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Diploma of School Business ManagementAssessor handbook

Schools and academies

Professional development

Diploma of School Business Management Assessor handbook

Introduction 1

Assessment design 2

Aims of the programme 2

Learning outcomes 2

Aims of assessment 2

Level of the programme in the National Qualifications Framework 3

Mode of assessment 4

Assessment criteria 6

Module activities 10

Levels of participant performance 11

Programme completion 11

Management of the assessment process 17

Appointment of assessors 17

Deployment of assessors 17

Module and phase assessment 17

Time for completion 17

Formative feedback 17

Summative feedback 17

Referral 18

Resubmission 18

Programme failure 18

Standardisation and moderation 18

Procedures for the assessment of written work 20

Key documents 20

Assessing the level of performance 20

Preparing feedback 21

Length of the feedback 21

Using the module-specific assessment criteria 21

Audience and tone 21

Using feedback to improve performance 22

Completing the feedback 22

Contents

Diploma of School Business Management Assessor handbook

Programme completion: guidance for assessors on the conduct of the interview 23

Arranging the interview 23

Preparing for the interview 24

Conducting the interview 27

Do’s and don’ts for the conduct of the interview 27

Recording evidence from the interview 27

Forwarding the evidence for moderation 27

Appendix 1: Module assessment requirements 28

Appendix 2: DSBM module-specific assessment criteria 43

Diploma of School Business Management Assessor handbook 1

The purpose of this handbook is to give assessors on the Diploma of School Business Management (DSBM) an overview of the design of the assessment of the programme and specific guidance on the fulfilment of their responsibilities as assessors.

The assessment of participants on the DSBM programme is undertaken by a discrete team of assessors and so is not a normal part of the DSBM facilitator’s role. The facilitators are not excluded from fulfilling an assessment role, and indeed are encouraged to take on the assessor role to complement their other work on the programme. However, facilitators will not be involved in the summative assessment of their own groups of participants.

This guidance should be read in conjunction with the DSBM Participant guide and the Facilitator handbook.

Introduction


This section of the handbook sets out the thinking that underpins the design of the assessment process of the DSBM programme and locates this in the context of its overall aims and learning outcomes.

Aims of the programme

The DSBM aims to support the professional learning of experienced school business managers (SBMs) and to enhance their contribution to the leadership and management of schools facing new challenges in increasingly complex settings.

Learning outcomes

In terms of anticipated learning outcomes, on completion of the DSBM participants are expected to have:

− developed their knowledge and understanding of the changing role of SBMs and their responsibility to contribute to the senior leadership and management of the school

− developed their critical thinking skills

− developed their skills in relation to personal effectiveness in leadership and management

− developed their skills to make systematic enquiries into professional practice

− developed their self-knowledge so that they can plan their personal professional development needs

− developed their ability to critically evaluate their own personal and professional effectiveness

− developed their written and oral communication skills

− developed their ability to use a range of study skills

Aims of assessment

Assessment is a key part of the blended learning strategy that underpins the DSBM programme. The assessment requirements are designed to promote and consolidate the professional competency of participants. The feedback provided to participants on their assessment outcomes is intended to promote personal reflection, recognise achievements and identify further areas for professional learning.

The principal aims of the assessment strategy for this programme are to:

− enable participants to develop their professional competency by identifying areas for improvement, thereby helping to improve both their personal and academic performance

− provide the mechanism to decide whether participants have reached the criteria laid down for the award of the DSBM

Participants receive formative feedback on drafts of their work from their facilitators as they progress through the programme. They also receive summative assessment feedback from their assessors. However, this written summative feedback also has a formative dimension, and is intended to help them improve their performance as they progress through the programme and in their subsequent professional learning and career development.

Assessment design


Level of the programme in the National Qualifications Framework

Assessment is an integral component of the learning approach used in the delivery of the DSBM. It is designed to help participants achieve the programme learning outcomes at the appropriate level. This involves engagement with theory in the form of new concepts and techniques, and the application of these to professional practice, within the context of the aims and objectives of the programme. The assessment strategy, therefore, reflects the programme’s overarching philosophy, which is to develop effective and reflective SBMs.

The DSBM programme consists of an online induction and four phases that are formally assessed. The assessment requirements for these phases conform to Level 5 of the National Qualifications Framework (NQF) in terms of academic rigour, criticism and analysis in application to practice. The summary characteristics of learning at Level 5 of the NQF are stated as follows:

Level 5 Generate ideas through the analysis of concepts at an abstract level, with a command of specialised skills and the formulation of responses to well-defined and abstract problems; analyse and evaluate information; exercise significant judgement across a broad range of functions; and accept responsibility for determining and achieving personal and/or group outcomes.

The level descriptors for Level 5 programmes are as follows:

− Generate ideas through the analysis of information and concepts at an abstract level.

− Command wide-ranging, specialised technical, creative and/or conceptual skills.

− Formulate appropriate responses to resolve well-defined and abstract problems.

− Analyse, reformat and evaluate and wide range of information.

− Utilise diagnostic and creative skills in a range of technical, professional or management functions.

− Exercise appropriate judgement in planning, design, and/or supervisory functions related to products, services, operations or processes.

− Accept responsibility and accountability within broad parameters for determining and achieving personal and/or group outcomes.

The DSBM programme has been accredited by the Institute of Administrative Management (IAM) as a Level 5 programme on the NQF. On successful completion of the programme, participants are also awarded the IAM Diploma in Administrative Management, broadly equivalent to year 2 of a first degree. The formal certificate issued for the DSBM does not specify the level at which the participant has passed the programme, although the written feedback on module and programme completion does this make this clear.


Mode of assessment

The mode of assessment has been designed to engage participants in a reflective process which responds to their personal and professional development needs. The assessment is conducted, therefore, via a series of tasks that are completed on a phase-by-phase basis as participants progress through the programme. They receive written feedback on completion of their work for each phase. From this perspective, the summative assessment of the modules has a formative role in shaping the development of participants’ knowledge and skills.

Participants also receive formative feedback from their facilitators as they progress through the programme. The amount of feedback participants receive is reduced progressively as they move through the programme in order to develop participants’ skills as independent learners.

The general features of the summative assessment of this programme are that (with the exception of the online induction):

− the programme is constructed around 10 modules, each carrying equal weight

− each module is individually assessed as part of the assessment of each phase of the programme

− the assessment requirements for each module reflect the learning outcomes of the module and contribute to the overall aims of the programme

− a range of assessment techniques is used to ensure rigorous coverage of the learning outcomes of each module and a clear focus on the development of professional skills

− summative assessment of the level of work submitted, together with written formative feedback, are provided on completion of each phase of the programme

− successful programme completion is dependent on the achievement of a pass grade in each module

The assessment requirements encompass a range of techniques, and these include:

− written assignments using an academic style

− written reports suitable for an audience of professional peers

− written reports suitable for school stakeholders

− strategic development plans

− reflective and professional commentaries

− structured interview by telephone or web conferencing


Phase Contents Programme assessment requirements

Phase 1: Online induction

− Work completed in phase 1 is verified by the facilitator, and is not part of the summative assessment process.

Phase 2: Leading and managing self and others

Module 1: Personal effectiveness

Module 2: Leading and managing teams

Module 3: Stakeholder engagement

− For module 1, participants are required to write a reflective commentary on the development of skills in a selected area of personal effectiveness.

− Module 2 is assessed via a report based on a review of the effectiveness of a team working in a school setting.

− Module 3 is assessed via a report for their school’s governing body outlining a marketing strategy designed to ensure effective engagement with one key set of stakeholders.

Phase 3: Leading and managing the business of schools

Module 1: Thinking about strategy in schools

Module 2: Analysing the strategic direction in school

Module 3: Planning strategic initiatives in schools

− Module 1 is assessed via a reflective commentary that summarises your understanding of the key concepts and techniques related to the strategic development of schools, and applies this to your own school setting.

− Module 2 requires a professional commentary and report for governors focused on your application of the tools and techniques of strategic analysis in your own school setting.

− Module 3 requires an outline business case advocating a strategic initiative for the school, and a confidential report to the School Leadership Team on aspects of the school’s strategic and financial management.

Phase 4: Leading and managing change

Module 1: Understanding school improvement

Module 2: Leading and managing change

Module 3: Improving efficiency

− Module 1 is assessed via a report on an investigation into the performance of your school to identify priorities for action and discuss potential strategies for improvement.

− Module 2 requires a professional commentary on the application of the tools and techniques for change management in relation to an improvement initiative identified in module 1.

− Module 3 requires a report to governors demonstrating how the proposals for school improvement made for module 1 represent value for money to the school.

