Nuts and bolts volume 1

Volume 1 – Managing change: A strategic approach Peter Rushton and Pauline Morris

Published by AMiE www.amie.uk.com AMiE is the leadership section of ATL – the education union.

Project Editor: Yvonne Fleming Edited and designed by thingswedo Printer: Blackmore Ltd, Shaftesbury Š Association of Managers in Education 2011.

All rights reserved.

Colleagues are most welcome to use the materials in this booklet in training sessions.

However, we would ask that you register your use with AMiE on 01858 461 110.

Feedback should be sent to the Project Editor, Yvonne Fleming at yfleming@amie.atl.org.uk, or: AMiE 35 The Point Market Harborough Leicestershire LE16 7QU Tel 01858 461 110 Fax 01858 461 366

Contents

1 3 7 11 18 21 26 33 36 44 46

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58 59 60

Acknowledgements Foreword Introduction Aspects of change Understanding change Reactions to change Communication and change Leading change Planning for change A strategic approach to change Strategic planning Conclusion Appendix 1. Example of change in practice: restructuring Appendix 2. Example of change in practice: succession planning Appendix 3. Example of change in practice: new technologies Appendix 4. A sample self-assessment report (SAR) and action plan Appendix 5. A sample strategic plan Select bibliography Useful websites

Acknowledgements Our thanks are due to the management consulting firm Hay Group.

We would also like to thank our colleagues in schools and colleges, in particular:

1 1Ashton under Lyne Sixth Form College 1 1Bramhall High School, Stockport 1 1Cardinal Newman High School, Warrington 1 1Carmel Sixth Form College, St Helens 1 1Green Lane Special School, Warrington 1 1Harwood Meadows Primary School, Bolton 1 1Huddersfield New College 1 1North Liverpool Academy 1 1Our Lady’s Primary School, Haigh, Wigan 1 1Runshaw College, Chorley 1 1St Augustine’s Catholic High School, Billington 1 1St Gregory’s Catholic High School, Warrington 1 1St John Rigby Sixth Form College, Orrell, Wigan 1 1St Marie’s Primary School, Standish 1 1Warrington Collegiate 1 1West Cheshire College.

Thanks too to Jim Fogarty and Ray Begley, our colleagues from Promoting Excellence.

Peter Rushton and Pauline Morris Promoting Excellence Ltd

Foreword Welcome to the first publication in AMiE’s Nuts and Bolts series.

This volume aims to unpick some of the most challenging issues which leaders and managers face on a daily basis in our schools and colleges.

In line with our ongoing aim, volume one` is specifically designed to support new and aspiring leaders and managers in the practicalities of developing their own leadership skills, but it also has much to offer the experienced leader as a guide to best practice and a framework to reflect on individual development, improvement and values.

I hope that, no matter what stage of your career, you will find the following pages useful and relevant to the challenges you face on a daily basis and a source of practical tips to promote change and improvement in your organisation.

Peter Pendle Deputy General Secretary, ATL

Introduction Continuous change – and planning for it – is taken for granted in most organisations. Many leaders believe that managing uncertainty is a key element of their work, making it varied, challenging and never boring.

Change and planning are closely linked. It is important to be aware of change and how it will (or might) affect different aspects of your work. Anticipating and planning for change is a hallmark of good leadership.

Although planning for change is a common feature of leadership, it is rarely evaluated or reflected upon. Practical guidance in this aspect of a leader’s role is minimal and often overly theoretical.

This first volume in AMiE’s Nuts and Bolts series explores the nature of change, and outlines some tools and possible strategies to manage it successfully. It gets back to basics, offering practical, ‘how to’ advice on everyday issues.

It examines planning and gives examples of how colleagues across the education sector approach planning from a strategic, departmental and individual point of view.

It is worth emphasising that, in order to be really effective, planning should be seen not merely as a process with associated documentation, but also as a way of thinking and working that is a combination of different leadership features and qualities.

We hope that you will find this booklet practical, useful and interesting, no matter what the stage of your career. It is written with both new and more experienced leaders in mind and includes lots of practical exercises and reflective tasks.

Having a clear vision and purpose is critical, when leading and planning for change. Clarity is the most important ally for a leader. Keeping things simple is a good recipe for success.

Stability through change demands clarity about what you are trying to do, so a time of continuous change as exists today puts a premium on knowing clearly what you are trying to accomplish.

William Bridges (2009)

1

Terms used in this volume As organisations often use different terms for certain processes and procedures – and indeed for how they designate themselves – please bear in mind the following when reading this booklet.

In this volume:

1 1organisation = school or college 1 1strategic plan = development plan 1 1self-assessment report (SAR) = school evaluation form (SEF) or department evaluation form

1 1improvement plan = development plan or quality improvement plan

1 1students = pupils or children.

This explanation may also help to bridge any gaps between sectors or types of institution where terminology may be different.

2

Aspects of change However we define it, change comes in many different guises – different types, scales and levels of complexity.

Yet, these very often overlap with, and impact on, each other. They are affected by conditions in the internal environment of the organisation, the external environment in which the organisation works – such as the political and economic situation – and also by the circumstances and attitudes of the people working in the organisation.

Figure 1. Overlapping aspects of change

Personal change

External change

Organisational change

Change can be very difficult to manage. If unplanned or handled incorrectly, it can impact on a wide range of people – your staff, your students and your stakeholders.

Take time to think, reflect and consult about forthcoming change – a considered and thoughtful approach can reap many benefits. This will require you to be calm and patient; being impetuous can frequently lead to mistakes and regret.

The ability and determination to make time to reflect and plan is not only good leadership but also common sense.

3

reflect

How can external changes influence people and organisations?

In what ways can organisational change impact on people (both internally and externally)?

What changes might you need to manage as a leader?

(See Figure 2 for some suggestions.)

Extern al c ha ng e

Figure 2. Types of change

Imposed curriculum changes, e.g. SATS; 14–19

sonal change Per New head/principal New member of staff or NQT New job/role Maternity/paternity leave Serious long-term staff illness or absence Redundancy (compulsory or voluntary), including skills audits Job share/flexi-time requests Serious personal issues in the family

Competition from other schools, colleges, new academies Recession and funding cuts Change in government (and education policy) Documentation requirements and compliance, e.g. health and safety; safeguarding League tables Ofsted criteria and Ofsted status (post-inspection)

Change

Restructuring or changed roles and responsibilities

New buildings, extensions or refurbishments

e ang ch al on

Org an isa ti

Change in intake and falling recruitment Changed facilities, equipment, technology (better or worse) Holiday patterns Course numbers and viability levels Change of status, e.g. academy

4

Most of the changes identified in Figure 2 would have major impacts on an organisation. They are medium- to long-term changes and can be planned for.

