training manual for secondary school managers
TRANSCRIPT
SCHOOL MANAGEMENT
Training manual for secondary school managers
ROLES, DUTIES AND RESPONSIBILITIES OF SCHOOL MANAGEMENT TEAM
Prepared by Mineduc School Management
Kigali, July 2008
© NCDC
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1. Author ‐ Tondeur Nelly: VVOB Specialist in Education.
In collaboration with: HABARUGIRA Emmanuel Deputy head teacher of MUSANZE School of Sciences MUGABO Julius Deputy head teacher of NYAGATARE School
of Sciences MUKAYIRANGA Solange Head of sub Department general Secondary
Education/MINEDUC GARY Stewart Education advisor/SNC P.O.Box 36 KIGALI UMUHIRE Rita Christine Head of sub Department Teachers' development/MINEDUC RWIGARA Jean Claude Head of sub Department CYANGUGU NIYONSABA Anaclet Headmaster of Cyanika Science School/GIKONGORO NYILIMPETA Godefroid Headmaster of Kacyiru Secondary School HABUFITE Pascal Regional Inspector of Schools/MINEDUC KANAMUGIRE Camille Regional Inspector of Schools/ MINEDUC MUNYAKAZI Augustine Regional Inspector of Schools/ MINEDUC NDAGANO Félicien Headmaster of Kansi Secondary School P.O.Box 495 Butare BITUNGURAMYE Diogène Headmaster of Murambi Secondary School Kigali Ngali KABAYIZA Barnabé Head of sub Departement Education /KIBUYE RUKANIKA Jerôme Headmaster of Rwankeri Adventist College RUSHAYIGI J.Népomucène Head of sub Department Primary and Secondary
Education Kigali City NTEZIREMBO Valens Head of sub Departement Education /Kibungo NTEZIRYAYO Anastase In charge of non formal Education/ Gitarama RWAYITARE Pascal Province Education Officer in charge of Education, Youth and Culture/Byumba BAHIZI Gérard Head teacher of T.T.C. GACUBA II MPAMO Aimé Head of DPS/NCDC/MINEDUC GAPARAYI André Consultant/MINEDUC YISA Claver Director of Planning and Studies in Education /MINEDUC RUBAGUMYA Emma Director of Secondary Education (SE ) /MINEDUC NTAGARAMBA F. Johnson Director of Teacher Development and Management (TDM) /MINEDUC 2. Edited by:
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TABLE OF CONTENTS TABLE OF CONTENTS…………………………………………………………………………………………………3 INTRODUCTION……….………………………………………………...………………………………………………4 CHAPTER 1: SCHOOL LEADERSHIP AND MANAGEMENT
1.1. Main principles of effective and participatory management .................................... 5 1.2. Theories of LEADERSHIP .......................................................................................................... 6 1.3. Advice for School Leaders ......................................................................................................... 9 1.4. Leadership and Management. ................................................................................................. 9
CHAPTER 2: THE SCHOOL AS A LEARNING ORGANISATION 2.1. The School as an organization ....................................................................................................... 12 2.2. The School structure: ......................................................................................................................... 12 2.3. The School culture: ............................................................................................................................. 13 2.4. Successful schools ............................................................................................................................... 13 2.6. Profile of a secondary school manager ...................................................................................... 15 2.7. Profile of a secondary school teacher ......................................................................................... 16 2.8. Profile of a learner at the end of secondary school education ........................................ 17 2.9. Participatory management ............................................................................................................. 17 2.10. Strategies to change from “Top‐down” to “Participatory Management” ................. 18 2.11. Framework that favours participatory management ....................................................... 19
CHAPTER 3: DUTIES AND RESPONSIBILITIES IN A SELF ‐ MANAGED SCHOOL 3.1. Roles and responsibilities of a secondary school manager ............................................... 20
3.2. Cooperation between School Manager and School management Team ..................... 21 3.3. Duties and responsibilities of teachers ...................................................................................... 22 3.4. Cooperation between school management, parents and community .......................... 24 3.5. School self ‐evaluation ..................................................................................................................... 26
CONCLUSION……………………………………………………………………………………………………………28 BIBLIOGRAPHY…………………………………..……………..…………………………….……………………….29 ANNEX : MANAGEMENT STYLE QUESTIONNAIRE……………………………………………………..30
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Introduction The headteacher plays a vital role in the leadership and management of the school. It is widely recognised and agreed that the quality of leadership always has some effect on the school effectiveness. This manual is designed for practicing head teachers of Secondary Schools. It is intended to provide them with a source of practical ideas regarding ways in which they may become better managers of schools. Head teachers like any other professionals need to accept a large measure of responsibility for their own self-development and for the development of their schools.
The main objective of this manual is to reinforce school managers’ competences in the area of school management. It was written for school managers, deputy managers and is also relevant to other stakeholders who are interested in school improvement such as parents and students. Effective school management requires the co-operation among different stakeholders and sharing of duties and responsibilities. This particular manual consists of 3 sections: •Different styles of school management; •School as a learning organization; •Duties and responsibilities in a self - managed school. The head teacher is involved in the following important areas: overall school administration, the curriculum, leadership and human relations, community relations, and working relationships. He or she strives to enforce traditions for efficiency, effectiveness and quality, and these should be reflected in the school life. In order to achieve this, the head teacher must have adequate academic and professional qualifications, a full knowledge of the methods and techniques of educational practice, sound knowledge of school finance, ability to understand the needs of the teaching staff, pupils, parents and the support staff. In a nutshell, the head teacher should have a good understanding of the school’s strengths and weaknesses. This manual is an inspiration from a manual "Leadership in a self‐reliant school" written in English by Sacred Heart College R et D, South Africa. It was translated into French and adapted by Tondeur Nelly, VVOB Specialist in Education. For purposes of adapting it to Rwandese context, its translation and improvement were accomplished with the help of a team of Rwandese Educationalists in a workshop held in Kigali from 5thto 17th, May, 2003. This team was composed of Regional Inspectors of schools, Senior Administration Officials from the Ministry of Education, and Provinces, School head teachers and deputy head teachers. This version was edited in 2008.
