EDUCATION FOR EDUCATORS IS MOST IMPORTANT FOR DEVELOPING EFFECTIVE EDUCATION SYSTEM.THIS PRESENTATION SHOWS THE CURRENT SCENARIO OF TEACHER EDUCATION IN INDIA.
This PPT aims provide knowledge and understanding to the Learner about Educational Management, Important of Educational Management, Nature of Educational Management, Scope of Educational Management, Model of Educational Management, Strategies of Educational Management, Process of Educational Management, Challenges of Educational Management, Functions of Educational Management and so on.
EDUCATION FOR EDUCATORS IS MOST IMPORTANT FOR DEVELOPING EFFECTIVE EDUCATION SYSTEM.THIS PRESENTATION SHOWS THE CURRENT SCENARIO OF TEACHER EDUCATION IN INDIA.
This PPT aims provide knowledge and understanding to the Learner about Educational Management, Important of Educational Management, Nature of Educational Management, Scope of Educational Management, Model of Educational Management, Strategies of Educational Management, Process of Educational Management, Challenges of Educational Management, Functions of Educational Management and so on.
Meaning of Educational Management
Management is the process of planning, organising, directing, controlling and evaluating to accompish predetermined objectives of an institution through coordinated use of human and material resources.
Management is the Art/Science of:-
Getting work done.
With the help of other people
Within the given budget
Within the given deadlines
Educational planning
Educational planning, is the application of rational, systematic analysis to the process of educational development with the aim of making education more effective and efficient in responding to the needs and goals of its students and society.
School Accreditation : Meaning, Criteria and BenefitsMIT
The goal of the accreditation system is to ensure that education provided by schools meets acceptable levels of quality. In this presentation. meaning of accreditation, Benefits of accreditation, and criteria of accreditation are discussed.
Universalization of Secondary Education in Indiarajib saha
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
Head Teacher and School Management, Teaching and Non Teaching Staff Duties an...Birendra Shrestha
Head Teacher and School Management, Teaching and Non Teaching Staff Duties and Responsibilities
Prepared as a student of Masters in Educational Planning and Management
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
Meaning of Educational Management
Management is the process of planning, organising, directing, controlling and evaluating to accompish predetermined objectives of an institution through coordinated use of human and material resources.
Management is the Art/Science of:-
Getting work done.
With the help of other people
Within the given budget
Within the given deadlines
Educational planning
Educational planning, is the application of rational, systematic analysis to the process of educational development with the aim of making education more effective and efficient in responding to the needs and goals of its students and society.
School Accreditation : Meaning, Criteria and BenefitsMIT
The goal of the accreditation system is to ensure that education provided by schools meets acceptable levels of quality. In this presentation. meaning of accreditation, Benefits of accreditation, and criteria of accreditation are discussed.
Universalization of Secondary Education in Indiarajib saha
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
Head Teacher and School Management, Teaching and Non Teaching Staff Duties an...Birendra Shrestha
Head Teacher and School Management, Teaching and Non Teaching Staff Duties and Responsibilities
Prepared as a student of Masters in Educational Planning and Management
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
Education of Gifted Children remains one of the most neglected area of our Education System. The rapid progress of Science, Technology & Research has clearly highlighted it's need & importance. This Presentation intends to create general awareness about Giftedness among Parents, Teachers & Administrators of Schools.
This Presentation is prepared as a supplementary tool for Quantitative Evaluation of Headmaster & Teachers of schools. There is no separate proforma for evaluating the Performance of a Headmaster which is such an important development tool for an Educational Organization.
People often get confused with some of the concepts used in Education. This Presentation is an attempt for the stakeholders to understand clearly & apply correctly the various educational terminologies.
With Disasters (natural or man-made) happening across the world, it will be advisable for the Schools to be prepared with their emergency response systems. This Presentation aims at helping the schools set up their Disaster Management framework.
Evaluating the performance of teachers is one of the most important tool which can make a substantial difference & contribute to the overall quality & performance of the School.
Meetings are an integral function of any organization / School. The effective conduct of meetings result in higher productivity, increases accountability, promotes inclusion, facilitates creative thinking & innovations & a shared sense of purpose.
Questions whether used in classroom teaching or for oral / written Examination, are the most important tool for effective teaching & learning. Teachers are expected to have mastery over framing questions.