Phase 5: Programme completion

No taught content − Phase 5 is the assessment module, and is based on a structured interview covering: completion of programme, reflections on lessons learned, competency gains, analysis of the SBM’s role and plans for professional development and career progression.

Table 1: Overview of programme assessment requirements


Assessment criteria

Participants receive general guidance on the assessment of each module at the start of the programme. This guidance sets out the assessment requirements for each module and the weighting between different assessment tasks or items. For example, the rubric for phase 2 module 1 reads as follows:

Phase 2 module 1: Personal effectiveness

The assessment of module 1 is part of a broader set of requirements for phase 2 as a whole (6,000 words or equivalent). Assessment is through a reflective commentary on your progress in developing your skills in a selected aspect of your personal effectiveness.

Reflective commentary 100 per cent (2,000 words)

Write a reflective commentary on the development of your skills in a selected aspect of your personal effectiveness. Your commentary should include your reasons for selecting this area, a review of related concepts and techniques, an evaluation of your effectiveness in developing your chosen skill and a summary of your future development needs.

For this assessment task, you should choose an aspect of your personal effectiveness that you wish to improve, for example, time management, delegation or managing meetings. This is a three-stage process.

At the beginning of each phase, participants receive additional information on the assessment for each module in that phase, and some guidance on the choices they need to make in terms of the focus of their assessment tasks and how to structure and present their work. They also receive guidance at the face-to-face workshop at the start of each phase on how to approach the assessment of each module and how to interpret the assessment requirements. Information about the assessment requirements for each module is at Appendix 1.

The assessment of each module is based on a set of generic assessment criteria that underpin the assessment of the programme as a whole. These have been developed specially for this programme and are based on a number of sources:

− NQF summary of Level 5 descriptors

− proposed learning outcomes in the revised DSBM module specifications

− school business management competency framework

− comparison with the generic assessment criteria for the Certificate of School Business Management (CSBM) and the Advanced Diploma of School Business Management (ADSBM) to ensure progression across the School Business Management Development Programme


The generic assessment criteria are related to four key areas of professional and academic competency:

− Knowledge and understanding of key concepts and techniques

This relates to the theoretical and technical content of the programme: theoretical frameworks and analytical techniques that can be used to make sense of and plan action in the workplace.

− Application of learning to professional practice

This concerns the use of these theoretical frameworks and analytical techniques in the workplace to investigate aspects of current provision and secure improvement in policy and practice. It is also used here to cover a range of leadership, managerial and professional skills: creative, analytical, diagnostic and interpersonal.

− Analysis, reflection and personal learning

This area focuses on the ability to manage one’s own professional learning, reflect on experience, develop insights into oneself, and take action to enhance one’s competency through the programme. It also covers the ability to make effective decisions, exercise sound judgement and make ethical choices in professional practice.

− Communication and key skills

This final area covers the skill areas needed in order to complete the academic requirements of the programme. This includes a range of communication and writing skills but also encompasses a broad range of study skills that need to be mastered within the overall programme design.

Whilst there is a close and complex relationship between these different areas of assessment, the requirements of the programme have been carefully designed to achieve an appropriate balance between the different aspects of learning: the academic, the practical, the professional and the interpersonal. The four key areas of professional and academic competency are equally weighted in the assessment of each module.

The generic criteria for the assessment of the programme are set out in more detail in Table 2.

These four generic criteria are translated into module-specific assessment criteria which are used to assess the tasks. Each module is assessed against these module-specific criteria. They arise directly from the learning objectives for the module and set out the knowledge, understanding and skills that participants are expected to demonstrate through completion of the required tasks. These criteria are made available to the participants to give them a clear view of assessment requirements and expected standards. The module-specific criteria for each of the modules on the programme are included in Appendix 2.


Table 2: DSBM generic assessment criteria

Knowledge and understanding of key concepts and techniques

− Demonstrate knowledge and understanding of key concepts and techniques in school leadership and management.

− Demonstrate knowledge and understanding of specific concepts and techniques related to leading, managing and improving different aspects of the business of the school.

− Develop mastery of key techniques related to the analysis of business risk and the evaluation of effectiveness and efficiency of aspects of service provision.

− Show awareness of policy developments and good practice in school business management.

− Articulate how learning has been informed by professional experience, policy analysis and academic study.

− Apply critical thinking skills and evaluate theoretical frameworks.

− Justify the applicability of concepts and techniques in addressing key issues in professional practice.

− Organise and analyse information and concepts to develop a coherent line of reasoning.

Application of learning to professional practice

− Provide evidence of key skills related to personal effectiveness in leadership and management roles.

− Provide evidence of key interpersonal skills related to leadership and management roles.

− Provide evidence of the application of specialised technical, creative and professional skills in the workplace. (These are specific skills relevant to the leadership and management role of the SBM, eg financial management, customer relationship management, team effectiveness, strategic analysis, service improvement, project planning, change leadership, improving efficiency and sustainable development in educational settings).

− Utilise diagnostic and creative skills to formulate appropriate responses to resolve well-defined and abstract issues in the workplace.

− Design and/or execute a systematic enquiry into a named area of professional practice.

− Apply appropriate evidence-gathering techniques in a named area of professional practice.

− Apply theoretical concepts to inform understanding of evidence collected in relation to a named area of professional practice.

− Contribute to the creation and sharing of knowledge as part of a professional learning community.


Analysis, reflection and personal learning

− Demonstrate the capacity to take responsibility and accountability within broad parameters for key areas of school business management.

− Critically reflect on and evaluate their personal and professional effectiveness.

− Identify own personal and professional development needs and take purposeful and sustained action to meet those needs.

− Develop personal and inter-agency networks to extend own and others’ professional knowledge, skills and understanding.

− Analyse key issues facing the school and formulate appropriate responses to improve aspects of service efficiency and effectiveness.

− Demonstrate effective decision-making and good professional judgement in analysing the development needs of schools and work required to meet those needs.

− Act in an ethical and professional manner in complex and sensitive situations.

− Reflect on the implications of learning gained through the programme for professional practice and school improvement.

Communication and key skills

− Demonstrate the skills of an independent learner to plan and complete studies effectively.

− Achieve mastery of a range of study techniques relevant to the programme.

− Develop skills relating to web-based research and managing information.

− Develop the skills required to conduct small-scale practitioner research studies.

− Demonstrate effective oral communication skills to articulate personal viewpoints, address professional issues and discuss theoretical frameworks.

− Demonstrate organisational skills in planning and structuring written communication that is fit for purpose for a target audience.

− Demonstrate effective use of language (word choice, coherence, persuasiveness, appropriateness and register) and correctly apply the mechanics of language (spelling, punctuation, sentence structure, grammar and syntax).

− Use references effectively, applying the Harvard system.


Module activities

The online learning resources and case studies contain a series of module activities. These activities are related to the learning outcomes for the module and are designed to support the assessed task, and to provide a loose scaffolding or framework of support. The module activities are intended to:

− stimulate initial thinking about the subject matter

− require participants to seek out information, eg from an investigation into practice in their own school, which may then be used at a later stage to support a longer investigation or analysis

− encourage participants to engage with appropriate theories, concepts and models which can then be drawn upon to illuminate topics under investigation

− enable participants to reflect upon key concepts, key features of their professional practice and their development needs

Participants are responsible for planning their work for each module. They need to gain an initial overview of the module contents and assessment requirements and consider their current level of professional knowledge, understanding and competency in relation to these. A key part of this planning is to identify which module activities are likely to enhance their knowledge and expertise and which will help them complete the assessment requirements.

A template is provided to record their completion of the learning activities for each module, and this is used to build up a reflective log over time. Participants are not required to submit their reflective log of completed module activities for assessment. The module activities themselves do not form a direct part of the assessment process. However, participants are expected to use their reflective log to plan, shape and review their learning throughout the programme, using discretion about which activities it will be most helpful for them to complete, in the light of module learning outcomes and the assessment requirements. The completed reflective log is also very important as a reference point for participants as they prepare for the interview that takes place as part of the phase 5 (programme completion).


Levels of participant performance

Participants’ performance in relation to the assessment requirements at each phase of the programme is marked and assigned a level. There are four levels: referral, pass, good pass and excellent pass. The written feedback that participants receive for each module clearly shows the level achieved.

The meaning of each level is as follows:

Referral: the assessment criteria for the module have not been met, and the work submitted requires revision in order to achieve a pass grade.

Pass: the assessment criteria for the module have been achieved, and reflect a basic level of professional and academic competency.

Good pass: the assessment criteria for the module have been achieved in full, and reflect a secure level of professional and academic competency.

Excellent pass: the assessment criteria for the module have been achieved in full, and reflect a very high level of professional and academic competency. The work has many of the characteristics of Level 6 of the NQF.

