Wednesday, November 25, 2009
Monday, November 23, 2009
REFLCTIVE PAPER ON A BOOK REVIEW
The book selected for `Book review` that is “Art of Middle Management in Primary Schools” written by Peter flaming and Max Amesbury. (2001).
Rational for selecting this book
We are doing our M.Ed 2011 with specialization in Leadership and Management. Naturally we look for a book which would be related to our course specialization and review of same will enhance our understanding about our field. In this connection selected book fulfilled the criteria.
Themes of book
In the book school problems are discussed from management perspective, specially focused on role of middle management. This theory introduced in United Kingdom in 1980 with the aim of improving quality of teaching and enhancing the achievements of learning of pupils, and making schools accountable. However, middle management concept emerged ten years later in 1990. Ideal middle manager is one who has clear vision about his responsibilities, and he must be capable to utilize human and material resources properly. Middle manager may be a teacher, can be member or leader of team. In the process of improvement, development and change, he can face challenges, threats, obstacles, demands and dilemmas. Those actions can make him frustrate and demoralize. However working in team with collaborative and supportive culture he can be exciting, challenging, rewarding and fulfilling. For achievements of tasks and targets flexibility, accountability, critically reflective practice, autonomy and responsibility are considered essential components of success. Researchers identified that collegiate approach is best one for improving schools effectiveness. In that approach middle managers are working collaboratively, with open mind, listening team member’s opinions, and appreciating them publicly. Working in team with sharing vision, interdependent, understanding of task and responsibilities, open communication, trusting and supporting, with creativity and flexibility will lead them towards greater achievements. Middle managers can create such environment to encourage teamwork. Open, clear, honest effective communication tools must be adapted for formal or informal discussion or reports which must be fit for purpose. For middle managers assertive communication is suggested rather than aggressive or passive. For planning, understanding well organized and focused on purpose meetings increase the effectiveness of teachers as a team. Good management must be visionary however middle managers are required to be able to help colleagues for day to day tasks. It will possible when middle mangers be able to develop a system for fair and efficient use of resources. For improvement and development the quality of teaching and learning in schools, middle managers must carry on effective and innovative planning. For same cyclical process is recommended which involving audit, construction, implication and evaluation. Plan should be realistic, clear and achievable. Evaluation should be based upon collaboration, openness and critical reflection. Middle managers will protect their team from stress and be able to manage their own stresses as well. This would be possible with supportive and open culture. Managing time is crucial issue. Time is very valuable and waits for none. It is essential for managers to achieve the tasks and targets in given time frame work. Middle managers must efficient in managing time.
Personal reflections and insights
Indeed this is very useful book for teachers, head teachers to understand the role of middle management. Research proved that the schools who adapt the concept of Total Quality Management Theory have got great success in improvement and development fields. This approach is creating collaborative, supportive, trustworthy, innovative culture in schools. Open communication providing equal opportunities for entire team to share their opinions and ideas. All such steps will build trust among team members.
I have a 19 years experience of working in different Government Colleges of Sindh. There I found that majority among them are working with authoritative and traditional approaches. They feeling very comfort and fit in those prevailing environment. They not welcome new ideas. However among them I saw few who tried their level best to brought change in their respective institution but unfortunately not succeeded. That happened because their efforts were not well structured and plan. They take that risk with out vision and support of teachers, student and, community. Middle managers of our context are very for from literature. In senior professionals have vast practical experiences but they are living their own era which was finished when computer, internet and media made their roots every where in society. Less and minimum use of new innovative technology is our dilemma. Trained teachers are not applying those teaching techniques in classroom learning and head teacher is not providing resources to him. In such situations we must learn lessons from any where which are available.
For change willingness is essential but capacity to transform change is more important. Our educational system for betterment needs positive changes at large. The book “Art of Middle Management in Primary Schools” masterly written from western perspective but we can learn good lessons from it. We can find answers from their research and adopt ideas according to our own context in creative manner.
