Diploma of School Business Management

Transcription

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

22 Diploma of School Business Management Sources of support Facilitators Facilitators will provide you with support throughout the programme. This will occur during the face-to-face elements, through learning conversations and/or online discussions, via or, by mutual agreement, by telephone. Your facilitator will act as a learning facilitator and will help you manage your own learning. The facilitator s role is to enable you to make successful progress towards achieving the programme s learning outcomes. The following aspects of facilitation are not set out in order of importance. They are carried out through the full range of engagement with the programme: individually, online, at face-to-face sessions and through work within the tutorial team. The role of the facilitator is to: set and manage expectations, ie the expectations in both directions for the working relationship between you and your facilitator make sure that you know what you have to do, by when, and that you understand the route through the programme emphasise the importance of in-school support for you encourage you to debate with other participants how to maintain in-school support, how to keep headteachers informed, and how to distinguish critical reflection from perceived criticism of the school guide you towards productive activity, ie activity that results in problem-solving and reflective methods of working actually being undertaken, and assignments being written ask you questions that provide a sufficient degree of challenge to stimulate your thinking, and to help your progression to a more advanced understanding as necessary, explain and elucidate in a positive manner anything in the modules and programme documents that require clarification support you in gaining confidence with the reflective practice method of working check that you are not designing projects that are too big in scope to be done well within the time available, or which are too dependent on factors outside your immediate control guide you on issues of ethics, especially regarding the capture, use and reporting of information about or relating to colleagues, and the permissible range of comment on school policies etc

23 20 Diploma of School Business Management support you in increasing the validity of your work; eg facilitators may question whether you are describing reality rather than your own private opinions or a state of mind that may not be shared by others manage the learning of the group to ensure that participants interactions with each other are making a material contribution to the learning outcomes check progress to ensure you keep up with the programme schedule assess your work, including providing informal formative assessment of draft assignments help you to develop an appropriate standard of writing, both for assignments with an audience, such as plans and reports, and for reflective writing and commentaries Your mentor A requirement of participation on the programme is that you nominate a member of your school s leadership team as your mentor to act as a critical friend and to give regular support and advice. This should be negotiated early within the programme so that your facilitator knows who is supporting you at school. The role of the mentor is to: make time available to meet with you to discuss your progress listen to your view of course progression in relationship to the school s context give support and advice where appropriate to enable this process to continue motivate and encourage you facilitate change in your working practices where this suits the school context and your personal needs We encourage you to discuss ideas, concepts and challenges with your mentor and your work colleagues as these will prove to be invaluable reference resources at the school level. Apart from providing insightful feedback, they can also aid your exploration of how to apply the learning to your school s context. Your headteacher or principal Your headteacher or principal has formally agreed for you to take part in the programme so it is useful to keep them informed of your progress and the areas of research you are undertaking. While you do not want to be taking up too much of their time, your headteacher or principal can be an important source of information in terms of strategic thinking.

24 Diploma of School Business Management 21 Fellow participants Your colleagues within your group are a great source of expertise for you to explore. They understand the challenges you are facing, and the richness of their experiences can be an area of support and information. By networking with your colleagues you will be able to build strong professional relationships and benefit from mutual support. This can be achieved by: taking part in discussions with the various membership communities on My College participating in web conference discussions facilitated through My College establishing learning circles or local networks to support one another between the face to face events 7.9. Self-management Self-directed learning requires good time management, planning and motivation. You may want to consider how you are going to manage your personal life, a demanding job and also a challenging programme of work. You should ensure that you create enough space in your life to complete your work for the programme in the time available.