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CHAPTER 1: SCHOOL LEADERSHIP AND MANAGEMENT Objectives: By the end of this chapter, the school heads, parents’ management committees/ School board of governors, and teachers will be able to: ‐ Compare different styles of school management; ‐ Analyse and understand their own styles of leadership and management; ‐ Identify leadership characteristics; ‐ Understand principles of effective and participatory management; ‐ Differentiate leadership and management; ‐ Analyse different theories of leadership. 1.1. Main principles of effective and participatory management The new approach of "power sharing" and "effective and participatory management" challenges school managers to change from autocratic style based on laws and regulations towards an open approach of dialogue and consultation. 1.1.1. Democratic, accountable and equitable leadership style School managers need to listen, consult, engage in dialogue more and identify needs of teachers, parents and learners. School managers, teachers, parents and learners have to work together to plan personal development and the development of the school. 1.1.2. School management aims mainly at improving learning and teaching
processes The main purpose of a school’s existence is to enable teaching and learning process to take place. In this context the school management must create conducive conditions that allow quality teaching and learning. School leadership, together with teachers, learners and parents’ committees must aim at promoting high standards of learning and teaching. 1.1.3. Self managed schools The trend towards self‐ managed (self‐reliant) schools is an international trend in education. Self‐ management means that school managers together with parents’ committees have greater responsibilities. They are responsible for: ‐ Planning effective teaching and learning activities; ‐ Encouraging participation and collaboration; ‐ Promoting continuous professional development for teachers; ‐ Strengthening school self‐ management. Self management implies that schools have to take more responsibility for themselves. School leadership must do its best and use all available resources to achieve its planned objectives.
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1.1.4. Shared governance An important characteristic of this new approach is that all stakeholders have to play a key role in the school. The school manager, teachers, students and parents' committee must work together to develop a school mission and a common vision. The running of a school is collective responsibility; all stakeholders have to ensure its management. 1.1.5. The School as a learning organisation In a learning organisation, all members are constantly learning and are responsible for their own continuous learning, training and development. 1.2. Theories of Leadership One example of definition of leadership is from Sacred Heart College R&D manual (p.13) which was also got from Stogdill R (1974) “Handbook of Leadership, New York : Free Press” : “Leadership involves a process of….
• influencing group activities • towards setting common goals and • achieving them”
Leadership may be formal or informal. Some people such as school managers and parents' committee leaders are appointed to formal leadership positions. It is their responsibility to give leadership. Other people assume leadership positions in an informal manner. A teacher, a member of the community, a parent……………, due to their knowledge, skills and experience can lead and influence other persons. It is difficult to grasp and explain “Leadership” characteristics. Why are some people better leaders than others? Can people learn to be better Leaders? There are five theories about “Leadership” as indicated in Sacred Heart College R&D manual (pp 14‐27).
Theory: Explanations: Criticisms: “Trait theory” which is based on character: “Leaders are born not made”
Character or qualities of a good Leader: ‐ Intelligence, personality
good judgement ‐ Well qualified ‐ Status ‐ Sense of responsibility
and a desire to do well ‐ Energy and drive to lead
‐ It does make sense to
explain leadership by personal qualities. The danger that exist is to consider a Leader as superman, hero, savior and a saint.
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‐ Willingness to take risks ‐ Capacity to organise
his own work and that of others.
‐ In reality, most people who lead organisations or schools are ordinary people.
‐ Research shows that people who are Leaders in one situation may not be Leaders in another situation
‐ People often think of masculine strengths and characteristics when thinking about Leadership, feminine qualities are often ignored
‐ If you agree with the trait theory, can you learn to be a good leader?
Theory based on situation: A good Leader is someone who knows how to do things right
‐ Different situations and different people require different styles of Leadership ‐ A good Leader in a particular situation is not necessarily a good one in another. ‐ Good Leadership depends on situation
‐ Danger exists where a leader has to act correctly in a particular situation and willing to change in another situation so as to act correctly. ‐ Good Leadership is not only a matter of doing the right thing, it involves moral values that must be taken into account.
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Theory based on morality: According to this theory, Leadership stresses moral values
‐ Leadership always involves certain moral values and lead others towards positive values. ‐ According to this theory, to lead by example, shows the behavior they want others to follow. ‐These Leaders want to influence others to do what they think is the right thing to do
‐ we have to tolerate differences and accept others’ moral values .
‐ The Leader has the tendency of manipulating others so as to adopt his own values.
‐ It is important for Leaders to have as much information as possible to weigh up different options and to act wisely.
Theory based on power Leadership always involves power
‐ Leadership is the concentration of power ‐ To understand Leadership you need to understand power relationships in society
‐ Leaders may use their power negatively. ‐ Power is important aspect of Leadership but you should not forget other aspects of Leadership.
