622 2

Course: Elementary School Management (622)
Semester: Autumn, 2020
Skilling.pk WhatsApp: 03324646739 Diya.pk
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ASSIGNMENT No. 2
Q.1 Discuss educational planning and approaches to educational planning.
1. Educational Planning:
Being the first aspect in the scope of educational management, planning implies a basic function
that is how the aims and objectives are to be realized. Before launching upon a particular
educational programme and implementing it the person or authority in-charge or at the helm of
affairs is required to take decisions about the methods and strategies for effectively and
efficiently achieving the objectives. This means planning has to be done for managing the total
educational programme and for this, the basic facts and figures, background, date and profile are
necessary. A plan is conceptualized as a predetermined strategy, detailed skills or programme of
action related to the achievement of an objective. It implies some kind of mental activity during
the course of analysis or laying out a method of achieving something. As educational plan for
making efforts to plan and bring deliberate change stands in the system of education for
achieving identified and relevant objectives. Modern planning which are prevailing now and top
most necessity of the prevailing society needs to be democratic, scientific and decentralized.
There must be adequate participation of all concerned in the planning process. The decisions
which can affect others must be taken in consultation with others. “Grassroot Planning” is
therefore encouraged which means planning from bottom, not from top. Decisions need be taken
from within not from without. Nothing should be imposed from top, but should come from
bottom. In view of the objectives and size, the plans may be long term, medium term and short
term. This kind of planning usually promotes high moral, enthusiasm and motivation for work
and success of the institutions or organizations.
a. Goals and objectives:
Educational planning is a means of creating relevant present and future goals and objectives for
any educational institution or organization.
b. Team Work:
Modern educational planning doesn’t put stress on the fact that only the top administrator of the
government should be involved in planning. Rather planning should be the responsibility of all
people concerned with the desired change. For this a team of experts in the related area,

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responsible people and those who will implement the plan should determine the goals and
appropriate ways of attaining them.
c. Decision-Making:
Educational planning is the preparation of pre-courses in the decision making process. It has to
help for determining the optional to be taken. While educational administration is mostly
decision making, planning in education is only the other side of it.
d. Forecasting:
Educational planning describes or defines determining events, needs and conditions of future
time. It implies forecasting or projection of important factors in education such as number and
types of pupils and expansion of facilities needed for them.
e. Social and Economic goals:
Modem educational planning emphasizes that the goals of a democratic society should be social
and economic in nature concerning with the welfare and progress of all citizens rather than the
self-centered or selfish goals of some special interest groups. The expected goals of the society
and needs of children and young pupils in the schools and colleges should be the broad frame of
reference.
f. Anticipation:
Modern educational planning anticipates probable developments and needed change in future,
much ahead of time so that proper facilities, supporting media and required resources for
implementing the planned change may be secured. Hence, relevant changes and efforts are
avoided and the changes are effectively implemented.
g. Remedial Measures:
This nature or characteristic of modern educational planning indicates that it is remedial and
guidance oriented in nature and approach. With appropriate planning procedure it is possible to
identify maladjustments or deficiencies in the system that causes educational problems.
Identifying causes or the educational problems and suggesting relevant solution is the main
objective of educational planning.
h. Choice of best alternative:

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Modern educational planning is a logical, systematic and scientific process different from the
elementary kinds of procedure utilized in the part of bringing about changes in the system of
education.
Principles of Educational Planning:
Educational planning or modem educational planning has the following principles:
1. Educational planning must be one aspect of general national planning.
2. Research is planning based on system analysis.
3. Planning must be a continuous process.
4. Planning should find a definite place in educational organization.
5. Planning should take into consideration resources and establish conditions of work.
6. Planning must be realistic and practical.
7. Planning must ensure active and continuing participation of all interested individuals and
groups.
8. The content and scope of planning should be determined by the needs of the individuals and
groups to be served.
9. Planning should utilize the services of specialists without allowing them to dominate.
10. Planning should provide opportunity for all persons and groups to understand and appreciate
the plans.
11. Planning should provide for continuous evaluation.
12. Planning should have opportunity for modification for further action.
Characteristics of Educational Administration:
The term educational administration is characterized in the following grounds:
1. Making all efforts and agencies work together in joint venture.
2. Assisting in the realization of the aims and objectives of education.
3. Rendering service to society in its progress and progress of individuals.
4. Educational Administration is concerned with diverse human beings, the teachers, students,
parents and public and co-ordination of their efforts.
5. It is concerned with all those activities undertaken and fullest utilization of resources for
education.

