Administration
Content
Assignment
Administration, Management & Supervision
Concept of Administration, Management & Supervision
Introduction:
Administration can be defined as the universal process of organizing people and resources efficiently so as to direct activities toward common goals and objectives. The word is derived from the Middle English word administracioun, which of ad ("to") and ministratio ("give service"). Administrator can serve as the title of the general manager or
company secretary who reports to a corporate board of directors. This title is archaic, but, in many enterprises, this function, together with its associated Finance, Personnel and management information systems services, is what is intended when the term "the administration" is used. In some organizational analyses, management is viewed as a subset of administration, specifically associated with the technical and mundane elements within an organization's operation. It stands distinct from executive or strategic work. In other organizational analyses, administration can refer to
the bureaucratic or operational performance of mundane office tasks, usually internally oriented and reactive rather than proactive.
Concept of school administration:
Education administrators have been in schools since the 1800s. Prior to this, most students were taught in one-room schools with mixed ages, abilities and grades. School administration is the hub of educational process all the plans, policies and practices are bound to fail unless and until there is no sound administration school. School administration is effective and efficient use of school space time and resources to create an effective educational environment that in turn to help to achieve educational objectives.
Elements of School Administration:
These are the major elements on which majority of experts agree:
1. Planning 2. Organizing 3. Staffing
4. Budgeting 5. Recording and reporting 6. Direction 7. Co-ordination 8. Controlling
1. Planning: Planning is absolutely important for efficient administration. It is working out the broad outlines from the beginning to the end. There is need of planning at the initial stages, in the middle and also at the end. Good planning done at the initial stages is bound to reap good harvests. It of course, needs patience, courage, perseverance and lot of experience on the part of the planner. It is an intellectual activity which requires full knowledge and insight into things and imagination. In administration, planning is not an independent activity. It is in fact, a part of whole process of administration. It is not an end in itself. It is rather a means to end.
2. Organizing Organizing is setting up of things and providing proper school environment. It is very important aspect of administration. Organizing is a twofold activity. On the one hand, it makes arrangement of human material needed in the school and on the other hand it provides non-human material. Both the types of material need be organized in such a way that the whole program is successfully to practice. Both planning and organizing are interlinked.
3. Staffing An institution stands on the basis of the staff and the students. Staffing means recruitment of suitable staff for the institution as per its basic needs, having qualities and qualifications as laid down by the authorities.
4. Budgeting Budgeting means preparing the statement of income and expenditure for the smooth functioning of the school. In the present by setup of school life, there is need of becoming more conscious of the financial aspects of education. A lot of improvements in facilities at staff or buildings expected to consume more of money.
Only a full considered budget will prove useful in the smooth functioning of the institution.
5. Recording and Reporting An educational institution is a composite of many activities of varied types. It is difficult for anybody to remember the details of those activities. Recording those activities in the registers regularly and then maintaining them is an essential duty of the administration. Further reporting about those activities is also needed.
6. Direction It means providing guideline to the school for its functioning. It indicates when to start action and when to stop it. It also provides right direction after rectifying any wrong step if already taken up. Direction has unique significance in the process of administration.
7. Co-ordination It correlates the different activities going on in the school. It brings harmonious relationship between the activities of the school. The school presents very complex type of situation. There are many people working and innumerable activities going on. There is every possibility of confusion and chaos in school life. Proper co-ordination keeps a check over any such type of confusion in the school.
8. Controlling Controlling as its name indicates, concerns over-all supervision of the whole process of administration. Control is needed over text books, time table, co-curricular activities, finance, and budget etc. controlling sorts out right from the wrong. It also helps in rectifying the wrongly taken steps.
Aims and objectives of educational administration:
The following are the main aims and objectives of educational administration: i. To provide efficient school life to the school students and thus to prepares then in the art of living together. ii. To bring educational institutions and community closer to each other.
iii. iv. v. vi.