Theory based on sharing Leadership often exists through a group of people working closely together
‐ Leaders do not have to do every thing themselves ‐ Leaders make sure that the group as a whole sets goals and a vision. ‐ Leaders do not take all decisions themselves but they must ensure that the necessary decisions are taken. ‐ Group leadership includes delegation of certain powers to other people. ‐ Delegated members have a clear understanding of what is expected of them. The school Leader keeps ultimate responsibility and accountability.
‐ A group also needs Leadership otherwise nothing will be done and no decision will be taken. ‐ Working together is not always easy “ Team building ” requires a particular attention and appeals for a profound change of attitudes and special skills.
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Each theory emphasizes different aspects of leadership. Each has positive and negative elements. Try to use the different aspects of leadership to enhance a better understanding of Leadership, Management and Team development. 1.3. Advice for School Leaders
Advice based on positive aspects of Leadership theory: Know your qualities, weaknesses and strengths; Know your school’s strengths and weaknesses; Know your school’s situation and react according to its context and the surrounding community;
The vision and mission of the school need to be based on agreed, just and equitable values by the whole school community. Members of the school community set common objectives and ensure their implementation;
Use the authority entrusted to you in the interest of your school community; Encourage team spirit so that others can participate in the smooth running of the school. You need to be transparent, open, just, accountable and equitable.
1.4. Leadership and Management. Schools need good leadership and good management. Some people believe that leadership and management are the same thing. Others believe that they are two different things. Others believe that they go together. Leadership and management are often separated as follows:
LEADERSHIP MANAGEMENT •Leaders define the vision for their organisation •Leaders guide the development of strategic plans for their organisations •Leaders give examples and stimulate members of their organisations •Leaders guide the development of new activities
•Managers make sure that the common vision is decided and adopted •Managers design and oversee the way Plans are carried out implementation is carried out. •Managers use their influence and authority to get members of the organisation work productively. •Managers ensure that all set objectives are achieved as planned
Leadership and management go together. Good leadership in a school involves good management and good management involves good Leadership. School managers need both leadership and management skills and attitudes.
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Management styles More explanations concerning different styles of management are below, as presented in Sacred Heart College R&D manual Pages 32‐33. Compare the four management styles Management based on traditional values These managers try to minimize uncertainty and change by explaining to others that the status quo is extremely important. They try to retain too much control and do not like delegation. They want all their staff to conform to certain ways, including the way they dress. They wish that new staff adopt the same style and the same code of conduct. Persons who act differently are not tolerated. Hierarchy in different job positions is respected. These managers expect total loyalty of their staff. Their loyalty to the organisation brings order and stability. If they are no longer “heads” they would like to carry out specific tasks without supervision. If they have to be supervised, the supervisor should preferably be older and certainly not very young. Management by training and persuading. These managers are more flexible than the traditional type. They welcome change in all forms, such as in status, or role and job content, provided that this change does not upset existing situation. They try extremely hard to create and maintain good work relationship. They welcome newcomers and expect them to play a full part in the group. If any member of the group threatens stability, pressure will be applied to him so as to change his opinion. Any member who thinks differently from the majority of teachers will not be accepted and will face difficulties while working in the same school. Management by “ being the boss” It is often difficult to work with such leaders. Their considerable drive and energy are largely devoted to developing and maintaining power. Their approach is often a mix of making sure their status is unharmed and at the same time enhancing it at the expense of others. They usually act in a way which suits them. They consider the school as an evolutionary system in which any change is a slow process never dramatic or sudden. These managers value loyalty and hard work. They can never work with anyone who aspires to be « another boss » they see such a person as a threat to their own position. Management by “creative vision “ These Leaders are rare to find
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They are dynamic, creative, innovative, and like to introduce changes.They are motivated, persuasive, and have great drive and energy. Like the “boss”, they have a realistic vision of their school but demand less loyalty. They tend to make changes by consultation, dialogue and consensus. Decisions are taken together and are well planned. They need new ideas, start new projects, otherwise they become bored. They like fresh challenges and often change the job. In annex 1: You will find a questionnaire on Management style.
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CHAPTER 2: THE SCHOOL AS A LEARNING ORGANISATION Objectives: This chapter explains how a school can become a learning organisation. By the end of this chapter, you will be able to: ‐ Understand that a school is a learning organization; ‐ Explain the organisational structure and culture of a school ; ‐ Analyse and understand how to manage a school effectively; ‐ Consider ways to change the school from “top down” to “participatory management”. 2.1. The School as an organization Modern societies have many different kinds of organisations: economic enterprises, sports clubs, government departments, schools and so on…….. All organisations have certain characteristics in common: Organisations are:
• Groups of people; • Who work together in different ways; • To meet shared goals.
Schools are learning organizations. Schools consist of :
• groups of people (teachers, educators, school management, parents, members of Parents’ committees, community representatives, learners);
• who work together in different ways ( learning, teaching, advising, planning, managing, leading);
• to meet shared goals (educating young people). 2.2. The School structure The structure of an organisation or enterprise shows clearly relationships, duties and responsibilities of different people. Highly structured organisations have fixed job descriptions, strict divisions of responsibility and clear lines of authority and accountability. These organisations have hierarchical structures, where chains of command and people are answerable to those above them. The higher your level in the organisation, the higher is your status. Organisations may have flatter structures where there are fewer “layers” of people and broader job responsibilities. Flatter structures allow for greater participation in decision making.