A set of level descriptors has been developed for the programme, showing what the four levels mean in more depth (Table 3). These should be used by assessors in the assessment and moderation of participants’ work alongside the module-specific assessment criteria to ensure parity and accuracy in the level assigned.

Programme completion

Conferment of the award of the Diploma of School Business Management is subject to successful completion of the online induction and each module in phases 2, 3 and 4, plus the requirements for phase 5 (programme completion). A periodic moderation board will be convened to confirm that each participant has met the programme requirements.

At the end of the programme, participants are also given an overall grade for their performance; this is included in the written feedback they receive on programme completion.


Table 3: DSBM programme assessment level descriptors


Refer Pass Good pass Excellent pass

Demonstrates no or only limited knowledge and understanding of the topic and its key concepts

Demonstrates knowledge and understanding of the topic and its key concepts and techniques

Demonstrates clear knowledge and understanding of the topic and its key concepts. Makes explicit links to a wider field of professional practice

Demonstrates deep knowledge and understanding of the topic and its key concepts. Shows a secure knowledge of the field of professional practice

Demonstrates no or limited knowledge and understanding of the techniques related to the topic

Demonstrates knowledge and understanding of the professional and analytical techniques related to the topic

Demonstrates clear knowledge and understanding of the topic and relevant techniques. Makes explicit links to a wider field of knowledge

Demonstrates deep knowledge and understanding of the topic and relevant techniques. Shows a secure knowledge of the subject area

Demonstrates no or limited awareness of policy developments and best practice in school business management

Shows awareness of policy developments and best practice in school business management

Has researched policy developments and best practice in school business management and recognises their professional significance

Has researched in depth policy developments and best practice in school business management and recognised their significance for their professional role and school setting

Shows no critical engagement with key concepts, techniques or policies: accepted at face value

Provides some evidence of evaluating concepts, techniques and policies

Critically evaluates key concepts, techniques and policies. Identifies different approaches and schools of thought

Provides thorough critical evaluation of key concepts, techniques and policies, based on considered appraisal of different approaches, arguments and assumptions




Has only limited or no relevant understanding of the work undertaken to improve the school setting

Shows some understanding of the strategic importance of the work undertaken to improve the school setting

Shows understanding of the strategic importance of the work undertaken to improve the school setting. Has achieved potential or actual improvements

Excellent understanding of the strategic importance of the work undertaken to improve the school setting. Has achieved significant potential or actual improvements

Demonstrates no or limited ability to design and/or execute an investigation, with limited or no evidence gathering

Demonstrates the ability to design and/or execute an appropriate investigation that is largely fit for purpose and undertakes basic application of evidence-gathering techniques

Clearly demonstrates the ability to design and/or execute an appropriate investigation, based on systematic research methods. Uses appropriate evidence-gathering techniques

Able to design and/or execute an investigation based on effective research methods demonstrating secure validity and reliability. Demonstrates informed and critical use of evidence-gathering techniques, based on understanding of research methods

Makes little or no use of key concepts and techniques to address issues in own school setting; concepts are misunderstood or misapplied

Some evidence of application of key concepts and techniques to analyse issues and inform improvements in own school setting

Applies a range of key concepts and techniques to analyse issues and inform improvements in own school setting

Makes informed and critical use of key concepts and techniques to analyse issues and inform improvements in own school setting

Shows limited or no evidence of specialised, technical, creative and professional skills related to the role of the SBM

Some evidence of specialised, technical, creative and professional skills related to the role of the SBM

Demonstrates mastery of specialised, technical, creative and professional skills related to the role of the SBM. Has refined those skills through reflection on experience

Demonstrates a high level of expertise in the specialised, technical, creative and professional skills related to the role of the SBM, and provides evidence of the refinement of those skills through reflection on experience

Shows little or no evidence of personal and interpersonal skills related to the leadership and management roles of the SBM

Some evidence of personal and interpersonal skills related to the leadership and management roles of the SBM

Demonstrates mastery of personal and interpersonal skills related to the leadership and management roles of the SBM

Demonstrates a high level of expertise in the specialised, technical, creative and professional skills related to the role of the SBM and has refined those skills through critical self-appraisal and reflection on experience




Shows limited self-knowledge of their own professional skills and personal effectiveness. Self-knowledge is absent or inaccurate

Demonstrates some self-knowledge of their own professional skills and personal effectiveness

Demonstrates ability to reflect on experience and evaluate their own professional skills and personal effectiveness

Critically reflects on and systematically evaluates their personal and professional skills and effectiveness to identify areas for improvement

Shows little or no evidence of awareness of own personal and professional development needs or of action to meet those needs

Identifies own personal and professional development needs and takes relevant action to meet those needs

Identifies own personal and professional development needs and takes purposeful and sustained action to meet those needs. Recognises link between own development needs and those of the school setting

Engages in critical analysis of own personal and professional development needs and takes purposeful and sustained action to meet those needs. Relates development needs to improvement of the school setting

Demonstrates little or no evidence of problem-solving and decision-making skills And has limited ability to assess situations and make appropriate professional judgements

Demonstrates emerging problem-solving and decision-making skills. Provides some evidence of ability to assess situations and make appropriate professional judgements

Demonstrates effective problem-solving and decision-making skills. Exercises good professional judgement

Demonstrates ability to analyse situations, solve difficult problems and make clear decisions. Exercises sound professional judgement in the face of complex issues

Demonstrates little or no recognition of ethical issues in professional practice and limited evidence of acting in an ethical manner

Recognises ethical issues in professional practice and acts in an ethical manner

Analyses ethical issues in professional practice to determine appropriate course of action. Acts in an ethical and professional manner in complex and sensitive situations

Engages in systematic and thoughtful analysis of ethical issues in professional practice to determine appropriate course of action in complex and sensitive situations. Professional behaviour is underpinned by clear philosophy or practice




Has disorganised approach to the completion of assessment requirements. Demonstrates limited skills in planning, conducting and reporting on academic, professional and school-based investigations

Organised approach to the completion of assessment requirements. Demonstrates emerging skills of planning, conducting and reporting on academic, professional and school-based investigations

Has adopted systematic approach to the completion of assessment requirements. Demonstrates the skills of an independent learner to plan, conduct and report on academic, professional and school-based investigations

Highly professional approach to the completion of assessment requirements. Demonstrates the skills of a highly-motivated independent learner to plan, conduct and report on academic, professional and school-based research

Shows little or no evidence of study techniques relevant to the programme. Has limited skills in conducting web-based research, reviewing literature and managing information

Demonstrates emerging skills in the use of a range of study techniques relevant to the programme. Demonstrates emerging skills in conducting web-based research, reviewing literature and managing information

Demonstrates mastery of a range of study techniques relevant to the programme. Demonstrates effective skills in conducting web-based research, reviewing literature and managing information

High level mastery of a range of study techniques relevant to the programme. Demonstrates highly effective skills in conducting web-based research, reviewing literature and managing information

Demonstrates poor use of source material with very limited evidence of additional reading. Harvard referencing not deployed, or its use is incorrect

Some ability to select and use relevant reading in support of the discussion. Adequate bibliography and largely accurate use of Harvard referencing system

Discussion supported well by reference to carefully selected relevant additional material, including some original sources. Accurate use of Harvard referencing system

Discussion is well supported by engagement with an extended range of contrasting and very carefully selected source material. Extensive and well-focused bibliography, with very accurate use of Harvard referencing system

Oral or written communication is in format and style not appropriate to the given audience

Communicates orally or in writing in a format and style appropriate to the given audience

Communicates orally or in writing fluently in a format and style appropriate to the given audience

Communicates orally or in writing with fluency and creativity in a style that engages the audience and models high standards of professional conduct


Communication and key skills (Continued)


Writing style shows inconsistencies in use of spelling, punctuation and grammar. Unacceptable standard of presentation. Limited or inappropriate use of figures and tables to communicate information

Observes the mechanics of language and makes correct use of spelling, punctuation and grammar. Acceptable standard of presentation. Some use of figures and tables to communicate information

Secure in the mechanics of language, with accurate use of spelling, punctuation and grammar. High standard of presentation, with effective use of figures and tables to communicate information

Sophisticated observation of the mechanics of language, with accurate spelling, punctuation and grammar. Highly professional standard of presentation, and creative use of range of techniques to communicate information


Appointment of assessors

A team of assessors has been appointed by the DSBM providers for the assessment of the programme. Providers are advised to create a team of assessors with a range of professional skills and experience. Some assessors will have extensive experience of assessing professional and academic programmes; others will have experience of exercising professional judgement and producing written feedback in other settings.

All assessors undertake initial training that includes the assessment and moderation of participant work before they begin work on the assessment of participants on the programme. They are also required to participate in training updates as appropriate.

