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ISSUES IN SCHOOL MANAGEMENT

ISSUES IN SCHOOL MANAGEMENT. Centralization vs. Decentralization. Practicality of site-based management: Let principals manage their schools Principals’ autonomy (Example: Cluster school implementation) Power/autonomy and accountability Site-based management: Rhetoric vs. reality

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ISSUES IN SCHOOL MANAGEMENT

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  1. ISSUES IN SCHOOL MANAGEMENT

  2. Centralization vs. Decentralization • Practicality of site-based management: Let principals manage their schools • Principals’ autonomy (Example: Cluster school implementation) • Power/autonomy and accountability • Site-based management: Rhetoric vs. reality • Site-based management and school achievement? • Distributed leadership in schools

  3. School-based/Site-based Management • It simply means shifting decision making authority from the central office to schools • Is this practice effective in boosting student achievement? • Is school autonomy alone enough? If not, what other essential factors are involved? (Such as leadership, family and community involvement, professional development, use of date in improvement programs …) • What is the purest form of site-based decision making in the U.S.? Charter schools?

  4. School SafetyAccountability Issue • Emergency management • Risk management • Litigation issues • Sexual harassment of staff and students • School-wide prevention plan • Safe and drug-free and violence-free schools • Schooling crossings and traffic issues • School Climate/culture and productivity

  5. 11 yr old Muhammad Fakhrul Amin Abdul Rahman being killed by a falling goalpost at SRK Kampung Jawa in Klang on 17 Sept 2011 • Tan Sri Lee Lam Thye, Chairman for The National Institute of Occupational Safety and Health (NIOSH) slammed schools for lacking initiative in taking safety precautions • Section 30 (1) (a) of the OSHA 1994 states that: Every employer shall establish a safety and health committee at a place of work if there are 40 or more persons employed there

  6. The Safe School and Manual: Implementation guide to create a safe school, community and family for children (MOE, 2002) Elements in the Safe School Program (Among others): School regulations Management of emergencies and disasters Eradication of truancy Prevention of drug and alcohol abuse, and smoking School health services Transport Legislation

  7. Collaboration and Partnerships • Definition of school partnerships • Understanding of the communities they serve Respond to their needs and interests • School family partnership • Barriers to school family/community/business partnerships • Collaboration with employers

  8. Consumers of Research vs.Researchers • Should teachers and administrators continue to be consumer of research • Benefits of action research • Using research findings to inform professional practices • School leaders to facilitate research among teachers/educators

  9. Action research : A balanced model by Patrick T. H. Lim, 2007 Identifying research problem Sensitizing: Literature review/analysis of collected data (quantitative and qualitative) Strategising: Developing an action plan Implementing: Carry out the action plan Validating: Analysis of colleted data REporting

  10. Inclusive vs. Exclusive Approach • Management of special education – The concept of inclusion • Streaming practices in schools: • Advantages and disadvantages from different perspectives (Lead to self-fulfilling prophecy) • Collaborative leadership structure – participative decision making

  11. UN Standard Rules for persons with Disabilities states: • States should recognize the principle of equal primary, secondary and tertiary educational opportunities for children, youth, and adults with disabilities in integrated settings. They should ensure that the education of persons with disabilities is an integral part of the educational system. General education authorities are responsible for the education of persons with disabilities in integrated settings. Education for persons with disabilities should form an integral part of national education planning, curriculum development and school organization.

  12. “ … {mainstream} school should accommodate all children regardless of their physical, intellectual, socio-economic, emotional, linguistic, or other conditions. This should include children with disabilities gifted children, privileged and underprivileged, street- and working children, children from remote or nomadic populations, children from linguistic, ethnic or cultural minorities and children from other disadvantaged or marginalized areas or groups”

  13. “mainstream school trying to become inclusiveare the most effective means of combating discrimination, creating welcoming, teaching-learning environments, building and inclusive society and achieving Education for All” • From: Salamanca Statement (1994) Art 2 and 3

  14. Inclusive education is defined as a process of addressing the diverse needs of all learners by reducing barriers to, and within the learning environment • Inclusive education is “about enabling schools to serve all children (UNESCO, 1994) • The marginalized groups: Disabled children Girls Children in remote villages The very poor

  15. Educational Reforms: Mandatory Change vs. Change from Within • Top down change initiatives/programs • Why did most school reforms fail? • Management of school-based change • School policy and change • Benchmarking, standardizing, key performance indicators/index and etc. – Lead to more rigorous academic standards • Guiding reforms through assessment and data analysis • Sustaining change: Factors affecting it!

  16. Gender Issues in Management • Break the glass ceiling: Discrimination • Teachers touching children: Sexual harassment • Boys are doing poorly in schools • Mrs. Brown vs. The lady principal • Feminism in the teaching profession • Leadership among female leaders

  17. Valued-ended Leadership • Principals providing moral leadership • Principals as educators • Principals as community builders – Creating community of learning within schools • The concept of ‘No Child Left Behind NCLB) • Creating school that serve moral purposes • School leaders to educational leaders • Charismatic school leaders • Leading by heart

  18. Principalship • Principal preparation program • National Qualification for Headship (NPQH …) • Socialization processes for early headship/induction programs • Middle leadership in schools • Developing school leaders through mentoring • Best practices for educational management and leadership

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