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DEAR STUDENTS

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RELAXATION TECHNIQUE VIDEO

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RESOURCE PERSON TO SCAD COLLEGE OF EDUCATION, TRINELVELI

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RESOURCE PERSON TO THIRUVALLUVAR UNIVERSITY MODEL CONSTITUENT COLLEGE OF ARTS AND SCIENCE

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Recording of the session: https://transcripts.gotomeeting.com/#/s/c64622a186708a62f01fe7dcf335c3ed24d8540b278fbf76e039c391506dbd16

EDUCATIONAL CHANGE UNIT 5

PRINCIPAL'S ROLE IN EDUCATIONAL CHANGE

A significant part of the job of principal is dealing with changes that may occur in the future. While some staff members are taking a break from their jobs, the relative calm and quiet in the building afford the principal time to reflect on any impending changes and how best to implement those changes. In the world in general, change is accepted as inevitable and on-going. We need only look around us to see the explosion in technology, numerous social changes, and the impact of world events on our everyday lives. Somehow in education, change seems to come as a surprise and with a certain amount of resistance and trepidation. Since student learning, behavior, and motivation are so complex and unpredictable, we tend to get locked into our comfort zone whether or not our actions are truly in the best interest of student achievement.

Change comes from different sources. In some cases, the mandate for change may come from a source outside the school (central or district office, state or federal mandate), and it is the job of the principal and other school leaders to implement the change. Other changes may come as a result of the vision of the school leader who sees that there is a need or deficiency within the school as a whole or in a certain segment of the school. As the principal considers the introduction and implementation of a new idea, he or she should thoroughly think through the kind of environment that will be created as a result of the change. During these planning stages, the principal should reflect on some very basic ideas: How will this change have a positive impact on student learning? Can the change be carried out? Should we undertake the change? How do we proceed? What will it look like if the change is successfully implemented and in place?

Change can be overwhelming both for the leaders and the instructional staff who must implement the change. Educators are bombarded with ideas related to change and sorting through the abundance of literature on the topic can be confusing, and in some cases, paralyzing. Concepts such as C-BAM (Concerns-Based Adoption Model), evolutionary vs. revolutionary change, systems of feedback, the integrating innovation model, and advanced change theory can boggle the mind and impede the implementation of the change. There are, however, certain basic principles that should be followed when a change is being implemented:

1. Change should address a need or deficiency in the school;
2. Change should be based on an analysis of existing data;
3. Change is a process, not an event;
4. Change takes place individual by individual;
5. Changes requires time.

So how should the school leader approach the idea of change? There is some valuable information on the change process that can give us some food for thought. Philip Schlechty determined that the teaching staff can assume a variety of roles as the change process is being carried out. Trailblazers are highly motivated and will enthusiastically undertake the new idea; pioneers are willing to take risks but they need reassurance that what they are doing is worth their time and energy; settlers need much more detail about the change, specifically what is expected of them, and a belief that the change can be accomplished; the stay-at-homes will take on the new challenge only if there is a clear and compelling reason for the change; and finally the saboteurs will actively undermine the change and try to keep it from occurring. The stay-at-homes and saboteurs typically represent a small number of staff members. Schlechty has concluded that it is not a good use of the leader’s time to spend energy trying to force these individuals to change. It is important, however, to keep them “close” so the leader knows what they are doing.

Once it is determined that the change will go forth, the real work begins. Some principals see their primary role as setting the process in motion and then letting the natural course of events unfold. Others start out with the best of intentions and then unforeseen circumstances demand their time and they do not monitor the change process properly. Still others do not have the proper leadership training or support from those outside the school to carry out the change to its ultimate conclusion.

The six steps are as follows:

1. Be explicit about the change you expect. Put the ideas related to the change in writing. Just as we say that teachers must be explicit about the assignments they give to students, school leaders must do the same for the adults with whom they work. Emphasize that the change is not optional.
2. Prepare the staff for the change by providing professional development. When change occurs, participants must be able to translate the change into a process they can understand and follow. When they go through training, they know in greater specificity what they are to do, and they get ideas from one another.
3. Make the necessary resources available that will support the change and enable it to occur. By talking to staff members as the change is in process, the leader can determine what additional resources are needed. A quick response by the leader in providing the resources will show the staff that he or she is supportive and in complete support of the change.
4. Monitor the implementation of the change. What gets monitored will get attention in the classroom. The principal should refer back to the original written documents outlining the change as the tools to use to monitor the process as it unfolds.
5. Provide on-going feedback to the staff about how the change is progressing. The principal should be visible, interact with teachers, carry out frequent “walk-through” visits to classes, and talk about what he or she sees in classrooms that serve as evidence that the change is being implemented.
6. Collect data and document how the change is progressing. The leader will never know if the change is being effective unless there is data to show what effect the change has on student learning. Good principals do not try “to go it alone.” They use their leadership teams or other schoolwide groups to gather and interpret data.

unit 5 role of the head

The responsibilities of the Head of School include:

Strategic and Budgetary Planning

1. Developing a strategic plan for the School, in consultation with the School Executive, including the preparation of a staffing and resource plan.
2. Engaging the staff of the School and the University's senior officers in devising and agreeing the School's plan.
3. Reviewing the performance of the School in terms of its objectives as stated in its strategic plan and in its staffing and resource plan.
4. Having responsibility for all financial matters, including financial planning and sustainability, resource allocation, the identification of new sources of income, the monitoring of expenditure to ensure that it is within appropriate levels, ensuring the linking of resource allocation to strategic and operational planning; compliance with College approved financial policies; ensuring all staff are aware of the existence and extent of the College’s financial regulations.
5. Managing and monitoring of implementation of the resource allocation process within the School.

