CWAC JOB DESCRIPTION QUESTIONNAIRE. SIMS Support Manager (Secondary School)

Transcription

1 CWAC JOB DESCRIPTION QUESTIONNAIRE JOB TITLE SIMS Support Manager (Secondary School) JOB REF NO AAAE5010 BASIC JOB PURPOSE To develop and maintain the School's Information Management Systems (SIMS) computer administration network and database, maintaining data integrity within SIMS in order to administer and process Key Stage 3 entries and results, and provide Statutory Assessment Test reports to parents. To supervise and monitor the delivery of the school's reprographic service NO MAIN RESPONSIBILITIES 1 Lead on the development and operation of computerised administration systems (SIMS), in order to ensure that comprehensive data and information is available to the Headteacher and governing body, LEA and other agencies; thereby ensuring effective and efficient management of the school. 2 Liaise with external organisations on the development of existing and new SIMS modules; and implement regular upgrades in the software in order to maintain its functionality and effectiveness. 3 Manage the preparation of reports and data needed by the management group or Governors of the school, external agencies, etc (such as PLASC for DfES; reports on examinations and attendance, in preparation for inspections; various reports for the LEA; etc). 4 Attend SIMS and Assessment Manager user-group meetings, in order to improve expertise in those areas and develop links with other SIMS managers in Cheshire schools. 5 Train teaching and support staff in the use of SIMS modules (eg, Star, Nova, and other computerised systems) and desktop publishing packages; in order to ensure accuracy and confidence in use 6 Create procedures, using Targeter software, to improve the reporting system to parents; and to oversee the effective use of the process, including training of teaching staff in the use of the package. 7 Investigate the potential of new procedures and systems (eg, the use of optical mark readers/scanners) that could contribute to the maintenance of the highest possible level of administrative efficiency in the school. 8 Manage the Resources Team to deliver a reprographics services in accordance with corporate standards, and to ensure maximum efficiency and effectiveness in line with the workforce remodelling agenda. 9 Manage the provision of desktop publishing services that meets agreed quality standards for the production of documentation, for internal circulation and distribution to parents, students and the community. 10 Control the budget for the Resources Department by ensuring adequate stocks are maintained in the most cost-effective manner.

2 11 Oversee the management of attendance registers and troubleshoot problem areas; deputise for the system manager 1 as and when necessary. Notwithstanding the detail in this job description, in accordance with the School's/Council s Flexibility Policy the job holder will undertake such work as may be determined by the Headteacher/Governing Body from time to time, up to or at a level consistent with the Main Responsibilities of the job. Are there any tasks/duties which the Job Holder carries out only occasionally or at certain times in the year? If NO, go to next section. If YES, please list them and say how frequently they are performed. OCCASIONAL TASKS Deputises for the line manager in their absence on financial and administration matters; direct catering, cleaning and site maintenance staff as a first point of contact. HOW OFTEN PERFORMED? As required 1: The System Manager may be the Job Holder s Line Manager or another member of staff, who would assume overall responsibility for computerised administration systems at the Job Holder s school.

3 1 RESPONSIBILITY FOR SUPERVISION/DIRECTION/COORDINATION OF EMPLOYEES Employees directly supervised by Job Holder No Levels / grades Types of work Where based and FTE Up to 3 Resources/Reprographics Assistants Photocopying; data entry onto the SIMS system. Secondary School What does the supervision/management of these employees involve? (eg allocating work, training for the job, assessing performance - see guidance notes) Day-to-day supervision and work allocation participate in recruitment and selection; induction and practical instruction in office and schools systems and procedures; allocation of tasks and the scope, content, quality and output of work; undertake performance assessment/staff appraisal; etc. Formal disciplinary and grievance matters would be referred to the Job Holder s line manager. Other Employees supervised by Job Holder (not in a direct line relationship) No Levels / grades Types of work Where based and FTE 10+ Other Support staff Clerical and administrative Secondary School support to the school 1-2 Teaching Assistants Support to learning in the classroom situation Secondary School What does the supervision of these employees involve? Provide training, expert guidance and instruction in SIMS. Supervise data input by office staff throughout the school, ensuring compliance with Data Protection legislation and the integrity of the database at all times. Does the job involve supervision, direction or management of people who are not employees? eg contractors, students on secondment No and FTE Levels / grades Types of work Where based IT Contractors (including County ICT) IT equipment repairs and servicing Secondary School What does the supervision of these people involve? Direct work explain system and software problems that need rectifying. Does the Job Holder develop policy or provide advice and information which impacts on the supervision/direction/coordination of employees? NO

