Diploma of School Business Management

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1 Inspiring leaders to improve children s lives Schools and academies Diploma of School Business Management Professional development

2 Diploma of School Business Management Contents Introduction 1 1 Aims of the school business manager development programmes 2 2 Aims of the DSBM Programme 3 3 Learning outcomes of the DSBM Programme 4 4 SBM competency framework 5 5 Overview of SBM development programmes 7 6 Overview of DSBM Programme 8 7 Learning model Taught element Online learning Online modules and supporting information The My groups and discussions area Private study and guided reading The Reflective Log Face-to-face workshops Sources of support Self-management 21 8 Assessment Aims Rationale for assessment Assessment criteria Mode of assessment Module activities Assessment levels Management of assessment Time for completion Submission of work Plagiarism Ethical standards Extension to submission dates Summative feedback Referral Resubmission 38

3 Diploma of School Business Management Contents (continued) 8 Assessment (continued) Failure Standardisation and moderation Completion Assessment regulations Reassessment Appeals Awards The Institute of Administrative Management 40

4 Diploma of School Business Management 1 Introduction The role of the school business manager is now widely recognised as being an integral part of helping schools make better use of their resources and facilities, enabling headteachers and other leaders to focus on leading teaching and learning. School business manager training opportunities have been designed by National College for School Leadership (National College) to provide participants with the essential skills and competencies that will enable them to operate effectively within a school business management role. There are currently four core programmes: Certificate of School Business Management (CSBM) Diploma of School Business Management (DSBM) Advanced Diploma of School Business Management (ADSBM) School Business Director Programme (SBD) Together these qualifications will provide senior school business managers with the expertise to manage 21st-century schools, provide strategic business leadership and act as a catalyst for new forms of leadership and governance. I would say that the essence of my job is doing the best that I can to support learning in the school. It means watching budgets closely, getting best value, managing projects small and large and maintaining good, productive relationships with contractors, whether they re supplying a new photocopier or a new building. As the only non-teacher on the senior leadership team, I come at things from a different angle. Because of my training (I ve done both the Certificate and the Diploma of School Business Management) I often have more depth of knowledge than anyone else about certain areas. That s my contribution to the running of the school: business advice and expertise. 1 The DSBM is designed to enable you, as a professional school business manager, to understand and develop your professional learning and to experience a genuine sense of ownership, with the senior leadership team (SLT), of the management and leadership of the learning environment. The DSBM programme follows logically from the CSBM programme and introduces participants to the strategic dimensions of the school business manager s role. If you have the appropriate experience, it may not be necessary to have completed the CSBM Programme before embarking on DSBM. Access to the online CSBM materials will be provided to you through My Programmes. This is the area of the National College website which contains your materials and resources for the programme. Through your membership of the online community, you will be introduced to fellow participants from a wide range of school business management backgrounds. You will also meet participants from business backgrounds outside education. We hope that you will take the opportunity of working and learning together. We feel that this programme will assist you in your professional role and you will find it intellectually stimulating and challenging. 1 TDA, 2008, Discover the benefits of school business managers, London, Training and Development Agency for Schools p.19. At

5 2 Diploma of School Business Management 1. Aims of the school business manager development programmes The school business manager development programmes offer range of opportunities to school business managers seeking to further their professional development. The general aims of all the programmes are to: ensure schools are able to make better use of their resources and facilities through the effective deployment of a school business manager in order to enable headteachers and other leaders to focus on leading teaching and learning provide participants with the essential skills, knowledge and competencies that will enable them to work effectively at operational, managerial and strategic leadership levels enable the school business manager to contribute to the strategic development of new forms of school organisation and educational provision provide a clear framework for continuing professional development within the school business management profession attract into the profession and support high-level managers from outside the children s services sector offer graduates of SBM development programmes the opportunity to gain nationally accredited qualifications increase awareness among school business managers and key stakeholders of the benefits of developing the role of the school business manager promote the development of a range of models of school business management provision

6 Diploma of School Business Management 3 2. Aims of the DSBM Programme The Diploma of School Business Management (DSBM) Programme aims to support the professional learning of experienced school business managers and to enhance their contribution to the leadership and management of schools facing new challenges in increasingly complex settings.