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Schools are often hierarchical. In the new approach of « Good school management » the structure is flatter and more open. Teachers, parents as well as learners participate in decision‐making. 2.3. The School culture Every organisation has its own culture. Put simply, the culture of an organization can be summed up as ‘the way we do things here’ The school culture refers to various aspects of life in a school:
‐ We all know that different schools have ‘a different feel’. Each school has its own culture;
‐ School culture tells us about what people do in their daily lives and how they make sense of what they do so;
‐ At school, culture involves the things we take for granted as ‘how things should be’. Culture has to do with things like: how students dress, how they speak to teachers and how learners get into the classrooms when the bell rings, what counts as ‘hard work’, how we should act if we are angry or pleased;
‐ Rituals are an important part of school culture. In schools, there are important rituals which bring people together, such as ceremonies, assemblies, school uniforms and school songs. Other rituals keep people separate, such as age groupings or groupings by sex. Rituals help to define the vision for the school;
Culture and structure go together in an organisation and both must be addressed if an organisation is to be changed. 2.4. Successful schools In order to understand why schools succeed or fail, one has to analyse them as learning organisations. Researchers found the following six main features in schools which managed to succeed in spite of difficult circumstances. These schools were not free of problems, and often struggled to keep going. But they had ways of dealing with problems whenever they arose. 2.4.1. Focus is put on Teaching and Learning There is a focus on teaching and learning as the goal of the school. Meeting this goal gave staff and learners a sense of purpose and motivation. All these schools have well organised programmes of teaching and learning. Teachers and students spend most of the their working time inside classrooms. 2.4.2. Clear roles and responsibilities In all of the coping schools, there were clear roles and responsibilities. Lines of authority are clear. They are regular forms of communication. Staff and learners know what is expected of them. Lateness and absenteeism were not tolerated, and attendance by teachers and learners was very satisfactory.
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2.4.3. Culture of concern and support All coping schools have a culture of concern and support. Educators and learners feel responsible and show mutual respect. The school manager listens to staff members and takes into account their points of view. Teachers are concerned about the well ‐ being of learners inside the school as well as outside. 2.4.4. Safety Coping schools attended to the safety inside the school. Many of these schools have fences and gates. The community helps the schools to stay safe. 2.4.5. Active/Dynamic Leadership In all « coping » schools, the school leadership plays an active role. In some schools, the manager is a strong and visionary leader. But in other schools, the manager works together with other partners. In all these schools: consultation, dialogue and communication occupy a key place. Different ways and means of communication are functional. 2.4.6. Sense of responsibility «Coping» Schools show a great sense of responsibility and try to solve their problems through concerted efforts and dialogue. They do not expect the Ministry of Education to provide all solutions to their problems. Strong foundations for Successful schools
Food, health, social andPhysical security
Environment that is conducive to work
Learners’ discipline, Participation and Motivation
Efficient supervision (organisation, consultation, dialogue and regular appraisal)
Culture of support, advice and mutual respect
Adequate infrastructure and in good conditions
Books, visual aids and varied pedagogical support are available
Innovative qualities of school leadership: ‐ Communicative spirit ‐ Negotiating spirit ‐ Managing spirit
Qualified and motivated teachers ‐ Committed to education professional support ‐ Foster all teaching activities to
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‐ Team spirit ‐ Roles and responsibilities clearly defined ‐ Motivated and competent ‐ Resource mobilization
progressive achievement to the learners’ high success
‐ Teacher‐ Learner acceptable ratio
Partnership and team spirit To share common vision by different stakeholders (governing/authorities, parents, school managers, teachers and learners Well conceived education: vision and goals ‐ Commitment of all stakeholders to this vision and goals. ‐ Strategies for the achievement of: plan of action at long, medium and short term (administration, management, pedagogic and other educational activities). 2.6. Profile of a secondary school manager We distinguish: his knowledge, his aptitudes, skills and his attitude/ behavior. Knowledge:
‐ University qualifications in Education; ‐ Professional experience in Education ; ‐ Sufficient knowledge in management and accountancy; ‐ Intelligent, rational and consistent in his ideas; ‐ Knowledge of Rwandan Laws.
Aptitudes/Skills:
‐ Experience in teaching and management; ‐ Practical knowledge in computer skills; ‐ Communication skills; ‐ Know how to delegate; ‐ Know how to manage: to plan, organize and assess; ‐ Know how to motivate, lead and conduct a team; ‐ Make good use of pedagogic materials and equipment ; ‐ Conversant with contemporary issues (HIV/AIDS, Gender, or sexual abuse,
drugs…). Attitudes/ behavior:
‐ Professional conscience; ‐ Able to take rational decisions; ‐ Patience; ‐ Open to others;
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‐ Justice and equity, impartiality; ‐ Understanding; ‐ Assiduous to and values work; ‐ Good advisor; ‐ Good citizen; ‐ Compassionate; ‐ Democratic; ‐ Energetic and enthusiastic; ‐ Appreciate Rwandese values and culture; ‐ Disciplined and organized; ‐ Responsible and ; ‐ showing solidarity.
2.7. Profile of a secondary school teacher Knowledge:
‐ University Education or equivalent in or several of the following areas: ‐ Mastery of subject content taught at secondary level; ‐ Knowledge of medium of instruction; ‐ Knowledge of major problems facing the country; ‐ Knowledge about crosscutting issues; ‐ Knowledge of human rights and rights of the child; ‐ Knowledge of national education policy, laws and regulations ; ‐ Knowledge of labour laws regarding public service ; ‐ Knowledge of teacher’s professional ethics.
