Since the early pioneering study by Carlson (1951), requirements have used descriptive methods such as direct observation, diaries and interviews to discover what managers do and how they spend their time. The research on managerial activities attempted to fine answers to questions such such as how much time managers spend alone or interacting with different people (eg. Subordinates, peers, outsiders), how offen managers use different forms of interaction (eg. telephone, scheduled meetings, unscheduled, meetings, written messages), where the interaction occur, how long they last, and who initiated them. Reviews of this research fine that a clear picture is beginning to emerge about the nature of managerial work for most managerial position (Hales, 1986; McCall, Morrison, Hannan, 1978 ; Mintzberg, 1973). This section of the chapter reviews major findings about the nature of managerial work. Pace of work is hectic and unrelenting The typical manager work long hours; and many managers take work home. In part, this workload can be traced to the preferences of people in managerial position. Having trained their minds to search for and analyze new information continually, most manager do this automatically and find it diffcult to forget about their jobs when at home or on vacation. During the typical manager’s day, there is seldom a break in the workload. Managers receive almost continuours requests for informantion, assistance, peers superiors, and people outside the organization. The research on managerial activities contradicts the popular conception of managers as people who carefully plan and orchestrate events, and then sit in their office waiting for the occasional exception to normal opertions that may require their attention. Content of work is varied and fragmented Managers typically engage in a large variety of activities each day that are usually very brief in duration. Mintzberg’s (1973.p.33) observations of executives found that “half of the activities were completed in less than nine minutes, and only one tenth took more than an hour”. The activities of managers tend to be fragmented as well as varied. Interspersed with trivial ones, requiring rapid shifts of mood. A manager may go from a budget meeting involving decision about millions of dollars in spending to discussion about how to fix a broken water fountain (Sayles 1979). Many activities are reactive The fragmented nature of managerial reflects the fact that many interactions are initiated by others, and much of a manager’s behavior is reactive rather than proactive in nature. Problems as they becom aware of them, while others are ignored or post poned. There are always more problems than one can handle at any given time, and some types of problems are more likely to get immediate attention than others.
ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC GIÁO DỤC CHUYÊN ĐỀ TIẾN SĨ NGOẠI NGỮ CHUYÊN NGÀNH Vấn đề nghiên cứu: ORGANIZATION CULTURE AND SYMBOLS (Bản tiếng anh) HÀ NỘI – 2013 Contents Lesson 1. Organization culture and symbols Lesson 2. The nature of managerial work Lesson 3. An examination of the Position of a Secondary School Principal in NSW School’s 1. Typical activity patterns in managerial work 21 27 Since the early pioneering study by Carlson (1951), requirements have used descriptive methods such as direct observation, diaries and interviews to discover what managers and how they spend their time. The research on managerial activities attempted to fine answers to questions such such as how much time managers spend alone or interacting with different people (eg. Subordinates, peers, outsiders), how offen managers use different forms of interaction (eg. telephone, scheduled meetings, unscheduled, meetings, written messages), where the interaction occur, how long they last, and who initiated them. Reviews of this research fine that a clear picture is beginning to emerge about the nature of managerial work for most managerial position (Hales, 1986; McCall, Morrison, & Hannan, 1978 ; Mintzberg, 1973). This section of the chapter reviews major findings about the nature of managerial work. - Pace of work is hectic and unrelenting The typical manager work long hours; and many managers take work home. In part, this workload can be traced to the preferences of people in managerial position. Having trained their minds to search for and analyze new information continually, most manager this automatically and find it diffcult to forget about their jobs when at home or on vacation. During the typical manager’s day, there is seldom a break in the workload. Managers receive almost continuours requests for informantion, assistance, peers superiors, and people outside the organization. The research on managerial activities contradicts the popular conception of managers as people who carefully plan and orchestrate events, and then sit in their office waiting for the occasional exception to normal opertions that may require their attention. - Content of work is varied and fragmented Managers typically engage in a large variety of activities each day that are usually very brief in duration. Mintzberg’s (1973.p.33) observations of executives found that “half of the activities were completed in less than nine minutes, and only one tenth took more than an hour”. The activities of managers tend to be fragmented as well as varied. Interspersed with trivial ones, requiring rapid shifts of mood. A manager may go from a budget meeting involving decision about millions of dollars in spending to discussion about how to fix a broken water fountain (Sayles 1979). - Many activities are reactive The fragmented nature of managerial reflects the fact that many interactions are initiated by others, and much of a manager’s behavior is reactive rather than proactive in