Advanced Diploma of School Business Management › sbm › ad_Measuring_school... · Advanced...

Advanced Diploma of School Business ManagementPhase 3: Diagnostic phase Facilitator notes

Inspiring leaders to improve children’s lives

Schools and academies

Professional development

Advanced Diploma of School Business Management Phase 3 Facilitator notes

Timetable 1

Day 1 2

Workshop 1: Welcome and phase overview 2

Workshop 2: Using a coaching model to explore the outcomes of the 360-degree feedback process 2

Workshop 3: Measuring school performance 3

Workshop 4: School accountability and self-evaluation 10

Workshop 5: Skills workshop 1 13

Workshop 6: Coaching conversations with facilitators (optional) 13

Day 2 14

Workshop 7: Review and preview 14

Workshop 8: Shift happens: learning for living in the 21st century 15

Workshop 9: Personalised learning 17

Workshop 10: Skills workshop 2 19

Workshop 11: Assessment 20

Workshop 12: Review and next steps 21

References 22

Contents

Advanced Diploma of School Business Management Phase 3 Facilitator notes1

Day 1

10am Workshop 1 Welcome and overview

10.30am Workshop 2 Using a coaching model to explore the outcomes of the 360-degree feedback process

11.45am Workshop 3 Measuring school performance

1pm Lunch break

1.45pm Workshop 4 School accountability and self-evaluation

3.25pm Refreshment break

3.40pm Workshop 5 Skills workshop 1

4.30pm Workshop 6 Coaching conversations with facilitators (optional)

7.30pm Dinner

Day 2

9am Workshop 7 Review and preview

9.30am Workshop 8 Shift happens: learning for living in the 21st century

10.45am Refreshment break

11am Workshop 9 Personalised learning

12.30pm Lunch break

1.30pm Workshop 10 Skills workshop 2

2.20pm Workshop 11 Assessment

3.10pm Refreshment break

3.25pm Workshop 12 Review and next steps

4pm Close

Timetable

Advanced Diploma of School Business Management Phase 3 Facilitator notes 2

ContentTimings

Workshop 1: Introduction to the day (whole group) (30 mins)

Introduce:

– aims of the day and timetable overview

– assessment arrangements

– domestic arrangements

Make sure participants indicate which workshops they would like to see offered in workshop 5 (the skills workshop). The options on offer will be determined by the facilitator and room availability.

See PowerPoint slides: 1 – 7

See: Skills workshop booklets

10am

Workshop 2: Using a coaching model to explore the outcomes of the 360-degree feedback process (co-facilitation groups) (1 hour 15 mins)

Facilitator input (20 mins)

– introduce coaching model as a method of peer review

– outline what coaching is

– explain GROW model

– focus on questioning skills needed

Organise participants into triads and explain task.


See: Phase 3 handbook (page 6)

Activity 2.1 in triads (3 x 15 mins):

Plenary (10 mins)

Remind participants of the opportunities for optional 5-10-minute one-to-one coachingconversations at the end of day 1 (depending on group size). Encourage participants to sign up for these over lunch.

See PowerPoint slide: 15

See: Phase 3 handbook (page 9)

10.30am

Day 1


ContentTimings

Workshop 3: Measuring school performance (1 hour 15 mins)

Explain that workshop 3 covers:

– measuring school performance

– types of data used to measure school performance

– interpretation of school performance data

Facilitators must ensure that they have referred to the latest update of RAISEonline(www.raiseonline.org/News.aspx?NewsID=303).

The workshop also gives participants the opportunity to interpret their own school’sdata in order to identify strengths and areas for improvement.


See: Phase 3 handbook workshop 3

11.45am


Focus on pupils’ gains in terms of knowledge, skills and understanding. The classes ofdata available to evaluate school performance are:

– quantitative data (numbers, tables, graphs etc)

– qualitative data (impressions and perceptions, collected as words and images eg in surveys)

Definition of information:

Information is produced through processing, manipulating and organising data toanswer questions, adding to the knowledge of the receiver.

Audit Commission, 2007:4


Introduction (5 mins)

Activity 3.1: The vocabulary used in measuring school performance (10 mins)

Activity 3.1 explores what the words ‘attainment’, ‘progress’, ‘standards’ and‘achievement’ mean in terms of a school’s performance.

Compare definitions across groups.

