Govt. College of Education Afzalpur. Mirpur, A.K.

School
Management
(6801)
Presented by: Hafsa Bari-
M.Phil Education
B.Ed. Honors (4 Years)
Semester: VIII
[email protected]
 Objectives of the Course
After studying this chapter, the students will be able to:

• Manage and plan school academic matters effectively

• Manage and plan school budget matters effectively

• Manage and plan students affairs related to co-curricular activities

• Manage library and instructional material related matters

• Manage upward, downward and horizontal communication

• Manage and plan school – community relationship activities.

• Resolve conflicts among different custodians of school community.

• Maintenance and management of school infrastructure and programs.

Unit 1: Introduction
Objectives:

• This unit will give the students a brief overview of different managerial
responsibilities in an educational institutes and how different strategies are
implemented
 Unit 1: Introduction
1.1 Definition and Concept of Organization, Administration and
Management

• School Organization: Organization stands for a structure, framework,

system or an organized body. School organization means looking after the
internal and external affairs of the school, the proper use of the resources
available and taking proper care of the resources so teaching and learning
can be conducted in an efficient way.

• School Management: School management as a body of educational

doctrine comprises a number of principles and precepts relating primarily to
the techniques of classroom procedure and derived largely from the practice
of successful teachers.
 Contd. Introduction
• School Administration: All those techniques and procedures in operating
the educational organization in accordance with established policies is
defined as administration.

1.2 Importance and impact of effective management

• Reinforces administrative organization, maintain job responsibilities and

boosts work efficiency.

• Emphasizes on delicate campus planning, improve working environment

and inspire employees professional spirit

• Focuses on teacher’s sense of honor and responsibility

• Enhances teaching equipment and make good use of social resources in

order to create modern well-developed citizens

• Focuses on the planning and delivery of special education services

 Contd. Introduction
1.3 Elements of management

• School management as an organized structure to fulfil certain objectives

• School management as an embodiment of ideas

• School management as a lens

• School management as the coordination of various elements of the school.

• School management is dynamic

 Unit 2: Role of Head Teacher as
Manager
Objective:

After studying this unit, students will get to know more about the duties of a
head teacher in a school and his/her obligations and relationships with other
personnel of the institute.
 Unit 2: Role of Head Teacher as
Manager
2.1 Head teacher and children

• The ideal relationship between a head teacher and a student is one of

mutual respect.

• The head teacher must respect the fact that his/her charge (student) is a
developing human being that is there to learn and grow and is expected to
make mistakes, then be helped to fix those mistakes.

2.2 Head Teacher and Teachers

• Teachers and head teachers play an imperative role in upholding and

improving education standards in learning institutions.

• Head teachers are charged with the responsibility of overseeing the day-to-
day operations of a school. Teachers on the other hand are very instrumental
when it comes to imparting knowledge, discipline, beliefs and values to
students.
 Contd. Role of Head Teacher as
Manager
2.3 Working with Parents

• Parental engagement is imperative within education and often a vital whole-

school focus.

• Head teachers and parents provide a vital support system to help students
flourish. Both groups are important.

• When parents and head teachers communicate and work together

effectively, it can significantly impact each student’s long-term success.
 Contd. Role of Head Teacher as
Manager
2.4 Head Teacher and Supporting Staff

• The school effectiveness and school climate research solidly identifies the
variables associated with successful schools; shared values and norms,
openness of governance, and trusting relationships produce committed and
contented school community members

• Head teacher’s interactions with their staff are found to be central variables
associated with these outcomes
 Unit 3: Planning the curriculum
Objectives:

• This unit will provide students with an insight of the curriculum being
taught at schools, how is it selected, implemented and revised with the
passage of time.
 Unit 3: Planning the curriculum
2.1 Developing and planning yearly calendar for school activities

• Five steps are involved in planning and implementing an effective plan:

• Know your school's current situation. ...

• Specify the desired outcomes. ...

• Design and implement an improvement strategy. ...

• Measure and monitor the results. ...

• Reflect on what you've learned.