nature. Problems as they becom aware of them, while others are ignored or post poned. There are always more problems than one can handle at any given time, and some types of problems are more likely to get immediate attention than others. The importance of a problem is a major determinant of whether it will be recognized and handled, but it is often unclear how importance a problem really is. Managers are more likely to respond to problems if there is pressure for immediate action due to a crisis , deadline, or expectations of progress by someone importance, such as the mamager’s boss or an external client (McCall & Kaplan,1985). In the absence of such pressure, a problem is more likely to get action when it is perceived to be similar to other problems that a manager has solved successfully in the past, when the problem is perceived to be clearly within the manager’s domain of responsibility, and when the manager perceives that the action and resources necessary to solve the problem are available. Managers tend to ignore or postpone dealing with problemsfor which there is no external pressure for action, problemsthat are fuzzy and difficult to diagnose, problems for which other managers or subunits are responsible, and problems that cannot be solved without additional resources and support that would be be difficult or impossible to obtain. A common stereotype of managers is that they spend a considerable part of their time in careful analysis of business problems and development of elaborate plans to deal with them. However, the descriptive studies find that most managers devote little time to reflective planning. The fragmented activities and continual heavy demands characteristic of managerial work make it difficult for managers to find the long periods of interrupted time necessary for this type of activity. Reflective planning and other activities that require large blocks of time, such as team building and training complex skills to subordinates, are usually preempted by “ fire fighting” activities involving immediate operational problems. What little time managers spend alone in the office is typically used to read correspondence, handle administrative paperwork, read reports from subordinates, write reports or memos, and scan journals or technical publications. Most managers gravitate toward the active aspects of their jobs, and they tend to focus on specific, immediate problems rather than general issues or long-term strategies. - Interactions offen involve peers and outsiders Althoung much of the leadership literature focuses on the relationship between leader and subordinates. The descriptive research has foun that managers typically spend considerable time with persons other than direct subordinates or the manager’s boss. Kotter (1982) foun that the network of relationships for general managers often consisted of hundreds of people inside and outside of their organization. These contacts may involve subordinates of subordinates, superiors of the boss, lateral peers. Subordinates of lateral peers, and superiors of lateral peers (see Figure 2.1). In addition, many managers spend considerable time with people outside the organization, such as customers, clients, suppliers, subordinates people in government agencies, important people in the community, managers of other organization in the same field, and managers in the same area of specialization (e.g. personnel managers, marketing managers). Compared with lower-level managers, high- level managers were more dependent on people outside the organization and had more external contacts in their networks (Luthans, Rosenkrantz, & Hennessey, 1985 ; McCall,Morrison , & Hannan, 1978 ;Michael & Yukl, 1993). Managers in boundary –spanning positions (e.g. sales, marketing,purchasing) had more extern dependency and engaged in more networking than managers in positions with a dominant internal focus (e.g.production, accounting). The high incidence of lateral and external interactions can be explained in terms of a manager’s need for information about complex and uncertain events that influence the operations of his or her organization subunit, and the manager’s dependence on the cooperation and assistance of numerous people outside the immediate chain of command (Kotter ,1982). These conditions occur to some extent for all managers, but they vary somewhat for different types and froms of organization. For example, managers in a firm that provides many customized products to client are likely to have more external contacts than managers in a firm that provides only mass-produced products. Managers in a self –contained unit of a larger organization (e.g. regional securities office, local department store) are likely to have fewer lateral contacts with other parts of the organization than managers in a matrix organization with many different product and functional units (Kotter,1982; Stewart, 1976). Kanter (1983) found that lateral relationships were especially important to make innovative changes. A coalition of supporters is usually necessary to gain approval and funding for a new product or project and to guarantee that it will be implemented successfully, rather than being derailed due to lack of attention, apathy, interference, or political opposition. Kanter’s reseach showed that successful entrepreneurial managers built a coalition of supporters and sponsors, beginning with peers and then adding superiors. FIGURE 2.1. A Manager's Network of contacts Higher executives Officials in government agencies Boss Clients Manager Suppliers Lateral supperiors peers Lateral juniors Direct subordinates Indirect subordinates Colleagues in the same profession Important people in the community 2. The content of managerial work - job description research * Supervising * Planning and