learning bank no

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Learning Bank No. 1

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Subtopics Deposits/Short description/Definition Dividends/Applications

Leadership and Management Leadership is setting a new direction or vision for a

group that they will follow.Management controls or directs people/resources in a

group according to principles or values that have

already been established.

As a teacher, we must always put into practice the goo

traits of a leader wherein in the future if we becommanagers of our own, we can lead, we can carry ou

plans, get things done, and we can work effectivel

dealing with people.

Teaching Educational

Leadership

Approaches to professional development focus on

teacher learning rather than teacher professional

development, focus on participants not the program,

beware of over self reliance, use the Guskeys seven

models of professional development, find time for both

formal and informal learning, and evaluate success.

Learning is a continuous process. Being an educator

you are always a risk taker. Whether we like it or no

we must update ourselves with the current issues, rea

more professional books to update our knowledge, an

attend seminars in order to survive and thrive in th

current high stakes school climate.

What do Managers do? Basic Functions of a Manager:

Managers plan- formulate policyManagers organize-to give an orderly structure

Managers coordinate- inspiring staff to contribute both

individually and as a group to organization purposes.

Managers control- checking performance against plans.

Managers develop people- ensuring that people

maximize their potential to achieve agreed outcomes.

Each manager needs a pocket theory of management. I

is very much important that we integrate theory withpractice. As we sail on, the five perspectives o

management must always take into account so that w

are not misleading with what we do in the future a

managers.

Gender and Educational

Leadership

Women are deficit versions of male leadership and need

training to achieve the norm of male version.

Male are regarded to be the leaders. No doubt at a

because of their firm decision, emotionally stable, mor

task-oriented and they are stronger than female. The

are good managers in all aspect especially in decisio

making.Leadership and Effectiveness Kinds of School Leader:

Perceptive professional developers- those who empower

The success of any group work results from th

management of good leadership. The first and mos


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staff to carry the organization

System maintainers- those who follow a more rigid and

mechanistic approach

Inadequate, security-conscious others- those who follow

inconsistent approaches and act according to prevailing

pressures.

important step to have effective leadership is to know

more about the people you work with. This can be don

by communicating and sharing with them your idea

and feelings. By being open and receptive you wi

create opportunities for dialogue, and thats where you

exchange information and learn more on what motivate

your colleagues actions.

Kinds of Organizational Power:

Resource power- reward power

Physical power- coercive power

Position power- legal power

Expert power- competent and have special knowledge

and skills.

Personal power- charisma power

A powerful leader/manager must possess all kinds of

power in order to sustain its roles. The five kinds of

power are influential over organizational function. We a

leaders must be able to identify how power is conferred

and how it is being used- by us or by others- so that by

then, we can have the ability to manage situations and

give a lead to improve.

Power and Organizational

Group

Groups can often become strongly influential over the

motivation, participation and acceptance of norms of

individual members. The developmental structure is

based upon the fit of people, tasks, information

processes and structure with the degree of congruence

between information, knowledge, power, and rewards.

A person is not only measured by his/her

accomplishment but also by the way he/she deals with

his/her mentors. Let the right person handle the right

job for the good of the organization. Each of us must

know the organizational structure. Well formulated

goals will only be achieved by cooperative interaction

and intuitive effort of each member.

Teachers as Leaders and

Managers

Leadership is the capacity to inspire followership and

assumed function of all teachers in relation to their

students. Leadership can occur at a variety of levels in

response to a variety of situations. The main paths to

leadership for teachers were becoming an

administrator, organizing or hooking up with activist-

type teacher movements, and becoming involved in

local union affairs.

To study education is to study leadership. Education

itself defines as the ability to lead. Meaning, teachers

could serves as leader or manager as well. Putting into

practice the good traits of leader will make you a good

manager in the future.


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Learning Bank No. 2

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Focusing on Individuals The Key Elements Implicated in Interpersonal

Relationship is: Role, Responsibilities,Delegation, Decision Making, Managing Time,

and Managing Stress.

Every individual is unique. In an organization

each member is being treated differently basedon the ability of each member. As future

manager, it is very important to know the

individual differences of members whom to work

with to be able to attain goals and objectives.

