Principalship: Roles and responsibilities

Report
Principalship: Roles & Responsibilities
PINSET-September 2011
Presented By
Sajid Masood
The Knowledge School
Welcome ...
Expectations……
Coming together is a start
Staying together is progress
Working together is success
Ways To Identify Roles &
Responsibilities
• Traditional Way
• System Approach
– Rational System - Closed
– Natural System - Humanistic
– Open System - Social System
The Systems Approach
• Defines a system as a set of interrelated and
interdependent parts arranged in a manner that
produces a unified whole
– Closed system : a system that is not influenced by
and does not interact with its environment
– Open system: a system that dynamically interacts
with its environment
Sub-systems of School as Social System
Environment
Transformation Process
Structural System
(Bureaucratic Expectations)
Inputs
Cultural System
(Shared Orientations)
Political System
(Power Relations)
Individual System
(Cognition and Motivation)
Outputs
Social System Model for Schools
Environment
Inputs
Environmental
constraints
Transformation Process
Outputs
Structural System
(Bureaucratic Expectations)
Achievement
Students
Job satisfaction
Human and
capital resources
Absenteeism
Vision, Mission
and Policy
Materials and
methods
Cultural
System
(Shared
Orientations)
Political
System
(Power
Relations)
Dropout rate
Overall quality
Individual System
(Cognition and Motivation)
Discrepancy between
Actual and Expected
Performance
Inputs
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Environmental Constraints
Human Resources
Capital Resource
Vision & Mission
Policy
Materials & Equipments
Students
Structural System
• Positions
• Roles
• Expectations
Individual System
• Members have their own individual needs,
beliefs, and cognitive understanding of their
jobs. They learn what their job is about by
monitoring and checking their own behaviors.
• Their motivation and cognition are influenced
by such factors as beliefs about personal
control and competence, individual goals,
personal expectations for failure and success
and work motives.
Culture
• When organizational members interact, shared
values, norms, beliefs, and ways of thinking
emerge which form culture of the school.
• It represents the unwritten, feeling part of the
organization.
Politics
• Politics is typically informal and frequently
illegitimate.
• It is behaviour usually designed to benefit
individual or group at the expense of the
organization.
• Is it beneficial or harmful for organization? –
Political leadership
Teaching & Learning
• Technical core of school as an organization
• Behavioral, cognitive, and constructivist
perspectives of learning provide the setting for
school decision making. Instructional
leadership
Environment
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Ministry of Education
Department of Education
Examination Boards
Community
School Building
Values
Outcomes
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Achievement
Job satisfaction
Dropout rates
Overall quality
Image in Community
Challenge for Principalship
Maintaining Equilibrium in System
is one of the major role of school
principal
Do we remain in equilibrium most
of the time?
Your Turn
Can we identify roles and
responsibilities expected from
principals keeping in view elements
of Social System Model of schools?
Inputs
• Change agent, being Courageous
• Ability to define job specification, select and place
employees
• Ability to relate it with objectives / outcomes
• Visionary, Foresight
• Analytical, ability to respond with minimum
disequilibrium in organization
• Resource provider
Structural System
• Architect of organizational structure
• Ability to define roles and relating with
positions
• Ability to coordinate roles of other key players
• Setting high expectations
• Teaching & modeling desirable behaviors
Individual System
• Ability to identify individual differences and
assigning tasks accordingly.
• Ability to manage ambiguities and conflicts in
ways which enhance individual and school
improvement.
• Extending mentoring to individuals operating
at low cognitive levels.
• Aiming at capacity building
• Dispersing leadership
Culture
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Principal is inspirational and charismatic, and
builds a school culture which transforms the
mission, values, and norms of individuals or
groups.
Supporter of innovation
Challenging status quo
Politics
• Role demands principal to be persuasive
(influential) and effective at building alliances
and supports and resolves conflicts among
school constituencies
• Negotiator
• Listener
• Communicator
Teaching & Learning - Ignored
dimension
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Teacher principal
Setting high expectations of performance
Monitoring student progress
Protecting instructional time
Maintaining high visibility
Allocating resources to instruction
Managing the curriculum
Teaching & Learning - Ignored
dimension
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Monitoring lesson plans
Appraising and evaluating teachers
Promoting growth in students’ learning
Acting as instructional resource
Supporting professional development sessions
Providing incentives for teachers
Consume most time on instructional tasks
Successful School Principals
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create a focused mission to improve student
achievement and a vision of the elements of school,
curriculum and instructional practices that make
higher achievement possible.
set high expectations for all students to learn higher
level content.
recognize and encourages implementation of good
instructional practices that motivate and increase
student achievement.
Successful School Principals
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create a school organization where faculty
and staff understand that every student
counts and where every student has the
support of a caring adult.
use data to initiate and continue improvement
in school and classroom practices and student
achievement.
keep everyone informed and focused on
student achievement.
Successful School Principals
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make parents partners in their student’s
education and create a structure for parent
and educator collaboration.
understand the change process and have the
leadership and facilitation skills to manage it
effectively.
understand how adults learn and know how
to advance meaningful change through
quality sustained professional development
that benefits students.
Successful School Principals
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use and organize time in innovative ways to meet
the goals and objectives of school improvement.
acquire and use resource wisely.
continuously learn and seek out colleagues who
keep them abreast of new research and proven
practices
Source: Preparing a New Breed of School Principals: Its
time for action (2001).
Reflect in your free time
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Who am I?
Why do I become Principal?
What is my identity as Principal?
What powers do I have as Principal?
How can I make a difference in lives of my
teachers and students?
• Do I have to follow any code of conduct?
Thank You

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