Introduction
The rapid expansion of student enrolments in recent years, coupled with inadequate resources to cope with the ever-increasing demand for educational provision, has made school leadership and management a much more complex and difficult enterprise now than a few decades ago. To ensure effective and successful management, the school head must not only be innovative, resourceful and dynamic, but also be able to interact well with people both within and outside the school. These include staff and pupils, parents, members of the Parent Teacher Association and many other members of the community. All of these need to be brought, in some way or other, into the decision-making process if they are to remain supportive of what you, as head, are doing.
In other words, for the purpose of achieving success as a manager, the head must create an environment of participation in the running of the school.
In this unit, we shall examine the roles that each of the various partners within the school must play in order to enhance its effective and purposeful management. In the next unit, we will look at ways of including the outside community in the same way.
Individual study time: 3 hours
Learning outcomes
By the end of this unit, you should be able to:
§ identify the role of the staff in school management
§ demonstrate how pupils may participate in the decision-making process
§ explain the purpose of school committees
§ define the role of parents in the management of the school
A summary of the partners within the school involved in school management is given below.
The rapid expansion of student enrolments in recent years, coupled with inadequate resources to cope with the ever-increasing demand for educational provision, has made school leadership and management a much more complex and difficult enterprise now than a few decades ago. To ensure effective and successful management, the school head must not only be innovative, resourceful and dynamic, but also be able to interact well with people both within and outside the school. These include staff and pupils, parents, members of the Parent Teacher Association and many other members of the community. All of these need to be brought, in some way or other, into the decision-making process if they are to remain supportive of what you, as head, are doing.
In other words, for the purpose of achieving success as a manager, the head must create an environment of participation in the running of the school.
In this unit, we shall examine the roles that each of the various partners within the school must play in order to enhance its effective and purposeful management. In the next unit, we will look at ways of including the outside community in the same way.
Individual study time: 3 hours
Learning outcomes
By the end of this unit, you should be able to:
§ identify the role of the staff in school management
§ demonstrate how pupils may participate in the decision-making process
§ explain the purpose of school committees
§ define the role of parents in the management of the school
A summary of the partners within the school involved in school management is given below.
School Management
Senior Leadership Team
Pupils
Student Government
Middle Leaders
HODs
Level Heads
Prefects & Monitors
Parent Teacher Association
Teaching Staff
Non-Teaching Staff
Non-Teaching Staff
EffectiveSchool
The role of staff in school management
The more opportunities are given to members of your staff to participate in school management, the greater is likely to be their sense of commitment and ownership of school programmes.
The more opportunities are given to members of your staff to participate in school management, the greater is likely to be their sense of commitment and ownership of school programmes.
Activity 5.1
1) Identify the various duty posts of responsibility for teachers in your school.
2) Describe the responsibilities and duties attached to each of the posts you have identified in (1) above.
1) Identify the various duty posts of responsibility for teachers in your school.
2) Describe the responsibilities and duties attached to each of the posts you have identified in (1) above.
Comments
The duty postsThe posts of responsibility for teachers which you have identified probablyteachers that you have identified probably included the deputy head, senior teachers, academic heads of department in a secondary school or level heads in primary schools as well as house staff in boarding schools – where you run a boarding system. . In fact, as head, you should ensure that everyone who is appointed above the level of a regular class teacher has identified responsibilities that are linked to a job description. If you want to learn more about how to write a job description, refer to Unit 4 in Module One, Self-Development for Educational Leaders.
The following might have been included in the list of duties and responsibilities you identified:
Deputy Head: Clearly, the deputy head has as major role to play in supporting the head in every aspect of school life and standing in for the head whenever required. Deputy heads are often given responsibility for academic matters, including for example, timetabling, examinations and assessment. However, it is best to work to people’s strengths. It may be that your deputy is better at working with children and supporting them than dealing with the academic side of school life. You may be well versed in the curriculum and strategies for teaching and learning. In which case, you should share out the duties accordingly. However, we must always remember that we must provide opportunities for staff to learn in areas where they are not strong. Appropriate delegation of duties, to give someone experience, is important here. The working relationship between the head and deputy is critical for the success of a school.
