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GEMS Education

Global Leadership and
Management
Standards




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GEMS Global Leadership and Management Standards
Table of Contents

Table of Contents ................................................................................................................................ 2
Index of Tables .................................................................................................................................... 2
1 Introduction ......................................................................................................................... 4
2 Using the Leadership and Management Standards ................................................................ 4
3 Evidence ............................................................................................................................... 4
4 Overview of the Global Leadership and Management Standards ............................................ 6
4.1 High standards and high expectations .................................................................................. 5
4.2 Vision, direction and common purpose ................................................................................ 6
4.3 Accountabilities and monitoring ........................................................................................... 7
4.4 Self-evaluation and quality assurance ................................................................................... 8
4.5 Corporate Governance ........................................................................................................... 9
4.6 Management of staff ............................................................................................................ 10
4.7 Performance management .................................................................................................. 11
4.8 Professional development ................................................................................................... 12
4.9 Effectiveness of administration 13
5 Summary Pro-Forma ........................................................................................................... 16

Index of Tables

Table 1 - Overview of GEMS Educational Standards .............................................................................. 6



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1 Introduction
GEMS Teacher Standards set out the professional knowledge, skills and competencies which are expected of all GEMS teachers. They set a clear baseline of expectations
for the professional practice and conduct of teachers. In all, there are 9 standards which reflect the complexities of teaching and cover areas such as communication and
relationships, equality and inclusion, compliance with policies, professional development and student welfare. The standards are underpinned by GEMS four core values -
Global Citizenship, Pursuing Excellence, Growing by Learning, and Leading through Innovation.

2 Using the Teacher Standards
The GEMS Teacher Standards may be used in a number of contexts e.g. self-evaluation, peer-evaluation or performance management interviews. In all instances, the
standards define the expectation of all teachers working for GEMS but, more importantly, support continuous professional development; recognition of areas of strengths
and addressing identified areas for development.

3 Evidence
In order to evaluate strengths and areas for development, there is a need to consider what evidence is available to support any judgments made. Sources of evidence may
include, for example:

Lesson observation notes
Teachers and support staff opinions
Parental opinions
Student opinions
School Development Plan
PD plans
Curriculum plans
Exit interviews of leaving staff and parents
Parent questionnaires
Trends in student academic results over time
Records of evaluation of teaching and learning
Performance Management or Performance Enhancement Programme
Individual Professional Enhancement Plan
Financial monitoring information
External financial audit


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School inspection reports
Interviews with School GEMS School Leader/Head Teacher
Interviews with School Leadership Teams




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4 Overview of the Global Leadership and Management Standards
Ref: Standard
LM 1 High standards and high expectations
LM 2 Vision, direction and common purpose
LM 3 Accountabilities and monitoring
LM 4 Self-evaluation and quality assurance
LM 5 Corporate Governance
LM 6 Management of staff
LM 7 Performance management
LM 8 Professional development
LM 9 Effectiveness of administration

Table 1 - Overview of GEMS Leadership and Management Standards


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LM1 Commitment to high standards and high expectations
LM 1 Commitment to high standards and high expectations
Outstanding Good Acceptable Unacceptable
4 3 2 1
The leader is dedicated to high standards in
all they do. This is demonstrated through
high levels of progress and achievements for
students.
The leader provides a clear sense of
direction and communicates high
expectations. The majority of these are
realised.

The leader is committed to the school and
to its continuous improvement.

The leader exerts little positive influence
over the way the school works.

The wider school community has high
expectations for student success and they
are held accountable for results.
Students, parents and the community at
large can affirm that there are high
expectations for student success and that
they share in the accountability for results.
Stakeholders are not as adept at articulating
the expectations and how they are held
accountable.
The school community has no knowledge of
the schools or leaders expectations.
Possible sources of evidence to demonstrate impact in this standard:

Vision statements for department / division / school
Exam or summative results
analysis of data with impact
Evidence of next steps / target setting of self and others
Peer mentoring forms / evidence
Targets aligned with School Development Plans / Departmental plans
Leading training for team / staff in school
Minutes of meetings demonstrating impact with follow up / reflections
Attendance to training sessions, demonstrating impact of applying learning / progress








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LM2 Clarity of vision, direction and common purpose
LM 2 Clarity of vision, direction and common purpose
Outstanding Good Acceptable Unacceptable
4 3 2 1
The schools and/or divisions vision, direction
and common purpose have been
collaboratively developed by the staff and/or
the team and the values and beliefs are fully
exemplified in the daily practices of the
organisation.

