Introduction
In this unit, we will look at some of the management functions which you have as a school head, building on concepts introduced in Unit 1.
We look first at a case study on School Mismanagement Fever. We differentiate between the functions of planning, organising, directing, supervising and evaluating in a school, and we see how they relate to each other and how together they describe the role of the school manager, or head. Lastly, we consider some indicators of effective school management.
Individual study time: 3 hours
Learning outcomes
After working through this unit you should be able to:
· differentiate between the main functions of the head of a school and identify some of the tasks associated with each function
· describe some of the inter‑relationships between these functions
· identify the key indicators of effective school heads.
Case study
The head of a disorganised school which has considerable problems and is very disorganised is asking for help.
The school is no longer supported by its Board of Governors. It has an inadequate number of teachers; the pupil drop‑out rate is high; the results in public examinations are poor; the buildings, equipment and materials are inadequate and poorly maintained; the grounds are untidy and the morale of those connected with the school is low.
But the main lesson from the case study which is being emphasised is that, if as a head you are ASKing for help either to prevent further difficulties or to solve existing problems, you are miles ahead of those who do not recognise that they have a problem at all!
Clearly, you appreciate your role as manager of an organisation, which exists to provide the pupils with useful knowledge, skills and attitudes for responsible and successful living. To be a successful head you will need to acquire managerial Attitudes = A, Skills = S and Knowledge = K for running your school. Thus school managers who are seeking to find a cure for School Mismanagement Fever must recognise the need to ASK, that is, to involve others in developing solutions, but must also recognise the three key components: Attitudes, Skills and Knowledge, which they need to acquire. Maybe your S.M. Fever can be traced to a specific managerial issue which interferes with the processes of instruction and learning in the school, but, more likely, there are very many issues about which you are concerned. The successful school head is someone who is able to handle a range of problems or issues, at one time.
A school management diagnosis
Let us examine or diagnose, by means of a checklist, how well you are doing as a school manager. Complete the school management diagnosis checklist in below by ticking “YES” or “NO”
Indicate which of the following you have worked on, within the last school year, in your school. In each case you should be able to explain to someone what has been done.
PLANNING
1) Translating national education policies into school‑based teaching and learning objectives and targets.
2) Planning both the long‑term acquisition of relevant teaching and learning resources (including finances).
3) Preparing school syllabuses, schemes of work, timetables and schedules of activities.
4) Preparing schedules for meetings of the Heads of Departments, Level Heads, Parents Teacher Association, staff, etc.
ORGANISING
1) Preparing up‑to‑date job descriptions for all employed staff, and assigning roles, responsibilities and duties to staff and pupils.
2) Arranging for the appointment of new staff and the selection and appointment of all staff and students holding responsibility posts.
COMMUNICATION
1) Inducting new teachers, pupils and parents.
2) Communicating regularly and fully, by the most appropriate means, to all those with an interest in the school, about school programmes and activities
3) Holding formal and informal discussions with individuals and groups, including staff and students, and those outside the school, about all aspects of school life.
MONITORING AND SUPERVISION
1) Ensuring that classes are held, and that pupils' work is marked and assessed
2) Monitoring standards of learning and teaching in the classroom
3) Checking the schemes of work and lesson plans of the teachers.
4) Ensuring attendance and punctuality of both staff and pupils.
5) Conducting a full and fair appraisal of all staff, including observations, discussions and in written reports.
6) Taking stock and physically checking the resources and equipment of the school
EVALUATING
1) Preparing the Annual Report of the school.
2) Analysing examinations results and making recommendations for raising standards
3) Reviewing the performance of all aspects of the school
4) Setting new targets for individuals, departments and the school.
5) Presenting financial statements and reports to the appropriate authority
Comments
If your 'Yes' scores exceed 15 / 20, you are doing well.
However, if your 'No' scores exceed 10/20, then you will need to consider seriously your role as a school head and take appropriate steps to develop your skills.
The list indicates the five main management functions of school heads: planning, organising, directing, monitoring and supervision and evaluating all aspects of school life. Although they occur in sequence, in fact each function is a continuous process. As the list shows each may be broken down into several tasks.
Thus the work of a head is both complex and never complete!
The modules presented in this series for the training and support of school heads should guide you in improving your management capabilities.
Relating leadership functions The functions and tasks identified in the checklist may be put in the form of a flow chart.
Plan
Involve all stakeholders, especially Teachers, Parents, Pupils
Translation of national education policies into school level programmes, projects and activities
Organise
Yourself, Teachers and other staff, Parents
Teaching and learning activities
Direct
Yourself, Teachers and other staff,
Parents and Community
Communicate, discuss, motivate for support and active participation in the teaching and learning activities organised by the school
Monitor
yourself and others to achieve set standards in the quality of teaching and learning, using role models, exemplary behaviour and peer group support for setting targets to be achieved by individuals and groups in the school
Evaluate
The results of the monitoring of learning and teaching to inform development in the process at each stage
In this unit, we will look at some of the management functions which you have as a school head, building on concepts introduced in Unit 1.