organizing * Decision making * Monitoring indicators * Controlling * Representing * Coordinating * Consulting * Administering 3. Four primary processes in managing Decision making Influencing Exchanging information Buiding relationships Lesson School Principals in Australia: An examination of the Position of a Secondary School Principal in NSW School’s A briefing paper presented by Dr. Peter Thursby, Team Leader, Upper Secondary and Professional Teacher Development Project Introduction This paper introduces the preparation, training, and professional nature of principals in the Australian state of New South Wales. Australia has six states and two major territories and each has autonomy for the delivery of services in such areas as school education, health, policing and transport. The Commonwealth Government of Australia provides national grants and additional priority funds for education to the states and territories including funds to non-government and independent schools based on an enrolment formula. New South Wales has the largest secondary school system in Australia. The NSW Department of Education and Training (DET) has more than 2,200 public schools and over 738,000 students across NSW. Statistics from 2008-09 identified 96,363 full time equivalent staff members employed by DET (permanent teachers, TAFE teachers, technical and administrative support staff). There are another 27,000 teachers registered for permanent employment, some of which may be working as casual (substitute) teachers. The DET is the largest employer of teachers in the state, and has responsibility for the education of children from Early Childhood (preschool), Kindergarten through to Year (Primary), Year to Year 10 (junior secondary leading to the School Certificate) and Years 11 and 12 (senior secondary leading to the Higher School Certificate). The DET also has responsibility for postsecondary vocational or technical education through the Technical and Further Education (TAFE) system. The TAFE system is career oriented to provide qualifications for specific trades and occupations directly concerned with business and industry and to address skills shortages. The TAFE education system links directly to specific occupational knowledge and skills and technology and teaching and learning is primarily competency-based. Children in the state are automatically entitled to enroll in a state school without having to pay compulsory fees, although all state schools have a small payment system in each year to support the supply of specialist resources. Parents who choose to enroll their children into a non-government school are required to pay yearly fees although the national government supplements these schools with additional funds including funds for capital works and learning resources. The Australian Government has recently committed to providing all secondary students in government and nongovernment school from years to 12 with a laptop as part of a “digital school revolution” to improve student knowledge and skills in the use and application of ICT to learning. Technological changes in education: from slates to computer technology The NSW Institute of Teachers The NSW Government established the NSW Institute of Teachers through an Act of Parliament in 2004 following several enquiries into education that examined ways to improve the professional status of teaching and quality teaching in all NSW schools. The Institute has responsibility for career-long development of teachers and the accreditation of teacher education programs offered by universities. Accreditation of teacher education programs and the recognition of the professional capacity of teachers to provide quality education for school students are measured against teacher professional standards. The Institute requires teachers to maintain professional development throughout their career and has an ongoing influence upon university teacher education programs on behalf of the employer, both DET and nongovernment school systems. The Institute developed teacher professional standards in partnership with teachers from around NSW. More than 7000 teachers in NSW assisted in the development and validation of the standards and the University of New England completed an evaluation of the standards prior to their acceptance by the NSW Government. The introduction of teacher standards affects all teachers from the beginner teacher through to the Principal of a school. There are four levels and there is an expectation that a teacher considering promotion to a school principal position will have achieved the fourth level, Professional Leadership, prior to applying for a principal position, although this requirement is not mandatory in the legislation. 10 Teachers are also able to use the diagnostic tool with a colleague, or supervisor so that they receive feedback from the perspective of someone they work with. Responses to the diagnostic tool require the individual to provide evidence in support of their ratings in each section. The evidence is important in future applications for a leadership position and can be examined to see if it is currently adequate to support a particular rating (especially a high rating). Teachers using the diagnostic tool for selfassessment are encouraged to share the information with a colleague or supervisor to receive more objective feedback that will assist in both self-reflection and developing a learning plan. Teachers using the diagnostic tool and colleague teachers and supervisors are asked to treat the process of assessing leadership capability with sensitivity, honesty and confidentiality. The scope of capabilities and areas of convergence are graphically represented in the School Leadership Capability Framework presented below. Each element plays a central role in the professional responsibilities and behaviour of the school leader and the personal attributes of the person (characteristics, personal qualities, traits) are identified in the intersection of each of the elements. How a person responds in different situations (e.g., calm, aggressive, supportive, dismissive), works through issues and effectively plans and develops strategies to deal with organizational, social and educational tasks associated with the role of a leader are important to success or failure in a leadership position. 