Aptitudes /skills:
‐ Know how to plan, organise and assess pedagogical activities in line with students’ level and curricula;
‐ Create a positive learning atmosphere in the classroom, motivate students and use their knowledge and experience as resources during lessons;
‐ Know how to guide and advise students; ‐ Know how to prepare and organize remedial work; ‐ Use properly visual aids and if need be make them; ‐ Know how to work as a team; ‐ Practical knowledge in ICT; ‐ Conversant with contemporary issues (H.I.V. /AIDS, Gender, drugs…. ).
Attitudes/ behavior
‐ Observe professional ethics, responsibility and diverse points of view; ‐ Show and/ or practice justice, equality, impartiality, objectivity and be free from
prejudices and well integrated into the society; ‐ Good advisor; ‐ Self respect and integrity;
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‐ Disciplined and organized; ‐ Unity, team spirit and cooperation; ‐ Respect of own culture and openness to the world; ‐ Initiative, research and innovative spirit; ‐ Love for others, students in particular; ‐ Communicating and open to others; ‐ Punctual and regular.
2.8. Profile of a learner at the end of secondary school education
‐ Have basic knowledge pertaining to the environment and be integrated in its
economic and social life; ‐ Have knowledge that enables one to pursue further studies in the opted fields of
specialization; ‐ Know major issues affecting the country; ‐ Have basic competences in ICT; ‐ Apply acquired knowledge so as to live well, protect his/her health and that of
others; ‐ Protect, respect and improve the environment; ‐ Capable of Communicating in Kinyarwanda, French and English; ‐ Informed about H.IV.AIDS and be determined to guard against getting it; ‐ Conversant with universal values in general and those of Rwandese society in
particular, notably the following positive values: • Tolerance, mutual respect; • Respect for human rights and rights of children; • Team spirit and cooperation; • Justice and impartiality, objectivity and free from prejudices; • Democracy; • Unity and reconciliation, culture of peace; • Self ‐ respect and integrity.
‐ Commitment to « work ‐well done»; ‐ A good citizen, responsible, patriotic, and devoted to unity; ‐ Have a spirit to research, innovation, imagination, creativity, progress and Entrepreneurship; ‐ Respect of own culture and open to the external world; ‐ Well informed and self –informing through life long learning; ‐ Citizen, capable of managing own life properly. 2.9. Participatory management Participatory management means that responsibilities are shared; consultation, dialogue, communication are the pillars of team work in an effective learning organization.
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Responsibilities must be well defined and communicated to different stakeholders. In many of our schools, the scenario is as follows: Resistance to change by some school managers Intolerance towards ideas of others Amassing of powers (roles, responsibilities and duties) Adhering to the letter in the implementation of written instructions, laws and regulations from the line Ministry. Education stakeholders are not consulted in decision making. This situation is due to the following factors: Mentality of resistance to change; Protecting ones personal interests; Some head teachers are not trained in school management; Fear of losing ones post. 2.10. Strategies to change from “Topdown” to “Participatory Management” a. School managers give support rather than instructions In order for school managers to succeed in participatory management, they must lead and support teachers and students to achieve desired objectives. They should analyse instructions together before implementing them. b. Horizontal/hierarchy and shared responsibility In the past, decisions were taken by the boss and then passed down to be implemented. Participatory management allows better information flow and dialogue and creates an atmosphere in which all partners take part in decision ‐ making and feel a sense of “ownership” and responsibility. c. Staff development rather than controlling School managers stimulate teachers to develop their own capacities. They support their teachers to update their knowledge and professional skills. They encourage professional skills development (pedagogical areas) and involve key partners in the training of teachers. d. Creating a culture of learning By giving more support, school managers motivate and stimulate teachers and students. Motivated teachers offer valuable advice which stimulates students’ interest in learning. Students are encouraged to do research in reference books in the library, and on the internet (ICT). They develop a culture of competing and where necessary the best ones are awarded prizes. Encourage the system of “mobile libraries”.
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e. Sensitisation and training of all stakeholders in education ‐ School head teachers training in “School management”; ‐ Stakeholders’ motivation in the involvement and participation; ‐ Set up a legal framework allowing involvement and participation. 2.11. Framework that favours participatory management Mutual trust:
• Cooperation between teachers and their superiors; • Interpret/ analyse laws and regulations together before implementing them; • Consultation between school manager and other education stakeholders before
taking any decision ; • Well defined and shared responsibilities are conveyed to different stakeholders,
respect them and make them respected; • Cooperation among teachers themselves; • Develop a spirit of cooperation; • Promote complementarity and transparence.
Training:
• Sensitization and training for all education stakeholders; • School head teachers training in management; • Give adequate advice to teachers and students; • Encourage teachers by giving them some incentives; • Encourage teachers and students to use documented information; • Stimulate learners to a learning culture through debates and competitions; • Encourage « mobile library» system.
Organisational structure:
• Create a legal framework enabling involvement and participation; • Create departments or pedagogic groupings; • Develop in these groups the spirit to support each other; • Fair and just; • Respect norms; • Free expression of each one in all meetings. • Diversity is on the level of form rather than content
Recognition of each individual’s values:
• Solidarity; • Evaluation of work; • Mutual protection.