Senior Teachers: Your school may not be large enough to have a deputy head. If this is the case, it is essential that you are supported by any senior teachers in the school and that they form part of the Senior Leadership Team. We must remember that the senior teachers are usually the most experienced in the school and they are not given the role purely because of this, through the right of years of service. Their experience must be used effectively and their role clearly identified through a job description. They must have identified tasks to perform which are linked to creating an effective school. You may wish to consider, amongst others, the following:-
§ Monitoring and evaluation
§ Assessment and examinations
§ Curriculum development
§ Pastoral care and pupil welfare
§ Community relations
§ Development of learning and teaching strategies
§ Coaching and mentoring of new staff
Heads of Department or Level Heads: One important area of school management where the head must involve the staff and delegate some authority and responsibilities is the organisation of subject departments or year groups. The head must recommend the appointment of heads of departments from among those staff who show the most initiative, are the most suitably qualified, are hard working and get the best results. Note that in Guyana, promotions are done through the Teaching Service Commission. Short listing is done using criteria, which include appraisal grades and reports received. It is important that you advise the TSC well on the suitability of your teachers for the post. You would do this, of course, on merit and ability rather than years of service. Some heads allow themselves to be influenced by friendships with staff. If the wrong person were chosen for this reason, it would not only be unprofessional but potentially damaging to the children’s performance.
The specific duties of heads of departments and level heads include the effective delivery of the curriculum in their subject area, monitoring performance and involving staff in their departments in the decision-making processes through regular departmental meetings. Other responsibilities are to ensure an adequate supply of relevant text books, learning materials and equipment as well as supervising the work of other teachers.
First and foremost, they must work hard to improve the quality of learning and teaching in their departments or year groups.
Form or class teacher: This position is found mainly in secondary schools where, because each class is taught by a teacher who is a specialist in his or her own field, a form teacher is appointed for each class to look after the welfare and academic progress of the pupils. Form teachers are expected to provide guidance and counselling services to students.
All other teaching and non-teaching staff: These staff do not normally have a post of responsibility over and above their normal teaching or support duties. However, they have a stake in the school and hold valuable opinions. They must be consulted in areas that are relevant to them, listened to and, where appropriate, have a say in the management of the school.
Democratic leadership – we need to express a word of warning here. This form of leadership is one of the styles that we referred to in earlier units. However, schools cannot be wholly democratic institutions. As head, you were appointed to lead. In a democratic society, a school which allows participation in its decision making process by all of its stakeholders, could be considered democratic. However, you, as head, are responsible for all that goes on in the school and, if you feel that a particular decision is not in the best interests of the staff or students, or simply impossible, you must have the final word. You will, of course, be held fully accountable for your decision and you may be criticised for it, but you must stand firm and not go against your own beliefs unless overruled by a higher authority.
Pupil participation in school management
Pupils are in closer touch with each other through peer interaction than staff are with them. No school can succeed without involving pupils in some of the decision-making processes and even in the general management of the school.
Deputy Head: Clearly, the deputy head has as major role to play in supporting the head in every aspect of school life and standing in for the head whenever required. Deputy heads are often given responsibility for academic matters, including for example, timetabling, examinations and assessment. However, it is best to work to people’s strengths. It may be that your deputy is better at working with children and supporting them than dealing with the academic side of school life. You may be well versed in the curriculum and strategies for teaching and learning. In which case, you should share out the duties accordingly. However, we must always remember that we must provide opportunities for staff to learn in areas where they are not strong. Appropriate delegation of duties, to give someone experience, is important here. The working relationship between the head and deputy is critical for the success of a school.