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Functions of Educational Administration:
Educational Administration discharges the following functions:
1. To delegate authority and responsibility.
2. To strengthen local initiative and local control.
3. To secure the greatest return from the money spent.
4. To secure the goodwill of personnel, public education department and other social agencies
and institutions.
5. To implement a democratically determined programme.
6. To determine policies and implement them.
7. To utilize special capacities of personnel and material resources.
Q.2 Explain code of ethics for school teachers. Give your analysis of current practices of
code of ethics in our schools.
The purpose of the Model Code of Educator Ethics (MCEE) is to serve as a shared ethical guide
for future and current educators who are faced with the complexities of P-12 education. The code
establishes principles for ethical best practice, mindfulness, self-reflection and decision-making,
setting the groundwork for self-regulation and self-accountability. There are five principles,
which broadly define critical dimensions of ethical practice expected of the professional educator
each followed by performance indicators that more specifically define aspects within each
principle.
Principle I: Responsibility to the Profession
The professional educator is aware that trust in the profession depends upon a level of
professional conduct and responsibility that may be higher than required by law. This entails
holding one and other educators to the same ethical standards.
The professional educator demonstrates responsibility to oneself as an ethical professional by:
1. Acknowledging that lack of awareness, knowledge, or understanding of the Code is not,
in itself, a defense to a charge of unethical conduct;
2. Knowing and upholding the procedures, policies, laws and regulations relevant to
professional practice regardless of personal views;
3. Holding oneself responsible for ethical conduct;

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4. Monitoring and maintaining sound mental, physical, and emotional health necessary to
perform duties and services of any professional assignment; and taking appropriate
measures when personal or health-related issues may interfere with work-related duties;
5. Refraining from professional or personal activity that may lead to reducing one’s
effectiveness within the school community;
6. Avoiding the use of one’s position for personal gain and avoiding the appearance of
impropriety;
7. Taking responsibility and credit only for work actually performed or produced, and
acknowledging the work and contributions made by others.
8. The professional educator fulfills the obligation to address and attempt to resolve ethical
issues by:
9. Confronting and taking reasonable steps to resolve conflicts between the Code and the
implicit or explicit demands of a person or organization;
10. Maintaining fidelity to the Code by taking proactive steps when having reason to believe
that another educator may be approaching or involved in an ethically compromising
situation;
11. Neither discriminating nor retaliating against a person on the basis of having made an
ethical complaint;
12. Neither filing nor encouraging frivolous ethical complaints solely to harm or retaliate.
13. Cooperating fully during ethics investigations and proceedings
The professional educator promotes and advances the profession within and beyond the school
community by:
1. Influencing and supporting decisions and actions that positively impact teaching and
learning, educational leadership and student services;
2. Engaging in respectful discourse regarding issues that impact the profession;
3. Enhancing one’s professional effectiveness by staying current with ethical principles and
decisions from relevant sources including professional organizations;
4. Actively participating in educational and professional organizations and associations; and
5. Advocating for adequate resources and facilities to ensure equitable opportunities for all
students.

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Principle II: Responsibility for Professional Competence
The professional educator is committed to the highest levels of professional and ethical practice,
including demonstration of the knowledge, skills and dispositions required for professional
competence.
The professional educator demonstrates commitment to high standards of practice through:
1. Incorporating into one’s practice state and national standards, including those specific to
one’s discipline;
2. Using the Model Code of Educator Ethics and other ethics codes unique to one’s
discipline to guide and frame educational decision-making;
3. Advocating for equitable educational opportunities for all students;
4. Accepting the responsibilities, performing duties and providing services corresponding to
the area of certification, licensure, and training of one’s position;
5. Reflecting upon and assessing one’s professional skills, content knowledge, and
competency on an ongoing basis; and
6. Committing to ongoing professional learning.
7. The professional educator demonstrates responsible use of data, materials, research and
assessment by:
8. Appropriately recognizing others’ work by citing data or materials from published,
unpublished, or electronic sources when disseminating information;
9. Using developmentally appropriate assessments for the purposes for which they are
intended and for which they have been validated to guide educational decisions;
10. Conducting research in an ethical and responsible manner with appropriate permission
and supervision;
11. Seeking and using evidence, instructional data, research, and professional knowledge to
inform practice;
12. Creating, maintaining, disseminating, storing, retaining and disposing of records and data
relating to one’s research and practice, in accordance with district policy, state and federal
laws; and
13. Using data, data sources, or findings accurately and reliably.
The professional educator acts in the best interest of all students by:

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1. Increasing students’ access to the curriculum, activities, and resources in order to provide
a quality and equitable educational experience.
2. Working to engage the school community to close achievement, opportunity, and
attainment gaps; and
3. Protecting students from any practice that harms or has the potential to harm students.
Principle III: Responsibility to Students
The professional educator has a primary obligation to treat students with dignity and respect. The
professional educator promotes the health, safety and well being of students by establishing and
maintaining appropriate verbal, physical, emotional and social boundaries.
The professional educator respects the rights and dignity of students by:
1. Respecting students by taking into account their age, gender, culture, setting and
socioeconomic context;
2. Interacting with students with transparency and in appropriate settings;
3. Communicating with students in a clear, respectful, and culturally sensitive manner;
4. Taking into account how appearance and dress can affect one’s interactions and
relationships with students;
5. Considering the implication of accepting gifts from or giving gifts to students;
6. Engaging in physical contact with students only when there is a clearly defined purpose
that benefits the student and continually keeps the safety and well-being of the student in
mind;
7. Avoiding multiple relationships with students which might impair objectivity and
increase the risk of harm to student learning or well-being or decrease educator
effectiveness;
8. Acknowledging that there are no circumstances that allow for educators to engage in
romantic or sexual relationships with students; and
9. Considering the ramifications of entering into an adult relationship of any kind with a
former student, including but not limited to, any potential harm to the former student, public
perception, and the possible impact on the educator’s career. The professional educator
ensures that the adult relationship was not started while the former student was in school.
10. The professional educator demonstrates an ethic of care through:

