Module 7 The Management of Schools

Module 7 The Management of Schools is available both in text and PDF format online from this website. Just go to the sidebar on the right to find the links to download it or read it.

Introduction
The purpose of this module is to enable heads to gain an understanding and insight into the nature and dimensions of school management, and thus help them work effectively with the various groups and bodies which have a part to play in the good management of each school.

Let us first of all remind ourselves of the distinction between leadership, management and administration. A good head would be capable of all three and particularly his / her key role as a leader. We will deal with this in much greater detail in Module 8 “The Leadership of Schools”. In simple terms, the leader creates the vision and engages the staff to fulfil that vision. The manager creates order and structure to oversee and undertake the process and the various stages required to achieve the task. The administrator deals with the day-to-day issues that are required for the whole process to run smoothly, meet the requirements of the law and achieve the desired results. In short, what will be done, how it will be done and the doing!

In this Module, we will examine the process of management. There are many people and organisations involved in the management of a school and they all have their part to play. We will not only examine the role of headteacher in this but also look at the responsibilities of other outside stakeholders such as the parents, the children, the regional departments of education, the community and the central ministry.

Module 9 School Records and Documents

Module 9 School Records and Documents

Although we have made it clear in the last eight modules that the most important aspect of a headteacher’s function is the leadership role, we cannot deny that there is also a need for a certain amount of administration to make sure that schools function smoothly and that appropriate records are kept for those who need them.

The Supplementary Module 9 based on the guidelines School Records and Documents is available online. Just go to the side bar on the right to find it.

This module is a supplementary one and does not form part of the main programme. It is based on the Ministry of Education’s document “School Records and Documents” which has been updated regularly to meet current needs. It is the Ministry’s guidelines for all administrative activity for schools in Guyana. It is an extremely comprehensive guide produced by a large number of persons who wrote it and were part of the consultation process. It gives clear instructions to headteachers on how they should operate in respect of their administrative duties.

Whilst we accept that such administrative tasks are essential in keeping the wheels of the school moving smoothly, we must remember, however, that these tasks are not a means to a successful school in themselves. They assist the headteacher in keeping appropriate records to support him /her to fulfil his / her role as a leader. Alone they will not raise achievement. This is done by coaching, motivating and supporting school staff. School records should be completed, therefore, as far as possible outside of the school day and should not be used as an excuse to avoid working in those areas which will make a real difference to pupil achievement.

The primary purpose of the guidelines is to provide information to school practitioners in an attempt to enhance their competence and confidence. When the guidelines are adhered to, the system of accountability would be greatly improved.

The format of this module is different from that of the previous ones in that each unit will have a short introduction, after which you will be expected to read the appropriate sections of the guidelines. On completion of your reading, you will find a number of reflections and activities which we hope you will complete. We have provided you with a page reference from the guidelines to assist you in this process. The answers to the activities should be recorded in your portfolio in the normal way.

42 new graduates of the EMC in Region 5

No 29 Primary School in Region 5 was decked out to receive 42 new graduates of the Education Management Programme. The graduates had spent 18 months studying on the programme run by the Ministry of Education NCERD. It caters for serving and aspiring Headteachers.

The invited guests, family and friends and colleague Headteachers listened to the development of the Programme in the Region since it started 6 years ago. The number of graduates has almost doubled with each of the three cohorts and 97 have already applied for the next group to start later this month. One speaker quoted the longest serving master trainer Ms Ethlyn Kendall as saying some time ago that she wanted Education Management to become an "infectious disease" in the region. It certainly appears that way.

Addresses were made by the chairperson for the day, a former graduate of the programme, who ably led the proceedings, the Regional Chairman, the Regional Executive Officer and the REDO for Region 5. The presence of such eminent persons clearly indicates the importance placed on excellent leadership in the Region's schools. Mr Stephen Harding, Education Management Specialist and VSO responsible for the training of the programme, gave the feature address. He noted that the graduates were now academically prepared for a senior leadership role in a Guyanese school but that would only be the start of the journey. They need to show by their determination, practice and efforts to be worthy of the role. He placed great emphasis on earning respect rather than just expecting respect because they were in a leadership role.

