Diploma of School Business Management · 2014-04-30 · Diploma of School Business Management Phase...

Diploma of School Business ManagementPhase 2: Leading and managing self and others Facilitator notes

Professional development

Inspiring leaders to improve children’s lives

Schools and academies

Diploma of School Business Management Phase 2 Facilitator notes

Timetable 1

Facilitator introduction 2

Workshop 1: Welcome, introductions and programme overview 3

Workshop 2: Skills and attributes for personal effectiveness 6

Workshop 3: Reviewing your personal effectiveness 9

Workshop 4: Using problem-solving strategies 13

Workshop 5: Online learning 16

Review and preview 19

Workshop 6: Performance management 20

Workshop 7: Coaching 23

Workshop 8: Academic writing skills 26

Workshop 9: Engaging with stakeholders 28

Workshop 10: Marketing 31

Workshop 11: Assessment 34

Contents

Diploma of School Business Management Phase 2 Facilitator notes1

Day 1

9.15am Reception Arrival and coffee

9.30am Workshop 1 Welcome, introductions and programme overview

10.45am Workshop 2 Skills and attributes for personal effectiveness

11.40am Tea/coffee break

12noon Workshop 3 Reviewing your personal effectiveness

1pm Lunch break

2pm Workshop 4 Using problem-solving strategies

3.10pm Tea/coffee break

3.30pm Workshop 5 Online learning

4.30pm Close

Day 2

9.15am Review and preview Review of Day 1 and preview of Day 2

9.45am Workshop 6 Performance management

10.30am Workshop 7 Coaching (including tea/coffee break)

12noon Workshop 8 Academic writing skills

12.45pm Lunch break

1.30pm Workshop 9 Engaging with stakeholders

2.10pm Workshop 10 Marketing

3pm Tea/coffee break

3.15pm Workshop 11 Assessment

4.15pm Plenary Evaluation

4.30pm Close

Timetable

Diploma of School Business Management Phase 2 Facilitator notes 2

Welcome to the facilitator notes for phase 2 of the Diploma of School Business Management (DSBM). These notes provide you with details and guidance related to each workshop and activity for the two-day event. These notes also refer you to background resources and readings, which may take the form of weblinks, reports or documents which, as a facilitator, you will find useful.

In addition you will be referred to resources provided to the participants via the phase 2 handbook provided in the DSBM learning schedule. You will find these as numbered documents (ie Resource 1, Resource 2 etc) at the end of the participants’ phase 2 handbook.

PowerPoint presentations have also been provided to accompany these notes, and are referenced as you progress through the workshops and activities.

In order to ensure a consistent experience for all our participants, we request that you refrain from making substantial changes to the event structure, PowerPoint slides, activities etc. If you feel changes are required, please contact the College so that these can be reviewed and appropriate changes made in a co-ordinated way. You can contact the College team by emailing [email protected].

Facilitator introduction


Duration: 1 hour 15 minutes

Purpose

The purpose of workshop 1 is to introduce participants to the two-day programme, and the participant guides and online modules, and to provide an overview of the learning model that underpins the DSBM programme.

Key messages

The facilitator should strive to ensure participants:

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

– appreciate that study at this level may place new demands upon them, and that support is available from their tutor, mentors and peers

– understand the blended learning approach that underpins the learning model

– have an overview of the assessment requirements of phase 2

Facilitator background resources

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 1: Welcome, introductions and programme overview



– Welcome participants to the programme

– Facilitators briefly introduce themselves

– Outline the programme for the two days

– Explain domestic arrangements – meal-times, cloakrooms, fire exits, special requirements etc

– Make participant introductions: there is a variety of ways to organise this. Whichever method is chosen, it should be kept brief

Time: 25 mins

See PowerPoint slides: 1 – 3

Activity 1: Expectations and concerns

Ask participants to work in pairs to discuss what each of them hopes to get out of the DSBM programme, what will help them to achieve their aspirations and what might hinder them. Participants write the main things on sticky notes and put them on the flip chart.

Circulate, listen but do not intervene.

Time: 10 mins

See PowerPoint slide: 4

See: Several flip charts on wall with headings ‘Expectations’ and ‘Concerns’, sticky notes

Facilitator plenary

Encourage participants to put sticky notes on appropriate flip charts. Ask pairs to circulate and read what others have written.

