Professional Documents
Culture Documents
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~ . THE PEOPLE'S
UNIVERSITY
School Education
Indira Gandhi
National Open University
School of Education
Block·
3
SCHOOL MANAGEMENT AND ADMINISTRATION:
MICRO PERSPECTIVES
UNIT 7
Building Vision and Mission for Schools Structure 5
UNITS
Institutional Planning 20
UNIT 9
Implementation Institutional Plan 32
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EXPERT COMMITTEE
Prof. B.N. Koul Prof. Neerja Shukla
Former PVC, IGNOU NCERT
New Delhi
Prof. C.R.K. Murthy
STRIDE, IGNOU Prof. Nalini Juneja
NUEPA
Prof. Kalpana Mishra New Delhi
Director, Planning Division, IGNOU
Dr. Sailja
Prof. O. Natesan Dept. of Education
Head (Education), Distance Education Delhi University, Delhi
Karnaraj University, Madurai, Tarnil Nadu
Dr. Savita Kaushal
Prof. S.Y. Shah NUEPA
Group of Adult Education' New Delhi
School of Social Sciences, JNU, New Delhi
Content Editing
Prof. GL. Arora, Former Director (SCERT) and Head of the Department, NCERT, New Delhi.
,
Language Editing
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Course Coordinator
Dr. Vandana Singh, Asstt. Professor, SOE, IGNOU, New Delhi.
PRODUCTION
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Director Asstt. Registrar (Pub.) Section Officer (Pub.)
School of Education School of Education School of Education
IGNOU, New Delhi IGNOU, New Delhi IGNOU, New Delhi
February, 2011
© Indira Gandhi National Open University, 2011
ISBN :978-81-266-5237-2
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BLOCK 3 SCHOOL MANAGEMENT AND
ADMINISTRATION: MICRO
PERSPECTIVES
Block Introduction
Schools that dedicate themselves to systematic, collaborative problem-solving can
"continually" develop and implement new ideas, thereby not just improving but transforming
themselves. And such schools which are constantly improving become as 'learning
organisations' . It is important that the goals of becoming a learning organisation must
penetrate down to the classroom and influence the work of the teacher, which can be
done only with a well-defined mission statement in collaboration with school. This block
of the course helps you in importance of having correct vision and mission statements
and also it provides you an understanding the role of proper institutional planning can
help in maximizing the output of the schools.
The first unit of the block, we have tried to explore the concept of the school as a
learning organization and -the facets of an organization and its people. In this unit, the
nature of the vision statement for a learning organization has also been discussed and it
also 'suggested the strategies to translate it into action.
The next unit of the block, talks about the important step in the process of educational
planning which is institutional planning. It acts as an instrument for articulating the
institution's vision for its continuous development and improvement. The role of
administrators, principal, teachers and students has been explored in the preparation of
the institutional plan.
The last unit of the block is on 'Implementation of Institutional Plan' which strengthen
the fact that the good plan by itself will not achieve the objectives, unless it is implemented
effectively. It reinforces the requirement of coordinating the efforts of different
stakeholders involved and proper mobilization and utilization of all available resources.
UNIT 7 BUILDING VISION AND MISSION
FOR SCHOOLS STRUCTURE
Structure
7.1 Introduction
7.2 Objectives
7.3 School as an Organisation
7.4 Need for the Vision and Mission of an Organisation
7.5 The Learning Organisation
7.5.1 Components of the Learning Organisation
7.1 INTRODUCTION
Every school has a vision and many also have a statement of its mission and values.
But most of the times, when you ask teachers to discuss how these statements impact
on their work; they look at you in disbelief? This is because, most often you will find
these statements written in very abstract terms but it order to permeate them to the
lowest level of the organization, it is important to interpret ,them in a very specific
ways.
You would agree that for any organization to grow it is important that it becomes a
learning organistion. According to some theorists, schools that dedicate themselves to
systematic, collaborative problem-solving can "continually" develop and implement
new ideas, thereby not just improving but transforming themselves, Most of the schools
probably fail to nurture and sustain new ideas because they don't function as'learning
organisations '. In this unit, we will be exploring the concept of the school as a learning
organization and the facets of an organization and its people, which make it one and
also we will discuss the vision of such a learning organization and the strategies to
translate it into action ..
