diploma of school business management · 2014-05-28 · day two 9am review and preview review of...

Diploma of School Business ManagementPhase 3: Leading and managing the business of the school Facilitator notes

Inspiring leaders to improve children’s lives

Schools and academies

Professional development

Diploma of School Business Management Facilitator notes

Timetable 1

Day 1

Workshop 1: Welcome and introductions 2

Workshop 2: What is strategy and why is it important? 5

Workshop 3: Evaluating your school’s current approaches 10

Workshop 4: Futures thinking 15

Workshop 5: Strategic analysis and financial planning 19

Workshop 6: Options appraisal and the business case 23

Day 2

Workshop 7: Developing critical reading skills 27

Workshop 8: Participants’ diagnostics: focus on elements related to strategy 31

Workshop 9: Facilities strategic planning 34

Workshop 10: Strategic approaches to risk analysis 37

Workshop 11: Group tutorial 40

Workshop 12: Action-planning for assessment 42

Contents

Diploma of School Business Management Facilitator notes 1

Day one

9am Reception Arrival and coffee

9.15am Workshop 1 Welcome and introductions Programme overview

10am Workshop 2 What is strategy and why is it important?

11am Tea/coffee break

11.15am Workshop 3 Evaluating your school’s current approaches

12.15pm Lunch break

1pm Workshop 4 Futures thinking

2.15pm Workshop 5 Strategic analysis and financial planning

3pm Tea/coffee break

3.15pm Workshop 6 Options appraisal and the business case

4.15pm Close

Day two

9am Review and preview Review of Day 1 and preview of Day 2

9.15am Workshop 7 Developing critical reading skills

10.45am Tea/coffee break

11am Workshop 8 Participants’ diagnostics: focus on elements related to strategy

11.30am Workshop 9 Facilities strategic planning

12.45pm Lunch break

1.30pm Workshop 10 Strategic approaches to risk analysis

2.30pm Workshop 11 Group tutorial

3pm Tea/coffee break

3.15pm Workshop 12 Action-planning for assessment

4.15pm Close

Timetable

Diploma of School Business Management Facilitator notes2

Duration: 45 minutes

Purpose

The purpose of workshop 1 is to introduce participants to phase 3 of the programme, and to review progress and learning from phase 2.

Key messages

The facilitator should strive to ensure participants:

– are confident in their understanding of the next phase of the programme and its requirements

– have an initial overview of the assessment requirements of phase 3

– deepen their understanding of the blended learning approach that underpins the programme

– appreciate that they can make choices to become more efficient and effective as learners

Links to material

– Workshop 1 relates to modules 1 – 3.

Note that in preparing for phase 3, participants need to be aware of the greater expectations on them in terms of using a broader range of texts as part of their research. They will be expected to read original policy documents, etc.

Background resources for facilitators

– Participant handbook

– Phase 3 handbook

– PowerPoint slides

Workshop 1: Welcome, introductions and programme overview


Facilitator introduction

– Welcome participants to the programme and the workshop session.

– Outline the programme for the two days.

– Explain domestic arrangements (meal times, cloakrooms, fire exits, special requirements).

It is still helpful at this phase to help people put names to faces, so do some participant introductions – there are several ways to organise this. Whichever method is chosen, keep it short and snappy.

Time: (5 mins)

See PowerPoint slides: 3 – 5

Activity 1: Reviewing phase 2

Introduce by explaining that this is an opportunity to review the experience of learning on phase 2 of the programme. Focus on key elements of the DSBM learning model. Then undertake the activity below.

Time: (2 mins)

See PowerPoint slides: 6, 7

Working in trios, discuss your experiences of phase 2: Leading and managing self and others.

– What went well?

– What proved challenging or difficult?

– What is your view of the programme’s blended learning strategy?

Time: (10 mins)

Facilitator circulates, listens but does not intervene.

Give structured feedback in trios: each person is asked to identify one point for each question above. You will need to manage time carefully here, and prevent individuals taking too much air-time at the expense of others.

Capture key findings on flip chart and post up for future reference.

Summarise key findings.

Time: (5 mins)

9.15am

ContentTimings

9.20am


Facilitator input

– Give an overview of phase 3, covering module contents, online scenario and assessment requirements.

This input previews workshop 12, and in particular the assessment requirements for phase 3. Its purpose is to allow both the facilitator and the participants to make connections between the workshop activities and assessment requirements. Do not engage in the detail of the assessment requirements at this stage; say that you will pick up these items during workshop 12. It is important to emphasise that in activity 2 participants will build on this so that they can become even more efficient and effective as learners in phase 3.

Time: (3 mins)


Activity 2: Building on experience

Introduce by asking that as we approach this new phase of work, how can we individually and collectively raise our game, to perform even better as learners?

Introduce activity below, using the same trios as previously.

Time: (2 mins)

Working in trios as above, participants discuss ways to build on the experience of studying for phase 2 to become even more efficient and effective as learners in phase 3.

Time: (10 mins)

This is followed by facilitator-led structured feedback.

Time: (2 mins)

The whole group shares the suggestions from each of the trios.

Capture key findings on a flip chart and post up for future reference.

Plenary

End the session with brief summary of how participants can work more efficiently and effectively both as individuals and as a group of learners, and commit to action.

Time: (2 mins)

Session closes

9.27am

9.30am

ContentTimings

10am


Duration: 1 hour

Purpose

The purpose of workshop 2 is to introduce participants to the key concept of strategy and consider what is involved in the strategic direction and development of schools.

Key messages


– explore the key concept of strategy and consider its application in school settings

– gain familiarity with the key processes of the strategic direction and development of schools

– consider how school leaders conceptualise the key aspects of the strategic development of schools and relate this to their own experience

Links to material

– Module 1

– Changing contexts for strategic leadership and management of schools

– Key concepts and techniques in the strategic direction of schools


Key text

Davies, B, Davies, B & Ellison, L, 2005, Success and Sustainability: Developing the strategically-focused school, Nottingham, National College for School Leadership

Additional resources

Brunton, D, 2006, Strategic management. In Keating, I & Moorcroft, R (eds) Managing the Business of Schools, Nottingham, National College for School Leadership in partnership with PCP

Hallinger, P and Snidvongs, K, 2008, Educating leaders: is there anything to learn from business management? Education Management, Administration and Leadership, 36.

