1. Professionalisation leading to operational effectiveness Stephen Morales Chief Executive, NASBM

2. Emerging structures Currently c. 27,000 schools in the UK Approaching 6,000 Academies What will the landscape look like by the end of this Parliament? Is it reasonable to suggest far fewer entities presiding over all our schools? How big and how many MATs will emerge over the coming months and years? Are you ready?

3. DfE MATsLAAcademies Current education landscape 20,000 schools

4. Head teacher Deputy 1Deputy 2SBM Traditional school structure Teaching and support staff SLT

5. Emerging education landscape DfE RSCs MAT 1 MAT 2 MAT 3 LA MAT 4 MAT 5 MAT 6 5,000 MATs

6. CEO FDCOOHR Director Emerging school structures School 1 School 2 School 3 Head of Learning SBM

7. The characteristics of emerging school leadership roles CEO COO CFO Executive Head/Principal Head Teacher Head of Learning School Business Manager

8. Board SLT NB All groups coincide at the bottom of the illustration Safeguarding the school/trust, ensuring a focus on robust governance and agreeing the strategy. Creation and monitoring of SIP/SDP. Driving CI and innovation by holding senior managers to account against objectives and creating a self-improving culture. Commitment to joined-up leadership. Local advisory function with formal responsibility for accountability functions being discharged by the board. Owning stated targets and objectives and driving performance and delivery across the school/trust. Ensuring the school workforce are well supported and have access to appropriate CPD to create a collaborative culture where best practice is shared and to have robust monitoring systems. Front-line, high-quality teaching central to pupil attainment supported by a strong admin and operations team. Local governing body Executive team Staff Middle leaders Children

9. Macro to micro Macro issues: Custodians of mission & values of the school/trust Appoint and performance manage the executive team Agree the strategy (SIP/SDP) Approve schemes of delegation setting out accountabilities for strategy & policy Pupil progress/attainment Sustainability & risk management Advisory functions Micro issues: Resource allocation Lesson planning Classroom teaching & differentiation Administration Facilities management Board Executive Local Governing Body SLT Middle leaders Teachers and support staff

11. The need for Professional Standards Shifts in education landscape Scaling down of National College Diminishing local authority support Decentralisation Increased autonomy, increased accountability Academisation and MATs Emerging corporate structures

12. The need for Professional Standards A blueprint Ensuring the right skills, knowledge and experience Recognition and professional status

13. Research findings Action research-based and practitioner-led Responds to legacy issues of recognition, status, confidence and esteem Promoting shared best practice nationally and internationally Addresses the perpetuation of misunderstood roles Securing leadership of the SBM profession

14. The approach to developing standards Empirical evidence, education research and mature international models Describes core and specialist disciplines Developed by experienced practitioners across all phases and school types Quality assured through stakeholder consultation

15. The principles for SBM standards Focus on core competencies, activities and leadership/management expectations of SBM professionals Context-bound, flexible and descriptive Practical and measurable

16. The methodology for implementation Responsibility residing with all members of the leadership triangle Requires engagement by governors, principals, SLT and SBMs Schools/trusts should practise internalising recommended practice A focus on impact and effectiveness

17. Professional Standards

18. Six disciplines

19. Behaviours, values and ethics

20. A tiered approach Tier 1 – contributing to a process/project with some direct responsibility for an area of work Tier 2 – supervision of a team/process/project Tier 3 – management of a team/process/project with some level of direct accountability Tier 4 – strategic leadership and/or specialist knowledge with high levels of direct accountability

21. How to use the standards Self-assessment Recruitment Individual performance management Organisational development Training and development

22. Change champions Key to change and improvement is the identification of SBM leaders Confident practitioners driving a self-improving ‘learning community’ Able to manage change for themselves and their school, adaptable, capable communicators and listeners, and able to deal with diverse values, opinions and relationships

23. The need to manage expectations by understanding: Leadership challenges The SLT dynamic The school/trust context and balancing internal and external factors The need to set meaningful, challenging, achievable objectives That the culture must be open, trusting and ethical That change management will need to adapt to changing circumstances

24. Adoption Key challenges Head teacher and governor engagement Government officials Regional groups SBM advocacy Sharing knowledge and peer networks

25. Developing system leaders through accredited SBM programmes and professional awards Fellows Chartered Fellows NLEs SLEs Change Champions