7 4 Diploma of School Business Management 3. Learning outcomes of the DSBM Programme By the end of your time on DSBM we expect you to have: developed your knowledge and understanding of the changing role of school business managers and the responsibility they have to contribute to the senior leadership and management of the school developed your critical thinking skills developed your skills in relation to personal effectiveness in leadership and management developed your skills to make systematic enquiries into professional practice developed your self-knowledge so that you can plan your personal professional development needs developed your ability to evaluate your personal and professional effectiveness developed your written and oral communication skills developed your ability to use a range of study skills

8 Diploma of School Business Management 5 4. SBM competency framework The SBM competency framework has been developed to identify the skills, knowledge and understanding required to become an effective school business manager. The framework contains six sections, each of which is broken down into sub-sections describing the professional attributes, knowledge and understanding that you are expected to demonstrate in order to meet the requirements of each section. Section 1: Managing self and personal skills managing your own resources maintaining your career/professional development developing your personal networks maintaining professional values and ethics Section 2: Providing direction providing leadership planning school improvement ensuring compliance with legal, regulatory, ethical and social requirements managing risk fostering school culture Section 3: Facilitating change planning, leading and implementing organisational change developing innovation building capacity for organisational change Section 4: Working with people allocating and monitoring the progress of work developing productive relationships with colleagues and stakeholders recruiting and supporting workforce planning managing one s own performance and development building, developing and leading teams

9 6 Diploma of School Business Management Section 5: Effective use of resources managing finance managing technology managing health and safety managing physical resources managing environmental impact Section 6: Achieving results managing projects managing school processes implementing school service improvements developing and strengthening community services improving school performance

10 Diploma of School Business Management 7 5. Overview of SBM development programmes It is useful to see where your programme is located within the SBM suite of programmes. Certificate of School Business Management (CSBM) This programme aims to provide the first level of technical/professional knowledge and understanding required to be a school business manager as well as developing some managerial skills and providing opportunities to develop leadership skills. This is a level 4 qualification within the National Qualifications Framework (NQF). Diploma in School Business Management (DSBM) The DSBM continues the process of developing the technical/professional knowledge and understanding of school business managers at a higher level. The programme focuses upon some of the key leadership and management skills necessary for school leadership and is designed to develop your understanding of strategic issues. It introduces theoretical perspectives on leadership and management and you will be asked to apply some of these to your current context. Advanced Diploma in School Business Management (ADSBM) This programme develops your ability to carry out a whole-school senior leadership role and to provide a balance of advanced technical/professional, managerial and leadership development activities. You will be introduced to the challenges of running complex school organisations and be engaged in significant involvement with underpinning theories and current government policy initiatives. This is a Level 6 qualification within the NQF. School Business Director (SBD) Programme The SBD Programme has been developed for those working in large, complex groups of schools such as federations, trusts, academy chains and other cluster arrangements including cross-phase and multi-agency settings. School business directors provide strategic business leadership and are a catalyst for new forms of leadership and governance often working in system leader roles to support the further development of the profession of school business management.

11 8 Diploma of School Business Management 6. Overview of DSBM Programme The DSBM has five phases with phases 2 to 4, comprising the bulk of the taught element, delivered in three modules each. Figure 1 shows the overall structure of the programme, while the text below explains each component in more detail. Figure 1: Overview of DSBM Programme Phase 1: Online induction Phase 2: Leading and managing self and others Module 1: Personal effectiveness Module 2: Leading and managing teams Module 3: Stakeholder engagement Phase 3: Leading and managing the business of schools Module 1: Thinking about strategy in schools Module 2: Analysing the strategic direction of the school Module 3: Planning strategic initiatives in schools Phase 4: Leading and managing school improvement Module 1: Understanding school improvement Module 2: Leading and managing change Module 3: Improving efficiency Phase 5: Programme reflection and completion

