Identify and negotiate development projects in a school.

Part One: Identify and negotiate development projects in a school

Assessment criteria:
More developed work will show:
Analyze the needs of the school and the key issues to be addressed
Detailed analysis, ref to school improvement plan, ref to evidence to support identified need. Ref to policies, Ofsted, wider research

Identify and negotiate a development project of benefit to a school
Project identified from needs analysis; selected and prioritized using specific project management tools and techniques to justify choice. Explanation of negotiation techniques used. Ref to wider reading relating to project management.
Describe the school setting and explain the
significance of the project
More detailed explanation demonstrating wider understanding of the school position, its current development needs and an awareness of impact of project. Ref to local, national trends/priorities if appropriate; ref to Gov policy; best practice research.
Explanation as to how the pupils will benefit from project.
Explain how the project contributes to the vision for learning and improvement plans and relates to
different operational areas of school business management
Clear understanding demonstrated of role of SBM in contributing to school vision and how project is related. School vision articulated. Concise analysis of operational areas and SBM competencies required to deliver successful outcome.
Devise a project proposal for a school development project that summarises the purpose, focus and scope of the proposed project
Explanation of the complexities of the project proposal and any difficulties in negotiation of scope of project. Full but succinct proposal included in appendix.
Proposal includes well considered purpose, focus and scope of proposed project.
Purpose must be clear to ensure effective review and evaluation at end of project.

Identify potential risks and likely rewards of the project
Wider consideration of risks and rewards, use of appropriate risk tool. Evidence of consideration of risks and rewards included in appendix.

Assessment criteria:
More developed work will show:
Secure commitment of key stakeholders to the project
Significance of key stakeholders explained with more detailed analysis of identification; ref to stakeholder mapping techniques. Stakeholder map included as appendix. Explanation of process of securing commitment from more than one group of stakeholders.

Part Two: Develop Project Plans in a school

Assessment criteria:
More developed work will show:
Negotiate key objectives for the project
Clear description of process of negotiation of key objectives for the project which are well defined and relate to intentions for school improvement. Ref to stakeholders if appropriate; school policy/procedures, local and national initiatives, Ofsted, wider reading.

Identify key phases, tasks and deadlines for the project
Clear consideration of overall span of project, demonstrating understanding of separate phases, specific tasks and deadlines and importance of this process of identification for project management success.

Prepare a project management plan and assign roles and responsibilities
Clear project management plan – table, diagram, Gantt chart – showing who is responsible for which phases/tasks, milestones, and how/when the progress of the project will be monitored. Explanation as to how responsibilities have been assigned. Project plan template completed succinctly and attached as an appendix.

Assess the risks related to the project and outline
proposals for risk management
Detailed risk assessment of several risks undertaken with consideration of probability and likelihood, impact, and how the risks can be avoided or reduced. Consideration of research of best practice, evidence of wider reading.

Determine resource implications and other associated project costs
All the likely costs associated with the project have been researched and included in a business case which includes consideration of hidden and future costs and value for money. Ref to best practice research

Explain how to involve others in the project planning process
More detailed explanation of the benefits of the involvement of stakeholders/others in project planning and description of how this has been achieved, or how the process could have been improved. (Evidence of the involvement of others may be included in earlier sections.) Ref to wider reading.

Part Three: Lead and manage projects in a school

Assessment criteria:
More developed work will show:
Explain how to lead and manage the project team
Clear explanation of how team led and managed. Demonstrates knowledge and understanding of effective teams and how the style of leadership and management can affect success. (Further evidence will be contained within the following sections) Ref to SBM competency framework and the important SBM role in team leadership. Ref to research and wider reading

Explain how to involve the project team in decision making
Consideration of benefits of involving team in decision making, explaining the different ways this can be achieved. Simple or more complex RACI process explained. Gives specific examples of strategies used to involve the team in decision making and reflects on impact and success.

Explain how to delegate tasks to others
Wider consideration of the meaning of delegation, its merits and difficulties. Clear explanation of how to delegate with evidence of use of delegation within project management. Ref to SBM competencies and importance of delegation in organisational success. Evidence of wider reading.

Explain how to monitor progress against the project plan and take corrective action
Wider consideration of the importance of monitoring progress, when it should be planned, and how to respond to issues that arise from monitoring process. Evidence of application of monitoring timetable from own project management plan and analysis of effectiveness of monitoring tool. Ref to best practice.

Explain how to analyse and respond to issues that emerge as the project unfolds
Clear explanation of the role of the project manager to analyse issues, and how this might be done. Analysis of a specific issue that emerged, explanation of the response, and reflection on the outcome of the action with any learning points identified. Ref to appendices showing monitoring form.

Assessment criteria:
More developed work will show:
Explain how to monitor costs against the budget for the project
More detailed explanation of how costs were monitored, with ref to original business case and identified milestones for expenditure. Explanation of how to deal with deviation from the budget. If no costs identified for this project, then demonstration of knowledge and understanding of how costs should be monitored for effective project management. Ref to appendices showing example of monitoring.

Explain how to report on progress to stakeholders
Consideration of importance of reporting to stakeholders and different ways that this might be done for different stakeholders. Evidence of systematic reporting to stakeholders in line with project management plan. Ref to best practice; inclusion of monitoring report in appendix.

Part Four: Evaluate projects in a school and reflecting on project management skills

Assessment criteria:
More developed work will show:
Analyse the key enablers and barriers impacting upon the project
Detailed consideration of enablers and blockers relating to both people and context, with analysis of the impact of any that applied in current project. Consideration of any skills that were applied in managing the blockers and promoting the enablers.

Evaluate the impact of the project outcomes on staff, students and the school
Summary of project outcomes and reference to project objectives and success criteria. Detailed evaluation of the impact on staff, students and the school as evidenced by investigation. Qualitative and/or quantative evidence presented to support judgement. Ref to collected data in appendix. Ref to best practice research.

Summarise the professional learning arising from completing the project
Clear summary of professional learning, relating to project management
skills/techniques, team leadership, specific knowledge and understanding developed over time. Ref to reading and research, SBM role, Gov guidance.

Evaluate own competences and professional learning developed through the leadership and management of a school development project

Structured reflection, showing systematic review of own leadership & management. Detailed analysis of competencies with reference to SBM competency framework, or phases of project management, showing consideration of any development of new or deepening of existing skill. Ref to feedback from others. Ref to wider reading.

Review own professional development plans and identify priorities for further learning in relation to
planning and leading projects in schools
Following evaluation and analysis of competence identify further learning in terms of project management skills. Review professional development plan, identify any existing activities that might serve to support and develop an extended focus and/or add further learning priorities. Attach detailed PDP in appendix.

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