7.2 OBJECTIVES
After going through this unit, you will be able to:
• understand the importance of the vision of a school as a learning organisation
• explain how school is a learning organization
• describe the five disciplines of a learning organization
• identify the characteristic features of each discipline
5
School Management and • apply the disciplines of a learning organization to the functioning of a school
Administration:
Micro Perspectives • discuss the role of a leader in building a learning organization
• explain the issues that leaders fac~ in building a learning organization
The role of School leaders (principals) here becomes very. important; he/she has to
develop a clear, educationally focused vision and a well-defined mission statement in
collaboration with school. Let us try and understand the meaning of both the terms.
Bennis and Nanus (1986, p. 89), two of the classic writers on leadership, describe
how vision functions:
"To choose a direction, a leader must first have developed a mental image of a possible
and desirable future state of the organization. This image, which we call a vision, may
be as vague as a dream or as precise as a goal or mission statement. The critical point
is that a vision articulates a view of a realistic, credible, attractive future for the
organization, a condition that is better in some important ways than what now exists."
~~~~~~cl~h~an~cl~~~~
and should become. It is deeply embedded in values, hopes, and dreams. You can say
that the mission statement of the school is generally taken from the broad goals of
education. The mission statement, is more specific and often defmes what the school
is trying to accomplish and for whom. It can be developed from the vision itself.
Most school administrators must understand that a vision statement is no more than a
collection of words but it enhances trust; builds teacher commitment, human capital,
and social capital and affects student learning. Therefore, it is important to strengthen
the processes (teaching and learning), which has actually created these vision and
mission statements. Effective principals recognise that for materializing this, one need
to provide an opportunity to empower teachers, to discuss and understand teacher
values and motivation and to develop trust and social capital.
• a compelling picture or image of what the school can become in the future.
• Feasible and attainable.
• connected to and articulates deeper values and hopes for the future.
• can be translated into actions and plans that are implementable.
• can be easily regularly communicated.
While developing a mission statement, leaders need to:
• understand the culture of the School.
• value their teachers and promote their Professional Growth.
• extend and express what you value.
• promote collaboration: Not competition. <r :
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2. List the characteristics of the vision of an organisation .
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results they truly desire, where new and expansive patterns of thinking are
nurtured, where collective aspiration is set free, and where people are continually
learning to see the-whole together."
The basic rationale for such organizations is that in situations of rapid change, only
those that are flexible, adaptive and productive will excel. For this to happen,
organizations need to 'discover how to tap people's commitment and capacity to learn
at all levels '
For Peter Senge, real learning gets to the heart of what it is to be human. We become
able to re-create ourselves. This applies to both individuals and organizations. Thus,
for a 'learning organization it is not enough to survive. Survival learning or what is
more often termed adaptive learning is important - indeed it is necessary. But for a
learning organization, adaptive learning must be joined by generative learning,
learning that enhances our capacity to create'
8 • Essences: the state of being those with high levels of mastery in the disciplin
In addition people as agents are able to act upon the structures and systems of which Building Vision and Mission
they are a part. All the disciplines are, 'concerned with a shift of mind from seeing for Schools Structure
parts to seeing wholes, from seeing people as helpless reactors to seeing them as
active participants in shaping their reality, from reacting to the present to creating the
future'. We will now examine the disciplines.
10
(iii) Mental Models Building Vision and Mission
for Schools Structure
These are deeply ingrained assumptions, generalizations, or even pictures and
images that influence how we understand the world and how we take action. We-
are often not that aware of the impact of such assumptions etc. on our behaviour -
and, thus, a fundamental part of our task is to develop the ability to reflect-in- and -on-
action.
The discipline of mental models starts with turning the mirror inward; learning to
unearth our internal pictures·of the world, to bring them to the surface and hold them
rigorously to scrutiny. It also includes the ability to carry on 'learningful'
'conversations' that balance inquiry - where people expose their own thinking
effectively - and advocacy - making that thinking open to the influence of others.
If organizations are to develop a capacity to work with mental models then it will be
necessary for people to learn new skills and develop new orientations, and for there to
be institutional changes that foster such change. Entrenched mental models thwart
. changes that could come from systems thinking. Moving the organization in the right
direction entails working to transcend the sorts of internal politics arid game playing
that dominate traditional organizations. In other words it means fostering openness. It
also involves seeking to distribute workload responsibly far more widely while retaining
coordination and control. Learning organizations are localized organizations.
.11
School Management and
Administration: Check Your Progress
, .;::
Micro Perspectives
Note: (a) Write answer in the space given below.
(b) Compare your answer with those given at the end of the unit.
3, Write features of the systems thinking discipline of learning organization .
•••............. '.11 .