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11. Seeking to understand students’ educational, academic, personal and social needs as well
as students’ values, beliefs, and cultural background;
12. Respecting the dignity, worth, and uniqueness of each individual student including, but
not limited to, actual and perceived gender, gender expression, gender identity, civil status,
family status, sexual orientation, religion, age, disability, race, ethnicity, socio-economic
status, and culture; and
13. Establishing and maintaining an environment that promotes the emotional, intellectual,
physical, and sexual safety of all students.
The professional educator maintains student trust and confidentiality when interacting with
students in a developmentally appropriate manner and within appropriate limits by:
1. Respecting the privacy of students and the need to hold in confidence certain forms of
student communication, documents, or information obtained in the course of professional
practice;
2. Upholding parents’/guardians’ legal rights, as well as any legal requirements to reveal
information related to legitimate concerns for the well-being of a student; and
3. Protecting the confidentiality of student records and releasing personal data in accordance
with prescribed state and federal laws and local policies.
Principle IV: Responsibility to the School Community
The professional educator promotes positive relationships and effective interactions, with
members of the school community, while maintaining professional boundaries.
The professional educator promotes effective and appropriate relationships with
parents/guardians by:
1. Communicating with parents/guardians in a timely and respectful manner that represents
the students’ best interests;
2. Demonstrating a commitment to equality, equity, and inclusion as well as respecting and
accommodating diversity among members of the school community;
3. Considering the implication of accepting gifts from or giving gifts to parents/guardians;
and
4. Maintaining appropriate confidentiality with respect to student information disclosed by
or to parents/guardians unless required by law.

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The professional educator promotes effective and appropriate relationships with colleagues by:
1. Respecting colleagues as fellow professionals and maintaining civility when differences
arise;
2. Resolving conflicts, whenever possible, privately and respectfully and in accordance with
district policy;
3. Keeping student safety, education, and health paramount by maintaining and sharing
educational records appropriately and objectively in accordance with local policies and state
and federal laws;
4. Collaborating with colleagues in a manner that supports academic achievement and
related goals that promote the best interests of students;
5. Enhancing the professional growth and development of new educators by supporting
effective field experiences, mentoring or induction activities across the career continuum;
6. Ensuring that educators who are assigned to participate as mentors for new educators,
cooperating teachers, or other teacher leadership positions are prepared and supervised to
assume these roles;
7. Ensuring that educators are assigned to positions in accordance with their educational
credentials, preparation, and experience in order to maximize students’ opportunities and
achievement; and
8. Working to ensure a workplace environment that is free from harassment.
The professional educator promotes effective and appropriate relationships with the community
and other stakeholders by:
1. Advocating for policies and laws that the educator supports as promoting the education
and well-being of students and families;
2. Collaborating with community agencies, organizations, and individuals in order to
advance students’ best interests without regard to personal reward or remuneration; and
3. Maintaining the highest professional standards of accuracy, honesty, and appropriate
disclosure of information when representing the school or district within the community and
in public communications.
The professional educator promotes effective and appropriate relationships with employers by:

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1. Using property, facilities, materials, and resources in accordance with local policies and
state and federal laws;
2. Respecting intellectual property ownership rights (e.g. original lesson plans, district level
curricula, syllabi, gradebooks, etc.) when sharing materials;
3. Exhibiting personal and professional conduct that is in the best interest of the
organization, learning community, school community, and profession; and
4. Considering the implications of offering or accepting gifts and/or preferential treatment
by vendors or an individual in a position of professional influence or power.
The professional educator understands the problematic nature of multiple relationships by:
1. Considering the risks that multiple relationships might impair objectivity and increase the
likelihood of harm to students’ learning and well-being or diminish educator effectiveness;
2. Considering the risks and benefits of a professional relationship with someone with
whom the educator has had a past personal relationship and vice versa;
3. Considering the implications and possible ramifications of engaging in a personal or
professional relationship with parents and guardians, student teachers, colleagues, and
supervisors; and
4. Ensuring that professional responsibilities to paraprofessionals, student teachers or
interns do not interfere with responsibilities to students, their learning, and well-being.
Principle V: Responsible and Ethical Use of Technology
The professional educator considers the impact of consuming, creating, distributing and
communicating information through all technologies. The ethical educator is vigilant to ensure
appropriate boundaries of time, place and role are maintained when using electronic
communication.
The professional educator uses technology in a responsible manner by:
1. Using social media responsibly, transparently, and primarily for purposes of teaching and
learning per school and district policy. The professional educator considers the
ramifications of using social media and direct communication via technology on one’s
interactions with students, colleagues, and the general public;
2. Staying abreast of current trends and uses of school technology;

