeful learning environments which are welcoming and inclusive, well managed and well organised.

As a headteacher, you lead and work collaboratively to:

• co-create an aspirational vision, values, ethos and aims, agreed in partnership with all colleagues, learners, parents/carers and families and wider community, and embracing Learning for Sustainability;
• model and share the vision, values, ethos and aims regularly to all learners and the wider learning community including Gaelic medium ethos where appropriate;
• promote a culture of wellbeing for all through modelling and supporting sustainable processes and practices for working and learning;
• promote and enable a learning culture where additional support needs are integral to the learning community ethos; and
• create safe, caring and purposeful learning environments which are welcoming and inclusive, well managed and well organised.

As a student teacher to demonstrate your professional skills and abilities you are required to:

• value all learners and their participation, actively engaging children and young people in decision-making about their education;
• demonstrate care and commitment to working with every learner, embracing diversity to ensure that every learner feels welcome, included and ready to learn;
• demonstrate knowledge and understanding of wellbeing indicators and childhood development;
• recognise that childhood experiences impact on the learning and wellbeing of children and young people and actively respond in appropriate ways, seeking advice and collaborating as required; and
• utilise strategies to nurture caring and supportive and purposeful relationships with learners and celebrate success.

As a middle leader, through individual and collegial activities, you lead and work collaboratively to:

• enable a collegial culture of mutual respect and trust where all learners participate meaningfully in decisions related to their learning, their school and the wider learning community;
• establish and enhance opportunities which enable every learner to participate meaningfully in the planning, evaluation and decision-making related to their learning and progress, their school and the wider learning community; and
• provide opportunities for learners and colleagues to plan and discuss learning, ensuring appropriate opportunities for personalisation and choice.

As a headteacher, you lead and work collaboratively to:

• establish and sustain a collegial culture of mutual respect and trust where every learner is enabled to participate meaningfully in decisions related to their learning, their school and the wider learning community; and
• establish and sustain a range of strategic processes and approaches which enable every learner to participate meaningfully in decisions related to their learning, their school and the wider learning community.

As a student teacher to demonstrate your professional skills and abilities you are required to:

• promote and develop positive and purposeful relationships with and between learners, colleagues, families and partners;
• use research-informed approaches to relationship building in a consistent way to build and sustain all professional relationships;
• communicate appropriately with every learner, modelling and promoting competence and confidence in literacy, numeracy and health and wellbeing;
• commit to and demonstrate equity and inclusion; and
• encourage learners to respect and care for themselves, others and the natural world.

As a middle leader, through individual and collegial activities, you lead and work collaboratively to:

• support and enable a collegial culture of mutual respect and trust to build and facilitate partnerships between parents/carers and families, learners and the school and wider learning community;
• develop trusting relationships with parents/carers and families which help them to value the importance of education and learning in the home, the school and in the wider learning community;
• seek regular opportunities to keep parents/carers and families informed about their child’s progress and developments in the curriculum and learning and teaching approaches; and
• help build and sustain this culture to enable all parents/carers and families have a range of opportunities to engage in partnership activities and processes related to learning, the life of the school and the wider learning community.

As a headteacher, you lead and work collaboratively to:

• establish and enable a collegial culture of mutual respect and trust to build and facilitate partnerships between parents/carers and families, learners and the school and wider learning community;
• support and enable parents/carers and families to value the importance of education and learning in the home, the school and in the wider learning community; and
• sustain this culture to enable all parents/carers and families have a range of opportunities to engage in partnership activities and processes related to learning, the life of the school and the wider learning community.

As a middle leader, through individual and collegial activities, you lead and work collaboratively to:

• understand your own and others’ responsibilities for implementing national and local child protection policies and procedures to ensure the care and welfare of every learner;
• understand your own and others’ responsibilities for supporting the wellbeing of every child or young person to inform practices in the school and wider learning community;
• draw upon knowledge and expertise from other partners to enhance programmes for learners and ensure appropriate information is shared with partners to inform decision-making;
• use and support systems which enable all partners to contribute to, and support, the diverse needs of every learner in line with local and national policy and legislation;
• support the provision of regular access to and education in the natural world for all learners;
• use a range of processes and approaches for the regular review and identification of learners’ needs through use of appropriate diagnostic tools to review learners’ progress, communicating outcomes with all relevant partners; and
• ensure planning and provision for learning is underpinned by the principles of equality and social justice.

As a headteacher, you lead and work collaboratively to:

• understand your own and others’ responsibilities for implementing national and local child protection policies and procedures to ensure the care and welfare of every learner;
• understand your own and others’ responsibilities in supporting the wellbeing needs of every child or young person to inform practices in the school and wider learning community; and
• ensure systems are in place which enable all partners to contribute to, and support, the diverse needs of every learner in line with local and national policy and legislation.

