School Administration is planning, directing,
organizing, and controlling human material or resources in an educational
setting.
Scope of School Administration
The operational areas within which
school administration operates can be specified as: 1.) administration of
school personnel, 2.) school finance and budget management, 3.) school plant
management, 4.) curriculum organization and management, 5.) guidance and
discipline, 6.) school and community relation, 7.) non-formal education; and
8.) evaluating results of school administration.
Administration of School Personnel
-includes all
policies, activities and practices of the administration and staff designed to
increase the effectiveness of teaching personnel.
School Finance and Budget Management
-includes
the financing of the school system, the sources of funds and the estimated
expenditures.
School Plant
Management
These resources cover the planning and
organization of school facilities and buildings to ensure that the school
environment is safe, stimulating and effectively managed.
Curriculum
Organization and Management
-includes the
process of selecting curriculum elements from the subject, the current social
life and the students' experience, then designing the selected curriculum
elements appropriately so that they can form the curriculum structure and type.
Guidance and
Discipline
- includes the system of rules,
punishments and behavioral strategies appropriate to the regulation
of children and the maintenance of order in schools. Its aim is
to control the students actions and behavior.
School and Community
Relation
-The Phil. Education Act of 1982 described
educational community as those persons or group of persons who are associated
in the institutions involved in organized teaching and learning system and that
the members and elements of the educational community are:
1.
Parents
or guardians or the head of the institution as foster home which has custody of
the pupils or students;
2.
Students
or those enrolled in and who attend regularly in an educational institution or
secondary or higher level or a person engaged in formal study;
3.
Pupils
who regularly attend a school of elementary level under supervision and
knowledge of a teacher;
4.
School
personnel refers to all persons working in an educational institution
identified as;
a.
Teaching
or academic staff or all persons engaged in actual teaching and/or research
assignment, either on full time or part time basis, in all levels of education.
b.
School
administrators or all persons occupying policy-implementing position having to
do with the functions of the school in all levels
c.
Academic
non-teaching personnel or those persons holding academic functions directly
supportive of teaching. Examples are registrars, librarians, guidance
counselors and researchers;
d.
Non-academic
personnel or all personnel not falling under the definition and coverage of
teaching items a,b,c.
5.
School
institutions recognized by state which undertake education operations.
Non-Formal Education
- includes organized school-based educational
activities aimed at attaining specific learning objectives for a particular
clientele, especially the illiterate adults and out-of-school youths.
Evaluating Results of
School Administration
- includes evaluation of desirable school and
teaching personnel performance as outcomes of policies, activities and
practices of administration and staff.
The Major Functions of School Administration
Some of the major functions of
administration can be cited:
1.
Planning
of school programs and activities … plan to show objectives, instructional
materials and the procedures and the means to attain set-objective.
2.
Directing
school work and formulating and executing educational policies … that is
decision-making, who to carry out plans, who teaches what; and working out
policies and regulations for all those in the organization.
3.
Coordinating
administrative and supervisory activities … in terms of harmonizing educational
activities and makes them instruments for yielding outcomes.
4.
Providing
the necessary leadership.
5.
Evaluating
the teaching personnel and school program … as an administrative function
includes teacher performance rating and school survey; and
6.
Keeping
records and reporting results … in that, records are kept for comparison and
evaluation purposes; and reporting results to public will help them understand
what the school can do and are doing.
SCHOOL SUPERVISION
Definition of School Supervision
Supervision of any school ordinarily
refers to the improvement of the total teaching-learning situation and the
conditions that affect them. It is a socialized functions designs to improve
instruction by working with the people who are working with the students/pupils.
Supervision
can also be defined in terms of function and purposes for which it shall be
used as a) skills in leadership, b) skills in human relation, c) skill in group
process, d) skill in personnel administration and e) skill in evaluation.
Scope of School Supervision
The major functions logically under
school supervision can be cited as:
Inspection. This is actually a study of
school conditions, to discover problems or defects of the students, teachers,
equipment, school curriculum, objectives and methods. This could be done via
actual observation, educational tests, conference, questionnaires and
checklists.
Research. This has something to do to
remedy the weaknesses of the solution to solve problems discovered. The
supervisor should conduct research to discover means, methods and procedure
fundamental to the success of supervision. The solutions discovered are then
passed on the teachers.
Training. This is acquainting teachers
with solutions discovered in research through training. Training may take the
form of demonstration teaching, workshops, seminars, classroom observations,
individual or group conferences, intervisitation, professional classes or the
use of bulletin board and circulars, and writing suggestions in BPS Form 178.
Guidance. Guidance involved personal
help given by someone. It is the function of supervision to stimulate, direct,
guide and encourage the teachers to apply instructional procedures, techniques,
principles and devices.
Evaluation. As an ultimate functions of
supervision, evaluation appraises the outcomes and the factors conditioning the
outcomes of instructions and to improve the products and processes of
instructions.
Activities of Supervision. The activities logically that are falling
under supervision can be enumerated as:
1.
survey
of the school system;
2.
improvement
of classroom teaching;
3.
in-service
education of teachers;
4.
selecting
and organizing materials for instructions;
5.
researching
the problems of teaching;
6.
determining
the desirable physical condition of teaching and
7.
performing
semi-administrative duties.
