Transcript Slide 1

Administration and Supervision
Of ECE Schools
Topic Outline
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Definition of Management
Management: art or science?
Management and Education
Goals of Organizational Behavior
Models of Organizational Behavior
Characteristics of Organizations
Significance of Administration and Supervision
Major Functions of Supervision
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Introspection
Research
Training
Guidance
Evaluation
• Studying the teacherlearner situation
• Improving the teacher –
learner situation
• Evaluating the means,
methods, and
outcomes of
supervision
Supervision
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Emphasis on Administration
Emphasis on Curriculum
Emphasis on Instruction
Emphasis on Human Relations
Emphasis on Leadership
Emphasis on Evaluation
Administration Dimension of
Supervision
• The Administrator
• Administer process, programs and services,
and personnel
• Task planning, setting, and prioritizing of
goals, establishing standards and policies,
budgeting, allocating resources, staffing,
coordinating and monitoring performance,
conducting meetings, and reporting
• Interact with …
• Communicate …..
• Purpose- provide effective instruction to their
clientele
• Administration of Process
• Initiates the planning of programs and
strategies
• Long-range: on in-depth needs assessment,
based on clear goals and objectives
• Short term: immediate needs of the incoming
school year
• Administration of Programs and Services
-development of curricular, co-curricular, and
extra-curricular programs.
-student services (guidance, health, and
medical, canteen, and athletics
Administration of Personnel
-interview, hire, evaluate, and training,
• Administration of Budget
- prepare and administer the approved budgets
- Is education and business poles apart?
1) Capital Budget
2) Personnel Services
3) Operating Expenses
Emphasis on Instruction
Values
Clinical Supervision
Traditional Supervision
Aim
To help improve
instruction
Evaluation Instruction
Basis
Classroom Data
Observer’s rating
Focus
Limited specific
concerns
Broad general concerns
Frequency
Based on need
Based on policy
Philosophy
Promotes
independence
Promotes dependence
Process
Cyclical
Linear
Responsibility
Shared between
Supervisor’s
teacher and supervisor responsibility
5 Phases of the Clinical Sup
Planning
Reflection
Feedback
Observation
Analysis
What is management?
• Management is not carrying out a
prescribed task in a prescribed way:
• Management is:
• Setting directions, aims, and objectives
• Planning how progress will be made
• Organizing available resources
• Controlling the process
• Setting and improving organizational
standards
Valuable Practices
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Learning how to run a successful business
Automating your facility
Sound financial planning
Establishing effective marketing and public
relations strategies to promote your services
• Knowing, implementing, and often exceeding
licensing standards
• Being aware of legal issues
• Developing a work plan (assigning roles and
responsibilities).
• Action plan
The Manager and his Roles
(1) integrate its resources in the effective
pursuit of its goals
(2) be agents of effective change
(3) maintain and develop its resources
ETHICS AND THE MANAGER
• The manager is the leader and has potential
powerbase
• Whether the staff are happy or unhappy with
their work
• Their work priority
• Standard which they observe and reflect
Mangement: Art or Science
• Art
• art is based on the fact that
a man, receiving through his
sense of hearing or sight
another man's expression of
feeling, is capable of
experiencing the emotion
which moved the man who
expressed it.’
• Science
• The scientific nature
of management is
reflected in the fact
that it is based on a
more or else codified
body of knowledge
consisting of theories
and principles that
are subject to study
and further
experimentation.
Education and Management
• It is argued that schools, with their deep
rooted educational values and academic
professionalism, are not the kind of
organizations that ought to be managed by a
“linchpin head” or even a senior manager or
leadership group- they ought to be selfmanaging communities with access to power
dispersed equally among the staff.
School as a Learning Organization
• Schools should be places where
participants continually expand their
capacities.
• Participants pursue common purposes
with a collaborative commitment to
routinely assessing the value of those
purposes, modifying them when
appropriate, and continually developing
more effective and efficient ways to
achieve those purposes.
Managing Schools by Filipino Values
The school administrator must be:
• Makatao
• Marunong makipagkapwa-tao
- isa sa lahat
-para sa lahat
-pinakamahusay sa lahat
• Marunong makisama
• Marunong magtrabaho at magpatrabaho
Management by Objectives
Maangement by Objectives
• Peter Druker
• Management by objectives (MBO) is a systematic and
organized approach that allows management to focus
on achievable goals and to attain the best possible
results from available resources.
• It aims to increase organizational performance by
aligning goals and subordinate objectives throughout
the organization. Ideally, employees get strong input to
identify their objectives, time lines for completion, etc.
MBO includes ongoing tracking and feedback in the
process to meet objectives
MBO: Main Principles
• The principle behind Management by
Objectives (MBO) is to make sure that
everybody within the organization has a clear
understanding of the aims, or objectives, of
that organization, as well as awareness of
their own roles and responsibilities in
achieving those aims.