Mrs Mary Harding, Literacy Specialist and VSO along with the Regional Executive Officer distributed the certificates and the trophies for the best performers. Mr Andrew Kartick from NCERD led the "Charge" with two poems which highlighted the importance of the child as an individual. Region 5 is now ready for the next round of the programme. Its master trainers are Mr Dyiaram Samaroo, Mr Harold Lewis, Ms Ethlyn Kendall and Ms Monica Fraser-Carmichael who, as Headteacher, allowed her school to be used for the Graduation.

Congratulations to the new Educational leaders of Region 5!

Graduation in Region Two

The Education Management Programme is going from strength to strength in Region Two. This was the region which piloted the programme in 2000 and is about to start with its fifth cohort of trainees. It was also the first region to hold its graduation which coincided with Education Month.

The Graduation, which was held at Anna Regina Multilateral School was introduced by the Chairperson Ms Yvonne Castello, who is also one of the Master Trainers on the course whose group of trainees come from the Pomeroon River. An overview of the Programme was given by Mr Maydha Persaud who is another Master Trainer and Commissioner of the Teaching Service Commission as well as retired Headteacher. The Education Management Specialist from NCERD , who is a VSO from England, gave the Feature Address and urged the graduates to remain steadfast in displaying their leadership skills so as to lead schools successfully through the first half of the 20th Century.

All of the three groups of graduates, which numbered 42 in all, offered a cultural piece to the audience of well wishers, regional officials, Headteachers, teachers, family and friends. Certificates were distributed and prizes were given to the best performers. The top scoring graduate, Laljeet Ruplall offered the Vote of Thanks and the Charge was given by the country's top performing graduate in 2006, Sandra Narine.

The Graduation was attended by, amongst others, the Region's Head of the Education Department, Mr Bardewan Ghir Rambarran, the Regional Executive Officer, Mr Sunil Singh and the Vice Chairman of Region Two, Mr Vishnu Samaroo.

Group 3 Representative performs a poem about "Motivation". Other groups offered a poem and a song and a sketch on "Leadership Styles".


To see all of the photographs of this Graduation, click on the photograph below:-

Mr Mayda Persaud gave an overview of the Programme

Resources for Early Childhood Education

Not enough people know that nestled in the back of the National Centre for Educational Resource Development in Kingston, Georgetown was a nursery school teacher's paradise. We were so impressed with what we saw that we could not resist paying a visit and sharing what we discovered with everyone.

The resource area had been developed by Mrs Florence Sukhdeo, National Curriculum and Materials Advisor who worked for BEAMS. Mrs Sukhdeo had a wealth of experience as a teacher, teacher trainer, university lecturer and advisor. The room was full of resources which were within the capabilities of any teacher to make and which, she was proud to say, she had either made herself or had commissioned from one of her many students all over the world that she had taught over her impressive years of service.

"I make and display the resources so that when a teacher sees them, she will immediately know what they are for and be able to make them herself." But, they were not classic home made resources that look home made. They were produced from all kinds of materials that were readily available in teachers' homes and which were often thrown away. With an emphasis on colour, shape, size and potential for the teaching of spatial awareness, Mrs Sukhdeo selected her odds and ends and turned them into practical learning resources which would serve well in the classroom for many generations of children. One of her successes were the big books she produced which highlighted cultural practices in Guyana whilst at the same time teaching children the basics of reading. Some of these were printed by Guyana Book Foundation with support from two Canadian based organisations CODE and CIDA as well as others from the BEAMS Programme (Basic Education Access and Management Support).

She had an eye for detail and was keen that teachers would replicate what they saw in their own classrooms. We wanted to show her talents to a greater audience through http://www.ncerdleaders.com/. Mrs Sukhdeo was passionate about nursery children and was keen to ensure that all had a standard of education equal to the best. She didn't want to see nursery classrooms cluttered with display and resources just to decorate the room but felt that they should be true learning aids appropriate to the age, development and maturity of the children. Displays needed to be changed regularly and link with what is being taught at a particular time.

