Organizational process in school
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The document discusses organizational processes. It describes three approaches to organizational processes: work processes, behavioral processes, and change processes. Work processes involve sequences of activities that transform inputs into outputs. Behavioral processes are widely shared patterns of behavior that influence how individuals and groups act and interact. Change processes are sequences of events over time that alter the scale, character, and identity of an organization. The document also outlines five steps in the organizational process: reviewing plans and objectives, determining necessary work activities, classifying activities into manageable units, assigning activities, and delegating authority.
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Teacher as the curriculum evaluator
Curriculum evaluation is a component of curriculum development that assesses the merit and worth of educational reforms and innovations. It aims to improve curriculum by gathering data to determine whether to accept, change, or eliminate aspects of the curriculum. Teachers play a key role in curriculum evaluation by examining curriculum objectives to assess relevance, providing feedback to identify strengths and weaknesses, and determining the extent to which curricular programs have achieved positive student outcomes.
Implementing the Curriculum
The document discusses the various stakeholders involved in curriculum development and implementation. It identifies the primary stakeholders as learners/students, whose characteristics and needs should be considered. It also describes the important roles of teachers as curriculum developers, implementers, and facilitators of learning. School administrators are identified as managers responsible for overseeing curriculum implementation. Other stakeholders mentioned include parents, community members, professional organizations, and government agencies that influence or regulate education curricula.
School as a learning organization
The document discusses the concept of a learning organization as popularized by Peter Senge in his 1990 book "The Fifth Discipline." It provides information on several key aspects of learning organizations, including that members are continually learning and the organization is highly adaptable. It also discusses the five disciplines of learning organizations according to Senge: building a shared vision, personal mastery, mental models, team learning, and systems thinking. The document aims to provide guidance for school administrators on how to create a learning organization culture in their schools.
School and Community Relations
The school and community must work together to support the development of children. When teachers, parents, and community members collaborate and share responsibility, it creates a supportive environment for learning and growth. Productive communication between these groups helps address any difficulties children face at home or school so they can be resolved efficiently. Developing values like respect, cooperation, and responsibility in both environments also benefits students long-term. The community further aids the school through volunteer initiatives and sharing local resources to enhance educational opportunities.
Curriculum Implementation
The document discusses stakeholders in curriculum implementation. It identifies learners, teachers, administrators, parents, and the community as key stakeholders. Learners are at the center of curriculum planning and implementation. Teachers play a dual role as curriculum developers and implementers. Administrators and curriculum managers are responsible for leadership, evaluation, and oversight of the curriculum. Parents support the curriculum through their involvement and financing their children's education. The community provides resources to support curriculum implementation. Technology also plays an important role in delivering curriculum by improving instruction and enabling new forms of learning.
WHEELER Cyclical Model of curriculum Process
The Wheeler cyclical model of curriculum development views the curriculum process as ongoing and constantly changing. It presents curriculum development as having five interrelated phases that build on each other logically. The cyclical model is responsive to changing needs and incorporates new information flexibly. It also views curriculum elements as interdependent and allows for interaction between elements.
Challenges to Curriculum Planning
Challenges to curriculum planning include limited funding, lack of school facilities, insufficient teaching and learning resources, issues with teaching staff quality and quantity, and poor time management. Specifically, developing countries struggle due to rising student and teacher populations but decreasing education budgets. Schools have shortages of classrooms, libraries, and equipment. There is also limited procurement of instructional materials and resources. Success depends on qualified teachers, but teaching staff can be inadequate. Additionally, administrators and teachers sometimes mismanage learning time.
Curriculum development curriculum issues, concerns and responses
The document discusses curriculum issues, concerns, and responses. It identifies several issues with implementing curriculum including poor academic performance, overcrowded classrooms, underprepared teachers, and a lack of stakeholder involvement and communication. In response, it recommends involving all stakeholders in curriculum planning, thoroughly studying readiness for innovations, and ensuring proper preparation, materials, and knowledge before implementation. Collaboration is also key to successfully addressing issues and concerns with curriculum changes.
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Teacher as the curriculum evaluator
Curriculum evaluation is a component of curriculum development that assesses the merit and worth of educational reforms and innovations. It aims to improve curriculum by gathering data to determine whether to accept, change, or eliminate aspects of the curriculum. Teachers play a key role in curriculum evaluation by examining curriculum objectives to assess relevance, providing feedback to identify strengths and weaknesses, and determining the extent to which curricular programs have achieved positive student outcomes.
Implementing the Curriculum
The document discusses the various stakeholders involved in curriculum development and implementation. It identifies the primary stakeholders as learners/students, whose characteristics and needs should be considered. It also describes the important roles of teachers as curriculum developers, implementers, and facilitators of learning. School administrators are identified as managers responsible for overseeing curriculum implementation. Other stakeholders mentioned include parents, community members, professional organizations, and government agencies that influence or regulate education curricula.
School as a learning organization
The document discusses the concept of a learning organization as popularized by Peter Senge in his 1990 book "The Fifth Discipline." It provides information on several key aspects of learning organizations, including that members are continually learning and the organization is highly adaptable. It also discusses the five disciplines of learning organizations according to Senge: building a shared vision, personal mastery, mental models, team learning, and systems thinking. The document aims to provide guidance for school administrators on how to create a learning organization culture in their schools.
School and Community Relations
The school and community must work together to support the development of children. When teachers, parents, and community members collaborate and share responsibility, it creates a supportive environment for learning and growth. Productive communication between these groups helps address any difficulties children face at home or school so they can be resolved efficiently. Developing values like respect, cooperation, and responsibility in both environments also benefits students long-term. The community further aids the school through volunteer initiatives and sharing local resources to enhance educational opportunities.
Curriculum Implementation
The document discusses stakeholders in curriculum implementation. It identifies learners, teachers, administrators, parents, and the community as key stakeholders. Learners are at the center of curriculum planning and implementation. Teachers play a dual role as curriculum developers and implementers. Administrators and curriculum managers are responsible for leadership, evaluation, and oversight of the curriculum. Parents support the curriculum through their involvement and financing their children's education. The community provides resources to support curriculum implementation. Technology also plays an important role in delivering curriculum by improving instruction and enabling new forms of learning.
WHEELER Cyclical Model of curriculum Process
The Wheeler cyclical model of curriculum development views the curriculum process as ongoing and constantly changing. It presents curriculum development as having five interrelated phases that build on each other logically. The cyclical model is responsive to changing needs and incorporates new information flexibly. It also views curriculum elements as interdependent and allows for interaction between elements.
Challenges to Curriculum Planning
Challenges to curriculum planning include limited funding, lack of school facilities, insufficient teaching and learning resources, issues with teaching staff quality and quantity, and poor time management. Specifically, developing countries struggle due to rising student and teacher populations but decreasing education budgets. Schools have shortages of classrooms, libraries, and equipment. There is also limited procurement of instructional materials and resources. Success depends on qualified teachers, but teaching staff can be inadequate. Additionally, administrators and teachers sometimes mismanage learning time.
