SCHOOL EFFECTIVENESS & SCHOOL-BASED MANAGEMENT

SCHOOL EFFECTIVENESS & SCHOOL-BASED MANAGEMENTHMEE5033Pengenalan Perkembangan dan penambahbaikkan dalambidang pendidikan berlaku di keseluruhan negara.Usaha usaha dilakukan untuk mewujudkan:Pendidikan berkesanBerlakunya perubahan dan pembaharuan di sekolah

Perubahan akan berjaya dengan adanya kepimpinanyang berkesan??What is school-based management.Responsibility and decision-making over school operation is transferred to principals, teachers, parents, sometimes students and other school community members.Over one or more of the following activities; budget allocation, hiring and firing of teachers and other school staffs, curriculum development, text book and other Why is school-based management important.

- 1st it improves accountability of principals and teachers to students and parents.

2nd it allows local decision-makers to determine the appropriate mix of inputs and education policies adapted to local realities and needs. Pembaharuan/perubahan kearah sekolah berkesan. Untuk mewujudkan pendidikan berkesan dan perkembangan sebuah sekolah berkesan mesti ada penyusunan semula yg berkualiti.

5 pembaharun dilakukan untuk wujudkan sekolah berkesan.Introduction

To ensurance of school education quality.Several trends are observed:From improvement to development

From quantity to qualityFrom maintenance to effectiveness.

From external control to school-based management

From simplistic techniques to sophisticated technology PART 1

SCHOOL EFFECTIVENESS.CHAPTER 1 School Function and School Effectiveness-A School is an organization in changing and complicated social context, bounded with limited resources and involving multiple constituencies, education authorities, school administrators, teachers, students, parents, taxpayers, educators, and public (Cheng, 1993). School have different performance and effectiveness for different functions or goals.

Clarify the aims and function of schools before we discuss what is school effectiveness.

Refer pg 7 Classify the potential school function into 5 types.1. Technical/economic functionIndividual, the institution, the local community and the international community supply quality labour to the economic system. 2. Human/social functionsHelp students to develop themselves psychologically, socially and develop their potential.global human relationship. 3. Political functionhelp students to develop positif civic attitudes and skills to exercise the rights and responsibilities of citizenship. International understanding benefit of the world. 4. Cultural functionto develop students creativity and aesthetic awareness and to be socialized with the successful norms, values and beliefs of society. At the international level acceptance of different norms, tradition, values and beliefs in different countries and regions.5. Education function.contribution of school to the development and maintenance of education at the different levels.Individual level- help student learn how to learn.Institution level- school serve as a place for systematic learning, teaching disseminating knowledge. New direction and old tradition in studying Table 1.3. Page 16.

15CHAPTER 2 Model of school Effectiveness

table 2.1

Conception of School effectivenessCondition forModel usefulnessEvolution Indicators/keyareasGoal ModelGoal are clearGoals are clearConsensual, time Bound and Measurable;Resources are sufficient8 models that can be used to explain and assess school effectiveness from an organizational perspective:1. The goal model - student achievement in public examanation is frequently used as the major goal .

2. Resource-Input model Quality of student intake, facilities, resources, and financial support ie Sometimes quality student input is often assumed as an important indicator of schools success.

3. The process model School inputs are converted into school performance and output through a transformational process in school.

4. The satisfaction model School is effective if all of its strategic constituencies are at least minimally satisfied. If school goal are high it will difficult for school to achieve them. If the excpected goals are low and simple it will be easier for school to achieve them. 5. The Legitimacy model The school is effective if it can survive as a result of engaging in legitimate or marketing activities.

6. The ineffectiveness model The ineffectiveness model describe school effectiveness from a negative side and defines that a school is basically effective if there is an absence of characteristics of ineffectiveness in school. 7. The organizational learning model A school is effective if it can learn how to make improvement and adaptation to its environment.

8. The total quality management model. A school is effective if it can involve and empower all its members in school functioning, conduct continuous improvement in different aspects of school process and satisfy the requirements, needs, and expectation of the schools external and internal powerful constituencies even in changing environment. CHAPTER 3 A Dynamic Perspective of School Effectiveness.Compare 8 models with the 5 levels of school effectiveness ref. Table 3.1 and 3.2. pg 30 & 31

2 kinds of congruence that can contribute to the discussion of maximizing school effectiveness.

A Dynamic perspective.

21PART 2

SCHOOL-BASED MANAGEMENTCHAPTER 4. THE THEORY OF SCHOOL-BASED MANAGEMENT.

The success of individual quality improvement measures will be limited if schools are not able to draw effectively on the skills, energy, and commitment of every member of the school community.

David (1989) 2 basic characteristics:

School as the major decision making unit.school autonomy on finance and management should be increase.Ownership as the major requirement of school reformthe needs mainly the participation of members concerned to share decision making. School-based management The school management tasks are set according to the characterastics and needs of the school itself and therefore school members ...... 44

Table 4.1.

Difference in assumptions about education;

>Principle of equifinality vs principle of standard structure>principle of decentralization vs principle of centralization>principle of self-menaging system vs principle of implement system>principle of human initiative vs principle of structual control.Table 4.2 Y.C Cheng.CHAPTER 5Self-management at multiple levels Schools are self-managing in their daily operations related to site level.