In Guyana, nursery education consists of the following:

Year One - Age 3.9 - 4.9 years

Year Two - Age 4.9 - 5.9 years

Children then graduate to primary school where they are "infants" in Grades One and Two.

Of course, all of the materials displayed, suitably adapted, are appropriate also for the older age range. A positive and rich learning environment is essential at all levels from nursery to secondary. A science classroom in a secondary school needs to look like science is fun and enjoyable just as much as a primary classroom needs to motivate the children teaching them that learning is not only fun but a critical life skill.

Mrs Sukhdeo, who sadly has passed away now, we applaud you for your tenacity and your ability to share your wealth of experience, passing on your valuable knowledge to a new generation of teachers.

You can view all of the resources in Mrs Sukhdeo's room by clicking on the picture below. When you have the pictures in front of you, you can make them larger by using the slide bar at the top.

Early Years Education

"From bottle tops to big books and bunnies to benabs,

Mrs Sukhdeo had it all!"

If you would like to find out more about classroom display in a previous article,

Click Here

Guyana Chronicle Article about NCERD

Article 1st October 2008

Members of NCERD’s team: from left, Jane Quinn, Rajwantie Permaul, Stephen Harding, Bibi Shariman Ali and Sandra Persaud

“To plan and implement all in-service teacher education programmes, in order to improve the quality of education at all levels in the system so that education may serve as an effective instrument of social and economic development”.

This is the foundation on which the seven units of the National Centre for Educational Resource Development (NCERD), have banded together to form a highly professional, accountable, modern and democratic education service.

Established in 1986, to coordinate the functions of its units, NCERD has been able to touch all areas of the education sector, from curriculum and assessments to provision of resources and textbooks, some of which are developed by NCERD.

The seven units, brought together through the efforts and funding by the Ministry of Education and the United Nations Educational, Scientific and Cultural Organisation (UNESCO), are:

* Curriculum Development and Implementation Unit, headed by Bibi Shariman Ali
* Measurement, Evaluation and Research Unit, headed by Claudette Phoenix
* Learning Resources Development Unit, headed by Rajwantie Permaul
* School Libraries Division, also headed by Rajwantie Permaul.
* Materials Production Unit, headed by Albert Sugdeo
* Distance Education and Information Unit, headed by Pauline Stanford and
* Administrative Unit, headed by Lucille Griffith.

The units undertake tasks that are imperative to the realisation of NCERD’s key responsibilities, which have significant impact on the Education sector, according to the institution’s director, Mohandatt Goolsarran.

Director of NCERD, 

These responsibilities include:

* Provision of in-service and continuous training (professional, continuous growth and development) for teachers and other personnel
* Development, testing, implementation and evaluation of curriculums for Nursery, Primary and Secondary schools
* Advising on policy guidelines which relate specifically to Regional Learning Resources Centres (RLRC)
* Collaboration with other professionals to keep abreast of international trends in education
* Conceptualisation, development, evaluation and procurement of learning resources
* Training of library assistants, laboratory technicians and teacher librarians
* Promotion of effective teaching strategy practices
* Provision of assistance in the area of classroom management
* Upgrading of the qualifications of untrained teachers in the top regions through Distance and Open learning methodology
* Provision of formal and non-formal educational radio programmes
* Processing of examination papers and analysing results for use by the relevant personnel within the Ministry and other agencies
* Development of tests and scales required for national examinations
* Formulation and processing National Grades 2, 4, 6 and 9 Assessments and
* Printing, collating, storing and packaging papers for exhibition.

For the achievement of these responsibilities, each unit operates under a specific mission statement that complements NCERD’s general objectives. Functioning in different areas, the work of NCERD parallels those of the Ministry of Education’s Strategic Plan 2003-2007, the director stated.

This is in relation to:

* Professional support for the Hinterland Areas
* Improving equity in education by giving special attention to children in difficult circumstances
* Improving the human resource in the Education sector
* Improving the managerial capability of schools for greater effectiveness and accountability
* Information technology literacy and
* Literacy and numeracy.