26 Further information on the diagnostic tool can be seen in the attachment entitled, Developing your Leadership Capabilities, Part 1. Reflection or 360º degree. What is the General Selection Criteria for a School Executive Position? Applicants for an executive position (Head of Department, Deputy Principal, Principal) are required to demonstrate that they have the necessary capabilities for successful leadership. The following guidelines are provided as general criteria. Many of the criteria can be cross-referenced to the Standards and levels, particularly Professional Accomplishment and Professional Leadership, produced by the NSW Institute of Teachers. 27 1. Successful teaching experience with capacity to initiate improvement in teaching, learning and classroom practice. 2. Knowledge of curriculum, assessment and student welfare with the ability to lead and design quality, inclusive teaching and learning programs. 3. Educational leadership skills to build the capacity and manage the performance of individuals and teams. 4. Well developed communication and interpersonal skills with the capacity to build relationships and engage students, staff and parents. 5. Ability to plan and manage resources effectively and equitably to support teaching and learning. 6. Knowledge of and commitment to the Department’s Aboriginal education policies.11 DET policies and the Standards produced by the NSW Institute of Teachers are referenced as essential information for candidates applying for a position since their application will be required to demonstrate educational experience, achievements, plans and strategies that have been developed in support of these guidelines and policies. Depending upon the position an applicant is required to adjust the information they supply according to the level of the executive position. teach.NSW A central body within DET called Staffing Branch does recruitment and employment for DET schools. A single management unit works in collaboration with schools to identify vacancies and then manages employment information, vacancies, and applications for classroom teaching and senior school positions. Applicants access data online and send applications online to Staffing Branch. Teacher transfers, including priority transfers, are managed through computer matching and applications for senior positions with all documentation are bundled and sent to the selection panel. 11 DET. (2009). Information to Support Applicants Addressing the General Selection Criteria for executive and Principal Positions. Sydney: DET. 28 Teacher advising students in Computer Studies course Details of Educational Leadership Skills in the General Criteria (see Point above) designed to assist applicants prepare documentary evidence Educational leadership skills to build the capacity and manage the performance of individuals and teams Applicants may wish to refer to their skills, knowledge and experiences in relation to some of the following: · Leadership to ensure the effective performance of a stage/faculty with a focus on the provision of quality educational delivery consistent with the values of public education. · Engagement in stage/faculty/school reviews to assess procedures and teaching practice with a focus on informing the continued development of quality practices. · Ensuring teachers have the opportunity to engage in relevant and targeted professional learning to build their capacity to provide students with the most relevant educational experiences to improve outcomes. · Developing and maintaining a culture of trust, respect and cooperation where staff members are valued for the contributions they bring and encouraged to enhance their ability to improve student learning experiences. · Coaching/mentoring of staff aimed at developing their skills and leadership capacity through formal and/or informal processes and opportunities that are supportive and targeted to individual needs. · Knowledge, support and implementation of the accreditation process of the NSW Institute of Teachers in relation to new scheme teachers seeking and maintaining accreditation at the level of Professional Competence and teachers seeking voluntary accreditation at the level of Professional Accomplishment or Professional Leadership. · The Teacher Assessment and Review Schedule and its role in facilitating reflection on teaching practice and the development of professional learning plans to enhance teacher performance. · Application of the principles of the Code of Conduct and the ‘Dignity and Respect in the Workplace Charter’ in day-to-day dealings with staff, students, parents and the wider community. · The Procedures for Managing Teachers who are Experiencing Difficulty with their Teaching Performance and the support processes that need to be implemented to assist teachers perform at a satisfactory level. Applications for a principal position require that the applicant apply online (a position template is provided for download and completion on line). Applicants need to provide information on both the general selection criteria and any specific criteria that is identified for a particular school. For example, some schools have particular educational needs or specialized educational approach to teaching and learning that