As a student teacher to demonstrate your professional skills and abilities you are required to:

• identify and source appropriate literature, research and policy; and
• engage critically with research to challenge and inform professional practice and question and challenge educational assumptions, beliefs and values of self and system.

As a middle leader, through individual and collegial activities, you lead and work collaboratively to:

• take responsibility for, and engage actively in, career-long professional learning to deepen your knowledge, understanding and skills;
• critically engage with literature, research and policy to challenge and inform decision-making and professional practice;
• develop and engage in professional enquiry as a key element of a sustainable professional learning culture;
• set high expectations of career-long professional learning for self and colleagues, as appropriate, and support a wide range of opportunities which enable this; and
• create and utilise opportunities and activities for colleagues to engage in collaborative professional learning and develop leadership practices across and beyond the school.

As a headteacher, you lead and work collaboratively to:

• take responsibility for, and engage actively in, career-long professional learning to deepen your knowledge, understanding and skills;
• critically engage with literature, research and policy to challenge and inform decision-making and professional practice;
• develop and engage in professional enquiry as a key element of a sustainable professional learning culture;
• set high expectations of career-long professional learning for self and colleagues, as appropriate, and support a wide range of opportunities which enable this;
• create and utilise opportunities for colleagues to develop leadership practices across and beyond the school and wider learning community; and
• build constructive relationships that engender commitment and collegiality.

As a student teacher to demonstrate your professional skills and abilities you are required to:

• reflect and engage critically in self-evaluation using the relevant professional standard;
• adopt an enquiring, reflective and critical approach to professional practice;
• enhance learning and teaching by taking account of feedback from others including children and young people and actively engage in professional learning to support school improvement; and
• maintain a reflective record of evidence of impact of professional learning on self and learners.

As a middle leader, through individual and collegial activities, you lead and work collaboratively to:

• use agreed processes, including for Professional Review and Development (PRD), which identify strengths and development opportunities and support career-long professional learning;
• develop coaching and mentoring skills and promote the use of coaching and mentoring principles and approaches which support professional learning and foster a culture of peer support, commitment and collegiality;
• support colleagues in taking ownership and responsibility for their professional learning and PRD using relevant professional standards to support self-evaluation and critical reflection;
• ensure that purposeful ongoing professional learning and PRD takes place regularly and that the outcomes of the processes contribute to improvement of professional practice;
• critically reflect on and evaluate the impact of individual and collective professional learning provision on agreed priorities, within your areas of responsibility;
• support equal access to professional learning opportunities for all; and
• support effective engagement of the Professional Update process.

As a headteacher, you lead and work collaboratively to:

• use agreed processes which identify strengths and development needs and support career-long professional learning;
• establish, enable and sustain coaching and mentoring principles and approaches which support professional learning including the Professional Review and Development (PRD) process;
• support colleagues in taking ownership and responsibility for their professional learning and PRD using relevant Professional Standards to support self-evaluation and critical reflection;
• ensure that purposeful ongoing professional learning and PRD takes place and that the outcomes of the processes contribute to improvement of professional practice;
• ensure equal access to professional learning opportunities for all; and
• lead and support engagement with the Professional Update process.

As a middle leader, through individual and collegial activities, you lead and work collaboratively to:

• enable and sustain a culture of trust and mutual respect where colleagues, learners and the learning community engage in self-evaluation with confidence and integrity;
• contribute to an inclusive, resilient and adaptive culture of improvement using critically informed leadership practices and approaches;
• facilitate an open, honest and critical stance through modelling and promoting good practice in self-evaluation; and
• build supportive relationships which promote and support the culture of self-evaluation.

As a headteacher, through individual and collegial activities you lead and work collaboratively to:

• establish, enable and sustain an inclusive, resilient and adaptive culture of improvement using critically informed leadership practices and approaches;
• build supportive relationships which help and support the culture of self-evaluation;
• enable and sustain a culture of trust and mutual respect where colleagues, learners and the learning community engage in self-evaluation with confidence and integrity; and
• facilitate an open, honest and critical stance in examining practice through modelling and promoting good practice in self-evaluation at every level.

As a middle leader, through individual and collegial activities, you lead and work collaboratively to:

• promote and contribute to a culture of critically informed practice using evidence, including research, and analysis against relevant benchmarks;
• gather information systematically from a wide range of sources and partners using valid, reliable and innovative approaches to engage all groups;
• use the information, qualitative and quantitative, to inform decision-making and identify priorities to shape and improve practices;
• enable and support colleagues in using the information to plan curriculum (pedagogy, assessment and reporting) with a focus on improving outcomes for all learners; and
• ensure assessment and evidence of assessments are robust and appropriate for internal and external purposes.