In leadership roles, it is important to consider the implications and consequences of change on a regular basis.

For example:

Funding (external change)

Course delivery (organisational change)

Staff job security

Dealing with short-term changes Other changes may be encountered, which could be classed as short term. These may be changes which last a day, a few days or a few weeks, for example:

1 1unplanned staff absence 1 1an outbreak of disease or a large-scale illness among staff/students

1 1a timetable change 1 1accommodation demands, e.g. for exams, rooming 1 1crises, e.g. floods, electrical faults.

How would you manage one of these changes, if it happened tomorrow? What skills would you need to use?

Example: unplanned staff absence If 10% of your staff phone in sick one Monday morning, what should you do as a senior leader?

Keep calm and consult with your senior colleagues. You already have a cover supervisor and details of several regular supply teachers. After morning break, all classes can be covered.

However, the senior team and heads of department will be responsible for covering any other unstaffed classes prior to this.

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Once all classes are covered, review absence lists and try to explore causes. Then evaluate the success of the short-term solution.

What skills and qualities have you used to deal with this problem? You have demonstrated:

1 1emotional self-control – not panicking 1 1communication skills – getting others to help you 1 1problem-solving and contingency-planning skills – employing a cover supervisor and having a preferred list of supply teachers

1 1initiative and taking responsibility – providing short-term class cover

1 1conscientiousness – following things through 1 1giving praise and recognition – thanking all those who have helped 1 1the ability to review and evaluate causes and solutions. reflect

Would the skills you have used in managing these short-term changes be transferable to medium-term or long-term changes?

Take time to consider and learn from previous experiences.

What worked and why? What did not work? Why? Change affects climate, morale, operational efficiency and, ultimately, students’ grades, happiness and success. Wellmanaged change could actually be an opportunity to improve, so it is really important to plan for it and manage it effectively.

Figure 3. Change can lead to improvement

Well-managed change

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Positive climate and motivated staff

Excellent performance

In the short term, you may need to be reactive, but first reflect and act in a measured way.

In the medium to long term, be proactive and plan for change.

Understanding change Adapting to the ever-changing present is essential for success in the unpredictable future. Taking a proactive approach to change is the only way to take charge of the future, either as an individual or as part of a team.

Understanding and ownership of the change are key. Support in the planning and implementation stages is also important.

Clarity of purpose is a good starting point for leaders planning for change. Having established a clear strategic direction, convincing everyone else remains the goal.

The essentials Leadership that creates the right climate is a central part of the change process. Leaders need to take an active role, demonstrating their commitment to the change through their personal actions and behaviours. These are critical, so that staff feel that change is generally a positive and enabling process.

Michael Fullan’s ‘framework for change’ (see Figure 4) describes a climate of hope, energy and enthusiasm, within which he outlines the essential considerations in managing change.

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Figure 4. A framework for change Enthusiasm

Understanding change

Hope

Relationship building

Leaders

Coherence making

Ene r g y

Moral purpose

Knowledge creation and sharing

Commitment (internal and external)

Members

More good things happen

Results

Fewer bad things happen Š Michael Fullan (2007)

top tip

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Approach change with an open mind and develop its positive elements.

Integrating the strategy Leaders must ensure that component strategies integrate together effectively. They must help staff to make sense of apparently conflicting strategies, for example improving the quality of teaching and learning, making efficiency savings, and maintaining or increasing student numbers.

Leaders need to guide staff in translating the vision and values into meaningful actions, to ensure that everyone works together in support of the strategic direction.

A key part of strategic integration is therefore building consensus, teamwork and gaining support for the main purpose and direction. This will help staff to have confidence in making decisions for themselves that are complementary within the overall strategy. Given the right climate, if staff are clear and confident, they will feel comfortable about consulting with others to ensure that decisions and strategies are integrated effectively. top tip

Use a balanced approach (see Figure 5) to assess whether your plans are strategic, integrated and meet the needs of all stakeholders.

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Figure 5. A balanced approach Financial Do your plans fit within budget requirements?

Students/pupils Do your plans meet their needs and expectations?

Staff Do your plans give colleagues opportunities to fulfil their potential?

Teaching and learning How can you continue to improve this?

reflect

How can you get the balance right?

What should you avoid?

What should you do more of?

When leading change, take a broad and balanced, but integrated and considered approach.

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Consider who will be affected.

Reactions to change Change is often unpredictable. It can stimulate strong feelings and emotions, and the people involved will react in many different ways. As a leader, try to develop a good ‘radar’ system and ensure that your awareness is highly attuned. A big part of managing and leading change is dealing with the reactions and responses of others. People may resist change for a variety of reasons.

We have tried this before …

What are we doing it for?

It will mean more work for us

If the purpose is not clear, and people have had previous negative experiences, then the change may be doomed to failure.

Other factors that might prompt resistance are that:

1 1those affected by change are not involved in planning 1 1there is poor communication regarding change 1 1there is a fear of failure 1 1the ‘cost’ is too high or the ‘reward’ is inadequate 1 1anxiety over job security is not relieved 1 1change is too rapid or too large scale.

Or perhaps it is down to plain inertia – or the ‘If it ain’t broke, don’t fix it’ viewpoint.

People will generally be less resistant the more involved they are – simply imposing change will be more likely to result in a negative response.

In general, senior leaders have more opportunity to influence the nature, direction and pace of change. Staff at managerial levels, for the most part, have to respond and implement change. Empowering and supporting staff to lead change and take responsibility will greatly enhance the organisation’s capacity to adapt and improve.

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case study

Empowering staff The mission of one sixth form college embraces opportunity for all, maximising student and staff potential and responsiveness to local and regional need.

Two heads of science departments at the school were given time and encouragement to develop their interest in forming links with local higher education provision.

Senior leaders gave advice and support, but did not micro-manage them. Their enthusiasm, hard work and talent were recognised and nurtured.

The win-win outcomes were:

1 1associate college status with a Russell Group university 1 1considerable additional annual revenue for the college 1 1multiple development opportunities for existing staff 1 1more locally based and cost-effective higher education provision

1 1enhanced progression to university science and engineering courses

1 1promotions and career development for the two heads of department concerned.

reflect

What opportunities exist for staff at a managerial level to lead and initiate change?

What could you do more of to empower others to take responsibility for change?

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How do you feel about change?

As individuals we are, of course, unique. So it is not surprising that our reactions to change vary so much, especially when we are moving out of our comfort zone.

In Figure 6, which feelings can you identify with?

Figure 6. Moving out of your comfort zone

P

a in

Growth

E xc it e

m

e

nt

Ri

sk

Se ste e m

Fe a r

lf- e

a ng e

C ha

D

n g e

Comfort zone

ha

n

C

it

y

r

ll e

ng

e

P r o g r e s s

O

pp o

r tu

reflect

Are you a ‘glass half-full’ or a ‘glass half-empty’ thinker?

