This document discusses management structures and communication in schools. It describes the typical management arrangements in schools, including boards of governors, estates and services advisory groups, and directorates. It also discusses concepts like collective responsibility, the roles of senior management teams and deputy heads, the art of delegation, appraisal criteria, and preparing for and recording meetings in schools.

1. MANAGEMENT
STRUCTURE &
COMMUNICATION IN
SCHOOL

2. IN THE NAME OF “ALLAH”, THE MOST
BBEENNEEFFIICCEENNTT AANNDD MMEERRCCIIFFUULL

3. MANAGEMENT STRUCTURE
 When a new employee joins a company one of the first things they learn
is the company’s management structure. This includes understanding the
working relationships with their manager, subordinates and peer group.
Management structures appear in every type of organization including
government departments, nongovernment organizations (NGOs),
charities, and even the local sporting association.
 Choosing the correct management structure ensures an organization’s
continued growth, content employees and proftable returns for the
shareholders. Choosing the wrong structure creates tensions between
employees and managers, allows inefficient work practices to flourish
and reduces company profitability. In the worst case an incorrect
management structure can lead to company closure.
 Task defnition How tasks are allocated, who reports to whom and the
formal co-ordinating mechanisms and interaction patterns that will be
followed.
 Communication Style How messages travel throughout an organization.
There are a number of possible alternatives: messages may travel down
only from top management; they may travel both up and down through
management layers; or they may travel horizontally amongst peers in an
operating group.

4. MANAGEMENT ARRANGEMENTS
 The Board of Governors Estate and Services
Advisory Group:
 Is responsible to the Board of Governors for monitoring
the health, safety and welfare off all staff, students and
others while on university premises or undertaking
activities under the control of the university. The Estates
and Services Advisory Group receive progress reports
by the University Health and Safety Committee.
 Directorate:
 Is the most senior managerial group within the university
and considers and approves health, safety and welfare
policies, receives health and safety updates and
approves the Annual Health and Safety Plan.

5. COLLECTIVE RESPONSIBILITY
 Collective responsibility also known as collective guilt is
a concept in which individuals are responsible for other
people's actions by tolerating, ignoring, or harboring
them, without actively collaborating in these actions.
 In religion:
 This concept is found in the Old Testament (or Tanakh),
some examples include the account of the Flood,
the Tower of Babel, Sodom and Gomorrah and in some
interpretations, the Book of Joshua's Achan. In those
records entire communities were punished on the act of
the vast majority of their members, however it is
impossible to state that there were no innocent people,
or children too young to be responsible for their deeds.

6. A SENIOR MANAGEMENT TEAM
 Senior management, Executive management, or
a management team is generally a team of individuals at the
highest level of management of an organization who have the
day to day tasks of managing that organization sometimes
a company or a corporation. They hold
specific executive powers delegated to them with and by
authority of a board of directors and/or the shareholders.
Generally, higher levels of responsibility exist, such as a board
of directors and those who own the company (shareholders) -
but they focus on managing the senior or executive
management instead of on the day today activities of
the business. The executive management typically consists of
the heads of a firm's product and/or geographic units and of
functional executives such as the chief financial officer,
the chief operating officer, and the chief strategy officer.
In project management, senior management authorizes the
funding of projects.

7. THE DEPUTY HEAD
 A deputy head teacher, deputy headmaster or deputy
headmistress is the second most senior teacher in
a school in the United Kingdom and elsewhere.
 Secondary schools usually also have between one and
three deputy heads (occasionally "depute head" in
Scotland) and several assistant heads, who act as
assistants or subordinates to the head teacher.
Commonly, a state school will have between two and six
assistant head teachers (AHTs). Each AHT is normally in
charge of a specific area of the school, such as
administration, staff appraisal, first year, sixth form,
discipline etc. Normally, AHTs have only a small
teaching role within the school.

8. ART OF DELEGATION
 Delegation is a key skill for all leaders, and
necessary for any person wanting to get ahead. If
you ever feel stressed and overwhelmed or feel as
though your career or business has become
stagnate, then it’s time to sharpen those delegation
skills.
 No matter how efficient and masterful you are at
your job, you have the same amount of hours in the
day as your colleagues. There are only so many
tasks you can achieve within the same time frame,
so to free yourself up and lighten the load; you’re
going to need a little help from your friends.

9. APPRAISAL CRITERIA
 This provides an overview of performance management
and appraisal in schools in New Zealand (NZ), briefly
backgrounding the context and purposes as well as the
legislative framework. One principal appraisal cycle is
provided as an example of an approach fitting the
intended development and accountability balance of the
nationally mandated guidelines.
 In the later component of the paper the author’s
conclusions on the key features of effectiveness of
appraisal are examined. These conclusions are drawn
from the findings of three converging, but distinctive,
studies conducted by the author between 1996 and
2001.

10. MEETING IN SCHOOL PREPARATION CONDUCT AND
RECORDING THE PROCEEDING
 It has been difficult to escape from the traditions of
an exclusively book education. The grammar
schools, as their name indicates, have tied the child
to the dead past, and confined him to the medieval
form of brain activity and thought expression.

11. THANK YOU