are to be supported (e.g., special education, Aboriginal education, performing arts school, gifted and talented focus or disadvantaged school with an emphasis on literacy and numeracy). There are two avenues for appointment as a school principal once 29 the person has been identified as either holding a similar position or have the necessary qualifications and preparation to apply. (i) Priority Transfer. Teachers in NSW schools have the right to apply for priority transfer if they have served in a school for a number of years (minimum years) and have the necessary qualifications. Teachers at schools that have been identified as representing “climatic disability”, “isolated geographic region”, or attracting a “locality allowance” and who have served for a minimum of three years in such a school may receive priority. Schools located in the far-western geographic area of NSW (approximately 550klms west of Sydney and eastern seaboard) and following a line from north to south through western NSW) are identified as “incentive schools” to attract teachers to go there. Depending upon distance and hardship for teachers schools are graded as 4, or point incentive schools and teachers are eligible for incentive transfers following a minimum number of years serving at the school and other benefits (e.g., travel allowance, accommodation at market rate and an additional one week of holidays). For example, incentive schools are listed as: • 8-point incentive school in isolated area (climatic disability) – minimum years service; • and 6-point incentive school in isolated area – years minimum service • 4- point incentive school based on distance from eastern seaboard – years minimum service. Most teachers, including principals, applying for an “incentive transfer” will apply for a school in an urban or regional area close to the coast with a view to remaining in that area for an extended period of time. (ii) Advertisement. An advertised position may attract teachers from within the NSW DET system or teachers external to the system (such as overseas, another state or territory). These positions require applicants to be short-listed and attend interview. An interview panel of members of the school and a senior executive of the DET will be formed and may also include a parent representative. Applicants are required to satisfy specific selection criteria to be eligible for the position. 30 Department of Education Regional Areas Schools identified in the incentive schools category are located in Western NSW region from a line mid-way from the Riverina region north to the border with Queensland. Example of an Advertised Position for a Principal Advertisement Details Position Title Level of Position Organisation Geographic Location Vacancy Type Full Time/ Part Time School Code High School Principal Principal Level (High School) DET Central Western Permanent This is a Full Time position 8356 xxxx High School 31 Category Closing Date Closing Time Advertisement No. Educational 07-Apr-2010 16:00 9/48582 Position Requirements Salary/ Remuneration Details Remuneration package valued at $148,043.00. This position attracts a base salary of $134,463.00, plus leave loading and employer's contribution to superannuation. Selection Criteria In addition to the general selection criteria, the ability to meet the educational needs of an isolated rural school and an understanding and sensitivity to the needs of Aboriginal or Torres Strait Islander students. Position Information xxxx High School has 273 students, including 19% Aboriginal or Torres Strait Islander students and is located 300 kilometers west of Dubbo. The school services a population of approximately 7000 people of which the majority live in town. The school has an enthusiastic and committed staff and a supportive Parents and Citizens' Association. School priorities are improving literacy and numeracy, teacher quality, Aboriginal Education and student welfare. The school has developed partnerships with the local primary schools. General Selection Criteria High level educational leadership with the skills to lead and manage a complex public school focused on the delivery of high quality education Ability to lead and manage rigorous and inclusive whole school teaching and learning programs High level communication and interpersonal skills with the capacity to build positive relationships and engage all levels of the school and educational community Ability to lead and manage the development and performance of staff to improve teaching and learning Ability to plan systems and manage resources effectively and equitably to enhance teaching and learning Capacity to lead staff in implementing the Department's Aboriginal education policies and to ensure quality outcomes for Aboriginal people School Classification System The advertisement above indicates that the position of Principal is Level (High School). Secondary schools (and primary schools) are classed according to the number of students enrolled. Therefore principals can begin their appointment as principal in a relatively small school and at a later time apply for the larger school. Salary and benefits are based on the classification of the school. Classification as a PH2 or PH1 secondary school also specifies the salary and other benefits available. Classification of Principal PH2 PH1 Student Enrolment - 900 More than 900 32 Allocation of Duties in Secondary Schools Teachers (other than student teachers in training), head teachers and deputy principals may be required to teach the following periods (or their time equivalent): Classification Teachers Head Teachers Deputy Principal Principal Teaching periods per week Periods per week for sport 28 22 14 Nil (Administration) as determined by Principal Up to Up to Up to Nil The principal may also assign a teacher (other than a student teacher in training), head teacher or deputy principal to take additional classes when a teacher is absent from the school because of health or other reasons. A teacher may be asked to take up to additional classes per week, a Head Teacher up to additional classes and a Deputy principal up to classes. Salaries – Promotion Classifications for Employment in DET12 Classification Schools Salary Increase School Principal Salary from the first Salary from the Salary from the pay period first pay period first pay period commencing commencing commencing 1.1.2009 1.1.2010 Per annum $ 3.8% 1.1.2011 4.4% 3.8% Grade (PH1) 135, 204 140,342 145, 675 Grade (PH2) Primary School 129, 540 90, 532 134, 463 93, 972 139, 573 97, 543 Principal to to to PP1-PP6 Deputy Principal 126, 438 105, 703 131, 243 109, 720 136, 230 113. 