See: Flip chart with key words

12noon


ContentTimings

Context:

In 2004, the Department for Education and Skills (DfES) published A New Relationshipwith Schools, which provided for a single set of national school performance data thatwould be available to those managing the education system. This data set is currentlyavailable to schools as the RAISEonline report for each school.

When considering quantitative performance data, we need to keep its reliability in mind.Consider the following two sets of marks for groups A and B. Both groups have thesame mean score but which mean is more reliable and why? Spend a few minutesconsidering this problem.

Table 2

A B

5.4 6.6

5.1 4.9

5.3 5.3

5.2 5.7

5.5 4.0

5.3

Mean = 5.3 Mean = 5.3

Two factors influence the reliability of any mean from a set of numbers:

– the spread, range or variability of the values in the set of numbers

– the number of values used to calculate the mean

The reliability of a mean can be expressed by the 95 per cent confidence interval.These means can be expressed with their 95 per cent confidence interval:

Mean A Mean B

5.3 +/-0.16 5.3+/-0.96

Statistical significance is a key concept in interpreting school performance data.

When considering the difference between an individual school’s performance and thenational mean, the 95 per cent confidence interval is important because it is the basisof decisions about the significance of the difference that we are looking at.

For example, examine the attainment of pupils in Key Stage 2 (KS2), measured by the school’s average points score, in two successive years (Table 3 in the participant’sphase 3 handbook).


ContentTimings

Table 3: Attainment of pupils in ‘All subjects’ at KS2, measure by the average pointsscore in 2008 and 2009

2008 2009

School average points score 26.1 26.8

National average points score 27.9 27.8

95% confidence interval of the national average +/-1.4 +/-1.4

Significance ? ?

Looking at Table 3, in which year can we be 95 per cent confident that the school is significantly below the national average?

Measuring attainment

Facilitator overview (5 mins)

Attainment is a snapshot of the level of knowledge, understanding or skill reached at a particular moment in time. It is measured for each pupil by determining:

– the national curriculum level reached; or

– the GCSE grade reached

The attainment of pupils in a school can be compared with the national averageattainment in two ways:

– by comparing the percentage of pupils in the school reaching a benchmark (eg, Level 4+ or five or more GCSE grades A*-C including English and maths) with the national average reaching that benchmark

– by converting the level to a point score, calculating the average point score for the school and comparing it with the national average point score

For example, national curriculum levels at KS2 and GCSE grades can be converted topoints using Tables 4 and 5 from the participants’ phase 3 handbook:

12.15pm


ContentTimings

Table 4

National curriculum level Average points score

Level 3 3c 193b 213a 23

Level 4 4c 254b 274a 29

Level 5 5c 315b 335a 35

Table 5

Converting GCSE grades to average points scores

GCSE grade Average points score

A* 58

A 52

B 46

C 40

D 34

E 28

F 22

G 16

U 0



ContentTimings

Activity 3.2: Evaluating attainment in your school (10 mins)

Activity 3.2 explores the level of attainment in participants’ schools compared with the national average.

Working with someone from a similar school, participants use the RAISEonline report to compare the level of attainment as measured by:

Primary school Secondary school

Percentage of pupils achieving Percentage of pupils achieving Level 4+ in English and maths five or more grades A* – C at

GCSE including English and maths

Average point score at KS2 for Average capped point score, bestall subjects eight subjects

12.30pm

Measuring progress


Progress is the difference between the level of attainment at the beginning and end of a period of time. In primary schools progress is measured between KS1 and KS2.Progress in KS1 cannot be measured because there is no measure of the starting point.In secondary schools progress is measured between KS2 and KS4.

The progress made by pupils in a school can be compared with national progress intwo ways:

– Compare the number of pupils in a school reaching the national benchmark of expected progress. This is displayed in RAISEonline in a KS2 to KS4 expectedprogress matrix (for primary schools) and in a KS2 to KS4 pupil progress chart for different subjects (for secondary schools).

– Calculate a value-added measure of the difference between each pupil’s point scoreat the beginning and end of a period of time and express it as a number relative to a national mean of 100 (primary) or 1,000 (secondary). The unadjusted scorebased only on the pupil’s prior attainment is called the non-contextualised value-added score. A second version of this score, which has been adjusted to take account of a large number of contextual factors was widely used up to 2011and is called the contextual value-added score (CVA).



Activity 3.3: Evaluating progress in your school (10 mins)

Activity 3.3 compares the progress of pupils in a school with the national average.

