S7_what-does-it-mean-to-be-a-school-principal

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WHAT DOES IT MEAN TO BE A SCHOOL PRINCIPAL?

Experiences gained from the Critical Analysis of IB Primary Years Program in India

Dr. K. Pushpanadham Ph.D Associate Professor Department of Educational Administration Faculty of Education and Psychology The M.S.University of Baroda Vadodara, Gujarat, India


What does it mean to be educated? "My life is my message” “... education for life, education through life, and education throughout life.” Literary education is of no value, if it is not able to build up a sound character.


What does it mean to be educated? Purpose of education is the total development of human personality. Everyone is endowed with certain capacities. Education is the process by which these inherent potentialities in human personality manifest themselves in completing his or her total development.


What does it mean to be educated? Where the mind is without fear, and the head is held high, Where Knowledge is Free Where the world is not broken up into fragments by narrow domestic walls, Where the words came out from the depths of truth, Where tireless striving stretches its arms towards perfection; Where the clear stream of reason has not lost its way into the dreary desert sand of dead habits, Where the mind is led forward by thee into ever widening thought and action Into that heaven of freedom, My father, let my country awake


SCHOOL IS A FORMAL SYSTEM OF EDUCATION

School is a formal system of education through which the cultural heritage, accumulated knowledge, values and skills are transmitted from one generation to the another through a systematic pedagogical practice.


National Curriculum Framework- 2005 (a) What educational purposes schools seek to achieve?

should

the

(b) What educational experiences can be provided that are likely to achieve these purposes? (c) How can these educational experiences be meaningfully organized? (d) How do we ensure educational purposes are accomplished?

that indeed

these being


SETTING THE STAGE: Government can legislate educational reforms, enforce benchmarks and teacher qualifications, but they cannot legislate effectiveness. That task is up to principals.

Head teachers or Principals in the coming decades will lead schools that are highly complex and more diverse than ever. Leading a school is like leading a big giant and it demands numerous skills and competencies. Professionalizing School Management is the only way through which we can meet the future demands of education.


Why different schools with essentially the same resources and superficially similar conditions achieve very different results?


Research on School Effectiveness Indicates that leadership with •high expectations and academic standards, •prioritization of knowledge goals, •maintaining positive human relations, •creating a sense of ownership and •encouraging innovation and change help schools to transform into quality learning organizations.


CURRENT SCENARIO: There is no formal pre-service education for school heads. By the virtue of seniority, teachers in the schools are promoted. In-service professional development Programs are optional for head teachers and therefore experience is the only means to acquire relevant skills and competencies.


Research Context: Critical Analysis of IB Primary years Program in India- A Commissioned Research Project. Objectives of the Study: 1. To study the implementation of the IB PYP curriculum framework, standards and practices by PYP schools in India, particularly in terms of pedagogy, processes and student learning outcomes.


2. To study the perceptions of the teachers, students, parents, school heads and PYP Coordinators on the implementation of IB PYP programs, with a focus on its impact on the whole school learning environment. The whole school learning environment includes the school leadership culture and management, paradigm shifts (if any) in teaching/pedagogical practices, and student learning outcomes.


3. To study the benefits and challenges of implementing the IB PYP as experienced by schools in terms of its institutionalization i.e., alignment and internalization of educational philosophy, and standards and practices at the whole school level, including at the leadership; capacity building and paradigm shifts (if any) of teachers; students’ learning outcomes.


SAMPLE FOR THE STUDY 12 IB PYP schools in India were identified in consultation with Research Division, Singapore for the in-depth study.

DATA SOURCES A team of researchers from the university have been visiting each school for interacting with all the stake holders of IB PYP. Quantitative data and qualitative data are collected from five sample schools so far………..


KEY DIMENSIONS FOR CRITICAL ANALYSIS OF PYP IN INDIA •Institutional Profile

•Teacher Professional Development • Development of Curriculum and its inputs • Pedagogical Practices and Beliefs • Learner and Learning outcomes

• Involvement of Parents • Leadership and Management of PYP


As principal of a school, on average throughout the school year, what percentage of time do you estimate that you spend on the following tasks ? 1. Internal administrative tasks (including human resource/personnel issues, regulations, reports, school budget, timetable) 2. Instructional Leadership ( Curriculum and teaching-related tasks including teaching, lesson preparation, classroom observations, mentoring teachers) 3. Responding to requests from district, state, or national education officials 4. Public Relations ( Representing the school at meetings or in the community and networking)

5. Others


As principal of this school, on average throughout the school year, what percentage of time do you estimate that you spend on the following tasks in this school? 5 4.5

4 3.5 3 2.5 2

1.5 1 0.5 0 Category 1

Category 2

Category 3

Category 4

category 5


How would you characterize each of the following within your school? Very low high

Low

Medium

1.

Teachers’ job satisfaction

2.

Teachers’ understanding of the school’s curricular goals

3.

Teachers’ degree of success in implementing the school’s curriculum

4.

Teachers’ expectations for student achievement

5.

Parental support for student achievement

6.

Parental involvement in school activities

High

Very


How would you characterize each of the following within your school? 80 70 60 50

Very low Low Medium High Very High

40

30 20

10 0 1

2

3

4

5

6


TEACHER INVOLVEMENT IN SCHOOL IMPROVEMENT: PERCEPTIONS OF TEACHERS AND PRINCIPALS

PRINCIPALS •How much do you think teachers want to take part in the school programs? • How much do you feel teachers should take part? TEACHERS • How much do you wish to take part in school programs? • How much does your principal think teachers should take part?


• Teachers wished to be more involved in school improvement programs than the principals anticipated.

• Teachers perceived that principals do not promote teacher involvement in administration and decision making while Principals expected more participation from the teachers in school improvement programs. • Contradicting expectations diversified perceptions.

and


Teachers’ Voices on Motivational factors •Job security and working condition •Self Accomplishments

•Opportunity for Professional Development •Appreciation and Recognition •Authority and Autonomy in the Institution •Creative and Challenging work •Pay and fringe benefits


Task Responsibility areas of school principals

Institutional Leadership

Instructional Leadership

Community School Partnership


Training needs of school Principals 1. Curriculum Planning and Evaluation 2. Performance Management 3. Public Relations and Networking 4. Time Management 5. Financial Management 6. Material management Financial Material Time Performance 7. PersonalManagement Mastery Management Management Management

Curriculum Management Personal Mastery


Leadership Matters Quality schools require quality leadership. Quality leadership cannot be assumed or acquired without a coherent, integrated, consequential, and systematic approach to leadership recruitment, retention, and development.




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