MY SCHOOL by Dr .Nilesh Gopal das Joshi (beginner reading books for adults .txt) 📕

are central concepts in understanding organising in educational institutions but their meaning, the difference between them and their value in educational organising remain the subject of debate.Educational management entails carrying the responsibility for the proper functioning of a system in an educational institution in which others participate. Carrying a responsibility of this kind is a state of mind and does not necessitate actions, though it typically and frequently does.

 In contrast, educational leadership is the act of influencing others in educational settings to achieve goals and necessitates actions of some kind. When those carrying a delegated responsibility act in relation to that responsibility, they influence and are therefore leading. Although educational leadership is ideally undertaken responsibly, in practice it does not necessarily entail carrying the responsibility for the functioning of the educational system in which the influence is exercised. Educational responsibility is an important notion and it should play a more prominent role in analyses of organising in educational institutions.

The Need for Teacher Leadership

Teacher leadership is an idea whose time has come. The unprecedented demands being placed on schools today require leadership at every level. Yet many schools are still organized as though all the important decisions are made by administrators and carried out by teachers.

In the most successful schools, teachers supported by administrators take initiative to improve schoolwide policies and programs, teaching and learning, and communication. By understanding the phenomenon of teacher leadership and helping teachers develop the skills required to act as leaders, we will improve schools and help teachers realize their full potential.

The following are just a few examples of ways in which teachers may exercise their leadership within three areas of school life.

School wide Policies and Programs Work with colleagues to design the schedule so that students have longer periods of time in each subject. Serve as the building liaison to student teachers. Lead a school task force to overhaul the school's approach to homework. Represent the school in a districtwide or statewide program for drug-free schools.

 

Teaching and Learning Organize a lesson study to examine the teaching team's or department's approach to a certain topic or concept. Serve on a schoolwide committee to analyze student achievement data. Help design a teacher mentoring program for the district. Make a presentation at a state or local conference on alternative assessment methods.

 

Communication and Community Relations Publish a department newsletter for parents. Initiate a regular meeting time to confer with colleagues about individual students. Develop procedures for specialist and generalist teachers to share their assessments of and plans for individual students. Serve on the district or state parent-teacher association. Lead an initiative to formulate methods for students who leave the district to carry information with them about their learning.

Teacher leaders have enhanced influence on learning

Recent research points to the centre role of teachers in influencing student performance and outcomes in schooling (Crowther, 2010; Darling-Hammond, 2010). Duignan and Cannon (2011) claim that teacher leadership is seen as a means of raising the morale of teachers, gaining greater commitment from teachers in carrying out the goals of the school and assisting other teachers in improving their practices by having teacher-leaders plan with them, demonstrate lessons and provide feedback. They also point out that giving teachers opportunities and responsibility for leadership, can also be seen as enhancing teacher professionalism, and empowering teachers. Hargreaves and Fink (2006) argue that student outcomes are more likely to improve when leadership sources are distributed throughout the school community and when teachers are empowered in areas of importance to them.

While teachers should focus primarily on leading improvement in pedagogy and curriculum, it is best if this is done as a whole school initiative. Together with the principal they can help ensure that this larger school orientation is achieved.

Educational leaders influence student achievement

It is widely recognized in relevant literature that effective educational leaders such as principals and leadership teams, influence student achievement in positive ways (Darling-Hammond, 2010, Robinson et al., 2009, Mulford et al., 2009). Robinson (2008) makes a positive connection between educational leadership and student learning. It is clear from their results that educational leaders, especially principals, influence the quality of student outcomes.

Chapter: 6 DUTIES AND RESPONSIBILITIES OF HEADMASTER

DUTIES AND RESPONSIBILITIES OF HEADMASTER

Introduction

As an educational leader, the headmaster shoulders various responsibilities, takes policy decisions, frame rules and regulations and adopts different means to ensure a healthy and productive environment for teaching-learning activities. And for the sake of achieving coveted standard and excellence in education he/she works in a vibrant manner. He/she pays due attention to the development of subordinates. The job of a headmaster is quite demanding and challenging, especially in the context of educational development and institutional effectiveness. Each day affords a rare wealth of experience and opportunities for creative thinking and discovering plausible solutions to the problems. It is incumbent on the headmaster to involve members of the staff and representatives from among the students to seek and suggest solutions to the problems. It will lead to shaping the styles and behavior of the members of the staff and students.

The role of the headmaster of a school has been identified as a primary factor that contributes to the proper and desired growth and excellence of the school.

The Headmaster:

plans and executes for the bright future of the students, tries to achieve desirable standards for all students and staff, supervises effectively the functioning of the school as per the policies, norms and

planning,

evaluates lesson plans, observes classes, and encourages the use of a variety of

instructional strategies,

supervises general discipline, attendance and related issues, displays the highest ethical and professional behavior, serves as a role model for students and the teaching staff, encourages all teachers to display high level of professionalism, assumes responsibility for the health, safety, and welfare of students, employees

and visitors.

communicates regularly with parents, seeking their support and advice, so as to

create a cooperative relationship with all the sectors,

keeps the staff informed and seeks ideas for the improvement of the school

through meetings and interactions etc.,

maintains positive, cooperative and mutually supportive relationships with staff.