4 2 RESPONSIBILITY FOR FINANCIAL RESOURCES Financial responsibility Maintain income records of monies collected from students for sale of photocopying and laminating materials Accounting for and costing out school interfaculty expenditure on materials and equipment Value of the financial resource (p.a.) 1,000 per annum Daily 65,000 per annum Monthly How often is the duty performed? Does the Job Holder develop policy or provide advice and information which impacts on financial resources? NO 3 RESPONSIBILITY FOR PHYSICAL RESOURCES Physical resource IT Systems and Equipment: SIMS information system software and hardware; Other computers (PCs, laptops, and peripherals) used within the school; Desktop publishing software and peripheral hardware. Office Equipment: Reprographic equipment (photocopiers, laminators, etc); Video/DVD equipment. Nature of responsibility of Job Holder Overall management and development: identifying school needs; obtaining quotations and (subject to approval by line manager) ordering equipment (up to 30,000 per annum) for a range of schools supplies and equipment; evaluating viability/value for Money of purchase vs. rental options, annual maintenance contracts, etc. How often is the responsibility exercised? On-going Does the Job Holder develop policy or provide advice and information which impacts on physical resources? YES The Job Holder takes a lead role in the development and operation of the school computerised administration systems and reprographic services, in conjunction with the system manager, to: 1. Ensure the availability of comprehensive data and information to the Headteacher, governing body, LEA and government departments; 2. Evaluate the suitability and effectiveness of spreadsheets and databases used for the purposes of school performance management, and to investigate, initiate and develop new procedures or systems for data collection and reporting (eg, tracking all subjects studied in the sixth form, to reclaim government funding; school attendance and student assessment reporting; Key Stage 3 Statutory Assessment Tests; etc); 3. Undertake regular software upgrades, and develop revised procedures and routines to improve reporting systems (including the training of school staff in the use of those systems);

5 4. Ensure that confidential data held on the computer network conforms to the Data Protection Act; 5. Monitor the desktop publishing service, to ensure that it meets agreed quality standards for the production of documentation for internal circulation and distribution to parents, pupils and the community. 4 RESPONSIBILITY FOR IMPACT ON PEOPLE Task/Duty Who benefits? How they benefit? Respond to a range of enquiries, and to oversee/ undertake preparation of various reports required by external agencies/authorities Contribute to the SIMS User Group and Assessment Manager User Group meetings; including liaison with external consultants responsible for the development of SIMS and its effective operation in schools. Parents, DfES, LEA, Health Service, Connexions, police and other local services Cheshire schools and software developers The provision of accurate and timely statistical and school performance information The exchange of information, transfer of knowledge, learned information and best practice; the provision of feedback and evaluation on specific software issues. Does the Job Holder develop policy or provide advice and information which impacts on people? NO

6 5 KNOWLEDGE Type of knowledge What knowledge is essential? Why are these needed? How is it normally acquired? Specialist knowledge and Qualifications 1. NVQ Level 4 or equivalent in an IT related subject 2. Ideally, Job Holder should be able to type at 40 words per minute 3. Expert knowledge of SIMS and its various modules. 4. General and specialist application packages (eg, MS Word, Excel, PowerPoint, Access, Publisher; and Targeter software) 1. Underpinning theoretical knowledge and practical experience to manage the school s IT development and service. 2. To be able to produce a variety of reports, statistics and other data in a timely and accurate manner 3. To oversee the SIMS system; provide staff training; maintain the integrity of systems and data collection, including security issues and access rights. 4. To produce correspondences, reports, etc: for presentations; data collection and analysis, and production of statistics. On- and off-thejob training and experience On- and off-thejob training and experience Legislation and National Guidelines 1. Data Protection Act, FoI Act, etc; 2. Child protection and education legislation; 3. DfES reporting requirements (eg, PLASC) An understanding of the legislative framework and government requirements for school reporting On- and off-thejob training and experience; briefings, etc