Mintzberg, H, Ahlstrand, B & Lampel, J, 1998, Strategy Safari: the complete guide through the wilds of strategic management, Harlow, FT Prentice Hall

PricewaterhouseCoopers, 2007, Independent Study into School Leadership, London, DfES

Wood, E, O’Sullivan, F, Rix, S & al-Bahrani-Peacock, D, 2007, The Baseline Study of School Business Managers: Final Report, Nottingham, National College for School Leadership

Workshop 2: What is strategy and why is it important?



Briefly summarise one of the key aims of the DSBM programme: to enable participants to enhance their contribution to the strategic direction and development of their schools.

Time: (2 mins)


Facilitator input

Introduce what Mintzberg et al (1998) call the ‘fundamentals’ regarding strategic direction and development and which hold true for all organisations including schools.

Fundamentals of strategy (Mintzberg et al, 1998)

– Strategy concerns both organisation and environment

– The substance of strategy is complex

– Strategy affects the overall welfare of the organisation

– Strategy involves issues of both content and process

– Strategies exist at different levels

– Strategies involve uncertainty

– Strategies involve various thought processes

The introduction to these fundamentals should be brisk – with brief expansion/ exploration of each bullet point – not for discussion at this point.

Time: (6 mins)

See: Resource 1 in phase 3 handbook

Activity 1: Exploring strategy

Present activity 1 to the group, creating new pairs so that participants have a chance to work with someone new.

Time: (2 mins)

Working in pairs, select two of the statements above and the more detailed descriptions to be found in Resource 1 in your handbook. Discuss what you see as the meaning of the statements and explore them in relation to your own experience of working in schools.

10am

ContentTimings

10.02am

10.08am


For each statement, decide whether you agree that it applies to what goes on in schools and summarise your response in a couple of lines. Use examples from your experience to support your argument.

Note that you can either ask the pairs to focus on two specific statements or let them select their own.

Time: (10 mins)

See PowerPoint slide: 14

Facilitator-led discussion

Give structured feedback to explore the pairs’ reading of the applicability of the statements to school settings. Allow time for selected pairs to feed back their thinking. Manage the process to generate dialogue and promote thinking. Do not be concerned if there is no time to discuss each statement exhaustively; the purpose is just to get them thinking about what ‘strategy’ means in a school context.

Time: (10 mins)

Facilitator input

Make a brief input to provide a theoretical framework for further discussion, showing the key elements of strategy in organisations. Briskly summarise the key processes, with examples of each one in a school setting.

This is a chance to introduce the terminology participants will encounter in their reading:

– strategic analysis: the collection and analysis of evidence to guide the strategic direction of the school

– strategic leadership: emphasis on defining a vision and engaging stakeholders

– strategic management: managing the key processes in the work of the school

– strategic direction: building on the vision to translate this into strategic goals and action plans

– strategic development: all the work the school does to improve its performance and secure its future

Time: (5 mins)


ContentTimings

10.20am

10.30am


Activity 2: Thinking about strategy in schools

This activity is based on Davies et al (2005) listed as key text above. Facilitators must ensure they are familiar with this text (available from the National College website). Davies et al explore different aspects of strategy in schools, and give an insight into how school leaders conceptualise this.

Refer to Resource 2 in the phase 3 handbook, which presents quotes from school leaders about how they think about strategy in their schools.

You will be asked to work in a small group. Each group is assigned a letter A, B or C, and asked to address the relevant group of quotes from school leaders. As a group, study the quotes together and discuss their meaning, drawing on your professional experience.

Now summarise what the school leaders are saying as a series of clear and concise statements (three or four statements will suffice). Be prepared to feedback your statements to a larger group.

Reinforce the need for short, punchy statements that capture what the school leaders are saying. You may need to encourage participants to make the link between key issues for schools and the planning process. You should also, encourage participants to offer clear examples from their own contexts as illustrations.

Feedback from the groups is likely to cover the following key messages:

Group A quotes

– Shaping the direction of the organisation

– Medium-to long-term activity

– Developing a vision based on a futures perspective

Group B quotes

– Focusing on broader core issues rather than operational ones

– Considering the fundamental characteristics of the school

– Seeing into the future, using a range of different creative techniques

Group C quotes

– Strategy as a framework for action or moral compass

– Strategic benchmarks to monitor direction and evaluate

– Balancing improvements to what we currently do with rethinking what we do for the future

Time: (15 mins)



10.35am

ContentTimings


Feedback and plenary

Take structured feedback from the groups.

The facilitator asks each group to feed back its summary statements and leads a group discussion about the strategic direction and development of schools.

As above, this needs to be carefully managed to maintain momentum and ensure that all groups can contribute their ideas. It is useful to ask each group just for one key statement.

An alternative approach to this exercise is to ask the groups to post their statements on a flip chart and then post them on the wall. The whole group can then be led through consideration of the key messages.

Time: (10 mins)

Session closes

10.50am

ContentTimings

11am


Duration: 1 hour

Purpose

The purpose of workshop 3 is to begin to apply some of the key ideas associated with strategic leadership and direction to participants’ own school settings.

Key messages


– extend their understanding of strategic processes in schools and how these are led and managed as a practical cycle of activities across the school year and beyond

– recognise the significance of the school’s vision for learning in shaping its strategic direction and development

– begin to evaluate the way in which the strategic development of their own school is currently led and managed

Links to material

– Module 1

– Key concepts and techniques in the strategic direction of schools

– Key processes in strategic leadership and management


Davies, B, Davies, B & Ellison, L, 2005, Success and Sustainability: Developing the strategically-focused school, Nottingham, National College for School Leadership

Workshop 3: Evaluating your school’s current approaches



Introduce the session by explaining that this is an opportunity to think about the way in which the strategic development of participants’ own schools is currently led and managed.