Pick out the most frequently expressed expectations and concerns. Do not comment in great detail. Explain that you will return to these in the final plenary at the end of day 2.

Time: 5 mins

9.30am

ContentTimings

9.55am

10.05am


Facilitator input

Introduce:

– the learning model (Resource 1)

– the benefits of collaborative learning

Time: 10 mins

See PowerPoint slides: 5 and 6

See: Resource 1

Activity 2: Collaborative learning

– In groups of three, participants brainstorm all the possible ways in which they might support one another during the programme (5 minutes)

– As a whole group, participants share the suggestions from each small group (5 minutes)

– Participants agree how they will support each other, and commit to action (5 minutes)

Process the second stage of activity, circulate among groups, and offer advice and suggestions as appropriate.

Time: 15 mins

Facilitator input

Introduce:

– the DSBM assessment model

– phase 2 assessment requirements

This input should preview workshop 10, and in particular the assessment requirements for phase 2. 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, but say that you will pick up these items during workshop 10.

Time: 10 mins


See: Workshop 10 notes

Session closes

10.10am

ContentTimings

10.20am

10.35am

10.45am


Duration: 55 minutes

Purpose

The purpose of workshop 2 is to help participants develop a greater understanding of some of the skills, qualities and attributes necessary for enhancing personal effectiveness.

Key messages


– investigate some of the skills required for enhancing their personal effectiveness (specifically, delegation, time management, ethics and assertiveness)

– use their learning from the activities and presentations to inform the module 1 assessment task

Links to programme material

Module 1:

– 1.1 Personal effectiveness for school leaders

– 1.2 Influencing others

– 1.3 Professional values

– 1.4 Time management

– 1.5 Delegation


Jones, J, 2005, Management Skills in Schools, London, Sage Publications.

Mind Tools, Time management [online]. Available at www.mindtools.com/pages/main/ newMN_HTE.htm [accessed 22 Aug 2012]

Workshop 2: Skills and attributes for personal effectiveness

www.mindtools.com/pages/main/newMN_HTE.htm



– Draw attention to the use of module 1 to support this session’s work. If internet access is available, you may wish to do this by connecting to the module online.

– Emphasise that the workshop is designed to develop an understanding of personal effectiveness in the SBM role.

– Set up activity 1, which explores the specific skills of delegation, time management, ethics and assertiveness.

Time: 3 mins


See: Module 1

Activity 1: Increasing personal effectiveness

Part 1: Preparation

Divide the whole group into two groups, A and B. These are further divided into four small groups.

Each of the four small groups comprising A and B will be given one of the following handouts:

– Resource 2 (delegation)

– Resource 3 (time management)

– Resource 4 (ethics)

– Resource 5 (assertiveness)

Ask each group to prepare a five-minute presentation to explain how, by developing in this area, an SBM can become a better leader, manager or both. The presentation should include:

– a brief overview of the key messages from their allocated article

– an explanation of why it is important

– how an SBM can become more effective in this area

– how an SBM will benefit from developing his or her effectiveness in this area

– how the school will benefit from the SBM developing in this area

10.45pm

ContentTimings

10.48pm


Check for understanding of the task. Observe but do not intervene. Look for groups not following instructions, clarify instructions where necessary etc.

It will be important to get the participants into groups swiftly as the time for the activity is tight.

Time: 27 mins


See: flip chart, Resources 2 – 5

Part 2: Presentations

Each of the small groups in group A will now make its presentation to the other three groups. Group B will follow the same process.

Facilitate the process and ensure that the groups keep to time.

Time: 20 mins


Reflection

The whole group reflects individually on the four presentations and any insights they have gained into their understanding of their own personal effectiveness. Did the presentations suggest possible areas of focus? Did they suggest ideas for how participants might develop the skills they are currently considering for development?

Ensure quiet time is observed for the completion of reflections.


Session closes

ContentTimings

11.15am

11.35am

11.40pm


Duration: 1 hour

Purpose

The purpose of workshop 3 is to provide an opportunity for participants to review their current level of personal effectiveness and to frame this against their understanding of the distinction between leadership and management activities.