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CHAPTER 3: Duties and responsibilities in a self managed school Objectives: This CHAPTER analyses daily activities of school managers. By the end of this CHAPTER, you will be able to: ‐ Explain duties and responsibilities of school managers, deputy school managers,
teachers and educationalists; ‐ Explain the importance of cooperation between school management, parents’
committee and the community; ‐ Explain the importance of school self ‐ evaluation. 3.1. Roles and responsibilities of a secondary school manager Management of personnel and students ‐ Official duties: Apply laws and regulations governing education, participate in ceremonies, sign letters and other official documents, represent the school at
functions ; ‐ Manager’s role: Responsible for staff performance, motivate and counsel staff; ‐ Assess personnel activities, school and extra curricular activities ; ‐ Serve as a link between school and different stakeholders; ‐ Ensuring discipline among staff and students; ‐ Promote socio‐cultural activities and income generating activities; ‐ Propose and implement strategies for motivating staff and students; ‐ Ensure adequate feeding of students; ‐ Attend to health and hygiene matters in the school; ‐ Carry out pedagogic inspections; ‐ Assign tasks and delegate duties. Communication: ‐ Get information from formal and informal sources about staff performance and
students’ achievements; ‐ Pass on information to teachers, parents, learners and other stakeholders; ‐ Prepare and chair pedagogic meetings; ‐ Make quarterly and occasional reports. Decision making ‐ Supervise the preparation of school action plan; ‐ Coordinate school activities; ‐ Entrepreneurial role: seek for useful ideas, plan activities, and launch new projects; ‐ Negotiator: negotiate with teachers and find solutions to existing problems in the
school; ‐ Manage school assets and resources.
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Management Communication Decision Making These three responsibilities are closely linked. A school manager needs to accept these three responsibilities but can delegate functions within each role. 3.2. Cooperation between School Manager and School management Team The new approach to school management broadens the responsibilities to school management Team. Different members of the Team have different skills and ensure a more effective school management. Coordination and sharing of tasks among the team reduces the work load. Below is an example of how tasks and responsibilities can be shared between the school manager and other members of school management team. Duties and responsibilities of a school manager
Duties and responsibilities of other members of school management team
Aims of the job: ‐ To ensure that the school is managed
Accordance with the prescribed official criteria ‐ To ensure that the learners’ education
is promoted according to national policies
Aims of the job: ‐ To assist the school manager in promoting quality of education ‐ To ensure efficient school administration
Duties and responsibilities: •Administrative management ‐ Be responsible for school management ‐ Give instructions for time tables ‐ Execution of guidelines for learners’ enrolment and placement ‐ Proper use of school funds and keeping of financial records ‐ Keep a record of important events in the school ‐ Make regular inspections of the school to ensure that the school premises and equipment are being used properly. ‐ Ensure that all information related to the smooth running of the school is forwarded, accessible and well kept ‐ Handle and keep properly all school correspondence
Duties and responsibilities: •Administrative management ‐ Assist the school manager in his /her duties and replace him during his /her absence from school. ‐ Assist the school manager, or if instructed be responsible for: ∗School administration, e. g. school calendar, timetables, arrangements to step in for absent staff, internal and external evaluation and assessment, admission of new learners, organise meetings/ceremonies … ∗School finance ∗Maintenance of property and buildings e. g. general cleanliness, refurbishment of old school buildings, school furniture repairs
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•Personnel: ‐ Provide professional leadership ‐ Guide and supervise the work of all staff and write reports. ‐ Plan in ‐ service training programmes ‐ Organise and participate in teachers’ appraisal processes
•Personnel: ‐ Guide and supervise the work and performance of all staff and write reports ‐ Participate in agreed teachers’s appraisal processes ‐ Responsible for the follow ‐up of school curriculum, organise discipline teams, collaboration among teachers, training programmes
‐ Ensure that evaluation and assessment of learners is conducted in the school and is well organised. • Extra curricular activities ‐ Participate in recruitment and promotion of members of parents’ committees ‐ Promote extra curricular activities and encourage learners’ participation in sports, educational and cultural activities. ‐ Plan school meetings/ceremonies. • Relations with stake holders ‐ Participate at meetings, seminars, courses,…. To update professional standards. ‐ Cooperate with School Governing Body ‐ Meet parents and discuss learners’ progress, results and conduct ‐ Supervise/ advise learners’ representative council.
‐ Assist the school manager in learner counseling and guidance • Extra curricular activities ‐ Assist school manager in promoting extra curricular activities • Relations with stake holders ‐ Participate at meetings, seminars, courses,…. To update professional standards. ‐ Meet parents and discuss learners’ progress, results and conduct ‐ Assist the school manager in communication with parents’ committees and learners’ representative council.