25 22 Diploma of School Business Management 8. Assessment 8.1. Aims Assessment is a key part of the blended learning strategy that underpins the DSBM Programme. The assessment requirements are designed to promote and consolidate the professional competence of participants. The feedback provided to participants on their assessment outcomes is intended to promote personal reflection, recognise achievements and identify further areas for professional learning. The principal aims of the assessment strategy for the DSBM Programme are to: enable you to develop your professional competence by identifying areas for improvement, thereby helping to improve both your personal and academic performance. This implies that you will receive formative feedback on your performance as you progress through the programme provide the mechanism to decide whether you have reached the criteria laid down for the award of the Diploma of School Business Management 8.2. Rationale for assessment Assessment is an integral component of the learning approach of DSBM. It is designed to help you achieve the programme s learning outcomes at the appropriate level. This involves engagement with theory in the form of new concepts and techniques, and the application of these to your professional practice, within the context of the aims and objectives of the programme. The assessment strategy, therefore, reflects the overarching programme philosophy, which is to develop effective and reflective school business managers. The DSBM programme equates to level 5 of the National Qualifications Framework (NQF). It consists of an induction phase and four further phases that are formally assessed. The assessment requirements for these phases conform to level 5 of the NQF in terms of academic rigour, criticism and analysis in application to practice. The characteristics of learning at level 5 of the NQF are summarised below. Level 5 Generate ideas through the analysis of concepts at an abstract level, with a command of specialised skills and the formulation of responses to well-defined and abstract problems; analyse and evaluate information; exercise significant judgement across a broad range of functions; and accept responsibility for determining and achieving personal and/or group outcomes 2. The descriptors for level 5 are: generate ideas through the analysis of information and concepts at an abstract level command wide-ranging, specialised technical, creative and/or conceptual skills formulate appropriate responses to resolve well-defined and abstract problems analyse, reformat and evaluate a wide range of information utilise diagnostic and creative skills in a range of technical, professional or management functions 2 Qualifications and Curriculum Development Agency, 2004, National Qualifications Framework, London, QCDA

26 Diploma of School Business Management 23 exercise appropriate judgement in planning, design and/or supervisory functions related to products, services, operations or processes accept responsibility and accountability within broad parameters for determining and achieving personal and/or group outcomes These descriptors provide you with a clear view of the kinds of personal, professional and academic learning you will undertake on the programme Assessment criteria To help you appreciate the demands of the programme and its assessment requirements more fully, you should also look carefully at the generic assessment criteria shown below. These have been developed specially for the DSBM Programme and are based on a number of sources: NQF summary of level 5 descriptors proposed learning outcomes in the revised DSBM module specifications (provided in section 6) SBM competency framework comparison with the generic assessment criteria for CSBM and ADSBM to ensure progression across SBM development programmes All the assessed work you do for the DSBM Programme will be assessed in relation to the following set of generic assessment criteria, related to four key areas of professional and academic competence. Knowledge and understanding of key concepts and techniques This relates to the theoretical and technical content of the programme: theoretical frameworks and analytical techniques that you can use to make sense of, and plan action in, the workplace. Application of learning to professional practice This concerns the use of these theoretical frameworks and analytical techniques in the workplace to investigate aspects of current provision and secure improvement in policy and practice. It is also used here to cover a range of leadership, managerial and professional skills: creative, analytical, diagnostic and interpersonal. Analysis, reflection and personal learning This area focuses on your ability to manage your own professional learning, reflect on experience, develop insights into yourself and take action to enhance your competence through the programme. It also covers your ability to make effective decisions, exercise sound judgement and make ethical choices in your professional practice. Communication and key skills This final area covers the skills you need to complete the academic requirements of the programme. This includes a range of communication and writing skills but also encompasses a broad range of study skills that need to be considered within the overall programme design. Whilst there is a close and complex relationship between these different areas of assessment, the requirements of the programme have been carefully designed to achieve an appropriate balance between the different aspects of learning: the academic, the practical, the professional and the interpersonal.

27 24 Diploma of School Business Management The generic criteria for the assessment of the programme are set out in more detail in Table 1. Table 1: DSBM Programme generic assessment criteria Knowledge and understanding of key concepts and techniques Demonstrate knowledge and understanding of key concepts and techniques in school leadership and management. Demonstrate knowledge and understanding of specific concepts and techniques related to leading, managing and improving different aspects of the business of the school. Develop mastery of key techniques related to the analysis of business risk and the evaluation of the effectiveness and efficiency of various aspects of service provision. Show awareness of policy developments and good practice in school business management. Articulate how your learning has been informed by professional experience, policy analysis and academic study. Apply critical thinking skills and evaluate theoretical frameworks. Justify the applicability of concepts and techniques in addressing key issues in professional practice. Organise and analyse information and concepts to develop a coherent line of reasoning. Application of learning to professional practice Provide evidence of key skills related to personal effectiveness in leadership and management roles. Provide evidence of key interpersonal skills related to leadership and management roles. Provide evidence of the application of specialised technical, creative and professional skills in the workplace. (These are specific skills relevant to the leadership and management role of the school business manager, eg financial management, customer relationship management, team effectiveness, strategic analysis, service improvement, project planning, change leadership, improving efficiency and risk management in educational settings.) Utilise diagnostic and creative skills to formulate appropriate responses to resolve well-defined and abstract issues in the workplace. Design and/or execute a systematic enquiry into a named area of professional practice. Apply appropriate evidence-gathering techniques in a named area of professional practice. Apply theoretical concepts to inform your understanding of the evidence collected in relation to a named area of professional practice. Contribute to the creation and sharing of knowledge as part of a professional learning community.

