School Business Management: leadership in a developing profession

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20 Νοε 2013 (πριν από 3 χρόνια και 9 μήνες)

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Managing schools in
England: an

overview of
teaching and
organisational issues



International Institute
for

Education Leadership

Elizabeth Wood

Director of School Business Management Development

2

New Public Management



Centralised decision
-
making and control


National Curriculum


Building Schools for the Future


Healthy Lifestyle initiative


Teaching and support staff development



Centralised decision
-
making and site
-
based management



Remodelling the School Workforce


Technology and information explosion



Extended Schools


Investment opportunities


Specialist Schools


Competition and increasing accountability


OfSTED


Consistent Financial Reporting and Benchmarking


Best Value

International Institute
for

Education Leadership

3

The English Education System

Central

Government

School

Development

Plan

Local

Education

Authority

Education

Development

Plan

Departmental

Development

Plans

Special Needs

Development

Plan

ICT

Development

Plan

Staff

Development

Plan

Asset

Management

Plan

Budget

Plan

International Institute
for

Education Leadership

4

Schools Achieving Success


The
Schools Achieving Success

White Paper is a
significant package for the reform of secondary
education. It sets out our vision for the education
service for the years ahead, building on the excellent
foundations laid over the past four years.




All of the themes in the White Paper lead to one end


higher standards for all. We will achieve this through:


greater diversity and flexibility;


delivering high minimum standards;


supporting teachers and schools to deliver change; and


encouraging innovation with the best schools leading the
system.

(DfES: 2004,1)

International Institute
for

Education Leadership

5

Impact in Schools


Paradoxical turbulent environment


Operationalisation of policy


Increase in reporting


Increase in administration, management and
leadership activity


Staff updating and training


Shift from systems management to managing
and leading people


International Institute
for

Education Leadership

6

National Curriculum

International Institute
for

Education Leadership

Age


Stage



Year


Tests


3

4

Foundation


4

5



Reception

5

6


Key Stage1

Year 1


6

7



Year 2


National tests and tasks in English and maths

7

8

Key Stage2

Year 3


8

9



Year 4

9

10



Year 5

10

11



Year 6


National tests and tasks in English, maths and science

11

12


Key Stage3

Year 7


12

13



Year 8

13

14



Year 9


National tests and tasks in English, maths and science

14

15


Key Stage 4

Year 10


Some children take GCSEs


15

16




Year 11

Most children take GCSEs or other national qualifications

7

Building Schools for the Future

International Institute
for

Education Leadership

8

Healthy Lifestyle Initiative

International Institute
for

Education Leadership

9

Teaching and Support Staff Development


International Institute
for

Education Leadership

Working with school leaders and the wider
education community, we aim to:


provide a single national focus for
school leadership development,
research and innovation


be a driving force for world
-
class
leadership in our schools and the
wider community


provide support to and be a major
resource for school leaders


stimulate national and international
debate on leadership issues

10

Workforce Remodelling


Remodelling is about giving teachers more
time, extra support and renewed leadership.
This is essential if they are to go on
improving standards in schools.


By
restructuring the teaching profession and
reforming the school workforce, we can
reduce teacher workload, raise standards,
increase job satisfaction and improve the
status of the profession.

http://www.teachernet.gov.uk/wholeschool/remodelling

International Institute
for

Education Leadership

11

Workforce Remodelling

Set up:


a National Remodelling Team (NRT) who
are

responsible for the
change management

programme

to help schools achieve the
remodelling reforms. They will also work closely
with LEAs




an Implementation Review Unit (IRU)


featuring a
Practitioner's Panel

of nine heads,
two senior teachers and one bursar
-

which
considers the impact of new and current policies
on the front line school staff who will implement
them


A focus on cutting burdens for teaching staff.

International Institute
for

Education Leadership

12

There are currently
almost 9,000 schools
signed up as shown on
the map. This
represents 38% of all
schools in England and
over 3.1 million pupils.
The map shows the
distribution of schools
from the twenty
tranches (Early Adopter
and tranches 1
-
19).

Each of these schools
has committed to the
programme and will
now attend a
programme of
remodelling events
organised by their LEA.
Already LEAs have
planned over 1100 such
events across the
country.


International Institute
for

Education Leadership

13

Developing the Role of Support
Staff


Support staff are at the heart of the proposals for
reform
-

this is why we issued a specific
consultation document last Autumn on
‘Developing the role of school support staff’.
Now that the consultation has been completed,
the Government, working with support staff
unions and the employers of school support
staff, is moving forward to develop and
implement our proposals .

