managing schools in england: an overview of teaching and organisational issues

Managing schools in England: an overview of teaching and organisational issues

International Institute for Education Leadership

Elizabeth WoodDirector of School Business Management Development

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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


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The English Education SystemCentral

Government

School Development

Plan

Local Education Authority

Education Development

Plan

Departmental Development

Plans

Special NeedsDevelopment

Plan

ICT Development

Plan

Staff Development

Plan

Asset Management

Plan

Budget Plan


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Schools Achieving SuccessThe 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)


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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


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National Curriculum


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


8–9 Year 4

9–10 Year 5

10–11 Year 6 National tests and tasks in English, maths and science


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

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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 RemodellingRemodelling 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/remodellingInternational Institute for Education Leadership

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Workforce RemodellingSet 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

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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 ResponseThe 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 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


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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.


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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)International Institute for Education Leadership

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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 5.7International Institute for Education Leadership

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Specialist Schools


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Ofsted


23International Institute for Education Leadership

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

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.


managing schools in england: an overview of teaching and organisational issues

Documents

education leadershipteaching

education leadershipschools

education leadershipworking

education leadershipimpact

education service

wider education community

key stage1 year

key stage2 year