28 Diploma of School Business Management 25 Table 1: Continued Analysis, reflection and personal learning Demonstrate the capacity to take responsibility and accountability within broad parameters for key areas of school business management. Critically reflect on and evaluate own personal and professional effectiveness. Identify own personal and professional development needs and take purposeful and sustained action to meet those needs. Develop personal and inter-agency networks to extend own and others professional knowledge, skills and understanding. Analyse key issues facing the school and formulate appropriate responses to improve various aspects of service efficiency and effectiveness. Demonstrate effective decision-making and good professional judgement in analysing the development needs of schools and working to meet those needs. Act in an ethical and professional manner in complex and sensitive situations. Reflect on the implications of learning gained through the programme for professional practice and school improvement. Communication and key skills Demonstrate the skills of an independent learner to plan and complete studies effectively. Achieve mastery of a range of study techniques relevant to the programme. Develop skills relating to web-based research and information management. Develop the skills required to conduct small-scale practitioner research. Demonstrate effective oral communication skills to articulate personal viewpoints, address professional issues and discuss theoretical frameworks. Demonstrate organisational skills in planning and structuring written communication that is fit for purpose for a target audience. Demonstrate effective use of language (word choice, coherence, persuasiveness, appropriateness and register) and correctly apply the mechanics of language (spelling, punctuation, sentence structure, grammar and syntax). Use references effectively, applying the Harvard system. The generic criteria shown in Table 1 have been translated into the detailed criteria to be used for the assessment of each module. These criteria are designed to give you a clear view of the assessment requirements and standards expected; they also provide the assessors with modulespecific criteria that will inform their judgements. The module-specific criteria are included in the workbook for each face-to-face event that takes place at the beginning of each phase of the programme. Table 2 shows the assessment requirements for each phase of the programme.

29 26 Diploma of School Business Management Table 2: Overview of DSBM Programme assessment requirements Phase Contents Programme assessment requirements Phase 1: Online induction Work completed at this phase of the programme is verified by the facilitator, and is not part of the summative assessment process. Phase 2: Leading and managing self and others Module 1: Personal effectiveness Module 2: Leading and managing teams Module 3: Stakeholder engagement Module 1 is assessed via a reflective commentary on the development of skills in a selected area of personal effectiveness. Module 2 requires a written report based on a review of the effectiveness of a team working in a school setting. Module 3 is assessed via a report for the school s governing body to outline a marketing strategy designed to ensure effective engagement with one set of key stakeholders. 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 Module 1 is assessed via a reflective commentary that summarises your understanding of the key concepts and techniques related to the strategic development of schools, and applies this to your own school setting. Module 2 requires a professional commentary and report for governors focused on your application of the tools and techniques of strategic analysis in your own school setting. For module 3, you will prepare an outline business case advocating a strategic initiative for the school, and a confidential report to the School Leadership Team on aspects of the school s strategic and financial management.

30 Diploma of School Business Management 27 Table 2: Continued Phase Contents Programme assessment requirements Phase 4: Leading and managing school improvement Module 1: Understanding school improvement Module 2: Leading and managing change Module 3: Improving efficiency Module 1 is assessed via a report on an investigation into a significant school improvement issue and the development of strategies for improvement. Module 2 requires a professional commentary on the application of the tools and techniques for change management related to the proposals prepared in module 1. For module 3, you will prepare a report to the school s governing body demonstrating how proposals for school improvement (prepared for module 1) represent value for money for the school. Phase 5: Programme completion Programme completion (no taught content) This is an assessment module, based on delivery of a personal statement and a structured interview covering: completion of programme, reflections on lessons learnt, competency gains, analysis of role of school business manager, plans for further professional development and career progression.