Consider this when approaching a change that will affect you personally.

The climate of different organisations will also produce different reactions to change. Climate can be defined as: ‘What does it feel like now?’ The climate in teams may be different to the climate of the whole organisation.

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reflect

What is the climate like in your team or organisation?

The amount of challenge and support offered by the organisation will affect both the climate and how people react to change. Using Figure 7, describe how people in your organisation or team feel about change.

Figure 7. Challenge and support e.g. threatened

Challenge for change

High

Low

e.g. apathetic e.g. cosy Low

reflect

e.g. stimulated Support for change

What does the analysis suggest is the case for your organisation?

How can you go about improving it?

A culture of change consists of great rapidity and non-linearity on the one hand and equally great potential for creative breakthroughs on the other.

The paradox is that transformation would not be possible without accompanying messiness.

Michael Fullan (2007)

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High

Task: Assess your leadership qualities To what extent, on a scale of 1–6 (6 being high), do you and your team show the following qualities when dealing with change?

Leadership quality

Behaviours

Enthusiasm

Optimistic, takes a positive approach

Adaptability

Can change tack appropriately

Tenacity

Not easily discouraged, shows determination

Calmness

Takes time, reflects, remains objective

Initiative

Quick to see opportunities

Energy

Can sustain momentum

Develops others

A good coach and mentor

Change catalyst

Initiates and leads on change

Grade yourself (1–6)

Grade your team (1–6)

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reflect

Looking at the results of your analysis in the task above, how do your leadership qualities compare with those of your team?

How can you further develop these qualities in yourself?

How can you develop these qualities in others?

What other qualities do you think have a big impact on leading change successfully?

top tip

Always be aware of – and sensitive to – the impact of change on individuals and groups.

How do you react?

Leaders need to know how to deal with the different reactions to change, both in themselves and in others.

Do you:

1 1bury your head in the sand, ignore change and carry on as usual

1 1disagree with change and stand in its way 1 1accept it and find a way to make it work? reflect

How can you manage these different reactions?

Claes Janssen’s ‘Four room apartment’ model (Janssen, 1996) and Marvin Weisbord’s ‘Productive workplaces’ (Weisbord, 1987) are useful tools and can help practitioners to take a more reflective and objective view of how people might react at different times, when experiencing change.

Four of the reactions to change identified by Janssen and Weisbord are contentment, denial, confusion and renewal.

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How should the leader manage each of these reactions?

1 1Contentment – maintain a clear vision, and communicate regularly and effectively.

1 1Denial – reassure people wherever possible, explaining why and how change can impact and create opportunities.

1 1Confusion – be honest and straightforward, listen and communicate well, and refocus on strengths.

1 1Renewal – recognise and reward good performance, embed coaching, share good practice and be less risk-averse. top tips

If there is resistance to change, keep asking yourself why.

Take time to listen to colleagues – their hopes and fears.

Realise that change involving people is inevitably messy!

Keep things simple and coherent.

Be honest, open and transparent at all times.

reflect

Think about all those affected by the change. Consider what you would like people to be saying, thinking, doing and feeling at the beginning and at the end of the process.

Try to anticipate the reactions of others – be empathetic, and see it from their perspective.

Don’t give up. Have the courage of your convictions and stick to your vision.

Think about using a collaborative approach to manage some changes.

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Communication and change Good leaders communicate and keep communicating the vision and purpose of change. They help staff understand and share the vision so they know what is expected of them in order to make it happen.

FE college principal

One leadership skill that is crucial to successful change management is effective communication.

Being positive and getting people on board is more likely to make change sustainable and successful.

John P Kotter (1996) describes eight steps that organisations need to go through in order to handle change successfully:

1 Establish a sense of urgency.

2 Form a powerful guiding coalition.

3 Create a vision.

4 Communicate the vision.

5 Empower others to act on the vision.

6 Plan for and create short-term wins.

7 Consolidate improvements and produce still more change.

8 Institutionalise new approaches.

Communication is important in all of these stages.

Good communication skills are defined by Kotter as: ‘The ability to send and receive convincing messages to and from a wide range of people.’ Change involves movement and momentum, and good communication keeps it going smoothly.

When communicating, it is important to consider:

1 1Who is the message for?

1 1What is its purpose?

1 1How should it be delivered?

1 1When is the appropriate time?

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When communicating, we would suggest that the messages should be continually reinforced.

All communication should be honest, two-way and carried out in a manner that encourages feedback and generates capacity for sharing learning. top tips

Make sure that the purpose of change is clear.

Involve people who are affected by the change in the planning.

Think about what people are losing and what they might be gaining.

Treat everyone with respect and dignity.

Communicate in many different ways and, if appropriate, many times.

case study

Taking a ‘seven pillars’ approach In changing its culture, one tertiary college recognised the importance of communication and adopted a ‘seven pillars’ approach towards it:

1 staff updates in a weekly newsletter

2 briefings explaining managerial and strategic decisions

3 informal communication – surveys and focus groups

4 symbolism – leaders acting as good role models

5 visibility – leaders being visible to staff and showing commitment

6 policy statements – user-friendly explanatory pamphlets

7 regular and meaningful meetings.

This college has a reputation as an outstanding organisation. It considered that effective, consistent and regular communication was instrumental in changing the culture and attitudes of staff.

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reflect

Do you hold regular briefings?

Are your emails targeted, selective and polite?

How often do you have one-to-one conversations?

Is there a good balance between formal and informal communication?

Are your methods of communication varied, e.g. newsletters; website; face-to-face meetings; bite-sized training/workshops; question and answer sessions; and presentations?

top tips

Observe and learn from good communicators.

Use a critical friend to give you feedback on the way you communicate.

Be prepared to adapt style and content.

Practise your listening skills.

Be open to the opinions of others.

Try to react and communicate in non-judgemental ways.

Make sensible and balanced use of various communication channels.

Don’t overload with too much information, which can be confusing and demotivating.

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Listen as effectively as you talk.

Reinforce the message regularly.

Use a variety of communication methods.

Be aware of the danger of information overload.

Leading change Both leadership and management are important in planning for change. Effective leadership will allow you to establish the vision and purpose, and strong management will allow you to implement it effectively.

Good leadership creates a climate in which colleagues feel enabled. In most cases, good management and approaching change in a constructive and openminded way will ensure that mistakes are avoided.

In our research, three qualities emerged as the most significant for leading change:

1 1inspirational leadership 1 1communication skills 1 1initiative.