Working with someone from a similar school, participants use the RAISEonline report to compare the progress of pupils in their school as measured by:

Primary school Secondary school

Percentage of pupils making expected Percentage of pupils making expected progress KS1 to KS2 in English and maths progress between KS2 to KS4 in English

and maths

The non-contextualised value-added The non-contextualised value-addedscore between KS1 to KS2 score between KS2 to KS4

12.45pm

Closing the gap


In the 2010 schools white paper (HM Government, 2010), Michael Gove, Secretary of State for Education, noted that:

Children from poorer homes start behind their wealthier contemporaries when theyarrive at school and during their educational journey they fall further and further back.The achievement gap between rich and poor widens at the beginning of primaryschool, gets worse by GCSE and is a yawning gulf by the time (far too few) sit A levelsand apply to university.

HM Government, 2010:7

This observation was based upon research findings that the gap between the educationalachievement of poor and wealthy pupils in the UK is wider than in many other countries.

The OECD 2010 international survey of educational performance (PISA) was cited bythe Department for Education (DfE) in The Case for Change as follows:

– 13.9 per cent of the variance in performance of pupils in England could beexplained by their social background.

– In Finland it is 8.3 per cent and in Canada 8.2 per cent.

– The variation in performance within schools is four times as great as variation in performance between schools.

DfE, 2010:2

ContentTimings


ContentTimings

In a DfES study in 2003 it was found that in value-added terms, KS2 within-schoolvariation is 5 times greater than between-school variation, while for KS3 it is 11 timesgreater and for KS4 14 times greater. Furthermore, the biggest single variable (30 percent) that explains within-school variation is the teacher (National College for SchoolLeadership, 2006, Narrowing the gap: reducing within-school variation in pupil outcomes,Nottingham: NCSL). http://www.nationalcollege.org.uk/index/docinfo.htm?id=17307.


Activity 3.4: Finding the gap in your school (10 mins)

Activity 3.4 explores the gap between different groups of pupils in a school.

Working with someone from a similar school, participants use the RAISEonline report to compare the attainment and progress of pupils in their school with some of thefollowing groups:

– boys and girls

– pupils entitled to free school meals (FSM) and non-FSM pupils

– white British pupils and pupils from other ethnic groups

– pupils studying different subjects

Summary of learning from workshop 3

Explain that school business managers may not need to do this level of analysis intheir daily work, but that it is important to understand these measures in order to playa full part as a member of the senior leadership team of a school. Participants mayfind it helpful to reflect on the following questions in respect of the school you havebeen studying in workshop 3:

– What have you learned about the performance of the school?

– What are the strengths of the school?

– What areas for development are indicated by the performance data?

– How satisfied are you with your ability to analyse and interpret data?

– What strengths do you have in this area, and do you have any development needs?

Lunch break1pm


Activity 4.1: Models of accountability (20 mins)

In table groups, participants populate a flip chart identifying the internal and externalmodels of accountability that exist in their schools (10 mins).

Gallery the flip charts and identify areas of similarity and difference (5 mins).

Facilitator-led discussion (5 mins):

– What is intelligent accountability and what does this mean for SBMs?

ContentTimings

Workshop 4: School accountability and self-evaluation (co-facilitator groups) (1 hour 25 mins)

Workshop 4 covers:

– what the term ‘accountability’ means in a school context

– models of accountability and the role of SBMs in effective schools

– characteristics of effective school self-evaluation

– planning evaluation of an aspect of enabling learning

Facilitators should ensure that they are familiar with unit 1 of module 2: Measuringschool performance on the concept of accountability and the key principlesunderpinning different models of accountability. This unit also contrasts Labour Partyand Coalition Government policies in respect of school accountability. A key reference is Chapter 6 of the Schools White Paper (HM Government, 2010).

Introduction and facilitator-led discussion and brainstorm (10 mins):

– What is an effective school?

– What are the key characteristics of an effective school?, and at what level?



1.45pm


ContentTimings


Introduce school self-evaluation: policy context, key concepts and best practice.


2.15pm

Activity 4.2: How well does your school match up to Ofsted’s description of best practice in self-evaluation? (15 mins)

Refer participants to the template in appendix C of the Phase 3 handbook.

Participants appraise the effectiveness of the self-evaluation system in their schools.They work in pairs to discuss their responses to each of the statements in thetemplate.