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5. How do you propose to achieve your personal vision as a school leader?
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change and will be gone in a few years, leaving a chart here, a database there, and a Building Vision and Mission'
good deal of cynicism in its wake. for Schools Structure
The LO school spends long hours in dialogue and reflection, both individual and group,
in developing a shared vision for the school. It takes into account the perspectives of
all the groups, personal goals and ideas of the individuals, providing a common mission
that guides the short and long term planning and functioning of the school. This is not
a static vision. It grows and evolves with the people who are members. The cornerstone
.of the successful learning organization is the ability to repeatedly become. Schools,
like other organizations-have to respond to rapid and continual change in the world.
13
School Management and
Administration: 7. Explain how team learning is related to learning organization?
Micro Perspectives
Peter Senge argues that learning organizations require a new view of leadership. He
sees the traditional view of leaders (as special people who set the direction, make key
decisions and energize the troops as deriving from a deeply individualistic and non-
systemic worldview); At its centre the traditional view of leadership, 'is based on
assumptions of people's powerlessness, their lack of personal vision and inability to
master the forces of change, deficits which can be remedied only by a few great
leaders'. Against this traditional view he sets a 'new' view of leadership that centres
on 'subtler and more important tasks'.
In a learning organization, leaders are designers, stewards and teachers. They are
responsible for building organizations where people continually expand their capabilities
to understand complexity, clarify vision, and improve shared mental models - that is
they are responsible for learning .... Learning organizations will remain a 'good idea' ...
until people take a stand for building such organizations. Taking this stand is the first
leadership act, the start of inspiring (literally 'to breathe life into') the vision of the
learning organization.
Here we will look at the three aspects of leadership that Senge identifies.
14
vision and to change their own where necessary. Telling the story in this way allows Building Vision and Mission
others to be involved and to help develop a vision that is both individual and shared. for Schools Structure
• events,
• patterns .of behaviour,
• systemic structures and
• the purpose story.
By and large most managers and leaders tend to focus on the first two of these levels
(and under their influence organizations do likewise). Leaders in learning organizations
attend to all four, 'but focus predominantly on purpose and systemic structure. Moreover
they "teach" people throughout the organization to do likewise. This allows them to
see 'the big picture' and to appreciate the structural forces that condition behaviour.
By attending to purpose, leaders can cultivate an understanding of what the organization
(and its members) are seeking to become. One of the issues here is that leaders often
have strengths in one or two of the areas but are unable, for example, to develop
systemic understanding. A key to success is being able to conceptualize in sights so
that they become public knowledge, 'open to challenge and further improvement'.
Such leaders help people develop systemic understandings throughout the organization.
Leader as teacher is not about teaching people how to achieve their vision. It is
about fostering learning, for everyone. Accepting this responsibility is the antidote to
one of the most common downfalls of otherwise gifted teachers - losing their
commitment to the truth.
Leaders have to create and manage creative tension - especially around the gap
between vision and reality. Mastery of such tension allows for a fundamental shift. It
enables the leader to see the truth in changing situations.
9. What steps that you as a leader will take to build your school as a learning
organization?
15
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School Management and
Adminlstrationt 7.7 ISSUES AND PROBLEMS
Micro Perspectives
The most appropriate question in respect of this theory is whether it fosters praxis -
informed, committed action on the part of those it is aimed at? This is an especially
pertinent question as Peter Senge looks to promote a more holistic vision of organizations
and the lives of people within them. Here we focus on three aspects. We start with
the organization.
;
16
. .
The process of exploring one's performance, personality and fundamental aims in life Building Vision and Mission
is a daunting task for most people. To do it, we need considerable support; and the for Schools Structure
motivation to carry the task through some very uncomfortable periods, It calls for the
integration of different aspects of our lives and experiences. There is, here, a
straightforward question concerning the vision - will people want to sign up to it? To '
make sense of the sorts of experiences generated and explored in a fully functioning
'learning organization' there needs to be 'spiritual growth' and the ability to locate
these within some sort of framework of commitment. Thus, as employees, we are not
simply asked to do our jobs and to get paid. We are also requested to join in something
bigger. Isn't it a pity that many of us may just want to earn a living!
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School Management and generative learning. However revolutionary and insightful the concept, it is a matter
Administration: of regret that many schools have not endeavored to apply it and have. remained geared
Micro Perspectives
to the quick fix. The emphases on building a shared vision, team working, personal
mastery and the development of more sophisticated mental models and the way the
notion of dialogue runs through these has the potential of allowing workplaces to be
more congenial and creative. The drawing together of the elements via the Fifth
Discipline of systemic thinking, while not being to everyone's taste, also allows us to
approach a more holistic understanding of organizational life.