Other qualities that were also frequently mentioned are:

1 1confidence 1 1influence 1 1empathy. reflect

How would you define these qualities in your practice?

What are the benefits of having these qualities?

How could you further develop these qualities in yourself?

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Inspirational leadership Inspirational leadership can be defined as: creating a clear and compelling vision of future success and demonstrating key qualities in order to achieve this.

The benefits of inspirational leadership are:

1 1a positive atmosphere 1 1leading by example and inspiring others 1 1creating a focus for action for teams and individuals 1 1uniting different groups within an organisation.

Task: Assess your qualities Complete the table below for the qualities listed.

Skill Initiative

Confidence

Influence

Empathy

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Definition

Benefits

case study

Suggestions from a sixth form college principal Do ‘When managing change, you should be open and transparent. You must have evidence of the need for the change, if you are to sell it effectively to the staff. I always vision the end of the journey, and the preferred result.

It is vital to involve the right people, get commitment and communicate well regularly and often. You need to be strong and firm, but fair. Always be a role model for good practice and behaviour. Let people take manageable risks, but with clear expectations. Change should always align with the college strategic plan, mission and values. If possible, try to link opportunities with change, but most importantly, always keep the student experience at the forefront.’

Don’t ‘Don’t forget to consider external factors, e.g. competition, funding, and don’t let yourself be deflected by others’ agenda. Don’t let it get to you, or take it personally, when things don’t go to plan. Don’t be reactive in the short term and forget the bigger picture. Most of all, don’t lose your focus on the quality of the student experience.’

Stay positive ‘Change always takes longer than you think. You may have to take two steps forward and one step back. Make sure you praise good work and successes, and always stay positive and optimistic.’

top tips

Try to adopt a ‘visionary’ style of leadership.

Consult staff.

Provide support for colleagues.

Use one-to-one conversations to clarify expectations, and gain commitment and ownership.

Review and evaluate progress objectively at regular intervals.

Reflect and learn from leaders you admire.

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Task: Leading change Using the table below, consider how you approach and deal with change. What do the results tell you about your ability to lead change?

Do I? Provide a clear vision?

Or do I? Yes

Accept the status quo?

No

Align people towards a purpose?

Yes

Yes No Yes

No

Take an overly cautious approach?

Welcome and act on feedback?

Yes

Blame others?

Yes

Behave consistently?

Yes

No

No

Have a broad perspective?

No

No

Assume that colleagues know what is required of them?

Yes No

Focus on narrow interests?

Yes

Yes

No

Take sole credit for achieving results?

Listen and develop my listening skills?

Yes

Fail to listen effectively?

Yes

Show openness to change?

Yes

Recognise, reward and develop the skills of others?

Show willingness to change my ideas or perceptions where necessary?

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Yes No Yes

No

No Yes No

No

No

No

Say one thing and do another?

Fail to show flexibility and willingness to adapt when necessary?

Yes No Yes No

Many people do not like change – that has to be acknowledged. But they need to be informed, led and engaged with the process to enable a successful outcome for all – staff, students and the college.

Sixth form college principal

Always align change management with strategic plans and your mission.

Reflect regularly on how far you have come already.

Stay positive!

Envision an end result that is a win-win situation for all those concerned.

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Planning for change The effective management of change is very similar to preparing for a journey. A smooth and successful trip generally means knowing where you are starting from, where you are going, and how you are going to get there.

Stage 2 Where do we want to be?

Stage 1 Where are we now?

Stage 3 How do we get there?

The current situation

Envisioning the future

Planning the journey

Informed by rigorous, honest self-assessment

Agreeing the key goals, culminating in a clear, inspiring and realistic vision

Action planning, identifying milestones and having an implementation plan

As in many other aspects of leadership, we recommend having a critical friend for the journey. A trusted guide for an important trip is a real bonus.

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Vision, review and planning This journey-planning model of vision, review and planning can be applied to core functions of the organisation. The overarching aim is for this process to allow leaders to keep an informed professional judgement that helps them to manage in a time of constant change.

Figure 8. Developing professional judgement

Understanding

nal sio es of Pr

Knowledge Skills Ph H ys um ic Re an al so ur ce s

d Pe

Innovate Planning Embed

ng hi ng ac ni y Te ear og L ag

Info rm ed

Vision

Audit Organisation

Review

Management Curriculum

Evaluate Monitor

Sustain

Judgement

Source: National College for School Leadership (2006)

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Self-assessment The best way of sustaining and developing informed professional judgement is by promoting a culture whereby honest self-assessment is the focus of all planning.

Self-assessment of departments and organisations is a vital part of planning.

For self-assessment to be accurate, it must be based on objective evidence and data.

The model in Figure 9 can be applied to any of the core functions – teaching and learning, human and physical resources, organising the curriculum, and the management of finances. Appendix 4 provides tips and examples to help you with self-assessment.

Figure 9. Self-assessment and planning

Accurate and honest Futureorientated

Flexible and responsive

Self-assessment

Consultative

Anticipatory

Intuitive

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Task: How good are you at planning?

Assess your own planning ability, by answering the following questions.

Yes No Does your organisation have a robust evaluation and self-assessment procedure?

Are you clear about how it fits into the strategic plan?

Can you explain it simply?

Do you know the available resources?

Have you considered all the alternatives?

Do you know the strengths and weaknesses of all your staff?

Do you provide opportunities for people to develop and grow (including training)?

Are there clear timetables and appropriate and achievable deadlines?

Have you considered the ‘what ifs?’ and the risks?

Are you resilient, even in difficult times?

Do you give people the confidence that they can do it?

Do you keep communicating progress and milestones achieved?

Do you create short-term wins and acknowledge them?

Do you build what is good into everyday practice?

Do you say thank you and congratulations?

Positive personal qualities and relationships underpin the successful management of change. Being professional and pleasant at all times does not cost anything, but can save you a great deal.

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All change needs to be planned and well managed.

Although planning is not always about change, all change management is about effective planning.

The keys to change management involve communication, clarity of vision, creating a team to guide it and empowering them to do so.

Considering the culture The attitudes, behaviours and habits of people should be taken into account when planning for change. Culture is sometimes described as ingrained habits or ‘the way we do things round here’.

Culture change is the most important form of strategic management ‌ the most important thing that a leader can do is to manage the culture.

B Fidler (2002)

Central to the success of outstanding organisations is a valuesdriven culture, focused on both students and staff. A positive, student-centred culture, supported by strong and united leadership, is a great starting point in planning for change.

On taking on a new post, a leader should be aware of the established culture. Personal observations and judgements should be well informed before any major change is introduced.

New sixth form college principal

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Task: Changing the learning culture Reflect on how you would go about establishing a ‘vision for change’, so that the jigsaw pieces come together to create a clear and positive picture, creating a new culture of learning and raising standards. Then discuss this with colleagues to make it a practical reality.