The Art of Delegation Delegation- a statement of the work to be

undertaken and standards by which it will be

judged.

Delegation of work lessens the load of a

manager. Here, the one to be delegated will be

challenged to do right things. He/she develop a

greater sense of responsibility, work ethic,

potentials, values, talents, skills, and expertise

etc. Do not refuse if they have given you an

extra load. As the saying goes, Obey first beforeyou complain.

Defining and Managing Roles Role performance is dependent on two sets: An

individuals personal forces, and the situational

forces.

Exigency of the service, is a key word if they

have given a job that is not suited to my ability.

As a leader/teacher, you must be flexible. Do

the job to the best that you can. As the saying

goes, new experiences are the best learning.

Making and taking Decisions These are the factors considered in making and

taking decisions:

Importance of quality decision fororganizational development

Sufficient information is available Problem is structured Acceptance by others, and

Decisions are crucial. In making and taking

decisions, everybody must be benefited. As my

father says: Think ten times before you decide.


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Others will follow a leadManaging Time Foundation of Executive effectiveness:

Recording time

Managing time

Consolidating time

Time is like money, an obedient slave but a

cruel master. In managing time I have my set of

rules: First, just do the task that is to be done-

determine what should be accomplish first and

what should be given more time. Second, do it

well- I always try my best to fulfil it with

efficiency, and third, enjoy doing it. Time is too

short for those who rejoice but for those who are

happy with what they do, time is not.

Managing Stress Stress- a biochemical response to a potentially

threatening situation.

Components of stress are: environment, person,

and person-environment interface.

The Four-R Stress Prevention Formula

1. Running-releases endorphins, the mindbodys natural pain killer and mood

calmer.

2. Reading- lose yourself in a bookespecially one that can help you laugh at

yourself

3. Retreating- take time to reflect on thesegnawing stressors; what they are, how

they manifest themselves, and your

negative and positive coping patterns,

and

4. Riting (writing)- writing scenario canreduce stress. Capturing ideas and

images that both cognitively analyze

issues and release emotions.

Sometimes we are overwhelmed with multiple

anxieties that could lead anybody to depression.

There are many ways how to deal with stress.

One of which I do is that I seek outside help. I

tried letting them go into the hands of One who

cares (maybe a friend) about me and more than

qualified to handle them. Another is the Faith

factor in which I believed that thru prayers, I

can easily cope up with stress.


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Learning Bank No. 4

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Defining Differences Group- two or more people working together.

Team- a group is deliberately constructed and

there is a clear focus on its processes and level

of performance. Limited in terms of size.

Success of the organization doesnt count on

only person. When two or more people jointogether with a common goal, theyll be able to

accomplish things that one alone cannot.

Teams and Teams Development Schutz sets three stages of concerns about

teams these are: Inclusion, control and

affection while groups are constantly recycle,

revisiting phases of development.

Schein views group/teams meetings, self

oriented behaviour is demonstrated. He

identifies four principal self oriented concerns

for each member. These are Identity,Control/Influence, Needs/Goals, and

Acceptance or intimacy.

Tuckman provides much better known team

development model. The four phases are:

Forming, Storming, Norming, and Performing.

Teamwork works... If we have programs in

school, we usually work by teams. Just as two

minds are stronger than one, two or more

willpowers are less likely to falter. Sharing our

goals and belief in every member is one of the

most important key to success. Let me share

the five keys to making teamwork works.

1. Select a partner with whom you arecompatible2. Be aware of each others expectations

and find a middle ground.

3. Know each others strengths, weaknessesand goals.

4. Know the difference betweenencouragement and pressure.

5. Offer empathy and rewards.Team-Building Issues Adairs Three Core Management

Responsibilities:

1. Achieving the task2. Managing the team3. Managing individuals

Not all teams work successfully. When one

member is down and he is tempted to quit, offer

him a listening ear and give him encouragementyou can help him back on the track. Just as

important as helping he out of a slump is the


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issue of rewards.

Conforming and Group Norms Conformity is the act of matching attitudes,

beliefs, and behaviour to a group norm.

Norms are implicit rules shared by a group of

individuals that guide their interactions with

others and among society or social group.