7.9 UNITENDEXCERCISE
1. Compile the mission and vision statements of some schools, and find out how
these statements are suitable in respect of a school as an learning organization.
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Building Vision and Mission .
7.11 SUGGUESTED READINGS for Schools Structure .
Bennis, W.G., & Nanus, B. (1985). Leaders: Strategies for taking charge. New
York, NY: Harper and Row, Publishers
Block, P., (1993). Stewardship Choosing service over self-interest, San Francisco:
Berrett Kochler.
Day, C., (1999). Developing teachers. London: Falmer press.
Fullan, M.G., (1993). Change Forces: Probing the depths of educational reform,
. Bristol, PA: Falmer.
Heifetz, R.A., (1994). Leadership without Easy Answers, Cambridge, Mass: Belknap
Press.
Klein, N., (2001). No Logo, London: Flamingo.
Senge, Peter, (1990). The Fifth Discipline. The art and practice of the Learning
• Organisation - London: Random House.
Van Manrik, J., (2001). Writers on Leadership, London: Penguin.
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UNITS INSTITUTIONAL PLANNING
Structure
8.1 Introduction
8.2 Objectives
8.3 Meaning of an Institutional Plan
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8.3.1 Characteristics of Institutional Plan
8.4 Need for Institutional Planning
8.5 Development of Institutional Plan
8.5.1 Implementation for institutional plan
8.6 Role of Administrators in Institutional Planning
, 8.7 Role of Principal in Institutional Planning
8.8 Role of Teachers in Institutional Planning
8.9 Measures to Strengthen Institutional Planning
8.10 Let Us Sum Up
8.11 Unit End Exercises
8.12 Answers to Check Your Progress .'
8.13 Suggested Readings
8.1 INTRODUCTION
A large number of schools in India have a system of planning their yearly programmes.
Teachers involvement is there in the form of participation in seminar organized in
school. On the basis of feedback received from these seminars, schools under the
leadership of Principals make final draft of School Plan for Coming year. They also
consider previous year plan for assessing the performance of various processes
conducted by school and also discuss the new innovative programmes for the coming
year. Sometimes, management also invites experts from the area to give suggestions
for further improvement. This is a common practice in school but there is need to
make it more scientific in nature, They have to consider the resources available with
them and with additional responsibilities how they can utilize the available resources
and on the other -hand they have to find out requirements for new resources for
getting work done during the year. The process of educational planning on one hand
should embrace the whole country; an other hand it should treat each institution as an
individual utility, which in its turn, should be able to regard every child as an individual
with his own needs and aspirations. In the previous unit, you understood about having
a clear vision statement for schools. The clear statement also helps in better institutional
planning. In this unit, you will discuss the meaning of instituonal planning and the role
of various stakeholders in planning and implementing the institutional plan.
8.2 OBJECTIVES
After going through this unit, you will be able to:
• define an institutional plan;
•
• state the characteristics of JO institutional plan;
• explain the importance of institutional planning;
20
• describe the role of administrators, principals and teachers in institutional plan- Institutional Planning
ning; and
• discuss the measure to strength the institutional planning.
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, School Management and the budgeting and planning process. In higher education system of developed
Administration: countries there are centres of Institutional Research and Planning, which con-
Micro Perspectives
duct surveys relevant to student development and priorities in consortium with
allied colleges around the country. The surveys include students as well as par-
ents. These surveys are conducted regularly. This type of research activities are
also required at school level here in India because the quality of primary schools
are deteriorating day by day- schemes are there but implementation of there
schemes and programmes are not effective. This condition of detoriating quality
shows that proper utilization of resources is lacking which can be improved through
institutional planning because one of the major purposes of planning is to assess
the activities of school, improve the conditions and maintain regular checks and
control in the processes.
These-surveys, namely, the survey of the human and material resources available in
the school as well as in the community would provide the pool from which the teachers
can draw while planning improvement programmes for the needs/problems/areas of
improvement arrived at by them earlier.