Curriculum development curriculum issues, concerns and responses
The document discusses curriculum issues, concerns, and responses. It identifies several issues with implementing curriculum including poor academic performance, overcrowded classrooms, underprepared teachers, and a lack of stakeholder involvement and communication. In response, it recommends involving all stakeholders in curriculum planning, thoroughly studying readiness for innovations, and ensuring proper preparation, materials, and knowledge before implementation. Collaboration is also key to successfully addressing issues and concerns with curriculum changes.
Instructional supervision
This document discusses the meaning and definition of instructional supervision. It begins by explaining that supervision comes from the Latin root meaning "to oversee" or "have oversight of", and that instructional supervision implies providing leadership to teachers to improve instruction. It then provides a definition of instructional supervision from a dictionary of education as involving stimulating professional growth, selecting and revising educational objectives and methods, and evaluating instruction. The document goes on to list the key roles of an instructional supervisor as planner, organizer, leader, helper, evaluator, motivator, communicator, and decision maker. It concludes by noting some potential limitations of instructional supervision such as long hours, lack of authority, and mismatch between expectations and reality.
Factors affecting curriculum implementation
This document discusses the various stakeholders involved in curriculum implementation, including learners, teachers, parents, school administrators/managers, community members, and other stakeholders like the government. It describes the key roles each stakeholder plays - learners are the primary beneficiaries, teachers develop and deliver the curriculum, parents and community provide support, while administrators oversee the process and ensure resources are available. The success of curriculum implementation requires participation and collaboration between all these stakeholders.
Implementing the curriculum
Stakeholders play an important role in curriculum implementation. The key stakeholders discussed in the document are:
1. Learners, who are at the center of the curriculum and are directly influenced by it.
2. Teachers, who develop and implement the curriculum through lesson planning and instruction.
3. Administrators and managers, who provide leadership, resources, and oversight of the curriculum.
4. Parents and community members, who support the curriculum through involvement and by providing local resources.
SCHOOL PLANT MANAGEMENT
1: MAINTENANCE OF BUILDING
2: MAINTENANCE OF LIBRARY
3: MAINTENANCE OF PLAY GROUNDS
4: MAINTENANCE OF HORTICULTURE
Latest Global Educational Management Trends
Introduction
Global Trends and Changes shaping the future of K-12 Education with online learning as mainstream, blended learning and education systems Shift.
Latest Global Educational Management Trends
New Definitions of Success
1.Rethinking Measurements
2. Student-Centered Environments
3. Personalized Professional Development
4. Managing Change
5. Data Informed Decisions + World-Class Standards
6. Balanced Approaches: Asking To What End
7. Programming, Robotics and the Maker Movement
8. Neuroscience, Youth Development Research and how Kids Learn Best
9. Mobile Learning
10. Cloud Computing
Recent Trends in K-12 Education
1.The Use of the Internet and Social Media as a Teaching Tool
2.Students Teaching Teachers
3.Paying Close Attention to Each Students' Needs
4. Better Assessment Methods
5. Personalized Learning Experiences
6. Flipped Learning
7. Cloud Technologies
8. Gamification
Goal / Purpose
To equip teachers to digitally empower diverse learners to connect, communicate and collaborate by creating a rich environment indulging technology in the classroom to help them evolve.
To facilitate learning in a more impactful manner by integrating technology to help make the world a smaller place with interaction beyond the classroom and classmate to virtual trips and multi-region and multi-nation interactivity to commence projects and work.
Methodology
Bridging the range of project-based learning opportunities within “phenomenon-based” curriculum redesign, relevant and meaningful to students and their communities by:-
- giving flexibility to redesign student centered learning in a more flexible K-12 education and aligning to the system to set high expectations and close achievement gaps.
- rethinking accountability for new learning models to
modernize educators and leadership development to
implement personalized learning and invest in research
on the digital equity gap.
Educational change and development
Structural change e.g. in organisation, policy, programmes, courses;
Systematic transformation of the education system; e.g. Vision of Teacher Education Strategy and Standards for New Teachers
Educational change is a broad term that refers to both shifting perspectives within education and efforts of reform within education.
The efforts taken to adjust to those new ideas and meet those needs can be categorized as educational change.
Curriculum Change and Innovation
This document discusses curriculum change and innovation. It defines change as embracing concepts like improvement and renewal, while being an incremental process. Innovation is defined as intentional improvements. Curriculum change can be in response to societal or technological factors, and occurs through different strategies like substitution or restructuring. Models of change include the research-diffusion model and social interaction approach. Factors driving changes in English language teaching in Malaysia include exam results and globalization. Effective planning involves identifying problems, solutions, and stakeholders, while teachers act as agents of change through professional development.
School as a social organization and its bereaucratic interpretation
In this paper i have discussed about the school and its social and bureaucratic structure of school and its weakness and solutions , hope you will enjoy reading
MANAGING EDUCATIONAL CHANGE
The document discusses the changes that have occurred in education due to the COVID-19 pandemic. It notes that physical classes have been suspended and over 21 million students enrolled in remote learning for the current school year. Some parents find distance learning impractical and worry about increased costs. The pandemic has greatly impacted the education sector and it is unknown when changes will end. Educational institutions have faced challenges in leading and managing changes brought by the pandemic.
School Effectiveness
This document summarizes a seminar presentation on school effectiveness and improvement. It discusses the policy context of increasing accountability, efficiency, and parental choice in education. It also outlines key factors in school success, such as the national curriculum, self-evaluation, leadership, teaching and learning practices, and student involvement. Finally, it describes Hopkins' framework that categorizes school improvement strategies based on a school's developmental needs, including strategies for failing, moderately effective, and highly effective schools.
Curriculum change
This document discusses curriculum change and evaluation. It defines curriculum change as efforts to change aims, objectives, and content according to values, culture and resources. Factors influencing change include individuals, financial pressures, staffing issues, student abilities, and regulations. The phases of change include planning, implementation, and evaluation. Curriculum evaluation is done at the formative and summative levels to improve instruction and assess effectiveness in meeting objectives. Various stakeholders play important roles in the change and evaluation process.
Parent teacher association
The document discusses the value and benefits of joining the PTA. It notes that teachers and children need parental involvement, as stated by former government officials. Being part of the PTA provides communication and support through a large nationwide network working towards the same goals of educating children. Research shows that parental involvement leads to higher grades, improved test scores, and increased attendance. The PTA offers proven programs that can be easily implemented at the local level to address health, safety, fundraising and more - all helping to see measurable results for students.
