ISBL Professional Standards

Operational Leadership

Leading operational planning across all school or trust business functions to ensure effective and sustainable resource allocation to maximise outcomes for pupils across the school or trust.

Notes for use:

  • This section is central to all those involved in school or trust operational leadership and should be considered alongside each specialist discipline with reference to the required values, ethics and behaviours of the role.

  • This is an interactive version of the Professional Standards - for a PDF copy please download this from the Professional Standards page. Tasks and responsibilities associated with each function are set out below by practitioner level.  To identify the associated knowledge and skills click the downward arrow symbol next to the descriptor.

Function: Managing people and stakeholders

Foundation Practitioner

  • [1.5] Understands the role of leadership at an operational level.

Associate Practitioner

  • [1.6] Understands different leadership styles appropriate for a range of situations and seeks to make use of feedback on leadership performance.

Lead Practitioner

  • [1.7] Understands different leadership styles and how they might create an inclusive and innovative leadership and team approach.

Strategic Practitioner

References

CIPD (2022), The CIPD Profession Map. [Online] Available from: https://peopleprofession.cipd.org/profession-map#gref

Department for Education (DfE) (2022), Academy Trust Handbook. [Online] Available from: https://www.gov.uk/guidance/academy-trust-handbook

Department for Education (DfE) (2022), Good Estate Management for Schools. [Online] Available from: https://www.gov.uk/guidance/good-estate-management-for-schools

National College of Teaching and Leadership (2014). School Business Management Competency Framework. Nottingham: NCTL.

 Acknowledgements

Diocese of St Albans Multi-Academy Trust

  • [1.8] Understands different leadership styles and the impact that they can have on organisational culture and performance, within an educational context.

  • [1.5] Understands the role of leadership at an operational level.

  • [1.6] Understands different leadership styles appropriate for a range of situations and seeks to make use of feedback on leadership performance.

  • [1.7] Understands different leadership styles and how they might create an inclusive and innovative leadership and team approach.

  • [1.8] Understands different leadership styles and the impact that they can have on organisational culture and performance, within an educational context.

  • [1.9] Understands the school's or trust’s commitment to wellbeing and equality, diversity and inclusion (EDI) and the need for fair treatment and opportunity for all.

  • [1.10] Understands the school's or trust’s commitment to promoting the principles of wellbeing and EDI.

  • [1.11] Understands the school's or trust’s commitment to promoting the principles of wellbeing and EDI. Can support the embedding of these values across the school or trust.

  • [1.12] Can lead by example the school's or trust’s approach to wellbeing and EDI. Understands the importance of impact evaluation.

  • [1.1] Understands arrangements for assessing operational performance and the purpose of monitoring performance.

    [1.13] Is aware of professional learning available to support self and, where appropriate, other team members.

  • [1.2] Understands the purpose of monitoring operational performance and the appropriate use of data.

    [1.14] Is aware of wider professional learning and CPD opportunities available to support self and other staff across the profession.

  • [1.3] Understands qualitative and quantitative data analysis to aid the monitoring of operational performance.

    [1.15] Understands the benefits of carrying out an annual skills audit by schools or trusts.

  • [1.4] Understands qualitative and quantitative data analysis and reporting methods used to assess operational performance.

    [1.16] Understands the benefits and can influence the implementation of an annual skills audit.

  • [1.1] Understands arrangements for assessing operational performance and the purpose of monitoring performance.

  • [1.2] Understands the purpose of monitoring operational performance and the appropriate use of data.

  • [1.3] Understands qualitative and quantitative data analysis to aid the monitoring of operational performance.

  • [1.4] Understands qualitative and quantitative data analysis and reporting methods used to assess operational performance.

Function: Governance and accountability

Foundation Practitioner

  • [1.21] Understands and maintains relevant school or trust management information data. Can assist in the production and recording of operational performance data.

Associate Practitioner

  • [1.22] Understands how relevant school or trust management information data can support school or trust improvement, monitor performance and manage risk.

Lead Practitioner

  • [1.23] Can draw on relevant school or trust management information data to contribute to school or trust improvement, monitor performance and manage risk.