NCERD’s literacy and numeracy projects hope to target 14,700 individuals. The initiative, started in May, extends throughout the 10 Administrative Regions of Guyana and purposes to help the participants raise their literacy level. Currently, regional coordinators, in association with 200 plus educators, out of a targeted 300, engage students, adults and interested persons in afternoon sessions five days a week, during an approximate seven-hour study schedule.

This effort by NCERD is only one of the programmes that are currently running which assist in educating Guyanese people for the development of the individual and, by extension, the country as a whole. In addition to the programmes established to educate, there are several others that aim at training or improving the human resource of the Education sector.

These comprise certificate courses and non-graduate courses in a number of fields, such as Education Management, Mathematics, English, Biology, Chemistry and Physics for Secondary Schools, and Basic Information Technology, said the director.

“Without NCERD there is no Ministry of Education,” Mohandatt Goolsarran posited.

He added that because of NCERD’s current role, it has been mandated by the Ministry of Education to widen its scope of activities.

A recent addition to NCERD’s list of brilliant minds is Jane Quinn, formerly of the British Broadcasting Corporation (BBC). Quinn stated that her sights are set on developing multimedia skills so as to facilitate the use of multimedia in the classrooms across Guyana. Quinn also added that she hopes to have an online infrastructure established, which would assist in making additional content available to many schools in need, on as many platforms as needed.

With more human-based and innovative technological resources, NCERD is expected to continue along the constructive path it has embarked upon to maintain the positive impact that the institution has had on the Education sector.

Motivating Children and Teachers

There are all sorts of things that motivate adults. They range from good salaries to favourable working conditions and promotion prospects to job satisfaction. But we all know that some of these are not easily provided. However, one of the biggest motivators is reward for a "job well done". It doesn't have to be a major ceremony in front of all one's colleagues but simply a word in a teacher's ear about something that they have done well, showing that you recognise it and appreciate him / her for doing it.

Some schools have been successful in rewarding teachers in a more formal way. For example, in one school, there are competitions for "Teacher of the Month", "Best Classroom" and even "Most improved punctuality and attendance" In this school, teachers strive to achieve those rewards which are presented each month in front of their colleagues. Another school presents them (not the attendance and punctuality ones) in assembly in front of the whole school and this also helps to motivate the children.

It doesn't have to cost money either. Just a simple certificate or even a letter will suffice showing how you feel about the work the member of staff is doing. These are easily made on a word processor if you have access to one. Think how you feel when somebody tells you that you have done well. Why not try it and let us know how you got on by making a comment from below?

It works even more so with children. But, stickers are expensive and not readily available in Guyana. So why not make some of your own? True, you will need access to a printer and a photocopier but it's worth the effort even if you are in an internet cafe reading this. It will only cost a few dollars and can be used again and again.

Children will work hard for a small reward and especially something they can stick in their books and show their parents. So, we're going to give you a headstart. We've prepared a few simple ones for you to download. They use Microsoft Word so they can be changed or edited as you wish. They are there for ideas. Also the children can colour them in to make them attractive.

Another idea is to have small posters with wording such as "Star of the Week", "Best Attender", "Best Punctuality" These are placed on the classroom wall and each week the name of a child is stuck onto it temporarily and replaced the next week. You can also do it as inter-class and whole school competitions.

So, why not use your imagination and create some of the resources for yourself to motivate your children. Here are some examples of what you might make.

Small Posters ............

Star of the Week Poster

Best Punctuality

Best Attender

Mini Certificates ..............

Well Done

Today's Best Worker

Star of the Week

I tried my best

Has worked well

Great Work

And small certificates...........

General Merit Certificate

If you find it was a successful strategy, just let us know by completing the comments below.

Resources Exhibition at NCERD

Many persons involved in the Leadership of schools took the time when in Georgetown to visit the Resources Exhibition in NCERD which was opened by the Honourable Minister of Education Shaik Baksh. We must thank, in particular, the Head of the Learning Resource Development Unit of NCERD, Rajwantie Permaul and her team for setting up the exhibition.