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3. Promoting the benefits of and clarifying the limitations of various appropriate
technological applications with colleagues, appropriate school personnel, parents, and
community members;
4. Knowing how to access, document and use proprietary materials and understanding how
to recognize and prevent plagiarism by students and educators;
5. Understanding and abiding by the district’s policy on the use of technology and
communication;
6. Recognizing that some electronic communications are records under the Freedom of
Information Act (FOIA) and state public access laws and should consider the implications
of sharing sensitive information electronically either via professional or personal
devices/accounts; and
7. Exercising prudence in maintaining separate and professional virtual profiles, keeping
personal and professional lives distinct.
The professional educator ensures students’ safety and well-being when using technology by:
1. Being vigilant in identifying, addressing and reporting (when appropriate and in
accordance with local district, state, and federal policy) inappropriate and illegal
materials/images in electronic or other forms;
2. Respecting the privacy of students’ presence on social media unless given consent to
view such information or if there is a possibility of evidence of a risk of harm to the student
or others; and
3. Monitoring to the extent practical and appropriately reporting information concerning
possible cyber bullying incidents and their potential impact on the student learning
environment.
The professional educator maintains confidentiality in the use of technology by:
1. Taking appropriate and reasonable measures to maintain confidentiality of student
information and educational records stored or transmitted through the use of electronic or
computer technology;
2. Understanding the intent of Federal Educational Rights to Privacy Act (FERPA) and how
it applies to sharing electronic student records; and

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3. Ensuring that the rights of third parties, including the right of privacy, are not violated via
the use of technologies.
The professional educator promotes the appropriate use of technology in educational settings by:
1. Advocating for equal access to technology for all students, especially those historically
underserved;
2. Promoting the benefits of and clarifying the limitations of various appropriate
technological applications with colleagues, appropriate school personnel, parents, and
community members; and
Promoting technological applications (a) that are appropriate for students’ individual needs, (b)
that students understand how to use and (c) that assist and enhance the teaching and learning
process.
Q.3 Discuss Efficiency and Discipline rules in detail.
School discipline is the system of rules, punishments and behavioral strategies appropriate to the
regulation of children and the maintenance of order in schools. Its aim is to create a safe and
conducive learning environment in the classroom.
School discipline has two main goals: (1) ensure the safety of staff and students, and (2) create
an environment conducive to learning. Serious student misconduct involving violent or criminal
behavior defeats these goals and often makes headlines in the process. However, the commonest
discipline problems involve noncriminal student behavior (Moles 1989).
It is important to keep the ultimate goal in mind while working to improve school discipline. As
education researcher Daniel Duke (1989) points out, "the goal of good behavior is necessary, but
not sufficient to ensure academic growth." Effective school discipline strategies seek to
encourage responsible behavior and to provide all students with a satisfying school experience as
well as to discourage misconduct.
The word “discipline’ is derived from the Latin root “disciples” meaning a pupil or disciple.
Naturally, the problem of discipline was taken to consist in bringing the conduct of the pupils
into conformity with ideas and standards of the master. The pupil had to develop the virtue of
docility and plasticity so that the teacher might impress his personality on them and mould them
in his own image. This was the conception of the relationship between pupil and teacher

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everywhere. Its modern concept is very broad and inclusive one. It does not recognize difference
between mental and moral behavior for the purpose of control, nor, in fact for any other purpose.
In fact, the individual mind is conceived of “as a function of social life-as not capable of
operating by itself but as requiring continual stimulus from social agencies and finding its
nutrition in social purpose”.
Modern view of discipline is to bring the same unity in the educative process and educative
material as we find in real life. School must be a social organism in which social situations
should be provided to stimulate and direct the impulses of the pupils in the pursuit of the
common purposes through cooperative or shared activity. To obtain good result is also another
view. Cooperation should improve the intellectual, moral, social and physical activities of the
students in school environment and these must be directed towards the realization of the certain
goals.
Purpose of the discipline is also develop the attitudes, habits, ideas, and code of conduct through
the medium of the social life of the school which should be organized on a cooperative basis and
inspired by higher ethical teaching of religion.
The purpose of discipline is to help the individual to acquire knowledge, habits, interests and
ideals which conduce to the well being of himself, his fellows and society as a whole. It gives
realization to the school that it must be reconstructed on the lines of the development and
conscious pursuit of common ends in a cooperative spirit, each member contributing to the
common good in accordance with special gifts. Life in the school thus organized becomes
similar to the, and continuous with, life in democratic society, and discipline becomes co-
extensive with the whole of school life.
Main points
· Discipline gives children a feeling of security by telling them what they may and may not do.
· It helps children to avoid from frequent feelings of guilt and shame for misbehavior-feelings
that inevitably lead to unhappiness and poor adjustment.
· Discipline enables children to live according to standards approved by the social group and
thus to win social approval.