31 28 Diploma of School Business Management DSBM programme assessment level descriptors Table 3: This table is intended to provide you with a guide as to the level of performance expected for the award of a particular grade. Knowledge and understanding of key concepts and techniques Refer Pass Good pass Excellent pass Demonstrates no or only limited knowledge and understanding of the topic and its key concepts Demonstrates knowledge and understanding of the topic and its key concepts and techniques Demonstrates clear knowledge and understanding of the topic and its key concepts. Makes explicit links to a wider field of professional practice Demonstrates deep knowledge and understanding of the topic and its key concepts. Shows a secure knowledge of the field of professional practice Demonstrates no or only limited knowledge and understanding of the techniques related to the topic Demonstrates knowledge and understanding of the professional and analytical techniques related to the topic Demonstrates clear knowledge and understanding of the topic and relevant techniques. Makes explicit links to a wider field of knowledge Demonstrates deep knowledge and understanding of the topic and relevant techniques. Shows a secure knowledge of the subject area Demonstrates no or only limited awareness of policy developments and best practice in school business management Shows awareness of policy developments and best practice in school business management Has researched policy developments and best practice in school business management and recognises their professional significance Has researched in depth policy developments and best practice in school business management and recognised their significance for their professional role and school setting Shows no critical engagement with key concepts, techniques or policies: accepted at face value Provides some evidence of evaluating concepts, techniques and policies Critically evaluates key concepts, techniques and policies. Identifies different approaches and schools of thought Provides thorough critical evaluation of key concepts, techniques and policies, based on considered appraisal of different approaches, arguments and assumptions

32 Diploma of School Business Management 29 Application of learning to professional practice Refer Pass Good pass Excellent pass Has only limited or no relevant understanding of the work undertaken to improve the school setting Shows some understanding of the strategic importance of the work undertaken to improve the school setting Shows understanding of the strategic importance of the work undertaken to improve the school setting. Has achieved potential or actual improvements Excellent understanding of the strategic importance of the work undertaken to improve the school setting. Has achieved significant potential or actual improvements Demonstrates or no only limited ability to design and/or execute an investigation, with limited or no evidence gathering Demonstrates the ability to design and/or execute an appropriate investigation that is largely fit for purpose and undertakes basic application of evidencegathering techniques Clearly demonstrates the ability to design and/or execute an appropriate investigation, based on systematic research methods. Uses appropriate evidence-gathering techniques Able to design and/or execute an investigation based on effective research methods demonstrating secure validity and reliability. Demonstrates informed and critical use of evidence-gathering techniques, based on understanding of research methods Makes little or no use of key concepts and techniques to address issues in own school setting; concepts are misunderstood or misapplied Some evidence of application of key concepts and techniques to analyse issues and inform improvements in own school setting Applies a range of key concepts and techniques to analyse issues and inform improvements in own school setting Makes informed and critical use of key concepts and techniques to analyse issues and inform improvements in own school setting Shows limited or no evidence of specialised, technical, creative and professional skills related to the role of the SBM Some evidence of specialised, technical, creative and professional skills related to the role of the SBM Demonstrates mastery of specialised, technical, creative and professional skills related to the role of the SBM. Has refined those skills through reflection on experience Demonstrates a high level of expertise in the specialised, technical, creative and professional skills related to the role of the SBM, and provides evidence of the refinement of those skills through reflection on experience Shows little or no evidence of personal and interpersonal skills related to the leadership and management roles of the SBM Some evidence of personal and interpersonal skills related to the leadership and management roles of the SBM Demonstrates mastery of personal and interpersonal skills related to the leadership and management roles of the SBM Demonstrates a high level of expertise in the specialised, technical, creative and professional skills related to the role of the SBM and has refined those skills through critical self-appraisal and reflection on experience