Staffing

6. Dealing with staff recruitment matters that fall within the remit of the School.
7. Membership of the Selection Committees for all appointments in the School. (The Head of Discipline may replace the Head of School as appropriate.)
8. Creating a supportive working environment for all staff in the School and fostering their career development.
9. Ensuring that staff review and development is completed in a timely manner (including PMDS).
10. Completing probation reviews with all newly appointed academic staff in line with the College's Academic Probation Guidelines, in consultation with the relevant Heads of Discipline where appropriate.
11. Allocating duties to staff within the School and the management of staff in accordance with College policies and procedures.
12. Approving outside earnings activities of staff members in accordance with College regulations.
13. Handling grievance procedures for staff except where a grievance is against the Head of School, in which case the Faculty Dean is responsible.
14. Managing relevant disciplinary procedures for both staff and students.

Teaching, Learning and Research

15. Having overall responsibility for the management of the School's programme of teaching and research and the implementation of the College's academic policy.
16. Ensuring the effective delivery of high quality teaching and the maintenance of academic standards.
17. Promoting a culture of learning that is directed to student needs, and of teaching that is informed by the research interests of the School's staff.
18. Dealing with professional matters where relevant to the activities of disciplines and in particular, the educational requirements of professional accreditation bodies.
19. Fostering the development of academic policy and initiatives within the context of the long-term strategies of the College and the School.
20. Developing and maintaining a vibrant research culture of international standard, including the promotion of research initiatives and networks.
21. Fostering interdisciplinarity both within the School and between Schools.
22. Promoting excellence and improvement in all matters of teaching, learning, research and administration.
23. Ensuring the regular review, evaluation and development of programmes offered by the School.
24. Advising the Senior Lecturer and the Dean of Graduate Studies on entry requirements for specific courses, in consultation with the relevant course committee and Directors as appropriate.
25. Promoting collaboration within the School, with other Schools, and with other institutions.
26. Liaising appropriately with the Faculty Dean on cross-School and Faculty-wide issues.
27. Nominating External Examiners for undergraduate programmes to Council for approval.

General

28. Representing the School both internally and externally, including representation on College committees.
29. Managing and encouraging an information flow to staff and students within the School regarding School and University developments.
30. Ensuring the effective operation of the School in accordance with approved governance procedures.
31. The general management, subject to College policy, of the School's physical facilities and equipment, including the allocation of rooms and other space.
32. Having overall responsibility for ensuring that the School's arrangements comply with legal requirements and related College policies such as health and safety, data protection and data retention policy, freedom of information.
33. Implementing decisions of Board and Council and the supply of information in accordance with Board and/or Council directions.
34. Prepare an annual report in agreement with the School’s Executive Committee and for consideration by the School Committee.
35. Delegating to an Acting-Head during any period of absence of more than three working days (see below).
36. Conducting elections to Headship of Discipline in the School, as required.
37. Other duties as may be assigned by the Board.

Absence of Head of School /Acting Headship

Where a Head of School will be absent from College for more than three consecutive days (but less than 21 days), the Head must appoint, in consultation with the School Executive and with the agreement of the individual concerned, an Acting Head of School. The appointment of an Acting Head of School should be notified to the Faculty Dean.

The Board may grant leave of absence for periods of twenty-one days or more. As part of this process, the Faculty Dean should request permission of the Faculty Executive Committee for leave of absence for a specified period, and nominate a member of the School as Acting Head. Such requests would not normally exceed a period of twelve months.

Heads of School and Professorial Chairholders in the School

The relationship between Heads of School and professorial chairholders will vary from area to area in College. But generally it must be assumed that Heads of School are charged with running the affairs of the School and that chairholders will, in the same way as any other members of the School, perform the teaching duties, supervise the graduate students, and undertake the administrative tasks assigned to them. In addition, professorial chairholders may be expected to assume a prominent role in the profession suitable to their seniority and special distinction. This will involve them in the active promoting and publishing of research, in contributing significantly to curricular and pedagogical developments, and, where appropriate, in the mentoring of younger staff and helping them with the development of their careers. They will normally be provided with such facilities and support as is necessary to fulfill their special responsibilities.

 

unit-4 med

notes for principles of TQM

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book on TQM
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TQM
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M.Ed notes UNIT 3

unit III leadership

WEBINAR CONDUCTED ON 02.05.2020