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· Through discipline, children learn to behave in a way that leads to praise that, they interpret as
indications of love and acceptance which is essential to successful adjustment and happiness.
· Discipline serves as an ego-bolstering motivation, which encourages children to accomplish
what is required of them.
· Discipline helps children to develop a conscious the “internalized voice” that guides them in
making their own decisions and controlling their own behavior.
Discipline is the mode of living under established rules and regulations and subjected to higher
authority. Discipline is the ‘Gateway’ to education. Therefore, it is imperative to have a good
discipline established in the school. Students discipline is an important part of providing a
congenial learning environment for all. School provides a social context in which students need
to be supported while being taught how to accept responsibility for their own behavior.
Discipline is integral for peaceful and harmonious living as well as for ensuring a safe and secure
school environment. It is essential for inculcating the right values, so that children grow up to be
productive and responsible citizens imbued with good human values and principles. Recognizing
the importance of discipline in schools where future citizens are groomed, it is essential to
institute proper disciplining mechanism, so that the schools have safe and supportive
environment. Therefore, realizing the significance of good discipline, this policy is prepared
based on the guidelines of Ministry of Education to achieve high expectation in academic P-18
through zero tolerance to indiscipline in the school. Further this discipline policy would guide
and provide basis for the school to make timely interventions by using preventive measures.
However, any offense that is of criminal in nature is beyond the scope of this guideline will have
to be dealt in accordance with the law of the land.
Objectives:
The discipline policy intends to achieve the following objectives:
 To formulate clear school rules and regulations and familiarize to the students.
 To maintain uniformity, consistency and fairness in addressing disciplinary issues.
 To create safe, supportive and conducive learning environment.
 Aim at high expectations in academic with zero occurrence of indiscipline in the school.
 Reiterate importance of bringing on board the parents and other stakeholders.

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Uniform & Attire:
 All the students should be in school uniform in the school campus during the school
hours.
 Gho length for the boys should be up to the knee when it is dressed.
 Wearing of half kira is not entertained.
 Possession of jewelry/ornaments is not allowed in the school.
 Uniform should be neat and clean.
 Hairs for the girls should be trimmed up to the shoulder level and tied with a red band.
Hair cut in fringes are NOT allowed.
 Boys should keep the hair length of one inch.
 Girls can use two black clips to keep their hair away from the face.
 Maintain clean short nail.
 Using of makeup is strictly prohibited.
Relation with teachers:
 Student – teacher relationship should professional.
 Teachers, staff and elders must be respected at all times.
 Avoid arguing with the teachers and other staff members at all times.
 All clarifications related to anything must be done courteously and politely. Not be
arrogant and stubborn with the staff and adults.
Relation amongst students:
 Should treat other students as brothers and sisters.
 Use of force which would injure or harm others will be dealt seriously.
 Relationship amongst students must always be healthy.
Culture of the school:
 Attendance: All the staff must sign in the attendance register every day by 8:00-8:15 am
in the morning and 4:00pm in the evening. Any staff who fails to sign at 8:00 will be
treated late or absent from the school.
 Assembly: It is must to all the teachers and students to attend the morning assembly.
Proper discipline must be observed while in the assembly. No student or teacher should
show any kind of carelessness in the assembly while reciting Jamyang Seldep or singing

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national anthem. Jamyang Seldep and national anthem should be distinctly pronounced.
The head or the TOD may make important announcement or give other important
information to the staff and students.
 National Flag: The national flag is hosted at 8:00 am and furled at 4:00 pm during
working hours and on the important occasions by scout troops under the guidance of the
in-charge or TOD. All the teachers and the students or any other visitors must stand still
at the time of hosting or furling of the flag.
 Social Work: In order to keep the school surrounding clean, Socially Useful and
Productive Work (SUPW) is done regularly as per the drawn SUPW routine. The work is
to be supervised by the concerned TOD and Class Teachers.
 Dress: All the staff and the students must be properly and formally dressed while
attending the school. Wearing of half kira, shawls and muffler are not allowed during the
school hours.
 Free Period: A free period is provided depending upon the strength of teachers and
students. Free periods are meant for correcting children’s work, planning and preparing
teaching aids for the class. At times teachers may be asked to substitute other classes in
which he or she is expected to engage the students more meaningfully. No teacher is
allowed to leave the school during the free periods without informing the administration.
 Students’ Attendance: Class teacher has to make sure that the students’ attendance is
recorded properly. Any child remaining absent for more than 3 days must be reported to
the office. A child with 100 percent attendance will be awarded certificate of
appreciation.
 Classroom Organization: The concerned class teacher is responsible for the proper
arrangement and organization of the classroom. The class room should be organized in
such a way that provides opportunities for children to pursue their studies properly. Class
teachers are responsible for the proper maintenance of class room furniture, equipment
and materials for the class. He/she should be accountable for any loss or damage of any
classroom property.
 Students’ Personal File: The class teacher must fill the information in the students’
personal file and must be submitted to the office. Any information or documents

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concerning the child must be stored in their respective file for reference. This will
accompany the students on transfer.
 Information Facility: The change in education system is communicated to the school by
the Ministry or Dzongkhag through various media such as policy guidelines, newsletter,
education website etc. Therefore, it is important that all the teachers should be accessed
to keep oneself abreast with the changes in policies, curriculum and system.
Preventive intervention:
A good school discipline policy will primarily ensure environment for the development of
appropriate behavior in the students. The following are the preventive interventions to curb the
disciplinary issues:
 Set clear standard of behavior, expectations and consequences.
 Be firm and consistent in implementing the school rules.
 Provide career education and counseling services.
 Enhance life skills education
 Address the needs of the children
 Initiate community service projects.
 Institute parent support group.
 Strengthen SPEA programs.
 Institute award system in various fields.
 Ensure active engagement of children.
 Enhance spiritual (meditation and Choeshay) and culture education (Driglam Namzha)
Offences and Sanctions:
However, if a student commit any offence or found guilty of any offence in the school, non-
threatening disciplinary action will be taken referring the Comprehensive School Discipline
Policy of the Dzongkhag.
Level 1: Minor disturbances preventing school order
Sl.
No.
Offences Sanction1 Sanction 2 Sanction 3