To enable the students to have the right type of philosophy of life To bring harmony between plans and the tasks. To conserve all the good practices and conventions of the past. To help in the realization of objectives of education as lain down by educational experts.
vii.
To provide healthy atmosphere for experimentation and research etc.
Concept of Management:
The organization and coordination of the activities of an enterprise in accordance with certain policies and in achievement of defined objectives.
Management is often included as a factor of production along with machines, materials, and money. According to the management guru Peter Drucker (1909-2005), the basic task of a management is twofold: marketing and innovation. Practice of modern
management owes its origin to the 16th century enquiry into low-efficiency and failures f certain enterprises, conducted by the English statesman Sir Thomas More (1478-1535). As a discipline, management consists of the interlocking functions of formulating corporate policy and organizing, planning, controlling, directing an organization's resources to achieve the policy's objectives. and The size of
management can range from one person in a small organization to hundreds or thousands of managers in multinational companies. In large organizations the board of directors formulates the policy which is then implemented by the chief executive officer. Some business analysts andfinanciers accord the highest importance to the quality and experience of the managers in evaluating an organizations current and future worth.
School based Management:
It is the decentralization of authority from the central government to the school level (Caldwell, 2005). In the words of Male net al. (1990), ³School-based management can be viewed conceptually as a formal alteration of governance structures, as a form of decentralization that identifies the individual school as the primary unit of improvement and relies on the redistribution of decision-making authority as the primary means through which improvement might be stimulated and sustained.´Thus, in SBM, responsibility for, and
decision-making authority over, school operations is transferred to principals, teachers, and parents, and sometimes to students and other school community members. However, these school-level actors have to conform to or operate within a set of policies determined by the central government. SBM programs exist in many different forms, both in terms of who has the power to make decisions and in terms of the degree of decision-making that is devolved to the school level. While some programs transfer authority only to principals or teachers, others encourage or mandate parental and community participation, often as members of school committees (or school councils or school management committees). In general, SBM programs transfer authority over one or more of the following activities: budget allocation, the hiring and firing of teachers and other school staff, curriculum development, the procurement of textbooks and other educational material, infrastructure improvements, and the monitoring and evaluation of teacher performance and student learning outcomes.
Management Process:
Management process consists of four steps: 1. Planning 2. Organizing 3. Directing 4. Controlling 1. Planning Planning means what, when, and how to do. It includes:
y y y y y y
Defining objectives Determining operations Collecting an and analyzing information Developing alternatives Decision making and communicating Preparing work plans
2. Organizing It includes:
y y
Defining tasks, methods and procedures Acquiring resources: human, financial, physical & information
y y y
Allocation of tasks into organizational structure Establishing authority and coordination mechanism Selecting and developing human resources
3. Directing Directing is the collection of these activities:
y y y y
Setting timeline and cost framework Leading Guiding and motivating Supervision
4. Controlling Controlling is the bag pack of these important tasks:
y y y
Monitoring Corrective actions Evaluation of performance
Aims and objectives of School Based Management:
Aims and objectives of school based management are the same which are determined by the Government of Pakistan in education policy.
y
To foster in the hearts and minds of the people of Pakistan in general and the students in particular, a deep and abiding loyally to Islam and Pakistan and a living consciousness of their spiritual and ideological identity thereby cause strengthening of unity of the outlook of the people of Pakistan on the basis of justice and fair play.
y
To create awareness in every student that he/she, as a member of Pakistani nation is also a part of the Universal Muslim Ummah and that it is expected of him to make a fair contribution towards the welfare of fellow Muslims inhabiting the globe on the one hand and to help the spreading the message of Islam throughout the world on the other.
y
To develop and inculcate in accordance with the Quran and Sunnah the character, conduct and motivation expected of a true Muslim.
y
To create interest and love for learning and discipline among the youth and to ensure that every student is imputed with the realization that education continuous and a lifelong process.
y
To provide and ensure equal educational opportunities to all citizen of Pakistan and provide minorities with adequate facilities for their culture and religious development enabling them to effectively participate in overall national effort etc.