A Presentation giving details of the Govt. Merit Scholarship Examination for students of std.5th & 8th studying in the recognized schools of Maharashtra State - India
This PPT explains the different aspects of School Leadership with respect to their types, qualities, skills, expectations, challenges & possible solutions with self assessment of the Leadership style.
This PPT is prepared to clarify the roles of different Committees in Management of Schools in Maharashtra. The various regulatory provisions for each committee is also mentioned with their composition & Functions.
The theory of multiple intelligences enjoys considerable popularity with educators. Many teachers utilize multiple intelligences in their teaching philosophies and work to integrate Gardner’s theory into the classroom.
Maharashtra State Council for Educational Research &Technology-MSCERT,Pune has devised a new Evaluation System for stds.I to VIII w.e.f. 2010-2011.This PPT is prepared for explaining the new procedure to the stakeholders.
A new evaluation system for std. 1 to 8 called Continuous Comprehensive Evaluation has been introduced in the state of Maharashtra-India from 20-08-2010.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. At the end of this Session you will know:
• What is a School Development Plan (SDP)?
• Objectives of SDP
• Regulatory provisions of SDP
• Stakeholders Of SDP
• Dimensions Of SDP
• How to devise SDP?
• How to begin for SDP?
• Preparing SDP
• A sample SWOT Analysis
• A sample SDP
• Challenges of SDP
2
3. SCHOOL DEVELOPEMENT PLAN
INTRODUCTION:
• All schools want their students to succeed. But schools can only make a
lasting difference when they focus on specific goals and strategies for the
change.
• School development planning is a process through which schools set
goals for improvement and make decisions about how and when these
goals will be achieved.
• The ultimate objective of the process is to improve student achievement
levels by enhancing the way curriculum is delivered, by creating a positive
environment for learning, and by increasing the degree to which parents
are involved in their children’s learning at school and in the home.
3
4. What is a School Development Plan?
• ‘School Development Plan’, may be called a ‘School Improvement
Plan’ or the ‘Future Action Plan’.
• SDP is a high-level strategic planning document covering all the
school’s activities over a period of two or three years.
• It is a road map that sets out the changes a school needs to make
to improve the level of student achievement, and shows how and
when these changes will be made.
• There is no prescribed format for the plan. Every School may design
their own as per the need.
• SDP will show the quality of the School’s leadership and direction.
4
5. Objectives Of SDP
• The purpose of a School Improvement Plan is to build a school's
capacity for continuous advancement toward the goal of all students’
achievement.
• SDP helps principals, teachers, and school authorities answer the
questions, “Where Are we?” & “ Where we want to reach?”
• It also brings clarity to the short term & long term goals, areas to
focus by setting priorities and specific, measurable, attainable, result
oriented, time bound (SMART) goals.
• School Development Plan is a Statutory requirement.
5
6. Regulatory Provisions
The matters regarding School Development Plan are set out in the
……………………….
RTE Act -2009
RTE Rules 2010 (Govt. of India)
RTE Rules 11th October 2011( Govt. of Maharashtra)
GR dated 17th june 2010 ( Govt. of Maharashtra)
6
7. SCHOOL MANAGEMENT COMMITTEE in RTE Act 2009
Section 21 (1)
A School, other than a school specified in sub clause (iv) of clause (n)
of section 2, (unaided schools) shall constitute a School Management
Committee consisting of the elected representatives of local authority,
parents & guardians of children admitted in such school & Teachers.
As per RTE act Amendment dated 20th June 2012 in Section 21:
“Provided that the School Management Committee in respect of a
school established & administered by minority (religious or linguistic)
shall perform advisory function only”
7
8. “School Development Plan “ in RTE Act 2009
Section 22
• (1) Every School Management Committee constituted under sub
section (1) of section 21,shall prepare a School Development Plan, in
such manner as may be prescribed.
• (2) The School Development Plan so prepared under sub section (1)
shall be the basis for the plan & grants to be made by the
appropriate government & local authority as the case may be.
8
9. SCHOOL DEVELOPMENT PLAN in RTE Rules 2011-
Govt. Of Maharashtra
14.Preparation of School Development Plan for the purpose of section 22.
(1) The School Management Committee shall prepare a School Development Plan at least three months before the end of the financial year
in which it is first constituted under the Act.
(2) The School Development Plan shall be a three-year plan comprising of three annual sub-plans.