The Leader has worked closely with staff to
develop the vision, direction and common
purpose for student success. The values,
beliefs and evidences are clearly present in
the practices of the organisation and/or
division.
The leader has reviewed and discussed the
vision for student success with staff.
However, there is inconsistent evidence that
the values, beliefs and practices that support
the vision are embedded.
The leader has presented the vision for
student success to staff but there is little
evidence that the values, beliefs and practices
of the school/division that support the vision
are embedded in the school culture.
The leader regularly meets with stakeholders
to monitor the vision, values, beliefs and
practices of the organisation in their efforts to
sustain advanced results for student and
school performance.
The leader regularly meets with stakeholders
to revisit the vision, values, beliefs and
practices and to elicit support for improved
student and school performance.
The leader meets a limited range of
stakeholders to revisit the vision, values,
beliefs and practices. Some effort is given to
elicit support for improved student and
school performance.
The leader meets sporadically with a limited
range of stakeholders to revisit the vision,
values, beliefs and practices. Little effort is
given to elicit support for improved student
and school/division performance.
Progress towards meeting targets is regularly
monitored and leaders are confident they will
be achieved.
The leader is optimistic that targets can and
will be achieved.
The school is divided as to whether targets
can be achieved.
The staff/team express doubts that targets
can be achieved.
Possible sources of evidence to demonstrate impact in this standard:

Records of collaborative planning and development
Minutes of meetings with various stakeholders, with tracked impact as a consequence
Updated / annotated policies and documents demonstrating stakeholder input
Evidence of school / departmental plans that show progress and met targets on a regular basis
Parental questionnaires showing input and subsequent actions / impact
School inspection reports
Academic records to support effective policy and practice
Documented actions to meet targets
Records of evaluation of teaching and learning, demonstrating vision/mission
Exit interviews gaining important insight to current to future practice




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LM3 Clear accountabilities and monitoring, closely focused on impact on student outcomes
LM 3 Clear accountabilities and monitoring, closely focused on impact on student outcomes
Outstanding Good Acceptable Unacceptable
4 3 2 1
Distributed leadership is evident and effective
in achieving targets and standards at high
levels. Staff are empowered with clear
objectives, targets, motivation and have both
the authority and resources to act. There is
evidence of collective responsibility and
support.
The leader consistently shares responsibilities
with staff/team. The team/teams are
effective around the school. Staff have a
common purpose and get things done.

Some members of staff/ team have clear
roles and responsibilities. There is adequate
capacity to get things done.

The leader makes most of the decisions and
there is little evidence of leadership
throughout the rest of the school.

School/division staff are skilful users of data
and action research to determine impact of
selected improvement strategies.

Action plans have clear connection to data
findings and are aligned with goals and
objectives as a means for measuring
effectiveness.

The leader monitors the progress of the
action steps by analysing data and progress
toward goals, reporting out to staff/team on
the results.

Staff /team are unsure of how to analyse data
and create subsequent action plans regarding
teaching and student performance/
outcomes. Action steps lack alignment with
data systems to follow through and monitor
identified goals.
A high level of compliance with policies by all
members of staff is evident throughout the
school/division and is reinforced in decisions
and actions.
There is evidence of compliance with policies
by all members of staff/team.

General compliance with policies by most
members of staff is evident.

School policies are not complied with by a
significant number of members of staff.


Possible sources of evidence to demonstrate impact in this standard:

Effective leadership demonstrated through the follow from minutes of meetings, to actions plans, to demonstration of impact
Evidence of how data is used to inform decisions e.g. Class streaming; effective use of differentiation from lesson observations; or SEF statements in school or departments self-evaluation
Actions plans demonstrate clear distributed leadership
Accountability reports / feedback relating to the distributed leadership
Staff surveys (360 reports) to demonstrate their motivation / empowerment
Evidence to demonstrate compliance and use of policies e.g. Marking policy book samples.








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LM4 Self-evaluation and quality assurance
LM 4 Self-evaluation and quality assurance
Outstanding Good Acceptable Unacceptable
4 3 2 1
Robust self-evaluation and systematic
approaches to quality assurance are
embedded. The plan is a pivotal factor in
school/division decisions and is discussed by
all constituents to determine its impact on
student learning and teacher efficacy.
There is evidence of systematic and effective
quality assurance in key areas directly
affecting student achievement,
demonstrating that the leader knows the
school/division well. The strategic plan guides
the decision-making of the school/division.
The schools/teams priorities are based on
sound analysis of its performance.
School/team decisions are made with some
guidance from the school/department plan.