Key messages

– Identify an area of professional development to focus on during the rest of phase 2

– Explore the difference between leadership and management

– Begin to formulate an action plan for professional development


Module 1:

– 1.1 Personal effectiveness for school leaders

– 1.2 Influencing others

– 1.3 Professional values

– 1.4 Time management

– 1.5 Delegation

– 1.6 Wellbeing

– 1.7 Communicating with others


Assessment requirements (Workshop 10)

West-Burnham, J & Ireson, J, 2005, Leadership Development and Personal Effectiveness, Nottingham, National College for School Leadership. Available at www.nationalcollege.org.uk/docinfo?id=17238&filename=leadership-development-and-personal-effectiveness.pdf [accessed 22 Aug 2012]

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 3: Reviewing your personal effectiveness

www.nationalcollege.org.uk/docinfo?id=17238&filename=leadership-development-and-personal-effectiveness.pdf


Activity 1: Exploring the distinction between leadership and management

Briefly introduce Activity 1. Preface the activity by drawing attention to the need for the need for SBMs to be competent in both domains. Allow participants the opportunity to explore their personal understanding rather than giving them any definitions etc in advance.

Working in groups of three, participants sort the L&M cards into two groups, one for activities they regard as ‘management’ and one for ‘leadership’ activities. Once they have done this, each triad agrees definitions of ‘leadership’ and ‘management’ and records these on a flip chart. (10 minutes)

Participants share their definitions with the whole group. (10 minutes)

Checks understanding of task and timings, circulate and intervene if necessary.

Time: 20 mins


See: L&M cards, flip chart

Facilitator input

Introduce:

– the purpose of the session

– Boyatzis’ theory of self-directed learning

– activity 2

Note: the purpose of activity 2 is to provide participants with the opportunity to reflect on their initial needs identification and to relate these to the issues they have been considering in workshops 2 and 3.

Time: 10 mins


Activity 2: Personal effectiveness (PE) self-evaluation

Participants review the outcomes of the ‘SBM competences’ diagnostic they completed during the induction phase, and compare these with a partner. They then use this discussion to form a preliminary view of an area or areas of their professional development that they will focus on during phase 2.

Check understanding of the task, circulate and be prepared to answer questions and clarify feedback issues.

Time: 10 mins

See: Diagnostics: ‘SBM competences’

ContentTimings

12noon

12.30pm

12.20pm


Facilitator input

Introduce: Boyatzis’ theory of self directed learning.

Phase 2 has three modules which, together, are designed to enhance participants’ effectiveness as leaders and managers.

Collectively, the three modules explore three dimensions of the SBM role (Figure 1).

Figure 1: Dimensions of the SBM role Builds up the model:

– PE requires the development of personal management/leadership skills and qualities:

•influencingskills

•assertiveness

•delegation

•timemanagement

•self-management,wellbeing

•ethics

– PE requires team leadership/management skills:

•motivation

•team-building

•teamdevelopment

•coaching

– PE involves the capacity for impacting upon others through strategic management and leadership:

•stakeholderanalysis

•marketingstrategy

•customerrelationshipmanagement

12.40pm

ContentTimings

Managing self

(self)

Leading and managing

the team

(team)

Engaging with stakeholders

(system)


(It will be useful to reference The Baseline Study of School Business Managers (Wood et al, 2007) at this point).

Introduce Activity 2. Explain that it will be useful for them to reflect back upon the areas they initially identified as development needs in the light of what they have discussed in workshops 2 and 3.

Time: 5 mins


See: Phase 2 handbook

Facilitator input

Introduce:

– action plans and how to create one

– Resource 2, with group suggesting examples

Time: 5 mins


See: Resource 2

Activity 3: Action-planning

Refer participants to workshop 10 notes for instructions on the specific assessment requirements for module 1 of phase 2.

Working with a partner, participants reflect on the outcomes of activity 1 and begin to formulate a draft action plan (Resource 6). Participants should complete the action plan after the face-to-face and submit it to their facilitator within one week of this event.

Some participants may not have done action-planning before. Check that participants understand that they need to submit the action plan to the facilitator within one week. (Note: there are two action-planning examples in Resource 6, but participants need submit only one.)

Time: 10 mins

See: Workshop 10 (assessment requirements), Resource 6

Session closes

ContentTimings

12.45pm

1pm

12.50pm


Duration: 1 hour 10 minutes

Purpose

Workshop 4 aims to provide participants with the opportunity to explore a problem-solving process that will enable them to identify potential solutions and to begin to create strategies for action. In this instance, the management of stress is the focus.