Concept of Supervision in education:
Supervision is a process which provides an individual with the opportunity to clarify and resolve issues and dilemmas presented by their clients and workplaces. It is widely used by human services workers and teams. The supervision process has been found to reduce the risk of burn-out, enhance work performance and increase job satisfaction. The purpose of the supervision process is to provide a safe, supportive opportunity for individuals to engage in critical reflection in order to raise issues, explore problems, and discover new ways of handling both the situation and oneself. A critical aspect of supervision lies in its potential to educate. It is the supervisor's responsibility to ensure that:
y
Professional development and an ability to handle the various work tasks is fostered in the supervisee.
y
An educative forum, and a non-patronizing relationship, is established in which the supervisee can comfortably explore issues with the support of the supervisor.
y
Guidance and tutoring are available where necessary.
The key functions of supervision
One of the most influential writers on supervision is Charles Kadushin (1992) who defined three main functions of the supervisory process:
y
Educational - the educational development of the practitioner and the fulfillment of potential. In educational supervision the primary focus is to dispel ignorance and upgrade skill by encouraging reflection on, and exploration of the work.
y
Support - the practical and psychological support to carry through the responsibilities of the role. In supportive supervision the primary issue is worker morale and job satisfaction. The stresses and pressures of the individual's role can affect work performance and take its toll psychologically and physically. In extreme and prolonged situations these may ultimately lead to burnout. The supervisor's role is to help the worker manage that stress more effectively and provide re-assurance and emotional support.
y
Administrative/Managerial - the promotion and maintenance of good standards of work, co-ordination of practice with policies of administration, the assurance of an efficient and smooth-running office; This is the quality assurance dimension to supervision. The interpretation here is that the supervisor inducts the coach into the norms, values and best practices of being a practitioner/professional. It is the 'community of practice' dimension ensuring that standards are maintained.
The supervision process:
At the start of the supervision process, the parties concerned work out:
y y y
regularity of supervision (e.g. two hours every month) Aims and objectives of supervision (e.g. to address worker issues? to set tasks?) Conditions under which supervision is to take place (e.g. will matters discussed be strictly confidential?).
Because supervision is a process it does not start and conclude within a set timeframe, it is ongoing and will move through a number of negotiated stages and styles. For example, initial supervision sessions may be held weekly, be more task-orientated and built around establishing a solid supervisory relationship. Later sessions may focus only on one or two current issues, such as a difficult confrontation with a colleague or client. Typically, supervision will become less frequent as the supervisory relationship 'matures'. It should also become more exploratory (that is, of the person and the worker) as trust and rapport is established. Agendas and minutes of supervision sessions may or may not be written. If supervision is more task-orientated and administratively focused, then written notes are useful to refer back to. Set goals, aims/objectives for supervision to give both
parties something to work towards. As well, organize regular evaluation and reviews of supervision.
Aims and objectives of supervision
The whole process of supervision in unjustified and wasteful unless it has a particular aim and objective. A program of activities which is not guided by recognized purposes is not likely to contribute very much to the general effectiveness of education. It is necessary that all persons engage in its process recognize the nature of these objectives.
y
To extend the vision of teacher and learner. Effective supervision can contribute quite substantially to the expanding growth undergrad of its beneficiaries.
y
To create desire for improvement the elements of aspiration and motivation are considered to influences in shaping the quality and results of educational efforts.
y
To unify the efforts of persons responsible for the formulation and operation of the school program.
y
To increasing the productivity of program supervision is concerned with the total teaching learning situation, it is useful to remember that learners and teachers have purposes to achieve and productivity of learner may be affected not only by his own effort but also the behavior.
y
To serve the evaluating result the only valid basis for formulation of plans for improvement is the evaluation of past and current condition, activities and results.