In his keynote address, the Minister made a number of important comments. He talked about the expansion of NCERD  as a training agency and, in particular a training initiative for all in the education sector which was being prepared to roll out in the next twelve months.

He was particularly clear about the need for senior educational leaders, especially in the Ministry of Education to go into schools on a more regular basis in order to develop the education system. He had been concerned also about the way resources had often not been used and had been locked away in cupboards. He promise action "to unlock the cupboards".

The Chief Education Officer (ag), Genievieve Whyte-Nedd urged teachers to use resources in the classroom as educational tools to promote learning rather tha simply to decorate classrooms.

We can all learn from this. We have been clear in NCERD about the need for a reduction in bureaucracy which will lead to Headteachers and Senior Leaders in schools being able to leave their offices, manage and lead by walking about and, in particular, advise teachers on how to improve the quality of learning and teaching in their classrooms. We will all accept that a good learning environment is paramount in providing the appropriate atmosphere in which children will learn.

The Opening was reported on NCN news and other channels. You will find extracts below, courtesy of GINA. You will note that a new Primary Resource Room was set up in NCERD alongside the existing one for Nursery Schools. This work was done by Ms Florence Sukhdeo (BEAMS Nursery Adsviser) in conjunction with VSO.

"A four- day exhibition on learning resources was declared opened today by Minister of Education Shaik Baksh at the National Centre for Education and Resource Development (NCERD), Kingston as part of the activities for the observance of Education Month under the theme ‘Education of the child: a parent and teacher obligation’.Minister Baksh noted that the Ministry of Education is aiming towards a special programme for continuous professional development of teachers throughout the school system which will be commencing during the latter part of 2009 as it would require preparation and designing.He said that the programme will be in collaboration with the Ministry’s Fast Track Initiative(FTI) programme.

Minister Baksh pointed out that a second new policy decision of the Ministry deals with the setting up of a National Committee for open and distance learning. A consultant has already been identified to develop that policy which will straddle all the sectors of the education system.

The Minister reiterated that government has spent $2.5 billion over the past three years in providing learning resources to the educational sector.He said under the five years of the strategic education plan, there is an aim to have Information Technology taught in 50 percent of the Primary Schools and also in the Secondary and Post- Secondary institutions of Guyana.

Minister Baksh urged that literature should be a compulsory subject for the Science and Business streams at schools to enhance students’ reading ability. He also urged that reading tents should be set up at least once every month in areas across Georgetown and once a month in each Region to encourage reading and learning throughout Guyana.Head of the Learning Resource Development Unit of NCERD, Rajwantie Permaul said that “learning resources are information represented and stored in a variety of medium and format can assist students’ learning as defined by the curricula.” Permaul said that “learning resources are intended for use by teachers, students and parents to foster learning both at school and at home.

Chief Education Officer (ag), Genevieve Whyte-Nedd said that the collaboration of stakeholders is often encouraged but that this year the main focus is on parents. Whyte-Nedd pointed out that the learning resources cut across various subjects but it is important that they are multi-centered.

“This is very important for our teachers and parents since many children do not learn from a single mould. Some learn fast from audio, some from video and others from a combination”, she said.

The exhibition is scheduled to run from today September 9 to September 12 starting from 9:00 am daily at NCERD. It aims to sensitize the public on the type of learning materials available for the teachers and parents to help their children in their pursuit of knowledge towards a career, to expose teachers to the best practices in the classroom, to help teachers and parents to improve their teaching skills at school and home, and to expose teachers to innovative technology that can be used in the classroom to create opportunities."

An example of a classroom display used as a learming tool for story writing

GOOD TEACHING: THE TOP TEN REQUIREMENTS

The following article was written by By Richard Leblanc, York University, Ontario. It is an interesting view on the requirements of the classroom teacher. We thank him for his insight.

One

Good teaching is as much about passion as it is about reason. It's about not only motivating students to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful, and memorable. It's about caring for your craft, having a passion for it, and conveying that passion to everyone, most importantly to your students.