(3) The School Development Plan shall contain the following details, –
• (a) estimates of class-wise enrolment for each year;
• (b) requirement, over the three-year period, of the number of additional teachers, including Head Teachers, subject teachers and part
time teachers besides other appointments, separately for Standards I to V and standards VI to VIII, calculated, with reference to the norms
specified in the Schedule to the said Act;
• (c) requirement of additional infrastructure and equipment over the three-year period, calculated and updated, with reference to the
norms and standards specified in the Schedule;
• (d) additional financial requirement over the three-year period, year-wise, in respect of clauses (b) and (c) above, including additional
requirement for providing special training facility specified in section 4, entitlements of children such as free text-books and uniforms, and
any other additional financial requirement for fulfilling the responsibilities of the school, under the Act;
• (e) requirement of additional teachers for the reason of special training arrangement for out-of-school children, periods of teachers
extended long leave, maternity leave, special leave, concessions, etc;
• (f) educational rehabilitation arrangements for children from the weaker sections, disadvantaged sections and children with disabilities.
(4) The School Development Plan shall be signed by the Chairperson or Vice Chairperson and Member-Secretary of the School Management
Committee and submitted to the Local Authority before the end of the financial year in which it is to be prepared.
9
11. STAKEHOLDERS OF SDP
• MANAGEMENT
• PRINCIPAL
• TEACHERS
• NON – TEACHING STAFF
• STUDENTS
• PARENTS
• GOVERNMENT
• COMMUNITY
11
12. DIMENSIONS OF A SCHOOL
DEVELOPMENT PLAN
• Physical : Infrastructure, Environment, Safety Measures etc.
• Academic : Curriculum Planning, Teaching Learning Processes,
Evaluation, Co & Extra curricular Activities etc.
• Personnel : Principal, Teachers, Non-teaching, Support staff
• Financial : Means of Financing/Funding, Budgetary allocations,
Capital & Recurring Expenses
• Administrative : Decreasing Enrolment, Communication & Co-
ordination etc.
• Social: PTA, SMC, Alumni association, Community
12
13. How to devise a School Development Plan?
Take action and
review progress (5)
What must we do to
make it happen? (4)
What is our vision for
our school?
(1)
What more do we want
to achieve in 2 to 3
years? (3)
How well, based on
evidence, are we
doing? (2)
Improving
outcomes
for all
pupils(6)
13
14. How do we begin for SDP?
• By forming an internal “school improvement advisory team”
• By doing a SWOT analysis of the School (SWOT analysis is a
study undertaken by an organization to identify its internal
strengths and weaknesses, as well as its external opportunities
and threats)
• Identifying the areas for improvement
• Establishing the priority areas for planning
• Setting goals & targets
• Presenting the above to SMC for further action
14
15. Preparing SDP ( by SMC )
• Preparing an Action Plan
( Input, processes, output, timeline, financials, responsibilities,
evaluation, follow up)
• Get it approved/sanctioned by appropriate authorities
(Management, Education Department etc.)
• Communicating to all stake holders
• Executing / Implementing
• Monitoring / Supervising
15
16. Sample –SWOT ANALYSIS
Strengths Weaknesses
1. Providing Education from Jr. K.G to Std. XII.
2. Large Capacity for exclusive Girls Education.
3. All Female Staff Members.
4. Brand Legacy.
5. Qualified & Dedicated Staff.
6. Excellent Infrastructure.
7. Excellent Academic Results
8. Vision & Goal oriented activities.
9. Focus on all round development of students.
10. Educational links with a U. K.
School (Global School Partnership).
1. Efficient Administration.
2. Achievers Staff & Students.
3. Well placed Alumni.
4. Good Interaction with other
Schools.
1. Continuous self up gradation by staff members.
2. Emphasis on Technology on day-to-day Teaching.
3. Financial support to poor
& deserving students.
1. Participation in inter school activities.
1. Number of pupils more than the capacity.
2. High Pupil-Teacher ratio.
3. Narrow & long entrance passage.
4. Cannot maintain required area per child.
5. Growing percentage of indifferent parents.
6. No playground for sporting activities.
7. No Emergency Exit during Disaster / Crisis
situations.
8. Problems of co-ordination and communication
due to more than one institute and large
number of staff in the campus.
16
17. Sample –SWOT ANALYSIS
Opportunities Threats
1. Rapid favourable changes in the Educational
Scenario / Govt. Policies.
2. Growing demand for Quality Schools / Education.
3. Scope for charging fees in case of un-aided
programmes/projects.
4. Higher Demand for English Education.
5. Govt. support by subsidized
mid-day meal , textbooks,
Teaching Aids, computers etc.