Administration, Management & Supervision
Concept of Administration, Management & Supervision
Introduction:
Administration can be defined as the universal process of organizing people and resources efficiently so as to direct activities toward common goals and objectives. The word is derived from the Middle English word administracioun, which of ad ("to") and ministratio ("give service"). Administrator can serve as the title of the general manager or
company secretary who reports to a corporate board of directors. This title is archaic, but, in many enterprises, this function, together with its associated Finance, Personnel and management information systems services, is what is intended when the term "the administration" is used. In some organizational analyses, management is viewed as a subset of administration, specifically associated with the technical and mundane elements within an organization's operation. It stands distinct from executive or strategic work. In other organizational analyses, administration can refer to
the bureaucratic or operational performance of mundane office tasks, usually internally oriented and reactive rather than proactive.
Concept of school administration:
Education administrators have been in schools since the 1800s. Prior to this, most students were taught in one-room schools with mixed ages, abilities and grades. School administration is the hub of educational process all the plans, policies and practices are bound to fail unless and until there is no sound administration school. School administration is effective and efficient use of school space time and resources to create an effective educational environment that in turn to help to achieve educational objectives.
Elements of School Administration:
These are the major elements on which majority of experts agree:
1. Planning 2. Organizing 3. Staffing
4. Budgeting 5. Recording and reporting 6. Direction 7. Co-ordination 8. Controlling
1. Planning: Planning is absolutely important for efficient administration. It is working out the broad outlines from the beginning to the end. There is need of planning at the initial stages, in the middle and also at the end. Good planning done at the initial stages is bound to reap good harvests. It of course, needs patience, courage, perseverance and lot of experience on the part of the planner. It is an intellectual activity which requires full knowledge and insight into things and imagination. In administration, planning is not an independent activity. It is in fact, a part of whole process of administration. It is not an end in itself. It is rather a means to end.
2. Organizing Organizing is setting up of things and providing proper school environment. It is very important aspect of administration. Organizing is a twofold activity. On the one hand, it makes arrangement of human material needed in the school and on the other hand it provides non-human material. Both the types of material need be organized in such a way that the whole program is successfully to practice. Both planning and organizing are interlinked.
3. Staffing An institution stands on the basis of the staff and the students. Staffing means recruitment of suitable staff for the institution as per its basic needs, having qualities and qualifications as laid down by the authorities.
4. Budgeting Budgeting means preparing the statement of income and expenditure for the smooth functioning of the school. In the present by setup of school life, there is need of becoming more conscious of the financial aspects of education. A lot of improvements in facilities at staff or buildings expected to consume more of money.
Only a full considered budget will prove useful in the smooth functioning of the institution.
5. Recording and Reporting An educational institution is a composite of many activities of varied types. It is difficult for anybody to remember the details of those activities. Recording those activities in the registers regularly and then maintaining them is an essential duty of the administration. Further reporting about those activities is also needed.
6. Direction It means providing guideline to the school for its functioning. It indicates when to start action and when to stop it. It also provides right direction after rectifying any wrong step if already taken up. Direction has unique significance in the process of administration.
7. Co-ordination It correlates the different activities going on in the school. It brings harmonious relationship between the activities of the school. The school presents very complex type of situation. There are many people working and innumerable activities going on. There is every possibility of confusion and chaos in school life. Proper co-ordination keeps a check over any such type of confusion in the school.
8. Controlling Controlling as its name indicates, concerns over-all supervision of the whole process of administration. Control is needed over text books, time table, co-curricular activities, finance, and budget etc. controlling sorts out right from the wrong. It also helps in rectifying the wrongly taken steps.
Aims and objectives of educational administration:
The following are the main aims and objectives of educational administration: i. To provide efficient school life to the school students and thus to prepares then in the art of living together. ii. To bring educational institutions and community closer to each other.
iii. iv. v. vi.