Self-evaluation is weak and is inaccurate in
conclusions therefore leaders do not have a
full and realistic view of the schools/teams
strengths and weaknesses. School/team
decisions are made without regard to the
plan.

The leader and staff/team have a well-
defined process to consistently analyse
student and school/division performance
from many data sources to track progress and
gauge the impact of current practices.
The leader and staff/team are committed to
frequent analysis of student and
school/division performance data as a
measure of quality and to assess the impact
of improvement efforts.
There is an annual evaluation of student and
school/team progress using various school
data sources. The leader uses this as a
measure of quality and to determine where
the focus of improvement needs to be as
annual goals are established.
The plan is developed by the leader with no
staff input, has goals and strategies, but lacks
connection to data.
There is consistency in policies and plans,
which are clearly communicated and have
achievable goals. As such, there is confidence
that identified areas of improvement will be
addressed.
Clear, well thought out policies and
improvement plans are in place. These are
based on self-evaluation outcomes with
prompt action to address improvements.
Some policies and school improvement plans
are in place. However, these do not
adequately address weaknesses identified in
the schools/teams own self-evaluation or
external inspection/review.
There is no process for self-evaluation via the
frequent monitoring of the school
/department improvement plan. The leader
weakly addresses quality assurance and
improvement efforts.
Stakeholders have been actively involved in
the development of policies and school /
department improvement plan.

The plan is developed with significant staff /
team participation. It is firmly rooted in data
that reflect trends/root causes.

The plan is developed by the leader, and is
informed by data and evidences.

Planning for improvement is inconsistent
and/or incomplete, goals are unclear,
priorities are poorly identified, and targets
are unrealistic or simply too low.
The school/division can clearly demonstrate
and use a range of tools to measure improved
student achievement.
The school/division is collecting evidence of
improved student achievement but the range
of tools to support this is narrow.
Improvement measures are monitored but
evidence of improved student achievement is
weak.
Improvement progress is patchy and/or
inadequately monitored. Impact on student
learning is unclear.

Possible sources of evidence to demonstrate impact in this standard:

Evidence that stakeholders (e.g. parents) have been involved in improvement planning
QA (Quality Assurance) processes and systems - e.g. regular lesson observation forms / learning walk reflections / drop-in reflections (patterns analysed)
Evidence of regular data tracking systems e.g. Attainment and progress data samples; work scrutiny samples; students conferencing examples; attendance data samples
SEF forms at a school and departmental level



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LM5 Corporate Governance
LM 5 Corporate governance
Outstanding Good Acceptable Unacceptable
4 3 2 1
The GEMS Corporate Team provides strong
governance that is strategic in outlook,
contributes to leadership, quick to respond
and visibly supportive of the school.

Active governance is proved by the GEMS
Corporate Team, which is visibly
supportive and has a positive influence
on the work of the school. It plays a
significant strategic role in supporting the
schools development.
Supportive governance is
provided by the GEMS
Corporate Team which meets all
its responsibilities. It has clear
aims and policies and sets an
overall direction for the school.

Governance is not providing strategic and visible
support. The GEMS Corporate Team does not hold
the school to account for outcomes.

Governance structures and processes are
clearly evident throughout all leadership levels
in the school.
Governance structures and processes are
evident throughout all leadership levels
in the school.
Governance structures and
processes are evident
throughout some leadership
levels in the school.
Governance structures and processes are not
evident throughout leadership levels in the school.
Leaders are accountable to GEMS Corporate
Office GEMS School Leaders report for
performance reviews, fiscal and HR
management.
Leaders are accountable to GEMS
Corporate Office GEMS School Leaders
regularly report to managers.
Leaders are accountable to
GEMS Corporate Office GEMS
School Leaders often report to
managers.