School As A Social System
To argue whether school organisation has the characteristics of social system or natural system. Based on theoretical explanations we come to the conclusion: school organization is considered both as social system and natural system as it provides for societal needs (educating function) and at the same time it is a natural bureaucratic entity as it fulfills the needs of its organizational members
Report system analysis indicators
This document discusses indicators of social, cultural, and economic subsystems within a school system. It analyzes these indicators with reference to how they relate to students, parents, and the school. Some key indicators mentioned include the percentage of students pursuing higher education, socioeconomic backgrounds of students, and the cost per student across different colleges. The document then discusses how the school system contributes to the larger social, cultural, economic, political, and technological subsystems of society through individuals. It provides examples of how education can impact individuals and society.
Role of Stakeholders in curriculum implementation
This document discusses the roles of various stakeholders in curriculum implementation. It identifies the main stakeholders as learners, teachers, administrators, parents, community members, and other government agencies. Learners are the primary beneficiaries and reason for developing the curriculum. Teachers are responsible for directly implementing the curriculum through lesson planning, activities, and guiding learners. Administrators oversee curriculum implementation and provide resources and support to teachers. Parents financially support the curriculum and are involved in school activities. The community provides local knowledge and speakers. Government agencies regulate education standards and curriculum. All of these stakeholders work together to help learners achieve curriculum goals.
Curriculum issues and concerns
The document discusses issues with curriculum implementation and innovations in schools. It notes that poor student performance may be linked to inconsistent curriculum delivery among schools and teachers. Additionally, stakeholders often do not feel ownership over curricular changes, and some innovations are adopted without proper support or evaluation. The document then provides responses to address these issues, emphasizing the need for stakeholder involvement, monitoring of changes, and collaboration to promote ownership and success of new curriculums.
Dynamic model and Skilbeck Model of Curriculum
The document discusses two models of curriculum development: the dynamic model and Skilbeck model. The dynamic model proposes that curriculum development is a non-linear, interactive process that can begin with any element. It involves three phases: platform statements, deliberations, and curriculum design. The Skilbeck model involves five stages: situation analysis, objectives, design, interpretation and implementation, and evaluation. It is a flexible framework that allows teachers to design curriculum based on an analysis of internal and external factors. Both models aim to make curriculum development more practical and responsive to changing needs compared to strictly linear models.
Evaluation Management System in Educational Leadership and Management
Understand the need and importance of evaluation in management.
Describe the system of evaluation
Understand the criteria of evaluation
Improve the school management system through evaluation
Report system the cultural subsystem inside the schoolsystem
(1) The cultural subsystem is an important part of any school system, as it differentiates the school from other social groups through its aims, values, traditions, and ways of thinking. The curriculum and textbooks are part of conveying this cultural system.
(2) A school's cultural system is seen through its rituals and practices, as well as its stated aims and goals. However, integrating the diverse aims of different stakeholders in the school system, such as governments, professions, parents and students, can be challenging.
(3) Key elements of a school's cultural system include its curriculum, methodology, medium of instruction, and educational materials. But these need to be appropriate to the cultural context of the
Phases of Administering the Curriculum
The document discusses the phases of administering curriculum. It describes 7 major steps in curriculum development according to Hilda Taba, including diagnosing needs, formulating objectives, selecting content, organizing content, selecting learning experiences, organizing experiences, and determining evaluation. It also discusses the meaning of curriculum, characteristics of change in curriculum, curriculum components including objectives and evaluation, and the cycle of curriculum development involving conceptualizing, contextualizing, operationalizing, and institutionalizing.
Generations of planned organisational change
The document discusses three generations of approaches to planned organizational change. The first generation used approaches like action research, sensitivity training, and quality of work life programs. The second generation focused on aligning organizations with their changing environments through transformations and large-scale interventions. The third generation views learning as continuous and identifies positive organizational aspects to drive change, such as with learning organizations and appreciative inquiry. The implications are that each generation manages the tensions between positive/negative focus, continuous/episodic change, and other dualities differently, and an alternative is to connect the dualities rather than separate them.
Implement of action research model of company. ms word
The document discusses the action research model, which is a cyclical process used for planned organizational change. It involves preliminary diagnosis, gathering data from clients, feedback, exploration of data, action planning by clients, implementation of actions, and evaluation of results. The model fosters organizational learning, collaboration, and viewing the organization as a whole system. It helps improve performance, align actions with strategy, develop leadership, and reshape organizational culture.
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Instructional supervision
This document discusses the meaning and definition of instructional supervision. It begins by explaining that supervision comes from the Latin root meaning "to oversee" or "have oversight of", and that instructional supervision implies providing leadership to teachers to improve instruction. It then provides a definition of instructional supervision from a dictionary of education as involving stimulating professional growth, selecting and revising educational objectives and methods, and evaluating instruction. The document goes on to list the key roles of an instructional supervisor as planner, organizer, leader, helper, evaluator, motivator, communicator, and decision maker. It concludes by noting some potential limitations of instructional supervision such as long hours, lack of authority, and mismatch between expectations and reality.
Factors affecting curriculum implementation
This document discusses the various stakeholders involved in curriculum implementation, including learners, teachers, parents, school administrators/managers, community members, and other stakeholders like the government. It describes the key roles each stakeholder plays - learners are the primary beneficiaries, teachers develop and deliver the curriculum, parents and community provide support, while administrators oversee the process and ensure resources are available. The success of curriculum implementation requires participation and collaboration between all these stakeholders.
Implementing the curriculum
Stakeholders play an important role in curriculum implementation. The key stakeholders discussed in the document are:
1. Learners, who are at the center of the curriculum and are directly influenced by it.
2. Teachers, who develop and implement the curriculum through lesson planning and instruction.
3. Administrators and managers, who provide leadership, resources, and oversight of the curriculum.
4. Parents and community members, who support the curriculum through involvement and by providing local resources.
SCHOOL PLANT MANAGEMENT
1: MAINTENANCE OF BUILDING
2: MAINTENANCE OF LIBRARY
3: MAINTENANCE OF PLAY GROUNDS
4: MAINTENANCE OF HORTICULTURE
Latest Global Educational Management Trends
Introduction
Global Trends and Changes shaping the future of K-12 Education with online learning as mainstream, blended learning and education systems Shift.
Latest Global Educational Management Trends
New Definitions of Success
1.Rethinking Measurements
2. Student-Centered Environments
3. Personalized Professional Development
4. Managing Change
5. Data Informed Decisions + World-Class Standards
6. Balanced Approaches: Asking To What End
7. Programming, Robotics and the Maker Movement
8. Neuroscience, Youth Development Research and how Kids Learn Best
9. Mobile Learning
10. Cloud Computing
Recent Trends in K-12 Education
1.The Use of the Internet and Social Media as a Teaching Tool
2.Students Teaching Teachers
3.Paying Close Attention to Each Students' Needs
4. Better Assessment Methods
5. Personalized Learning Experiences
6. Flipped Learning
7. Cloud Technologies
8. Gamification
Goal / Purpose
To equip teachers to digitally empower diverse learners to connect, communicate and collaborate by creating a rich environment indulging technology in the classroom to help them evolve.