33 30 Diploma of School Business Management Analysis, reflection and personal learning Refer Pass Good pass Excellent pass Shows limited selfknowledge of their own professional skills and personal effectiveness. Self-knowledge is absent or inaccurate Demonstrates some selfknowledge of their own professional skills and personal effectiveness Demonstrates ability to reflect on experience and evaluate their own professional skills and personal effectiveness Critically reflects on and systematically evaluates their personal and professional skills and effectiveness to identify areas for improvement Shows little or no evidence of awareness of own personal and professional development needs or of action to meet those needs Identifies own personal and professional development needs and takes relevant action to meet those needs Identifies own personal and professional development needs and takes purposeful and sustained action to meet those needs. Recognises link between own development needs and those of the school setting Engages in critical analysis of own personal and professional development needs and takes purposeful and sustained action to meet those needs. Relates development needs to improvement of the school setting Demonstrates little or no evidence of problemsolving and decisionmaking skills And has limited ability to assess situations and make appropriate professional judgements Demonstrates emerging problem-solving and decision-making skills. Provides some evidence of ability to assess situations and make appropriate professional judgements Demonstrates effective problemsolving and decision-making skills. Exercises good professional judgement Demonstrates ability to analyse situations, solve difficult problems and make clear decisions. Exercises sound professional judgement in the face of complex issues Demonstrates little or no recognition of ethical issues in professional practice and limited evidence of acting in an ethical manner Recognises ethical issues in professional practice and acts in an ethical manner Analyses ethical issues in professional practice to determine appropriate course of action. Acts in an ethical and professional manner in complex and sensitive situations Engages in systematic and thoughtful analysis of ethical issues in professional practice to determine appropriate course of action in complex and sensitive situations. Professional behaviour is underpinned by clear philosophy or practice

34 Diploma of School Business Management 31 Communication and key skills Refer Pass Good pass Excellent pass Has disorganised approach to the completion of assessment requirements. Demonstrates limited skills in planning, conducting and reporting on academic, professional and schoolbased investigations Organised approach to the completion of assessment requirements. Demonstrates emerging skills of planning, conducting and reporting on academic, professional and schoolbased investigations Has adopted systematic approach to the completion of assessment requirements. Demonstrates the skills of an independent learner to plan, conduct and report on academic, professional and school-based investigations Highly professional approach to the completion of assessment requirements. Demonstrates the skills of a highlymotivated independent learner to plan, conduct and report on academic, professional and schoolbased research Shows little or no evidence of study techniques relevant to the programme. Has limited skills in conducting web-based research, reviewing literature and managing information Demonstrates emerging skills in the use of a range of study techniques relevant to the programme. Demonstrates emerging skills in conducting web-based research, reviewing literature and managing information Demonstrates mastery of a range of study techniques relevant to the programme. Demonstrates effective skills in conducting webbased research, reviewing literature and managing information High level mastery of a range of study techniques relevant to the programme. Demonstrates highly effective skills in conducting web-based research, reviewing literature and managing information Demonstrates poor use of source material with very limited evidence of additional reading. Harvard referencing not deployed, or its use is incorrect Some ability to select and use relevant reading in support of the discussion. Adequate bibliography and largely accurate use of Harvard referencing system Discussion supported well by reference to carefully selected relevant additional material, including some original sources. Accurate use of Harvard referencing system Discussion is well supported by engagement with an extended range of contrasting and very carefully selected source material. Extensive and well-focused bibliography, with very accurate use of Harvard referencing system Oral or written communication is in format and style not appropriate to the given audience Communicates orally or in writing in a format and style appropriate to the given audience Communicates orally or in writing fluently in a format and style appropriate to the given audience Communicates orally or in writing with fluency and creativity in a style that engages the audience and models high standards of professional conduct

35 32 Diploma of School Business Management Communication and key skills (Continued) Refer Pass Good pass Excellent pass Writing style shows inconsistencies in use of spelling, punctuation and grammar. Unacceptable standard of presentation. Limited or inappropriate use of figures and tables to communicate information Observes the mechanics of language and makes correct use of spelling, punctuation and grammar. Acceptable standard of presentation. Some use of figures and tables to communicate information Secure in the mechanics of language, with accurate use of spelling, punctuation and grammar. High standard of presentation, with effective use of figures and tables to communicate information Sophisticated observation of the mechanics of language, with accurate spelling, punctuation and grammar. Highly professional standard of presentation, and creative use of range of techniques to communicate information