Leaders are varyingly accountable to GEMS
Corporate Office GEMS School Leaders sometimes
report to managers.
Possible sources of evidence to demonstrate impact in this standard:

Participation and contribution to the PD networks e.g. Science network; SEN network etc.
School PD workshops that you provided and relevant feedback
Evidence of impact of PD impact e.g. through lesson observation or documentation (lesson plans)
GEMS PD workshops that you provided and relevant feedback and accreditation if applicable
Evidence of work with and across GEMS core values
Corporate outreach role e.g. VGF ambassador; PD Coordinator; PD trainer / facilitator; Parental engagement champion
Support for KHDA e.g. What Works Conference
Support and input to the authoring of GEMS PD Modules
Support and input into the iPGCE programme e.g. mentoring
Mentoring within and across the network
Input into school / network policies
Parental engagement activities within your own school and network



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LM6 Management of Staff
LM 6 Management of staff
Outstanding Good Acceptable Unacceptable
4 3 2 1
The leader manifests optimism, motivation
and inspiration and all staff/team believe that
the school/division can and will reach agreed
goals.

The majority of the staff/team believes
that the school/division will reach agreed
goals. The majority of staff/team exhibit
motivation and optimism.
Motivation and inspiration are evident in some
factions of the school community/within the
division. The leader believes that some aspects
of the vision and mission will be realised.

Staffing and resourcing are inadequate, and
the deficiencies are having an impact on
student progress.
Motivation and inspiration are minimal due to
the lack of optimism that agreed-to goals can
be reached.
The leader is able to bring together the
talents, skills and qualities of all staff/team
and relevant stakeholders to create an
organisation/department that enhances the
viability of the community served by the
school.

The leader has tapped into specific talents
and skills of certain staff/team members
and stakeholders around areas of need in
order to create a school that brings value
to the community.

The leader understands the needs of the
community and has implemented some
processes and programs that are enhancing
the viability and sustainability of the school
division. This has yet to have an impact of the
community as a whole.
Leadership acknowledges that there are needs
that must be addressed, but as yet, has not
tapped into the talents and skills of all
stakeholders that would bring value to the
community.
There is strong evidence that shared values
and a common purpose exist and as a result,
the school/division has contributed to the
viability and sustainability of the
community/department.

There is evidence that shared values and a
common purpose exist among
stakeholders, and as such, certain issues
are being addressed to improve the
viability and sustainability of the
community/department.
There is some evidence that there are shared
values and a common purpose among
staff/team that taps into the talents and skills
to bring viability and sustainability to the
community/department.
There is little evidence that there are shared
values or a common purpose among
stakeholders that are meant to bring value,
sustainability and viability to the school and
community/department.
Leadership succession has been planned for
and candidates are receiving development to
support this, within the school and/or team.
Leadership succession has been
considered and potential candidates
identified.
Leadership succession has been considered. Leadership succession has not been
considered.
Possible sources of evidence to demonstrate impact in this standard:
Clear performance management processes in place supporting staff achieve their goals evidence by pathway of set goals to fruition e.g. teacher / leader case studies of succession
development
Succession development plans
360 feedback consistency in leader approaches
Staff reflections on leader
Action plans
Target setting
Lesson observations showing improvement and progression


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Peer observations showing impact
Data demonstrating reduction in complaints
Parental surveys and feedback / parental emails
Clear distributed leader charts / action plans demonstrating distributed leadership and responsibility

LM7 Performance Management
LM 7 Performance management
Outstanding Good Acceptable Unacceptable
4 3 2 1
All staff/team have clear objectives
that are monitored, and support
and feedback are given to guide
further action.

Almost all staff/team feel both
motivated and empowered to do
their job and take part in regular
performance management that
provides feedback to guide future
work.
The majority of staff/team are
motivated and empowered to do
their job with a performance
management system in place that
provides feedback.
A performance management system is not implemented in
a systematic way. Significant numbers of staff/team do not
received feedback on their performance.
The leader and peers frequently
observe each other as a means of
documenting adherence to
improvement goals, professional
growth and student engagement.
The leader regularly observes and
evaluates teachers both formally
and informally.

The leader conducts formal
evaluations on a timely basis and
periodically schedules informal
walkthroughs/learning walks.

The leader does not conduct evaluations on a timely basis
and only occasionally observes teachers.
Feedback and coaching are
provided through multiple sources
of information to improve
professional and student growth.
Feedback and coaching are
frequent and constructively based
on formal observations and
classroom visitations.
Feedback and coaching are
delivered as part of the formal
evaluation process.
Feedback and coaching are very informal and not tied to
observation or class visits.
Possible sources of evidence to demonstrate impact in this standard:

Peer observation and relevant feedback
Observation notes
Evidence of guidance provided
Action plans
Have you participated in coaching? Video evidence of coaching conversations
Support / contribution to department action plans / School development plans
Department meeting minutes and evidence of subsequent actions
Have you led on particular initiatives where others had to report into you?
Lesson / curriculum plans that have you led on, supported the writing of
Have you tracked the impact of PD throughout your department or other individuals you have trained?
Performance management documentation and tracking
Alignment of teacher performance to teacher standards


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Regular reports


LM8 Professional Development
LM 8 Professional development
Outstanding Good Acceptable Unacceptable
4 3 2 1
Professional development is based on
many data sources such as achievement
data, behaviour, attendance, etc. as well
as the GEMS/Inspection standards,
student and teacher needs and curriculum
requirements.
Professional development is based on an
analysis of student achievement data,
teacher and student needs,
GEMS/Inspection standards and the
curriculum requirements.