Improved student work ethic and success rates

Staff having higher expectations of students

Professional development focus on raising attainment

top tips

Students being more independent learners

Focus on improved teaching and learning

Funding cuts

Implementing change without effective planning can be dangerous.

Initiating too many changes can alienate staff or put too much pressure on them.

Promises not being kept due to excessive workload pressures leads to demotivation.

Raising but not fulfilling expectations reduces respect for, and credibility of, leaders.

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Understanding and gaining a shared ownership of vision is fundamental, particularly if the leader is new. A wellstructured, whole-staff development day could be pivotal to this. It should be constructive, positive, inclusive and inspirational. Being open to staff views, key values and shared ambitions should be the hallmark of a new leader.

Secondary headteacher

case study

A template for consistent planning The new headteacher of a secondary school brought a successful experience of organisational planning into her new role. She was anxious to embed planning at all levels and to develop a much more consistent and systematic approach.

A common and proven six-step template was introduced.

1 1There is a whole-staff consultation day for discussing the vision, mission and values.

1 1The senior leadership team agrees on the key strategic objectives to deliver the vision and mission.

1 1Strategic objectives are communicated to staff, with requests for any feedback.

1 1Each senior leader works with clusters of teams and departments to ensure that the strategic objectives are the focus of all self-assessments and improvement planning.

1 1All self-assessment reports and improvement plans are reviewed by the headteacher in meetings with heads of department.

1 1The strategic plan and department plans are approved by the governing body.

Focus on a small number of key priorities.

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Identify clearly the critical success factors that must be achieved if goals are to be met.

A strategic approach to change Taking a strategic approach to change is essential.

The ‘change wheel’ in Figure 10 shows an eightstep approach to leading change successfully. It is based on our action research and observation in working with practitioners right across the sector.

Figure 10. An eight-step approach to successful change

4 Develop an incremental change plan

3 Develop with others the case for change

2 Define clearly the vision for change

5 Implement the plan through good teamwork

Creative and inclusive leadership

1 Recognise and understand the need for change

6 Review and evaluate progress at key milestones

7 Recognise achievement and change plans when necessary

8 Celebrate success and capture the learning

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Each of these eight steps requires leaders to do different things, and to use different qualities. Decide who is to be involved and what resources are necessary. Build ownership and commitment. It is essential to consolidate understanding of the key priorities and to propose realistic solutions. Praise successes, learn from them, and reinforce the future vision. reflect

Think about a change that you have led or one that you are about to initiate. Try to link the activities and the key leadership qualities to this structured approach, by filling in the table below. What you have learnt?

Eight stages in the change process 1. Recognise and understand the need for change 2. Define clearly the vision for change 3. Develop with others the case for change 4. Develop an incremental change plan 5. Implement the plan through good teamwork 6. Review and evaluate progress at key milestones 7. Recognise achievement and change plans when necessary 8. Celebrate success and capture the learning

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What did/will you do?

What leadership qualities were/are important?

At a time of considerable change it is important to ensure that a sharp focus remains on the core mission and vision of the school. Every opportunity should be taken to review this and to work with staff to strive for shared ownership and understanding. A major responsibility of the head/senior leadership team is to judge what the main change priorities for the school are. A key role for the senior staff is to ensure that these priorities are achieved by thorough planning.

New headteacher of a primary school

Ensure that everyone is clear about the need for change.

Be creative and inclusive when planning change.

Always review and evaluate at key points on the journey.

Celebrate success along the way.

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Strategic planning Strategic planning determines where an organisation is going over the next year or more, how it is going to get there, and how it will know if it got there or not.

When I took up post, I found that there was no systematic planning at middle and senior levels. The approach was essentially ad hoc, and any stimulus for change had come from the headteacher. Consequently, embedding effective planning was my first priority. Leaders need to be trained and supported, to ensure that plans are effective, practical and integrated into whole-school development.

Secondary headteacher

Most organisations highlight a small number of strategic objectives which help with wider communication and interpretation by teams and individuals. The focus of a strategic plan is on the whole organisation, and must take into account changes that will (or may) affect it. Although a strategic plan may be for three years or so, it is more realistic to plan for only one year at a time, due to the ever-changing nature of education. However, the one-year plan should be linked closely with the longer-term strategic objectives.

The way in which a strategic plan is developed depends on the nature of the leadership, its culture, its complexity, its size, and the expertise of the planners.

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Why is strategic planning important?

Strategic planning is important, because it underpins good governance and effective leadership and management. It:

1 1forces organisations to think about what they want to achieve 1 1ensures clarity of purpose, so everything else should fall into place

1 1outlines the activities, resources, risks and decisions that will be needed for achievement

1 1forces the organisation to be sensitive to the external environment and not inward-looking

1 1enables governing bodies and senior leadership teams to take a broad view of both risk and opportunity

1 1requires good processes and systems, e.g. information and data

1 1informs decision-making and incorporates challenge 1 1ensures regular monitoring and evaluation.

What makes a strategic plan successful?

You can make a strategic plan successful by:

1 1thinking ahead 1 1focusing on what the organisation needs to improve and develop

1 1providing training, resources and support for staff 1 1evaluating outcomes 1 1embedding changes into practice.

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We are looking to build capacity by using a leadership planning model involving all teaching staff. All staff are on two literacy teams, a core subject and a foundation stage subject area. The aim is to bring together skill sets from different disciplines to give balance to our curriculum and strategic planning.

Primary deputy headteacher

Most organisations will have a three-year development plan and a detailed one-year operational plan. It is important to keep coming back to the vision, mission and value, focusing on key priorities, e.g. raising standards, inclusion. Empower senior staff to take responsibility for key priorities and allow all staff to contribute to the plan.

Figure 11 shows the structure of a strategic plan, based on vision and self-assessment. Consultation and communication are vital cogs; prioritisation and evaluation help to complete the cycle.

Figure 11. The structure of a strategic plan Vision

Self-assessment and evaluation

Strategic plan

Consultation with stakeholders Setting priorities Revised strategic plan 38

Ofsted and other external requirements

Planning documentation and timetable The strategic plan is the overarching planning document, but it is informed by other plans that are completed on an annual basis. The most useful of these are the self-assessment report (SAR) or school evaluation form (SEF) (see Appendix 4 for an example) and the improvement plan (see Appendix 5 for an example).

The example of a planning timetable below shows how this may fit into an academic year. The SAR should be revisited throughout the year.

Month

Planning activity

Expectation of leaders – tasks and responsibilities

June/July

Update strategic plan

Governors/senior leadership team

September

Update strategic plan again (taking into account results and numbers)

Head/principal to meet with all heads of department and managers.