Key messages


– understand that there are tools that leaders and managers can use to provide structure to their problem-solving

– recognise the importance of the management of stress as an SBM skill or competence

– respect confidentiality and build awareness of emotional intelligence

– trust and participate in the process


Module 1:

1.1.6: Wellbeing and stress management


Pedler, M, Burgoyne, J G & Boydell, T A, 2006, A Manager’s Guide to Self Development (5th ed.), Maidenhead, McGraw-Hill

Mind Tools, Stress management resources [online]. Available at www.mindtools.com/smpage.html [accessed 22 Aug 2012]

Workshop 4: Using problem-solving strategies



– Introduce the management of stress in the workplace as part of the SBM role, which helps ensure wellbeing for themselves and colleagues

– Facilitate a discussion on the need for a healthy organisation, the causes of stress and stress management

– Introduce the idea of using the problem-solving, team-building (PSTB) tool for solving problems. In this instance stress management is the focus

Time: 15 mins


Activity: Using problem-solving, team-building (PSTB)

This activity has 2 parts and facilitators should decide on the best way of presenting the whole activity. It is suggested that it is broken down into two parts and that the PSTB technique is explained after part one has been completed.

– Working individually, participants read and make notes on the article on stress and its management (Resource 7). They should use the six management standards as a basis for reflection upon their school and their team. (15 minutes)

– Working in groups of five or six, participants use the PSTB method to develop a strategic approach to the management of stress in one or two participants’ schools. (30 minutes)

Time: 45 mins


See: Resource 7, flip charts (one per group)

Facilitator input

– Check that the two parts of the task are thoroughly understood

– Organise small groups of five or six members

– Ensure that one person in each group has identified a significant problem related to the management of stress in their school

– State that you will be leading a plenary and co-ordinating feedback from participants at the end of the PSTB process

2pm

ContentTimings

2.15pm


PSTB: Process

– Each small group appoints a facilitator, whose role is to keep the group on task and to ensure that all the steps are covered sequentially.

– One member of the group volunteers to discuss the problem for his or her school.

– The group works through the following stages:

•Theproblem statement is a simple ‘How do I...?’ question: the owner of the problem explains the background, and then finishes with his or her question.

• Idea generation is a rapid brainstorm activity for all: the owner of the problem listens, and all ideas are recorded on a flip chart.

•Duringtheidea selection, the owner of the problem picks the two or three most promising ideas.

•Duringbenefits and concerns, the group assesses each selected idea and discusses with the owner of the problem.

•Critical concerns may eliminate an idea if objections cannot be overcome: the owner of the problem identifies these and the group checks and confirms.

•Action plans provide a blueprint for addressing the problem and the group helps the owner of the problem to produce a plan that meets SMART criteria.

Ensure that the whole process is carried out, including action-planning. Observe but do not intervene. Look for groups that are not following the instructions, and clarify the activity etc.

Facilitator-led plenary

Take feedback on the process of PSTB and its usefulness in the workplace.

Time: 10 mins

See: flip chart

Session closes

ContentTimings

3pm

3.10pm


Duration: 1 hour

Purpose

The purpose of workshop 5 is to develop participants’ skills in online conversations and to provide an opportunity for participants to familiarise themselves with the features of My College.

Key messages


– are confident in their navigation of the National College website

– understand that a large proportion of the programme requires them to learn online

– appreciate that by working collaboratively, learning is shared and enhanced (refer to workshop 1)

– are aware of the different stages of online learning, and that they should aim to contribute at the higher stages


Melling, A & Patton, S (eds), 2007, 100,000 heads are better than one: learning from online communities, Nottingham, National College for School Leadership

National College Facilitator competency framework (available from your provider)

E-learning evaluation matrix (available from your provider)

Workshop 5: Online learning


Facilitator input

– Introduce National College online. Groups are likely to contain individuals with significantly different levels of experience of navigating the National College website. It is suggested that the facilitator walks the whole group through the various elements of the site, noting individuals with less experience. Ensure that the following are visited:

• MyCollege

• Myprogrammes–‘walk’theparticipantsthroughmoduleone,drawingattention to the treatment of key concepts, weblinks and references, how the module activities support the assessed task for the module, and how to use the theories and ideas in the module to support their written work.

• TheSunnymeadecasestudy

•MyDiscussions

– Introduce Salmon and Seddon’s models of online learning.