With the survey of the needs/problems/areas or improvement and also the survey of
resources, the next step is to take up those areas of improvement which ~e feasible
and for which there is readiness on the part of staff. Care should be taken that all
teachers who are entrusted implementation of improvement prog~,amme~ should be
involved in planning the programmes. Again, there is no need to wait till all the teachers
agree to take up improvement programmes. Whenever attempts are made to bring
about change, there is initial resistance by large majority of teachers. The leadership
of the Principal expresses itself in overcoming the resistance and brin:ging a large .
majority of teachers to the programmes of improvement, when different teachers
have decided different areas of improvement. They would require help in devising
appropriate programmes and planning the same. It is here that the improvement
programmes will take a form of series of individual or group projects. The same
procedure that is followed in preparing a developmental project or an experimental
project should be followed here. All the projects put together will form the improvement
programme for the school, depending the nature and the number of areas of
improvement, the entire improvement programme could be phased Qut in such a way
that in the initial stage short-term projects are taken up by teachers wh~ are new to
such procedures and long term projects are taken up by teacher groups or competent
teachers individually. Here they have to list the resources which are available, the
resources which can be made available from the. normal' yearly grant of the school,
and resources which could be secured through community efforts. There is no harm
in including those projects in the total plan of iII?-provementfor which the school staff
" 25
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School Management and feels more resources will be required which can be obtained only through Government
Administration: or from the management. But these projects will not receive the priority.
Micro Perspectives
While planning the projects a list of the in-service education needs of the teachers
should be prepared as far as possible giving the specific item of contents for which in-
service education requires to be organized.
Every project plan will include the objectives, the present position, the improvement
sought, improvement programme, the evaluation, the resources required and the time
target. All the projects put together will form the institutional improvement plan. The
evaluation of individual project followed by the overall evaluation of the total programme
should be planned out in detail. An institutional plan is never rigid. Depending upon the
• Securing Space
• Get approved building plan (if you would like to build new rooms)
26 • Recruit one expert (give opportunity to one who is already there)
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(ii) Time Allocation: Each task should be paired with an appropriate time frame for Institutional Plannh
completion. You should be aggressive but reasonable with your timeallocation in order
to ensure not just completion but competent work. For assistance in time scale, use a
program such as project evaluation review technique (PERT), which is a helpful tool,
to show how long it will take to complete different tasks and in what order the task
should be finished.
(ill) Progress: As a member of your management team, you need to be in charge of
monitoring each task progress and the completion percentage of each objective. When
delay occurs try to get to the root of the problem, who is responsible for this delay? Is
he/she required to handle too many responsibilities? If the third party bank, or supplier
fail to hold up to its end of the deal adjust your plan chart accordingly and appropriately
to account for delay and make a note of delay with reason for it.
Institutional planning is mainly 'the responsibility of the head of institution, but co-
ordination and support is required from all the levels for achieving the target in time.
There should good linkages between state level plan and institutional plan. The logic of
institutional planning very much depends on synthesis between institutional plan and
education sector plan of that state. In other words we can say thatit is the lowest
level plan and this should be successful if it has meaningful synthesis with the district
and state level plan.
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8.7 ROLEOFSCHOOLPRINCIPALIN
INSTITUTIONAL PLANNING
The concept of Institutional Planning is totally based an efficient resource utilization.
Principal of the school plays vital role in institutional planning, as a good principal, it is
his/her responsibility to analyse the situation with the help of teachers, to assess the
requirement and build consensus among the staff members to change the situation.
This is the responsibility of the principal to maintain a culture of co-operation among
staff members and avoide high ambitions and high hopes of staff which will lead to
dissatisfaction among staff members. So, we can say that the principal is a resource
allocator than maker and also helps in generating co-operation and co-ordination in the
efforts of his/her team, role of a principal is vital and effectiveness of plans depend
solely on himlher.
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are some measures to strengthen it. Firstly, the links between area planning and Institutional Planning
institutional planning must be articulated. Wherever identifiable, the one-to-one
relationship may by formalized.
Secondly, the mutually supportive aspects of area planning and instructional planning
may be highlighted and reinforced. Academic complexes, private institutions and
coordinating bodies may be fully encouraged in this regard.
Thirdly, diagnostic and comparative studies of institutional planning which identify good
institutions and detail their practices, and separate the "special" and "general" factors
accounting for their good performance should be made and publicized. There are
several such case studies in UK vide UK department of Education and Science (1979)
. and USA vide Sizer (1984); India does not lack such examples and anecdotal
evidence is available 'but there are \no documented case studies. Such studies
should be commissioned and widely disseminated. NCERT through ERIC has the
potential to do so.
Fourthly, there should be networking arrangements between such good institutions.
Fifthly, the school complex idea should be consciously fostered to upgrade bad schools
as was done in the rapport-based model studied by Singhal.