889 Secondary School Deputy Principal 105, 703 109, 720 113, 889 Primary School 12 From: Salaries and Conditions Award 2009 33 Head Teacher 90, 532 93, 972 97, 543 Secondary School Why Do Teachers Apply for Senior Positions? Research in the early 1990s examining the role, functions and achievements of the school executive, and in particular the principal, indicated it was necessary to identify key performance indicators to measure the principal’s performance and to provide ongoing professional development that would support successful performance. The research accepted that a prerequisite for success was a clear vision that set the future direction of the school and to achieve quality education. A variety of studies over the past decade have examined the reasons for teachers applying for a principal position. Many principals reported that they wanted to provide leadership to introduce change practices and so improve the organizational and teaching environment for better student outcomes. Some principals reported that it was a natural career move to take on a senior position and that they regarded the principalship as a final achievement in their professional career prior to retirement. Early in the 1990s studies of the role of the secondary school principal indicated that there was no one “model” for a principal to follow and that many managed the leadership of their school based on their past experiences as a teacher. Although principals reported that they always worked towards the development of a supportive work environment that allowed teachers to contribute to policy and practices of the school, the principal retained final authority in determining the focus and mission of the school. Most principals reported that their role as manager of student learning was the most important function of the job and the one that provided most satisfaction. Interestingly, these early studies of the principal suggested that most did not follow a specific leadership strategy, instead they dealt with issues as they arose and placed a lot of importance on effective communication and interpersonal working relationships with school and community members. Particular issues that were identified as requiring careful and extensive time management for the school were creating a safe and supportive environment for students to learn, working with teachers experiencing problems and parents with little or no interest in the education of their children. Another feature of the work of the principal has been the changing demands and additional responsibilities that have been assigned by government as the quality and 34 outcomes of school education have been questioned by the community. Numerous reforms in Australia have altered the work of the principal as pressure has been applied to make schools more accountable for student learning and outcomes. The introduction of teacher standards, greater devolution of responsibility for school budgets and more school-based management of curriculum development have resulted in increasing demands being placed upon school principals. Increased management responsibilities bring with it increased paperwork and reporting and principals often find less time for supervision of instruction and curriculum development. A study of executive teachers in NSW secondary schools who were preparing to apply for a principal position were asked a series of open-ended questions about their reasons for wanting to be a principal, preparing for the role, what they liked most and least about the position, the workload and any changes they would make if in a position to introduce change. The responses focused upon the following: (i) Principal position - a natural career development; encouragement and support from colleagues; a desire to make a difference and introduce school improvements; seeing the role as a challenge and one they could handle; wanting to take on a leadership role; increase in salary. (ii) Preparation for the role – experience in a school executive position; completed the first stages of leadership and management courses within the system; higher degree study in school leadership and management; official role in professional associations helped in preparation. (iii) Best aspects of the role – capacity to have an influence in the school; ability to work with staff on school improvement; opportunity to introduce change; able to provide positive support for students and teachers; focus on curriculum and effective methods of teaching and learning. (iv) Worst aspects of the position – constant workload and pressure; under-performing staff; interpersonal conflicts and problems arising with staff and/or parents; tensions that may arise in acting as a change-agent to introduce school improvement; dealing with problem students. (v) Changes – introducing strategies to achieve school improvement; improving teaching and learning to benefit student outcomes; engaging staff in supporting