3.3. Duties and responsibilities of teachers The duties and responsibilities of teachers are varied, depending on their competences and school needs. They include but not limited to the following: • Integrity, honesty, loyalty, responsibility, motivation, cooperation; • Professional conscience and love for their profession; ‐ The main purpose of teaching must be intellectual development of the Learners; ‐ Teaching must be in conformity with the age level of learners and prescribed Programmes; ‐ Cooperation and innovative spirit are essential for one to achieve common
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objectives, innovation and purposeful progression of lessons; ‐ Lesson preparation must take into account new approaches such as participatory methods of teaching and learning, formative assessment, use of visual aids…; ‐ To create a classroom environment that stimulates effective learning; ‐ Use the learners’ own experiences and knowledge as fundamental and valuable resources during lessons; ‐ Initiative in the field of research and making visual aids; ‐ To plan and organise progressive assessment of the learners’ achievements; ‐ To report on learners’ academic progress; ‐ To identify aspects which require special attention and to provide remedial cources ‐ Self up‐dating of teachers to new approaches in teaching and learning methods and in‐service and formative appraisal; ‐ Preparation and up‐to‐date pedagogic documents; ‐ Respecting the school time table (punctuality, regularity …); ‐ Use rationally pedagogic free days (documentation, preparation, marking,..). • Extra curricular activities ‐ To care for the educational needs and general welfare of all learners; ‐ To assist the school manager in learner counseling and guidance; ‐ To assist the school manager in organising and conducting extra curricular activities; ‐ To participate as much as possible in activities organised by and for the community; ‐ To extend their influence over the school surroundings. • Administrative ‐ To coordinate and report on academic activities of each subject taught; ‐ To coordinate the use of available equipment; ‐ To participate in meetings and administrative tasks; ‐ To inform the school management about any anomalies and be ready to propose solutions; ‐ To provide promptly documents and administrative papers related to administrative files.
• Interactions with stakeholders ‐ To avoid any action or behavior that may undermine the existing good relations between the school and its stakeholders;
‐ To participate in lesson assessment in order to review and improve the quality of teaching and learning;
‐ To contribute to the professional development of colleagues by sharing knowledge, ideas and resources;
‐ To keep informed about current educational trends and curriculum development. • Communication: ‐ To inform school authorities and learners (in some cases) about problems that may
affect their work;
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‐ To meet parents and discuss with them the conduct, progress and results of their children;
‐ To cooperate with colleagues of all grades in order to maintain a good teaching standard;
‐ To collaborate with teachers from other schools in organising and conducting extracurricular activities;
‐ To participate in departmental committees, seminars, workshops and courses, in order to update their professional standards.
3.4. Cooperation between school management, parents and community The relationship between school management and parents’ committee is an important aspect of school management. Mutual support is necessary to ensure high education quality. Here are some examples of shared duties and responsibilities: School management Parents’ Committee
• Perform professional functions • Organise teaching and learning activities • Manage personnel matters • Manage the official curriculum and subject contents. • Decide on textbooks, educational materials and equipment to be bought and used. • Manage financial matters • Give advice and adopt a code of conduct for learners.
•Support school management and teachers in carrying out their professional functions.• Ensure that high quality education is offered at school. • Recommend the appointment of teachers • Decide on extra mural curricular activities •Give advice on textbooks and educational materials to be bought. •Participate in raising additional fund • Control the financial records of the school• Encourage parents, teachers and learners to work effectively for the betterment of the school. •Check and maintain school property. •Ensure good reputation for the school • Give advice and adopt a code of conduct for learners.
Parents as important stakeholders in education • Parents’ primary concern is always to support and monitor the educational progress of their children through out their school life;
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• The first decision is to make a choice of the school they wish their child to go to; and career guidance is their responsibility; • The first education of the child is given in its family mainly during childhood until school going age;
• Child education is a responsibility of every parent and a right of every child; • As a member of the parents’ committee, a parent must participate actively in the progress and development of the school. Progress and learners’ achievements depend on communication between school and parents ⇒ Teaching staff and school management feel obliged to report and regularly evaluate themselves; ⇒Parents feel have a role to play in the overall school performance, and are increasingly aware that the progress and success of the school constitutes their own success; ⇒ Exchange of information on the strengths and weaknesses of the learner allows to maximize the achievements. The learner's weaknesses are identified and remedial measures taken; ⇒ Enables parents to contribute to learners’ supervision and therefore learners are supervised by all concerned ; ⇒ Allow parents to have a say in quality teaching and propose corrective measures where necessary. School management and parents’ committee must cooperate to ensure smooth management of the school ⇒ Have common interest: learner to be educated; ⇒ Contribute to learners’ safety and security (food, health and so on….); ⇒ Participate in the preparation of school development plan; ⇒ Take part in proposing mechanisms set up for teachers’ and learners’ motivation; ⇒ Follow up and evaluation of learning activities. School development is the result of cooperation between school, parents and the community The school and the parents are responsible for regular supervision of their children’s learning process. Regular contact allows to: • Make pedagogic appraisal (homework, checking of learners’ progress at school, communication note books); • Make follow up on discipline (regularity, punctuality, conduct, assiduity to work….); • Analyse major problems facing the school and propose possible solutions (extension, school building repairs, social welfare, bonus ….). The school and community aim at promoting awareness, sensitisation and ownership of the school by this same community. This cooperation increases confidence between local community and the school.