Contd. Planning the curriculum
2.2 Assigning roles to staff

• It is important that teachers and other staff be assigned to classes and to

schools whose needs are appropriately aligned with their professional
competencies

• Doing this serves two purposes. First, it makes teachers more content in
their profession, lowering mobility and attrition.

• Second, it helps to ensure that all students, regardless of their background,

have equal access to experienced, highly qualified teachers, a situation that
currently is often not the case
 Contd. Planning the curriculum
3.3 Monitoring and Supervising Curriculum

• Curriculum monitoring. A process of gathering information for evaluating

the effectiveness of the curriculum and ensuring that the intended,
implemented and attained curricula are aligned.

• It measures the extent to which the curriculum is commensurate with the

diverse needs of all learners

• Head teahers play a key role in the delivery of quality instruction. Their
responsibilities include ensuring educational strategies are in place that
support effective learning for all students. They serve as a facilitator, guide
and supporter of quality instructional practices
 Contd. Planning the curriculum
3.4 Curriculum Revision

• Head teachers are required to initiate change and to lead the curriculum
change process in schools..

• The new curriculum framework emphasizes new roles and responsibilities

for educators, especially head teachers, who play a vital role to the success of
the curriculum change process in the school, so effective leadership in
educational change is imperative
 Unit 4: Health, Safety and Co-
curricular Activities
Objectives:

• After studying this unit, students will get to know more about the health
and safety procedures of the institute and how various co-curricular
activities are embedded within the course.
 Unit 4: Health, Safety and Co-
curricular Activities
4.1 Planning activities to promote health and safety measures

• Following are the key factors in developing such activities:

• Ensure that all reasonable safety procedures are carried out in courses and
activities for which the teacher is responsible.

• Report to the appropriate agency when there are reasonable grounds to

suspect child abuse.

• Ensure care of students and property.

 Contd. Health, Safety and Co-
curricular Activities
4.2 Planning and aligning co-curricular activities with yearly
calendar

• Co-curricular activities are activities that take place outside the classroom
but reinforce or supplement classroom curriculum in some way. They are
ungraded and do not offer any form of academic credit, but they do provide
complementary learning of some form.

• It is the duty of the head teacher to align the co-curricular activities in the
yearly school calendar in such a way that it doesn’t cause any hindrance to
curricular activities and yield effective results for the students
 Unit 5: Management Structure
Objectives

• This unit gives a brief overview of the management structure of the school
and different duties and responsibilities of various departments
 Unit 5: Management Structure
5.1 Management Arrangement
 Contd. Management Structure
5.2 Collective responsibility

• The key task for management in schools is to secure quality and support in
every classroom so that all children or young people can obtain maximum
benefit from their school experience. The focus must be on professional
issues relating to the quality of teaching and learning and to separate from
this administrative tasks which are essential but do not require regular
input from educational management.

• The management structure should reflect the necessary management

capacity to lead and manage schools while recognizing that responsibility for
curriculum development and delivery, and pastoral care lies with every
member of the teaching staff.
 Contd. Management Structure
5.3 A senior management team

• Principal Teachers should guide, organize and give direction to teams of

professional teaching staff and where appropriate, other support staff. Their
teams may relate to pastoral or child or young person support
responsibilities, curricular or cross curricular areas, faculties or individual
subject areas, largely dependent upon the size of the school, numbers of staff
to be managed and priority developments which are being progressed.

• The Principal Teacher grade should retain the flexibility necessary to

respond to the developing needs and changing demands of the school whilst
recognizing the importance of clear leadership for appropriate groups of staff
 Contd. Management Structure
5.4 The Deputy Heads

• The role of the Depute Head teacher is to assist and where necessary
deputize for the Head of Establishment in the conduct of the school’s affairs.
One Depute Head teacher may be given the specific responsibility of
deputizing for the Head of Establishment in his/her absence.