12 Diploma of School Business Management 9 Phase 1: Online induction Phase 1 enables you to define your starting point for professional learning. You will be introduced to study and research skills. The online environment will be explained to you and you will have opportunities to explore that environment. Phase 2: Leading and managing self and others Phase 2 engages you with the concept of management as a conscious activity which requires a particular set of skills for success. Three areas of activity are considered: self-management, management of internal groups and management of external groups. Phase 2 Module 1: Personal effectiveness focuses on identifying the qualities that successful managers and leaders need. There is a strong emphasis on time management, delegation, well-being, stress management and effective communication. Upon successful completion of module 1 in phase 2, you will be able to: demonstrate knowledge and understanding of key concepts that can contribute to your personal effectiveness as a manager demonstrate that your key decisions regarding colleagues and stakeholders are informed by ethical considerations demonstrate effective communication with a range of internal and external stakeholders Phase 2 Module 2: Leading and managing teams focuses on identifying qualities that enable teams to move forward effectively. There is an emphasis on motivational theory, coaching, giving and receiving feedback and performance management. Upon successful completion of module 2 in phase 2, you will be able to: demonstrate knowledge and understanding of the key characteristics of effective leadership, management and motivation of teams apply coaching and feedback skills in a range of workplace contexts, including performance management reviews Phase 2 Module 3: Stakeholder engagement focuses on working with stakeholders, exploring the extended services agenda and discusses marketing theories. Upon successful completion of module 3 in phase 2, you will be able to: demonstrate knowledge and understanding of customer relationship management and be able to apply these to your school or workplace context demonstrate that you can communicate effectively with a range of internal and external stakeholders

13 10 Diploma of School Business Management Phase 3: Leading and managing the business of schools Phase 3 enables you to enhance your contribution to the strategic direction of the school and the management of projects to secure its sustainable development. Phase 3 Module 1: Thinking about strategy in schools focuses on future thinking and defining the school s vision for learning. The changing contexts of schools and the key concepts and techniques in guiding the strategic direction of school are also explored. Upon successful completion of module 1 in phase 3, you will be able to: demonstrate knowledge and understanding of key concepts and techniques of guiding the strategic direction of your school have a clear understanding of strategic thinking Phase 3 Module 2: Analysing the strategic direction of the school focuses on analytical processes that will enable you to identify the development needs of the school. It also considers the involvement of stakeholders in the strategic decision-making process. Upon successful completion of module 2 in phase 3, you will be able to: apply the key concepts of strategic analysis to initiatives in your school demonstrate effective decision-making and good professional judgement in analysing the development needs of schools Phase 3 Module 3: Planning strategic initiatives in schools focuses on the practical steps necessary for the successful implementation of strategic initiatives. The need to link development planning to the school s financial planning is highlighted, and the module also considers approaches to risk management and business continuity planning. Upon successful completion of module 3 in phase 3, you will be able to: demonstrate knowledge and understanding of the key concepts and techniques of strategic financial management and how to prepare a business case analyse the different kinds of business risk facing schools and develop business continuity plans to address risk

14 Diploma of School Business Management 11 Phase 4: Leading and managing school improvement Phase 4 enables you to focus firmly on your role as a strategic manager and leader. It brings together phases 2 and 3 and prepares you for progression to the Advanced Diploma in School Business Management (ADSBM) programme. Phase 4 Module 1: Understanding school improvement focuses on key policies that have influenced the school improvement agenda. Theories and models of school improvement are considered and placed in the context of national policy developments. Upon successful completion of module 1 in phase 4, you will be able to: demonstrate your knowledge and understanding of the strategic management and leadership of your school s improvement and effectiveness agenda understand how the school business manager can contribute to the school improvement agenda Phase 4 Module 2: Leading and managing change focuses on understanding how people react within the change process. A consideration of culture, transition and influences on change is also undertaken. Management of the tactical and strategic dimensions of change is discussed. Upon successful completion of module 2 in phase 4, you will be able to: demonstrate your understanding of the complexities of managing change and awareness of a range of tools, theories and concepts that will help you to manage in your context show your understanding of the importance of organisational culture with regard to your internal management processes demonstrate your understanding of the complexities of managing change and awareness of a range of tools, theories and concepts that will help you to manage in your context Phase 4 Module 3: Improving efficiency focuses on exploring value for money and examines procurement strategies within the public sector. Upon successful completion of module 3 in phase 4, you will be able to: demonstrate your understanding of the complexities involved in determining value for money in schools apply the principles of best value to a school context in order to secure the efficient use of resources in school improvement initiatives Phase 5: Programme reflection and completion Phase 5 requires you to reflect on your learning from the programme and your future development plans. You will also prepare a personal statement and respond to oral questions about your learning.

15 12 Diploma of School Business Management 7. Learning model 7.1. Taught element The DSBM Programme starts with an induction module which is delivered online. This sets the programme in context and provides a framework within which you can explore your role within an education context and identify areas that require further development. The nine assessed modules in phases 2 4 will build on this exploration of your professional development to extend your ability to contribute to the organisational effectiveness of your own organisation. All of us have preferred ways of working and learning, and this programme takes account of this range of preferences by providing a blended learning approach that encourages you to use your professional experience and expertise (see Figure 2).