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Certain prerequisites • Parents sufficiently sensitized; • Parents’ intellectual competences ; • Parents’ representatives are dynamic and sufficiently informed in the field of Education; • Legal framework favouring communication between parents and the school authority; • Receptiveness and flexibility of the school management team and teachers. 3.5. School self evaluation School self‐ evaluation is an important tool in improving education quality. All stakeholders must be informed, trained and sensitised in order to participate in school self ‐evaluation process. Self appraisal process School management, teachers, parents and learners determine criteria for appraising a school. Based on criteria, questionnaires are designed for teachers, learners and parents. Answers from different stakeholders reveal strengths and weaknesses of a school. Therefore, exact profile of a school is known. An action plan is designed to plan remedial activities. Below is a list of some aspects to be included in the criteria for school self‐appraisal:
a) Physical environment •The safety of teachers and learners is ensured; • The school is well maintained and neat; • Classrooms are well ventilated and neat;
b) Social environment
• Mutual trust and respect between teachers and learners; • Learners help each other; • Learners respect and protect the environment; •There are norms and internal rules and regulations; • Mutual trust and respect between school management and teachers; • School activities are coordinated; • Existence of different clubs at school.
c) Learning/Teaching • Learners are motivated; • Teachers make learning process easier; • Teachers stick to the prescribed programmes;
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• Learners meet their expectations in learning; • Learners work together; • Lessons and homework are accurate; • Parents check learners’ work.
d) Professional aspects
• Staff development is ensured; • Teachers cooperate and share their tasks; • Teachers are encouraged to take part in decision making; • Teachers are encouraged to be innovative.
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Conclusion Effective school management depends on the efforts of a number of agencies that are interlinked. The regional or provincial office, the district office, the local community and the school staff-all play a part in the daily operation of the school. The head teacher is the pivotal link in this network and ultimately plays the most crucial role in ensuring school effectiveness. This role is however, complex and demanding. It involves management of financial, human and material resources in a dynamic situation affected by many internal and external forces. This task is made more difficult by the fact that these resources in our country are constantly in short supply. The head teacher is, therefore, in a very difficult position, being expected to deliver ‘better quality’ education with minimum resources. In order for the school head to perform well this complex task, he or she should mobilise all the necessary resources. Regular training of school heads is a prerequisite to better school management and improved performance. Head teachers should promote the spirit of self evaluation with a view to enhance their performance.
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BIBLIOGRAPHY 1. Sared Heart College R&D (1999); Managing a self-reliant school: Leadership in a
self-reliant school; South Africa 2. Okumbe J.A (1999) Educational Management Theory and Practice, SunLitho Ltd, P.O
Box 13939 Nairobi, Kenya 3. Office for Standards in education (OFSTED) (1995) Key characteristics of effective
Schools. A review of school effectiveness research; A report by the Institute of Education, London, United Kingdom
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ANNEX : MANAGEMENT STYLE QUESTIONNAIRE When thinking about the answers to this questionnaire, your responses should indicate what you think and do in your daily practices of your school. Instructions: There are 10 CHAPTERs with four statements in each CHAPTER: For each CHAPTER, distribute ten points among the four statements. You should spread the points among some or all of the statements in each CHAPTER. Some statements may get 0; you could even give 10 points to one statement. But you must give 10 marks for each of the 10 CHAPTERs. Example: Score A I eat many chocolates every day A = 1 B I don’t like chocolate because they are fattening B = 3 C I eat many only if they are Belgian chocolates C = 6 D I have never eaten chocolate in my life D = 0 Total = 10 Score 1. A good school manager A Lets staff get on with the job B Does not get too close and keeps his/ her distance C Does not use power for its own sake D Does never communicate directly, but sticks to formal methods of communication
A = B = C= D = ………. 10
2. The teachers in my school A Are reliable and show a strong sense of responsibility B Are loyal colleagues C Fulfil the duties of their job D Work together for the whole school development
A = B = C = D = ………. 10
3. In my school A I support colleagues who try new things B I find change acceptable, as long as it is planned and organised C I accept change if it improves the effectiveness of the school D I accept change only if it doesn’t disrupt the school too much
A = B = C = D = ………. 10
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4. In my school A I am good at creating good working relationships B Before doing something different, I always ask the authority’s point of view C I send out instructions and then assess information that comes back D I like to work with creative people
A = B = C= D = ………. 10
5. In my school A Needs are different, so I find out different solutions B To work together, there should be clearly defined procedures C To get something done, I don’t always follow rules and procedures D I don’t like if laws and regulations are not applied
A = B = C= D = ………. 10
6. In my school A Rather than ask anyone to do a job correctly, I do it myself B If I give compliment, it is usually to those who like my ideas C If a project involves a long term process, I lose interest D I try to know my colleagues, so that we can work together
A = B = C= D = ………. 10
7. I like A People who are not ambitious for personal power B Not having to deal with details or long discussions C Colleagues who are satisfied with what they are doing D Colleagues who do not question suggestions or decisions that I make
A = B = C= D = ………. 10
8. During meetings in school A If colleagues do not agree with me, I try to convince them B I make sure that meetings keep to their main objectives C I like to create a positive, warm and cooperative atmosphere D If my opinion differs from everyone else, I usually keep quiet
A = B = C= D = ………. 10
9.I agree that: A Improving my status is as important as being paid more money B Things are ok as they are and should be kept that way C Change is a marvelous opportunity for the school to become effective D People I meet at work are very important to me
A = B = C= D = ………. 10
10. I think: A People can think what they like but may not upset their colleagues B Knowing important people is a good way of getting to the top C I don’t like to take risks when it could harm my position D I can only really depend on myself
A = B = C = D = ………. 10
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Enter your score for each statement, and then fill totals CHAPTER A B C D
1 2 3 4 5 6 7 8 9 10 Totals Source: Sacred Heart College R&D manual pp30‐31. Go back to the board and write titles on the columns Column A = Creative vision Column B = Tradition and values Column C = Training and persuasion Column D = Being the boss The two columns having obtained the sum total give you an indication of your personal style of management. You do not have probably styles corresponding to two columns having obtained the weakest totals.