The facilitator input describes the key processes in the strategic direction and development of schools. The purpose of this slide is to reinforce key ideas about strategy in schools:

– Strategic leadership articulates the school’s values and vision for learning

– Strategic direction translates the school’s vision for learning into developmental goals and action plans

– Purposeful action is needed to achieve these goals and fulfil these plans

– Monitoring, self-evaluation and review are vital to measure progress, keep on track and identify further goals

Time: (3 mins)


Defining your school’s vision for learning

Emphasise the importance of the school’s vision for learning and the work of school leaders to shape and communicate this vision. Refer back to the concept of ‘moral compass’ mentioned in previous session. For the three activities in this workshop – it is important to manage time well in order to spend an appropriate amount of time in each activity.

Time: (2 mins)


Activity 1: Defining your school’s vision for learning

In pairs, review strategic visioning in your schools.

Time: (10 mins)

The guidance for this activity is shown in the PowerPoint slide. Participants are tasked to work in pairs. It is useful to preface discussion about the questions by a very brief conversation to describe their schools to one another.

Using the PowerPoint slide as a resource, in pairs participants review strategic visioning in schools, focusing on following questions.

– What is your school’s vision for learning?

– Where did this vision come from?

– How is this reflected in the daily life of the school?

– How do school leaders articulate and promote the vision?

ContentTimings

11.15am

11.18am


Follow the work in pairs with whole-group activity, eliciting feedback from selected pairs to explore the key concept of vision for learning in more depth. There is a sophisticated reading of this in Davies et al (cited above) section 3, part B ‘Characteristics that strategic leaders display and develop’. Facilitators should read this and reinforce key messages about strategic leadership.

Time: (5 mins)


Describe the evolution of school development plans over time. Explain how the thinking about school development planning (sometimes referred to as school improvement planning) had evolved over the last 25 years.

Relate this to Resource 3 in the phase 3 handbook.

Time: (5 mins)



Activity 2: Mapping the development planning process in your school

In pairs, consider the level of school development planning in your schools. Refer to Resource 3 in the phase 3 handbook and use it to discuss your school’s current level of development planning. Use the following questions to prompt discussion:

Key questions to discuss:

– Where would you locate your school’s current systems and cultures of school development planning?

– Does it conform clearly to one of the models, or does it encompass a number of different characteristics?

– Are there areas where it exceeds the models described in Resource 3 in terms of its scope and sophistication?

Time: (10 mins)


Note that the purpose of the activity is not to complete the whole review in depth at the event; this is included in the online module. At this stage, participants are only expected to gain an initial overview of the school’s current position.

ContentTimings

11.35am

11.40am


Facilitator input

Invite participants to think about strategic planning processes in schools.

There is an opportunity to reinforce key messages about strategic planning processes in schools, ‘Aspects of strategic development’. You could refer to Mintzberg’s point at the start of the day: ‘Strategy affects the overall welfare of the organisation’.

Use the PowerPoint slide to reinforce two key messages about the strategic development of the school.

First, its primary focus is the core business of the school: pupils’ learning and well-being.

Second, it concerns the whole organisation, requiring a holistic approach that encompasses all aspects of development, including HR, facilities management, ICT/MIS infrastructure, extended services, etc.

This is important to help participants see their role as SBMs as central in the strategic development of the school.

Time: (2 mins)


Activity 3: Evaluating your school’s strategic planning processes

Introduce the evaluation framework through the PowerPoint slide, then refer to Resource 4 in the phase 3 handbook.

Time: (3 mins)



In pairs, explore your school’s strategic planning processes in more depth. Refer to Resource 4 in this handbook and use this it to discuss your own school’s position.

Time: (10 mins)

Resource 4 states: To evaluate your school’s strategic planning processes, consider the indicators on the left and note how well your school is meeting them in the column on the right.

11.50am

ContentTimings

11.52am


Plenary

The facilitator leads a group discussion on key lessons from workshop 3 on the strategic direction and development of schools.

Time: (10 mins)

Follow-up

This workshop has a direct link to the assessment requirements for phase 3 module 1: Thinking about strategy in schools. This will be covered in more depth in workshop 12.

Session closes

ContentTimings

12.05pm

12.15pm


Duration: 1 hour 15 minutes

Purpose

The purpose of workshop 4 is to develop participants’ thinking about how the future might be different from the present. It will challenge participants’ assumptions about the way schools can, and should, be organised.

Key messages


– appreciate the importance of long-term strategic planning in schools

– recognise the value of using futures thinking

– apply the OECD global scenarios to analyse local prospects for development

Links to material

– Module 1

– Futures thinking and scenario building


Davies, B, 2003, From school development plans to a strategic planning framework, Nottingham, National College for School Leadership

OECD web pages on the Schooling for Tomorrow project. Full descriptions of the six scenarios proposed by the OECD are available at www.oecd.org/dataoecd/4/3/38988449.pdf

Faciliators are also recommended to view ASCL’s research project. 2020 Future: implications for educational leaders which aims to stimulate a debate for school and college leaders about developments in wider society that are likely to affect what it means to be an education leader in 2020. The research is being carried out by consultant Robert Hillrning. The project has produced a series of briefing papers on eight broad dimensions. For each dimension, the briefing paper summarises future trends and analyses the implications for public policy, teaching and learning, and the leadership of schools and colleges. The eight dimensions in the 2020 Future project are: Demography, Environment and climate change, Health and wellbeing, Technology and the media, Understanding of how the brain works, Society, lifestyle and behaviour, Public services and Economy.

This material can be accessed at: www.ascl.org.uk/resources/library/robert_hill_2020_future_project/2020_future

Workshop 4: Futures thinking

www.ascl.org.uk/resources/library/robert_hill_2020_future_ project/2020_future



Introduce the concepts of futures thinking and scenario building. Raise the question: ‘How do we plan for a future that we do not yet know?’

The PowerPoint slide: Strategic timeframes sets out Davies’ view of the parallel planning processes that need to go on in schools (see extract from paper below).

Use the PowerPoint slide: Developing a futures perspective to emphasise the importance of long-term futures thinking.

It is also valuable to emphasise here the importance of focusing on the external environment in which the school exists as well as its internal characteristics.