Deployment of assessors

The team of assessors assesses each cohort’s work within four weeks of submission at the end of each phase of the programme. As a general principle, each member of the team of assessors should be willing to develop the competency and confidence to assess all elements of the programme; the guidance and support for assessors will achieve this over time.

Module and phase assessment

Participants are required to meet the assessment requirements for each of the modules within a phase as they progress through the programme. In the event of a module being deemed a referral, the participant is entitled to resubmit this work on one occasion.

Time for completion

Participants are required to complete each set of module assessment requirements by an agreed date. This date will be towards the end of that phase of the programme. Participants will normally be given approximately 12 weeks between the face-to-face event for the phase and the deadline for completion of their assessed work. Participants are informed of the programme submission dates at the start of the programme.

Formative feedback

Participants receive written feedback from their facilitator on prior selected sections of their work in draft prior to its final submission at the end of that phase.

Summative feedback

Participants receive written feedback on each module and phase once it has been assessed. This feedback is based upon a standard assessment form completed by the assessor. This shows the overall level achieved for each module, together with detailed feedback on what has been achieved, how it could have been improved further, and areas in which the participant should seek to develop their competency in the future. Assessors complete the assessment form electronically within the timeframes set out for the assessment and moderation of each cohort and phase of work.

Management of the assessment process


Referral

Where a participant’s work for a module has been assessed as a referral, the written feedback will state clearly what action needs to be taken. The participant may also request additional guidance from his or her facilitator.

Resubmission

Participants will be given resubmission dates for each phase of the programme at the start of the programme. Resubmitted work may only be assigned a level of referral or pass.

Programme failure

Where resubmitted work still does not achieve a pass grade, the participant will normally be deemed to have failed the programme as a whole.

Standardisation and moderation

Assessors take part in standardisation processes to ensure a shared understanding of module assessment requirements. In the early stages of the programme, these standardisation processes will take part at the start of each round of assessment. A sample of work submitted by participants to meet module assessment requirements is also moderated to ensure parity and consistency of standards and to meet IAM requirements. All feedback forms completed by assessors are also subject to a quality check to ensure accurate spelling, grammar and punctuation.

The assessment process at the end of each phase of the programme is summarised in Figure 1.


Figure 1: Assessment process

Assessors contracted to deliver agreed assessment workload

Submission of work by participants in electronic format

Standardisation process

Distribution of work to assessors

Assessment completed by assessors

Assessment forms returned by assessors to agreed timeframes

Moderation and CQI process

Assessment forms issued to participants and their facilitators

Resubmission/reassessment of participants receiving

referral for a module


This guidance covers the key aspects of the assessor’s role: assessing the level of performance, assigning a mark for the work completed and preparing feedback.

Key documents

In assessing what the participant has achieved, the assessor should refer to the:

− assessment requirements for the selected module

− module-specific assessment criteria for the module

− generic level descriptors for DSBM

− relevant section of the assessment form for that module

Assessors complete the assessment form electronically within the timeframes set out for the assessment and moderation of each cohort and phase of work. Normally, one assessor will assess the three modules that make up the work for each phase of the programme.

The assessment of each participant’s work for each phase involves completion of an assessment form; this is based on a Word template.

There are specific sections of this form for each module, and each form is tailored to reflect the assessment requirements and specific criteria for the modules in each phase. The assessor completes this assessment form to show the overall mark for each module and provide written feedback for the participant.

Assessing the level of performance

In assessing the participant’s work, the assessor needs to arrive at a judgement about the mark to be awarded for each module in the phase.

Each module is marked on a percentage basis, with the range of marks categorised as follows:

Each module is assessed against the four areas of assessment criteria, each of which has equal weighting. Assessors grade the module against each of the four areas and the overall mark for the module is the arithmetic mean of the four areas; this is calculated by the assessor.

It is possible for a participant to carry a referral for an area, if it is counterbalanced by higher marks for other assessment criteria and gives an overall pass. Where a participant is graded as a referral overall for a module, then resubmission of the module work is required.

The assessment requirements set out the required word-counts for written work relating to each module. Participants must ensure that their work falls within 10 per cent of the required word-count. Please note that the word-count does not include the bibliography, but does include any quotations cited and the text in any tables or figures. Participants will be penalised for submitting work that falls beyond this degree of variation.

Procedures for the assessment of written work

Level of performance

Referral (0-49%)

Pass (50-59%)

Good pass (60-69%)

Excellent pass (70%+)


Preparing feedback

The feedback section of the assessment form is divided into four areas:

− knowledge and understanding

− application of learning professional practice

− analysis, reflection and personal learning

− communication skills

Assessors provide feedback relating to the four key areas.

Length of the feedback

In terms of word-count, assessors should write between 50 and 75 words for each of the following: key strengths, areas for development and additional comments. The feedback should span the four key areas of assessment.

Using the module-specific assessment criteria

Participants are aware of the criteria that are used in the assessment of each module. The feedback should relate directly to these module-specific criteria. These criteria are the starting-point for making judgements about what the participant has achieved, and provide the focus of the feedback. The module-specific criteria are shown on the assessment form. The version on the form is shorter and acts as headlines/categories for the assessment feedback comments.

Audience and tone

Feedback should be addressed to the participant, eg:

You have produced a very clear and succinct report for governors.

The feedback should be constructed as a piece of continuous prose. The assessor must ensure that the text flows coherently from one piece of feedback to the next. The feedback should read as a fluent piece of writing rather than a disjointed set of statements.

The feedback should be developmental and constructive. It should clearly identify those areas where the participant has met the criteria and performed well, and also identify where criteria have not been met, wholly or in part, and describe how the performance could be improved. To do this, the assessor needs to find a balance between an objective statement of the participant’s performance, recognition of what he or she has achieved and encouragement to improve further. Assessors must avoid being either too effusive or too stern in the tone of their feedback.

Assessors should pay close attention to the appearance of the text on the form; they should avoid untidy presentation and clumsy formatting. Finally, assessors must proofread their work to ensure the clarity of the text for the reader and remove any errors in punctuation and grammar. All assessment forms are checked prior to onward transmission to participants.


Using feedback to improve performance

Assessors should ensure that the feedback has a formative function as well as providing a summative statement of the participant’s performance.

Assessors can support the participant’s professional learning by identifying areas in which he or she can improve. However, as an assessor, you must make it entirely clear to the participant where:

− You are identifying things that the participant could have done to make the work even better. In this case, use phrases such as ‘I would have liked you to discuss factors such as reliability...’ or ‘Your study would have benefited from...‘. This form of feedback is also important to justify the mark awarded. If, for example, you have awarded a mark of 69 per cent, you should explain what it was that fell just short of an excellent pass.

− You are alerting the participant to things that they could do in the future, to address in their work for further modules or in their professional practice. This is helpful for participants, in that it potentially gives them insights into how they can achieve a higher grade for further work.

− You have assessed a participant’s work as a fail or a referral. In this case, it is important to explain to the participant why the work fell short of the required standard. You should also give him or her constructive feedback that clearly sets out the action required to retrieve the work.

Completing the feedback

The final cell on the feedback page for each module is titled ‘other comments’. This should be used to provide an overall summary of your assessment of the participant’s work. This should be upbeat and positive, and should give due credit for what the participant has achieved. Where the participant has been failed or referred, the feedback needs to state clearly what actions need to be taken to secure a pass for this module through resubmission.


The assessment of the phase 5 module (programme completion) involves a personal statement and interview, conducted via web conferencing. The statement and interview focus on participants’:

− progression through the programme and completion of the previous phases

− gains in terms of professional competency and study skills

− reflections on the lessons learned and personal development

− impact on the school in terms of its performance, efficiency, systems and cultures

− knowledge and understanding of the profession of school business management and their changing role as an SBM

− plans for further professional development and career progression

The 30-minute structured interview is normally conducted via web conferencing. This provides a recording facility is used for moderation purposes and responding to complaints or appeals. Your provider will give you further instructions on this facility.

At the start of the interview, participants are asked to read out a prepared personal statement lasting five minutes. This focuses on the impact of DSBM and covers the impact of completing the programme on their professional competency and on the school’s efficiency and effectiveness.

The interview follows directly from the personal statement. The assessor uses the interview to verify the statement and to examine what the participant has learned personally through the programme and how he or she has enhanced his or her contribution to the leadership and management of the school. It also assesses knowledge and understanding of school business management as an emerging area of policy and practice.

Further guidance on preparation for the interview is provided for participants during the phase 4 face-to-face event.

Arranging the interview

Your provider will inform you about the way in which it has decided to manage the arrangements for booking web conferencing interviews. A procedure is used to arrange a mutually convenient time for the interviews, which take place within a specified period.