As a headteacher you lead and work collaboratively to:

• develop a culture of critically informed practice by using evidence, including research, and analysing against national and international benchmarks;
• ensure that information is gathered systematically from a wide range of sources and partners developing innovative approaches to engage all groups;
• ensure the use of a diverse range of information, qualitative and quantitative, to inform decision-making and identify priorities to shape and improve practices; and
• enable and support colleagues in using a wide range of information to plan curriculum (pedagogy, assessment and reporting) with a focus on improving outcomes for all learners.

As a middle leader, through individual and collegial activities, you lead and work collaboratively to:

• help create regular opportunities to engage colleagues, learners and the wider learning community to identify key priorities for improvement using the evidence gathered;
• support a culture where all learners, colleagues, parents/ carers and families are involved in meaningful decision-making about the planning and enhancement of learning and in wider school and learning community improvement; and
• facilitate opportunities for groups to work collaboratively to take forward improvement priorities.

As a headteacher you lead and work collaboratively to:

• create regular opportunities to engage colleagues, learners and the wider learning community to identify key priorities for improvement using the evidence gathered;
• establish, sustain and enhance a culture where all learners, colleagues, parents/carers and families are involved in meaningful decision-making about the planning and enhancement of learning and in wider school and learning community improvement; and
• establish processes and facilitate opportunities for groups to work collaboratively to take forward improvement priorities.

As a middle leader, through individual and collegial activities, you lead and work collaboratively to:

• adopt a range of approaches to enable and support colleagues to undertake regular and systematic review of progress towards team, school and learning community priorities, including resourcing decisions, to evaluate the impact on every learner;
• undertake regular and systematic review of a range of processes which enable colleagues to contribute to the overall monitoring and review of change through the improvement planning cycle; and
• systematically use a wide range of evidence to review and inform an improvement cycle which impacts on the development of the learning environment.

As a headteacher, you lead and work collaboratively to:

• undertake regular and systematic review of progress towards the school and learning community priorities, including resourcing decisions, to evaluate the impact on every learner;
• establish, sustain and review a range of strategic processes which enable colleagues to contribute to the overall monitoring and review of change through the improvement planning cycle; and
• effectively utilise a wide range of evidence to review and inform an improvement cycle which impacts on the development of the learning environment.

As a middle leader, through individual and collegial activities, you lead and work collaboratively to:

• identify with colleagues appropriate use of resources to sustain and enhance the learning environment to support the needs of every learner;
• ensure resourcing decisions are taken in fair, transparent and equitable ways taking account of identified priorities;
• develop understanding and promote collective responsibility for the sustainable use of resources;
• use and contribute to systems to monitor, critically evaluate and review the use of resources; and
• be accountable for allocated budget and resources through utilising appropriate procedures and all available supports.

As a headteacher, you lead and work collaboratively to:

• ensure resources are allocated in a fair, transparent and equitable manner in line with identified priorities and the principles of Best Value;
• delegate and share appropriate tasks and responsibilities to other colleagues, including those with leadership roles, and ensure support is in place;
• foster collective responsibility across the school and wider learning community for the sustainable use of resources;
• establish and maintain systems to ensure decisions are taken in collaboration with the learning community, providing clear details of how resource allocation meets identified priorities;
• establish and sustain transparent systems which support the effective monitoring, evaluation and review of the use of resources across the school and wider learning community; and
• be accountable for budget and resource management through utilising appropriate procedures and all available supports.

As a middle leader, through individual and collegial activities, you lead and work collaboratively to:

• take due account of employment legislation, national and local agreements and school policies with regard to working relationships and in the best interests of children and young people;
• work within clearly defined roles, responsibilities and accountabilities, to support, supervise and contribute to the development of a professional school team to meet the needs of the learning community;
• take due account of the legislative framework related to equality and social inclusion, to promote an inclusive community which values diversity and challenges discrimination; and
• take due account of Health and Safety legislation to ensure the safety and welfare of all.

As a headteacher, you lead and work collaboratively to:

• take due account of employment legislation and national and local agreements in all aspects of human resource management and ensure good practice in recruitment and appointment of staff, in accordance with the best interests of children and young people;
• work within clearly defined roles, responsibilities and accountabilities, to ensure a highly professional school team is built and sustained to meet the needs of the learning community;
• take due account of the legislative framework related to equality and social inclusion, including in the appointment of staff, to promote an inclusive community which values diversity and challenges discrimination; and
• take due account of Health and Safety legislation to ensure the safety and welfare of all.