Use the PowerPoint slide: Schools of the future...? to indicate some of the trends participants may recognise in terms of the internal characteristics. Emphasise the importance of looking at broader trends beyond the school, ie environmental scanning.

Then introduce the OECD Schooling for Tomorrow project (see link on page 15).

Outline six scenarios for the future of schooling taken from work undertaken by the OECD (Resource 5):

– back to the future bureaucratic systems

– schools as focused learning organisations

– schools as core social centres

– the extended market model

– learning in networks replacing schools

– teacher exodus and system meltdown

Participants should also read individually Resource 5: OECD Schooling for Tomorrow: Scenarios for further reflection, which is in the phase 3 handbook.

Time: (15 mins)



ContentTimings

1pm


Adjust the group size according to the number in whole group, but you need 6 sub-groups for this activity.

Activity 1: Refining the scenarios

Working in small groups, participants are assigned one of the scenarios to look at and decide:

– whether they would like the scenario to come to pass in our schools

– and whether they think it is likely to come to pass in our schools

During the discussion, the group may refine the scenario, focusing on what they see as the most significant aspects.

Time: (15 mins)

Emphasise the need for all participants in the small group to contribute to the delivery of the presentation.


Presentations

Participants present to the whole group. Monitor the time carefully and reinforce/ discuss key messages.

Time: (30 mins)

Plenary

Summarise key learning points.

Time: (15 mins)

Session closes

1.15pm

ContentTimings

1.30pm

2.00pm

2.15pm


Extract from Davies (2003) From school development plans to a strategic planning framework.

This paper puts forward a new model of planning for schools which suggests that they should operate three interactive planning strands:

– First, schools need to be aware of longer-term, and often global, trends that will impact on the fundamental nature of learning and schools. To understand these factors, they need to use futures thinking in order to build a futures perspective in the school.

– The second strand concerns strategy. Here it is important to see the building of strategic intent alongside traditional strategic planning. While the latter can cope with those challenges or activities that are predictable, the former is concerned with focusing on building, over the medium-term, capability in key areas of the school’s activity without the paranoia of trying to produce detailed plans that are rapidly overcome in a turbulent environment.

– Third, the misnamed ‘development planning’ should be renamed operational target-setting. School development planning is better articulated as operational target-setting because the schools need to build operational targets, especially as a result of the government’s improvement agenda.

ContentTimings



Purpose

The purpose of workshop 5 is to introduce the key techniques of strategic analysis and to consider the relationship between the strategic development of the school and its financial management.

Key messages


– recognise the significance of the links between the strategic direction of the school and its financial planning/budget-setting processes

– are aware of the School Financial Value Standard and its coverage of the link between the school’s budgeting and development planning

– recognise the importance of strategic analysis to help define strategic goals, and are aware of the range of techniques for strategic analysis available

Links to material

– Module 2

– Analytical approaches, environmental scanning and business continuity planning

– Module 3

– Aligning school improvement planning and strategic financial management


Schools Financial Value Standard available from the DfE website

Available at www.ipfbenchmarking.net/consultancy_dfes/r24%20audit%20commission %20getting%20the%20best%20from%20your%20budget.pdf

School Financial Value Standard 2011, Support notes and additional resource: link with school budget and its plan.

Available at www.education.gov.uk/schools/adminandfinance/financialmanagement/Schools%20Financial%20Value%20Standard/b00192115/sfvs-notes-and-resources

Workshop 5: Strategic analysis and financial planning

www.ipfbenchmarking.net/consultancy_dfes/r24%20audit%20commission %20getting%20the%20best%20from%20your%20budget.pdf

www.education.gov.uk/schools/adminandfinance/financialmanagement/Schools%20 Financial%20Value%20Standard/b00192115/sfvs-notes-and-resources



Do a brisk introduction to key processes and issues. Introduce the way that budget- setting is linked to the school’s strategic development.

Use the cycle to demonstrate the pivotal link between financial management and strategic development. Explore process in terms of key issues that could impact on the strategic development of the school, eg where poor financial management has left with the school with a deficit, or where high staffing costs leave little for development activity, or where falling rolls have impacted on revenue and derailed previous spending plans. Emphasise the budgeting process as part of the strategic decision-making of the school.

Time: (5 mins)


Activity 1: Reviewing strategic planning and budget-setting and the recommendations of SFVS

Activities 1 and 2 should be completed in a trio from the same sector in education (primary or secondary).

With reference to Resource 6 in the phase 3 handbook, participants work in trios to review their professional experience of the links between strategic planning and budget-setting in school settings.

Time: (10 mins)

Do a quick feedback from selected groups, with one key issue identified by each.

Time: (5 mins)


See: Resource 6 in the phase 3 handbook

ContentTimings

2.15pm

2.20pm


Facilitator input

Use the slide ‘Development planning: key principles’ to introduce key stages of activity. Emphasise the variety of different planning frameworks available, but indicate how they are all underpinned by common features.

– Evaluation precedes action

– Evidence about current provision is analysed to frame strategic goals

– Options appraisal is used to assess the different ways the goals could be met

– A business case is prepared for decision-makers

– Once approval is given, project plans translate objectives into action and inform delivery

From analysis to action

Introduce the key analytical process to inform action:

– Strategic analysis: This is where information about the school and its environment is carefully considered to give an idea of the school’s medium- and long-term position

– Strategic choice: A number of possible courses of action is developed, which may lead towards the vision the school has for itself and from which a choice may be made. This includes identifying a clear set of strategic objectives

– Strategic implementation: Detailed operational planning of activity leads towards successful completion of the chosen course of action and its evaluation

Techniques of strategic analysis

Provide brief summary of techniques of strategic analysis – do not elaborate here. Emphasise the need to explore these through module 2.

Time: (5 mins)


ContentTimings

2.35pm


Activity 2: Strategic analysis in action: the five-whys model


Explain that this is an example of just one of the techniques that participants could use. Introduce the five-whys analysis briefly.

Time: (2 mins)

Then introduce activity 2 through the two case study schools in Resource 7 in the phase 3 handbook.

With reference to Resource 7 in the phase 3 handbook, work in the same trio as above to use the five-whys model to analyse key issues in strategic planning and financial management in one of the case study schools.