36 Diploma of School Business Management Mode of assessment The general features of assessment of this programme are that (with the exception of the online induction module): the programme is constructed around 10 modules, each carrying equal weight each module is individually assessed as part of the assessment of each phase of the programme the assessment requirements for each module reflect the learning outcomes of that module and contribute to the overall aims of the programme a range of assessment techniques is used to ensure rigorous coverage of the learning outcomes of each module and a clear focus on the development of professional skills successful programme completion is dependent on the achievement of a pass grade in each assessed module The assessment requirements encompass a range of techniques, and these may include: written assignments using an academic style written reports suitable for a professional audience reflective and professional commentaries oral presentation to an assessor by telephone or web conference structured interview by telephone or web conference 8.5. Module activities The module learning resources and case studies contain a series of module activities that are related to the learning outcomes for the module. These are designed to support the assessed task at the end of the module, and to provide a loose scaffolding or framework of support. The module activities are intended to: stimulate you into initial thinking about the subject matter require you to seek out information, eg from an investigation into practice in your own school, which may be used at a later stage to support a longer investigation/analysis encourage you to engage with appropriate theories/concepts/models which can be drawn upon to illuminate topics under investigation enable you to reflect upon key concepts, features of your professional practice and your development needs Participants are responsible for planning their work for each module. You will need to gain an initial overview of the module contents and assessment requirements and consider your current level of professional knowledge, understanding and competence in relation to these. A key part of this planning is to identify which of the module activities are likely to enhance your knowledge and expertise and help you complete the assessment requirements.

37 34 Diploma of School Business Management A template is provided for the completion of the learning activities for each module, and you should use this to build up a reflective log over time. You are not required to submit your reflective log of completed module activities for assessment. However, you should use it to plan, shape and review your learning throughout the programme, using your discretion about which activities will be most helpful for you to complete, in the light of the module learning outcomes and the assessment requirements. Your completed reflective log will also be very important as you prepare for the interview that takes place as part of the completion of the programme in phase Assessment levels The work you do in relation to the assessment requirements at each phase of the programme will be marked and given a level in terms of your performance. There are four levels: referral, pass, good pass and excellent pass. The written feedback you receive for each module will clearly show the level that you have achieved. The meaning of each level is as follows. Referral: the assessment criteria for the module have not been met, and the work submitted requires revision in order to achieve a pass grade. Pass: the assessment criteria for the module have been achieved, and reflect a basic level of professional and academic competence. Good pass: the assessment criteria for the module have been achieved in full, and reflect a secure level of professional and academic competence. Excellent pass: the assessment criteria for the module have been achieved in full, and reflect a very high level of professional and academic competence. The work has many of the characteristics of level 6 of the NQF. At the end of the programme, you will also be given an overall grade for your performance. This will be included in the written feedback you will receive on programme completion Management of assessment Participants are required to meet the assessment requirements for each module within a phase as they progress through the programme. In the event of a participant s work for a module being deemed a referral, the participant is entitled to resubmit this work on one occasion Time for completion Participants are required to complete each set of module assessment requirements by an agreed date. This date will be towards the end of that phase of the programme. Participants will normally be given approximately 12 weeks between the face-to-face event for the phase and the deadline for the submission of their assessed work. Participants will be informed of the programme submission dates at the start of the programme.

38 Diploma of School Business Management Submission of work All work for assessment is submitted electronically. Your provider will give you detailed guidance on the procedures for this. When you are presenting written work, in line with normal academic submission practice, please use the following: Arial font typesize 11 or Arial narrow font typesize 12 line-spacing set to 1.5 Harvard referencing Each assessed piece of work needs a front cover that includes: participant s full name and UID title of the module to which the work relates title of the piece of work All submissions should be file named (saved) as follows: Your name_cohort_assignment eg jennifermaslow_cohort11_phase2module1 Your work should also include: table of contents (MS Word documents only) a signed statement as follows: I confirm that this is my original work and that I have adhered to the written guidance received in the on plagiarism (see page 36) clear sections and sub-headings any additional evidence, if not attached as an appendix within the main document, clearly cross-referenced and signposted a bibliography You must ensure all that all documents have a header and footer containing the following information: name of participant title of the module to which the work relates date of submission cohort number The assessment requirements set out the required word-counts for written work relating to each module. Participants must ensure that their work falls within 10 per cent of the required word-count. Please note that the word-count does not include the bibliography, but does include any quotations cited and the text in any tables or figures. Participants will be penalised for submitting work that falls beyond this degree of variation.