Time: 30 mins


See: Resource 8 (internet access)

Activity 1: Contributing to online learning

In groups of three or four, participants discuss Seddon’s nine stages of development (Resource 8), and relate this to their confidence in discussing their personal learning online. Each participant identifies two things that would encourage him or her to become more involved in online learning, and two obstacles to engaging.

Circulate, listen and contribute as appropriate.

Time: 10 mins

See: Resource 8


Take feedback from activity 1, and set up inter-sessional activity.

Time: 5 mins

3.30pm

ContentTimings

4pm

4.10pm


Inter-sessional activity

Between today’s event and day 2 of the workshop participants should read Resource 9, the Carrot Principle. The article is about employee motivation which is an important theme of Module 2: Leading and Managing Teams. Facilitators should provide some background information about Module 2 so that participants understand the connection between the reading they have been asked to do and the next workshop. Draw attention to the first workshop on day 2 which focuses on performance management and the links this has to employee motivation.

Time: 5 mins

Recap and review

Briefly review key learning for the day. Remind participants of the tasks/activities they need to complete prior to the second day of the workshop.

Invite participants to raise any queries or issues for clarification.

Time: 10 mins

See: Resource 9

Session closes

4.15pm

ContentTimings

4.30pm



Purpose

The purpose of the review and preview 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 and the work they did on personal effectiveness during day 1.

Facilitator input

– Recap on the learning from the previous day

– Preview of the programme for day 2

There are several ways of organising the 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 other sessions.

Examples:

– Ask the group to reflect, in silence, upon the 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.

Process the activity, but avoid 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.

Review and preview


Duration: 1 hour

Purpose

The purpose of workshop 6 is to consider recent developments in performance management for support staff and consider how these can contribute to school improvement.

Key messages


– come to appreciate that the underlying purpose of performance management for staff in all organisations is to better enable organisational success

– do not get bogged down in the complexity of performance management policies, but come to appreciate the underpinning principles, and the need to integrate these into overall school improvement strategies

– engage in collaborative group work, as an action learning set

– appreciate the potential of case study materials to illuminate issues, and prompt informed reflection and evaluation, and their use as a resource to inform the policies or procedures adopted in their work context


You need to exercise caution because currently a majority of these resources refer to the performance management of teachers rather than support staff. Searches on Local Government Employees (www.lge.gov.uk/lge/core/page.do?pageId=778042) and Teaching Expertise (www.teachingexpertise.com/articles/effective-management-and-deployment-of-support -staff-3082) will provide useful summaries and links to official documents or statutory regulations.


Module 2

– 2.8.1: Purpose of performance management

– 2.8.2: Strategies for developing the team (relates to different strategies for delivering the continuing professional development (CPD) needs of staff identified through performance management processes)

– 2.8.3: Integrating performance management into whole-school policies and procedures (the emphasis here is that CPD is much more than attendance on external courses)

Workshop 6: Performance management

www.teachingexpertise.com/articles/effective-management-and-deployment-of-support-staff-3082



– Set the scene for performance management (PM) by reference to the two key diagrams from the module shown on the PowerPoint slides

– Ask participants how aware they are of the arrangements in their setting for PM for teachers and PM for support staff

– Stress the need not to focus on detail, but to look at the strategic nature of PM, and the need to fully integrate it into the school’s policies and procedures for school improvement, including continuing professional development (CPD)

– Emphasise the link between PM and CPD

Time: 10 mins


Facilitator input: setting up workshop activity

– Refer the group to Resource 10 as a stimulus to prompt reflection

– Divide participants into five groups, called focus teams, and ask each team to concentrate on one allocated focus (see below) that relates specifically to their own school

– Explain that each team has 20 minutes to prepare a four-minute report to the whole group

Time: 5 mins

See: Resource 10

Activity 1: Performance management and school improvement

Each small group will use the case study (Resource 10) to benchmark current practice in their schools by responding to the focus question allocated to them.

Focus team 1

What has your school done to make effective links between the performance management of support staff and the school’s budget and development planning cycles? What could it do? What are the difficulties?

Focus team 2

What has your school done to make performance management objectives specific, with clear success criteria against which achievement can be measured? What types of targets could be developed for support staff? What skills are needed to draw up effective targets? How do you ensure targets are neither too easy nor too hard?

9.30am

ContentTimings

9.40am

9.45am


Focus team 3

What has your school done to use pupil performance data to determine performance targets for support staff? What could it do? What difficulties do you foresee?