Senior Teachers: Your school may not be large enough to have a deputy head. If this is the case, it is essential that you are supported by any senior teachers in the school and that they form part of the Senior Leadership Team. We must remember that the senior teachers are usually the most experienced in the school and they are not given the role purely because of this, through the right of years of service. Their experience must be used effectively and their role clearly identified through a job description. They must have identified tasks to perform which are linked to creating an effective school. You may wish to consider, amongst others, the following:-
§ Monitoring and evaluation
§ Assessment and examinations
§ Curriculum development
§ Pastoral care and pupil welfare
§ Community relations
§ Development of learning and teaching strategies
§ Coaching and mentoring of new staff
Heads of Department or Level Heads: One important area of school management where the head must involve the staff and delegate some authority and responsibilities is the organisation of subject departments or year groups. The head must recommend the appointment of heads of departments from among those staff who show the most initiative, are the most suitably qualified, are hard working and get the best results. Note that in Guyana, promotions are done through the Teaching Service Commission. Short listing is done using criteria, which include appraisal grades and reports received. It is important that you advise the TSC well on the suitability of your teachers for the post. You would do this, of course, on merit and ability rather than years of service. Some heads allow themselves to be influenced by friendships with staff. If the wrong person were chosen for this reason, it would not only be unprofessional but potentially damaging to the children’s performance.
The specific duties of heads of departments and level heads include the effective delivery of the curriculum in their subject area, monitoring performance and involving staff in their departments in the decision-making processes through regular departmental meetings. Other responsibilities are to ensure an adequate supply of relevant text books, learning materials and equipment as well as supervising the work of other teachers.
First and foremost, they must work hard to improve the quality of learning and teaching in their departments or year groups.
Form or class teacher: This position is found mainly in secondary schools where, because each class is taught by a teacher who is a specialist in his or her own field, a form teacher is appointed for each class to look after the welfare and academic progress of the pupils. Form teachers are expected to provide guidance and counselling services to students.
All other teaching and non-teaching staff: These staff do not normally have a post of responsibility over and above their normal teaching or support duties. However, they have a stake in the school and hold valuable opinions. They must be consulted in areas that are relevant to them, listened to and, where appropriate, have a say in the management of the school.
Democratic leadership – we need to express a word of warning here. This form of leadership is one of the styles that we referred to in earlier units. However, schools cannot be wholly democratic institutions. As head, you were appointed to lead. In a democratic society, a school which allows participation in its decision making process by all of its stakeholders, could be considered democratic. However, you, as head, are responsible for all that goes on in the school and, if you feel that a particular decision is not in the best interests of the staff or students, or simply impossible, you must have the final word. You will, of course, be held fully accountable for your decision and you may be criticised for it, but you must stand firm and not go against your own beliefs unless overruled by a higher authority.
Pupil participation in school management
Pupils are in closer touch with each other through peer interaction than staff are with them. No school can succeed without involving pupils in some of the decision-making processes and even in the general management of the school.
Activity 5.2
1) “Should pupils should be involved in the way their school is managed because they demand it, because it is their right and , or because it might beis good for the school.”? Which view doConsider this view and explain whether you support and why:it wholly, partly or not at all. Give your reasons.
2) Identify and describe some of the areas where you think pupil involvement in the management of your school has helped to make it better.
3) Identify threeIdentify some other areas in which you think your pupils could be more actively involved in aspects of school management.
1) “Should pupils should be involved in the way their school is managed because they demand it, because it is their right and , or because it might beis good for the school.”? Which view doConsider this view and explain whether you support and why:it wholly, partly or not at all. Give your reasons.
2) Identify and describe some of the areas where you think pupil involvement in the management of your school has helped to make it better.
3) Identify threeIdentify some other areas in which you think your pupils could be more actively involved in aspects of school management.
Comments
You could find good arguments why all of these statements could be supported. However, in principle, all stakeholders should have a say in the education process and the children are stakeholders. It should be their right and it will be good for the school. It is only likely that they will demand a say in the management if they have been left out. This would have to be Somerectified.
Some of the ways in which pupils are involved in decision-making and the management of the school are through:
pupil monitors
You could find good arguments why all of these statements could be supported. However, in principle, all stakeholders should have a say in the education process and the children are stakeholders. It should be their right and it will be good for the school. It is only likely that they will demand a say in the management if they have been left out. This would have to be Somerectified.
Some of the ways in which pupils are involved in decision-making and the management of the school are through:
pupil monitors
the prefect system
student government or school council
pupil questionnaires
class prefect
student government or school council
pupil questionnaires
class prefect
The prefect system
The prefect system, which is as old as the formal school system itself, is a potent tool for student participation in school management.
