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

2. 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

3. Emerging leadership categorisation
Executive
Generalist
Specialist

4. 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

5. 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

6. 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

7. 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?

8. 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

9. 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

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

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

12. 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.

13. 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

14. 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

15. 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

16. Questions?