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1
Absenteeism:
Academic
(instructional
programme,
literary
programme,
exams, tests,
remedial class,
extra class and
related issues)
Admit chit,
counseling and
parents notification
by concern class
teacher
Assignments (updating
previous lesson) and written
statement (class teacher and
subject teacher)
Undertaking
letter from
parents (class
teacher and
administration)
Absenteeism:
Academic
(instructional
programme,
literary
programme,
exams, tests,
remedial class,
extra class and
related issues)
Reminder and
counseling
(concerned
coordinators and
school counselor)
Parents notification, written
statement and detention work
(concerned coordinator/class
teacher)
Undertaking
letter from
parents (class
teacher,
coordinator and
administration)
2
Tardiness:
Academic
(instructional
programme ,
literary
programme,
exams, tests,
remedial class,
Reminder and
counseling (class
teacher, subject
teacher and school
counselor)
statement (class teacher,
subject teacher and
coordinator)
Detention work
for maximum of
one hour (class
teacher, subject
teacher,
coordinator and
administration

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extra class and
related issues)
Tardiness: Non
– academic
(assembly,
SUPW, games
and sports,
clubs, prayers
and like)
Reminder and
counseling (class
teacher, subject
teacher and school
counselor)
subject teacher and
coordinator)
Detention work
for maximum of
one hour (class
teacher, subject
teacher,
coordinator and
administration
3
Violation of
school dress
code (gho, kira,
lagay, gnong,
tego, wonju,
hair length,
shoes,
stocking, make
– ups,
ornaments and
alike
Counseling and
reminder (class
teacher, house
master and
counselor)
Written statement with
evidences (photograph) and
notify parents. (class teacher
and house master)
Undertaking
from parents.
(class teacher,
house master and
administration)
4
Health and
hygiene (hair,
nail, dress and
general
cleanliness)
Reminder and
counseling (class
teacher, health in-
charge and
counselor)
Inform parents (class teacher
and health in-charge)
Detention (any
health related
work for 30 mins.
(class teacher,
health in-charge)

20
5
Graffiti (toilet,
walls, doors,
windows, table,
chair and
others)
Warning/counseling
and maintenance
(class teacher, house
master,
warden/matron and
TOD)
Maintenance/compensation,
written statement, parents
notification (class teacher,
house master, warden/matron
and TOD
Detention work
for one hour and
undertaking letter
from parents
(class teacher,
house master,
warden/matron
and
administration)
6 Tattoos
Reminder, erase and
maintain evidence
(photograph) (class
teacher, TOD and
health in-charge)
Written statement, notify
parents. (class teacher, TOD
and health in-charge)
Detention work,
parents
undertaking
(class teacher,
health in-charge
and
administration)
7 Littering
Reminder and
imposition (cleaning)
(class teacher, TOD
and nature club in-
charge)
Detention work (emptying
dustbin for one week) (class
teacher, TOD and nature
club in-charge)
Written statement
and detention
work for two
weeks (class
teacher, TOD and
nature club in-
charge)
8
Electronic
gadgets
Warning, seize and
return to the parents
only (staff)
Fine 50% cost of item or
seize the item with written
warden/matron and
Seize the item
and detention
work for three
hours. (item will

21
administration) not be returned to
the parents (class
teacher,
warden/matron
and
administration)
9
Foul/Indecent
language
Reminder and
advices (staff)
Written statement (class
teacher and TOD)
Written
statement,
detention work of
cleaning toilet for
one week (class
teacher and
TOD)
Negative peer
pressure
Guidance, teacher-
child conference
(class teacher
counselor, TOD
warden/matron)
TOD, warden/matron)
Undertaking
letter from
parents and
detention work
for three hours
(class teacher,
TOD
warden/matron
and
administration)
11
Mischief
(unintended
harm)
Guidance and
counseling (staff)
Teacher-child conference
(class teacher, subject
teacher, warden/matron,
house master& TOD
Written statement
(class teacher,
subject teacher,
warden/matron,

22
house master and
TOD)
12 Petty theft
Warning and return
the items (class
teacher, subject
teacher, TOD and
warden/matron)
Written statement,
compensation and parents
notification (class teacher,
subject teacher, TOD and
warden/matron)
Written
statement,
compensation
and prostration
for one time
prayer hour (class
teacher, subject
teacher, TOD and
warden/matron)
13
Disrespectful
behavior
Warning and
guidance (staff)
Written statement and
parents notification (class
teacher)
Undertaking
letter from the
parents and
public apology in
the assembly
(TOD, class
teacher and
administration)
14 Harassment
Warning, written
statement and
counseling (class
teacher, TOD,
warden/matron)
teacher, TOD,
warden/matron and
administration)
Undertaking
letter from
parents and
detention work
for two hours
(class teacher,
TOD,
warden/matron