and contributing to school improvements; more time on “core” school functions (teaching 35 and learning); more emphasis on quality education through team teaching, teacher reflection and curriculum development. Team teaching an introductory design unit as part of the Design and Technology Curriculum Students working on design project in design and technology curriculum Leadership for Effective School Improvement Leadership is important in school improvement and in facilitating quality teaching 36 and learning. Leadership has progressed to encompass the human dimension and the culture of the school as well as the more traditional technical and administrative methods that are required of any large organization. Leadership within organizations has increasingly become a group function rather than creating a command structure that requires obedience, deference and agreement to a superior. The new principal is encouraged to develop strong social connections with staff members by developing effective interpersonal communication skills that engage and involve school executive members and teachers in working together to improve teaching and learning. The school leaders interpersonal skills therefore become more important than the more traditional desk-based management tasks of the past. Principals are asked to leave their office and become actively involved in all aspects of school life. Training materials for the “first time principal” advises that, Learning about the particular factors that influence the context and culture of your new school will be part of your induction process. Remember at the same time that as a new appointment, you have the benefit of an outsider’s perspective and a unique opportunity to identify processes and procedures that could be developed or improved13. An understanding of the local context and history of the school, students and the community helps the “first time” principal to better plan for the future. Targets can then be set and a priority list of actions needing to be taken can be identified and discussed within the school and community. Agreement of priority areas allows for benchmarks to be set so that the school is able to marshal human and material resources in effective ways. In contrast, the ‘scattergun” approach to school planning in which many plans are set in motion can lead to frustration and limited achievement of results, especially if the management strategy is to pressure teachers and students to “do better”. With the pressure on schools to introduce quality teaching to improve student learning and outcomes principals are urged in their leadership training program to carefully examine how to best plan for and implement improvements in student learning outcomes. Training materials advise newly appointed principals to work with their executive staff and classroom teachers to review school curricula and examine what is needed to make improvements that suit the educational conditions of the school in 13 DET (2007). Leadership ToolKit – First Time Principal: School Context. Professional Learning and Leadership Development Directorate. NSW: DET. 37 relation to student needs and capabilities, educational resources and teaching and learning methods. The new principal is advised to introduce methods of supervision that will allow for close monitoring of student learner outcomes, goal setting, promotion of quality learning through revisions of the curriculum and regular evaluations of student levels of achievement. Principals are cautioned to not to try to achieve too much in a short time. School improvement programs will gain greater benefit if a smaller number of priority areas with planned implementation strategies are identified (perhaps one to four areas to begin) so that both the human and material resources can be channeled into tasks that everyone can be confident in handling in a systematic and supportive way. The Leadership ToolKit suggests that a supervision plan may focus upon: • analysis of external data and its implications (e.g., student results, completion rates) • planning and target/goal setting within the key learning areas (e.g. subjects, curriculum at different year levels) • emerging curriculum issues and their implications (e.g., government policies, curriculum revision) • current and new teaching strategies and their effectiveness (e.g., what research tells us, quality teaching, evaluation, action research) • addressing student need (e.g. gifted and talented, students with disabilities, remedial learning strategies, learning support for non-English speaking students) • development and supervision of staff (e.g., establishing collegial support structures, team teaching, mentoring beginner teachers, analysis of professional development needs of teaching staff) 38 • integration of technologies into teaching and learning14. Keeping in mind the push from the NSW Department of Education and Training for quality teaching across all subjects in the secondary school there is a realization that teachers cannot be left isolated in their classrooms and must take a more active position in working with their colleagues, reflecting upon their own teaching and greater willingness to participate in pedagogical skill development programs to improve their practice. Within the Leadership ToolKit available for first time principals there are a number of self-assessment and planning worksheets that ask first time principals to record their impressions for further reflection and planning. Example asks the principal to record first impressions of their new school and to return to these impressions once they have more information. Example sets out a planning sheet that principals can use in a supervisory role when working in a collaborative relationship with a staff member to map out a professional development plan for that staff member. 