You may wish to assign particular blocks of time to conduct the interviews and complete the paperwork. Participants should not assume that you can simply fit in with their personal choices about when their interview takes place. However, given their working arrangements, it would be helpful if assessors could try to meet participants’ preferred times.

Programme completion: guidance for assessors on the conduct of the interview


In terms of negotiating appointments for interviews, you should take the following into account:

− You must have studied the completed assessment form for each participant whom you are interviewing and used this to finalise your schedule of questions.

− The duration of the interview is 30 minutes; this is a participant entitlement. You should neither cut the interview short, nor allow it to continue beyond the time. You must log the start and finish times of your web conferencing meeting on the interview recording sheet.

− You will probably wish to write up your interview notes as soon as possible after the event; build this into the way you schedule the interviews.

Preparing for the interview

It is important that your conduct of the interview is informed by your reading of the participant’s completed assessment form. This will show the summative feedback received for all of the programme modules.

In terms of the structure of the interview, you should plan to divide the time available broadly as follows:

This sequence is directly related to the four criteria for the assessment of all the DSBM modules. These provide a logical flow for the interview. You should adapt your questions from those shown in the table below. You should also take into account what you have learned about the participant through reading their assessment form. Given the time available, it will only be possible to explore one or two questions in each section in any real depth.

Introductions, personal statement and follow-up questions up to 10 minutes

Knowledge and understanding: individual questions 5 minutes

Application of learning to professional practice: individual questions 5 minutes

Analysis, reflection and personal learning: individual questions 5 minutes

Interview closure: next steps, career aspirations and further professional learning

5 minutes

Total 30 minutes


Suggested questions

Knowledge and understanding of key concepts and techniques (KU)

How are government policies impacting on the role of SBMs in schools?

What research did you find useful in giving you a better understanding of the emerging contribution of the School Business Manager in schools?

Can you give me some practical examples of how you have developed your knowledge and understanding and used this to make sense of your own school?

What do you see as the implications for schools and SBMs of the Government plans for schools to convert to academy status?

Application of learning to professional practice (AL)

Can you give me a specific example of the way in which you have applied the learning on the programme to your professional practice?

What has been the impact of your work on the school?

How has your learning impacted on the work of the school? How have you used your insights to help take the school forward?

How have you used the programme to support the professional learning of others?

Analysis, reflection and personal learning (ARP)

What have been the key areas of professional learning gained through the programme?

Identify key factors in your progress made through the programme

Can you analyse your current and future professional contribution as a School Business Manager to the strategic leadership and management of the school?

What has been the impact of the programme on you personally?

What are your plans now in terms of your further career development and professional learning? (located these in the needs of schools and service to others?)


Table 4: Phase 5 assessment criteria

Table 4 below shows the assessment criteria for the phase 5 interview. These criteria should be used to assess the participant’s performance and prepare the assessment feedback.


− Demonstrated knowledge and understanding of the profession of school business management and the changing role of SBMs

− Demonstrated familiarity with the school business management competency framework (developed by National College & NASBM, 2009)

− Showed an understanding of the way in which government policies are impacting on the role of SBMs in schools

− Showed awareness of research findings and publications concerned with the emerging contribution of the SBM in schools


− Described key areas of progression against the school business management competency framework achieved through completion of the programme

− Provided suitable examples of the way in which they have applied the learning on the programme to their professional practice

− Given a positive account of the impact of their work on the school in terms of its performance, efficiency, systems and cultures

− Stated plans for further professional development and career progression and located these in the needs of schools and service to others


− Reflected on the key areas of personal and professional learning gained through the programme

− Evaluated themselves as learners to identify key factors in their progress made through the programme

− Evaluated key issues in the strategic development of their school

− Analysed their current and future professional contribution as a school business manager to the strategic leadership and management of the school


− Prepared a clear and succinct personal statement

− Articulated their professional views and values with passion and commitment

− Talked about their professional role and competency in an objective and impartial manner

− Demonstrated integrity and discretion in the description of their own school setting and the broader professional community

Following the interview

Assessors: Following the interview, use the evidence you have collected during the interview about the way in which the participant expressed his or her views. You should take particular note of the personal statement and the interview closure (next steps, career aspirations and further professional learning).


Conducting the interview

Begin the interview by welcoming the participant:

− Tell them that the interview will last 30 minutes.

− Check that they have their personal statement prepared.

− Explain that the questions will focus directly on the assessment criteria for this phase.

− Tell them that you will be making notes to capture the evidence as the interview progresses.

Your questions should be used selectively as a means to help you gather evidence in relation to each area of criteria. Do not attempt to ask too many questions; just one or two for each of the sections. Use them as prompts, and reframe them according to need.

Do’s and don’ts for the conduct of the interview

− Do be professional and calm throughout the interview.

− Do not be overly effusive or friendly.

− Do provide additional prompts if you feel that the participant needs them.

− Do not be aggressive in your interview techniques.

− Do lead the participant through the interview, introducing each new section as you come to it.

− Do not be drawn into providing feedback to participants, either on the written work you have assessed or their performance in the interview.

Recording evidence from the interview

During the interview, capture what evidence you can as the participant responds to your questions.

Experience suggests that this is much easier if you have a headset and microphone, rather than using an ordinary phone.

A recording sheet has been prepared specifically for this interview. Use this sheet to capture the evidence from the interview. Immediately after the interview, spend a few minutes adding to the evidence captured on the recording form. This can take the form of bullet points and short phrases/sentences. Try to populate the sheet as fully as possible in the time available. Where possible provide direct quotes of what the participant said. When you log a judgement (eg, ‘very articulate’), provide some concrete evidence of what they did or said that led you to that judgement. You will need to draw together some conclusions to complete the final section of the form (communication skills), based upon the evidence you gathered in the previous seven sections.

Forwarding the evidence for moderation

The recording sheet is an important document as it provides the only audit trail for the conduct of the interview and will be reviewed at moderation. It would also be vital should there be an appeal against your decisions in the assessment.

The recording sheet can be posted to your provider either by special delivery (as a handwritten paper copy) or in electronic form and included with your completed assessment form on a memory stick. Whichever method is used, it must be submitted prior to moderation.


Phase 2 assessment

The assessment of phase 2 requires you to complete three separate pieces of work related to the three modules that make up the phase. The assessment tasks are related to different aspects of the leadership and management of self and others. They comprise:

− a reflective commentary on the development of your skills in a selected area of personal effectiveness

− a report based on a review of the effectiveness of a team working in your school setting

− a report for the school’s governing body outlining a marketing strategy that is designed to ensure the effective engagement with one key set of stakeholders

Appendix 1: Module assessment requirements



The assessment of module 1 is part of a broader set of requirements for phase 2 as a whole (6,000 words or equivalent). Assessment is through a reflective commentary on the participant’s progress in developing your skills in a selected aspect of your personal effectiveness.


Write a reflective commentary on the development of your skills in a selected aspect of your personal effectiveness. Your commentary should include your reasons for selecting this area, a review of related concepts and techniques, an evaluation of your effectiveness in developing your chosen skill and a summary of your future development needs.

For this assessment task, you should choose an aspect of your personal effectiveness that you wish to improve, for example, time management, delegation or managing meetings. This is a three-stage process.

Stage 1: Choosing a skill to develop

Your choice should be made after reflecting on the outcomes of any diagnostics you have completed, personal feedback you have received (possibly from any performance management processes your school may have) and discussions with a mentor.

Once you have determined your area of focus, you should complete the action-planning form to indicate:

− the skill or competency to be developed

− any relevant literature you intend to read and/or individuals you will consult

− the strategies you will put in place to achieve your goal

− your success criteria

The completed action-planning form should be submitted to your facilitator who will discuss your proposals with you.

Stage 2: Developing the skill

You should now put into practice your action plan and maintain a reflective log of your progress as you work on this phase of the programme.


Stage 3: Reflecting

At the end of phase 2, you will complete a reflective commentary on your progress in your chosen area (2,000 words). The commentary should cover:

− why you chose your particular area of focus and how your development in this area would benefit you and your school

− a review of key literature, concepts and ideas related to your area of focus and a commentary on their value

− an evaluation of how effective you have been in developing your chosen skill, with examples of occasions or situations in which you tried to put into practice your chosen skill and an analysis of how successful you were, related to any theories you have read (Do not provide a lengthy description of what you did.)

− a brief summary of your future development needs, either in your area of focus or in another area(s)


Phase 2 module 2: Leading and managing teams

The assessment of module 2 is part of a broader set of requirements for phase 2 as a whole (6,000 words or equivalent). Assessment is through a written report.

Report for an audience of professional peers 100 per cent (2,000 words)

Write a report that is suitable for an audience of your professional peers based on a review of the effectiveness of a team working in a school setting. The report should include an analysis of the team’s current performance and your proposals for improving its effectiveness.

