Transcript School Business Management: leadership in a developing

Managing schools in
England: an overview of
teaching and
organisational issues
Elizabeth Wood
Director of School Business Management Development
International Institute for Education Leadership
New Public Management
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Centralised decision-making and control
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Centralised decision-making and site-based management
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National Curriculum
Building Schools for the Future
Healthy Lifestyle initiative
Teaching and support staff development
Remodelling the School Workforce
Technology and information explosion
Extended Schools
Investment opportunities
Specialist Schools
Competition and increasing accountability
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OfSTED
Consistent Financial Reporting and Benchmarking
Best Value
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The English Education System
Central
Government
Local
Education
Authority
Education
Development
Plan
School
Development
Plan
Budget
Plan
Departmental
Development
Plans
Asset
Management
Plan
Staff
Development
Plan
ICT
Development
Plan
Special Needs
Development
Plan
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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:
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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)
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Impact in Schools
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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
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National Curriculum
Age
Stage
3–4
Foundation
4–5
5–6
Key Stage1
Year 1
Year 2
Key Stage2
Year 4
9–10
Year 5
10–11
Year 6
Key Stage3
Year 8
13–14
Year 9
15–16
Key Stage 4
National tests and tasks in English, maths and science
Year 7
12–13
14–15
National tests and tasks in English and maths
Year 3
8–9
11–12
Tests
Reception
6–7
7–8
Year
National tests and tasks in English, maths and science
Year 10 Some children take GCSEs
Year 11
Most children take GCSEs or other national qualifications
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Building Schools for the Future
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Healthy Lifestyle Initiative
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Teaching and Support Staff Development
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
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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
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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.
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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.
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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)
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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
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The CSBM and DSBM
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CSBM:
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DSBM:
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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
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:
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On-line
Face to face
Manuals and workbooks
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School Business Managers’ Response
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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.
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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.
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Technology and Information Explosion
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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)
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Investment in Schools
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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
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Specialist Schools
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Ofsted
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Consistent Financial Reporting and
Benchmarking
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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)
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Best Value
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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.
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The School Business Manager and
Flexible Site-based Management
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Understanding of role and responsibilities;
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Complement other members of the leadership team;
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Emphasis on maintaining flexibility to meet changing
needs of the child and its community;
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Building flexible interactive systems;
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Emphasis on communicating core values;
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Leading their own and support staff development;
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Understanding of role preference and how it affects
performance.
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