39 36 Diploma of School Business Management Appendices Participants may also, if they wish, use an appendix. This should contain additional information and primary evidence related to the assessment task. The material included in the appendix should be of direct relevance to the assessment requirements for that module, and should not include extraneous or irrelevant background material. The total word-count for the material included in any appendix for a module should not exceed 2,000 words. Assessors will not assess the appendix, but will take the information provided there into account in assessing the main document (for example, a report or commentary). Please note that information contained in the main text of a report, commentary etc will be counted towards the total word-count of the particular piece of work Plagiarism You should use the Harvard referencing system in all work submitted for the programme. Plagiarism is the use of someone else s work without proper acknowledgement, presenting the material as if it were your own. Plagiarism is a serious academic offence and the following advice is intended to clarify any uncertainties you might have. The use of quotations or data from the work of others is entirely acceptable, and is often very valuable provided that the source of the quotation or data is given. When quoting word for word from the work of another person, quotation marks or indenting must be used and the source of the quoted material must be acknowledged. All work submitted for assessment must be your own work. Unacknowledged direct copying from the work of a colleague, or the close paraphrasing of somebody else s work is plagiarism. Plagiarism also refers to copying from published sources such as books, reports or journal articles. You must submit your own original work. National College gives providers the authority to take action against you if you are found to have plagiarised someone else s work or cheated in any way to gain an unfair advantage Ethical standards The programme involves writing down accounts of analyses and projects undertaken in your own school, and reflections on them, which may include expressing opinions about the work of colleagues. The programme also encourages critical enquiry and independent thinking, which should not be mistaken for criticism of the school. The following guidelines are intended to help participants ensure that they are working within acceptable ethical standards.

40 Diploma of School Business Management 37 You should anonymise the school in your reports, but provide a brief description of its setting and characteristics. References to colleagues and stakeholders should not identify individuals by name, but should specify their role (eg chair of governors, deputy head etc). Make sure that someone in the school, such as the headteacher or your mentor, knows what projects or investigations you are undertaking as part of the programme, and that they are, in general, happy with them. Discuss any potentially sensitive issues with this person before going ahead. Consider to what extent the project is an integral part of your job. If the project involves matters that others might regard as being outside your normal core responsibilities, then it becomes more important for you to seek agreement, consent and co-operation from colleagues who might be affected or involved. If you write anything down which could be perceived as critical of a colleague s work (even if they are not identifiable), you need to ask yourself the following questions. Do I have objective evidence to support this view? Have I discussed this with my mentor? Do I really need to include this in order to produce a complete and honest account? Could I manage the situation if I found the person concerned reading over my shoulder? Have I been professional in the way I have written about this? Extension to submission dates Any request for an extension to submit assessed components after the cohort deadline dates will be considered on an individual basis. Such requests must be submitted at two least working days before the deadline to which they refer giving detailed reasons why you need an extension and identifying when you would be ready to submit your work. You should also discuss your intentions with your facilitator who will advise you of the process. Comments from your facilitator will be taken into consideration when the application is considered. Requests are considered by an academic board, comprising two or more lead facilitators or programme team members. The decision will be made within seven days of receipt of the completed extension request form. Applications citing workload issues would not normally be grounds for granting an extension to current assessment deadlines Summative feedback Participants will receive written feedback on each module and phase once it has been assessed. This feedback will be based upon a standard form and will be completed by an assessor. It will comprise of the overall mark achieved for each module and the level awarded for each key area of assessment within it. It also provides succinct feedback on key strengths and areas for development. Assessors will complete the assessment form electronically within the timeframes set out for the assessment and moderation of each cohort and phase of work. Facilitators will not be involved in the summative assessment of their own groups of participants. Written feedback for phases 2 and 3 will be returned to participants as they begin the next phase of the programme. Written feedback for phases 4 and 5 will be provided for participants following completion of the programme.