Two

Good teaching is about substance and treating students as consumers of knowledge. It's about doing your best to keep on top of your field, reading sources, inside and outside of your areas of expertise, and being at the leading edge as often as possible. But knowledge is not confined to scholarly journals. Good teaching is also about bridging the gap between theory and practice. It's about leaving the ivory tower and immersing oneself in the field, talking to, consulting with, and assisting practitioners, and liaisoning with their communities.

Three

Good teaching is about listening, questioning, being responsive, and remembering that each student and class is different. It's about eliciting responses and developing the oral communication skills of the quiet students. It's about pushing students to excel; at the same time, it's about being human, respecting others, and being professional at all times.

Four

Good teaching is about not always having a fixed agenda and being rigid, but being flexible, fluid, experimenting, and having the confidence to react and adjust to changing circumstances. It's about getting only 10 percent of what you wanted to do in a class done and still feeling good. It's about deviating from the course syllabus or lecture schedule easily when there is more and better learning elsewhere. Good teaching is about the creative balance between being an authoritarian dictator on the one hand and a pushover on the other.

Five

Good teaching is also about style. Should good teaching be entertaining? You bet! Does this mean that it lacks in substance? Not a chance! Effective teaching is not about being locked with both hands glued to a podium or having your eyes fixated on a slide projector while you drone on. Good teachers work the room and every student in it. They realize that they are the conductors and the class is the orchestra. All students play different instruments and at varying proficiencies.

Six

This is very important -- good teaching is about humor. It's about being self-deprecating and not taking yourself too seriously. It's often about making innocuous jokes, mostly at your own expense, so that the ice breaks and students learn in a more relaxed atmosphere where you, like them, are human with your own share of faults and shortcomings.

Seven

Good teaching is about caring, nurturing, and developing minds and talents. It's about devoting time, often invisible, to every student. It's also about the thankless hours of grading, designing or redesigning courses, and preparing materials to still further enhance instruction.

Eight

Good teaching is supported by strong and visionary leadership, and very tangible institutional support -- resources, personnel, and funds. Good teaching is continually reinforced by an overarching vision that transcends the entire organization -- from full professors to part-time instructors -- and is reflected in what is said, but more importantly by what is done.

Nine

Good teaching is about mentoring between senior and junior faculty, teamwork, and being recognized and promoted by one's peers. Effective teaching should also be rewarded, and poor teaching needs to be remediated through training and development programmes.

Ten

At the end of the day, good teaching is about having fun, experiencing pleasure and intrinsic rewards ... like locking eyes with a student in the back row and seeing the synapses and neurons connecting, thoughts being formed, the person becoming better, and a smile cracking across a face as learning all of a sudden happens. Good teachers practice their craft not for the money or because they have to, but because they truly enjoy it and because they want to. Good teachers couldn't imagine doing anything else.

How to study the modules

Managers in education can undertake a wide variety of activities to develop experience and expertise in their work. They can read literature relevant to their profession and work context; they can exchange experiences with colleagues and fellow managers; or they can take part in local, regional or international programmes and activities, which may come their way through affiliation to various bodies such as staff associations, professional associations or wider international associations. One such international programme, which has reached several countries in the sub-region, is the Commonwealth Secretariat Education Programme designed to help Ministries of Education in Guyana improve their management and support systems for teachers. In 1990, the Commonwealth Secretariat Education Programme initiated the development of a series of modules that built on past experience and were specifically designed to improve the management skills of heads and other, such as deputy heads and trainers interested in the management of education in Guyana. The modules also catered for educationists interested in self-development, particularly those who would like to upgrade their professional skills and qualifications.

Learning outcomes
By the end of this unit you should be able to:
· state the context in which the Education Management Programme was created
· explain the meaning of self-development and give example of self-development activities

You will perceive, as you undertake the programme and read the materials, that one of the prime objectives was to create an environment for the school and the child that taps all the available resources for maximum effectiveness.

Structure, design and content of modules
The materials are arranged in a modular form in order to facilities self-directed learning, the principal technique through which the modules are to be used.

Each modules has:
· A standard general introduction
· An introduction specific to each unit.