Focus team 4

What does your school do to ensure that its training plans for support staff are linked to their performance management objectives? What could it do? What might prevent it from achieving its aims?

Focus team 5

What has your school done to evaluate the impact of performance management for support staff on raising standards in the school?

Part 1: Prepare a four-minute report for the whole group (20 minutes)

Each team will:

– choose a spokesperson to feed back

– explain the team’s shared understanding of what its focus question involves

– report briefly on each participant’s school in turn, evaluating the progress of the school according to the allocated focus question

– make an evaluative comment about how this exercise has caused team members to reflect upon their own school’s current practice

Part 2: Feedback to the whole group (20 minutes)

Circulate to ensure everyone is on task, intervening as appropriate. Ensure strict timing is adhered to, and that participants who are not presenting are recording the main points from the presentation.

Time: 40 mins

See: Resource 10


Tease out the principle learning from the activity by taking and recording on flip chart the key points offered by participants. Keep this crisp and highly focused.

Time: 5 mins

See: flip chart

Session closes

ContentTimings

10.25am

10.30am


Duration: 1 hours 30 minutes (including break for coffee)

Purpose

Workshop 7 aims to provide participants with an introduction to the principles and practice of coaching and the use of coaching to enhance team effectiveness.

Key messages


– become aware of some of the theoretical aspects of effective coaching

– appreciate some of the differences between coaching and mentoring

– understand through activity 1 the importance of listening skills to effective coaching

– come to appreciate some of the skills for effective coaching in practice through activity 2

– are able to give and receive developmental feedback

– understand that to develop coaching skills fully requires more in-depth training than is possible in this short session


Module 2:

2.6: Coaching to enable team effectiveness

Facilitators should refresh their understanding of:

– 2.6.2: Emotional intelligence and leadership styles

– 2.6.4: Coaching for improvement

– 2.6.5: Coaching, mentoring and co-coaching

– 2.6.6: Coaching skills

– 2.7: Giving and receiving feedback (This section is used to shape the effectiveness of feedback not just a cosy chat by participants within activities 1 and 2.)

Workshop 7: Coaching



– Explore participants understanding of the differences between mentoring and coaching

– Invite participants to outline any experience they have of coaching personally or awareness of coaching being actively used in their school.

– Draw attention to the background to the use of coaching (ref module 2.6.3) and the work of Daniel Goleman (coaching as the most effective long-term leadership style).

– Emphasise that the workshop is designed to develop knowledge and understanding of coaching through practical activity. Some aspects of the module will be explored in the workshop. Encourage participants to attend a full coaching course if they wish to develop as coaches.

Time: 10 mins


Facilitator input: Modelling the process

Facilitators should now consider modelling a coaching conversation. One facilitator should consider an aspect of personal effectiveness that he or she wishes to improve. The co-facilitator should then initiate a coaching conversation that lasts for around 10 minutes. Invite participants to observe and identify key parts of the process.


Invite feedback on the skills and behaviours observed in the coaching process.


Facilitator input

Set up activity 1

Participants should be encouraged to consider an aspect of personal effectiveness that they wish to improve.

Time: 5 mins

10.30am

ContentTimings

10.40am

10.50am

11am


Activity 1

Ask participants to work with a partner with whom they have not previously worked within the sessions. They should form coaching pairs, with one participant acting as client and the other as coach. Each of the two coaching sessions should last for around 10 minutes with 5 minutes for reflection upon the process.

Coffee should be taken at a convenient point between the sessions.


Take feedback on the process of coaching as experienced by the participants.

Encourage participants to identify the essential skills of coaching and the potential barriers.

Session closes

ContentTimings

11.05am

11.45am

12noon



Purpose

Workshop 8 aims to provide participants with an opportunity to develop an understanding of the requirements of academic writing.

Key messages

The facilitator should strive to ensure that participants:

– understand the importance of writing in a style appropriate for assessed work

– understand the protocols for the submission of academic work

Workshop 8: Academic writing skills



Invite participants to consider what is meant by the term ‘writing style’.

Ask participants to consider when they may adopt different writing styles and what styles they adopt, for example, when writing a report for governors or a newsletter to parents.

Time: 10 mins

Facilitator input

Explain to participants that in their assessed work, they are writing for an assessor and not for a wider audience.