To facilitate learning in a more impactful manner by integrating technology to help make the world a smaller place with interaction beyond the classroom and classmate to virtual trips and multi-region and multi-nation interactivity to commence projects and work.
Methodology
Bridging the range of project-based learning opportunities within “phenomenon-based” curriculum redesign, relevant and meaningful to students and their communities by:-
- giving flexibility to redesign student centered learning in a more flexible K-12 education and aligning to the system to set high expectations and close achievement gaps.
- rethinking accountability for new learning models to
modernize educators and leadership development to
implement personalized learning and invest in research
on the digital equity gap.
Educational change and development
Structural change e.g. in organisation, policy, programmes, courses;
Systematic transformation of the education system; e.g. Vision of Teacher Education Strategy and Standards for New Teachers
Educational change is a broad term that refers to both shifting perspectives within education and efforts of reform within education.
The efforts taken to adjust to those new ideas and meet those needs can be categorized as educational change.
Curriculum Change and Innovation
This document discusses curriculum change and innovation. It defines change as embracing concepts like improvement and renewal, while being an incremental process. Innovation is defined as intentional improvements. Curriculum change can be in response to societal or technological factors, and occurs through different strategies like substitution or restructuring. Models of change include the research-diffusion model and social interaction approach. Factors driving changes in English language teaching in Malaysia include exam results and globalization. Effective planning involves identifying problems, solutions, and stakeholders, while teachers act as agents of change through professional development.
School as a social organization and its bereaucratic interpretation
In this paper i have discussed about the school and its social and bureaucratic structure of school and its weakness and solutions , hope you will enjoy reading
MANAGING EDUCATIONAL CHANGE
The document discusses the changes that have occurred in education due to the COVID-19 pandemic. It notes that physical classes have been suspended and over 21 million students enrolled in remote learning for the current school year. Some parents find distance learning impractical and worry about increased costs. The pandemic has greatly impacted the education sector and it is unknown when changes will end. Educational institutions have faced challenges in leading and managing changes brought by the pandemic.
School Effectiveness
This document summarizes a seminar presentation on school effectiveness and improvement. It discusses the policy context of increasing accountability, efficiency, and parental choice in education. It also outlines key factors in school success, such as the national curriculum, self-evaluation, leadership, teaching and learning practices, and student involvement. Finally, it describes Hopkins' framework that categorizes school improvement strategies based on a school's developmental needs, including strategies for failing, moderately effective, and highly effective schools.
Curriculum change
This document discusses curriculum change and evaluation. It defines curriculum change as efforts to change aims, objectives, and content according to values, culture and resources. Factors influencing change include individuals, financial pressures, staffing issues, student abilities, and regulations. The phases of change include planning, implementation, and evaluation. Curriculum evaluation is done at the formative and summative levels to improve instruction and assess effectiveness in meeting objectives. Various stakeholders play important roles in the change and evaluation process.
Parent teacher association
The document discusses the value and benefits of joining the PTA. It notes that teachers and children need parental involvement, as stated by former government officials. Being part of the PTA provides communication and support through a large nationwide network working towards the same goals of educating children. Research shows that parental involvement leads to higher grades, improved test scores, and increased attendance. The PTA offers proven programs that can be easily implemented at the local level to address health, safety, fundraising and more - all helping to see measurable results for students.
School As A Social System
To argue whether school organisation has the characteristics of social system or natural system. Based on theoretical explanations we come to the conclusion: school organization is considered both as social system and natural system as it provides for societal needs (educating function) and at the same time it is a natural bureaucratic entity as it fulfills the needs of its organizational members
Report system analysis indicators
This document discusses indicators of social, cultural, and economic subsystems within a school system. It analyzes these indicators with reference to how they relate to students, parents, and the school. Some key indicators mentioned include the percentage of students pursuing higher education, socioeconomic backgrounds of students, and the cost per student across different colleges. The document then discusses how the school system contributes to the larger social, cultural, economic, political, and technological subsystems of society through individuals. It provides examples of how education can impact individuals and society.
Role of Stakeholders in curriculum implementation
This document discusses the roles of various stakeholders in curriculum implementation. It identifies the main stakeholders as learners, teachers, administrators, parents, community members, and other government agencies. Learners are the primary beneficiaries and reason for developing the curriculum. Teachers are responsible for directly implementing the curriculum through lesson planning, activities, and guiding learners. Administrators oversee curriculum implementation and provide resources and support to teachers. Parents financially support the curriculum and are involved in school activities. The community provides local knowledge and speakers. Government agencies regulate education standards and curriculum. All of these stakeholders work together to help learners achieve curriculum goals.
Curriculum issues and concerns
The document discusses issues with curriculum implementation and innovations in schools. It notes that poor student performance may be linked to inconsistent curriculum delivery among schools and teachers. Additionally, stakeholders often do not feel ownership over curricular changes, and some innovations are adopted without proper support or evaluation. The document then provides responses to address these issues, emphasizing the need for stakeholder involvement, monitoring of changes, and collaboration to promote ownership and success of new curriculums.
Dynamic model and Skilbeck Model of Curriculum
The document discusses two models of curriculum development: the dynamic model and Skilbeck model. The dynamic model proposes that curriculum development is a non-linear, interactive process that can begin with any element. It involves three phases: platform statements, deliberations, and curriculum design. The Skilbeck model involves five stages: situation analysis, objectives, design, interpretation and implementation, and evaluation. It is a flexible framework that allows teachers to design curriculum based on an analysis of internal and external factors. Both models aim to make curriculum development more practical and responsive to changing needs compared to strictly linear models.
Evaluation Management System in Educational Leadership and Management
Understand the need and importance of evaluation in management.
Describe the system of evaluation
Understand the criteria of evaluation
Improve the school management system through evaluation
Report system the cultural subsystem inside the schoolsystem
(1) The cultural subsystem is an important part of any school system, as it differentiates the school from other social groups through its aims, values, traditions, and ways of thinking. The curriculum and textbooks are part of conveying this cultural system.
(2) A school's cultural system is seen through its rituals and practices, as well as its stated aims and goals. However, integrating the diverse aims of different stakeholders in the school system, such as governments, professions, parents and students, can be challenging.
(3) Key elements of a school's cultural system include its curriculum, methodology, medium of instruction, and educational materials. But these need to be appropriate to the cultural context of the
Phases of Administering the Curriculum
The document discusses the phases of administering curriculum. It describes 7 major steps in curriculum development according to Hilda Taba, including diagnosing needs, formulating objectives, selecting content, organizing content, selecting learning experiences, organizing experiences, and determining evaluation. It also discusses the meaning of curriculum, characteristics of change in curriculum, curriculum components including objectives and evaluation, and the cycle of curriculum development involving conceptualizing, contextualizing, operationalizing, and institutionalizing.