Sixthly, indicators should be developed to measure improvement in school performance
through conscious practice of institutional planning. This should be the logical next
step to the broad classificatory scheme suggested by the Education Commission.
Seventhly, in addition to institution specific financial incentives by way of special
"development grants" as suggested by J.P. Naik , a scheme of incentives by way of
social recognition of outstanding practitioners/leaders of institutional planning (both
institutions and individuals) over a sustained period of not less than five years by grant
of awards may be initiated.
Lastly, the institutional planning is an exercise, in the first instance, to optimize non
monetary resources, non-resort thereto can be considered as an avoidable waste.
Therefore, the desirability of penalizing those institutions which fail to practice
institutional planning by withholding normal grants could also be legitimately considered.
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School Management and is required. More and more involvement of all groups is required for maximum
Administration: satisfaction of the staff, which should be the first and important objective of any
Micro Perspectives
institution. Supervisory role of principal can provide opportunity to principal to assess
the need for improvement. And it will also help in effective implementation of any
policy and programmes. .
In developmental plans, Principal has a major responsibility because it is he who has to
arrange, funds for the in implementation of the plan. A project should be viewed as a
part of educational system as a whole. It is placed in the context of a national system
of education with certain goals, patterns and trends. Two basic principles may be
derived from this fact: balance and innovation. There is enough scope for improvement
with available resources. The developmental plans should be made in a manner that
demands of the school get recognized and supported by the administrators at higher of
that level. If we desire for quality, grass root planning is must for effective utilization
of resources.
Drucker, P.F (1954): The Practices of Management Harper & Row, New Yark.
Morphet et el (1961) Educational Administration Prentice Hall, Englewood Cliffs
New Jersey.
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• mutually supportive aspects area planning and instructional planning may be Institutional Planning
highlighted and reinforced
• diagnostic and comparative studies of institutional planning
• .' networking arrangements between national institutions.
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UNIT 9 IMPLEMENTATION OF
INSTITUTIONAL PLAN
Structure
9.1 Introduction
9.2 Objectives
9.3 Making an Institutional Plan
9.4 Different Aspects of School Management
9.5 Types of School Resources
9.6 Management of School Resources
9.6.l Management of Human Resources
9.6.2 Management of Physical Resources
9.6.3 Management of Financial Resources
9.6.4 Management of Teaching-Learning Process
9.1 INTRODUCTION
In the previous uti:'. "re learnt that institutional planning is like the blue-print of
an architect for effective a,.ni-: -~--- ~+ the goals and objectives of an institution. Its
--<
preparation is not done aloe ' out with the !Jelp of the administration and the School
Board, in conjunction with faculty and staff, which is then reviewed by the public,
approved by the Principal, sanctioned by the Board, and finally it is ready to be used
by the school as a means of charting and ensuring progress.
A good plan by itself will not achieve the objectives, unless it is implemented effectively.
This requires coordination of the efforts of different people involved and proper
mobilization and utilization of all available resources. In this unit; you will learn about
the implementation of institutional planning. We will discuss how different aspects of
the institutions could be managed in order to have proper implementation of the
institutional plan.
32
Implementation
9.2 OBJECTIVES Institutional Plan
/ \
:hool Management and Each stage of the implementation needs to be worked out. One useful way of doing
:lministration: this is to use network analysis. This involves writing down the major 'events' in the
icro Perspectives
plan. These are activities which happen at a point in time, such as the following:
• publication of a discussion paper outlining problems which need to be tackled
• a meeting to discuss the paper with a group of staff
• agreement about some action .
This will provide material to start the analysis. The next task is to set out on paper a
number of circles divided across the centre. An event is written in the top half of each
circle and the bottom part gives the earliest and latest date by which each event might
take place.
Between the events, there will be action, sometimes several different actions running
concurrently. Actions are represented by lines joining the events. These should be
entered before the dates are set because the amount of time needed will depend upon
how much there is to be done between events.
Publish
discussion paper
Arrangemeeting
Earliest Latest
date date
Lastly, the dates should be entered which may be left until the whole institutional plan
is brought together so that different parts of it can be planned in sequence, but proposed
dates should be entered on the network. Dates may then need to be modified so that
not too much is taking place at the same time with the same people.
Each part of the programme needs to be the responsibility of individuals or groups. It
_ should be quite clear what each person is expected to do. It is essential to know what
the plans suggested will cost andre-draw them until they are within the budget. It may
be helpful to groups to be given a target sum for their planning with the possibility of
~ negotiating for more if it seems necessary. This will help all teachers to be aware of
the school finances.
