SCHOOL BUSINESS MANAGEMENT

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1 ILM Level 5 Diploma SCHOOL BUSINESS MANAGEMENT Cohort One Induction Unit 2016

2 Getting started... This induction module offers an overview of your Level 5 course and outlines the key information you will need as you progress through your studies. Before you start, it is important to read the Learner Handbook (LHB) carefully as this contains a lot of information and is required reading for your Induction Unit. This module draws on the LHB and covers and the following topics: For this module you may wish to open: Learner Handbook (LHB) NST Study and Assessment Writing Guide NST Referencing guide Induction Activity All available from the Induction Unit area in the Induction Unit Resources Folder (URF). The Course structure and schedule Study Methods and Support Self-directed learning Course Assessment Overview Quality Assurance Your next steps Other resources that make up your induction are shown to the left; these resources will also be helpful in supporting your studies throughout the whole course. Allow at least an hour to work through this module, and some time to read the resources. If you have any questions please refer to the learner handbook and if this does not answer your query, please refer to Further resources and next steps at the end of this module. 2

3 National Schools Training The NST vision for this course is to provide high quality learning experiences, training and qualifications for school business managers that will be of great value to their career development and help them to improve the management of their schools Wider National Schools Training ILM SBM course pathway Level 4 Diploma Level 5 Diploma Level 6 Diploma Level 7 courses (from late 2017/18) Our learning pathway with you 3

4 The Course structure and schedule This section presents the course overview and calendar you will engage with during the course and offers an overview on the sort of time you may spend on studying as you work through the course. 4

5 Course overview You Level 5 course is an online modular course made up of 5 separate units of study designed to be completed in around 19 months. You must successfully pass each unit to be awarded the credits attached to them and gain enough credits to gain the award. All course materials, for each unit, are found in the online learning area. The course contains the following units: Unit 1: Personal effectiveness Unit 2: Leading and managing teams Unit 3: Stakeholder engagement Unit 4: Leading and managing the business of schools Unit 5: Managing school improvement As a course requirement, the Induction Unit must be completed including reading the Learner Handbook (LHB). For each unit, all associated online learning modules must also be completed as directed by each Unit Handbook (UHB) along with the a pass mark for your assessment tasks. For each unit there is an introduction module and a series of learning modules to work through; these modules will be explained shortly. Learning time ILM explain that learning time is the average time it takes a learner to complete the learning outcomes of a unit. Learning time includes your time spent working through the course materials, tutorials, private study, reading, research, practical learning, webinars and podcasts where offered, and work-based learning and assessment tasks. The ILM state that, in a qualification, 1 credit is equal to 10 hours of learning time. For example a 8 credit unit highlights that on average, a learner will take about 80 hours to complete. Page 6 of the LHB outlines the credits for each unit of this course so you can think about managing your time on the course. See page 6-8 of LHB 5

6 Course Calendar Page 7 of the LHB NST ILM Level 5 Diploma in School Business Management Pathway Unit Timescale Activity Assessment Induction January 2016 UHB, learning modules, directed activities, self-study Unit 1: Personal Effectiveness February 2016 March 2016 and reading, individual tutorial, online group webinars, podcasts where offered online discussion Unit 1 forum, assessment work Deadline April /04/16 Unit 2: Leading and managing teams May 2016 UHB, learning modules, directed activities, self-study and reading, individual tutorial, online group June 2016 webinars, podcasts where offered online discussion Unit 2 forum, assessment work Deadline July /07/16 The unit period involves a period for study followed by so focused time to concentrate on producing your assignment Information on the focus and learning outcomes for each unit can be found on page 8 of the LHB Unit 3: Stakeholder engagement Unit 4: Leading and managing the business of schools Unit 5: Managing school improvement August 2016 UHB, learning modules, directed activities, self-study and reading, individual tutorial, online group September 2016 webinars, podcasts where offered online discussion Unit 3 forum, assessment work Deadline October /10/16 November 2016 December 2016 January 2017 February 2017 March 2017 UHB, learning modules, directed activities, self-study and reading, individual tutorial, online group webinars, podcasts where offered online discussion forum, assessment work Unit 4 Deadline 31/03/17 April 2017 UHB, learning modules, directed activities, self-study May 2017 and reading, individual tutorial, online group June 2017 webinars, podcasts where offered online discussion Unit 5 July 2017 forum, assessment work Deadline August /08/17 6

7 Study Methods and Support This section now presents the study methods you will interact with in more detail including: online learning modules, webinars, tutorials. It also explains the role of your tutor the course coordinator and how they will support you. 7