To enable the students to have the right type of philosophy of life To bring harmony between plans and the tasks. To conserve all the good practices and conventions of the past. To help in the realization of objectives of education as lain down by educational experts.
vii.
To provide healthy atmosphere for experimentation and research etc.
Concept of Management:
The organization and coordination of the activities of an enterprise in accordance with certain policies and in achievement of defined objectives.
Management is often included as a factor of production along with machines, materials, and money. According to the management guru Peter Drucker (1909-2005), the basic task of a management is twofold: marketing and innovation. Practice of modern
management owes its origin to the 16th century enquiry into low-efficiency and failures f certain enterprises, conducted by the English statesman Sir Thomas More (1478-1535). As a discipline, management consists of the interlocking functions of formulating corporate policy and organizing, planning, controlling, directing an organization's resources to achieve the policy's objectives. and The size of
management can range from one person in a small organization to hundreds or thousands of managers in multinational companies. In large organizations the board of directors formulates the policy which is then implemented by the chief executive officer. Some business analysts andfinanciers accord the highest importance to the quality and experience of the managers in evaluating an organizations current and future worth.
School based Management:
It is the decentralization of authority from the central government to the school level (Caldwell, 2005). In the words of Male net al. (1990), ³School-based management can be viewed conceptually as a formal alteration of governance structures, as a form of decentralization that identifies the individual school as the primary unit of improvement and relies on the redistribution of decision-making authority as the primary means through which improvement might be stimulated and sustained.´Thus, in SBM, responsibility for, and
decision-making authority over, school operations is transferred to principals, teachers, and parents, and sometimes to students and other school community members. However, these school-level actors have to conform to or operate within a set of policies determined by the central government. SBM programs exist in many different forms, both in terms of who has the power to make decisions and in terms of the degree of decision-making that is devolved to the school level. While some programs transfer authority only to principals or teachers, others encourage or mandate parental and community participation, often as members of school committees (or school councils or school management committees). In general, SBM programs transfer authority over one or more of the following activities: budget allocation, the hiring and firing of teachers and other school staff, curriculum development, the procurement of textbooks and other educational material, infrastructure improvements, and the monitoring and evaluation of teacher performance and student learning outcomes.
Management Process:
Management process consists of four steps: 1. Planning 2. Organizing 3. Directing 4. Controlling 1. Planning Planning means what, when, and how to do. It includes:
y y y y y y
Defining objectives Determining operations Collecting an and analyzing information Developing alternatives Decision making and communicating Preparing work plans
2. Organizing It includes:
y y
Defining tasks, methods and procedures Acquiring resources: human, financial, physical & information
y y y
Allocation of tasks into organizational structure Establishing authority and coordination mechanism Selecting and developing human resources
3. Directing Directing is the collection of these activities:
y y y y
Setting timeline and cost framework Leading Guiding and motivating Supervision
4. Controlling Controlling is the bag pack of these important tasks:
y y y
Monitoring Corrective actions Evaluation of performance
Aims and objectives of School Based Management:
Aims and objectives of school based management are the same which are determined by the Government of Pakistan in education policy.
y
To foster in the hearts and minds of the people of Pakistan in general and the students in particular, a deep and abiding loyally to Islam and Pakistan and a living consciousness of their spiritual and ideological identity thereby cause strengthening of unity of the outlook of the people of Pakistan on the basis of justice and fair play.
y
To create awareness in every student that he/she, as a member of Pakistani nation is also a part of the Universal Muslim Ummah and that it is expected of him to make a fair contribution towards the welfare of fellow Muslims inhabiting the globe on the one hand and to help the spreading the message of Islam throughout the world on the other.
y
To develop and inculcate in accordance with the Quran and Sunnah the character, conduct and motivation expected of a true Muslim.
y
To create interest and love for learning and discipline among the youth and to ensure that every student is imputed with the realization that education continuous and a lifelong process.
y
To provide and ensure equal educational opportunities to all citizen of Pakistan and provide minorities with adequate facilities for their culture and religious development enabling them to effectively participate in overall national effort etc.