Thereafter each unit follows a standard form, which features:
· introduction
· statement of individual study time for each unit
· learning outcomes
· activities
· comments
· summary
· reference materials
· reading

The modules cover a wealth of topics , as you can from a glance at the Contents. In the context of self-directed learning, each unit is designed to introduce the topic and get you thinking about your work. Once your interest has captured, the activities and other stimulus materials will get you looking beyond the immediate pages. You are likely to find yourself reconsidering standard practices and seeking solutions to situations and questions, which they raise. It is the firm belief of the writers that if this modules is to serve its purpose, your study of the materials will not be complete until you have taken steps to introduce beneficial changes into your school.

Using the modules
SELF-DIRECTED STUDY

One of the most effective ways in which these materials may be used is through self-directed study or open learning. As heads your backgrounds differ. You have varying experiences and your schools are different. Your learning needs, therefore, very considerably. We are certain that within the seen modules you will find something new and relevant to your needs. You may study the modules in any order. Many units may actually be studied on their own. You need to bear in mind that there is a suggested length of study-time for each unit.

The modules may be studied by individuals working on their own or in formal or informal study groups. They can also be used in a distance-learning situation. Please read the general introduction closely.

Supplementary materials
We stated earlier that your study of the modules would not be complete without active steps being taken to address issues in your own school or in your neighbourhood. There should be no mere reading of the materials.

Similarly a study of the modules will only be complete for you in your particular context, when the materials are related to important publications in Guyana.

Your list may have included some of these:
· the constitution of the country
· education acts
· civil service rules and regulations
· executive instruments on education
· policy papers, guidelines and circulars from your ministry
· ministry or school mission statements
· various handbooks for heads where these exist
· pupils’ exercise books.

The list is endless and may include published books and media. You should also have a good dictionary.

Summary
In these units you have had an overview of self-development and some of the activities in which you engage in your efforts to develop yourself in your work. You have also had an overview of the study materials that you will be handling in this programme. We hope that you are now in a position to say how they came about, how they are structured, designed and presented and how they can be used. We also hope that you have seen how they relate to your particular context.

Educational Leadership in the United Kingdom

National Professional Qualification for Headteachers

This is self explanatory from the title. It has been in operation in Great Britain for about 10 years. In the first instance it was intended that all Headteachers would have this qualification prior to their appointment. In reality, particularly due to recruitment difficulties, many Headteachers are appointed with the qualification incomplete. There is usually a commitment to doing it whilst in post.

For those who were already in post when the qualification was introduced, there were two forms of provision:-

• The Leadership Programme for Serving Headteachers (LPSH) focuses on leadership skills and characteristics. This involves considerable personal assessment of the HT’s skills through peer assessment and senior and junior colleagues. It includes self evaluation and two extended residential courses.
• The Headlamp Programme is mainly skills based and caters for the individual needs of the Headteacher. Self evaluation is carried out by the HTs themselves with help from trained specialists. Training is geared to these needs and is conducted at intervals throughout the first year of being in post. There is considerable funding attached to this form of training.

The NPQH is a two year post graduate diploma. It is externally assessed on a continuous basis with final examinations. The candidates are assigned a serving Headteacher mentor who will guide them through the process.

Modules

• Strategic direction and development of schools - IEP / SDP / strategic and developmental planning.
• Teaching and Learning - Curriculum planning, assessment and monitoring and evaluation.
• Leading and managing staff – leadership styles and characteristics, personnel, motivation.
• Efficient and effective deployment of staff and resources – buildings, personnel, recruitment, budget.
• Accountability – self, governors, parents, children, staff

Characteristics of Leaders

• Teamwork and developing others
• Drive and confidence
• Vision and accountability
• Influencing and politics
• Thinking styles (the big picture)
National Standards for Headteachers

There are standards required of all in the teaching profession at the different levels of responsibility, including and especially headteachers. HTs are evaluated during the OFSTED process on these standards.

These are to be found at www.dfes.gov.uk

Shared leadership

There is a considerable move to sharing the leadership role in schools. Leadership teams are common with HTs, DHTs and senior staff. Leadership is often spread across different levels of teachers e.g. Heads of Department and Years. Accountability is important and especially ……..