1. R.T.E. / S.S.A. / R.M.S.A.
2. Higher Revised Pay Scale.
3. Meetings/Seminars/Workshops
4. Representation on Academic/Social Committees.
5. Scope for more International Linkages.
1. Coping with the change management.
2. No Govt. Non-Salary Grant since 2004.
3. Scarcity of qualified, skilled manpower.
4. Stiff competition from local English Schools.
5. Ecological / Environmental problems like Water
logging, Traffic, Pollution, Congestion,
Redevelopment etc.
6. Entry of International School System in INDIA.
7. Changing demographic profile of parents.
8. Changing Academic norms/ benchmarks.
9. Growing demand for Admission.
17
18. Sample – School Development Plan
The School improvement team has conducted SWOT analysis(need
assessment) of the school & following areas were suggested.
Physical-(i) Renovation & Painting of school building
(ii) Establish Math Laboratory
(iii) Setting up CCTV cameras
Academic- (i) Improving students’ performance in Marathi
(ii) Inculcating reading habits in students
(iii) Developing Question Banks & Lesson Plans
18
19. Sample – School Development Plan
Personnel- (i) Professional Development programme in soft &
hard skills for Principal & Teachers
(ii) Training workshop for support staff
Social – (i) Increasing Parents’ involvement in students’ learning
(ii) Awareness & guidance activity for PTA & SMC
Financial- : (i) Resource mobilisation activities
(ii) Budgetary allocations for the SDP
Administration - : (i) Declining enrolment
(ii) Organising inter school competitive activities 19
20. Sample 1– School Development Plan
DIMENSION: ACADEMIC
GOAL: short term- Improving performance in Marathi
Long term- Students reading, writing, speaking in Marathi
Timeline: June 2017 to April 2018
Responsibilities: Head, Marathi subject committee, Marathi Teachers
Process/Activities:
• Conduct extra classes before & after school hours
• Arrange short term Marathi speaking courses during holidays & weekends.
• Set up Marathi Club with proper name, logo, office bearers, constitution etc.
• Organise various co & extra curricular activities in Marathi including assemblies, innovative
competitions, cultural programmes , Marathi wallpaper etc.
• Use spoken Marathi software & other digital media including TV programmes. (Contd.)
20
21. Sample 1– School Development Plan
• Setup a Marathi corner in the Library with interesting books,
magazines & newspapers.
• Forms WhatsApp groups where the communication should only be
through Marathi monitored by the Teacher
Finance: Annual budget = approx. Rs. 25,000 (details attached)
Evaluation : (Impact Assessment)
• Conducting short written & oral tests before implementing the
plan.
• Assess the progress at the end of period.
• Feedback of other Teachers & Parents.
21
22. Sample 2 – School Development Plan
DIMENSION : SOCIAL
Goal: short term- Parent’s involvement in school’s activities
Long term - Increasing Parent’s support in students’ learning
Timeline : June 2017 to April 2018
Responsibilities : Principal, Class Teachers, PTA executive committee, SMC
Process/ Activities :
• Organise frequent class-wise Parent’s meetings.
• The school informs parents about curriculum, assessment, and evaluation policies.
• Parents are involved in writing the student’s code of conduct and behaviour policies.
• Teachers and parents discuss student learning and progress.
• Parents are involved & invited to all programmes & should feel welcome in school.
• school should strive to understand its students’ family situations and work with that information
and its own resources to encourage appropriate and workable types of parental involvement.
(Contd.)
22
23. Sample 2 – School Development Plan
• Provide school and classroom volunteer opportunities, where parents can help
teachers, students, administrators, and other parents.
• Provide parents with training for the specific job the school would like them to do.
• Conduct an annual survey to collect information about the talents and interests of
parents in the school community
• Provide ideas and information to parents about how to help students with
homework and other curriculum-related activities, plans, and decisions.
• Form class wise phone groups for daily communication & healthy relationships
monitored by class teacher.
Impact Assessment : No. of parents attending school programmes.
• Feedbacks & analysis of the responses from teachers, students & parents.
• Improved students’ Performance & behaviour.
23
24. CHALLENGES OF SDP
• Lack of awareness & expertise in SMC members
• Lack of initiative by the Leader
• Absence of Professional approach
• No Management support
• Poor Communication
• Paucity of Resources (Physical & Financial)
• Conflict of Objectives
• Indifferent Staff
• Time constraints
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