Cooperation is the most profound values that a

team should have whether they have different

beliefs, culture, attitudes, etc. If every member

cooperates, goals of the organization will be

attained.

Teams, Roles, and Performance Potential Team Roles- Shaper, Implementer,

and Completer/Finisher

PeopleOriented Roles- Coordinator, Team

worker, Resource investigator

Cerebral Roles- Planner, Evaluator, and

Specialist

Every member of the team is important. They

have their own contributions for the success of

the organization. The role of each member when

working is very important for them to know

where they go through. Working together in

harmonious relationship can better our

performance. Every small contribution we

make will eventually pile up and make a big

difference.

Leadership, Teams Effectiveness Leadership is essentially a description of a

particular form of relationship between peoplesharing common aims which they seek to

achieve by different objectives. The four criteria

related to quality of relationship which they see

as important in evaluation, implication and

work of teams are: Empathy, Warmth,

Genuineness and Concreteness.

For every team, there is always a leader to lead.

And for every leaders ideal is to have well-discipline, responsible members.

Let the right person handle the team. If ever one

has the privilege of choosing individuals to for a

team, he should prioritize those who have the

skill and interest for the job. Each team

member should know the organizational

structure. Well formulated goals will only be

achieved by cooperative interaction and

intuitive effort of each member.


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Learning Bank No. 5

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Mechanisms and Complexities Effective communication is essential for

effective management. Good communication ineducation is vital because it occupies so central

a role in both teaching and learning processes

and in task of leading educational mission.

Effective communication is very vital especially

during transaction. A manager cant have agood transaction if there is no communication.

As leaders, we must also practice good and

effective communication.

Communication, Information, and Technology Global trends in ICT: Mobile learning, Cloud

computing, One-to-one computing, Ubiquitous

learning, Gaming, Personalized learning,

Redefinition of learning spaces, Teacher-

generated open content, Smart portfolio

assessment, and teacher managers/mentors

Learning is not only found in the four walls of

the classroom. It can be found anywhere. There

are a lot of means on how to become an

educated. Example of this is learning thru

internet with the use of computers.

Group-Based Communication Two Kinds of Communication Skills

1. Leaders must articulate the principlesbehind their ideas in order to gainsupport from their staff, and

2. Leaders need to transmit meaning.

In an organization, everybody shares their ideas

as to the success of their vision and mission.Common goals is achieved once settle with

effective communication.

Beyond Mere Words: Transactional Analysis The use of non verbal communication and body

language is recognized as increasingly powerful,

particularly in people centered organizations

and especially in one-off meetings, like

interviews.

Communication does not take place only in face

to face basis. This could be done in a non

verbal way. What you dont say says a lot. A

nonverbal communication refers to all kinds of

human responses not expressed in words. The

book that I read, the verbal channel carries less

than 35% of messages social meaning. To sum

up, a very large proportion of the meaning ofwhat we say is communicated nonverbally. We

should therefore, pay attention to the message


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we convey as well as the manner by which we

convey it.

Resistance, Conflict and Communication Handys Basic Concepts of Difference in

Identifying Conflict:

1. Arising from argument2. Arising from competition between

participants, and3. Reflects genuine conflict

Armstrongs ideas to resolve Conflicts

1. Listen actively2. Observe as well as listen3. Help people to understand and define

the problem

4. Allow feelings to be expressed5. Encourage alternative solution, and6. Get people to develop their own

implementation plans.

In one organization, not all members agree to

only one idea. If this happen, conflict arises.

Managers come in and settle differences by

applying different styles to resolve conflicts.

Negotiation and Conflict Resolution Successful negotiations place issues andprinciples than personal, animosities and

pressure at the center of discussion so that the

push-pull approach is avoided and win-win

becomes possible. Conflicts can be controlled

by regulatory strategies.

Armstrong Four Negotiation Stages:

1. Preparation2. Opening3. Bargaining4. Closing

Open communication is the best solution forproblems. Instead of focusing on problems, we

must center our attention to the common goal

of the group.