Introduce participants to:

– the need to write in a simple, formal style rather than a casual or ‘journalistic’ style

– the need to avoid colloquial expressions

– the importance of accurate grammar, spelling and punctuation

– the use of Harvard referencing

– the use of appendices

– the concept of plagiarism

Make reference to the importance of communication and key skills in the assessment process.

Time: 15 mins


Activity 1

Participants review the outcomes of the ‘Study and academic writing skills’ diagnostic that they completed during the induction phase, and compare these with a partner.

Circulate amongst the groups. Encourage participants to consider potential sources of support for their areas of development.

Time: 20 mins

See: ‘Study and creative writing skills’ diagnostic

Session closes

ContentTimings

12.10pm

12noon

12.25pm

12.45pm



Purpose

Workshop 9 aims to provide participants with an opportunity to develop an understanding of engaging with stakeholders in the context of the provision of extended services by schools, and to introduce them to the concept of customer relationship management (CRM).

Key messages


– deepen their understanding of the need to take active steps to address and develop relationships between stakeholders and their school whilst introducing or developing extended services provision

– develop familiarity with the stakeholder mapping tool, which they will encounter again as part of the assessment of their DSBM work, as well as perhaps using it in their own work context

– become aware of the Sunnymeade scenario and its links with the assessment task

– develop some awareness of CRM in the context of schools


Module 3:

– 3.1: School stakeholders, internal and external (of particular significance here is section 3.1.6 on the stakeholder mapping tool)

– 3.4: CRM (covered in general terms and also with relevance to schools)

Workshop 9: Engaging with stakeholders



– Invite participants to briefly share their experience of extended services in schools (ESS), and tease out the importance of managing stakeholders effectively in order to introduce or sustain initiatives in this area

– Remind participants of the possible internal and external stakeholders in an ESS context using the following two extracts from the module as prompts

Figure 2: School stakeholders

Source: TDA, 2008 (adapted)

The extended services, offered by schools may include:

– childcare (in primary and special schools)

– study support, sport and music clubs

– targeted and specialist services eg health and social care

– parenting support, including family learning

– community access to facilities, such as adult and family learning, ICT and sports facilities

1.30pm

ContentTimings

Clusterpartner

Clusterpartner

Clusterpartner

Clustermanager Children’s

centre

NurseryLeadership /governors

Support staff Pupils

Health

Social care

Other agencies

LA locality coordinator (eg ESRA)

Planning boundary

Teacher

Other childcareprovision

Parents

Faith organisations

Voluntaryorganisations

School Improvement

support services


Schools do not aim to provide these services alone, or necessarily to deliver them on site. Instead, they work in partnership with other schools and agencies, including voluntary and community organisations, signposting existing services where appropriate. Schools are expected to consult widely with pupils, families, their own staff and the wider community to identify priorities and needs.

Time: 5 mins


Facilitator input

– Introduce the TDA technique of stakeholder mapping by displaying and explaining the model

– Remind participants of the link to the case study (note that the case study also links with modules 1 and 2) and the assessment task

– Try to keep the description of the stakeholder mapping tool succinct. Participants will gain far more from using the tool in practice than from listening to the facilitator’s explanation

– Introduce activity 1

Time: 10 mins


Activity 1: Stakeholder mapping

– Participants identify a current issue (or one that might arise in the future) with regard to their institution’s services school provision. They complete a stakeholder analysis using the stakeholder mapping tools (see Resource 13 as an example). (15 minutes)

– Participants then discuss their findings with a partner and decide how they might improve CRM with the stakeholder(s) in question. Each person has five minutes to explore their issue with his or her partner. The partner’s role is to act as a coach, assisting the person to develop possible solutions. (10 minutes)

Circulate and check participant understanding and that the task is being completed as required.

Time: 25 mins


See: Resource 13

Session closes

ContentTimings

1.35pm

1.45pm

2.10pm



Purpose

Workshop 10 introduces participants to key concepts in the marketing of their schools.