(DfES: 2003:3)

International Institute
for

Education Leadership

14

Government Response


The courses will provide schools with qualified
and highly professional financial and management
experts who can play a key role in school
management. They will take some of the pressure
off heads and teachers so more of their time and
expertise can be spent on teaching and school
improvement. Consequently it has the potential to
reduce the numbers of teacher leaving the
profession because of levels of bureaucracy and
workloads, and finally these course open up a
new career pathway and develop a labour market
for existing bursars and new entrants to the
profession.

Nick Tomlinson, DfES. CSBM Hotseat

International Institute
for

Education Leadership

15

The CSBM and DSBM


CSBM:


Entry
-
level programme


Exploring and defining the role


Functional and rational


Site
-
based project with awareness of regional and national issues


Development from novice to competent bursar


DSBM:


Executive
-
level programme


Exploring and challenging the role


Holistic and incorporating reflection on professional development


Site
-
based projects driven by national issues written for specific
audiences


Development from competent to proficient/expert bursar


Delivery:


On
-
line


Face to face


Manuals and workbooks

International Institute
for

Education Leadership

16

School Business Managers’ Response


I was asked to speak at a remodelling event for Headteachers
run by the LEA…One of the things I stressed was how the
training received on the CSBM had definitely provided me
with the knowledge, skills and confidence to develop the
school’s strategic financial planning. I could not envisage me
having this level of responsibility and influence without it, and
although I’m not sure I could see it at the time, one of the
modules that has helped me most was the one on
“Educational Enterprise”. From this I developed a thirst for
information realising the strategic influence this had. Reading
and using the online communities and links, I am able to keep
abreast of changes, which will impact on the school.

Bursar, Primary
School.


For the first time in my school career here was a training
programme, which actively encourage me to explore my
potential. I was regarded with respect as a professional and I
can still recall the insight and motivation engendered by the
introductory talks. From the pre
-
course reading to the final
assessment, I never stopped learning or growing in
confidence.

Bursar, Primary School.


International Institute
for

Education Leadership

17

Technology and Information Explosion

18

Every Child Matters


From past inquiries into the deaths of Maria
Colwell and Jasmine Beckford to recent cases
such as Lauren Wright and Ainlee Walker, there
are striking similarities which show some of the
problems are of long standing. The common
threads which led in each case to a failure to
intervene early enough were poor coordination; a
failure to share information; the absence of anyone
with a strong sense of accountability; and frontline
workers trying to cope with staff vacancies, poor
management and a lack of effective training.

(Every Child Matters, 2003, 5)

International Institute
for

Education Leadership

19

Investment in Schools

International Institute
for

Education Leadership

20

Schools Achieving Success


We believe that allowing new partners to work
with schools can raise standards further by
stimulating new thinking, particularly in tackling
some of the most intractable unresolved
problems. We want to make it possible for
schools to establish new partnerships, with
public, private and voluntary sector bodies,
which could, for example, provide strong
management support. We will keep appropriate
safeguards and clear lines of accountability in
place.

DfES: 2004, para 5.7

International Institute
for

Education Leadership

21

Specialist Schools

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for

Education Leadership

22

Ofsted

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for

Education Leadership

23

International Institute
for

Education Leadership

Consistent Financial Reporting and
Benchmarking

24

Public Service Agreements


Delivering better public services does not only
depend on how much money the Government
spends.


Equally important is how well the
Government spends it. Public Service
Agreements (PSAs) set out what Departments
aim to deliver in return for the investment being
made.


They provide a clear statement of
priorities and are an integral part of the
government’s spending plans.

(Teachernet: 2004)



International Institute
for

Education Leadership

25

Best Value



International Institute
for

Education Leadership

26

Looking Through the Lenses


Resource, systems, communications and
risk manager;


Leadership, management and
administration activity;


Rational skills and emotional skills;


Risk management and risk taking;


Strategic direction and strategic alignment;


Change agent and change manager;


Cultural sensitivity and cultural alignment.

International Institute
for

Education Leadership

27

The School Business Manager and
Flexible Site
-
based Management


Understanding of role and responsibilities;


Complement other members of the leadership team;


Emphasis on maintaining flexibility to meet changing
needs of the child and its community;


Building flexible interactive systems;


Emphasis on communicating core values;



Leading their own and support staff development;


Understanding of role preference and how it affects
performance.

International Institute
for

Education Leadership