Concept of Supervision in education:
Supervision is a process which provides an individual with the opportunity to clarify and resolve issues and dilemmas presented by their clients and workplaces. It is widely used by human services workers and teams. The supervision process has been found to reduce the risk of burn-out, enhance work performance and increase job satisfaction. The purpose of the supervision process is to provide a safe, supportive opportunity for individuals to engage in critical reflection in order to raise issues, explore problems, and discover new ways of handling both the situation and oneself. A critical aspect of supervision lies in its potential to educate. It is the supervisor's responsibility to ensure that:
y
Professional development and an ability to handle the various work tasks is fostered in the supervisee.
y
An educative forum, and a non-patronizing relationship, is established in which the supervisee can comfortably explore issues with the support of the supervisor.
y
Guidance and tutoring are available where necessary.
The key functions of supervision
One of the most influential writers on supervision is Charles Kadushin (1992) who defined three main functions of the supervisory process:
y
Educational - the educational development of the practitioner and the fulfillment of potential. In educational supervision the primary focus is to dispel ignorance and upgrade skill by encouraging reflection on, and exploration of the work.
y
Support - the practical and psychological support to carry through the responsibilities of the role. In supportive supervision the primary issue is worker morale and job satisfaction. The stresses and pressures of the individual's role can affect work performance and take its toll psychologically and physically. In extreme and prolonged situations these may ultimately lead to burnout. The supervisor's role is to help the worker manage that stress more effectively and provide re-assurance and emotional support.
y
Administrative/Managerial - the promotion and maintenance of good standards of work, co-ordination of practice with policies of administration, the assurance of an efficient and smooth-running office; This is the quality assurance dimension to supervision. The interpretation here is that the supervisor inducts the coach into the norms, values and best practices of being a practitioner/professional. It is the 'community of practice' dimension ensuring that standards are maintained.
The supervision process:
At the start of the supervision process, the parties concerned work out:
y y y
regularity of supervision (e.g. two hours every month) Aims and objectives of supervision (e.g. to address worker issues? to set tasks?) Conditions under which supervision is to take place (e.g. will matters discussed be strictly confidential?).
Because supervision is a process it does not start and conclude within a set timeframe, it is ongoing and will move through a number of negotiated stages and styles. For example, initial supervision sessions may be held weekly, be more task-orientated and built around establishing a solid supervisory relationship. Later sessions may focus only on one or two current issues, such as a difficult confrontation with a colleague or client. Typically, supervision will become less frequent as the supervisory relationship 'matures'. It should also become more exploratory (that is, of the person and the worker) as trust and rapport is established. Agendas and minutes of supervision sessions may or may not be written. If supervision is more task-orientated and administratively focused, then written notes are useful to refer back to. Set goals, aims/objectives for supervision to give both
parties something to work towards. As well, organize regular evaluation and reviews of supervision.
Aims and objectives of supervision
The whole process of supervision in unjustified and wasteful unless it has a particular aim and objective. A program of activities which is not guided by recognized purposes is not likely to contribute very much to the general effectiveness of education. It is necessary that all persons engage in its process recognize the nature of these objectives.
y
To extend the vision of teacher and learner. Effective supervision can contribute quite substantially to the expanding growth undergrad of its beneficiaries.
y
To create desire for improvement the elements of aspiration and motivation are considered to influences in shaping the quality and results of educational efforts.
y
To unify the efforts of persons responsible for the formulation and operation of the school program.
y
To increasing the productivity of program supervision is concerned with the total teaching learning situation, it is useful to remember that learners and teachers have purposes to achieve and productivity of learner may be affected not only by his own effort but also the behavior.
y
To serve the evaluating result the only valid basis for formulation of plans for improvement is the evaluation of past and current condition, activities and results.