Link performance management review with SAR and school improvement plan/team leaders/ heads of department/managers

September/ Draw up initial departmental SARs October and review improvement plans

Head or principal with heads of department and managers

November/ December

Review strategic plan. Prepare annual report to governors

Senior leadership team to evaluate progress with all plans

January

Think about new strategic plan to review mission and vision. Either rubber-stamp or elucidate new objectives

Governors, along with senior leaders, to evaluate necessary changes

February

Mid-year departmental reviews.

Revisit SAR

Senior and middle leaders to lead discussions with subject areas

March

Annual review of strategic objectives

High-level review by governors and senior leaders, covering mission, ethos and main goals

May/June

Departmental reviews – SARs and improvement plans

Senior leadership team to review data, learner voice feedback, emerging projections and targets; and to link these to framework of main strategic objectives

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What makes a good strategic plan?

A good strategic plan should be a working document.

It should be kept as simple as possible. It should be easily accessible, for staff to use as a reference point from which to develop, improve and carry out their work. Regular monitoring and evaluation are critical.

Vision and mission

1 1The plan should be robust and able to withstand environmental and political change.

1 1It needs to adequately represent what the school is about.

1 1The plan is not a marketing slogan.

1 1It should not be focused on keeping inspectors happy.

Consistency

1 1Everything in the plan needs to be consistent with the objectives.

1 1The objectives should relate to the vision.

1 1All subsidiary plans (e.g. training, marketing, financial) need to be consistent with each other and the overall objectives.

Targets

1 1Key indicators, targets and milestones will be evident.

1 1Targets should be quantifiable and SMART (Specific, Measurable, Achievable, Realistic and Time-bound), underpinned by information systems and data.

1 1Action plans should have monitoring built in, and evaluation of successful outcomes should be embedded.

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Resources

1 1Strategic and financial planning must be undertaken in both the medium and long term – and linked to the annual budget.

1 1Human resources, staff training and recruitment must be covered.

1 1Physical resources and assets need to be considered.

Risk

1 1The plan must be honest about risks.

1 1Longer planning horizons mean greater risk.

1 1Barriers to achievement should be identified, and contingency plans put in place to address these.

It is really important to have all the school planning documentation to hand. I have all my school plans and priorities combined into one document, which is colour-coded. I keep this by my desk, make notes on it and refer to it almost daily.

Primary headteacher

top tip

To ensure effective monitoring and review of strategic plans, you could use a traffic light system:

11red – issues requiring serious attention 11amber – issues requiring some attention 11green – things going well, no real concerns. reflect

Is your strategic plan: intelligent; intuitive/shrewd; proactive; future-orientated; accurate and realistic; based on strong evidence; understandable by all?

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top tips

Make sure your plan includes costing and resource implications.

Prioritise your key objectives.

Specify outcomes and success criteria.

Set realistic targets (with dates).

Show who is responsible for what.

Refer to risks.

Include a section for update, monitoring and evaluation.

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The key element in strategic planning is rigorous self-assessment.

Regular review of the SAR is essential – three times a year is recommended.

The SAR and improvement plan are the key planning documents.

It is good practice to include external validation in the review process.

What is the role of governors in strategic planning?

It is best practice for governors to be involved in setting the key objectives of the organisation. This then sets the parameters for the detail of the strategic plan.

Governors should challenge the strategic plan before it is ratified, by asking the following questions:

1 1Is it affordable – consistent with budget and budget strategy?

1 1Is it realistic – a plan that can be delivered within all available resources?

1 1Is it consistent – are all actions linked to overall goals, or are there any distractions?

1 1Is the risk assessment robust?

The best way to do this is to have specific planning days, with a clear agenda and activities for all governors to undertake.

Governors should hold an annual planning review. They should be presented with a review of the year, setting out the performance against each target, highlighting areas of good performance and also those areas where performance fell short of the target. Any ‘lessons learnt’ should be recorded and fed into the next plan.

Governors need clear financial and nonfinancial information, including benchmarks and success rates.

Risk assessments must be more than just ‘tick boxes’.

Any major changes must involve governors at an early stage.

Governors should ensure that they maintain strategic focus and leave the dayto-day management to the management teams.

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Conclusion Good leaders can often anticipate and envision a preferred future by staying one step ahead of current reality. Getting people on board and motivated by creating a positive and future-orientated climate will encourage optimism and ownership.

As a leader, when you are given the opportunity to – or are faced with the need to – implement change, it is worth remembering why you chose to work in education. For most people, it is because they want to make a positive difference to people’s lives. This implies a strong moral purpose. So when managing change, it is critical to stick to your own personal values and beliefs. Acting in congruence with these is what you will be remembered for. top tips

Top tips for leading and planning for change Personal

Organisational

Recognise that it is primarily an emotional process.

Identify and communicate the clear reasons why.

Provide support, listen, accept, encourage.

Communicate clear aims, objectives and vision.

Communicate in many different ways and through many different media.

Foster high levels of engagement and involvement.

Be patient and persistent.

Think about what people are losing – and talk about what they are gaining.

Treat the past with respect; value everyone’s achievements and history.

Do not plan every detail and expect things to happen that way – they certainly won’t!

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Create opportunities.

Work to reduce uncertainty – keep it simple.

Work in small steps and recognise progress.

Create opportunities for people and empower them, but don’t micro-manage them.

And don’t forget to keep things in perspective:

1 1You cannot predict the future; you can only make informed guesses – and we are all wrong sometimes.

1 1You cannot fully understand each person’s reactions to change.

1 1You cannot fully understand everything about an organisation – the unexpected will usually happen.

1 1What’s the worst that can happen?

The concluding pages of this booklet detail three examples of change in practice which are common to many organisations.

These provide templates on restructuring (Appendix 1), succession planning (Appendix 2) and new technologies (Appendix 3), which may act as a starting point to help you in planning for any future changes that you may wish to make. Appendix 4 provides a sample SAR and action plan, and Appendix 5 offers a sample strategic plan.

Finally, we hope that this booklet will help you through some of the more difficult challenges that you will inevitably face as a leader and manager.

The future is not a result of choices among alternative paths offered by the present, but a place that is created – created first in the mind and … next in activity. The future is not some place we are going to, but one we are creating. The paths are not to be found, but to be made and the activity of making them changes the maker and the destination.

John Schaar

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Appendix 1 Example of change in practice: restructuring One of the major changes that an organisation may have to face is a restructuring of staff and curriculum. How this is handled can often be a defining moment for leaders and managers. This is perhaps one of the most difficult things a leader has to do. It is important to get it right, by consulting widely and using recommended practice and guidelines.