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School as a social organization and its bereaucratic interpretation
School as a social organization and its bereaucratic interpretation
Evaluation Management System in Educational Leadership and Management
Evaluation Management System in Educational Leadership and Management
Report system the cultural subsystem inside the schoolsystem
Report system the cultural subsystem inside the schoolsystem
Similar to Organizational process in school
Generations of planned organisational change
The document discusses three generations of approaches to planned organizational change. The first generation used approaches like action research, sensitivity training, and quality of work life programs. The second generation focused on aligning organizations with their changing environments through transformations and large-scale interventions. The third generation views learning as continuous and identifies positive organizational aspects to drive change, such as with learning organizations and appreciative inquiry. The implications are that each generation manages the tensions between positive/negative focus, continuous/episodic change, and other dualities differently, and an alternative is to connect the dualities rather than separate them.
Implement of action research model of company. ms word
The document discusses the action research model, which is a cyclical process used for planned organizational change. It involves preliminary diagnosis, gathering data from clients, feedback, exploration of data, action planning by clients, implementation of actions, and evaluation of results. The model fosters organizational learning, collaboration, and viewing the organization as a whole system. It helps improve performance, align actions with strategy, develop leadership, and reshape organizational culture.
2 process of od
Organization development is a planned process to improve organizational effectiveness. It involves diagnosing problems, collecting data, planning and implementing interventions, then evaluating results. The process follows an action research model of problem identification, data collection, diagnosis, planning, implementation, and feedback. Key steps include assessing issues through interviews and surveys, analyzing organizational structures and processes, planning changes, implementing interventions, and evaluating outcomes to determine if further action is needed. The goal is to enhance an organization's ability to change and the satisfaction and development of its employees.
Envisioning Organizational Change as Inevitable Mechanism for Excellence
Organizational change is the movement of an organization from one state of affairs to another. Organizational change can take many forms. It may involve a change in a company's structure, strategy, policies, procedures, technology, or culture. The change may be planned years in advance or may be forced upon an organization because of a shift in the environment. Organizational change can be radical and alter the way an organization operates, or it may be incremental and slowly change the way things are done. In any case, regardless of the type, change involves letting go of the old ways in which work is done and adjusting to the new ways. Therefore, fundamentally, it is a process that involves effective people management. This article presents an overview on the concept of organizational change and the related factors. Dr. Nimmi Maria Oommen"Envisioning Organizational Change as Inevitable Mechanism for Excellence" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: http://www.ijtsrd.com/papers/ijtsrd14273.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/14273/envisioning-organizational-change-as-inevitable-mechanism-for-excellence/dr-nimmi-maria-oommen
Organizational Culture Change
Organizational culture has a powerful effect on the performance and the long-term effectiveness of organizations. Organizational culture has the power to influence employee behaviors and increase employee commitment and productivity. Therefore, a clear understanding of organizational culture and how to effect its change is important for business leaders because it influences the way that organizations react to the changing demands of the business environment. The goal of this paper is to explore what is meant by organizational culture, why it is important, and how to change an established culture so that it is better aligned with the organization’s strategy.
Organization development
Organization development (OD) aims to improve an organization's ability to solve problems and enhance performance. It involves assessing issues through action research, implementing interventions, and evaluating outcomes. Common OD interventions include sensitivity training, team building, surveys, and structural redesign, which target individuals, groups, or the entire organization. The goal is to boost both task accomplishment and how people work together.
Chapter 5 Navigating Change Through Formal Structures and Syste
Chapter 5: Navigating Change Through Formal Structures and Systems
Chapter Overview
This chapter discusses the basics of how organizations structure themselves.
It outlines how change leaders can diagnose the strengths and weaknesses of existing systems and structures.
It examines how the formal structure and systems can foster, impair and facilitate the acceptance of change initiatives.
It lays out ways to manage systems and structures to gain approval for change initiatives. Formal approval, coalition-building and renegade approaches to change are discussed.
It reviews ways to develop more adaptive systems and structures to increase the likelihood of continuous improvement.
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub.
2
How Do Structures and Systems Relate to Change Management?
Existing formal structures and systems need to be understood when assessing the need for change.
Need to understand how Structures and Systems facilitate or hinder change
Need to understand how Structures and Systems can be used to gain approval for change
Need to understand how Structures and Systems can be used to gain acceptance and promote for organizational change
Need to understand how to create more adaptive Structures and Systems
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub.
3
The Change Path Model
Making sense of formal systems and structures
Assessing their weaknesses and strengths
Leveraging them to gain approval
Leveraging them to gain acceptance
Creating more adaptive systems and structures
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub.
4
Awakening
Chapter 4
Acceleration
Chapter 9
Institutionalization
Chapter 10
Mobilization
Chapters 5 through 8
Making Sense of
Organizational Structures and Systems
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub.
5
Work Differentiation
To what degree are tasks subdivided into separate jobs?
Departmentalization or Integration
On what basis are jobs grouped together?
Chain of Command
To whom do individuals and groups report?
Making Sense of
Organization Structures and Systems (cont.)
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub.
6
Span of Control
How many individuals report to an individual manager?
Degree of Centralization vs.
Decentralization
Where does decision-making authority lie?
To what degree are there rules and regulations to direct employees and managers?
Standard
Operating
Procedures (SOPs)
Mechanistic vs. Organic
Organizational Forms
More Mechanistic More Organic
Tasks are broken down into separate parts and rigidly defined/assigned
Flexible tasks that are adjusted & redefined through teamwork and participation
High degree of formalization, strict hierarchy or authority/co ...
Organizational Development And Change
The article provides a literature review of organizational development (OD) theories from early teachings to more recent research. It highlights disconnects among OD researchers and shortcomings in OD research. Specifically, it discusses implications for researchers, practitioners, and teaching of OD. The author aims to give an in-depth analysis of OD theories and models over time to provide context to the field of OD.
After reading the case study prepare Assignment One - Collecting I.docx
After reading the case study prepare Assignment One - Collecting Information as described in the case study (page 18).
ASSIGNMENT ONE – COLLECTING INFORMATION
Organizational Design consulting survey
Use this form when collecting information about your client organization (AMAZON). Use those questions that seem most relevant. You will probably be unable to answer some of the questions.
Using the questions below, obtain information on Amazon. In a word document, essay for using the questions as headings. APA format.
Paper should have a cover, abstract, and references, in-text as well. Make sure all sources are clearly referenced.
Organizational Purpose
What is the mission of this organization?
What are the main goals?
What organizational cultural beliefs support the mission and goals?
How does the organization measure its success?
Organizational Passage
Describe the historical development of this organization.
How does this organization respond to risk?
Describe the balance between short-term and long-term focus for this organization.
Describe how this organization approaches its external environment. How aware is this organization of its external environment?
How much emphasis does this organization put on results, both short and long term?
Internal Environment
How well does this organization coordinate across functions?