23
and
administration)
15
Bringing,
reading and
watching porno
materials
Warning and seize
the materials (staff)
teacher, TOD,
warden/matron)
Undertaking
letter from
parents and
detention work
for three hours
(class teacher,
TOD,
warden/matron
and
administration)
16 Stirrer
Reminder and
counseling (class
teacher, TOD,
warden/matron)
teacher, TOD,
warden/matron)
Undertaking
letter from
parents and
detention work
for three hours
(class teacher,
TOD,
warden/matron
and
administration)
17
Business
transaction
Reminder and
notification to
parents (class
teacher, TOD,
Seize and return to parents
(class teacher, TOD,
warden/matron)
Permanently
seize and
undertaking letter
from the parents

24
warden/matron) (class teacher,
TOD,
warden/matron)
Q.4 Describe Types of School records. Why maintaining various records is important for
effective school management?
This policy was formulated by Staff and Board of Management of Scoil Naomh Barra. The
purpose of the policy is to identify the records required to be retained by the school and to ensure
confidentiality and manageable procedures in relation to access to such records by parents and
stake holders.
Rationale:
 A policy on data protection and record keeping is necessary to ensure that the school has
proper procedures in place in relation to accountability and transparency
 It is good practice to record pupil progress so as to identify learning needs
 A policy must be put in place to ensure a school complies with legislation such as;
 Education Act, Section 9g requiring a school to provide access to records to students over
18/parents
 Education Welfare Act – requiring a school to report school attendance and transfer of
pupils.
Relationship to School Ethos:
Scoil Naomh Barra promotes openness and co-operation between staff, parents and pupils as a
means towards providing the caring environment through which a child can develop and grow to
his full potential.
Aims/Objectives:
 To ensure the school complies with legislative requirements
 To clarify the types of records maintained and the procedures relating to making them
available to the relevant bodies
 To put in place a proper recording and reporting framework on the educational progress of
pupils

25
 To establish clear guidelines on making these records available to parents and past pupils
who are over 18
 To stipulate the length of time records and reports will be retained.
Guidelines:
The Principal assumes the function of data controller and supervises the application of the Data
Protection Act within the school. The data under the control of the Principal comes under the
following headings.
1. Personal Data:
This data relates to personal details of the students such as name, address, date of birth, gender,
ethnic origin, nationality, religious belief, medical details, dietary information, PPSN, contact
details and parents names. These are kept in a locked filing cabinet.
2. Student Records:
Student records are held by each class teacher and a master copy is held in Principal’s office.
Student records may contain:
 Personal details of the student
 Medical sensitive data
 School report cards
 Psychological/Clinical/Occupational Therapy/Speech and Language Assessments
 Standardised Test Results
 Attendance Records
 Screening Test such as MIST and NRIT
 Data Protection
 Teacher – designed tests. Each class teacher designs his/her own test template
 Diagnostic Tests Reports
 Individual Education Plans
 Learning Support/Resource Data such as records of permission/refusal to access LS/RT
services in the school,
 Portfolios of student work e.g. Art
 Details of behavioural incidents or accidents.
3. Staff Data

26
This data relates to personal and professional details of the Staff such as name, address, date of
birth, contact details, payroll number, attendance records, qualifications, school records, sick
leave, CPD, curriculum vitae, school returns, classes taught, seniority and supervision payments.
4. Administrative Data:
 Attendance Reports, Roll Book, Registers
 Accident Report Book
 Administration of Medicines Indemnity Form
 Policies
 HSE files
 Board of Management files
 Accounts
Access to Records:
The following will have access where relevant and appropriate to the data listed above;
 Parents/guardians – see Appendix 1 from CPMSA outlining details of access
 Past pupils over 18
 Health Service Executive
 Designated school personnel
 Department of Education & Skills
 First and second-level schools (where relevant).
A parental authorisation form must be completed by parents in the event of data being
transferred to outside agencies such as health professionals etc. Outside agencies requesting
access to records must do so in writing giving seven days notice. Parents/Guardians can make
such a request either by phone, email or in writing. The right to erasure or rectification is
available to change any mistakes or inaccuracies by proper authorisation through the same
procedures.
Storage:
All records are stored in the school for a minimum of 7 years until the past pupil reaches the age
of 21. These records are stored in a locked filing cabinet.
A pupil profile and selection of records are held by each teacher in his/her individual classroom
and passed on to the next teacher as the child moves to the next class.