8 Study Methods Overview Unit handbook the guidance to studying the unit and assessment tasks (1 per unit) Online learning modules, activities and reading (directed learning) Online Learning Contributing to online discussion forums and chats / blogs as directed Attending online tutorials with your tutor (1 per unit of 30 minutes) Self-directed study and learning time Take part in group support via scheduled online group webinars and /or view online podcasts (as applicable see p11 LHB for more information) Each unit handbook will offer specific guidance on what you need to do for each unit Self-directed learner time: the effort you put in = your depth of learning 8

9 The Unit Handbook The Unit Handbook (UHB) is an important document and there is one handbook for each unit. You will find this in each online unit area and you can view this or download and save as required. The unit handbook acts as the guide to your unit study and explains the structure of the unit along with the study methods and offers a suggested study schedule to keep you on pace. It also reminds you of the various methods of support you can expect, such as tutorials or associated webinars. It outlines all of the associated materials you will support you through the unit and outlines some helpful further sources you may wish to explore at the very end. The unit handbook also details the assessment tasks. It offers guidance on how to approach, structure and present your assessment tasks as well as outlining the expectations of each tasks in detail. It presents the assessment criteria and how they are linked to the learning outcomes of each unit to indicate how your work will be assessed and the levels by which your work will be measured to determine your grade. Assessment will covered in a bit more detail later on in module. See page 10 LHB 9

10 Online Learning Modules and resources The learning modules are your main method of study available from each unit area. Each unit has a series of associated learning modules which includes a unit introduction module followed by a number of learning modules. Each learning module has a specific area of focus for the unit which will be detailed in the UHB. You can view online or download them in portable document format (PDF) so you can save them and work offline if you prefer. The learning modules are linked to the learning outcomes of each unit and will support you in developing your knowledge, understanding, application and analysis of particular topics. You can work through the modules at your own pace during the unit period but you must complete these as a course requirement as directed by the UHB and unit introduction module. The tasks, activities, reading articles, and directed forum discussions offered across the modules will help you think in a more reflective way about your learning journey and your professional role as well as to help prepare you for your assessment tasks. Technical Tip: The modules and resources are designed to be viewed as PDFs and to ensure an optimal viewing experience you may need to check your Adobe Acrobat/PDF reader settings. If you don t have Adobe Acrobat Reader, you can download the programme for free to get the most out of viewing the unit materials. There is guidance in the LHB on viewing the modules (Appendix 6). See page 10/11 LHB 10

11 Unit Resource Folder Each unit introduction module offers guidance, along with the unit handbook, on how you will work through the learning modules and what resources will help you. Each unit has a unit resources folder (URF) found in each online unit area for you to access. The URF can be downloaded as a zipped folder for your convenience. As you work through each module, you will be referred to specific resources from the URF at particular points. These resources may be part of an activity or some directed or suggested reading. The resources are often in the form of reading articles (PDFs) and MS Word or Excel documents (as activity templates) for you to use as part of your unit work. The unit handbook will outline every associated resource and how they relate to each module. Each module also outlines what you will need from the URF at the start so that you can access them as you work through. Not every activity has an associated template, article or resource, and depending on the unit, the module and your own assessment focus you may not have to complete all activities and associated reading; you should refer to the unit introduction module. As the modules direct you to complete particular activities, you can use the unit activity log found in the URF as place to record all of your activity work. You do not have to utilise this; feel free to keep a record of your work in any way that works for you. You may also be directed to search for resources beyond the course and this is highlight encouraged to enable you to engage with a wide range of resources. See page 10/11 LHB 11

12 Group Learning support See page 11 LHB Webinars Your tutor will offer a series of unit webinars. Webinars are live realtime online presentations scheduled at specific times lasting for approximately 30 minutes and are focused on a specific learning module. You will join others from your tutor group and occasionally, the wider learning group. During the webinar your tutor will present a particular topic(s) from a specific learning module and will take questions at the end. At the start of each unit your tutor will explain via what is available and direct you on how to access the sessions. There is usually one webinar per learning module for each unit and these are spread across the unit period (not usually during the last month to allow you to focus on your assessment writing). They are not compulsory to attend but are recommended as a method of support. Your tutor will usually record the session and share this afterwards with the learning group. Those who cannot attend can then review this as required. It is important to register for sessions when they are offered to ensure there is enough interest for your tutor to run the session. Discussion Forum The online discussion forum is an excellent way to share knowledge and information with your peers. At the end of each module you will be asked to share your learning reflections on the forum. However, the more you can visit and contribute to discussions, the more knowledge you will build and share. Course tutors also visit the forum during each unit and contribute to the discussions. Podcasts Some units also have associated podcasts which are short online video clip presentations of a tutor discussing a particular topic or concept relating to a module or a unit more generally. These are called SBM Reflections where your tutor reflects on their experiences and insights into practice. If these apply to the unit, they will be shown in the unit area where you can click them to view online. 12