The need to restructure can be caused by a variety of factors, for example changes in the curriculum balance, changes in enrolment patterns, or changes in funding (e.g. cuts or the need to make efficiency savings).

Staffing is the largest and most important resource, and how changes to staffing are managed is critical.

Leadership behaviours to implement 1 1Be objective – prepare thoroughly.

1 1Communicate regularly, explaining the reasons why.

1 1Ensure that the whole senior leadership team is on board and aware of their collective responsibility.

1 1Work closely with trade unions.

1 1Use legal and ACAS guidelines.

1 1Keep a high and visible profile.

1 1Demonstrate and insist upon business as normal, e.g. teaching and learning.

1 1Remember that you are dealing with people and their lives.

1 1Be decisive: do what needs to be done in as short a time as possible.

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Leadership behaviours to avoid 1 1Do not respond with knee-jerk reactions.

1 1Do not fudge it or delay, to avoid having to make difficult decisions.

1 1Do not take your eye off the ball.

1 1Do not take an inconsistent, piecemeal approach.

1 1Do not be reactive – be proactive.

1 1Do not give in to bullies and dominant personalities.

Recommended procedure and guidelines for restructuring Below is an overview of the generic steps in a restructuring process. Adaptations will need to be made, to ensure that the process is appropriate to the relevant situation, organisation and restructuring programme.

Figure 12. The restructuring process 3 1 Strategic review – identify objectives

2 Establish a project plan

Consult and communicate with all stakeholders

4 Design the new structure

5 Consult again

Restructuring process

10 Review the process

6

9 Recruit and select to fill new posts

8

Redundancy – offer alternatives

7 Selection process

Communicate again

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1 Strategic review The reasons for restructuring an organisation may be many and varied. However, a strategic review is always required, to ensure that future structures align with the organisation’s vision and long-term strategy. Clear objectives for the restructure should be established.

2 Planning A project plan should be established, detailing:

1 1the objectives to be achieved 1 1the background to the change 1 1the scope of the change and which parts of the organisation will or will not be affected

1 1the approach to be taken, together with the key deliverables and milestones (activities to be completed by date and standard required, giving full consideration to supporting systems, procedures and policies)

1 1the resources required to make the restructuring successful 1 1all internal and external stakeholders and clarifying assumptions, together with an assessment of the risks and issues associated with the stakeholders.

3 Communication and consultation Communication and consultation with all relevant stakeholders should begin at an early stage in the process, to discuss the reasons for the restructure, the objectives to be achieved and the project plan.

If redundancies are anticipated, then consultations with recognised trade unions or elected representatives must start at least 90 days before notification of redundancies if 100 or more employees may be given notice of dismissal by reason of redundancy, or at least 30 days before notification of redundancies for 20–99 employees.

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4 Design of the new structure The proposed new structure and roles should be designed with input from the key stakeholders and aligned to the organisational strategy. This can be refined through consultation and added to in terms of roles, responsibilities, objectives, and job and person specifications. An assessment should also be made of the likely impact of the new structure on the groups and individuals currently employed in the organisation.

5 Consultation Further and full consultation will be required. If redundancies are necessary, information must be provided on:

1 1reasons for the proposed redundancies 1 1the number of employees who are potentially affected 1 1the types of employees it is proposed to make redundant 1 1how the employees will be selected for redundancy 1 1the time period for the redundancies 1 1how any redundancy payments will be calculated.

6 Communication Communication plans should be devised, to ensure that open, two-way communication takes place throughout the process. Wherever possible, this should be carried out on a face-to-face basis. A positive picture of the future should be communicated, together with clear details of the change process to be followed.

7 Selection When consultations have been completed and the new organisation structure has been clearly communicated, employees affected should be given the opportunity to express an interest in positions within the new structure and to have an input into why they are suitable, or, if appropriate, to request voluntary redundancy.

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Appointed managers should then make selection decisions, based on the criteria for the new roles. This can be done by interview or other selection methods or, if redundancies are required, by selection against objective criteria (e.g. performance ratings, skills for the future roles, qualifications).

The outcome of selection decisions should be communicated at individual meetings. Individuals may be accompanied by a trade union representative or a workplace colleague, and may want to consult further on alternatives to redundancy. If, after consultation, redundancy is confirmed, the employee has the right of appeal.

8 Redundancy The employee must be given the greater of their statutory or contractual notice period and details of their redundancy payment. Any suitable alternative roles must be proactively sought for employees and a trial period should be given in any new role. Outplacement support may also be provided.

9 Recruitment and selection Vacant roles should be identified and relevant plans put in place to source individuals for the long term – and maybe on an interim basis, if required.

10 Implementation review Once the new structure has been implemented, a full review of the restructuring programme should be undertaken and improvements identified.

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Appendix 2 Example of change in practice: succession planning Planning for staff changes, such as retirement or long-term absences, is often an ad hoc, reactive process; forward planning can be sketchy. However, for pivotal leadership positions, many leaders extol the virtues of succession planning. There is an overlap between ‘succession planning’ and ‘talent management’, and the terms are often synonymous.

To plan an exit strategy for yourself and others is challenging, and there may be issues with privacy and confidentiality that need to be overcome, but there can also be tangible rewards.

Succession planning is about identifying:

1 1the key roles which may become vacant in the future 1 1the likely roles to act as supply to these key roles 1 1people who are potential successors to people in key roles 1 1the range of attributes and skills that future leaders are likely to need. top tips

Decide on a timescale.

Have an aligned strategy that everyone understands and buys into.

Encourage a culture that is willing to spot and encourage top performers who show leadership potential.

Have sufficient resources to cover contingencies.

Empower and support your talented staff.

Get support and direction from the governing body.

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Planning succession in leadership positions can often mean changes in lifestyle for those retiring and changes in status for those moving up. This type of planning requires trust, honesty and a willingness to adapt. Trusting key governors is paramount, and trust between colleagues is critical. case study

A future-orientated approach The headteacher of a large secondary school was considering early retirement in two years’ time. He wanted to leave the school in a strong and stable position.

With this in mind, he approached four governors, including the chair, and explained what he was considering.

He also told his two deputy headteachers, who were a similar age to him, about his thoughts and plans.

A small committee was established, with a remit to review potential changes, to consider selection and recruitment procedures, and to take into consideration the age profile of the whole staff.

The benefits of this future-orientated approach were that it gave the governors an opportunity to plan for changes in senior leadership over a number of years.

Succession planning of this nature allows for focused and practical leadership development and training, to prepare for the impending changes. It builds strong bonds within the top leadership and can help to avoid changes that might destabilise the school. It also gives individuals the time and opportunity to reflect on their own wishes and aspirations, as well as avoiding panic and uncertainty.