Time: (15 mins)


Plenary

This is a brisk review of participants’ experience of using the process.

Time: (3 mins)

Session closes

ContentTimings

3pm

2.40pm

3pm


Duration: 1 hour

Purpose

The purpose of workshop 6 is to help participants focus on the processes through which schools can translate their strategic priorities for development into a series of practical action plans for implementation. Participants will also develop skills associated options appraisal and the preparation of a business case.

Key messages


– understand the processes through which schools translate their strategic priorities for development into a series of practical action plans

– can use prioritisation matrices and other techniques to conduct options appraisal

– are familiar with the key elements of an outline business case

Links to material

– Module 3

– Planning projects and managing them successfully


DfE project management website at www.education.gov.uk/aboutdfe/policiesandprocedures/ppm

Workshop 6: Options appraisal and the business case



Workshop 6 moves from strategic priorities to practical action plans.

The flow-chart in the PowerPoint slide summarises the key stages in moving beyond the identification of strategic goals into the preparation of detailed project outlines.

A key stage within this is the options appraisal process. This is used to evaluate a number of potential ways through which the strategic goal can be achieved.

Give an overview of the key processes:

– starting out: high-level strategic goals and operational objectives

– looking in: reviewing existing evidence to establish the baseline for development

– looking out: investigating good practice in other settings

– collaborative decision-making and options appraisal

– preparation of business case

– project approval and action-planning

Time: (10 mins)


Activity 1: Using prioritisation matrices to conduct options appraisal

In preparing a business case, the prioritisation matrix can be used to identify the most favourable options or alternatives by rating the impact they would have if they were implemented and rating how do-able they are.

Time: (5 mins)

See Resource 8 in the phase 3 handbook for more information on the use of the prioritisation matrix.

The key objective to be addressed, as an example of the process, is to improve behaviour during lunch break in a secondary school.

In small groups, participants use the prioritisation matrix to appraise the options for action in terms of do-ability and impact.

Time: (15 mins)

For further information, see phase 2 module 3.


Brisk review of outcomes: which is the preferred option overall?

ContentTimings

3.15pm

3.25pm


Facilitator inputIntroduce strategic implementation and action-planning to develop project plans. Emphasise that each strategic objective is likely to be translated into a discrete project. Emphasise the need to deepen understanding of project planning and project management.

Recommend use of the DfE project management website www.education.gov.uk/aboutdfe/policiesandprocedures/ppm

Time: (5 mins)


Activity 2: The business case in practice in your schools

Facilitator input

Introduce the business case and then introduce activity 2.

See Resource 9 in the phase 3 handbook for more information on the key sections of a business case. This is covered in more depth in module 3, and an example of a partially completed business case (by Sunnymeade’s SBM, Sam Eccles) is to be found in the phase 3 case study.

Time: (5 mins)

In groups of three, participants use this template to consider the ways in which their own schools currently prepare and approve their strategic initiatives.

Use the template in Resource 9 to:

– gain an overview of the key stages involved in translating strategic goals into project plans

– discuss which elements of the process are currently used in their schools

– share information about the way in which strategic choices and proposed projects are presented for governing body approval in their schools

Then:

– summarise the current situation in their schools

– Identify areas for improvement

Time: (15 mins)


See: Resource 9 in the phase 3 handbook

PlenaryNote: If there is a gap between day one and day two you may wish to set an inter-sessional task eg to read a section of an online module, to investigate an aspect of their school’s strategic planning processes.

Session closes

3.45pm

ContentTimings

3.50pm

4.10pm

4.15pm

www.education.gov.uk/ aboutdfe/policiesandprocedures/ppm



Purpose

The purpose of the review and preview at the start of day 2 is to consolidate the learning from day 1, to allow any anxieties participants may be feeling to be expressed, acknowledged and responded to, and to outline the programme for day 2, focusing on the relationship between the workshops.

Facilitator input

Recap on the learning from day 1 and then preview of the programme for day 2.

There are a number of ways of organising this session, and facilitators should choose a method they are comfortable with. Whichever method is chosen, it is important that the initial mood is one of quiet reflection, and that the tone is different from that for the workshops.

Example:

– Ask the group to reflect, in silence, on the work of day 1, and ask individuals to identify: ‘one key learning point,’ or ‘one idea I will be able to use in my work,’ or ‘the highlight of day 1’. Participants should then be asked to share their learning, either working in pairs, or with the whole group

– Use a similar approach, but on this occasion ask individuals to identify ‘any remaining concerns’ or ‘things I am not certain about’ etc. Participants should then be asked to share their issues, either working in pairs, or with the whole group

– The facilitator processes the activity, but avoids lengthy comments on the responses of individuals – concerns should be noted. Allow the group as much air time as possible and encourage participants to support one another

Remind participants of the need to have read the articles on critical reading skills in preparation for Workshop 7 on Day 2.

Day 2: Review and preview



Purpose

The purpose of workshop 7 is to help participants develop critical skills when reading research reports or policy documents as part of their programme of study.

Key messages


– recognise the importance of desk-based research and reading to inform their professional practice

– develop initial skills in reading critically, through the application of criteria to look beyond the surface of the text

Links to material

– Relates to all modules 1 – 3

– Participants need to be aware of greater expectations on them for phase 3 in terms of using a broader range of texts as part of their research. For example, they will be expected to read original policy documents etc


Article A: National College, 2011, The changing role and influence of senior support staff in schools, Nottingham, National College for School Leadership at National College.

At www.nationalcollege.org.uk/index/docinfo.htm?id=146452

Article B: Aldridge, M, 2008, School Business Managers: their role in distributed leadership. How can SBMs/Bursars complement and support distributed leadership? Nottingham, National College for School Leadership.

At www.nationalcollege.org.uk/docinfo?id=17367&filename=school-business-managers- full-report.pdf

Workshop 7: Developing critical reading skills

www.nationalcollege.org.uk/docinfo?id=17367&filename=school-business-managers-full-report.pdf



Introduce the topic of developing critical reading skills.