13 Your course tutor Your tutor is allocated to you by the course coordinator and their details will be in your welcome letter. Your tutor is a practising school business manager who has been in senior position for several years and has undertaken course such as this. Your tutor will be your key contact with regards to your study throughout the course. Through each unit your tutor will support you with your learning. Their role is to offer advice, feedback and coaching and support on the unit content and your academic work and help to prepare you for your assessment, as well as to assess your work and offer feedback. As full-time SBMs working in schools, tutors are contracted on a consistent basis to tutor during the course around their work commitments and as such they are remote workers and are not office based, usually tutoring evenings and/or weekends. The best way to contact your tutor is via as they do not have a dedicated telephone. Please allow a few days for your tutor to respond to queries. Overall your tutor will indicate their availability to you and any periods of time they are unavailable. Urgent queries can be directed to the course coordinator. The Course Coordinator (NST Office) The course coordinator is also a key contact person for you and is a full time member of the NST team contactable via the NST office. The course coordinator oversees all course enrolments, online access, general communications, assessment submission and feedback processes and will help you with any general queries, concerns or urgent issues around your studies. The course coordinator can be contacted via the contact information inyour welcome letter. See page LHB 13

14 Tutorials As mentioned earlier, during the course you receive one 30 minute individual one-to-one meeting with your tutor online via webinar or skype. Your tutor will arrange this directly with you and send connection instructions. You may find it useful to consider what you wish to discuss beforehand, and whether you have any specific questions. You may find it helpful to questions or discussion points to your tutor at week beforehand so they can prepare and focus the discussion. Please be aware that time is strictly limited to 30 minutes per tutorial for each unit so it is important to arrive promptly online for the start of your tutorial to avoid losing any time. Please also note that it is important to book your tutorial in advance and that you give at least 48 hours notice if you cannot attend. We cannot guarantee that the tutorial can be re-run if cancelled (or requested at very short notice) due to other tutorial commitments, however your tutor will endeavour to accommodate any needs/changes where possible. Tutorial records As a part of your tutorial support process, your tutor will complete a tutorial record and send this to you for you to sign and return. A digital signature is acceptable. This record helps to note what was discussed and agreed in the tutorial and may help you as a prompt for your studies as you progress through the unit and the course. All records are maintained on your learner file by the course coordinator along with your enrolment and assessment record. See page 11/12 LHB 14

15 Study Methods and you: making the most out of what is available People learn and share information in different ways. Some people prefer to read information, others to listen, some to talk to others or to watch examples. Some people like words, whereas others prefer lots of pictures or diagrams. Some people like to try practical ways of learning tasks through activities; others prefer to read instructions or reflect on things and then have a go. There are many types of learning materials and methods from books and papers, to videos, lectures, presentations and so on. Depending on your learning style and preference, you will find that certain methods work better for you than others. It also depends on your time and the nature of the learning spaces you have available. You will learn a little more about learning styles, and assess your own learning style in unit 1. As we cater to a variety of adult learners from different backgrounds we offer a range of methods to engage with the many different learning styles our learners will bring to the course. Our core learning materials are the online learning modules which are the compulsory element of the course. These modules introduce you to particular topics, ideas and concepts and require you to read, research and reflect, as well as do some investigation activities and consider how things work in your school through reflection activities. The modules creates a blend of approaches to learning and we support by offering resources for each unit. To support your learning further we also offer the online discussion forum as a way to encourage learners to share knowledge and ideas; social learning groups can be very powerful learning spaces. Similarly your tutorial with your tutor is also a space for you to discuss your thinking with an experienced professional who understands the role of the SBM. Webinars draw on particular unit modules and topics as a tutor talks through concepts drawing on their experiences of working with these elements in practice. Overall, you may find one learning/study method suits your style better than others or that perhaps a combination of them work well for you; it is helpful to explore them all to see which best supports your learning as you work through the online unit modules. You can then self-direct your studies by accessing the methods of support available that are of the most help to you. 15

16 Self-directed learning This section suggests some things to think about as a self-directed learner. As the course is all about developing you as a professional within the practice of school business management, your workplace is important in terms of support and skill development. Group support and online learning is also an important feature of self-directed learning as you will consider how you can work with your peers to get the most out of your own learning. 16