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Appendix 3 Example of change in practice: new technologies Changing practice in IT and information and learning technology (ILT) is very high on the agenda of organisations that embrace new technologies, both as a leadership tool and as an important aid to teaching and learning. case study

A college’s vision for IT and ILT In one college, which has an excellent reputation for its approach to new technology, the principal advised an evolutionary strategy to keep pace with constantly changing new technology.

The college has the following aims for the role of ILT in contributing to the way in which students learn and the management of their learning:

1 1to improve the educational experience of students 1 1to improve the teaching and learning methods in order to raise standards through the use of ILT as a tool to support the teaching and learning process

1 1to facilitate better management practice and reduce bureaucracy.

The college has the following aims for the role of IT in contributing to learning and the management of learning:

1 1to improve the range of IT equipment and services available to staff and students and to utilise new technologies effectively as they emerge

1 1to sustain and integrate into future changes those initiatives and developments already undertaken

1 1to provide a secure system in which data and information are safe

1 1to employ effective communication technologies.

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Keep an eye open – listen, learn and analyse. It is necessary to invest in technology and people; it has a significant impact on communication and staffing structures. There must be a long-term vision.

Sixth form college principal

Practical examples of how new technology can be used include:

1 1using the intranet during bad weather to keep students informed if the school or college is closed

1 1student bookings on enrichment programmes 1 1disseminating examination results 1 1registering option choices for a staff health day.

New technology also brings new opportunities for learning, for example:

1 1mobile computing and wireless – flexible working, e-learning and hot-desking

1 1Voice over Internet Protocol (VoIP) – better communication with customers/students

1 1Internet Protocol TV and Video Wall – new ways of delivering learning

1 1learning cameras – video lessons 1 1self-marking registers – improved data and time-saving 1 1more intelligent software – paper-saving features, such as e-portfolios and coursework.

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The benefits of changing to new technologies are wide-reaching, e.g.:

1 more up-to-date, industry-standard teaching and learning 1 a more productive environment 1 higher satisfaction rates (students and employers) 1 a more cost-effective service 1 a more highly skilled staff 1 students more ready for the workplace.

Head of network services of a general FE college

Organisations need a strategic overview, supported by an implementation plan.

These should be reviewed on a regular basis.

The IT team is critical, and should be well supported and well resourced.

As always, the focus should be on improving learning – for both staff and students.

Strategy should be led by a visionary, well-informed senior member of staff (not necessarily a teacher).

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Appendix 4 A sample self-assessment report (SAR) and action plan The self-assessment report (SAR) is completed by departments or operational areas of the organisation.

Below is a suggested structure for the SAR and a sample template for the resulting action plan.

Part 1 of the SAR: Context This section of the SAR might include the following headings:

1 1Staffing (including years of experience, main subjects taught and qualifications)

1 1Main areas of responsibility 1 1Resources (including specialist classrooms, IT and other facilities)

1 1Achievement (attainment and progress at all Key Stages) 1 1Data (class by class – including predicted targets) 1 1Results of exams taken by pupils/students to date (including modular tests and coursework)

1 1Identification of at-risk students 1 1Learning and progress (including pupil engagement, behaviour for learning, pupil voice and achievements)

1 1Quality of teaching (including grades obtained) 1 1Curriculum (including enhancement opportunities) 1 1Progression data 1 1Curriculum enrichment (undertaken and planned), including trips and visiting speakers

1 1Cross-curricular themes, e.g. Functional Skills, Citizenship, Enterprise

1 1Effectiveness of leadership and management (including continuing professional development activities).

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If you summarise this information in an overall evaluation of strengths and areas for development, it will provide excellent evidence for subject inspections.

Part 2 of the SAR: Review This section might comprise a review of the previous year’s action plan.

Part 3 of the SAR: Effectiveness Headings for Part 3 could include:

1 1overall effectiveness and capacity to improve – using past performance and results as the basis

1 1outcomes for the learner 1 1quality of provision 1 1leadership and management.

Part 4 of the SAR: The action plan

Date achieved

Success indicators

Resources

Person responsible Who?

Target date When?

Action required How?

Action for improvement What?

Area under review

A template for the action plan might look like this:

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Appendix 5 A sample strategic plan It is essential that the strategic plan is closely linked to the mission, vision and values of the organisation.

The plan can be divided into sections, which consist of the main operational aims of the organisation. These are usually:

1 Enrolments/student numbers

2 Leadership and management (including resources)

3 Governance

4 Curriculum

5 Quality

6 Student support

7 Finance.

Examples of extracts from parts of these sections are shown below.

Section

What?

3.

Review the Governance mission statement

How?

Who?

When?

Governing body Summer Full governing term body will review at and senior management a meeting team

5.

Quality

Oversee quality assurance and standards

Use principal’s report, approve SARs and analyse exam results

Full governing Autumn term body (quality assurance subcommittee) and principal

7.

Finance

Maintain the solvency of the school/college, its assets and ensure appropriate use of public funds

Approve annual estimates of income, expenditure and cash flow.

Examine financial forecasts.

Approve all stages of planned capital programme

Full governing body, including consultation with finance, estate and marketing managers

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Review Annual

Annual

Annual Summer term, with ongoing consultation

Select bibliography Bridges W (2009). Managing Transitions: Making the most of change. 3rd edition. Philadelphia: DeCapo Press.

Fidler B (2002). Strategic Management for School Improvement: Leading your school’s improvement strategy. London: Paul Chapman Publishing.

Fullan M (2007). Leading in a Culture of Change. San Francisco: Jossey-Bass.

Janssen C (1996). The Four Rooms of Change.

Sweden: WahlstrĂśm & Widstrand.

Kotter JP (1996). Leading Change. Boston: Harvard Press.

National College for School Leadership (2006).

School Development Planning and Developing a Strategic Educational Vision. NCSL. Schaar J. Memorable Quotes and Quotations from John Schaar. Online. www.memorable-quotes.com/ john+schaar,a4643.html (accessed 27 September 2011).

Weisbord MR (1987). Productive Workplaces.

San Francisco: Jossey-Bass.

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Useful websites Association of Managers in Education www.amie.uk.com Association of Teachers and Lecturers www.atl.org.uk Hay Group www.haygroup.com Institute of Education www.ioe.ac.uk Learning and Skills Improvement Service www.lsis.org.uk National College for School Leadership www.nationalcollege.org.uk Promoting Excellence Ltd www.promotingexcellence.co.uk

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This first publication in AMiE’s Nuts and Bolts series is designed to unpick some of the most challenging issues which leaders and managers face on a daily basis in our schools and colleges.

This volume aims to support new and aspiring leaders and managers in the practicalities of developing their own leadership skills, but it also has much to offer the experienced leader as a guide to best practice and a framework to reflect on individual development, improvement and values.