Strategic Practitioner

  • [1.24] Can analyse relevant school or trust management information data to contribute to school or trust improvement, monitor performance and manage risk.

  • [1.25] Understands principles of risk management and risk factors affecting the school or trust.

    [1.29] Understands the procedures for dealing with adverse events and can report them accordingly.

  • [1.18] Understands the full range of statutory submissions required of schools or trusts.

  • [1.19] Understands and responds to statutory reporting requirements.

  • [1.20] Understands the importance of a timely and accurate response to statutory reporting requirements.

Function: Managing risk

Foundation Practitioner

  • [1.25] Understands principles of risk management and risk factors affecting the school or trust.

Associate Practitioner

  • [1.26] Understands legislation, regulation and sector-specific best practice related to health and safety and risk management.

Lead Practitioner

  • [1.27] Understands the purpose of risk assessment and risk management techniques, including appropriate mitigations.

Strategic Practitioner

  • [1.28] Understands the purpose of risk assessment and risk management techniques and how to implement mitigations.

  • [1.17] Understands that there are statutory reporting requirements for schools or trusts.

  • [1.26] Understands legislation, regulation and sector-specific best practice related to health and safety and risk management.

    [1.30] Can develop clear processes and contribute to corrective action in relation to adverse events.

  • [1.27] Understands the purpose of risk assessment and risk management techniques, including appropriate mitigations.

    [1.31] Understands how to lead the development and implementation of clear processes for dealing with adverse events.

  • [1.28] Understands the purpose of risk assessment and risk management techniques and how to implement mitigations.

    [1.32] Understands how to lead the development and implementation of clear processes for dealing with adverse events, ensuring best practice procedures are adopted.

  • [1.33] Understands the importance of adherence to regulatory requirements related to safeguarding.

  • [1.34] Understands the importance of, and supports adherence to, regulatory requirements related to safeguarding.

  • [1.35] Understands the value of internal audits to ensure regulatory requirements related to safeguarding are met.

  • [1.36] Understands the importance and value of internal audits. Leads operational adherence to regulatory requirements related to safeguarding.

  • [1.37] Has an awareness of broad education policy at a national and local level.

  • Function: Innovation and change management

Foundation Practitioner

  • [1.41] Understands the need for ongoing school or trust and operational improvement.

Associate Practitioner

  • [1.42] Understands the impact and opportunity of change, innovation and growth.

Lead Practitioner

  • [1.43] Understands the value of due diligence in assessing the impact of change, innovation and growth.

Strategic Practitioner

  • [1.44] Understands the importance of continually evaluating opportunities for school or trust improvement, including change, innovation and growth.

  • [1.38] Has a basic understanding of national education policy direction and the impact of the accountability framework on schools or trusts.

  • [1.39] Understands the role and influence of policymaking mechanisms at local and national levels, particularly as they relate to education delivery.

  • [1.40] Understands the importance of evidence in influencing policymaking. Engages in local and national consultations.

  • [1.41] Understands the need for ongoing school or trust and operational improvement.

  • [1.42] Understands the impact and opportunity of change, innovation and growth.

  • [1.43] Understands the value of due diligence in assessing the impact of change, innovation and growth.

  • [1.44] Understands the importance of continually evaluating opportunities for school or trust improvement, including change, innovation and growth.

  • [1.1] Understands arrangements for assessing operational performance and the purpose of monitoring performance.

  • [1.2] Understands the purpose of monitoring operational performance and the appropriate use of data.

  • [1.3] Understands qualitative and quantitative data analysis to aid the monitoring of operational performance.

  • [1.4] Understands qualitative and quantitative data analysis and reporting methods used to assess operational performance.

  • [1.45] Understands the need for the strategic planning of ICT infrastructure.

  • [1.46] Understands the role of technology in supporting both teaching and learning and effective operations.

  • [1.47] Is experienced in supporting the implementation of technology across a school or trust.

  • [1.48] Understands the need for schools or trusts to develop their digital infrastructure in support of teaching and learning and effective operational services.