 

Main roles of the Headmaster

Based on the functions, responsibilities and duties, we can summarise thecrucial roles of a headmaster:

The first role is:

As a Facilities/Resource Manager

A headmaster like any other administrator is responsible for arranging andutilizing resources of all kinds. The infrastructural aspects of a school need to receivespecial attention of the leader. Of course, the interest of the leader is based on his/hervision and future prospects. Human resource, in particular, is the ultimate focus ofthe organization and the leader.

The second role is:

As a Trend Setter

Morally as well as professionally, a leader has to keep a track record of goodwork, attach importance to sincere sense of calling, commitment, dedication and hardwork. The leader has to set a trend in order to seek and receive cooperation andparticipation in the collaborated efforts for the sake of the uplift of the institution.

Third is:

As a motivator

Motivation is a vital factor in the amelioration of all kinds of administrativeand educational set up. In today’s educational scenario, modern and dynamicprincipals need to be available for the groups of students, teachers and communityrepresentatives. The leader/administrator is basically responsible for employingpsychological/motivational techniques to become actively involved in the existingsystem for the betterment of learning-teaching activities.

As a Head Teacher

Educationally, the principal is the head/leader of the group by being seniorand more experienced, but in modern scenario, the position of the headmaster is viewedonly from the angle of a manager of the school who runs/leads and has nothing to dowith the academics.While the fact is that by virtue of his/her teaching experiences, a principal canafford valuable insight into the teaching-learning setting and provide remedies if thereare challenges.

The Headmaster as a Philosopher

A philosopher is often considered as a creature belonging to some otherplanet. But the fact is that every educationist is basically a philosopher. If one hasno vision/philosophy/thought/ideology, one can’t bring desirable changes in theeducational system. In the same way, one can’t make any contributions towardthe betterment of a society.

As a Trainer / Professional Developer

A headmaster is not only a leader or a manager of the teachers, resources orthe institutions but also a trainer of his/her sub ordinates. He/she has to share hisexperiences with juniors to develop them as well.

Headmaster as an Academic Leader

Education research shows that most school variables, considered separately,have at most small effects on learning. The real payoff comes when individualvariables combine to reach critical mass. Creating the conditions under which thatcan occur is the job of the principal. Some of the crucial roles usuallyperformed by the headmaster as an academic leader are:

-Shaping a vision of academic success for all students,

-Creating an atmosphere conducive the growth of education,

-Inculcating leadership values among the sub ordinates and juniors,

-Improving instruction,

-Managing people, records/data, resources to further the process, minimize thechance of waste and finally realize the goals.

Qualities of an Effective Headmaster

There can be a long list of main qualities of a headmaster. Some of them being: A headmaster

- is highly Knowledgeable and skilled,

- humble, honest and hardworking,- creative and innovative.

- is participative and motivating,

- delegates powers and responsibilities,

- is able and confident,

- is risk taking and task oriented,

-  develops effective educational programs,

- participates in instructional activities,

- evaluates teachers and gives professional feedback,

- arranges professional development programs,

- maintains healthy relation with the students,

-  is a true professional.

DUTIES AND RESPONSIBILITIES OF THE HEADMASTER

The headmaster is the administrative and professional leader of a school, and as such he/she is directly responsible for its successful operation. The major qualities of the headmaster in the field of education is leadership and supervision, with stress on the improvement of teaching and learning. To bring about this improvement, he/she should call upon all the resources of the school. Some of the major duties of the headmaster are:

Supervision

Supervision means overseeing the work done by the teaching staff. Supervision improves the total teaching-learning situation. The primary duty of the principal is to develop and implement an effective instructional program appropriate to the students in his/her school. Careful attention should be given to the supervision of teachers and other instructional personnel working in the school, including both full-time and part-time personnel. A headmaster should certain principles of supervision: Some of them are:

Its purpose is to help, encourage and guide rather than criticize. It should be done in a spirit of co-operation. It should be done regularly and effectively. Partiality and prejudice should find no place in it. The criteria of supervision should be known to teachers.

Classroom is the heart of teaching situation. It is the centre of instruction. It is the duty of the headmaster to upgrade the quality of education through creative, co-operative and constructive supervision. Class visits form an essential part of the duties of the headmaster. When the headmaster finds any defect with any teacher, he/she should discuss the matter after the period is over in the headmaster’s office and not in front of the class. He/she should work as an expert source of help through free discussions with them. The headmaster should work with the teachers to improve “learning environment”. This will be possible through mutual esteem and trust, which again depends upon contact and interaction.

There are various aspects of supervision which has to be attended to by the headmaster:

Supervision of the instructional work

It has to be done regularly to render timely help to the teachers and the taught. An atmosphere of understanding should exist between the teachers and the headmaster. His/her visit to every classroom should be regarded as a friendly visit.

He/she should never give a chance to the teacher to feel insulted