16 Diploma of School Business Management 13 Figure 2: Blended learning links within each phase of the DSBM Programme Participants download and complete pre-course reading requirements Face-to-face workshop to introduce/update the Sunnymeade School case study Face-to-face workshop to clarify phase assessment requirements and related study skills Participant s initial planning for the phase/module and support via My College Participant engagement with online induction module Scheduled participant engagement with online case study Group web conference led by facilitator: discussion on case study and assessment preparation Facilitator provides feedback on assessment plans and/or draft assignments Participant submits work for summative module assessment Assessor grades work and provides written feedback

17 14 Diploma of School Business Management As you work through the modules at each phase of the DSBM Programme, you will find that there is a common pattern of events to help you succeed in your professional learning and meet the assessment requirements. Pre-course preparation and reading At the start of each phase, you will be alerted by your provider to any pre-course reading that you need to download and read prior to the face-to-face workshop. Face-to-face workshops Alongside the other workshops at the three face-to-face events, each one has a session to introduce the Sunnymeade School case study to you, and to update you on developments there since you completed the previous phase of the programme. Sunnymeade Primary School is the host for each of the three online case studies that you will work on as you progress. There will be some activities linked to the case study at the face-to-face event, and some follow-up work to complete afterwards. At each face-to-face workshop there will also be a session to clarify what you need to do to complete the phase assessment requirements. It will focus on specific study skills that you will need in order to complete the assessment successfully. After the face-to-face workshop The session on assessment requirements and study skills will lead on to your initial work planning for the phase, and will be further supported via My College (Online groups and discussions). It is important that you begin to explore the online module soon after the face-to-face event and begin to decide which module activities you will need to complete. Assessment Planning templates are available to assist you with this activity. Online case study Your facilitator will schedule a timeframe within which you should engage with the online case study. The content of this is directly linked to the online modules and learning activities. It enables you to explore some of the key concepts and techniques related to the modules and to see how they interact within the case-study school. This will help you visualise how you can use them in relation to your own school. Sunnymeade Primary School has 210 pupils on roll; the number of pupils has declined slightly over the last three years. The school was created in 2004 following the amalgamation of an infant and junior school on the same site. There are proposals to develop a children s centre on the site and the first case study investigates how the school will deal with the external and internal challenges this brings. In our second case study we consider some of the strategic challenges Sunnymeade s school leaders face as they responds to demographic changes within the local community. The case study traces how the school determines its long term objectives, chooses between options available to it and translates its goals into specific plans for action.

18 Diploma of School Business Management 15 In the final case study, the focus is on standards of achievement within the school, looking in particular at how judgements are made, what key performance data can tell us, and how the school might develop strategies for improvement. Group web conference Shortly after completion of the online case study, your facilitator will lead a scheduled web conference session (online conference). This will enable you to discuss the case study with other participants and review your progress towards completion of the assessment for the modules in that phase. You will be able clarify how you should present your work for the modules. Assessment Planning In order to assist you with meeting the assessment requirements, planning templates have been provided to enable you to plan your approach to each assessment activity. Specific templates are available for the modules listed below which have distinct elements to them. Phase 2, Module 1: Personal effectiveness Phase 2, Module 3: Stakeholder engagement Phase 3, Module 2: Strategic analysis Phase 3, Module 3: Planning strategic initiatives Phase 4, Module 1: Understanding school improvement A generic planning template is available for the remaining modules. Formative feedback In order to assist you with meeting the assessment requirements, planning templates have been provided to enable you to plan your approach to each assessment activity. Where specific Assessment Planning templates have been provided (as detailed above) you are able to submit these to your facilitator who will provide you with brief feedback on the focus and direction of your assignment. You may also provide your facilitator with your draft assignments for the modules listed below. Your facilitator will then be able to provide brief feedback on your overall writing style. Phase 2, Module 2: Leading and managing teams Phase 3, Module 1: Thinking about strategy in schools Wherever feedback is required from your facilitator, please ensure appropriate dates have been negotiated before hand. Submission of work and summative module assessment At the start of the programme you will be given deadlines for the submission of your work for assessment at each phase. An assessor will grade your work and provide written feedback prior to the next face-to-face workshop. This will identify key strengths in what you have done, and also provide guidance on how you can further improve your work in subsequent phases.