In completing this assessment task, you are required to review the effectiveness of a team you currently lead and manage or a team you are a member of. The outcome of your review will be a number of proposals for increasing the effectiveness of the team. There are two stages to this task.

Stage 1: Analysing the team’s current performance

You will be aware from your study of teams in module 2 that there are many factors that can contribute to the effectiveness of teams, and that there are different perspectives from which teams can be analysed. These include:

− stage of development of the team

− team leadership and leadership style

− team culture

− team membership

− how the team is motivated

− opportunities for feedback and professional development

Your task is to use some of these tools to analyse the team you have chosen to study to produce a commentary on its effectiveness (1,500 words).

Stage 2: Report back to professional peers on your findings

Produce a brief report, using language and a format appropriate to a group of your professional peers, outlining your proposals for improving the team’s effectiveness. Your report should be based upon the analysis above but should primarily focus on your proposals to improve the effectiveness of the team (500 words).


Phase 2 module 3: Stakeholder engagement

The assessment of module 3 is part of a broader set of requirements for phase 2 as a whole (6,000 words or equivalent). Assessment is through a report to your school’s governing body and a professional commentary on the report.

Report to the governing body 100 per cent (2,000 words)

Produce a report for your school’s governing body (1,500 words) outlining a marketing strategy designed to ensure that your school will have effective engagement with one key group of stakeholders. Your report should include an investigation into your school’s current relationship with the chosen group, an analysis of your investigation and proposals for a strategic marketing strategy. The proposals should be based upon the outcomes from your investigation and analysis.

You should also prepare a professional commentary on the report to governors (500 words).

Your report should cover:

− an investigation into your school’s current relationship with the chosen group of stakeholders, based on the collection of information from a number of sources

− an analysis of your investigation, based on the tools and techniques of stakeholder analysis covered in module 3

− proposals for a strategic marketing strategy outlining the marketing methods to be used and an explanation as to why they have been chosen

Your professional commentary should:

− briefly set out the organisational context

− explain the reasons for selecting the chosen group of stakeholders

− demonstrate how your preparation of the report was guided by the academic and professional reading you have covered as a result of studying module 3 (for example, marketing theory, customer relationship management and stakeholder analysis)

− summarise the implications of the work you have undertaken for your own professional practice in the future and for the further development of the school


Phase 3 assessment

The assessment of phase 3 requires you to demonstrate your ability to draw together your learning from the three separate modules and apply this to the strategic direction and development of your school.

Your work for phase 3 will have three elements:

− a reflective commentary that summarises your understanding of the key concepts and techniques related to the strategic development of schools, and applies this to your own school setting

− a professional commentary explaining your application of the tools and techniques of strategic analysis in your own school setting, and a report for the school governors which sets out clear priorities for development in relation to both the school’s adaptation to its external environment and to your selected internal area (facilities or human resources)

− produce an outline business case to address one of the key priorities for development (internal or external) that you identified in module 2, and a confidential report for the SLT summarising your assessment of key aspects of the school’s strategic and financial management


Phase 3 module 1: Thinking about strategy in schools

The assessment of module 1 is part of a broader set of requirements for phase 3 as a whole (6,000 words or equivalent). The assessment comprises a reflective commentary.


Prepare a reflective commentary focused on your understanding of key concepts and techniques associated with the strategic direction and development of schools and the contribution of the school business manager to this process. The commentary will also draw conclusions about the strategic direction and development of your own school. Finally, the commentary should also summarise your reflections on your current contribution to the strategic leadership and management of your school, and your plans to enhance this contribution in the future.

You will prepare a reflective commentary on the strategic direction and development of schools, drawing on your professional experience to date and your study for this module.

Through the commentary, you will demonstrate your understanding of the key concepts and techniques associated with the strategic direction and development of schools and the contribution of the school business manager to this process. The commentary should also demonstrate the ways in which your thinking is informed by your personal experience, professional analysis and academic study.

The first part of the commentary should summarise your understanding of key concepts and techniques of the strategic direction and development of schools. You should show awareness of policy directions, research studies, inspection findings and engagement with the literature on the topic.

The next part of the commentary should be based on your observations and investigations into strategy in your own school setting. You will draw conclusions about the characteristics and effectiveness of the strategic direction and development of the school, the systems and processes currently in place, and areas for development.

The final part of your commentary will summarise your reflections on your current contribution to the strategic leadership and management of your own school, and your plans to enhance this contribution in the future. This section should be related to critical reflection on your personal and professional effectiveness in skills related to the strategic direction and development of schools.


Phase 3 module 2: Analysing the strategic development of the school

The assessment of module 2 is part of a broader set of requirements for phase 3 as a whole (6,000 words or equivalent). The assessment of this module is part of a broader set of requirements for the phase as a whole (6,000 words or equivalent). The assessment for this module comprises a professional commentary and a report to governors.

Professional commentary and report to governors 100 per cent (2,000 words equivalent)

a) Prepare a professional commentary (1,500 words) explaining your application of the tools and techniques of strategic analysis in your own school setting.

Your strategic analysis should examine first the external environment of the school (‘positioning view’) and then its internal characteristics (‘resource-based view’) in order to identify priorities for development. In terms of the internal capacity of the school you should choose one of the following areas:

– Facilities development

– Human resources development

b) Write a report for the school governors which sets out clear priorities for development in relation to both the school’s adaptation to its external environment and to your selected internal area (500 words)

Your professional commentary should comprise the following sections:

− A brief introduction to the school setting, its context and its overall strategic development

− An evaluation of the school’s current position in relation to the external environment

− An evaluation of the school’s current position in relation to either its facilities or human resources

− Your evaluation should draw upon a range of analytical techniques and sources of evidence

− You should set out a summary of your key findings

− You should explain how you have been able to engage stakeholders in the process, and describe how they should be further consulted over the strategic needs and development priorities you have identified

− A discussion showing how your analyses and proposals have been informed by your reading about the key concepts and techniques of strategic analysis

Your report for governors should identify a number of clear priorities for development (normally 3 – 5 priorities), together with broad strategic goals in relation to each priority.


Phase 3 module 3: Planning strategic initiatives in schools

The assessment of module 3 is part of a broader set of requirements for phase 3 as a whole (6,000 words or equivalent). There are two parts to the assessment of this module: An outline business case and a confidential report to the school’s Leadership Team

Part 1: Outline business case 50 per cent (1,000 words equivalent)

Produce an outline business case to address one of the key priorities for development (internal or external) that you identified in module 2 (1,000 words + additional evidence in appendices). This strategic initiative will be the focus of your business case.

Part 2: Confidential report to 50 per cent the School’s Leadership Team (1,000 words equivalent)

Produce a confidential report for the SLT summarising your assessment of key aspects of the school’s strategic and financial management (1,000 words + additional evidence in appendices).

In each case, your report should identify current strengths, areas for development and priorities for action.

Further guidance on Part 1:

Your outline business case should draw upon the theories, tools and techniques covered in the module. It should include the following sections:

Background:

A description of the strategic need that has been identified, which this project is intended to deliver, and summary of supporting evidence

Strategic goals:

A statement of broad strategic goals, capturing what the project is intended to achieve in terms of the work of the school

Strategic fit:

An explanation of the contribution the project will make to the organisation’s overall strategic direction


Interdependencies:

An analysis that illustrates the way in which this project may affect, or be affected by, other initiatives

Options appraisal:

A summary and appraisal of a number of options to achieve your strategic goals. You should then identify your recommended course of action from the options available

Project objectives:

A list of the project objectives of the selected option, clearly stating the anticipated impact on the school

Risk assessment:

An assessment of the risks facing the option you have chosen and the identification of strategies for managing those risks

Cost-benefit analysis:

A calculation of the costs and benefits of the proposed project

Project Financing:

A discussion of the financing of the option you have chosen which demonstrates that it is affordable, offers value for money and is sustainable in the long-term

Project planning:

Summary of key deliverables and their due dates

Planning assumptions:

List of key assumptions made in developing the business case

Further guidance on Part 2:

Your confidential report to the SLT should draw upon the theories, tools and techniques covered in the module. It should be concise and appropriate for that professional audience, with supporting materials in appendices.

You should focus on three key areas of current practice in the school, each one having particular significance for the role of the School Business Manager. These three areas comprise the school’s approach to:

− options appraisal and the approval of strategic initiatives and development projects

− risk management, particularly the management of strategic and financial risks and business continuity planning

− strategic financial management, and the alignment of financial forecasting and budget setting

processes to the strategic direction of the school.


Phase 4 assessment

The assessment of phase 4 requires you to demonstrate your ability to draw together your learning from the three separate modules in an integrated study of a significant issue facing your organisation.