• The Depute Head teacher grade should retain the flexibility necessary to
respond to the developing needs and changing demands of the school.
 Contd. Management Structure
5.5 The art of delegation
• Following are the responsibilities delegated to various departments in the
structure:
• Principle: Involves vision, forward planning, foresight, strategy, school
development planning, etc.
• Superintendent: Involves with communication, general administration,
principle implementation, etc.
• Deputy Superintendent: Involves with student discipline, student activity
organization, transportation, health care, emergency preparedness, etc.
• Academic Dean: Involves program plan development, teachers and teaching
resources distribution, classroom management, subject selection, student
assessment, etc.
• Administrative Dean: Including two parts – the financial department and
human resources department. It involves a budget plan, teacher recruitment,
teacher training, and staff motivation.
• Information and Technology center: Involves teaching resources
management, purchasing, technical equipment maintenance.
 Contd. Management Structure
5.6 Appraisal criteria

• The appraisal for various members of the structure can be done using the
following matrix:
 Unit 6: Communications in Schools
• Objectives

• By studying this unit, the students will get to know about the various means
of communication being used at different levels of school management.
 Contd. Communications in Schools
6.1 Meetings in school (preparation, conduct and recording the

proceedings)

• Meetings should not simply be conducted to provide information to teachers.

That can be done via notices or emails. Instead, meetings should fulfil the
basic purpose – building relationships among teachers. Many teachers feel
isolated from their colleagues, which can in turn make them feel alienated
from their work. Building relationships with colleagues is necessary for
them to feel engaged.

• A meeting agenda provides staff members with a guide to the proceedings

and encourages them to focus on upcoming tasks. Without an agenda, staff
members may have trouble with the meeting's purpose
 Contd. Meetings in school
• When teachers help shape the agenda, they gain an increased sense of
ownership for the meeting. Be sure to set a deadline by which teachers must
provide topics in advance. When submitting items, teachers should include
their names, the topics they wish to address, and the resources and
approximate amount of time that they will require.

• The notice for the meeting should include the agenda so that everyone has
an idea of what to expect. A quality meeting agenda should include – overall
purpose, names of who must attend, approximate duration, location, any
advanced preparation of required, and the queries that will be addressed
 Contd. Communications in Schools
6.2 Establishing a communication network

• Effective communication is crucial to any organization, and schools are no

different. Following are the steps which should be taken while creating a
communication network:

• Put the 'strategic' in your school communications

• Know your mission

• Know ALL your audiences

• Use these key channels to reach your audiences

• Use teamwork and technology to plan and gather the right content
 Unit 7: Record keeping in schools
Objectives:

• After studying this unit, students will understand the different records
being kept at schools and their importance
 Contd. Record keeping in schools
7.1 Attendance record

• Attendance Register is a tool to record the regularity of a student, teacher,

employee on a day to day basis.

• It is used for payroll/salary purposes except for students.

• Previously, the attendance registers were physically maintained on paper

sheets or books. Slowly and gradually, with the increase in the usage of
computers, people started maintaining records on the computer.

• Furthermore, with the advancement of technology, we can now see the

fingerprint machines at many companies. These advanced systems are
comparatively expensive and everyone cannot afford it
Contd. Record keeping in schools
7.2 Enrolment record

• Student record cards are used to record and manage information about
individual students.

• The school creates a new student record card for each student when they
enroll, to record information about the student’s personal and family details.
during the student’s attendance at school, additional information about
academic performance, progression, and changes in the personal and family
details are included.
 Contd. Record keeping in schools
7.3 Examination record

• An examination record is defined as a documented proof of a formal test or

transaction. This can refer to academic activities which fall within the
normal routine of an organization

• After conducting and checking the exams, the marks and progress of the
pupil is entered in the register to keep a documented record of each and
every student enrolled.
 Contd. Record keeping in schools
7.4 Financial records

• Schools need financial resources to function. School finances should be

carefully managed according to regulations. Financial records must be
maintained and regularly updated for management, reporting and auditing
purposes.