How is information shared across functions?
What are the core processes and products provided by this organization?
What unique processes and products does the organization produce well?
Are there processes and products that prevent this organization from optimal performance? If so, how?
External Environment
Describe the clients of this organization. Are there potential future clients that are desirable for this organization? What suppliers does this organization depend on to meet its mission and goals? n
Describe the competitors of this organization. What are some industry trends?
Is there any regulation anticipated that will affect this organization and its industry? Please explain.
Is there any new technology anticipated that will affect this organization and its industry? Please explain.
Structural Dimensions
What activities at this organization are performed by specialists?
How specific are procedures at this organization?
Does this organization use detailed work processes?
How important are items such as employee handbooks, organizational charts and job descriptions to this organization? What levels of leadership have decision-making authority at this organization?
Is this organization focused on employee empowerment?
What is the span of control at the highest level of the organization (i.e., CEO level)?
What is the span of control for first-line supervisors at this organization?
Contextual Factors
Describe any major changes that have occurred in the history of this organization. Explain the ownership structure of this organization.
How many employees work at this organization?
What financial information .
Entepreneurship presentation
This ppt is on change management .. it explains why peoples resist change and how to manage change in organiozations...
Dimensions and Characteristics of Organizational Behavior Impact and Competit...
The study of organizational behavior gives insight into how staff members behave and perform in the work environment. It helps us develop an understanding of the facets that can motivate staff members, enhance their efficiency, and help organizations establish a solid and also trusting relationship with their staff members. Human actions are inherent in each person which indicates his features, his way of behaving as well as assuming are his very own attributes while business actions are a group or company society special of each very own felt and also done. The study of Organizational Behavior OB is really intriguing as well as challenging too. It is related to individuals, a team of individuals collaborating in teams. The research ends up being a lot more challenging when situational factors connect. The research of organizational behavior connects to the expected behavior of an individual in the organization. No two individuals are likely to behave in the same manner in a certain work circumstance. It is the predictability of a supervisor concerning the expected behavior of an individual. There are no absolutes in human behavior. It is the human variable that is contributing to the performance hence the study of human practices is very important. Great value consequently must be affixed to the study. Dr. J. Jose Prabhu "Dimensions and Characteristics of Organizational Behavior: Impact and Competitive Advantage" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30632.pdf Paper Url :https://www.ijtsrd.com/management/organizational-behaviour/30632/dimensions-and-characteristics-of-organizational-behavior-impact-and-competitive-advantage/dr-j-jose-prabhu
Available online at httpwww.anpad.org.brbar .docx
Available online at
http://www.anpad.org.br/bar
BAR, Rio de Janeiro, v. 12, n. 4, art. 1,
pp. 324-347, Oct./Dec. 2015
http://dx.doi.org/10.1590/1807-7692bar2015140082
The Organizational Change Process: Its Influence on
Competences Learned on the Job
Elaine Rabelo Neiva
Universidade de Brasília – UnB/CCA
Catarina Cecília Odelius
Universidade de Brasília – UnB/CCA
Larissa Dutra Ramos
Universidade de Brasília – UnB/CCA
Received 10 December 2014; received in revised form 18 September 2015; accepted 30 September
2015; published online 15 December 2015.
Editor’s note. Fabio Vizeu served as Action Editor for this article.
The Organizational Change Process 325
BAR, Rio de Janeiro, v. 12, n. 4, art. 1, pp. 324-347, Oct./Dec. 2015 www.anpad.org.br/bar
Abstract
This study was developed in a Brazilian court that was subjected to the introduction of e-process, and bears the
following objectives: (a) describe the context of changes in terms of planning and perceived risk degree; (b)
describe the results perceived after the introduction of the e-process; (c) describe the support to learning and the
competences learned during the e-process implementation; (d) identify the links between variables of changing
context, support to learning and the competences learned during the introduction of the e-process at the Higher
Justice Court. 219 civil servants participated in the study, which used scales of changing context, results of the
change of competences and support to learning. Scales were subjected to exploratory factor analysis with robust
statistical indexes and three multiple regressions to test the associations between variables. Results pointed out
that characteristics of the change process and support to learning affect learned competences.
Key words: organizational change; learning; competences learned; e-process.
http://www.anpad.org.br/bar
E. R. Neiva, C. C. Odelius, L. D. Ramos 326
BAR, Rio de Janeiro, v. 12, n. 4, art. 1, pp. 324-347, Oct./Dec. 2015 www.anpad.org.br/bar
Introduction
Despite the large number of articles about organizational change, few systematically identify the
aspects of change that influence individual behavior (Neiva & Paz, 2012; Nery & Neiva, 2015; Rafferty
& Griffin, 2006). As context and process factors of organizational change, some studies identify the
following aspects of change that are relevant and affect individuals: the frequency, scope, planning the
change, communication and degree of psychological uncertainty (Kalimo, Taris, & Schaufeli, 2003;
Rafferty & Griffin, 2006; Self, Armenakis, & Schrader, 2007).
Authors like Kalimo, Taris and Schaufeli (2003), Rafferty and Griffin (2006) and Maes and Van
Hootegem (2011) state that interventions to organizational change are part of a context that brings some
dimensions and attributes which can be considered in phenomenon description. Maes and Va.
Strategies for improving organizational effectiveness
Organizational effectiveness can be improved through several strategies:
1. Appreciating resources, people and processes to understand organizational value chains and core processes.
2. Addressing organizational strategy and objectives to ensure alignment with value chains.
3. Aligning organizational structure to strategy by reviewing strategic plans and organizational units.
4. Measuring results against strategy using balanced scorecards and linking them to strategic plans.
5. Demonstrating continuous improvement through feedback, communication and taking suggestions seriously.
Why od
OD facilitates intentional change to improve efficiency and productivity. It evolved from fields like psychology and sociology to address the human factors in work. OD consultants analyze organizations holistically and design interventions involving employees. The role of OD is to coach organizations through change to align capabilities with strategic goals, and counsel organizations on social/psychological issues like an organizational psychiatrist would a patient.
Ms 10 organisational design, development and change
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Organization Development - Intervention Processes
Provides an overview of organization development (OD), focusing particularly on the intervention processes available. Categories or types of intervention are noted, and the depth of intervention is recognised as a key decision point for OD practitioners.
Running Head ORGANIZATIONAL MISSION AND LEADERSHIP PRACTICES1O.docx
This document discusses a case study involving an organization called West Clean that aims to address alcohol and drug abuse among youth in Baltimore. It proposes applying a transactional leadership style to provide incentives to youth to avoid drug use and dealing. Positive reinforcements like scholarships would reward youth for staying clean, while losing benefits would punish those who relapse. Cultural and political factors like distrust between the black community and white-run non-profits pose challenges to collaboration. Transactional leadership could use rewards and punishments to motivate youth to pursue education instead of drugs. However, socio-cultural barriers must also be addressed for effective collaboration between organizations.