17 Can you identify a mentor who can support you in school? Your school is key to your learning experience; you will be required to access information, often from colleagues and to engage in activities to find out more about working practices. Have you thought about.. colleagues who can act as a sounding board for your ideas You find that you have many sources of support for different aspects of your learning. senior colleagues who can help you gain access to time, people and information you might need colleagues who can help you to find the information you need and work with you to formulate plans Work-based learning 17

18 Beyond the support available to you through the course you are encouraged to engage with support outside of resources, webinars and tutorials; it is up to you to make the most of all that is available, and each other through the knowledge and experience you all bring to the course. You also have a responsibility to play an active role in becoming part of the learning group and giving as well as receiving support from each other. Learning from each other can be simply providing answers or examples in response to the queries of others, but it is important to remember that constructive challenge will also help the group to re-think ideas and develop a deeper understanding of the key unit issues. Not everyone will agree on practice, theories or ideas, but it is important to understand the everyone comes from a unique context, as well as having their own background and experience. Pooling this together could create challenges at times, however it will most likely bring about the sharing of good practice and the development of ideas that could improve your own practice, as well as others, and even the profession as a whole. This is most effective where the learning group develop a sense of trust and can discuss issues more openly without fear of ridicule. We observe rules of politeness and show respect for the views of others within group learning situations quite naturally. However with online discussions this may not be so natural so we ask that everyone takes time to introduce themselves online and take part in regular discussions to build the trust of learning community, and above all that we all respect each other. Group learning 18

19 The rules of social behaviour online are referred to as 'netiquette' and should be agreed within the group. While there will always be some differences of opinion in terms of what is acceptable or preferred, there should be some general agreement. Consider the ideas below and any other key agreements you would like to see observed as 'netiquette' and post your suggestions on discussion forum. These may include showing respect for the comments of others and provide a clear constructive reason if you disagree with a point made Group learning online Avoiding text/sms speak or abbreviations, as some people may not understand respecting the fact that the discussion forum is not in the public domain, so any posts that reference practice within a school you may know should not be shared outside the learning group What the use of capital words (equivalent of shouting online?) and over-use of emoticons such as ;-p? What do you think? 19

20 Summary of support Course Coordinator (full time NST office) A key contact person for general queries, issues and assessment submission Course Tutor (remote worker) Your tutor is a key contact for you for study support. tutorial support (30mins per unit) Learner and Unit Handbooks Your learner and unit handbooks are found in each unit area online. This covers everything you need to know about the unit including the assessment info. Induction Unit Unit Modules Unit Resources Found in the online area with links in the main unit page Discussion Forum sharing learning, asking open questions so all can benefit from the answer. You will be asked to contribute to the forum after each module Webinars Webinars are online presentations by our course tutors talking you through the module topics from a practical point of view. Your tutor will direct you in accessing these online You also have your fellow learners and colleagues as part of a supportive, sharing, learning community 20

21 Course Assessment Overview This next section offers an overview of the assessment process for each unit on the course and offers some guidance on how you might prepare for your assessment work as well as highlighting some resources that you may find helpful. 21

22 Course Assessment Assessment overview Page LHB Learner requirements Timeframes Referencing and Plagiarism Assessment submissions process Assessment grading and feedback Referrals and resubmissions Appeals process 22

23 How will I be assessed? UNIT FOCUS CV HOW YOU WILL BE ASSESSED Each unit you undertake has a credit value attached to it. You have to obtain so many credits to be awarded the diploma. The course pathway is designed to enable you to achieve the required number of credits. Unit 1 Personal Effectiveness 6 Professional learning portfolio (PLP) Unit 2 Leading and managing teams 5 Written project report, plus an executive summary Unit 3 Stakeholder engagement 8 Written assignment Reflective learning summary Each unit has a series of learning outcomes that you will need to meet to obtain the required credits for that unit. Each learning outcome (LO) has a series of assessment criteria attached to it that outline how you must demonstrate that you have achieved the LO Unit 4 Leading and managing the business of schools 20 Written assignment Reflective learning summary The unit handbook will detail the assessment tasks you are required to undertake to demonstrate the assessment criteria to show you can meet the unit learning outcomes. Unit 5 Managing school improvement 17 Written assignment Reflective learning summary There are four levels of levels of achievement for each unit: Refer, Pass, Good Pass, Excellent Pass 23

24 Assessment writing Explore your topic What is interesting to you? How can you use ideas within your role and workplace? What new skills have your learned and how has this helped you? 24

25 Assessment writing and referencing (part of our Study and Assessment Writing Guide resource) Being critical Being reflective The writing process (plan, draft, review, revise, edit) Appropriate style and format for the assignment Appropriate sources and referencing 25