Emphasise the importance of reading to inform participants’ professional practice, not just for this programme, but to ensure that they are well-informed about emerging theories, policy and practice. Then emphasise the importance of critical reading skills, to evaluate texts and see beyond their face value.

Talk through the four key criteria to be used to evaluate texts:

– Purpose and intention: It should always be borne in mind that all writing seeks to persuade the reader, make an impression upon the reader and has a purpose behind it. The reader therefore always needs to consider this intention and carefully compare it with his or her own position.

– The quality of the evidence: Research writing usually seeks to present evidence or claim a factual basis for new ideas, assertions or opinions. The reader must carefully consider the link between evidence and assertion.

– Research perspective: It is likely that the writer of any document will have a predisposition towards a particular point of view that springs from previous experience or current influences, for example, a professional background or funding sponsors. This predisposition might skew the approach to the available evidence.

– Objectivity: This relates to research bias and means that the writer, having presented the evidence-base, might again place an interpretation upon the supposed facts that arises from their previous experience and current influences, resulting in subjective, personal or slanted commentary.

Time: (15 mins)


Activity 1: Reading and note-taking

Activity 1 is based on the two readings that are part of the pre-reading requirements for the residential workshop:

– Article A: National College, 2011, The changing role and influence of senior support staff in schools, Nottingham, National College for School Leadership at National College.

At www.nationalcollege.org.uk/index/docinfo.htm?id=146452

– Article B: Aldridge, M, 2008, School Business Managers: their role in distributed leadership. How can SBMs/Bursars complement and support distributed leadership? Nottingham, National College for School Leadership.

At www.nationalcollege.org.uk/docinfo?id=17367&filename=school-business-managers-full-report.pdf

These articles can also be found in the My programmes section of the National College website, under DSBM phase 3.

ContentTimings

9.15am

9.30am

www.nationalcollege.org.uk/docinfo?id=17367&filename=school-business-managers-full-report.pdf


Ensure that all participants have a copy of the full report by Aldridge, not the summary version.

Your facilitator will allocate you to one of the pre-circulated articles on school leadership and ask you to re-read it, taking account of the criteria contained in Resource 10 in the phase 3 handbook.

One half of the group will deal with article A and the other half with article B. You are asked to spend about 15 minutes on this, making notes on points of interest and highlighting areas you think contain key findings and conclusions in order to get the gist of the piece.

Note to facilitator: Participants should have read the papers beforehand. The individual reading should now focus particularly on the four criteria for evaluating a text.

Time: (15 mins)

Activity 2: Preparing a presentation (30 mins)

Your facilitator will divide each of the groups who shared the same reading into two halves again, creating a total of four small groups.

For article A, one sub-group will spend 30 minutes preparing a 5 minute presentation supporting the findings of the paper and emphasising the strong points of the research. The other sub-group will prepare a 5 minute presentation disagreeing with the findings and pointing out the weaknesses of the paper.

The readers of article B will do the same.

In all cases, the presentation should include:

– commentary on the article in terms of the above four critical criteria given in Resource 10

– a judgement about the significance of the article for the work of school business managers

Note: Flip chart paper and pens are needed to provide visual aids for presentations and provide structure. You may also wish to identify the need for all members of each group to participate in the delivery of the presentation.

Time: (30 mins)


ContentTimings

9.45am


Presentations

Each sub-group presents its findings in turn. The other groups listen and make notes.

Note that you are asked to put to one side your own personal and professional opinions of the articles and instead to argue the case as effectively as you can, within your presentation, from the point of view that was allocated to your sub-group.

You may also find it useful to refer to the suggested questions for single-text critical review in Resource 11 in the phase 3 handbook.

Note: Monitor times very carefully.

Time: (20 mins) 4 x 5 mins

Plenary

Refer participants to the more complex questions for single-text critical review in Resource 11 in the phase 3 handbook. Encourage them to use these questions when they are working with key texts as part of their study for this phase of the programme.

Time: (5 mins)

Session closes

ContentTimings

10.35am

10.15am

10.45am



Purpose

The purpose of workshop 8 is to develop participants’ awareness of their current professional competency with reference to the strategic leadership and management of schools.

Key messages


– are aware of the school business management competency framework

– have the opportunity to begin to evaluate their current professional competency with reference to the strategic leadership and management of schools

Links to material

This activity links directly to the assessment requirements for module 1 in phase 3.


National College and National Association of School Business Managers, 2008, School business management competency framework: a guide to continuous professional development for SBMs, Nottingham, National College for School Leadership

Southworth, G, 2010, School Business Management: A quiet revolution, Part 2. Nottingham: NCSL.

Woods, C, Armstrong, P and Pearson, D, 2011, Leading learning: headteacher perspectives on their professional role and impacts of the newly ‘professionalised’ SBM. International Congress for School Effectiveness and Improvement, January 2011, Limassol, Cyprus.

Wood, E, O’Sullivan, F, Rix, S & al-Bahrani-Peacock, D, 2007, Baseline Study of School Business Managers: Final report, Nottingham, National College for School Leadership

Workshop 8: Participants’ diagnostics: focus on elements related to strategy



This is an opportunity to focus on those aspects of the competency framework that are especially related to strategic leadership and management.

Ask participants to use the professional competency diagnostic in Resource 12 of the phase 3 handbook, focusing on the strategic leadership and management of schools. This diagnostic is based on the school business management competency framework developed by the National College and the National Association of School Business Managers (NASBM).

Time: (5 mins)



Activity 1: Exploring the competency framework

A slightly shorter time for paired activity will give more time for the plenary.

In pairs, participants explore what the competencies in the diagnostic mean in practice, using the following questions as prompts:

– Can you give examples of evidence of achieving these competencies, including those competencies where you have particular strengths?

– Can you make links between what you’ve done so far in the workshops and these competencies?

– How have these workshop activities helped to develop your awareness of these competencies?

– What are your priorities for professional development as you work through phase 3?

Time: (up to 20 mins)


Plenary

Invite feedback from participants and lead discussion on emerging issues.