Meeting and interviews Effective communications and meetingmanagement Skills can be Integrated through:

1.Taking everyones view into accountManagers must be open for ideas of his staff. Asthe saying goes More heads are better than

one. In meetings and interviews, be conscious


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2. Ensuring ideas are clearly articulated3. Ensuring information is exchanged4. Ensuring that aims and objectives are

coordinated

5. Encouraging synergy

with what you say. Be very cautious with the

way you say it. It could mean a lot to others,

whether you say in a few words or a mouthful.

Learning to Listen Steps to Effective Listening:

1. Ready to listen2. Responsible for listening3. Listen to understand not to refute4. Be emotionally calm5. Listen for main ideas6. Guard against daydreaming7.Take notes

Listen to understand and be knowledgeable. Be

attentive to grasp the knowledge imparted bythe speakers.


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Learning Bank No. 6

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People and Structure Four elements of Organization

1.Technology- controlling and processinginformation

2. Structure- patterns of organizationalauthority, responsibility and

communication.

3. People- attitudes and interpersonalrelations

4.Tasks- problem-solving and improvingorganizational performance

People are the most vital elements of

organization. They are said to be complex. Inan organization, we have different culture, but

it doesnt mean that we also have different

goals. We are bind together to have common

goals and to achieve high performance.

Organizational Models Organizational Models:

System Approach

1.The System approach focuses oncapabilities/abilities of students inputs.

2.The work of the institution as process;and

3.The achievements of individuals asoutputs.

Cultural approach

Humanistic approach. People become the

central, with organizational culture and nature

depending on attitudes and perceptions.

The system approach focuses on the IPO.

Input, Process, and Output. It is more likely of

that cultural approach. Cultural approachgives importance to people and to the

organizational culture. Better if both

approaches will be use in the future.


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5.The moving mosaic


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Learning Bank No. 7

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Models of Change Schon Development Approaches1.The Centre-periphery model: a model

often used when standardize curriculumpackage are needed or in curriculumsituations.

2.The Proliferation of Centres model: Thisapproach has characterized professionaldevelopment strategies use to introduceteachers to new ways of delivering agiven curriculum initiative.

3.The Learning Systems Network model:This model is apparent in the work ofinnovative subjects departments and inaction research staff development, where

in class experimentation in curriculumdelivery is then shared among the wholestaff.

The change in curriculum (K-12) is the mainemphasis of DepEd nowadays. Massivetrainings for teachers are required. The changein curriculum is expected to lead a betterlearning and competency, as well as morecomprehensive curricula.

Initiating, Implementing, and InstitutionalizingChange

Loucke-Horsey and Hergert Guidelinesregarding change implementation andInstitutionalization

1.Taking action is preferable to planning.2. Heads are not the key to school

improvement.3. Creating ownership at the beginning is

unrealistic.4. Helping and supporting teachers after

planning and initial in-service work is

more crucial to success than all the pre-implementation training.

5. Coercion isnt always bad, and

Implementing learning is not simply atechnology adoption problem but a changemanagement issue. Vendors need to not onlyprovide their software as a service but have afull range of implementation services with welldefined processes that can be used with andtaught to customers, so that the firstimplementations are successful andorganizations can continue to roll outsucceeding ones without relying on the vendor

forever.


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6. Imported new programmes offer viable,cost effective alternatives to major in-house development efforts.

Change and Leadership Beare et al Emerging Generalization1. Emphasis should be given to

transforming rather than transactionalleadership.

2. Outstanding leaders have given anorganizational vision.

3. Vision must be communicated in ways.4. Communicating vision demands

communication of meaning.5. Issues of value are central to leadership.6. Leader has an important role in

developing an organizations culture.

Implementing new curriculum in the field ofeducation is vital. The most importantelements in effective change are for theadministrator to shift focus from the content of

the change itself to attending to the process ofchange. For a new curriculum, a good leaderfollows and set a good example.

Change and Corporate Culture Deal & Kennedy Large Scale Corporate Changein Five Contexts:

1. When an organizations have strongvalues which do not fit the changingenvironment.

2. When the organizations sector of theeconomy is very competitive and moveswith lightning speed.

3. When the organization is mediocre orworse.

4. When organization is about to join theranks of the very largest companies, and

5. When organization is small but growingrapidly.

Change is a social process. Change occurs inthe mind, habits, beliefs, and behaviours of theaffected people. A new methods or goal is

seldom effective and attention must be given tonew ideas brought by many people andmediums, the provision of multipleopportunities to practice.