Where to use management by
objectives
• Knowledge based enterprises
• Appropriate to build employees management
and self-leadership and tap their creativity,
tacit knowledge and initiative.
MBO: Key Result Areas
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Marketing
Innovation
Human organizing
Financial resources
Physical resources
Productivity
Social responsiblity
And profit requirements
MBO: Principles
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Cascading organizational goals and objectives
Specific goals for each member
Participative decision making
Explicit time period
Performance evaluation feedback
Organizational Goals
• There should not only
be a clear sense of
direction but also
markers whereby we
can assess progress
from the broad to the
more specific.
• Goals
• Targets
• Success Criterias
• Milestones
Models of Organizational Behavior
• The Classical Model
• Emphasizes characteristics such as rationality, high job
specialization, centralization, a command system, a tight
hierarchy, strong vertical communication, tight control, rigid
procedures and an autocratic approach.
• Rational Systems: A Machine Model
• Individuals can be programmed to be efficient machines.
Workers are motivated by economics and by limited
physiology, needed constant direction.
Rational Systems Model
• Frederick Taylor – “Time and Motion” studies.
• Henri Fayol- administrative behavior consist of
Planning, organizing, commanding,
coordinating and controlling.
• Luther Gulick- POSDCoRB
- principle of homogeneity
Rational Systems:
Concepts and Propositions
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Goals
Division of Labor
Specialization
Standardization
Formalization
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Span of Control
Hierarchy
Exception Principle
Coordination
• Humanistic Model
• respect for the individual and other human
values, job breadth, consultation, consensus,
decentralization, loose project organization,
flexible procedures, multidirectional
communication, management by objectives
and a participative approach.
Natural Systems
• Natural System
• “the fundamental problem in organizations was developing
and maintaining dynamic and harmonious relationships”.
Mary Parker Follet
• Natural-systems view focuses on similarities among
social groups, thus driven primarily by the goal of
basic survival-not goals of the institutions.
• Individuals are never simply hired hands but bring
along with them their heads and hearts.
Concepts and Propositions
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Survival
Individual
Needs
Specialization
Formalization
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Informal Norms
Hierarchy
Span of Control
Communication
Informal Organization
Comparison
• Rational Systems
• Structure without
people
• Formal
• Structural arrangements
• Organizational demands
• Natural System
• People without
organization
• Informal
• Social groups trying to
adapt
• Human needs
Open System: An Integration
• A reaction to the unrealistic assumption that an
organizational behavior can be isolated from external
forces.
• Organizations are not influenced only by the
environment but also dependent on them.
• “The opens systems model stresses reciprocal ties
that bind and interrelate the organization with those
elements that surround and penetrate it. Indeed,
the environment is even seen to be the source of
order itself”.
Social System
• The school is a system of social interaction; it
is an organized whole comprising interacting
personalities bound together in an organic
relationship, interdependence of parts, clearly
defined population, differentiation from its
environment, a complex network of social
relationships, and its own unique culture.
Social Systems
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Key Elements of the Social Systems Model
Structure
Culture
Politics
Environment
Outcomes
Systems Model: Management Cybernetics
• Stafford Beer
• Has taken the metaphor of living organisms a stage
further. Human physiological is applied to industrial
organizations. It states that there are 5 tiers of the
subsystems in the central human nervous system,
which have their counterparts in the organization.
The successful survival of the human is an evidence
of the effectiveness of such a system. Diagnose in
what respects they fall short and strengthening the
subsystem that seem weekly developed.
Management Cybernetics
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examine the health or viability of an existing
organization
evaluate the proposals for new organization
structures; and
clarify the purpose of committees or roles.
Management Cybernetics
• The model can be used in three main ways:
• examine the health or viability of an existing
organization
• evaluate the proposals for new organization
structures; and
• clarify the purpose of committees or roles.
Management Cybernetics
Decision Model
Contingency Model
• Organizations should be different from one
another and from part to part.
• Organizations left to themselves organization
departments and individuals tend toward
specialization, carving out a more distinctive
niche for themselves.
Effective Integration
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Each unit or individual can report to a manager who is
made accountable for synergizing the two roles
a third unit or individual seen by the other two as
understanding their roles and standing as a midway
between them, act as intermediary
some kind of training or image exchange can be undertaken
to help each unit understand more accurately why the
other units behaves as it does.
Interdepartmental groups or task force to resolve issues
between departments. Tis can be temporary or permanent
Elements of Organizations
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Technology
Structure
People
Culture
Interlocking Systems
• Technology
• Social
• Economic
Hallmarks of Effective Schools
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Professional Leadership
Shared vision & goals
Learning Environment
Concentration on Learning and Teaching
High Expectations
Positive Reinforcement
Monitoring Progress
Hallmarks of Effective Schools
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Student’s Rights and Responsibilities
Purposeful Teaching
A Learning Organization
Home School Partnership
•End of Module 1