• Data about daily financial transactions are recorded in detailed school

ledgers. Such school ledgers may however be too detailed to be use directly
in monitoring and decision-making. Monthly, term and yearly financial
summaries of school income and expendi- ture can be produced and used by
the school management.
 Contd. Record keeping in schools
7.5 Maintaining stock registers

• The main purposes of keeping and updating inventories of school facilities

are: (a) to record the number of buildings, classrooms, furniture, equipment
and other physical facilities; (b) to monitor the conditions of these facilities
in order to determine maintenance work, repairs, replacements and new
construction/acquisitions; (c) to assess the physical capacity of the school in
relation to the number of students and the scale of school operations

• An inventory of physical facilities contains summary tables of the quantity

of different school facilities and information about their condition and use.
 Contd. Record keeping in schools
7.6 School registers
Following are the ten kinds of registers that are kept at schools
• Student record card
• Class attendance sheet
• Textbook record sheet
• Student performance summary
• Teacher record
• Teacher performance evaluation report
• Inventory of physical facilities
• Inventory of furniture/equipment
• Inventory of teaching/learning resource materials
• Financial summary
 Unit 8: Day to day concerns
Objectives:

• By studying the following chapter, students will know more about day to day
activities going on in school and how daily tasks are handled
 Contd. Day to day concerns
8.1 School Day Activities

• The term "school activities" applies to a wide range of skill-based games,

strategies and interactive activities that support students' educational
development.

• The goal of all activities is to enhance students' understanding, skill or

effectiveness in a specific area by engaging multiple styles of learning

• Classroom activities are activities done by student inside the class as part of
applying or doing the practical part of the lesson after listening to the
theoretical part which is presented by the teacher.
 Contd. Day to day concerns
8.2 Arranging the classes

• Classroom Seating Arrangement is defined as the physical setup of chairs,

tables, and presentation in a classroom that can influence learning.

• Don't be afraid to change it based on your instructional objectives.

• Don't change it TOO often.

• Maintain the same seating arrangement during assessment as you had

during the unit itself.

• Try the teacher's desk in back. ...

• Try to minimize teacher "personal" effects in the room.

 Contd. Day to day concerns
8.3 Staffing Arrangement

• Staffing arrangements enhance children's learning and development.

• The organization of educators across the service supports children's learning

and development

• Management, educators and staff work with mutual respect and

collaboratively, and challenge and learn from each other, recognising each
other’s strengths and skills.
 Contd. Day to day concerns
8.4 In time directions to address day needs

• Time management is key to having an organized and well balanced

classroom, following five steps are essential in an effective timely managed
classroom:

• Organize the day by priorities. ...

• Strategically plan homework assignments. ...

• Avoid “loaded” procrastination. ...

• Plan for potential crises. ...

• Set aside personal time.

 Contd. Day to day concerns
8.5 Conflict management

• Conflict management is the skill set and concepts for understanding how to
prevent, manage, and resolve competing needs and interests without
resorting to violence.

• Causes of conflict include difference in perceptions, limited resources,

overlapping authority amongst others; while conflict management strategies
include accommodation, avoidance, competition and collaboration
Unit 9: School Plant
Objectives

• In this unit, students will learn about the physical assets of the school and
their maintainence.
 Contd. School Plant
9.1 Maintenance of building

• Planning for school facilities maintenance helps to ensure that school

buildings are: Clean, Orderly, Safe, Cost-effective and Instructionally
supportive.

• Thus, a facilities maintenance plan contributes to both the instructional

and financial well-being of an education organization and its community.
 Contd. School Plant
9.1 Maintenance of Library

• The work of keeping something in proper condition is called maintenance. ...

Processed and maintenance work it involves shelving or re-shelving of the
collection and taking care of all types of library material and associated
equipment

• Work Flow of Library Mangement

• Manage student's entry/leaving and book entry/return details in very less

time. Set fine for the students return books after due date. Book circulation
management includes maintain books information which are IN/OUT and
also helps to maintain book stock.
 Contd. School Plant
9.3 Maintenance of Play Ground

Maintaining your School Playground:

• Fence and protective barrier.

• Broken Equipment parts: Check for damaged equipment parts such as loose
bolts, missing plugs, and fissures. ...

• Playground premises cleaning: Along with the safety of play equipment, you
should consider their surroundings too.
 Contd. School Plant
9.4 Maintenance of Horticulture

Maintaining a School Garden:

• Use mulch – A layer of organic mulch reduces weed growth and maintains
soil moisture, while adding organic matter to the soil as it breaks down with
time. ...

• Harvest in the spring – Another approach is to focus on crops that can be

planted and reach harvestable size by late spring while school is still in
session.