Another important concern in a plan is time involved. A plan is realistic if time is
considered in planning process. A substitute teacher may be provided for a teacher
who is involved in the planning process.
Evaluation shouk' 1'1mqVS be considered at the planning stage. The following should be
decided:
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broad aspects of the school management are shown the figure 9.2 as given below. As Implementation
the figure depicts, these are four aspects which includes government, school leaders, Institutional Plan
staff and community. There is need to develop competencies among school leaders,
so that they can manage the schools. Second, leaders, need to find the appropriate
ways of managing the resources within their schools. Third, their relationship to
administrative and government bodies outside the school needs to be resolved. And
last but not least, modem school management must entail the management of many
relationships beyond the school i.e. community.
The School
Business
Community
Parents 4 4
<===> <===>
Other Schools
2 <===> 2
Students, Staff, Resources, Knowledge
Management would mean to manage all aspects like manpower, material resources,
etc. The purpose is to best use the resources that we have and what more others that
we could manage to have. As a whole when we do things in systematic ways - there
is management. It is responsibility of the Principal to delegate responsibility for subject,
cross-curricular and age-phase matters to other members of staff while retaining for
themselves the responsibility ,of coordinating a range of activities and the deployment
and overall development of staff.
It is the responsibility of the staff members of the school to reach the goals of the
management. There must be collaborative framework in which each individual member
of staff can benefit from the expertise of others for the increasing the efficiency. For
it to materialize, it is important that work of the members of the school staff team has
to be coordinated through the setting of clear objectives, decisions taken and
implemented, tasks delegated, and effectiveness monitored and evaluated.
35
School Management and
Administration: 2. Define institutional Planning.
Micro Perspectives
Classification of
school Resources
I
I I •
HUMAN- MA1ERIAL F1NANCIAL
The relationship between resources and school outputs is mediated by school context
and processes of social interaction within schools. Contextual variables include the
policy and governance framework within which schools operate, the-locality and
community the school serves, and the characteristics of its students. When schools'
outputs are measured after controlling the pupils' prior attainment and/or family
characteristics and school context, this measure of output is known as "value added."
As far as educational establishments are concerned, the prime concern is how we
share limited finance between the human and material in order to achieve their goals
more effectively? The investment can take the form of maintaining or developing our
existing resources or of acquiring new resources. Investment may also take the form
of buying in goods or services from contractors. The question is, or should be, how do
we invest limited financial resources so as to maximize the benefit to the school?
36
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School Management and There must be organizational efforts to ensure that all stakeholders actively work to
Administration: eliminate waste are ongoing and never ending.
Micro Perspectives
Heads of institutions are responsible for managing the available resources effectively
for producing the desired outcome. In the school context, the major resources are
human, consisting of teachers, students, office staff, parents and the community. In
addition there are physical resources like the school plant that needs to be managed
properly. Another important resource is finance. In the school context, the heads do
not have much access to or control over the finances. There is hardly any reference
to financial management except some financial powers given to the heads.
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The third important requirement is encouragement, recognition and reward for good Implementation
work. As of today, increments are granted to both the performers and non-performers Institutional Plan
alike. Promotion is essentially based on arithmetical calculation of seniority by days
and hours. The entire profession has no incentive, for good work; even the state and
national awards are coloured with political and administrative considerations. The
human resource management will require creating the sense of worthwhileness,
supported by independence and recognition.
Debureaucratization of education should facilitate in achieving these three criteria for
human esource management. Similarly, devolution of power through decentralization
and creating institutional mechanisms for participation of teachers in decision-making
- '--
should also create a sense of worthwhileness. Allowing the market mechanism and
parental involvement should build a soft social accountability of teachers. The current
concept of community participation and Village Education Committees as a policing
system on the local teachers is as risky and dangerous as the current practice of
administrative policing at the district and state levels.
The proposed human resource management through participative processes requires
a sound programme of human resource development as an integral component of-
human resource management. During the last decade and a half, particularly after the
National Policy on Education 1986, there has been a massive emphasis on in-service
training of school teachers. Although there has been a quantum jump in the quantity of
coverage, there is very little qualitative development. The in-service education courses
suffer from the same limitation of a typical theoretical programme. The in-service
education programme does 110tbuild the skills and competencies. It needs to be
thoroughly re-examined with a focus on development of skills and competencies.