We look first at a case study on School Mismanagement Fever. We differentiate between the functions of planning, organising, directing, supervising and evaluating in a school, and we see how they relate to each other and how together they describe the role of the school manager, or head. Lastly, we consider some indicators of effective school management.
Individual study time: 3 hours
Learning outcomes
After working through this unit you should be able to:
· differentiate between the main functions of the head of a school and identify some of the tasks associated with each function
· describe some of the inter‑relationships between these functions
· identify the key indicators of effective school heads.
Case study
The head of a disorganised school which has considerable problems and is very disorganised is asking for help.
The school is no longer supported by its Board of Governors. It has an inadequate number of teachers; the pupil drop‑out rate is high; the results in public examinations are poor; the buildings, equipment and materials are inadequate and poorly maintained; the grounds are untidy and the morale of those connected with the school is low.
But the main lesson from the case study which is being emphasised is that, if as a head you are ASKing for help either to prevent further difficulties or to solve existing problems, you are miles ahead of those who do not recognise that they have a problem at all!
Clearly, you appreciate your role as manager of an organisation, which exists to provide the pupils with useful knowledge, skills and attitudes for responsible and successful living. To be a successful head you will need to acquire managerial Attitudes = A, Skills = S and Knowledge = K for running your school. Thus school managers who are seeking to find a cure for School Mismanagement Fever must recognise the need to ASK, that is, to involve others in developing solutions, but must also recognise the three key components: Attitudes, Skills and Knowledge, which they need to acquire. Maybe your S.M. Fever can be traced to a specific managerial issue which interferes with the processes of instruction and learning in the school, but, more likely, there are very many issues about which you are concerned. The successful school head is someone who is able to handle a range of problems or issues, at one time.
A school management diagnosis
Let us examine or diagnose, by means of a checklist, how well you are doing as a school manager. Complete the school management diagnosis checklist in below by ticking “YES” or “NO”
Indicate which of the following you have worked on, within the last school year, in your school. In each case you should be able to explain to someone what has been done.
PLANNING
1) Translating national education policies into school‑based teaching and learning objectives and targets.
2) Planning both the long‑term acquisition of relevant teaching and learning resources (including finances).
3) Preparing school syllabuses, schemes of work, timetables and schedules of activities.
4) Preparing schedules for meetings of the Heads of Departments, Level Heads, Parents Teacher Association, staff, etc.
ORGANISING
1) Preparing up‑to‑date job descriptions for all employed staff, and assigning roles, responsibilities and duties to staff and pupils.
2) Arranging for the appointment of new staff and the selection and appointment of all staff and students holding responsibility posts.
COMMUNICATION
1) Inducting new teachers, pupils and parents.
2) Communicating regularly and fully, by the most appropriate means, to all those with an interest in the school, about school programmes and activities
3) Holding formal and informal discussions with individuals and groups, including staff and students, and those outside the school, about all aspects of school life.
MONITORING AND SUPERVISION
1) Ensuring that classes are held, and that pupils' work is marked and assessed
2) Monitoring standards of learning and teaching in the classroom
3) Checking the schemes of work and lesson plans of the teachers.
4) Ensuring attendance and punctuality of both staff and pupils.
5) Conducting a full and fair appraisal of all staff, including observations, discussions and in written reports.
6) Taking stock and physically checking the resources and equipment of the school
EVALUATING
1) Preparing the Annual Report of the school.
2) Analysing examinations results and making recommendations for raising standards
3) Reviewing the performance of all aspects of the school
4) Setting new targets for individuals, departments and the school.
5) Presenting financial statements and reports to the appropriate authority
Comments
If your 'Yes' scores exceed 15 / 20, you are doing well.
However, if your 'No' scores exceed 10/20, then you will need to consider seriously your role as a school head and take appropriate steps to develop your skills.
The list indicates the five main management functions of school heads: planning, organising, directing, monitoring and supervision and evaluating all aspects of school life. Although they occur in sequence, in fact each function is a continuous process. As the list shows each may be broken down into several tasks.
Thus the work of a head is both complex and never complete!
The modules presented in this series for the training and support of school heads should guide you in improving your management capabilities.
Relating leadership functions The functions and tasks identified in the checklist may be put in the form of a flow chart.
Plan
Involve all stakeholders, especially Teachers, Parents, Pupils
Translation of national education policies into school level programmes, projects and activities
Organise
Yourself, Teachers and other staff, Parents
Teaching and learning activities
Direct
Yourself, Teachers and other staff,
Parents and Community
Communicate, discuss, motivate for support and active participation in the teaching and learning activities organised by the school
Monitor
yourself and others to achieve set standards in the quality of teaching and learning, using role models, exemplary behaviour and peer group support for setting targets to be achieved by individuals and groups in the school
Evaluate
The results of the monitoring of learning and teaching to inform development in the process at each stage
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