Follow-up: for completion after the face-to-face event

ContentTimings

11am

11.25am

11.05am


Use the diagnostic to evaluate your current level of competency. Use the traffic light system to indicate your experience and expertise:

– Red indicates an aspect of your professional skills where you have limited experience and a low level of expertise: it is a high priority for your continuing professional development

– Amber indicates an aspect of your professional skills where you have some experience and a reasonable level of expertise: it is a medium priority for your continuing professional development

– Green indicates an aspect of your professional skills where you have extensive experience and a high level of expertise: it is a low priority for your continuing professional development

Once you have completed the diagnostic, cluster the results to gain an overall view of your current level of professional skills and identify key areas where you could usefully extend both your experience and expertise.

Time: (5 mins)


Session closes

ContentTimings

11.30am



Purpose

The purpose of workshop 9 is to develop further participants’ knowledge and understanding of how to conduct a strategic analysis of their school’s current facilities in order to determine its long term planning objectives.

Key messages


– explore the relationship between facilities planning and changes to the school curriculum

– recognise the importance of using analytical tools when reviewing their facilities

Links to material

– Module 2

– Strategic facilities analysis


Asset management planning:

Key text www.torbay.gov.uk/2005suitabilityassessment-dfesimpactcoding.pdf

Workshop 9: Facilities strategic planning


Activity One

Move quickly into this activity. Show the video ‘Evelyn Community Primary School: making learning more creative in an existing build’ (length approx 5 mins) and encourage participants to make notes whilst they are watching.

Once the video has finished divide the participants into pairs and refer them to Resource 14. They should refer to their notes and resource 14 to discuss these two questions:

– What might the school curriculum look like in 5 years time?

– How will you consult with stakeholders to obtain their views on what the curriculum should be?

Time: (25 mins)



Facilitator input

Introduce the 3 key concepts in strategic facilities planning:

– Suitability

– Sufficiency

– Condition

Refer to Resource 14 to illustrate what is involved in carrying out a suitability survey.

Time: (5 mins)



11.30pm

ContentTimings

11.55am


Activity 2: Assessing suitability

For this activity participants need to refer to Resources 14,15 and 16. They will also need to draw on their knowledge of their own school sites. Try to ensure participants are working with someone from the same phase of education.

Working in pairs, evaluate the suitability of your school’s current facilities in the light of the discussion you have just engaged in about the possible shape of the school curriculum in the future. You should record the outcomes of your discussion on Resource 15. Your discussions should be structured as follows:

a) Participant A chooses an area of the school which has a mixture of spaces (ie not an area which consists solely of very similar classrooms) describes each room in turn and makes an initial assessment of its suitability.

b) Participant B constructively challenges the judgement by reference to the preceding discussion and Resource 16 which provides a number of prompts. Participant A records the outcomes of the discussion on Resource 15

Time: (40 mins)

See: Resources 14, 15 and 16 in phase 3 handbook

Feedback and plenary

Take feedback on the value of this type of analysis and any key learning from a number of the pairs. Draw participants’ attention to the assessment requirements for modules 2 and 3 and how this workshop may feed into them

Session closes

ContentTimings

12.45am

12.40am

12noon


Duration: 1 hour

Purpose

The purpose of workshop 10 is to develop participants’ understanding of the importance of risk analysis for effective strategic planning.

Key messages


– understand the value of taking a systematic approach to risk management and the benefits of using analytical tools

– risk analysis is not a science, but it is based upon sound professional judgements

Links to material

– Module 3: Planning strategic initiatives in school

– 3.2 The strategic management of risk


Institute of Risk Management, 2002, A Risk Management Standard. London: IRM. Available at www.theirm.org/publications/PUstandard.html

National College Leadership Development Library: Good practice for leaders. Available at: http://www.nationalcollege.org.uk/index/leadershiplibrary.htm

Workshop 10: Strategic approaches to risk analysis


Facilitator input

– Analyzing the sources and types of risk

– Introduction to the activity

Time: (10 mins)


See: Resources 17 and 18 in phase 3 handbook

Activity 1: Risk analysis ‘rounds’ (40 mins)

In advance of the workshop prepare at least 16 pieces of flip chart paper as follows:

Divide the flip chart paper into two columns and 4 rows. In column one put the following headings:

Row 1 – Risk

Row 2 – Impact

Row 3 – Probability

Row 4 – Strategies for managing

Activity

a) Divide the whole group into 4 sub-groups: A,B,C,D.

b) Refer participants to Resource 17 (Risk analysis scenario) and Resource 18 (Classifying risks). The information about Sunnymeade is either the same as the material in the online scenarios or is updated material intended to lend authenticity to the task.

c) Ask participants to spend 5 minutes reading them and ask any questions for clarification. If participants ask for more detail about the scenario you should advise them to use their professional judgement about any information that is missing or to include the absence of information as a potential risk.

d) Give each group 1 of the flip charts you have prepared.

e) Start ‘Round 1a’. Round 1a involves each group identifying a risk involved of Sunnymeade becoming an academy. Each group should enter their risk in row 1. When Round 1a is completed, group A should pass their flip chart to group B, group B to group C etc

f) Start ‘Round 1b’. Each group should now review the flip chart they have received and evaluate the impact of the risk written on their flip chart should it occur. When Round 1b is completed group A should pass their flip chart to group B, group B to group C etc

1.30pm

ContentTimings

1.40pm


g) Start ‘Round 1c’. Each group should now evaluate the probability of the risk written on their flip chart occurring and then pass on their flip chart as in previous rounds.

h) Start ‘Round 1d’. Each group should now suggest strategies for managing the risk written on their flip chart occurring and then pass on their flip chart as in previous rounds. The flip charts should now be back at the group that identified the initial risk.

i) Start ‘Round 2a’. Round 2a involves each group identifying a risk involved of Sunnymeade not becoming an academy. Each group should enter their risk in row 1. When Round 2a is completed, group A should pass their flip chart to group B, group B to group C etc

j) The process should now continue as per rounds 1b – 1d.

Note: At the end of round ‘1a’ check that no two groups have identified the same or very similar risks. If they have ask one of them to identify another possible risk.

Keep this activity pacey. When Round 2 is complete repeat Rounds 1 and 2, and ask the groups to identify a new set of risks each time. Keep the process going until the groups run out of suggestions.