41 38 Diploma of School Business Management Referral Participants are normally allowed to retrieve a referral in the programme components by revision of the original submission. Revisions or resubmissions will normally be allowed on one occasion only. Participants who receive a referral for a module will be allowed to progress to the next phase. Where a participant s work for a module has been assessed as a referral, the written feedback will state clearly what action is needed. The participant may also request additional guidance from their facilitator in the light of the feedback, but may not submit their revised work to the facilitator for further feedback prior to its resubmission Resubmission Participants who receive a referral for a module should take note of the resubmission dates for each phase of the programme they were given at the start of the programme (see above). Resubmitted work may only be assigned a level of referral or pass. Normally, participants are required to resubmit their work at the submission date for the next phase of the programme. Participants whose work for phases 4 or 5 is assessed as a referral will be informed of the dates by which their work would be need to be resubmitted and of what further action will be needed. This will usually be 12 weeks from the date of referral Failure Where resubmitted work does not achieve a pass grade, the participant will be deemed to have failed the programme as a whole Standardisation and moderation Assessors take part in standardisation processes to ensure a shared understanding of module assessment requirements. In order to ensure parity and consistency of standards and to meet the requirements of the Institute of Administrative Management (IAM), a sample of work submitted by participants to meet module assessment requirements will be moderated by the provider. Following the final phase of assessment, a selection of work also goes forward to be moderated nationally. This not only ensures consistency of assessment across the country but also provides a further opinion on any work deemed not to have reached the required standard Completion The conferment of the award of Diploma of School Business Management is subject to successful completion of each of the modules making up the three assessed phases of the programme (phases 2 4) and the requirements of phase 5. An assessment board will be convened to confirm that each successful participant has met the programme requirements. Participants should note that the certificate issued does not specify the level at which the participant has passed the programme.

42 Diploma of School Business Management Assessment regulations If you have a disability or specific need, you can apply to be assessed by methods other than those normally approved for the programme. Supporting evidence will be required. Discretion will be used in extenuating circumstances to ensure that you are not disadvantaged or unfairly advantaged if you fail programme components through absence, failure to submit work or poor performance. Permission for you to be reassessed shall not be withheld without good reason Reassessment If it has been decided that you are not entitled to retrieval then you may be entitled to retake the whole of the programme at the next available opportunity if so approved. If you fail to meet the necessary requirements following reassessment, then you will be advised of any possible future development options Appeals In line with National College s policy related to all school business management development programmes, appeals are only accepted when you have not reached the required level to pass the programme. No appeals can be made against the level and mark of an assessed module that has been deemed to meet programme requirements. If you wish to appeal against the outcome of an assessment activity you have completed, you should notify your training provider in writing no later than eight weeks after being notified of your results. Your programme manager will establish an independent appeals panel to consider your appeal and will send you details of the formal procedure if required. If the matter cannot be resolved satisfactorily by the regional training provider, the complaint or appeal may be referred to National College for School Leadership at the following address: DSBM programme co-ordinator National College for School Leadership School Business Management Team Lime House Mere Way Ruddington Field Business Park Nottingham NG11 6JS [email protected]

43 40 Diploma of School Business Management Awards On successful completion of the programme, National College offers you a dual award the DSBM and the IAM Diploma in Administrative Management, broadly equivalent to NVQ level 5 or year 2 of a first degree The Institute of Administrative Management The Institute of Administrative Management (IAM) is the only professional body for practising and aspiring administrative managers. Students and members are professionals who are responsible for the management of: systems human resources communication information technology facilities training and development finance IAM believes that 21st-century managers need to ensure continuous professional development and a systematic approach to life-long learning to ensure career advancement. Management is, after all, a transferable skill across a range of specialisms. IAM qualifications and membership will provide you with the expertise, knowledge and practical skills to sustain your competitive advantage. IAM supports managers (and aspiring managers) at all levels and aims to improve both personal and organisational performance through a systematic approach to professional development. These provisions apply when participants are being considered for the award of DSBM.

44 The National College exists to develop and support great leaders of schools and children s centres whatever their context or phase. Enabling leaders to work together to lead improvement Helping to identify and develop the next generation of leaders Improving the quality of leadership so that every child has the best opportunity to succeed 2013 National College for School Leadership All rights reserved. No part of this document may be reproduced without prior permission from the National College. To reuse this material, please contact the Membership Team at the National College or [email protected]. Membership of the National College gives access to unrivalled development and networking opportunities, professional support and leadership resources. Triumph Road Nottingham NG8 1DH T F E [email protected] An executive agency of the Department for Education We care about the environment We are always looking for ways to minimise our environmental impact. We only print where necessary, which is why you will find most of our materials online. When we do print we use environmentally friendly paper. PB1103/DSBMparticipantguide/0213