They should begin to complete the template during the session, and then follow it up in more depth.


See: Phase 3 handbook appendix C

Facilitator-led discussion (5 mins)

Do the schools exemplify best practice in terms of their self-evaluation systems? How could they be improved? How fully are SBMs engaged in the process?


Explain the concept of managing a focused school self-evaluation study.

The assessment of Module 1: Enabling learning involves the leadership andmanagement of a piece of school self-evaluation. A possible approach to this isprovided by the model proposed by the National College for School Leadership in 2005.

NCSL, 2005, School Self-evaluation: A reflection and planning guide for school leaders,Nottingham, National College for School Leadership.

www.nationalcollege.org.uk/docinfo?id=21845&filename=self-evaluation-a-reflection-andplanning-guide.pdf [accessed October 2011].

Key points are that effective school self-evaluation:

– focuses on a key issue, ie an aspect of the school’s resources that will enable learning

– targets an aspect that is significant to the school

– is based on school performance data and explicit success criteria

2.40pm


ContentTimings

– addresses key questions such as ‘How well are we doing?’ and ‘How could we do better?’

– generates additional evidence through appropriate data collection techniques

– engages stakeholders in the process

– identifies key ideas for improvement to inform development planning


Activity 4.3: Designing a school self-evaluation process (25 mins)

In small groups, participants design a process to evaluate digital literacy in a school.This is defined by Futurelab as follows:

To be digitally literate is to have access to a broad range of practices and culturalresources that you are able to apply to digital tools. It is the ability to make and share meaning in different modes and formats; to create, collaborate and communicateeffectively and to understand how and when digital technologies can best be usedto support these processes.

Hague & Payton, 2010:1

Refer participants to appendix D in the phase 3 handbook for the key components of digital literacy.

Participants must design a process to evaluate digital literacy in a school setting,focusing on one of the following questions:

– How does the school regard the digital literacy of students, and what steps does it take to develop this?

– How is digital technology used in the classroom to enhance subject learning?

– To what extent do students demonstrate skills relating to the key components of digital literacy?

– How is digital literacy used to enhance subject-based learning?

They should present the process in diagrammatic form and post these on flip chartsaround the room.


See: Phase 3 handbook appendix D

2.50pm

Facilitator-led discussion (5 mins)

Review the issues emerging from the design of the self-evaluation process.


ContentTimings

Workshop 5: Skills workshop 1 (50 mins)

Depending on the number of participants, facilitators and space available, resources are available for the following skills workshops:

– understanding data

– academic writing

– reflective writing

– critical thinking

– study skills and time management

– peer review and collaborative learning (self-managed discussion groups)

There will be a second opportunity to participate in a skills workshop on day two.


3.40pm

Workshop 6: Coaching conversations with facilitators (optional)(1 hour 30 mins)

There will be optional opportunities based on need for participants to meet with their nominated facilitator for a 5-10-minute coaching conversation about progress,expectations and concerns to date.


4.30pm

Close6pm

Dinner7.30pm

Refreshment break3.25pm


ContentTimings

Workshop 7: Review and preview (co-facilitation groups) (30 mins)

Facilitator leads review (25 mins):

– Individually identify three key learning points from day 1 and record these inworkshop booklets (5 mins).

– In pairs, participants share observations and ask questions to clarify or deepenunderstanding of one another’s learning (10 mins).

– In table groups, participants discuss day 1 and identify two things that they feltwent well and one that would have been ‘even better if’ to share with the rest of the group (10 mins).

Preview day 2 (5 mins):

– outline of day

– confirmation of skills workshop (two available as workshop 10)



Resources: Flip charts, highlighter pens, Post-it notes

9am

Day 2


ContentTimings

Workshop 8: Shift happens: learning for living in the 21st century (co-facilitation groups) (45 mins)

Facilitator introduction (15 mins including 7 minute clip)

We are currently preparing students for jobs and technologies that do not yet exist, in order to solve problems we do not yet know are problems.

We can’t solve problems using the same kind of thinking we used when we created them.

Albert Einstein

The video clip was devised by Karl Fisch of Arapahoe High School in the US as apresentation for a staff development day. He then published it on the web and gavepermission for others to modify it under a Creative Commons licence. It has since beenused in various formats to start discussions across the globe about life and learning in the 21st century.

The version we are using is Shift Happens UK and can be located atwww.youtube.com/watch?v=QNutcmyShW4.