19 16 Diploma of School Business Management 7.2. Online learning The My Programmes area of My College contains all the DSBM Programme materials, including: online modules programme and learning resources phase guides 7.3. Online modules and supporting information The online materials in the My College area provide you with a resource that you can access anywhere with an internet connection. The online modules contain the key concepts, techniques and approaches required to complete the online case studies and assessment tasks. They have been designed to provide opportunities for reflection in which you can consider the use of particular concepts within your work environment. Where appropriate, the online modules also direct you to resources, supporting documents, books and websites for further study The My groups and discussions area The My groups and discussions area is an interactive online communication tool used by participants on most National College programmes, as well as national open-discussion groups. Your group will have a page where members can communicate with each other, share ideas and challenge each others thinking. Within this area, you will be able to explore online group discussions. These consist of: an integrated facility for all participants and facilitators to correspond, hold online discussions, ask questions and have them answered a public opportunity for key people to host discussions by setting up hotseats a private space for learning groups and their facilitators to exchange views, draft work, plan events, assess work and clarify questions relevant links to other areas of interest such as SBM Arena, the Department for Education (DfE), other government departments and professional and academic sites a managed noticeboard that posts forthcoming events, headlines, urgent information and navigation advice web conference, an online conferencing facility, which allows facilitators and participants to communicate with each other, share documents etc

20 Diploma of School Business Management Private study and guided reading To complete the programme you will need to assess your own professional development needs. Although the elements of the programme have been designed to help you to do this, you will need time to read supplementary material and reflect on what you have learnt. The supplementary material, plus relevant articles and chapters in the recommended reading, will help you to understand how you operate in your school. We would encourage those of you who find it difficult to reflect on their own to take time to learn this important skill. However, you might also find it useful to debate issues on My College whenever you find it appropriate The Reflective Log The Reflective Log is a journal for you to complete as you work through the module activities and it can be downloaded from the Resources section. Its purpose is to provide you with a record of your thoughts, observations, ideas and reflections as you work through the programme. You can use the Log to record: a) Reflections on activities carried out at the phase workshops b) The outcomes of any Module Activities you complete c) Reflections on online discussions conducted through My Network d) Comments/feedback from your mentor You will find these reflections extremely useful when you come to complete the assessment tasks: a) Most of the Module Activities have a clear link to the assessment task at the end of the module. By completing the activities as you work through a module, you will be building up some of the knowledge and information that you will need to fulfil the assessment requirements. By regularly reflecting upon what you have read or investigated, you will be developing your ability to provide evidence against the Analysis, reflection and personal learning assessment criteria, reproduced in the box below. Assessment criteria: Analysis, reflection and personal learning This area focuses on the ability of you to manage your own professional learning, reflect on experience, develop insights into yourself, and take action to enhance your competency through the programme. It also covers your ability to make effective decisions, exercise sound judgement and make ethical choices in your professional practice.

21 18 Diploma of School Business Management b) The assessment task at phase 5 (reproduced above) asks you to produce a personal statement about the impact of the DSBM programme on you and your school, which will then form the basis of a 30 minutes discussion with an assessor. You will find it much easier to complete this task if you record your thoughts as you progress through the programme, rather than trying to recall everything you have done at the very end. We recommend that you complete, and store, the Reflective Log electronically until you have completed each module, and then print it off and store in a file. 1. You should keep any diagnostics you complete in your Reflective Log. 2. You are not expected to complete all of the Activities. You should choose those which you feel are likely to be of greatest benefit to you. 3. You may wish to store newspaper articles, extracts from websites etc in your Reflective Log. 4. Your Reflective Log is your personal possession. It does not have to be handed in, nor will your facilitator ask to see it (although he/she may give you guidance as to which Activities he/she thinks you should complete). The Reflective Log is not part of the assessment requirements for the programme. 5. We would advise that you record your thoughts and comments as notes rather than continuous prose Face-to-face workshops The face-to-face workshops focus on enhanced skills development. Each workshop will be highly participative and will offer you opportunities to apply your learning and competencies to realistic situations that will contribute to the development of knowledge about your profession. The events will allow you opportunities to: apply key concepts and practices develop key skills that will have practical benefit for your school learn from others with regard to key concepts experience how online learning can enhance your understanding of the key concepts benefit from tutorials in order to enhance your learning opportunities

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