27
All completed school roll books are stored in a similar location in addition to samples of
children’s work and pupil profiles.
Access to these stored files is restricted to authorised personnel only.
Computerised records, systems are password protected.
Success Criteria:
 Compliance with Data Protection Act and Statute of Limitations Act
 Easy access to records
 Framework in place for ease of compilation and reporting
 Manageable storage of records.
Roles and Responsibilities:
The school staff, under the direction of the Principal will implement and monitor this policy.
Individual teachers will design, administer and record all in-class testing. The Principal will
ensure records are maintained and stored, particularly the records of students transferring to
another school.
Implementation Data:
This new policy is effective from 19th May 2015.
All records held from before that date will continue to be maintained in the school.
Review/Ratification/Communication:
This policy was ratified on 19th May 2015.
The policy will be available on the school website and through the office.
It will be reviewed every 2 years and amended if necessary.
Q.5 Discuss common practices of indiscipline in elementary schools. As an elementary
school teacher, what will you suggest to control these practices?
The Essential Schools approach to improving educational systems was originally put forth in the
early 1980s by some professors based at Brown University, especially one Theodore Sizer. This
reform movement is generally considered to build off ideas that can be found in the work of John
Dewey and Paolo Freire. At the same time, it's meant to lay down some specific suggestions for
the actual development of schools, rather than being a continuing discussion about theory. The
early coalition that worked out the principles of Essential Schools were clear that they did not
want to make anything absolute, however - a one-size-fits-all approach was the opposite of the

28
solution they were going for. Therefore, the guidelines are given as core principles to be kept in
mind, rather than the architecture for an ideal institution. Probably the ideas that the Essential
Schools movement emphasized most were that students needed to be taught how to use their own
minds rather than how to increase the amount of data they memorized, and that teaching should
generally focus on depth of understanding, rather than breadth of familiarity. In other words, the
Essential Schools movement considered it preferable for a student to become especially
interested in and good at a particular area of study, rather than attempting to maintain a certain
level of ability across all required subjects. According to this theory, once certain basics have
been covered, a student will invest more in studying something in which they show real interest,
and retain a greater portion of what they learn if they follow through on the topic instead of just
touching on it superficially. The notion of using one's mind rather than gathering information is
considered important because then the student is in no hurry to complete a course of study -
learning is a continuous process which the student can direct. These angles of approach are still
used in alternative educational institutions today.
1. Documented curriculum plan, assessment and shared pedagogical approaches
The school’s documented curriculum plan is informed by strategic and annual implementation
planning. It is regularly reviewed and updated by teams of teachers.
The school allocates time and resources for teachers to share pedagogical content knowledge
about the curriculum, the implementation and monitoring of effective learning programs, and the
planning of content-specific instruction. The assessment plan includes formative and summative
assessment.
2. School-based professional learning program developed and implemented that supports
the school’s identified improvement strategies
The school’s professional learning program is clearly aligned to the school’s identified
improvement strategies, informed by collective discussions with school staff.
The program prioritises and targets opportunities that meet both the school’s priorities and each
individual staff member’s identified learning needs. The program is reviewed, updated and
evaluated at regular intervals.

29
3. School improvement team formed to develop, oversee and evaluate the effectiveness and
impact of the annual implementation plan: for improving student outcomes
The school improvement team has a documented purpose and terms of reference and is
effectively integrated within the leadership structure of the school. Team members have a shared
understanding of the role of the team in supporting improvement across the school.
The team has a good understanding of the AIP, including the specific goals, targets and
improvement strategies that are the focus for the year.
The team has begun to identify specific strategies for how progress will be measured and
reported throughout the year.
4. Student voice, leadership and agency in own learning activated so students have positive
school experiences and can act as partners in school improvement
Schools build a culture where teachers and students work together and student voice is heard and
respected. When this occurs it contributes to students building their confidence and self-efficacy.
Teachers and school leaders receive valuable feedback that can lead to improved teaching
practice and contribute to school improvement. Students feel more positive and connected to
their school, see themselves as learners and better understand their learning growth.
Students have access to a range of structured leadership roles in the school that provide students
with opportunities to develop a range of skills, including communication and decision making.
5. Whole school approach to health, wellbeing, inclusion and engagement
Staff have consistent understandings and regular engagement with the school’s health, wellbeing,
inclusion and engagement programs and policies. These programs and policies are reviewed and
updated periodically.
The school draws on professional support to meet individual student wellbeing needs, as
appropriate. Teachers reflect on their practice and proactively identify opportunities for
increasing student engagement, including through collaboration with their colleagues.
6. Moderation of common student assessment tasks
Moderation of student assessment occurs regularly and explores a range of assessment data sets.
This analysis is used explicitly to inform curriculum development and teacher practice, and is
used as the basis for regular feedback and reporting to students and their parents and carers.
7. Data collection, analysis and evaluation of student learning growth over time

30
There is effective, focused and shared leadership that ensures the school has documented and
agreed data collection, analysis and evaluation approaches across year levels and learning areas.
It draws on a range of standardised and customised assessment tools to produce a database of
student learning progress over time. Students’ learning growth is regularly measured and informs
curriculum planning and goal setting for individual students. Teachers use formative assessment
to identify gaps in students’ learning, and to monitor the progress of each student.
8. Explicit use of evidence-based school improvement strategies and teacher professional
practice activities
Teachers have an understanding of contemporary research into school improvement and
effective teacher practice.
They understand the evidence behind specific improvement strategies in place in the school, and
the supporting evidence behind elements of their professional practice.
There are opportunities for teachers to bring their own research and evidence to inform staff
discussions about improvement and to support consistency of practice across the school.
The school improvement team collaboratively develops the school’s annual implementation plan
and monitors the implementation of identified improvement strategies.

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