Professional development of operational staff in academies Stephen Morales CEO, NASBM

Implications of government’s policy trajectory Decentralisation Diminishing role for local authorities Greater levels of direct accountability Sector-led approach to system improvements Imperative for in-house expertise Emerging school structures Executive roles and accountability lines Financial health and efficiency

Emerging leadership categorisation Executive Generalist Specialist

Emerging school structures CEO FD (specialist) COO (generalist) Operations Director MAT executive team Local school level Head of learning Head of learning Head of learning SLT Business support SLT Business support SLT Business support

Developing capacity CEO COO FD (generalist) Operations Director (specialist) COO (generalist) Operations Director MAT executive team Local school level Head of learning Head of learning Head of learning SLT Business support SLT Business support SLT Business support

How do we define the DNA of our new school leaders? Skills and competencies An agreed reference point Validation Providing confidence – authority Professional credibility, status and recognition What is the reference point? NASBM professional standards – sector can use for validation and self-assessment

How will the SBM profession respond to the new landscape? Qualifications and experience for the emerging roles SBM recategorisation as schools consider organisational redesign Leadership rationalisation Executive leadership vs local business support Central services – what’s possible & what’s not?

Building the case for the professionalisation of the SBM workforce There are two audiences: Practitioners in terms of professional credibility and a career pathway The sector practitioners serve by validating practice and providing confidence in their ability and competency to discharge their duties

How are we responding to this? Clearly articulated professional standards A qualifications and CPD framework that is underpinned by these professional standards Clear career pathway opportunities Mapping skills, competencies and experience to appropriate roles Improving leadership behaviours

Professional Standards Nationally recognised, stakeholder-endorsed, practitioner-led School Business Management Professional Standards.

Six disciplines There are six disciplines:   The core – leading support services. Then five technical areas: Human Resources, Marketing, Finance, Infrastructure and Procurement.

Behaviours, values and ethics Then there are six behaviours:   Resilient Decision maker Collaborative Challenger Change catalyst Skilled negotiator And then, finally, wrapped around the whole framework, are values and ethics, which we believe are so important to a profession that essentially has stewardship of billions of pounds worth of public funds.

How to use the standards Self-assessment Recruitment Individual performance management Organisational development Training and development So then on to how to use them: –To establish where you are and where you would like to go professionally –For recruitment –To support performance management –To assess the school’s operational capacity and plan for its future and –To support training and development needs

What’s required of you as a practitioner? A commitment to an ongoing learning journey Self-reflection (ideally with reference to the professional standards and qualifications framework), both in terms of your context and your ambition Understanding the strategic direction of your institution and how you position yourself for any potential organisational changes or restructuring

Qualifications and training Toolkit training, workshops, seminars and briefings SBM quals – Dip 4, 5 & 6 APEL route to NASBM Fellowship Funded SBM apprentice-ship route COO/CFO specific qualification Post-graduate programmes Qualifications and training

Questions? info@nasbm.co.uk www.nasbm.co.uk