Teaching Leaders Competency Framework We use this framework in our selection process to assess candidates applying for the TL Fellows programme. The selection process consists of an online application form and an assessment centre.  Acts in ways that are principled, built upon a clear set of personal values.  Contributes value as a middle leader and is passionate about making a positive difference to the lives of children and families.  Has an unswerving belief that schools have a crucial role to play in changing lives and improving life chances.  Takes action and makes decisions with the best interests of children at heart. Is energised and motivated by the prospect of making a difference.  Tackles challenging targets and achieves the highest standards within their role that go beyond normal expectations.  Self-motivated, energetic and willing to take on new challenges to improve own levels of performance.  Makes decisions having assessed what will be in the best interest of their team & students.  Seeks out opportunities and new challenges showing a desire to improve.  Aware of own strengths and areas for development.  Understands how their behaviour impacts on others; aware of emotional triggers and identifies ways to manage these more effectively.  Takes ownership for what they can do and shares out responsibilities when others are better placed to carry out tasks. Resilience and Emotional Maturity  Demonstrates a level of emotional maturity that enables them to remain tenacious and focused when faced by increasingly challenging circumstances.  Responds appropriately, managing uncertainty, and bounces back even in the most trying of situations. Impact and Influence  Has a positive impact on their teams and students through persuading, convincing and bringing others round to their perspective.  Understands others’ perspectives and priorities, and tailors their communication to suit their audience. Holding to Account  Clarifies expectations, sets high standards for others and ensures goals or objectives are achieved.  Holds others to account for performing in line with expectations, using their position or authority to get others to do what has been asked of Moral Purpose Personal Drive Self-Awareness them, and at times, makes tough or unpopular decisions. Developing Others Curiosity and Eagerness to Learn Conceptual Thinking Relating to others Inspiring Others  Instigates these actions with the best interests of students and colleagues in mind.  Develops and empowers their team so that they experience real, significant professional growth.  Proactively looks for ways to develop others, through both long and short term strategies, even when they are not required to do so.  Continually seeks out opportunities to develop colleagues through activities such as mentoring, supporting, championing and guiding, in order to bring out the very best in them.  Demonstrates a curiosity and willingness to develop or acquire new knowledge, skills or experience regardless of the challenges involved.  Makes the most of opportunities despite being outside of their comfort zone.  Uses initiative to create opportunities for learning, discovering different ways of doing things both within and outside of education.  Sees the Teaching Leaders Fellows Programme as an opportunity to learn, and develop.  Spots patterns between potentially unrelated concepts, effectively using data and drawing upon awareness of the bigger picture to understand a situation.  Simplifies complex issues and develops innovative solutions.  Builds relationships through being able to pick up on and understand the thoughts, emotions and feelings of students & colleagues, identifying reasons for why others behave the way they do.  Uses excellent interpersonal skills to empower others to achieve, and builds a strong rapport to enable a culture of collaboration.  Leads through motivating and energising students, colleagues and other educational staff, uniting them around shared goals or objectives.