7 Policies and Procedures Organisational knowledge 1. County Financial Regulations; 2. County and school policies affecting IT (eg, attendance and reporting, statistical returns, etc) 3. Learning and Skills Council statutory data requirements 1. School organisation and individual staff responsibilities 2. County ICT services 3. External contractors and suppliers To ensure compliance with reporting requirements; To improve school information and administration efficiencies To access and provide information; together with liaison for the repair, rectification and modification of IT systems How long would it take for a Job Holder to become fully operational? On- and off-thejob training and experience; briefings, etc On-the-job experience; networking; etc A Job Holder would normally require up to 3 years professional training to gain NVQ qualifications, followed by up to 3 years post qualification and management experience - and then up to a further 2 years in the job to gain a full understanding of school systems and procedures and their impact upon school management. 6 MENTAL SKILLS a) What sort of situations/problems does the Job Holder typically have to deal with? Example Using software to implement a system or model for optimising class numbers and to ensure that staff-student ratios are financially viable; evaluating the parameters of the system, in order to determine what information can be discarded, adapted or is immutable; and devising and implementing the system, taking into account the impact upon users, support staff and any necessary training requirements. Example Responding to requests from staff for advice and guidance following failure of equipment or systems faults; which entails investigating the reported fault and determining whether it is a hardware or software fault. If appropriate, the Job Holder would attempt to replicate the fault in order to ascertain whether there could be a wider impact across the school. The Job Holder would then seek to resolve the failure either personally, obtaining guidance/instructions from appropriate product manuals; or through liaison with County ICT or another external consultant/supplier in order to obtain the most cost-effective solution to the problem.

8 b) Give an example of the most difficult or demanding situation/problem the Job Holder has to solve. Example: Devising amended systems for reporting to parents; evaluating existing software and identifying any requirements, in order to build the procedures around the software. The Job Holder would collate information and quality check the integrity of the data, including consultations with users in the school. Using software, the Job Holder would modify or rationalise the report as necessary and test the system prior to its implementation; including how user-friendly it is, what revisions are required by school staff, and any necessary training of school staff by the Job Holder. c) Approximately how often would the example in (b) occur? Several times per annum Give details below of the mental skills required in the job and reasons why they are needed. Mental Skill Fact-finding/Analytical Creativity Judgment Why Needed? 1. To review, establish, monitor and agree precise reporting requirements. 2. To undertake research to determine system specification and requirements. 3. To assess the results of statistical returns, performance indicators etc, and to validate the resulting conclusions. 1. To produce reports and devise information systems for the use of others, both internally and externally to the school. 2. To present information in an appropriate format to a variety of audiences. 1. Recruitment, selection and effective deployment of staff

9 7 INTERPERSONAL AND COMMUNICATION SKILLS ESSENTIAL FOR THE JOB Skill Used for? With whom? Oral/Written skills Devise procedures and systems for data collection and analysis within the school, in order to facilitate effective management decisions Training Identify training needs Plan and deliver SIMS training Basic computer literacy training in the use of MS Word, Excel, etc Leadership Promote staff morale/motivation Task delegation; agreeing scope, content and timescales of work tasks Negotiation Agree strict timescales for the submission of data and reports Resolution of IT faults and equipment failures Tact and diplomacy To question and challenge, in a sensitive manner, the validity of information received Provide guidance and support School teaching and support staff School support staff School staff, external suppliers and contractors School teaching staff 8 PHYSICAL SKILLS ESSENTIAL FOR THE JOB Physical skill Used for? Any precision/speed requirements? Hand-eye co-ordination and manual dexterity 1. Use of the PC 2. To attend to equipment failures, including fault rectification and repair Ideally, Job Holder should be able to type at 40 words per minute