“Shared leadership needs shared vision”

Emotional Intelligence

Control and awareness of emotions is a big issue in development of leadership skills.

• Self Awareness – recognising own emotions, strengths and weaknesses
• Self Regulation – control of own emotions
• Motivation – meeting goals and continuous self improvement
• Empathy – ability to put oneself in the shoes of others
• Social Skills
• Negative emotions – level of ability to deal with these e.g. isolation and pressure.

Styles of Leadership

• Instructional – focus on the learning of students and improving the effectiveness of teachers in the classroom.
• Transformational – capacity building, formal, continuous improvement.
• Moral – Values, aims, democracy.
• Participative – sharing the decision making and overlaps with democratic leadership.
• Managerial – efficient achievement of goals.
• Contingent – responds well to the demands for change.

What makes a good school?

Trainees in Region 2 attend a Management Workshop with the Education Management Specialist

Anyone involved in education has pondered over this important question from time to time. Is it the children? Is it the teachers? Is it the Senior Staff? Is it the building? Maybe it’s the resources. We could all conclude that it will be a combination of all of these. Without cooperative children, well trained and motivated teachers, resources which meet the needs of the children and a pleasant learning environment, day to day life for our children in school could be quite banal.

For some years now, staff at the National Centre for Educational Resource Development (NCERD) in Kingston, Georgetown have been convinced that, amongst all of these features of a good school, the dominant factor is the quality of the leadership. For a number of years, NCERD has offered management training to, not only Headteachers, but also to those in senior positions in education who aspire to lead a school. The Education Management Programme is a distance learning course which seeks to provide teachers with the skills and experiences necessary to become a Headteacher, whilst still working in a school.

The 18 month programme was developed to enhance the management capacity of Guyanese schools through the essential training of senior staff. It is divided into nine modules which deal with such issues as the school curriculum, governance, personnel, financial management and other related topics. The progress of the trainees is measured through continuous assessment using regular assignments, management activities, a practicum and two formal examinations. The main emphasis of the course is on leadership – the ability of the trainees to formulate a vision for their school, identify its strengths and weaknesses and formulate plans for improvement. Key elements of a good leader are the ability to work in teams and develop others, drive and enthusiasm, confidence to do the job, vision for the school and the aptitude to influence others and also to consider “the big picture”.

The current cohort of trainees are from all over the country and every region is represented. Over 550 are presently involved and are well on the way to completing the programme. Both graduate and non graduate teachers are involved. A group of almost 50 Master Trainers are responsible for ensuring that the trainees are on the right track and providing advice and guidance where it is needed. They maintain contact with NCERD for regular training and a five day Leadership Conference in Georgetown in August.

Since March 2007, the Programme has been overseen by the new Management Specialist and VSO volunteer (Voluntary Service Overseas) at NCERD – Stephen Harding. Mr Harding has been a teacher in England for over 35 years and has worked in the field of Management for the last 20 years. He is no stranger to school leadership. Under his guidance, it is hoped the programme will go from strength to strength. He has spent almost a year immersing himself in all things educational in Guyana and is now ready to undertake a complete re-write of the programme, tailoring it much more to the needs of Guyanese schools in the 21st Century. At the last Master Trainers’ Conference, Mr Harding said “It is very important that the future of Guyanese education lies in the hands of people who know what they are doing and are visionaries and leaders in their own field.”

It is with this in mind that the Ministry of Education is allocating considerable resources to the training and development of Guyana’s future educational leaders. NCERD is currently developing a website www.ncerdleaders.com which will contain full details about the programme, additional resources and links to other educational websites both at home and internationally. The programme also provides financial reward for those who complete it and extra consideration when applying for promotion. In region 2, where the programme was piloted, almost all Headteachers have completed the programme. Now they are finding that the new Headteachers in their schools are much more readily able to meet the challenge of Headship after a thorough programme of preparation. The course has developed considerably since its inception and many more teachers are feeling the need to be trained to take on the challenges of meeting the needs of a new generation of Guyanese children.