How school can fully use the strengths of school-based management to become effectively self-managing, particularly in dealing with issues related to staff performance and effectiveness not only at the school level but also at the group and individual level. Self management at the school level:Environment analysis and the cyclic process very important. 0ther components, planning, structuring, staffing, directing, monitoring and evaluting. 1. Strategic Management.Pg 67.Self-management at the group level.analysis in the self-management cycle. SWOT analysis. pg 73Self-management at the individual level.That facilitates the individual to be responsive to external challenges and enables individual continuous learning.In the implementing stage, individuals focus on personal performance in the program or group. Self-management at multi-level.In which staff (including administrators) given a certain degree of autonomy, design their own directions and manage their own performance at the whole school level, the group level and the individual level.

Pg 78Self-management and school effectiveness.

CHAPTER 6A school-based management mechanism for development

Matrix of school process.- management process- a process of teachers influencing students.

Congruence in process.The Layer management concept The matrix of school technology

The matrix of school culture

A school based management mechanism

PART 3

PRACTICE CHAPTER 7LEADERSHIP FOR THE SCHOOL-BASED MANAGEMENTTraditional concepts of leadership.Leadership is related to the process of influencing others behaviour.39Alternative perspective of leadershipFive-dimension model.- Human leadership supportive interpersonal relationship - Structural leadership thinks clearly and logically- Political Leadership persuasive and effective at building alliance and support to plan- Cultural Leadership inspiration and charismatic- Educational Leadership encourages professional development and teaching improvement. The Layer Leadership

Include 3 levels. The individual, group and school level.The leader layer.The principal, agroup of administrators, or all administrator.Some teachers may be administrator s or leaders in some management activities, at the same time they are also members in other management activities.The strategic leadership-The leadership for initiating, developing and maintaining of the strategic management process.Improve school performance, achieve school objectives

Cultural leardership.-the leardership for transform the mission, values, and norms of individuals or groups.Political leadership Contributes to conflicts among teachers or groups.Strive for win-win and cooperative solutions and discouraged those efforts to pursue individual objective at other expense (covey, 1989; tjosvold 1992).

Human Leardership.Emphasizes enhancing teachers commitment, personal growth and interpersonal relationship.Support the activities of coaching, training, mentoring and career counseling. Technical Leadership- Providing suitable technical support to plan, organize, coordinate and implement teaching and learning activities in the school. Leadership and different models of school effectiveness.

CHAPTER 8MANAGEMENT OF SCHOOL-BASED STAFF DEVELOPMENTThe need for staff development.

-Staff are the important resources of a school. -If these human resouces are properly developed, the school will perform more effectively and achive better results.-create opportunities for them to develop their potential and make more contribution. Concept of staff development.Activities to satisfy the personal interest, wants and needs of staff and at the same time satisfy the future needs of the orginization.

The traditional concept and new concept of staff development.Pg 131. The functions of staff development

For individualFor group For school development and effectiveness.The matrix conception of school-based staff development.principles 0f congruence for staff development.table 8.2.Establishing a staff development program

Perlu perancangan kertas kerja jangka panjang dan jangka pendekCHAPTER 9 MANAGEMENT OF SCHOOL-BASED CURRICULUM CHANGE. Dif of curriculumDefined narrowly as a specific set of knowledge, skills and activities to be delivered to students

Defined broadly as set of planned activities to foster/implement teachers teaching and students learning.Approaches to curriculum changeThe simplictic curriculum change

The teacher competence development

The dynamic curriculum changeboth teachers and curriculum should be develop.A three-level organizational context. Happen in three level context.individual level, the group level/program level, and the whole school-level. Fig 9.2-mutual level.-hierarchy of influence-effectiveness and interaction-congruenceBetween curriculum change and teacher competence developmentBetween levels.

Characteristics at different levelIndividu levelThe program level.

Leadership and participationLeadership is responsible for facilitating instructional activitivities and coodinating curriculum across the individual, program and school levels. Successful curriculum change involves the transformation of teachers behavior, skills, motivation, conceptions and beliefs about management, teaching and learning.

Leadership and participation.CHAPTER 10 Management of School-Based Change2 types of school change :Externally and school-based change

The needs for school-based changeAs a trend all over the world (the change in political, economical and social)or decline in school performance.School change for its survival:AdaptationGoal achievementIntegrationPattern maintenance The meaning of school-based changeA process which includes a set of planned systematic activities conducted by schoolmembers to change the schools pedagogic and organizational ......

3 perspective the nature of school changeThe technological perspective...control change by means of systematic methods and feedback.The Political Perspective...the reaction to pressures from the external environment.3. The cultural perspective...change not only superficial behavior but also in the values and beliefs of school members.

Staff development for effective school-based change....staff development is an important means to prepare and implement the technological and cultural changes in school. Stages of a school-based change.Table 10.4 pg 173.

3 Stages of school-based change. The unfreezing stage

The changing stage

The refreezing stage.Techniques of change.Education and communication

Participation and involvement

Facilitative support4. Emotional support.

Incentives

Manipulation and co- optation

Coercion.

Staff development for effective school-based change.Strategies and techniques of school-based changes.Stages of a school-based change

Strategies of change

Techniques of changeCHAPTER 11.

Conclusion : The Future of Research on School Effectiveness and School-based Management.

Even though school-based management is good for continuous school development and long-term effectiveness, the change of schools from external control management toschool-based management is not easy.

Kekangan

Arah tuju, intergration , maintenance.Perlukan masa dan pengalaman Dari segi pentadbiranKewangan.Perbincangan.

1.Penulis sarankan 8 model dalam usaha mewujudkan sekolah berkesan.

2. Sehubungan dengan itu sekolah berkesan wujud jika berlaku perubahan dalaman dan luaran sekolah tersebut.