Leadership Flashcards
(21 cards)
Throughout your time at Notre Dame High School, what have the range of leadership roles demonstrated?
My ability to…
My ability to guide improvement, support colleagues, and influence positive change.
What is your leadership grounded in?
My leadership is grounded in collaboration, trust, and clarity of purpose, whether leading professional learning, developing whole-school initiatives, or mentoring staff and pupils.
Principal Teacher of Learning, Teaching and Assessment - Situation
When I was appointed Principal Teacher, there was a recognised need to enhance consistency and confidence in pedagogy across the school.
Principal Teacher of Learning, Teaching and Assessment - Task
I was responsible for leading a professional learning strategy that would help move our learning and teaching from ‘good’ to ‘very good’.
Principal Teacher of Learning, Teaching and Assessment - Action
I delivered our Teaching Sprints programme, aligned to Glasgow’s Pedagogy model. I facilitated sessions on connecting and framing the learning (learning intentions and success criteria), adaptive teaching/differentiation, and effective feedback, coordinated expert contributions, and encouraged peer observations. I also led structured evaluation through staff surveys and SWOT analysis.
Principal Teacher of Learning, Teaching and Assessment - Result
As a result, staff became more confident in implementing these core strategies, and Teaching Sprints are now embedded in our school improvement planning. This initiative enhanced the culture of enquiry and helped position me as a visible, supportive leader who values staff voice.
Teacher Learning Community (TLC) Leader - Situation
Prior to my appointment as Principal Teacher, I was involved in leading a number of Teacher Learning Community (TLC) groups to support staff in developing their classroom practice.
Teacher Learning Community (TLC) Leader - Task
My role was to create a collaborative space where colleagues could explore new approaches to learning and teaching in a practical, supportive environment.
Teacher Learning Community (TLC) Leader - Action
I planned and facilitated sessions on active learning, digital technologies, and making thinking visible. I encouraged professional dialogue, shared research-informed strategies, and helped build staff confidence in trying out new methods. I also supported the previous Principal Teacher by developing resources for other TLC leaders to use.
Teacher Learning Community (TLC) Leader - Result
The TLC became a valued part of our professional learning culture, with staff reporting increased confidence and motivation. This experience laid a strong foundation for my leadership, demonstrating my ability to drive pedagogical development through collaboration and trust.
RRSA, MVP Coordinator & Pupil Parliament Lead - Situation
Our school aimed to strengthen its values-based ethos, promote pupil voice, and foster leadership among young people.
RRSA, MVP Coordinator & Pupil Parliament Lead - Task
I have led the coordination of the Rights Respecting Schools Award (RRSA), introduced the Mentors in Violence Prevention (MVP) programme, and played a key role in designing and establishing our new Pupil Parliament.
RRSA, MVP Coordinator & Pupil Parliament Lead - Action
I led a working group that achieved RRSA Silver award, embedding UNCRC values into daily practice. I trained over 40 pupil mentors through MVP and brought a third staff member on board to ensure long-term sustainability. For the Pupil Parliament, I worked with SLT to design the model, recruit diverse representatives, and provide ongoing support to pupil-led committees throughout the year.
RRSA, MVP Coordinator & Pupil Parliament Lead - Result
These initiatives improved our school’s ethos, increased meaningful pupil leadership, and contributed to a respectful, inclusive environment. My leadership was collaborative and values-driven, which helped gain the trust of both staff and pupils.
Probation Mentor - Situation
Early career teachers need tailored guidance and encouragement as they navigated their first year in the classroom.
Probation Mentor - Task
As a probation mentor, I was responsible for supporting their development and helping them meet the standards for full registration.
Probation Mentor - Action
I created structured mentoring plans, conducted classroom observations, and held regular feedback sessions. I also completed the Coaching for Success course, gaining GTCS professional recognition, which equipped me to deliver support that was both reflective and empowering.
Probation Mentor - Result
The probationers I supported developed increased confidence, stronger classroom strategies, and all successfully passed their induction year. I was consistently praised for my supportive, practical approach, which reflects how I lead through empathy and encouragement.
In each of these roles, what has your leadership has been characterised by?
Clarity, consistency, and care.
How do you build trust?
I build trust by being visible, listening actively, and working alongside colleagues to improve practice without adding unnecessary pressure.
What do you believe staff buy into?
I believe staff buy into leaders who are authentic, supportive, and who follow through on their commitments. That is the approach I would continue to take in this role - leading by example, celebrating success, and creating the conditions for others to thrive.