Watch video clip (6 mins 25 secs).


See: Video clip

Resources: Laptop, digital projector with speakers

9.30am

Facilitator-led activity (20 mins)

In table groups, participants spend 20 minutes discussing the following:

– What are children and young people in your school doing to learn throughcollaboration with children in other schools/other countries?

– How are schools helping children and young people to become literate in the 21st century?

– What resources and training are needed to prepare children and young people to be successful in 21st-century society?

– What changes should be made to current education legislation?

– How are new technologies impacting upon the learning experience in your school?


Resources: Flip charts, highlighter pens, Post-it notes

9.45am


ContentTimings

For the next 10 minutes, participants capture the main points of the discussion in aformat suitable to share with the whole group. The focus is on innovative approachesor ideas that have emerged from the table discussions.

10.05am

Each table group presents its findings, thoughts and comments to the rest of thegroup. This is followed by a whole-group discussion and plenary.


10.15am

Refreshment break10.45am


ContentTimings

Workshop 9: Personalising learning (co-facilitation groups) (1 hour 30 mins)

Facilitator introduction (15 mins)

Workshop 9 provides opportunities for participants to examine personalised learning as a concept. It reviews the value of personalised learning as an approach to enablinglearning across a school.

The introduction to the workshop should set out the political context, and note that the concept of personalised learning became highly politicised under the previousadministration. The coalition government argues that a less prescriptive approach isneeded to raise standards, one that gives schools and teachers more autonomy interms of decisions about pedagogy. Therefore, from a professional point of view, doesthe concept of personalised learning have value in terms of raising standards andimproving learning and teaching?

The Teaching and Learning in 2020 Review Group, led by Christine Gilbert (2006), was asked to establish a clear vision of what personalised teaching and learning mightlook like in our schools in 2020. The group concluded that:

Personalising learning means, in practical terms, focusing in a more structured way on each child’s learning in order to enhance progress, achievement and participation.All children and young people have the right to receive support and challenge, tailoredto their needs, interests and abilities. This demands active commitment from pupils,responsiveness from teachers and engagement from parents.

Gilbert, 2006:3

Use the following to prompt a group discussion:

– Do we agree with this as a definition of personalised learning, and is it stillrelevant today?

Refer to the key components of personalised learning, as defined in West-Burnham(2007).

Briefly recap the current context and skills needed by today’s young people. Make the link between these requirements and the implications in terms of what should be studied and how. What kinds of learning activity enable students to develop these skills?


11am


ContentTimings

Activity 9.1: How well is your school using its resources for individuallearning needs? (50 mins)

Part 1 (15 mins):

Table groups spend 15 minutes discussing three key questions related to personalised learning:

– To what extent does your school provide approaches that facilitate personalised learning?

– Is the concept of personalised learning regarded as a useful approach?

– What is working well in terms of enabling learning, and what improvements are needed? How can these improvements be achieved?


Give brief feedback on responses from volunteers and whole-group discussion (10 mins).

Part 2 (15 mins):

Next, each group is given a choice of one topic from the list given in the Phase 3handbook (Discussion topics for activity 9.1, page 27). Once the group has chosen a topic, participants consider how well their schools are doing in providing thepersonalised learning approaches in relation to it.

Plenary (10 mins):

Hold a plenary to share insights.


See: Phase 3 handbook

11.15am


ContentTimings

Activity 9.2: Resourcing personalised learning provision (15 mins)

Brief the participants as follows:

For your assessment task, you will be asked to write a report on your evaluation of an aspect of the school’s resources for learning. You should select a specific area in which the school could potentially improve its resource management to enableeffective learning and teaching to take place and to take forward the personalisedlearning agenda.

The list used for the Activity 9.1 is not a definitive list but a starting point. Havingworked through the Activity 9.1, get participants talking, in pairs, about what theymight do. For example, they could focus on:

– management of performance data and assessment for learning

– use of technology

– learning environment

– support for learning and inclusive education

– the needs of pupils with special educational needs

In pairs, participants spend 10 minutes discussing their initial thoughts about potentialareas of resource management that might lend themselves to this task.


12.05pm

Workshop 10: Skills workshop 2 (whole group) (50 mins)

If the group size is large enough, you might try open space technology; otherwise,offer a re-run of the workshops from day 1.


1.30pm

Plenary (10 mins):

There will be further opportunities to focus on the requirements of the assessmenttask in workshops 11 and 12.