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Learning Bank No. 8

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School Effectiveness Issues Hargrieves and Hopkings- effective researchfindings comprises of three perspective:

1.The organization2.The process3.The outcomes

The strength and stability of the institutions isnot seen in its size, but in its performance.Performance in terms of students outcomesand achievements, winnings in contestedactivities, passers in the entrance exam forsenior students, and many more. On thisbasis, an institution develops its stability.

School Improvement Scheerens is also especially spectical about theimpact of three politically motivated tinkeringdevices:

1. Education is a market commodity2.Judgement simply on specified outputs3.The publication of the result to enhance

the marketability of schools and

colleges.

Synergy in action is how we describe thecontinuing growth of the Institution. Effectivechange management strategies must be applyfor the betterment of the whole organization.We must keep abreast about, and the positivereaction that weve been receiving inspires usto do more, and be better.

Improvement Through Inspection Elliot et al- the rhetoric of inclusivity implicit inschool improvement and effectiveness work isnot being matched by the actuality of practice.

Evaluation is important for an institution tosee whether the whole organization isimproving. Inspection process stronglyemphasizes the need for the value of rationalplanning as a feature of effectiveness.


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Learning Bank No. 9

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Towards Organizational Learning Postman & Weingartner argue that institutionsshould enable the young to receive aneducation in learning how to learn, since whatstudents mostly do in class is guess what theteacher wants them to say, ensuring that theirlearning is framed by the hidden curriculum ofschooling.

Organizations should be capable of learningand changing in order to thrive. As leaders, wemust continue to support the governmentprogram (K-12) with the objective of reallyimproving our childrens learning experiences.

Creative Thinking Armstrong has defined creative thinking- anovert skill expected of many leaders- asimaginative thinking which generates newideas and new ways of looking at things.

Much of the thinking done in formal educationemphasizes the skills of analysis--teachingstudents how to understand claims, follow orcreate a logical argument, figure out theanswer, eliminate the incorrect paths andfocus on the correct one. However, there isanother kind of thinking, one that focuses on

exploring ideas, generating possibilities,looking for many right answers rather than justone. Hence, if we use these both kinds ofthinking we lead to a successful working life.

Leadership, Teaching and Learning Aspinwall & Pedlar argue that those chargedwith leading learning schools need to becommitted to developing the following for keyprinciples:

1. Lifelong learning for all2. Collaborative learning where difference

& conflict are used creatively andpositively.

3. Developing a holistic understanding ofthe school, and

4. Strong external and communityrelationships.

Teachers themselves are students of a very fastdemanding profession. Much of the leadershipfor the educational programs comes fromteachers. They work together in teams. Theteachers and administrators are constantlychanging parts of the school, amplifying thingsthat work, dropping things that do not. Betterleaders, better teachers, GIVE the bestlearning.


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A Focus on Teaching According to Hargreaves in his review ofcomprehensive education, traditionalapproaches imply on transmissive and teacher-centered approaches.

Teaching is an intellectual enterprise thatdemands constant study, problem-solving, anddecision-making. For me, the most importantgoal of teaching is building relationships;relationships between intended outcomes andteaching practices and relationships amongstudents and teacher. I am most concerned

with facilitating my students' personal andprofessional development. I believe studentslearn best through a transactional or socialconstructivist, model that encouragescollaboration and conversation in a risk-free,supportive environment. I further believestudents are motivated to learn when theyexperience choice, voice, and relevance. Thesebeliefs are made explicit in the structure andactivities I use in my courses and my teaching.

Experiential Learning Lofthouse views that the growth of

bureaucratic demands placed on schools hasactively encouraged them to regress towardsmore traditional teaching & learning practices.

Experiential learning requires no teacher andrelates solely to the meaning making process of

the individual's direct experience. However,

though the gaining of knowledge is an inherent

process that occurs naturally, for a genuine

learning experience to occur, there must exist

certain elements. Knowledge is continuously

gained through both personal and

environmental experiences.