Key messages

The facilitator should try to ensure participants:

– are able to take a strategic approach to marketing

– recognise that marketing uses valuable resources, and that they should ensure that it provides value for money

– consider ethical issues related to marketing


Module 3

– 3.3.2: Definitions of marketing/social marketing

– 3.3.8: Marketing plan

– 3.3.10: Marketing strategy


Foskett, N H, 2003, Measuring marketing cultures in schools. In Davies, B & West-Burnham, J (eds) The Handbook of Educational Leadership and Management, London, Pearson

Hastings, B, 2005, Marketing your school, Times Educational Supplement, 18 February 2005

Muijs, J & Chapman, C, 2008. In Chapman, C & Gunter, H M (eds) Radical Reforms: perspectives on an era of educational change, London, Routledge. Article title: ‘Accountability for improvement: rhetoric or reality?’ Pages: 28 – 41

Workshop 10: Marketing



Briefly introduce activity 1. The aim should be to engage the group quickly and to encourage an active feel to the session.

Time: 5 mins


Facilitator input

In Reality in Advertising, Reeves (1961:46 48) laments that the ‘USP’ is widely misunderstood and gives a precise definition in three parts:

1. Each advertisement must make a proposition to the consumer. Not just words, not just product puffery, not just show-window advertising. Each advertisement must say to each reader: ‘Buy this product, and you will get this specific benefit’.

2. The proposition must be one that the competition either cannot, or does not, offer. It must be unique either a uniqueness of the brand or a claim not otherwise made in that particular field of advertising.

3. The proposition must be so strong that it can move the mass millions, ie ‘pull over new customers to your product’.

Source: Wikipedia (http://en.wikipedia.org/wiki/Unique_selling_proposition) [accessed 24 Sep 2010]

Time: 10 mins


Activity 1: Unique selling point (USP) (15 minutes)

– The group is divided into groups of three participants

– Each person draws a picture to illustrate the unique selling point (USP) of his or school

– Each person then explains the picture to the other members of the group

Circulate among the groups. Support those who don’t like to draw, and offer alternatives of prose or oral presentation.

2.10pm

ContentTimings

2.15pm


Facilitator input

Briefly discuss with participants to whom schools might need to market themselves and for what purposes.

Introduce activity 2.

Time: 5 mins


Activity 2: Schools, marketing and value for money

Half the money I spend on advertising is wasted, and the problem is I do not know which half.

Lord Leverhulme, 1851 – 1925, British founder of Unilever and philanthropist

Working in groups of four, participants:

– brainstorm all the ways in which their schools promote themselves (5 minutes)

– take turns to evaluate the effectiveness of each method (15 minutes):

•Howdoyouknowifthesemethodsareeffective?

•Howdoyouevaluatethevalueformoneyofthesemethods?

•Whatethicalconsiderationsdothesemethodsgiveriseto?

Circulate among groups. Ensure groups consider both value for money (VfM) and ethical issues.

Time: 20 mins


Invite a single comment from each group. Take a mix of comments, ie some about VfM and some about ethics.

Time: 10 mins

Session closes

2.25pm

ContentTimings

2.30pm

2.50pm

3pm


Duration: 1 hour

Purpose

The purpose of workshop 11 is to develop participants’ understanding of the different kinds of written communication they will be required to use, and to outline the assessment requirements for phase 2 of the programme.

Key messages


– leave the workshop confident in their understanding of the assessment requirements for phase 2

– understand the support that is available to them from their tutor, and the protocols they should follow

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

Workshop 11: Assessment


Facilitator input

– Introduce activity 1

– Distribute resource sheets 14, 15 and 16

Time: 5 mins


Activity 1: Writing for an audience

Working in groups of three, participants read the description of the kind of writing that he or she has been asked to consider (Resource 14, Resource 15 or Resource 16) and make notes. (10 minutes)

Each person, in turn, makes a short presentation (five minutes maximum) to the other two members of the group about how he or she should think about and manage this kind of writing/communication. The presentation should consider some or all of the following:

– 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?

Circulate, listen and contribute as appropriate.

Time: 25 mins

See: Resources 14 – 16

3.15pm

ContentTimings

3.20pm


Facilitator input

Introduce the phase 2 assessment requirements for activity 2.

Time: 5 mins


Activity 2: Understanding assessment requirements

– Individuals read the assessment requirements. (10 minutes)

– The whole group discusses the assessment requirements to clarify any questions (15 minutes)

Take feedback from individuals and respond to queries.

Time: 25 mins

Plenary

Facilitator input:

– reflect on key learning

– revisit expectations and concerns

– confirm key dates

– explain arrangements for submission of work

– state next steps

Time: 15 mins

Session closes

3.45pm

ContentTimings

3.50pm

4.15pm

4.30pm

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