12.20pm

Lunch break12.30pm


ContentTimings

Workshop 11: Assessment (whole group) (50 mins)

Workshop 11 is designed to enable participants to explore the assessment tasks inmore detail.

Facilitator input:

Go over the assessment tasks for modules 1 and 2. There will be opportunities to lookat:

– what the tasks require participants to do

– the task-specific assessment criteria

– how the assessments are marked and assessment outcomes

– headline notes and additional support

– support and challenge through online group discussions, including experts in the hotseat

– completing the enabling learning planning checklist

This workshop should make the link between the assessment requirements for Module 1: Enabling learning and the work undertaken in Activity 4.3 on day 1.

Reinforce key points about the structure and content of the report for the Module 1:Enabling learning. The report should include:

– an executive summary

– a summary of the key characteristics of effective school self-evaluation

– critical review of key aspects of personalised learning

– the significance of the selected area for improving the performance of the school

– a summary of the processes used to collect and analyse data to inform the self-evaluation

– outcomes of the self-evaluation

– identified priorities and action plans for further development

– ireflective commentary on research methodology and decision-making process

– ireflection on the role of the advanced SBM in managing essential resources in order to facilitate the effective learning and teaching of children and youngpeople at the school


Resources: Phase 3 handbook (page 3)

2.20pm

Refreshment break3.10pm


ContentTimings

Workshop 12: Review and next steps (whole group) (35 mins)

Workshop 12 covers:

– clarification of any queries related to the assessment of phase 3

– review of the day

– preparing for phase 4

Assessment issues:

– submission protocols and guidance

– assessment deadlines

– arrangements for the measuring school performance presentations

– overview of participant activity online and verification

Review of the day in table groups:

– What has gone well today?

– What would have been ‘even better if’ today?

– Are there any remaining queries or questions?

– Agree on two or three key points to contribute to the whole-group discussion.

Preparing for phase 4:

– Skim read the phase 4 modules.

– For other pre-reading, see slide 52.

Remind participants to complete the online evaluation form at the end of their phase 3 work.


3.25pm

Close4pm


Audit Commission, 2007, Improving Information to Support Decision Making: Standards for BetterQuality Data. A framework to support improvement in data quality in the public sector.Department for Education, 2010, The case for change. London, DfE.At https://www.education.gov.uk/publications/standard/publicationdetail/page1/DFE-00564-2010 [accessed August 2011].

DfE, 2010, The Case for Change, London, Department for Education.

DfES, 2004, A New Relationship with Schools: Improving performance through school self-evaluationand development planning, London, Department for Education and Skills Publications. At https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFES-1290-2005 [accessed October 2011].

Gilbert, C, 2006, 2020 Vision: Report of the Teaching and Learning in 2020 Review Group,Nottingham, Department for Education and Skills Publications.

Hague, C and Payton, S, 2010, Digital literacy across the curriculum, Bristol, Futurelab.

HM Government, 2010, The Importance of Teaching, CM7980, Norwich, TSO.

Ofsted, 2006, Best practice in self-evaluation: a survey of schools, colleges and local authorities,London, Ofsted. At http://www.ofsted.gov.uk/resources/best-practice-self-evaluation-survey-of-schools-colleges-and-local-authorities [Accessed October 2011].

West-Burnham, J, 2007, Leadership for personalising learning, Nottingham, National College for School Leadership.

References

https://www.education.gov.uk/publications/standard/publicationdetail/page1/DFE-00564-2010

https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFES-1290-2005

The National College for School Leadership is committed to excellenceand dedicated to inclusiveness. We exist to develop and inspire greatleaders of schools, early years settingsand children’s services. We share thesame ambition – to make a positive difference to the lives of children and young people.

Membership of the National College givesaccess to unrivalled development andnetworking opportunities, professionalsupport and leadership resources..

©2011 National College for School Leadership – All rights reserved. No part of this document may be reproduced without prior permission from the National College. To reuse this material, please contact the Marketing and Communications Team at the National College or email [email protected].

Triumph RoadNottingham NG8 1DHT 0845 609 0009F 0115 872 2001E [email protected] PB984/PH3FacilitatorHB/1011

Advanced Diploma of School Business Management › sbm › ad_Measuring_school... · Advanced...

Documents

Transcript of Advanced Diploma of School Business Management › sbm › ad_Measuring_school... · Advanced...