Learning Styles Gregorc- our learning styles are determinedlargely through how we perceive and orderinformation-ranging from the concrete toabstract.

Each student has its own learning styles andtechniques. Students usually adapt their stylesin group. Some students may have dominantstyle of learning, with far less use of the otherstyles. Others may found that they usedifferent styles in different circumstances.


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Teachers have also different style in teachingas well as learning. But usually, as leaders wepreferred the kind of style wherein students arecomfortable. Students may also change theirstyle the way the teacher internally representexperiences, the way we recall information, andeven the words we choose.

The Learning Process Kolb et als four stage experiential learningcycle:

1. Identifying and challenging assumptions2. Identifying and assessing context3. Imagining & developing alternatives that

might explain or expand thinking;4. Developing a reflective scepticism in

considering alternatives.

To learn is to acquire knowledge or skill.Learning also may involve a change in attitudeor behaviour. Children learn to identify objectsat an early age; teenagers may learn to improvestudy habits; and adults can learn to solvecomplex problems. The challenge for us asleaders is to understand how people learn, andmore importantly, to be able to apply thatknowledge to the learning environment.

Multiple and Corporate Intelligence McMaster argue for the importance of theconcept of corporate intelligence. It is indicative

of an essential interdependence andintersection of key elements to create a wholeorganization.

When applying the notion of multipleintelligence to an organization as opposed to an

individual, successful organizations are thosethat understand the interdependent nature ofthe different intelligences and strive to developuse their corporate intelligence. Workingtogether as teams, we achieve our commongoals. As the sayings goes Two heads arebetter than one.

Managing Curriculum Issues Richmond-reflects these difficulties in arguingthat Curriculum is a slippery word. It meansnothing less than the educative process as awhole.

When there is change, there will be somersistance and reluctance. Just like in the caseof K-12, not all stakeholders embrace thechange of curricula in education. If furtherclarification will be done, hopefully everybody

will see that the program really aims to give ourchildren a better education.


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Curriculum Policy Decision Making Bolman & Deal- curriculum decisions arebased, whether explicitly or not, on underlyingassumptions and values. The complexities ofdecision making and the curriculums centralplace in education means that the managersretain multiple perspective or frames whengathering data, judging ideas and deciding

what to do next.

Lawmaker seeks review of basic educationcurriculum (e.g.K-12) before theimplementation comes out. The policy makingwill be brought to the DepEd Secretary, to theregional director to the division and ends inschool admin and teachers wherein theimplementation comes in.

Reviewing Progress & Evaluating Teaching andlearning

1981 & 1988 Acts required educationmanagers to monitor, evaluate, and review.Adelman consider that evaluation is a complexand multifaceted process that it needs toincorporate several interrelated decisions over:

1. Goals2. Focus3. Methods4. Criteria5. Organization6. Dissemination

The implementation of the revised program willbe successful if there is always a constantevaluation. Through this, they can review whatother methods or process would be made inorder that this program will aims its goal.


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Learning Bank No. 10

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Managing Staff and Promoting Quality The managers role in promoting qualityleadership is to enhance your relationships

with direct reports and co workers andincrease your ability in the completion of yourgoals.

Effective management involves understandingthe operational aspects of the project or

department, as well as developing relationshipswith members that support the organization.As a manager, you are responsible not only forfinancial and strategic management, but alsofor developing your staff. Most managersconsider budget concerns, staffing needs, andstrategic planning. It is equally important tounderstand the importance that yourrelationships with direct reports and co-workers have on your ability to be successful inthe completion of the goals you have set foryour project or department.

Recruitment and Selection Recruitment is the process of searching thecandidates for employment and stimulatingthem to apply for the jobs in theorganization.(Edwin B. Flippo)

For proper selection, strictly follow therecruitment policy and be objective in selectionnot subjective. You have to meet the standardrequirements set by the DepEd. The selectionis based on the RQA.