The head may wish to set up a prefects’ council, not only to serve as a link between the pupil body and the school management, but also to perform specific functions. Prefects often assist in the areas of student discipline, conducting assemblies, advising staff on student matters and supervising children when there is no teacher present.
Class prefects or monitors
Class prefects are usually appointed to help the school management set standards of behaviour and supervise children whilst the teacher is not present. They can also perform a variety of tasks from keeping resources in order, organising class teams, collecting and distributing work and books and delivering messages. They are often linked to the school council as the elected members.
Student government
Often called the school council, student government perhaps provides the greatest opportunity for student participation in school management. It generally comprises members elected by the school population at elections held for this purpose. There are many models which can be used for setting up a school council. Generally, pupil representatives are elected from each class and this group forms a body that represents the views of the students to the staff. The council will have a leader (chairperson or president) who will preside over the meetings.
Although the children do not manage the school, it is important that their views are heard. The council needs to be carefully managed because not all of the requests or suggestions of the children can be implemented, often for practical reasons. This could be demotivating and hinder participation if not carefully handled.
Other areas of pupil participation
Pupil participation in decision-making is particularly desirable in the field of extra curricular activities, both sporting and in the organisation of clubs and societies. Although members of staff need to be appointed to serve as leaders of clubs, societies and associations in the school, as far as possible their day-to-day organisation should be left in the hands of the pupils themselves, with their own leaders and officers to liaise with the teachers for guidance.
In summary:
§ Pupils want to be involved because they want to participate in the good management of their school and be a part of its improvement.
§ Pupils need to be involved in order to learn important life-skills of living and participating in their community and larger society.
§ Pupils will learn better to participate in a democratic society.
§ Pupils have to be involved because it releases some of the burden on heads and their staff.
School committees
A system of committees is an important key to participative management. However, they should only be set up as and when needed with a timeframe and clear terms of reference. Unless well managed, they become “talking shops”, do not achieve their aims and serve to frustrate rather than motivate. It is important that the range of committees covers every aspect of school life and that they are led by competent staff. Much time can be lost and participants can be de-motivated through an inefficient system of committees. Refer to Unit 7 in Module 3, Personnel Management.
Planning for school developmentIt is good practice to set up committees that directly relate to the development of the school or planning for improvement. Schools are required to have a school improvement plan (SIP) which identifies areas for improvement and plans for the implementation of strategies for development. Not only can the staff and students play a part in the decision making process for the SIP but also they can assist in monitoring progress and identifying strengths and weaknesses in the system.
The prefect system, which is as old as the formal school system itself, is a potent tool for student participation in school management.
The head may wish to set up a prefects’ council, not only to serve as a link between the pupil body and the school management, but also to perform specific functions. Prefects often assist in the areas of student discipline, conducting assemblies, advising staff on student matters and supervising children when there is no teacher present.
Class prefects or monitors
Class prefects are usually appointed to help the school management set standards of behaviour and supervise children whilst the teacher is not present. They can also perform a variety of tasks from keeping resources in order, organising class teams, collecting and distributing work and books and delivering messages. They are often linked to the school council as the elected members.
Student government
Often called the school council, student government perhaps provides the greatest opportunity for student participation in school management. It generally comprises members elected by the school population at elections held for this purpose. There are many models which can be used for setting up a school council. Generally, pupil representatives are elected from each class and this group forms a body that represents the views of the students to the staff. The council will have a leader (chairperson or president) who will preside over the meetings.
Although the children do not manage the school, it is important that their views are heard. The council needs to be carefully managed because not all of the requests or suggestions of the children can be implemented, often for practical reasons. This could be demotivating and hinder participation if not carefully handled.
Other areas of pupil participation
Pupil participation in decision-making is particularly desirable in the field of extra curricular activities, both sporting and in the organisation of clubs and societies. Although members of staff need to be appointed to serve as leaders of clubs, societies and associations in the school, as far as possible their day-to-day organisation should be left in the hands of the pupils themselves, with their own leaders and officers to liaise with the teachers for guidance.
In summary:
§ Pupils want to be involved because they want to participate in the good management of their school and be a part of its improvement.
§ Pupils need to be involved in order to learn important life-skills of living and participating in their community and larger society.