In order to complete the assessment requirements, you must first identify an area of your school’s performance that the school would wish to improve (see separate guidance on how to select an appropriate area to study). Your study will have three elements:

− analysis of a school improvement issue you have chosen that will lead to recommendations for change (module 1)

− discussion of your proposals for managing the changes you recommend (module 2)

− an explanation of why the changes you propose will represent value for money to your school (module 3)


Phase 4 module 1: Understanding school improvement

The assessment of module 1 is part of a broader set of requirements for phase 4 as a whole (6,000 words or equivalent). The assessment comprises a report and reflective commentary.

Report 100 per cent (2,000 words equivalent)

Write a report for your school’s SLT (1,500 words+ additional evidence in appendices) focused on an investigation into the performance of your school and the identification of significant school improvement issues that it faces. You should identify priorities for action and discuss potential strategies for improvement. Finally, you should identify one initiative which you will be able to significantly engage with in your position as a school business manager.

Write a reflective commentary (500 words) to demonstrate how your conduct of the investigation, priorities for improvement and potential strategies for improvement have been informed by personal experience, professional analysis and academic study. You should also consider the role of school business managers in securing school improvement.

Your report to the SLT should comprise:

− a brief introduction to the context of the school (socio-economic factors, parental attitudes, local trends etc)

− an analysis of the school’s current level of performance, drawn from key school documents and data sources

− identification of current strengths, areas for improvement and priorities for action

− a summary of three school improvement priority areas and discussion of the potential strategies to address these areas

− an options appraisal process to identify one initiative which you will be able to significantly engage with in your position as a school business manager.

− a brief outline of the school improvement initiative you will choose to implement

Your reflective commentary should comprise:

− an explanation of the way in which your report to the SLT was informed by your reading and academic study into aspects of school effectiveness and school improvement

− discussion of key issues you faced in terms of professional analysis and decision-making

− reflection on the professional learning that you have achieved through completion of work for this module

− reflection on your current and potential contribution to school improvement as an SBM

− discussion of the broader implications for school business management as an area of professional practice


Phase 4 module 2: Leading and managing change

The assessment of module 2 is part of a broader set of requirements for phase 4 as a whole (6,000 words or equivalent). The assessment for module 2 comprises a professional commentary on your application of the tools and techniques for managing change in your own school setting.

Professional commentary 100 per cent (2,000 words equivalent)

Prepare a professional commentary (2000 words + additional evidence in appendices) focused on your application of the tools and techniques for change management in your own school setting. The commentary should focus on your use of the tools and techniques covered in module 2 and how these can be used to inform your school’s strategy for managing the school improvement initiative you have recommended (module 1), and other future changes.

Your professional commentary should comprise:

− a brief introduction to the internal school context in relation to the change you propose to introduce

− your rationale for the need for change and summary of the specific intervention strategies to be deployed

− an analysis of the organisational culture and attitudes towards the proposed change

− your proposed strategy for managing this change and how this has been informed by your initial analysis

− a refection on the usefulness of the tools and techniques of change management and how you could use these in the future


Phase 4 module 3: Improving efficiency

The assessment of module 3 is part of a broader set of requirements for phase 4 as a whole (6,000 words or equivalent). The assessment for module 3 comprises: a report to the governing body finance sub-committee on the value for money of your proposed initiative, and a professional commentary on key concepts and techniques in improving efficiency and securing value-for-money in school settings.

Report to governors and professional commentary 100 per cent (2,000 words)

Report to the governing body finance sub-committee (750 words + additional evidence in appendices).

Prepare a report for the sub-committee that explains why your proposed school improvement initiative will represent value for money to the school.

Professional commentary 1,250 words + additional evidence in appendices

Write a professional commentary on key concepts and techniques in improving efficiency and securing value-for-money in school settings.

Your commentary should include:

− analysis of the challenges involved in securing value for money in the education sector, drawing on your reading of the literature referenced in module 3

− a discussion of your use of the tools and techniques covered in module 3 measure the value-for money of the proposed initiative

− an explanation of how you will ensure that your proposals this improvement initiative are part of a whole-school value-for-money strategy

− reflections on the role and responsibilities of the SBM in improving efficiency and securing value for money



Phase 5 of the programme involves completion of an assessment module, although there is no taught content related to this. The assessment involves a personal statement and interview, conducted via web conferencing. The statement and interview focus on your:

− progression through the programme and completion of phases 2 – 4

− gains in terms of your professional competency and study skills

− reflections on the lessons you have learned and your personal development

− the impact on the school in terms of its performance, efficiency, systems and cultures

− knowledge and understanding of the profession of school business management and your changing role as an SBM

− your plans for further professional development and career progression

Structured interview 100 per cent

Prepare for a 30-minute structured interview conducted via web conferencing and focused on your professional learning through the programme.

Prior to the interview, you will have prepared a personal statement lasting five minutes and focusing on the impact of the DSBM. You should cover the impact of completing the programme on your professional competency and on the school’s efficiency and effectiveness. At the start of the interview, you will be asked to read this prepared statement to your assessor.

The interview follows directly from your personal statement. The assessor will use the interview to verify your statement and examine what you have learned personally through the programme and how you have used this to enhance your contribution to the leadership and management of your school. The assessor will also assess your knowledge and understanding of school business management as an emerging area of policy and practice.

Further guidance on preparing for the interview is provided during the phase 4 face-to-face event.



Appendix 2: DSBM module-specific assessment criteria


− Demonstrated knowledge and understanding of key concepts related to personal effectiveness

− Provided evidence of engagement with selected academic and professional literature related to personal effectiveness

− Demonstrated recognition of the significance of the importance of personal effectiveness and continuing professional development

− Drew on theoretical frameworks as a basis for reflection and action


− Selected an appropriate focus in terms of the development of their personal effectiveness and explained the reasons for its selection

− Prepared a viable action plan for the development of the selected aspect of personal effectiveness

− Implemented the action plan for the development of their personal effectiveness

− Evaluated their success in developing their selected skill area over time


− Critically reflected on and evaluated their personal and professional effectiveness

− Made sound judgements about their current position with regard to personal effectiveness

− Identified ethical issues in personal effectiveness and their relation to the work of the school

− Shown evidence of a reflective log and the ability to reflect on the implications of learning gained through the module


− Organised writing in a logical manner and used appendices appropriately

− Adopted a manner and style of writing appropriate to a reflective commentary

− Observed the mechanics of language: spelling, punctuation, sentence construction

− Used references effectively and applied the Harvard system correctly


Phase 2 module 2: Leading and managing teams


− Demonstrated knowledge and understanding of key concepts related to teams, team building and effectiveness

− Provided evidence of engagement with some of the academic and technical literature related to teams and the management of teams

− Demonstrated mastery of a range of tools and techniques related to the analysis of the team’s current performance and proposals for improving its effectiveness

− Demonstrated recognition of the significance of managing relationships within teams


− Investigated the effectiveness of a team working in a school setting

− Used a range of tools and techniques to analyse team development, leadership, culture, membership and motivation

− Designed and executed a systematic enquiry into the effectiveness of the team

− Made clear and appropriate proposals for improving the effectiveness of the team


− Made sound judgements about the selected team and used these as a basis to propose future action

− Identified ethical issues in analysing teams and how this information can be used in the workplace

− Reflected on the outcomes of the investigation and drew conclusions from analysis

− Reflected on the role and responsibilities of the SBM in managing teams


− Planned and structured the report in a logical manner

− Adopted a manner and style of writing appropriate to an audience of professional peers




Phase 2 module 3: Stakeholder engagement


− Demonstrated knowledge and understanding of key concepts related to stakeholder engagement, marketing theory and customer relationship management

− Provided evidence of engagement with some of the academic and technical literature related to the fields of knowledge above

− Demonstrated mastery of a range of tools and techniques related to the analysis of the school’s interaction with different groups of stakeholders, school marketing strategies, promotional techniques and customer relationship management

− Demonstrated recognition of the increasing significance of managing relationships with customers and stakeholders in schools today


− Completed a small-scale investigation into an aspect of a school’s current approach to stakeholder engagement, using an appropriate theoretical framework

− Focused on a specific group of school stakeholders, and provided a rationale for its selection

− Used a range of tools and techniques to analyse the outcomes of the investigation

− Developed proposals for a strategic marketing strategy and promotional techniques to ensure effective engagement with the selected group of stakeholders


− Made sound judgements about a school’s current practice and used these as a basis to propose future action

− Identified ethical issues in analysing stakeholders and marketing schools, made judgements about them and suggested appropriate responses

− Used the professional commentary to reflect on the outcomes of the investigation and discussed its implications

− Used the professional commentary to reflect on the role and responsibilities of the SBM in managing stakeholder relationships and school marketing


− Organised writing in a logical manner (clear introduction, appropriate sequencing and conclusion) and used appendices appropriately