Redundancy, Redeployment and Retirement Armstrong suggest for alleviating thedifficulties inherent in redundancy process inhumane ways :

1. Plan ahead to avoid redundancy2. Use other methods to reduce staff

numbers/hours of work to avoid orminimize redundancy effects

3. Call for voluntary redundancy4. Develop & apply an appropriate andlegally responsible redundancy plan and

policy; and

If you are facing redundancy, you may find newwork with a new employer or your employermay offer you a different job. Your employerhas responsibilities to treat you fairly andfollow the correct process if they areconsidering making redundancies. They shouldthink about any alternatives to making youredundant. Get an overview of your rights if

you are facing redundancy.


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5. Provide help with finding newopportunities.

Appraisal The potential appraisal systems in educationfor identifying development needs are muddiedby their accountability purposes ofperformance, potential and reward review.(Hall)

Fullan and Hargrieves argue that any schemeshould be judged against three criteria:

1. Effectiveness2. Efficiency3. Economy

Performance evaluation systems are employedto manage and align" all of an organization'sresources in order to achieve highest possibleperformance. How performance is managed inan organization determines to a large extent

the success or failure of the organization.Therefore, improving PA for everyone should beamong the highest priorities of contemporaryorganizations.

Mentoring Mentoring is a developmental partnershipthrough which one person shares knowledge,skills, information and perspective to foster thepersonal and professional growth of someoneelse.

The most effective learning systems mustprovide performance support in a way thatintegrates content and collaboration.Performance support must not be a simpledatabase of best practices, but a living systemthat maps to the world of work, where contentand collaboration, giving and taking, work andlearning all converge. Specifically, the learning

system must provide coaching and mentoringsites; work spaces for action learning teams;and the ability to track coaching, developmentplans and assignments.

Quality Assurance Quality assurance refers to the planned andsystematic activities implemented in a qualitysystem so that quality requirements for aproduct or service will be fulfilled.

QA focuses on enhancing and improving the

process that is used to create the end result,

rather than focusing on the result i tself. Amongthe parts of the process that are considered in

QA are planning, design, development,

Quality Assurance in Educationis a journal

which is committed to a critical examination of

quality and related issues in education. It

devotes itself to the dissemination of best

practice on the management of change and

improvement in the higher education. It invites

insights into the perceptions and opinions ofquality in education of a number of

stakeholders to gain a balanced view.


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production and service.


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MMaannaaggiinngg RReessoouurrcceess aanndd FFiinnaannccee


Financial Decision Making Offsted: An efficient school provides excellentvalue for money because it makes good use of

all its available resources to achieve the bestpossible education outcomes for all its pupils.Four Aspect of Resource Allocation:

1. Economy2. Effectiveness3. Efficiency4. Equity

A good manager knows how to plan,coordinate, and to control especially in

budgeting because handling funds is worseand difficult to manage. Teachers also play animportant role in managing financial budget inschool. For example, managing the fundsraised by the GPTCA officers.

Resource Allocation: Issues and Judgement Stategies for Resource Allocation (Knight)1. Incrementalism2. Benevolent Despotism3. Open market4. Formula-Driven

The usual practice of the school isIncrementalism, wherein managers based theirbudget on historical allocation and the globalsum available. The resource allocation is basedon the previous budget.

Cost, Benefits and Value for Money To evaluate education as an investment, weneed a measure of educations expectedcontribution to future levels of income oroutput. (Woodhall)

Professional success is reaping the fruits ofhard work- and there is no substitute for hardwork. It means that under circumstance, wemust be consistently dedicated and committedto give the best service. If we have a healthyrespect for our profession, we will never betempted to make shortcuts or cut corners.

The Budgetary Process Three Types of Budgetary Process:1.Top down2. Bottom down3. Bottom up

The DepEd practice bottoms up whereinsupervisors and lower level department headshave more intimate view of their needs than domanagers at the top, and they can providemore realistic breakdowns to support theirproposals.

The Budgetary Cycle The budget cycle never stops. This enableseducation-focused organization to functionefficiently, budget planning needs to operate

The Budgetary cycle shows that expenses ofthe school should not exceed each allocatedfund. Every funds are accounted for specific


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according to a formal time table. purposes and should not be expended for anyother purpose.

Entrepreneurial Schools and Colleges To supplement devolved budgets, schools andcolleges are encouraged to generate income.