§ Pupils will learn better to participate in a democratic society.
§ Pupils have to be involved because it releases some of the burden on heads and their staff.
School committees
A system of committees is an important key to participative management. However, they should only be set up as and when needed with a timeframe and clear terms of reference. Unless well managed, they become “talking shops”, do not achieve their aims and serve to frustrate rather than motivate. It is important that the range of committees covers every aspect of school life and that they are led by competent staff. Much time can be lost and participants can be de-motivated through an inefficient system of committees. Refer to Unit 7 in Module 3, Personnel Management.
Planning for school developmentIt is good practice to set up committees that directly relate to the development of the school or planning for improvement. Schools are required to have a school improvement plan (SIP) which identifies areas for improvement and plans for the implementation of strategies for development. Not only can the staff and students play a part in the decision making process for the SIP but also they can assist in monitoring progress and identifying strengths and weaknesses in the system.
Activity 5.3
1) List all the committees in your school.
2) For each committee describe the composition of its membership, its timeframe and terms of reference.and its functions
3) Suggest some three ways in which you think the committee system in your school could be improved.
1) List all the committees in your school.
2) For each committee describe the composition of its membership, its timeframe and terms of reference.and its functions
3) Suggest some three ways in which you think the committee system in your school could be improved.
Comments
The day-to day management running of a school, as well as the longer termlonger-term management of change, depends to quite a large extent upon an effective system of committeescommunication, consultation and participation of all of the stakeholders. Pupils as well as teachers should be involved.have the areas listed below catered for in their Student Government, and opportunitiesOpportunities should be created for their participation in the general school committees. for all, who wish to be, to be involved. School committees might include:be set up to deal with, for example, teaching and learning, school development planning, discipline, catering, pupil welfare and extra curricular activities.
Based on your interaction with your school PTA and from your own perception, reflect for a while on the major functions of your PTA and what other things might it be able to do to assist your school.
Comments
The need for co-operation between a school and its teachers on the one hand, and homes and parents on the other, cannot be over-emphasised. This co-operation is not only likely to be beneficial to the school, but is also essential to the welfare of pupils. In bringing the home and the school together, the PTA may assist in identifying pupils’ needs and in finding solutions. For example, problems of attendance and early leavers may be shared.
The PTA may provide a forum where the head and the staff may explain school programmes, gain the support of parents, and thus help to ensure their success. Very often the PTA is an important source of financial and material support essential for the development of the school. Similarly, it can be a source of resource persons to help in a wide variety of school projects, from providing a cricket umpire to advice on farming and gardening or from advice on information technology to assisting with children reading.
Of course, in more recent times, the PTA has been more formally involved in school development and representatives are required to form part of a committee to formulate the SIP and approve it. This is called the School Improvement Action Committee (SIAC).
The need for co-operation between a school and its teachers on the one hand, and homes and parents on the other, cannot be over-emphasised. This co-operation is not only likely to be beneficial to the school, but is also essential to the welfare of pupils. In bringing the home and the school together, the PTA may assist in identifying pupils’ needs and in finding solutions. For example, problems of attendance and early leavers may be shared.
The PTA may provide a forum where the head and the staff may explain school programmes, gain the support of parents, and thus help to ensure their success. Very often the PTA is an important source of financial and material support essential for the development of the school. Similarly, it can be a source of resource persons to help in a wide variety of school projects, from providing a cricket umpire to advice on farming and gardening or from advice on information technology to assisting with children reading.
Of course, in more recent times, the PTA has been more formally involved in school development and representatives are required to form part of a committee to formulate the SIP and approve it. This is called the School Improvement Action Committee (SIAC).
Parents in the school operate individually, collectively and formally. Each of these roles can be quite different. Each can also have a positive or negative impact on the school if not managed properly.
As individuals, parents generally are interested in the welfare and progress of their own children. They want to know that they are happy, safe, cared for, developing normally and improving academically. Their focus is on the child and his / her relationship with the teacher. Their input will normally relate to their own child’s performance. Dealing with parents sympathetically is a skill that all teachers must have, but which does not come naturally to some. Poor relationships with individual parents can damage a pupil’s progress and the image of the school.