Running Head ORGANIZATIONAL MISSION AND LEADERSHIP PRACTICES1O.docx
This document discusses a case study involving an organization called West Clean that aims to address alcohol and drug abuse among youth in Baltimore. It proposes using a transactional leadership style with positive and negative reinforcements to replace the benefits youth receive from drug use and dealing. Scholarships and accommodations could be offered to those who stay clean, while those who relapse could lose these benefits. However, collaboration faces challenges from socio-political factors like distrust from the predominantly black community towards outside organizations.
Ms 25 managing change in organisations
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OD Employee Engagement and Orgn Culture
This document discusses organizational development, with a focus on employee engagement and organizational culture. It provides definitions and background on key concepts like organizational development, employee engagement, and theories of planned organizational change. Some of the main points covered include:
- Organizational development aims to increase organizational effectiveness and is a planned, systematic process using behavioral science knowledge.
- Employee engagement refers to an employee's commitment and involvement in an organization, and is important for retaining talent and driving performance.
- Several models of organizational change and development are discussed, including Kurt Lewin's action research model, the Burke-Litwin model of transformational vs transactional factors, and the Porras and Robertson model focusing on work setting factors.
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Implement of action research model of company. ms word
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Envisioning Organizational Change as Inevitable Mechanism for Excellence
Envisioning Organizational Change as Inevitable Mechanism for Excellence
Chapter 5 Navigating Change Through Formal Structures and Syste
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After reading the case study prepare Assignment One - Collecting I.docx
After reading the case study prepare Assignment One - Collecting I.docx
Dimensions and Characteristics of Organizational Behavior Impact and Competit...
Dimensions and Characteristics of Organizational Behavior Impact and Competit...
Strategies for improving organizational effectiveness
Strategies for improving organizational effectiveness
Ms 10 organisational design, development and change
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Running Head ORGANIZATIONAL MISSION AND LEADERSHIP PRACTICES1O.docx
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Running Head ORGANIZATIONAL MISSION AND LEADERSHIP PRACTICES1O.docx
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Types of learning
There are several types of learning:
Motor learning involves learning physical skills through practice like walking, running, or driving. Verbal learning refers to learning language and communication tools like words, sounds, and symbols. Concept learning requires higher-order thinking to learn concepts and their meanings, such as learning that the word "dog" refers to a canine animal. Discrimination learning is distinguishing between stimuli and responding appropriately, such as recognizing different vehicle horns. Attitude learning shapes our predispositions and directs our behavior through developing attitudes towards people and things from childhood.
Learning and maturation
Maturation refers to the physical, emotional, and mental growth and development that occurs as individuals age. It is distinct from learning, which results from external stimuli and practice. Maturation sets limits on what can be learned based on hereditary factors and occurs through natural growth and development processes rather than external influences. Understanding the relationship between maturation and learning is important for teachers to know what and when to teach based on a child's developmental stage and abilities.
Basics of Assessment
This document provides an overview of assessment, evaluation, measurement and related topics. It defines key terms like assessment, evaluation, measurement and examination. It discusses the purpose, importance and principles of assessment. It distinguishes between formative and summative assessment as well as the differences between measurement and evaluation. The document also covers topics like roles of assessment, assessment for/as/of learning, and the relationship between assessment and evaluation.
Learner diversity in schools
This document discusses various types of diversity found in schools including gender, culture and language, economically marginalized groups, students with economic disparities, gifted students, and students with disabilities. It addresses issues related to gender diversity, multilingualism, cultural diversity, marginalized students, economic inequality, ability grouping, and definitions of impairment, disability, and handicap. Strategies are provided for promoting inclusion and limiting marginalization of diverse students in the classroom.
Barriers and benefits of inclusive education
This document discusses the barriers and benefits of inclusive education. It defines inclusive education as all students attending their neighborhood schools, regardless of ability, and receiving support to fully participate. Benefits for students with special needs include realizing a typical life experience with friends and academics, developing understanding of diversity, and strengthening family involvement. Benefits for regular students are opportunities to assist peers, learn tolerance, and consider careers in human services. Barriers include attitudinal, physical, curriculum, teacher training issues as well as school location and social stigmas. Overcoming barriers requires investment in people, materials, and access to information.
INCLUSIVE EDUCATION FOR THE DISABLED AT SECONDARY STAGE
The Inclusive Education of the Disabled at Secondary Stage (IEDSS) scheme aims to enable students with disabilities to complete their secondary education (classes 9-12) in an inclusive environment. It provides assistance for their education in mainstream schools and supports teacher training, accessibility infrastructure, learning materials, and other facilities. The scheme is implemented by state education departments and non-profits, and provides full central funding with states contributing scholarships for students. Its objectives are to identify students' needs, provide aids and barrier-free access, train teachers, and establish model inclusive schools.
Ie in the view of rta act and inclusive school as effective school
The document discusses the need for inclusive education (IE) in light of the Rights of Persons with Disabilities Act. It outlines the key principles of IE, including that all children can learn and participate in regular classrooms. IE provides benefits like higher expectations, opportunities to develop friendships and community participation. Effective inclusive schools establish high learning expectations and support for students. Barriers to inclusion include attitudinal, environmental, and institutional factors as well as issues like inappropriate curriculum and untrained teachers. The scheme for Inclusive Education at the Secondary Stage aims to enable students with disabilities to complete secondary education in an inclusive environment through support like assessments, aids, teacher training, and removal of architectural barriers.
Concept of inclusion
The document discusses creating an inclusive school environment. It defines inclusion as ensuring all people can access and participate in activities regardless of their attributes. An inclusive education promotes the full development of all learners irrespective of their characteristics. The key principles of inclusive education are non-discrimination, equal opportunities and accommodating individual differences. Barriers to inclusion include negative attitudes, lack of accessibility and resources. Strategies to improve inclusion involve training teachers, adapting curriculum and mainstreaming students with special needs into regular classrooms.
Total quality management
Total quality management (TQM) is a management approach focused on customer satisfaction through continuous process improvement. When applied to education, TQM views students as both customers and workers, with teachers as managers and administrators as upper management. TQM can be implemented at three levels in education - improving management processes, teaching quality to students by involving them in evaluating their learning, and applying the PDCA cycle of plan, do, check, act to all processes. For a TQM system to be successful in education, it requires universal endorsement from all levels of management and staff.
Students and staff council
The document discusses staff councils and student councils. A staff council consists of the headmaster and teacher representatives to advise the headmaster on academic and administrative matters like discipline issues. A student council provides leadership opportunities for students and allows them to engage with teachers on school activities and issues. Student councils are overseen by teachers and include roles like president and secretary. They aim to fundraise, organize events, and represent student interests to administrators. Both councils aim to promote democratic participation and sharing of responsibilities within the school.