Interrelation
of Administration and Supervision
Administration
and supervision are interrelated in that every administrator is a supervisor
and every supervisor participates in administrative affairs.
1.
Administration
represents the whole of the education system; supervision represent a portion
of it in terms of improving the total teaching-learning situation.
2.
Administration
emphasizes authority; supervision, service. Every act of administration is
based upon authority; supervision is based upon service.
3.
Administration
provides favorable condition essential to good teaching and learning;
supervision carries out the better operation and improving it. In simple words,
administrations provide; supervision operates.
4.
Administration
decides, directs and orders the execution of educational program; supervision
assists, advises guides and leads the operation and improving the program. In
other word, administration directs; supervision serves.
Types of School Supervision
The type of school supervision that
can be cited are in terms of:
Laissez-faire type. This type of
supervision utilizes inspectorial supervisory methods unaided by any objective
control, in which the teachers are observed, but noting is done to help them
improve the work they are doing. In other words. The teachers are left free;
they are not to be imposed upon or directed.
Coercive type. This type of supervision
is the opposite of the laissez-faire. The supervisor visits the teachers in
order to observe them. The teachers acquired ready-made-procedure or standard
prescribed by the supervisors.
Training and Guidance type. This type
of supervision emphasizes the improvements of teachers as well as her technique
through direction, training and guidance.
Democratic leadership type. It consists of the
teacher’s cooperation in the formulation of policies, plans and procedures.
Supervisor observes teacher inside the classroom setting with the aim of
improving the teaching-learning situation via cooperation process or group
action. The teachers, supervisors and administrators are regarded as co-workers
in a common task.
Basis of Administrative and Supervisory Principle
Principle is an accepted fundamental
truth. It can be a law, a doctrine. A policy or deep seated belief which
governs the conduct of various types of human endeavors. In administration and
supervision, principles becomes part of a philosophy which serves to determine
and evaluate his educational objectives, attitudes, practices and outcomes.
General Principles of Administration and supervision
These general principles can be stated as a summary of the
substance and implications of philosophy of administration and supervision:
School
administration and supervision…
1. must be democratic … is
recognizing individual differences,
respect personality and extend consideration to all;
2. must be cooperative in character … in
that cooperation is synonymous to group action;
3. to be effective … must be scientific,
that is, research oriented activity to discover solution to problem;
4. must be based on accepted educational
philosophy;
5. must be creative … means initiating,
devising, inventing or producing something new;
6. must be evaluated in the light of
results;
7. must be preventive and constructive …
that is helping teachers to avoid committing mistakes, anticipating
difficulties, building self confidence, by discovering their own weaknesses;
8. must be centered on child growth and
development … in terms of growth mentally, physically, morally, emotionally and
socially; and
9. must be flexible … in terms of school
building, curriculum, teaching objectives and procedures, instructional
material and devices, school requirements and standard norms.
Selection of the Teaching Staff
The selection of the teaching staff
or personnel takes place within the legal framework such as:
1. Commonwealth Act. No. 177 placed the
public school teachers under civil service.
2. As a civil service they are governed
by:
a. civil service rules and regulations or
RA 2260 as amended by RA 6040;
b. RA 4670 or Magna Carta for public
school teachers, defining examination, appointment, promotion, transfer,
separation and reinstatement.
Identification of new staff members. This consists of two unique
complimentary phases; recruitment and selection. Recruitment phase is concerned
with the establishing a pool of potentially acceptable candidates whose values,
interest, needs and abilities, having been carefully analyzed, fill to satisfy
the requirements of a particular role.
Orientation of staff. Sometimes referred to as induction, orientation begins with
the recruitment interview and continue on through the staff membership/
association with the organization/school.
Assignment of staff. In this stage, degree of congruence between the
expectations for the position and qualifications and personal characteristics
of teachers is insured, and that the major expectations for the institutional
role and personal needs, dispositions and abilities of teachers are fully
explored and considered.
Improvement of staff. Maintaining the teachers require that they improve
themselves professionally while in the service. This can be done in several
ways in terms of a) classroom observation, b) individual conferences, c) school
visitation, d) professional association, e) student-teaching program, and f)
in- service activities.
Principles to be observed in the Administration of
Teacher Personnel
In
the administration of teaching personnel.
1. Decisions that affect the school
enterprise should be placed upon the group, that is the teachers and the
administrator, rather than the administration alone;
2. Selection of teaching personnel, only
the most qualified and competent are considered.
3. Merit system
must constitute the sole consideration in determining who shall be
promoted.
4.
Educational Qualification Performance
a. Length of service
b. Competence
c. Professional Development
d. Community service
e. Others
5. The guarantee, security and welfare of
the teachers that insure their efficiency should be provided (salary,
appointment, and benefits);
6. It is desirable to select teachers who
come from different institution of higher learning so that the impact of their
difference in training and personality will impique desirably upon a school
system;
7. There should be provision for a)
orientation of new teachers, b) in- service improvement, and c) maintenance of
high morale in the teaching staff;
8. There should be provision for
evaluation.
References/Bibliography
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