Collectively, parents can be a force for good within the school but also, can damage the reputation of the school. Often “school gate” talk can get out of hand and facts are distorted. This is why it is essential to deal with issues as they arise and not allow them to fester. It is important for the head to know what is going on and what is being said about the school. Perhaps this is the reason why PTAs are formed in most schools to ensure that relationships are good and there is a formal way of communicating, consulting and creating parental participation.
As head, you do not run the PTA but generally have an important role to play. The chairperson is usually an elected parent with a teacher as vice chair. Heads are often the unelected president of the organisation. With a strong chairperson, the school can be supported to achieve its mission. Conversely, a dominant parental group can try to take away the power of the head in his / her day-to-day running of the school. As head, you must never allow this to happen. You are responsible and accountable. Although such behaviour is rare, it does happen and you must guard against it. PTAs should operate with a written constitution to sustain the work of those who wish to support the school and curb the excesses of those who may wish to dominate it.
Dealing with parents can often be seen as a political game. Unlike the staff and pupils, you do not have direct control over them and yet the situation has to be managed. It is your job to make sure that the parental body is satisfied with what you are providing for their children, is consulted and listened to.
As individuals, parents generally are interested in the welfare and progress of their own children. They want to know that they are happy, safe, cared for, developing normally and improving academically. Their focus is on the child and his / her relationship with the teacher. Their input will normally relate to their own child’s performance. Dealing with parents sympathetically is a skill that all teachers must have, but which does not come naturally to some. Poor relationships with individual parents can damage a pupil’s progress and the image of the school.
Collectively, parents can be a force for good within the school but also, can damage the reputation of the school. Often “school gate” talk can get out of hand and facts are distorted. This is why it is essential to deal with issues as they arise and not allow them to fester. It is important for the head to know what is going on and what is being said about the school. Perhaps this is the reason why PTAs are formed in most schools to ensure that relationships are good and there is a formal way of communicating, consulting and creating parental participation.
As head, you do not run the PTA but generally have an important role to play. The chairperson is usually an elected parent with a teacher as vice chair. Heads are often the unelected president of the organisation. With a strong chairperson, the school can be supported to achieve its mission. Conversely, a dominant parental group can try to take away the power of the head in his / her day-to-day running of the school. As head, you must never allow this to happen. You are responsible and accountable. Although such behaviour is rare, it does happen and you must guard against it. PTAs should operate with a written constitution to sustain the work of those who wish to support the school and curb the excesses of those who may wish to dominate it.
Dealing with parents can often be seen as a political game. Unlike the staff and pupils, you do not have direct control over them and yet the situation has to be managed. It is your job to make sure that the parental body is satisfied with what you are providing for their children, is consulted and listened to.
Activity 5.4
As stated above, it is a requirement that your school has a PTA and that it must be involved in the process of school improvement planning and not just a vehicle to provide funds.
Consider your PTA and identify its strengths and weaknesses.
As stated above, it is a requirement that your school has a PTA and that it must be involved in the process of school improvement planning and not just a vehicle to provide funds.
Consider your PTA and identify its strengths and weaknesses.
Summary
In this unit, we have identified the main stakeholders within the school – staff, pupils and parents. We have considered the roles of each of them in the participatory management of the school and, in particular, have stressed how important it is that they become involved, are managed by you the head and feel that they have a say in the running of the school.
We have, however, been clear that it is the role of the head to coordinate all of these activities and their effective involvement, whilst at the same time ensuring that, although a democratic approach is appropriate, he / she must have the final word as it is the head who is accountable for all that goes on in the school.
We have considered the role of the student council, school committees and the PTA as examples of a participatory approach in school management.
In this unit, we have identified the main stakeholders within the school – staff, pupils and parents. We have considered the roles of each of them in the participatory management of the school and, in particular, have stressed how important it is that they become involved, are managed by you the head and feel that they have a say in the running of the school.
We have, however, been clear that it is the role of the head to coordinate all of these activities and their effective involvement, whilst at the same time ensuring that, although a democratic approach is appropriate, he / she must have the final word as it is the head who is accountable for all that goes on in the school.
We have considered the role of the student council, school committees and the PTA as examples of a participatory approach in school management.
highly informative
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