Appendix 1: Evaluation matrix for pedagogical leadership

4
Highly effective – A professional and supportive practice

Pedagogical leadership supports high quality teaching and/or is making significant contributions to student outcomes and/or the quality of AE teaching, planning, assessment and evaluation. The pedagogical leadership model is sustainable and works for the provider and other stakeholders (ie the school). Through the pedagogical leadership process the provider is, for example, increasingly effective (innovative or risk-taking), in engaging students.

Staff in pedagogical leadership roles have a highly effective relationship with tutors which includes a recognition and use of tutor strengths to enhance the outcomes for students (eg during students’ transition back to school). There is specific and provider-wide professional learning and development as required. These align with the principles of high quality professional learning and development as required in line with the BES and ERO indicators of good practice.

There is a clear understanding of the role of pedagogical leadership and what counts as the desired high quality outcomes. Pedagogical leadership promotes reflection and improvement and may even bridge the expertise of the AE tutors back into schools.

3
Mostly effective with one or two significant improvements required

The pedagogical leadership model is providing satisfactory support for the provider although significant change is required in one or two areas - or small changes across several areas – to make a consistent difference to the quality of teaching and learning. It may be too early to tell if there are substantial benefits and/or there may be limited innovation, change or success as a result of the pedagogical leadership.

2
Partially effective – some significant improvements needed

The pedagogical leadership model is providing satisfactory support across some areas, but there may be significant limits related to other aspects and improvements are needed. Pedagogical leadership is, for example, making only occasional differences despite the fact that there are significant ways in which it could support teaching at one or more providers.

1
Limited effectiveness – not helping

The pedagogical leadership model is providing few, if any, real benefits to the quality of teaching and assessment. There may be some elements that are even unsupportive.