  • [1.45] Understands the need for the strategic planning of ICT infrastructure.

    [1.49] Understands the importance of maintaining the confidentiality, integrity and availability of school or trust information.

  • [1.46] Understands the role of technology in supporting both teaching and learning and effective operations.

    [1.50] Understands the importance of compliance with cybersecurity processes across the school or trust.

  • [1.47] Is experienced in supporting the implementation of technology across a school or trust.

    [1.51] Understands the importance of compliance with cybersecurity processes and procedures across the school or trust and the risks involved in failing to comply.

  • [1.48] Understands the need for schools or trusts to develop their digital infrastructure in support of teaching and learning and effective operational services.

    [1.52] Understands the risks associated with managing digital information and workflows.

  • [1.53] Understands the skills and knowledge needed to manage projects successfully.

  • [1.54] Understands the principles of the project management process, including budget setting and monitoring.

  • [1.55] Can lead on project management processes.

  • [1.56] Understands the principles of strong project management, including an awareness of industry approaches (such as PRINCE2, Agile, Waterfall and Lean).

  • [1.57] Understands the need for schools or trusts to consider sustainability and environmental and social responsibility as part of decision-making.

  • Function: Social responsibility

Foundation Practitioner

Associate Practitioner

Lead Practitioner

Strategic Practitioner

  • [1.58] Understands the need for schools or trusts to implement sustainable and socially responsible practices and environmentally friendly initiatives. Can support impact analysis.

  • [1.59] Understands the need to consider and evaluate spending and decision-making practices to ensure that sustainability, social and environmental responsibility are met.

  • [1.60] Understands the need for a sustainability strategy and ensures that environmental and social responsibility are central to all decision-making.

  • [1.61] Understands the school's or trust’s strategic approach and its culture and values.

    [1.65] Understands own team’s priorities for improvement as part of strategic plans.

  • Function: Linking operational leadership to school's or trust’s strategic aims

Foundation Practitioner

  • [1.61] Understands the school's or trust’s strategic approach and its culture and values.

Associate Practitioner

  • [1.62] Understands how the school's or trust’s strategy creates opportunities and risks for school or trust resource management.

Lead Practitioner

  • [1.63] Understands how the school's or trust’s strategy is informed by a range of competing factors, including, but not limited to, curriculum ambition, funding, pupil numbers, SEN, capital, technology, growth plans, staff retention and recruitment.

Strategic Practitioner

  • [1.64] Understands how to recalibrate the school or trust in response to competing factors, including, but not limited to, curriculum ambition, funding, pupil numbers, SEN, capital, technology, growth plans, staff retention and recruitment.

  • [1.62] Understands how the school's or trust’s strategy creates opportunities and risks for school or trust resource management.

    [1.66] Is aware of techniques for operational planning and managing change to provide short- and medium-term actions for specific identified opportunities and risks.

  • [1.63] Understands how the school's or trust’s strategy is informed by a range of competing factors, including, but not limited to, curriculum ambition, funding, pupil numbers, SEN, capital, technology, growth plans, staff retention and recruitment.

    [1.67] Understands and can apply a wide range of strategic planning theories and tools used to formulate short-, medium- and long-term plans for the school or trust.

  • [1.64] Understands how to recalibrate the school or trust in response to competing factors, including, but not limited to, curriculum ambition, funding, pupil numbers, SEN, capital, technology, growth plans, staff retention and recruitment.

    [1.68] Can discuss, evaluate and implement techniques to deliver successful operational planning and change management.

  • [1.61] Understands the school's or trust’s strategic approach and its culture and values.

  • [1.62] Understands how the school's or trust’s strategy creates opportunities and risks for school or trust resource management.

  • [1.63] Understands how the school's or trust’s strategy is informed by a range of competing factors, including, but not limited to, curriculum ambition, funding, pupil numbers, SEN, capital, technology, growth plans, staff retention and recruitment.

  • [1.64] Understands how to recalibrate the school or trust in response to competing factors, including, but not limited to, curriculum ambition, funding, pupil numbers, SEN, capital, technology, growth plans, staff retention and recruitment.