26 Guidance on where to find resources and materials (part of our Study and Assessment Writing Guide resource from the induction unit area) NASBM National Association of SBMs Resource library with lots of helpful guides and discussions Optimus Education A vast SBM knowledge centre with current topics, resources and discussions TES The Times Education Supplement online area especially in whole-school resources area and community Department for Education website and NCTL You can find lots of information of both of these website. Remember they are politically biased towards current policy but still useful BELMAS A research society for education professional involved in management, administration and leadership in education Google Scholar web search engine You can often find pdf articles and resources discussion various topics Sources of reference just remember to references your sources in your assignment 26

27 Finding resources Selecting appropriate sources relevant to the topic. validity Consider what you need to know about the topic. It is useful to think about: the purpose of the unit and its aims the learning outcomes and assessment criteria the assessment tasks you are asked to complete the tasks you have completed in your e-learning modules and the content of those modules what interests you about the topic or has been relevant within your workplace credible current or historically significant objective bias 27

28 Course Resources to help your studies Course resources are available from the induction unit are to help you with your studies You will find it helpful to work through these resources 28

29 Induction Activity This activity helps to think about your current skills and how you want your role to develop. This is to help you to start thinking about the skills you want build and your wider learning pathway. 29

30 Quality Assurance This section outlines the key learning support policies that support the course as well as highlighting our internal quality assurance processes and how we develop the course through evaluation and feedback. 30

31 Learner Support Policies Other general policies See page (LHB) For more detail information refer to the LHB or for access to full copies of all of our policies please contact the Course Coordinator Equal opportunities Factors affecting engagement (FAE) Grievance / appeals procedures Recognition of Prior Learning (RPL) Data protection 31

32 Course Evaluation and Feedback The course is monitored and developed both through internal quality assurance (IQA) processes overseen by an internal verifier (IV) and through external audit by the ILM. We have a variety of support methods, quality policies and processes in place to help ensure a high standard of learning support. This includes quality surveys, feedback points, data analysis, reporting, assessment sampling, staff development coaching, meetings and training. We would like to know when you have been impressed or pleased with our service. We can use these examples to share best practice amongst our staff. Feel free to feedback to your tutor via or during your tutorial, or to contact the course coordinator to offer feedback. We want the services we provide to be the best possible and your feedback is important to us. We appreciate that on occasions things may not be quite as we would expect; if you may feel unhappy with the service you receive or want to make a suggestion that helps us improve we encourage discussion. We recognise that everyone has a right to make a complaint and we can learn valuable lessons from them your complaint may well improve things for everyone. We also have a grievance procedure as per page of the LHB to assist you as required. 32

33 Internal Quality Assurance Processes Our Internal Quality Assurance (IQA) Policy and Strategy (copy available from the NST office) outlines our commitment to ensure that we deliver an effective, risk managed internal quality assurance approach. This includes: Ensuring appropriate occupationally qualified team members are recruited to develop, deliver and quality assure the course and are supported with on-going feedback and development, including all tutors and assessors and IQA personnel There is a communication process for us to provide key policies and information including regulatory requirements to all staff and learners as required There is a sampling assessment and risk management strategy which includes standardisation, a process for monitoring and evaluating delivery and assessment and a clearly documented audit trail with relevant personnel to support those processes and ensure segregation of duties between tutor, IV and course coordinator. 33

34 Next steps This final section the next steps you should take to get started with your studies, and what to do if you have any queries. 34

35 Read through the learner handbook, if you haven t already, particularly if you have queries as the handbook will help to answer them. You may wish to complete activity one (skills analysis) from Induction Activities from the Induction URF to help to assess your starting point and how you hope to develop. Your next steps Have a look through the NST Study and Assessment Writing Guide (induction unit area) and complete the activities if you wish. This will help you in preparing and producing assessment work and can be used as a resource to support you throughout your studies across the entire course. Your tutor will be in touch during your induction period before unit 1 starts with details of an introduction webinar and follow-up from this module. You can ask any questions you have about the course and how you will study during the webinar. Visit the discussion forum area of the online environment, join in and introduce yourself. On the unit 1 start date shown in the course calendar, you should access the unit area online and begin by reading through the Unit handbook and completing the Unit introduction Module, then begin the learning modules.

36 If you have any queries Please make a note of any questions you have ready for the group webinar with your tutor, who will be in touch with details of this For any general questions or urgent queries, please contact the course coordinator: or call the course office on

37 Thank you and best wishes with your studies! 37

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