− Adopted a manner and style of writing appropriate for a report to governors and a professional commentary




Phase 3 module 1: Thinking about strategy in schools


− Demonstrated knowledge and understanding of key concepts and techniques associated with the strategic direction and development of organisations

− Provided evidence of engagement with the literature focused on the strategic development of schools in the context of current educational policy

− Shown awareness of research findings and publications concerned with the emerging contribution of the SBM to the strategic direction and development of schools

− Demonstrated understanding of the ways in which schools can plan for their strategic development by drawing on techniques for operational planning, capacity-building and futures thinking


− Completed a systematic investigation into strategy in a school setting

− Undertaken an audit of the school’s current systems and processes of strategic development

− Drawn conclusions about the characteristics of the strategic direction and development of the school and the effectiveness of the systems and processes currently in place

− Identified areas for improvement in the strategic direction and development of the school


− Reflected on the emerging contribution of the SBM to the strategic direction and development of schools

− Evaluated their current contribution to the strategic leadership and management of their school, and set out plans to enhance this contribution in the future

− Demonstrated the ways in which their thinking is informed by personal experience, professional analysis and academic study

− Critically reflected on their personal and professional effectiveness in skills related to the strategic direction and development of schools


− Demonstrated effective use of language (word choice, coherence, persuasiveness, appropriateness and register)

− Adopted a manner and style of writing appropriate to a reflective commentary on their own professional knowledge, understanding and expertise




Phase 3 module 2: Analysing the strategic direction of the school


− Demonstrated knowledge and understanding of key concepts of strategic analysis

− Provided evidence of engagement with research studies, official documents and inspection reports on the strategic direction of schools

− Demonstrated understanding of national policies, initiatives and guidelines for the strategic development of facilities or human resources

− Demonstrated mastery of a range of tools and techniques related to strategic analysis


− Provided a clear introduction to the school setting, its local environment and background in terms of its overall strategic development

− Summarised the findings from an evaluation of the school’s current position in relation to the external environment and its internal capacity with regard to its facilities or human resources

− Reported on the application of the tools and techniques of strategic analysis used to evaluate the school’s current position

− Identified clear priorities and strategic goals for the development of the school


− Reflected on the effectiveness of the tools and techniques used to analyse the strategic needs of the school

− Discussed key issues in securing stakeholder engagement in the strategic analysis of the school and consulting on its development needs

− Adopted a systematic approach to the strategic decision-making process and exercised good judgement

− Shown how the analyses and proposals have been informed by reading about concepts and techniques of strategic analysis


− Organised the professional commentary and report to governors in a logical manner and set it out in an appropriate format

− Adopted a manner and style of writing appropriate to both a professional commentary and a report and used an appropriate range of communication techniques (including tables, diagrams, etc)




Phase 3 module 3: Planning strategic initiatives in schools


− Demonstrated knowledge and understanding of key concepts related to options appraisal, the management of risk, aligning financial planning with the school’s strategic planning and planning projects

− Provided evidence of understanding of key processes related to the planning of strategic initiatives

− Demonstrated mastery of a range of tools and techniques related to strategic planning, options appraisal, risk analysis and project planning

− Demonstrated knowledge and understanding of how to produce an outline business case


− Articulated a vision a strategic initiative in their school

− Set out clear priorities for action and strategic objectives to achieve those priorities

− Considered one priority in depth and set out an outline business case

− Explained how the financial planning for their chosen initiative will be aligned with the school’s long-term financial planning processes

− Carried out an analysis of the risks faced by their chosen initiative

− Produced an outline business case to address a priority for the strategic development of the school

− Applied tools and techniques of strategic planning, options appraisal, risk assessment and cost-benefit analysis

− Evaluated key aspects of the school’s strategic and financial management

− Identified current strengths, areas for development and priorities for action in relation to specific aspects of the school’s strategic and financial management


− Demonstrated the ability to analyse strategic issues and evaluate systems and processes

− Adopted a systematic approach to the preparation of the business case

− Exercised good judgement in the assessment of the school’s current strategic and financial management

− Provided evidence to substantiate key judgements and conclusions


− Communicated effectively with a range of school stakeholder groups

− Organised the outline business case and report to the SLT in a logical manner and set them out in an appropriate format

− Adopted a manner and style of writing appropriate to setting out plans and writing reports




− Demonstrated knowledge and understanding of key concepts related to school effectiveness and improvement

− Demonstrated recognition of government policies and strategies relating to school improvement

− Provided evidence of engagement with the academic and technical literature related to leading and managing school improvement strategies

− Demonstrated mastery of a range of tools and techniques related to the analysis of school performance and effectiveness


− Completed an investigation into the performance of the school, drawing upon an appropriate range of data sources and documentary evidence

− Identified key strengths in the school’s performance, its areas for improvement and priorities for action

− Summarised three priority areas for improvement in the school and discussed potential strategies to address them

− Complete an options appraisal process to identify one school improvement initiative for implementation


− Made sound judgements about a school’s current performance and used this as a basis to propose future action

− Discussed potential school improvement initiatives to address the issue facing the school and provided a secure rationale for the selection of one initiative to secure improvement

− Addressed any emerging ethical issues in a sensitive and professional manner

− Reflected on their contribution to school improvement as an SBM and the broader implications for school business management as an area of professional practice


− Organised writing in a logical manner (clear introduction, appropriate sequencing and conclusion) and used appendices appropriately

− Articulated and discussed theoretical models and policy directions in a clear and concise manner



Phase 4 module 1: Understanding school improvement


Phase 4 module 2: Leading and managing change


− Demonstrated knowledge of theoretical models of change in organisations

− Demonstrated understanding of key concepts related to leading and managing change

− Provide evidence of engagement with some of the academic and technical literature related to the fields of leading and managing change

− Demonstrated mastery of a range of tools and techniques related to the analysis of leading and managing change


− Analysed the internal school context in relation to the proposed changes

− Provided a rationale for the need for change and summary of proposed specific intervention strategies to be deployed

− Analysed the key factors relating to the implementation of the proposed initiative

− Developed proposals for the management of change


− Applied appropriate analytical tools and techniques to investigate the school setting

− Identified and responded to ethical issues in leading and managing change

− Reflected on the usefulness of the tools and techniques of change management and considered how they could be of further use in the school setting

− Reflected on broader implications for the professional practice of school business managers



− Adopted a manner and style of writing appropriate to a professional commentary




Phase 4 module 3: Improving efficiency


− Demonstrated knowledge and understanding of key concepts related to value for money and improving efficiency

− Provided evidence of engagement with some of the academic and technical literature related to the fields of improving efficiency

− Demonstrated mastery of a range of tools and techniques related to the analysis of improving efficiency

− Demonstrated recognition of the increasing significance of improving efficiency in school settings


− Demonstrated how a set of school improvement proposals represent value for money

− Applied a range of tools and techniques related to improving efficiency and securing value for money

− Discussed the metrics to be used to determine the value for money of the initiative

− Demonstrated how the proposals are part of a whole-school strategy to secure improved value for money


− Made sound judgements about the school’s current practice and used these as a basis to propose future action

− Analysed the challenges involved in measuring value for money in the education sector

− Made effective use of the literature cited in the module resources to analyse these challenges

− Reflected on the role and responsibilities of the SBM in improving efficiency and securing value for money


− Demonstrated the ability to explain key concepts and techniques in a clear and authoritative way


− Adopted a manner and style of writing appropriate to a report to governors and a professional commentary






− Demonstrated knowledge and understanding of the profession of school business management and the changing role of SBMs

− Demonstrated familiarity with the school business management competency framework (developed by National College & NASBM, 2009)

− Showed an understanding of the way in which government policies are impacting on the role of SBMs in schools

− Showed awareness of research findings and publications concerned with the emerging contribution of the SBM in schools


− Described key areas of progression against the school business management competency framework achieved through completion of the programme

− Provided suitable examples of the way in which they have applied the learning on the programme to their professional practice

− Given a positive account of the impact of their work on the school in terms of its performance, efficiency, systems and cultures

− Stated plans for further professional development and career progression and located these in the needs of schools and service to others


− Reflected on the key areas of personal and professional learning gained through the programme

− Evaluated themselves as learners to identify key factors in their progress made through the programme

− Evaluated key issues in the strategic development of their school

− Analysed their current and future professional contribution as a school business manager to the strategic leadership and management of the school


− Prepared a clear and succinct personal statement

− Articulated their professional views and values with passion and commitment

− Talked about their professional role and competency in an objective and impartial manner

− Demonstrated integrity and discretion in the description of their own school setting and the broader professional community

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• Helping to identify and develop the next generation of leaders

• Improving the quality of leadership so that every child has the best opportunity to succeed

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