School management committee
The document discusses School Management Committees (SMCs) in India as mandated by the Right to Free and Compulsory Education Act of 2009. It notes that SMCs have been formed in 88% of government schools to allow for parental involvement in school functioning through decentralized governance. SMCs are composed of parents, teachers, local leaders and students. Their roles include monitoring enrollment, attendance, infrastructure, grants, and developing school development plans. The formation of SMCs aims to give communities agency in improving school quality and outcomes.
School development plan
The School Development Plan (SDP) is a three-year strategic plan prepared by the School Management Committee to improve the school. It combines the school's priorities, measures to raise standards, dedicated resources, and intended outcomes and targets. The SDP emphasizes that school improvement is the responsibility of each school. Schools are best positioned to identify improvement areas and implement changes to achieve better pupil outcomes. Regular self-evaluation must be part of the SDP process, with resulting actions and targets included in the plan. The SDP components include enrollment estimates, required infrastructure, equipment and teachers over three years, additional financial needs, substitute teachers, and education arrangements for disadvantaged children.
Institutional planning
Institutional planning involves an educational institution preparing a development and improvement plan based on its needs and available resources. The plan is meant to optimize resource utilization and improve the school's program and practices. Objectives of institutional planning include providing equal opportunities, improving the institution's structure, giving direction to its functioning, and developing a comprehensive improvement program through optimal use of existing resources. The process involves assessing needs, preparing long and short term plans through committees, and systematically implementing and evaluating the plans. Benefits are that it makes planning more democratic and realistic by involving stakeholders, avoids waste, and motivates teachers.
Total quality management
Total quality management (TQM) is a management model that emphasizes leadership, strategy, teamwork, analysis and self-assessment to achieve excellence. When applied to education, TQM's goal is to provide every student with the best chance for success. TQM involves managing all aspects of an organization to continuously improve processes and satisfy customers through high quality products and services. In a school setting, students are both the workers and products, teachers act as first-level managers, administrators are middle and upper management, and the board of education oversees the administration as the board of directors.
Students and staff council
The document discusses staff councils and student councils. A staff council consists of the headmaster and teacher representatives to advise the headmaster on academic and administrative matters like discipline issues. A student council provides leadership opportunities for students and allows them to engage with teachers on school activities and issues. Student councils are overseen by teachers and aim to develop students' leadership and democratic skills while fundraising and organizing events. They benefit schools by sharing responsibilities with teachers and maintaining discipline.
School timetable
A school timetable coordinates students, teachers, rooms, and time slots to ensure an orderly schedule for classes, activities, and homework. The document discusses the types and importance of timetables, including how they allocate time for different subjects, develop regularity, and maintain discipline. An effective timetable considers principles like the type of school, regulations, fatigue, variety, and maximum utilization of resources.
School development plan
The School Development Plan (SDP) is a three-year strategic plan prepared by the School Management Committee to improve the school. It combines the school's priorities, measures to raise standards, dedicated resources, and intended outcomes and targets. The SDP emphasizes that school improvement is the responsibility of each school. Schools are best positioned to identify improvement areas and implement changes to achieve better pupil outcomes. Regular self-evaluation must be part of the SDP process, with resulting actions and targets included in the plan. The SDP components include enrollment estimates, infrastructure/equipment/teacher requirements, additional financial needs, substitute teacher arrangements, and education rehabilitation plans.
Institutional planning
Institutional planning involves an educational institution preparing a development and improvement plan based on its needs and available resources. The plan is meant to optimize resource utilization and improve the school's program and practices. Objectives of institutional planning include providing equal opportunities, improving the institution's structure, giving direction to its functioning, and developing a comprehensive improvement program through optimal use of existing resources. The process involves assessing needs, preparing long- and short-term plans through committees, and systematically working to achieve educational objectives. Benefits are that it makes planning more democratic and realistic by involving teachers in the process.
Total quality management
Total quality management (TQM) is a management approach focused on customer satisfaction through continuous process improvement. When applied to education, TQM views students as both customers and workers, with teachers as managers and administrators as upper management. TQM can be implemented at three levels in education - improving management processes, teaching quality to students by involving them in evaluating their learning, and applying the PDCA cycle of plan, do, check, act to all processes. For a TQM system to be successful in education, it requires universal endorsement from all levels of management.
Students and staff council
The document discusses staff councils and student councils. A staff council consists of the headmaster and teachers, and advises the headmaster on academic and administrative matters. A student council provides leadership opportunities for students and allows them to engage with teachers on school issues. It often includes roles like president and treasurer. Student councils work to share student perspectives with teachers, organize fundraising and social events, and help maintain school discipline. They aim to produce ideal citizen leaders and give students experience in democratic processes and responsibilities.
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INCLUSIVE EDUCATION FOR THE DISABLED AT SECONDARY STAGE
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Organizational process in school
- 2. ORGANISATIONAL PROCESS IN SCHOOL 04/08/2017fousimohd76@gmail.com 2
- 3. ORGANIZATIONAL PROCESS Organizing, like planning, must be a carefully worked out and applied process. This process involves determining what work is needed to accomplish the goal, assigning those tasks to individuals, and arranging those individuals in a decision‐making framework (organizational structure). 04/08/2017 3 fousimohd76@gmail.com
- 4. Three Approaches to Organizational Processes Work processes Behavioural processes Change processes 04/08/2017 4 fousimohd76@gmail.com
- 5. 04/08/2017fousimohd76@gmail.com 5 Work Processes Behavioural Processes Change Processes Definition Sequences of activities that transform inputs into outputs Widely shared patterns of behaviour and ways of acting/interacting Sequences of events over time Role Accomplish the work of the organization Infuse and shape the way work is conducted by influencing how individuals and groups behave Alter the scale, character, and identity of the organization Major Categories Operational and administrative Individual and interpersonal Autonomous and induced, incremental and revolutionary Examples New product development, order fulfilment, strategic planning Decision making, communication, organizational learning Creation, growth, transformation, decline
- 6. The organizational process consists of five steps 04/08/2017 6 fousimohd76@gmail.com
- 7. Review plans and objectives § Objectives are the specific activities that must be completed to achieve goals. § Plans shape the activities needed to reach those goals. § Managers must examine plans initially and continue to do so as plans change and new goals are developed. 04/08/2017 7 fousimohd76@gmail.com
- 8. Determine the work activities necessary to accomplish objectives Although this task may seem overwhelming to some managers, it doesn't need to be. Managers simply list and analyse all the tasks that need to be accomplished in order to reach organizational goals. 04/08/2017 8 fousimohd76@gmail.com
- 9. Classify and group the necessary work activities into manageable units. § A manager can group activities based on four models of departmentalization: functional, geographical, product, and customer 04/08/2017 9 fousimohd76@gmail.com
- 10. Assign activities and delegate authority § Managers assign the defined work activities to specific individuals. § Also, they give each individual the authority (right) to carry out the assigned tasks 04/08/2017 10 fousimohd76@gmail.com