10 9 INITIATIVE AND INDEPENDENCE Allocation of work a) How is work allocated to the Job Holder? School schedules and calendar; including set routines and tasks (eg, admissions, parents reporting, PLASC returns, curriculum options, DfES returns, etc) and SIMS database maintenance and up-dating schedules. b) What is a typical cycle for allocating work to the Job Holder eg hourly, daily, weekly? Termly and annually generally dictated by school calendar. Scope for initiative c) How much freedom/discretion does the Job Holder have: to change the way work is done? (e.g. recommending changes in policy, procedures, resources) The Job Holder exercises a degree of freedom and discretion within the framework of the school calendar; ensuring that all IT/SIMS systems are up-dated and capable of producing information and data as required throughout the school year. to allocate their time to duties? The Job Holder is free to plan and prioritise own and staff work content, to meet school requirements, reporting deadlines, etc. d) What is the level of guidance/instruction available? School policies and procedures; County Financial Regulations; IT hardware and software operating manuals; etc. e) What sort of direction, management or supervision is given to the Job Holder? Type of Direction From Whom How Often Informal supervision Line Manager As required

11 f) Give three examples of problems or decisions the Job Holder would be expected to deal with themselves without reference to a supervisor/manager. How often do these occur? Expected problem An operational/functional failure of one or more SIMS modules A failure of school teaching staff to supply information to agreed timescales, and concerns about the accuracy of information provided Unexpected problem An overspend of budget in consequence of exceptional resource use. Nature of available guidance Job Holder s knowledge and experience; operation manuals; County ICT help desk Job Holder s knowledge and experience of the school reporting requirements and deadlines Nature of available guidance School systems and procedures Typical Frequency Few times per month Weekly Typical Frequency Monthly g) Give two examples of problems or decisions the Job Holder would be expected to refer to their supervisor/manager. How often do these occur? Problem or decision Point of referral Typical Frequency Conflicts/disputes between school staff Line Manager Few times per annum Authorisation of school capital expenditure (eg, to purchase laptops, reprographics equipment, etc) Line Manager Few times per annum 10 PHYSICAL DEMANDS Physical Demand Typical Duration How often? Other details (eg how heavy?) Seated in a constrained position in the use of the PC Approximately 80% of each working day Daily

12 11 MENTAL DEMANDS OF THE JOB Nature of task Mental Demand Duration Frequency 1. Gather/collate and analyse information; compile and produce reports and statistical returns; 2. Develop school reporting procedures; identify, investigate and improve systems; 3. Check the functionality and effectiveness of computer software upgrades and to resolve operating difficulties; 4. Identify staff training needs; plan and deliver practical on-the-job instruction. Concentration and attention to detail On-going To what extent is the job subject to work-related pressures e.g. regular deadlines, frequent interruptions, conflicting demands? Nature of pressures /interruptions Source Interruptions Advice, guidance and information being sought from team and other school staff, members of the senior management team, and external organisations Deadlines Requirements of: Parental reporting; DfES returns; statistical information for the school senior management team for informed decisions; submissions/reports on 5th and 6th form subjects provision, class sizes and student-teacher ratios, etc. Conflicting demands Achieving Team s scheduled workload priorities while trouble-shooting problems with IT and reprographics systems; Developing an understanding of the critical paths of systems and procedures, in order to work around bottlenecks and potential breakdowns For how long? Few minutes How often? Constantly Predominantly termly/annually On-going If the Job Holder is subject to any other form of mental demand, please give details below. NONE

13 12 EMOTIONAL DEMANDS Nature of the task being performed by Job Holder. NONE Behaviour/source of the emotional demand Frequency (per day/wk/month) 13 WORKING CONDITIONS a) In what kind of places does the Job Holder normally work (eg office, library, gardens, clients homes)? If more than one, give approximate proportion of time in each. Location of work Office-based in school 100% Proportion of time b) If the Job Holder works outside, are they expected to work regardless of the weather or are alternative arrangements made eg work on other duties? Not Applicable c) What unpleasant environmental working conditions or behaviour from other people are met in performing the job? (See guidance notes for examples) Not Applicable d) What protection is offered (if any) e.g. against adverse weather (clothing, shelter), against infection, security measures etc. Not Applicable