Time: (40 mins)


See: Resources 17 and 18 in phase 3 handbook

Facilitator led plenary

Ask the participants to display their flip charts in a gallery. Gather participants around the flip chart and ask for comments about the exercise, focussing in particular on the importance of analyzing, and on occasions recommending, ‘do nothing’ as a strategic option.

Session closes

ContentTimings

2.20pm

2.30pm



Purpose

The purpose of workshop 11 is to allow participants to raise issues associated with phase 3 and so feel secure generally with regard to the way forward for them as individuals.

Key messages


– review any general issues relating to the assessment feedback they have received for their work for phase 2

– review the introduction to Phase 3: Leading and managing the business of the school through the previous workshops

– discuss any key issues or concerns that they wish to raise, and identify any areas in which they would like further clarification

– feel that any issues or concerns have been addressed by the group or by the facilitator

Links to material

Not applicable


Not applicable

Workshop 11: Group tutorial



Explain the purpose and structure of workshop 11.

Note that the focus of the group tutorial includes any generic issues that participants may wish to raise about the assessment of phase 2. Facilitators should ensure that they have already communicated with participants who received a referral for any of the phase 2 modules and that they have established that participants understand how to resubmit work.

Time: (5 mins)


Activity 1: Identifying issues and concerns

Working individually, participants note down any issues that they think need clarification.

In pairs, they share these issues, identifying possible solutions to problems raised as individuals and identifying commonalities in relation to any outstanding issues. They note down these commonalities.

In groups of four, they share the commonalities previously identified and decide which are the most significant issues that are still outstanding.

One person from each group of four reports back to the whole group on these outstanding issues.

As a whole group, participants attempt to find a way forward.

The discussion may be continued online.

Time: (20 mins)


Summary

Pick up and address any unresolved issues.

Time: (5 mins)

Session closes

ContentTimings

2.35pm

2.55pm

3pm

2.30pm


Duration: 1 hour

Purpose

The purpose of workshop 12 is to develop participants’ understanding of the different kinds of written communication they will need to use in phase 3, outline the assessment requirements for phase 3 and give them an opportunity to discuss strategies for meeting these requirements.

Key messages


– leave workshop 12 confident in their understanding of the assessment requirements for phase 3

– have a clear plan of action to meet the assessment requirements

– understand the support that is available to them from their tutor, and the protocols they should follow in submitting work for formative feedback

– understand the importance of adopting an appropriate style of writing for the audience they are addressing

Links to material

The phase 3 handbook summarises the assessment requirements and criteria for each of the modules in this phase. The participant handbook contains further information on the assessment of the programme.

Workshop 12: Action-planning for assessment



Explain that in phase 2, participants were asked to use three different kinds of writing: a reflective commentary, a report for professional peers and a report for the governing body. In phase 3, they are asked to write another reflective commentary (about the strategic direction and development of schools), and report to the governors, and also to produce an outline business case, a professional commentary and a report to the school leadership team.

Introduce the concept of developing skills in these new kinds of writing and communication. Resource 19 looks at what is involved in writing a professional commentary, and Resource 20 concerns strategic plans generally and the business case in particular.

Time: (5 mins)


Activity 1: Writing practice

The facilitator introduces activity 1. Note that less time in trios/pairs will allow more for whole-group discussion.

Consider the two kinds of writing in Resource 19 and Resource 20 in the phase 3 handbook. Discuss each one and make notes to clarify how you would tackle the two kinds of writing. Your discussion should consider some or all of the following questions:

– What experience do you have of this kind of writing/communication?

– What is the usual purpose of this kind of writing/communication?

– What is the ideal structure or form this kind of writing/communication should take?

– What kind of voice should you use when writing/communicating in this way?

– How does the anticipated audience shape the way in which you should frame this kind of writing/communication?

– How might you use a range of different techniques (images, figures, text, etc) to get your message across?

– How should you position or refer to yourself as the writer in this kind of writing/communication?

– How should you draw on and reference other writers and documents in this kind of writing/communication?

This activity may be completed in pairs or trios. It builds on a similar activity in the phase 2 workshops.

3.15pm

ContentTimings

3.20pm


Each pair needs to look at both kinds of writing: professional commentary and business case.

The facilitator to circulates, listens and contributes as appropriate.

At end of activity 1, it may be important to draw out the differences of emphasis between reflective and professional commentaries.

Time: (15 mins)


Facilitator input

Summarise details of the phase 3 assessment requirements, giving a quick overview prior to individual reading below. Explain that the assessment tasks for modules 2 and 3 are connected.

Note that these slides contain more detail than you may need. It is possible to use the first two slides and then move straight into activity 2.

Emphasise the importance of the module assessment criteria. All of the modules are assessed against these four key areas. The detailed assessment criteria for each module should be used by participants to review drafts of their work.

Facilitators should emphasise the use of appendices as useful, if relevant and linked to the main body of work.

Please also emphasise that there should be a contents list, and a plagiarism disclaimer.

Time: (5 mins)


Activity 2: Understanding assessment requirements

Begin by reading the assessment requirements individually.

Time: (10 mins)

In small groups, review the assessment requirements and begin to form a draft action plan to help them do this piece of assessed work.

Time: (15 mins)

Facilitators should use own judgement about the size of the groups, eg 2 – 4 participants per group.

ContentTimings

3.35pm

3.40pm


Facilitator input

Note that you will need to decide when to cover these two slides; it could be after individual reading, and before the group activity.

The first slide shows the learning model applied to phase 3. The second slide summarises the formative feedback that participants will receive on their work for phase 3. The forms for the outline plans and feedback forms are available in the Phase 3 resources within the learning schedule.


Plenary

A whole-group plenary will help focus the ideas of all participants on the work that is to be undertaken.

Facilitator input

Cover:

– reflection on key learning

– confirmation of key dates

– arrangements for submission of work

– next steps

Detail final housekeeping activities as necessary:

– return of badges

– evaluation forms

Time: (10 mins)

Session closes

ContentTimings

4.05pm

4.15pm

PB10

80/F

AC3

note

s/10

12

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