14 DET (2007). Leadership ToolKit – First Time Principal: School Context. Professional Learning and Leadership Development Directorate. NSW: DET. 39 Example - Impressions of your new school Leadership ToolKit First time Principal: School Context Record of impressions of your school Reflection With the benefit of being newly arrived, reflect on how your school communicates with staff, students, parents and the wider community. As a newcomer, did you feel the school to be pleasant and welcoming? As a newcomer, what did you notice most about the school? Five things you think you can improve immediately: • • • • • Five things you would like to improve when you know more about why they are done that way: • • • • • 40 References Gary Yukl (State university of New York at Albany), Leadership in Organizations. Sarah Mackenzie, Reframing Organizations Artistry, Choice, and Leadership: Lee G. Bolman, Terrence E. Deal. Sarah Mackenzie, Conceptions of Leadership. Prot Bernard, Some concepts in the psychology of labor. 41 [...]... capacity and manage the performance of individuals and teams 4 Well developed communication and interpersonal skills with the capacity to build relationships and engage students, staff and parents 5 Ability to plan and manage resources effectively and equitably to support teaching and learning 6 Knowledge of and commitment to the Department’s Aboriginal education policies.11 DET policies and the Standards... Ability to lead and manage rigorous and inclusive whole school teaching and learning programs 3 High level communication and interpersonal skills with the capacity to build positive relationships and engage all levels of the school and educational community 4 Ability to lead and manage the development and performance of staff to improve teaching and learning 5 Ability to plan systems and manage resources... educational region (a District) and works cooperatively with a parent organization (Parents and Citizens Association) to ensure that the organizational and educational structures and programs of the school receive support from the community The principal is also responsible for the development of the educational environment in which teachers and students work cooperatively together and with the school senior... welfare and discipline policy is implemented in a fair and ethical manner • staff welfare development and management: promote a collegial and cooperative school culture, establish effective communication and decisionmaking processes within the school, maintain the code of conduct developed by DET, clarify duties for all teaching and administrative/technical staff, facilitate staff development and professional... improvement and the capacity to make changes in practices so that improvement in areas like teaching and learning take place; (ii) A School Culture that supports continuous learning: a school environment in which staff reflect on their teaching and student outcomes and use their findings to improve and/ or change practice to improve student learning; (iii) A Shared Vision, Clear Expectations and High Standards:... school community support the mission and goals of the school and work to agreed targets within the school year to reach high standards in teaching and learning (iv) Commitment to and Support for School Improvement: the shared vision and beliefs in the mission of the school lead to individual and team efforts to maintain continuous assessment, evaluate practices and establish benchmarks for school improvement... experiences of the candidate, and preparation of the documentation in support of the application (ii) Policy and Procedures: refers to the role of the Institute within the meaning of the Act (2004) and the role and responsibilities of accreditation bodies within the Institute An external standards assessor is appointed to assess the capabilities of the candidate through document analysis and observation... educational terms and so assist the assessor to understand the significance of an entry The role of the external assessor is very important to the validity and reliability of the accreditation process Training of assessors covers professional ethics including equity, confidentiality and objectivity of judgment, understanding of professional standards and an ability to analyze sample reports and evidence... analyzing school and system data that can assist in establishing targets for teaching and learning and high levels of student achievement, targeting human, technical and financial resources to support the schools educational goals • student welfare: develop a student welfare and discipline policy that is regularly reviewed, prepare policies, programs and practices that ensure a safe and supportive learning... disadvantaged and isolated areas and special education centres Assessors are also chosen using a set of essential criteria: recent successful classroom teaching, knowledge of subject(s), pedagogical knowledge and skills, excellent analytical and writing skills, experience in mentoring and supporting colleague teachers, particularly beginner teachers and knowledge of the Professional Teacher Standards Current . NGOẠI NGỮ CHUYÊN NGÀNH Vấn đề nghiên cứu: ORGANIZATION CULTURE AND SYMBOLS (Bản tiếng anh) HÀ NỘI – 2013 1 Contents Lesson 1. Organization culture and symbols 2 Lesson 2. The nature of managerial. educational region (a District) and works cooperatively with a parent organization (Parents and Citizens Association) to ensure that the organizational and educational structures and programs of the school. professional standards in partnership with teachers from around NSW. More than 7000 teachers in NSW assisted in the development and validation of the standards and the University of New England completed