Presented by: Radley D. Reid April 6, 2010

School – Complex Organization

Deals with : Human Resources Curriculum Communication Resources and Finance Discipline Record Keeping Guidance  School is partially autonomous

Types of Organizations in Schools

 Individuals, Groups, Committees, Teams, Classes – working together to produce a coordinated organization.

 Operates with a mixture of hierarchical and collegial, skewed to collegial.

 Continuum from:

Autocratic – Paternalistic – Consultative – Democratic/ Collegial (Tell) (Sell) (Involve) (Co-determined)

 Organization affected by school size and school ethos/ culture.

 Causes of negative

ethos

– lack of communal relationships, and impact of community

School as Teams within a Team

 Organizing in teams for work distribution, management control, distribution of duties, information gathering and processing.

 Types of Teams: HODs, Grade Supervisors, Grade Teachers, Form Teachers, etc…  Working Together in Teams produces greater output. Members believe they are relevant, appropriate and necessary.

Leadership

 More than Management  Involves forward planning, vision, foresight, school development planning, communication, student needs, general administration.

 Curriculum leader, financial and resource manager.

 Leadership style very important.

 Change Agent  All Teachers should be leaders and managers in their own right.

Strategic and Critical Management Points and Management Roles

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Curriculum :

Broad and balanced Careful selection of subjects Appropriately Timed Teaching styles Student assessment Teacher placement.

Classroom Management Relevant to Student Needs

Human Resource Management

 Teachers – Recruitment, Training, Motivation, Maintaining interest of students  Right Person influences effective teaching and learning.

 Structures must be in place to deal with existence of vacancies to appointment followed by induction, mentoring and appraising.

Communication

 Sharing of information – written, spoken, electronic.

 Long, medium and short term.

 Extensive in all schools  Two way process - must be sent, received and acted upon.

 Barriers to Communication

Record Keeping

Administrative

 Teachers’ Records  Students’ Records  Personal Information  Registration  Finance and Resources

Teachers

 Student Achievement – homework/ classwork/ tests/ exams.

Record Keeping

 Storage – manual/ electronic  Must be valid, reliable, confidentiality maintained.

 Moving to electronic saves time, more accurate, allows teachers more time for planning, teaching and assessing.

Management of Resources and Finances

 Deployment of Limited Resources  Restriction – Government, parents contribution  Budgeting – Appropriate distribution  Contributions  Fund Raising – Care, if excessive, detriment to teaching.

 Financial Management – Decision making, management, and accountability.

Co curricular Activities

 Expensive – sports is expensive  Important for holistic development.

 Supply- wide range of activities  Proper Supervision  Proper Planning  Effects – Increased School Spirit and Motivation

Discipline

 Good Discipline advances learning.  Poor discipline crippling to learning.

 Importance of Rules  Types of Rules  Effect of Society  Every Staff Member should be a “disciplinarian” leading by example.

 Chain of command in dealing with discipline.

Guidance

 Career Guidance – impartional, personalized and systematic.

 Helps in selection of subjects and choice of future careers.  Psychological Guidance aids good discipline.

Characteristics of an effective school

 Good leadership offering breadth of vision and the ability to motivate others  Appropriate delegation with involvement in policy-making by staff other than the head  Clearly established and purposeful staffing structures  Well-qualified staff with the appropriate blend of experience and expertise  Clear aims and associated objectives applied with care and consistency  Effective communications and clear systems of record keeping and assessment  The means to identify and develop pupils’ particular strengths, promoting high expectations by both teachers and pupils.

Characteristics of an effective school

      A coherent curriculum which considers pupils’ experience as a whole and demonstrates concern for their development within society A positive ethos: an orderly yet relaxed working atmosphere A suitable working environment Skills of deploying and managing material resources Good relationships with parents, the local community and sources of external support The capacity to manage change, solve problems and to develop organically

Organizational Structure

 Having outlined the processes, conditions, consideration, roles and issues involved in effective school management, duties and responsibilities can now be easily fitted into the organizational chart which emphasizes the team approach.

 The structure is essentially for a large school but can be easily modified for a small school.  It shows horizontal as well as vertical relationships for effective management.

Suggested Organizational Structure for Effective School Management

Suggested Organizational Structure for Effective School Management

Suggested Organizational Structure for Effective School Management

Organizational Structure

 Now fit the responsibilities and role as determined in the body of the document under each position in the organizational chart.

Position Responsibility/ Role/Duties/Function

1) Board 2) Principal 3) Vice Principal 4) Grade Sup.