It is a common practice to all institution tohave an income generating projects for us tohave additional income to be used in teachingand learning.

Budget Functions Handy Budget Functions:

1.

Planning2. Providing operational data3. Controlling4. Acting as a stimulant for change.

The zero based approach budgeting is a

common by government schools wherein theycalculate their financial needs afresh everyyear.

Financial Monitoring and Evaluation The CFR Framework is split into Five Sections:1. Core income2. Core expenditure3. Capital income4. Capital expenditure5. Balance

The CFR framework standardizes andsimplifies the reporting of school finances inmaintained schools.


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MMaannaaggiinngg SSttaakkeehhoollddeerrss RReellaattiioonnsshhiippss aanndd PPaarrttnneerrsshhiipp


The New Governance Ranson: the shift in responsibility towards thepoint off delivery, increased parent and

governor power, and changes in institutionalstatus as grant-maintained schools becameproperly independent of their maintaining localeducation authority (LEA).

Our concern here is with the way in whichexternal relations policies acknowledge the

wider environment and are responsive tostakeholders.

Autonomy and Accountability School autonomy is a form of schoolmanagement in which schools are givendecision-making authority over theiroperations, including the hiring and firing ofpersonnel, and the assessment of teachers andpedagogical practices.Accountability is defined as the acceptance orresponsibility and being answerable of onesactions.

Teachers role is very vital in the community.

Governing Body Roles and Responsibilities A governing body is a group of people given thepower and authority to govern an organization.Roles and Responsibilities:

1. Plan2. Lead3. Organize

The governing body plays an important role inschool. For every organization in school, it isrule by governing bodies in which they protectthe rights, interests and well being of allmembers. They are not there to speak only forthemselves.

Changing LEA Roles The local authority has responsibility foreducation within its jurisdiction.

LGU/PLSB plays an important role in thecommunity. They help the organization for thebenefits of the community.

Parents and markets: Parents or Consumers? A parent is a caretaker of their own species.However, when a child is send to school it isthe responsibility of the head and teachers to

look up for the learners welfare.

Teachers are said to be the second parents ofthe child. If a child is sent to school for formaleducation, we see to it that they are being

protected and taking care of. We continue toteach them in order for the children to learnmore.


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Stakeholder in the Wider Community Stakeholder- a person, group, organization,member or system that effects or can beaffected by an organizations actions.

The school is a community institution.Everybody is stakeholder. They support theorganization in achieving its strategicobjectives. The influence of both internal andexternal stakeholders in organization is veryimportant. For they have their owncontributions for the betterment of the

institution.


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LLeeaaddiinngg aanndd MMaannaaggiinngg ffoorr PPrrooffeessssiioonnaall DDeevveellooppmmeenntt


The Policy and the Framework Describe in-service education and training asessential area with an unstable structure and,

in doing so, articulated the challenge facingthose responsible for its management andorganization.School Management task Force (SMTF)

1. School base in service trainings2. In house collaborative approaches to the

teacher development3. Linking professional development with

school improvement4. Planned approaches to professional

development for all staff.

Opportunity knocks only once. If there areseminars/trainings offered in line with your

career, accept it immediately because this willchange you a lot to become moreknowledgeable. So as we go on with ourteaching profession, we can apply ourlearnings to our students.

Changing Teacher Development When teachers stop growing, so do with theirstudents. This focus has facilitated the drive

towards more rational, formal and prescriptivecurricula not only for those in initial teacherstraining, but also for those at seniormanagement levels.

Teachers must always on the go. They mustattend seminars, workshops, or even enrol in a

graduate school. Learning is a lifelong process.As an educator, we must not left behind.

Managing School-Based professionalDevelopment

Professional development for Teachers shouldinclude:

1. Engaging in collaborative enquiry2. Ensuring school leaders attach

importance to CPD activity3. Involve all stakeholders4. Involving pupils on occasion5. Encouragement for teachers to go

beyond using techniques

Professional development is a personal andcareer development. It compasses all types offacilitated learning opportunities. Managersshould motivate teachers to attend seminarsfor career advancement and personaldevelopment.


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