The alternative pedagogy to the conventional classroom lectures can comprise
interactive group learning, self-learning, which requires a large amount of management
skills in teachers to organize,
TEACHER
This is a major responsibility of the school heads. There are several aspects like:
• Workload of Teachers
'
This varies from school to school and depends on the level at which the teacher is ,
teaching. The workload also varies in government schools and private aided schools.
In general, teachers have a larger workload in private schools as compared to
government schools. Generally, the usual teaching load per week for teacher is high at
all the levels.
• Daily Attendance
Teacher absenteeism creates problems in the management of teaching. In most cases
the attendance of teachers at all levels is about 90% except in some cases where it
has gone down to 75%. Attendance in private schools is better.
• In-service Training
This is an important area forimproving the quality of teachc, ~: .v keeping them updated.
The teachers in urban areas get more opportunities for training tn: r rural areas.
.» .:
The major problem in deputing teachers for in-service training is the e'"lUption of
teaching work and finding substitute teachers.
• Management of Students
, Several welfare measures have been introduced for students in terms of providing
financial support in the form of scholarships. For example, children of freedom fighters,
physically handicapped, economically backward, socially backward like SC/ST are
provided various types of fee concessions and scholarships. Girls' education is free in
several states and in others they get fee concessions. Support is also provided in kind
like free textbooks, free uniforms, mid-day meals, medical facilities, bus concession,
hostel facilities etc. Sports meets, scout and guide programmes, science fairs and
exhibitions and other eo-curricular activities get a lot of attention for overall development
of students.
4l
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School Management and 9.6.4 Management of Teaching-Learning Process
Administration:
Micro Perspectives
Today's social and economic environment envisages for a new model of learning
based on foundations such as:
5. What is the role of the Principal in the management of the financiai u.,o ;•.ces?
Society
-.-- -~
Figure 9.5: Relationship between Education, Society and Community 43
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School Management and The word 'community is meant to imply a wider grouping of people located within
Administration: fairly recognizable boundaries, and related to each other by social, economic and civic
Micro Perspectives
activities which produce oneness among them sufficient to develop a recognizable
identity as a group.
The main groups and agents involved in the dynamics of the relationship between
school and community are: school administration, teachers, non-teaching personnel of
the school, students, their parents, school governing bodies and political parties and
local school boards. Beyond immediate proximity with the school are the local political
authorities, government bodies and political parties as well as other public, social and
cultural institutions. In addition, there are voluntary organizations with cultural, social
or educational objectives and functions.
Ryburn (1970) emphasizing the close relation between the school and the community
has rightly said, "There must be a vital connection between the life of the pupils in
schools and the life of the community from which they come. There must be a vital
connection between the school, which is the corporate life of pupils and teachers and
the community, Otherwise, the school can never succeed in its aim of enabling its
pupils to go out and to face society and make necessary adjustments nor can it, as a
corporate body; even have a vital influence on the community which it ought to have".
In a democratic set up, relationship between the school and the community is essential
in the interest of national welfare. There should be mutual exchange of resources and
sharing of facilities between the school and the community. The channel of
communication should be made free and open for facilitating such cooperation and
collaboration. Brubacher (1962) has, therefore, said, "No communication, no
community". The bond of cohesion, integration and belongingness is strengthened by
communication.
45
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School Management and
Administration: 9.9 SCHOOL INDUSTRY INTERFACE
Micro Perspectives
Professional careers advice helps young people develop strong career management
skills, make smart choices and achieve their aspirations. It is a well known fact that
school leaders can play a significant role in the effective delivery of career education
in schools. Best practice careers education programs are vital to assisting young people
to identify employment pathways and thus make appropriate subject choices whilst at
school, as well as in making decisions about their future education and training. We
need to build closer links between schools, local business and industries. Local industry
leaders should be invited to participate in building shared support for the effective
implementation of careers education and services in schools. These forums can provide
opportunities for leaders in careers education and business to:
• Discuss local job prospects, local skill needs and shortages, career opportunities
and local career pathways.
• Draw on the expertise and knowledge assembled through the conduct of the
expo and of the Leaders in Careers Forums held previously.
• Formulate the next steps for the schools involved.
• Link with Local Community Partnerships (LCP) to strengthen LCP involvement
in local career activities.
• Identify ways to assist local businesses to participate in the Adopt a School
initiative as part of the National Skills Shortages Strategy.
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Implementation
9.13 ANSWERS TO CHECK YOUR PROGRESS Institutional Plan
49