Professional development is aligned to
standards and curriculum requirements,
but is not yet customized to address
achievement findings or assessed
learning needs.
Professional development is not aligned with
student achievement findings, assessed
learning needs, standards or curriculum
requirements.

Professional development is planned and
carried out, reflecting school/division
plans and priorities, well-executed and
reaching every individual.
There is an active professional
development programme, based on a clear
plan, and that supports key aspects of the
schools/divisions development.
Professional and staff/team
development plans are in place.

Professional development plans are patchy.

Possible sources of evidence to demonstrate impact in this standard:

Attendance certificates for PD workshops
Subsequent action plans / KTAA (Key Take Away and Action) forms
Samples of students work pertaining to workshops taken
Lesson observations pertaining to workshops taken
Feedback from PD sessions
PD Portfolios
Higher Education Certificates being obtained
Involvement in Networks evidence of contribution
Provision of PD within school / department, including evidence of impact
Connections with the school community
Department/school needs highlighted in department/school development plans, leading to department/school improvement/action plans
Cascading / dissemination of PD across department/school
Identification of staff/teacher PD needs and efforts to address those






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LM9 Effectiveness of administration and impact of resources
LM 9 Effectiveness of administration and impact of resources
Outstanding Good Acceptable Unacceptable
4 3 2 1
Well-administered school/division with
resources in place to achieve the best
standards possible for students.
Well-administered school/division,
with resources in place to support
learning.
Sound administration, financial
management and adequate
resources.
Inadequate resources and/or un-sustainable
financial pressures that are not being addressed.
Facilities and resources well maintained,
aligned and well utilized.
Facilities and resources are good
with high priority given to students
and staff/team access to them.
Facilities and resources are well
organised and well maintained.
However, access by staff and
students is restricted.

There are obvious gaps in both facilities and
resources. These are not well maintained.

School/division has good financial
management and tackles value-for-money
issues in order to target resources better.
The school/division manages budgetary
considerations that are consistent with the
schools/departments improvement plan.
School/division has good financial
management.
The leader is fiscally responsive to
staff requests and needs for
instructional materials, tools, time
and resources.
The budget is managed by the
leader/administrative team with
little input from other
constituents/team members.

Deficiencies in facilities or resources restrict
students progress and personal development.

Time, tools and talent are allocated based
on actions and targets identified to
improve student outcomes.
The leader manages the resource
allocations and provisions, and
places a high priority on the
school/division improvement
priorities.
Operational needs divert resources
and provisions from school/division
improvement, resulting in an
inability to support the
improvement process adequately.
Resources and provisions are not managed by
anyone outside of the leader and are neither
distributed nor aligned with improvement goals
due to misplaced priorities for operational
needs.
Possible sources of evidence to demonstrate impact in this standard:

Yearly / monthly budget plans and justifications
Teacher allocations
Teacher appraisal forms
Record of teacher interviews
New initiatives and plans
Action plans detailing resources required
Evince of resources allocated and used
Data demonstrated impact of resourcing on student outcomes


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Evidence of well-maintained learning areas, with effective utilization of space and resource





5 Summary Pro-Forma
School
Name
Date
Ref: Standard Grade
LM 1 High standards and high expectations
Ares of Strength Areas for Development



LM 2 Vision, direction and common purpose
Ares of Strength Areas for Development



LM 3 Accountabilities and monitoring
Ares of Strength Areas for Development



LM 4 Self-evaluation and quality assurance
Ares of Strength Areas for Development



LM 5 Corporate governance
Ares of Strength Areas for Development



LM 6 Management of staff
Ares of Strength Areas for Development


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LM 7 Performance management
Ares of Strength Areas for Development



LM 8 Professional development
Ares of Strength Areas for Development



LM 9 Effectiveness of administration and impact of resources
Ares of Strength Areas for Development



Overall Grade