Conclusion
Art of middle management in primary schools is one good book written in very interestingly with simple language based on practical research and investigation. For making understanding easier author(s) used several charts, graphs, examples and pictures. The book covers many characteristics of Middle Manager as collaborative leader in improvement and development of schools. This is our deliberate action to provide knowledge to leaders who are working as middle managers in educational institution in our own context and also provide them an opportunity of comparative study as they can evaluate their roles and responsibilities and, will be able to play constructive role in change process and development/improvement of schools. Review of this book gave us chance to understand the western perspective about middle management concept and also provides opportunity to make connections from our own context. Over all I recommends this book for reading to all teachers, head teachers, supervisors and students of education as well.
Reference
Fleming, P., & Amesbury, M. (2001). The art of middle management in primary schools. London: David Fulton Publishers.
Rational for selecting this book
We are doing our M.Ed 2011 with specialization in Leadership and Management. Naturally we look for a book which would be related to our course specialization and review of same will enhance our understanding about our field. In this connection selected book fulfilled the criteria.
Themes of book
In the book school problems are discussed from management perspective, specially focused on role of middle management. This theory introduced in United Kingdom in 1980 with the aim of improving quality of teaching and enhancing the achievements of learning of pupils, and making schools accountable. However, middle management concept emerged ten years later in 1990. Ideal middle manager is one who has clear vision about his responsibilities, and he must be capable to utilize human and material resources properly. Middle manager may be a teacher, can be member or leader of team. In the process of improvement, development and change, he can face challenges, threats, obstacles, demands and dilemmas. Those actions can make him frustrate and demoralize. However working in team with collaborative and supportive culture he can be exciting, challenging, rewarding and fulfilling. For achievements of tasks and targets flexibility, accountability, critically reflective practice, autonomy and responsibility are considered essential components of success. Researchers identified that collegiate approach is best one for improving schools effectiveness. In that approach middle managers are working collaboratively, with open mind, listening team member’s opinions, and appreciating them publicly. Working in team with sharing vision, interdependent, understanding of task and responsibilities, open communication, trusting and supporting, with creativity and flexibility will lead them towards greater achievements. Middle managers can create such environment to encourage teamwork. Open, clear, honest effective communication tools must be adapted for formal or informal discussion or reports which must be fit for purpose. For middle managers assertive communication is suggested rather than aggressive or passive. For planning, understanding well organized and focused on purpose meetings increase the effectiveness of teachers as a team. Good management must be visionary however middle managers are required to be able to help colleagues for day to day tasks. It will possible when middle mangers be able to develop a system for fair and efficient use of resources. For improvement and development the quality of teaching and learning in schools, middle managers must carry on effective and innovative planning. For same cyclical process is recommended which involving audit, construction, implication and evaluation. Plan should be realistic, clear and achievable. Evaluation should be based upon collaboration, openness and critical reflection. Middle managers will protect their team from stress and be able to manage their own stresses as well. This would be possible with supportive and open culture. Managing time is crucial issue. Time is very valuable and waits for none. It is essential for managers to achieve the tasks and targets in given time frame work. Middle managers must efficient in managing time.
Personal reflections and insights
Indeed this is very useful book for teachers, head teachers to understand the role of middle management. Research proved that the schools who adapt the concept of Total Quality Management Theory have got great success in improvement and development fields. This approach is creating collaborative, supportive, trustworthy, innovative culture in schools. Open communication providing equal opportunities for entire team to share their opinions and ideas. All such steps will build trust among team members.
I have a 19 years experience of working in different Government Colleges of Sindh. There I found that majority among them are working with authoritative and traditional approaches. They feeling very comfort and fit in those prevailing environment. They not welcome new ideas. However among them I saw few who tried their level best to brought change in their respective institution but unfortunately not succeeded. That happened because their efforts were not well structured and plan. They take that risk with out vision and support of teachers, student and, community. Middle managers of our context are very for from literature. In senior professionals have vast practical experiences but they are living their own era which was finished when computer, internet and media made their roots every where in society. Less and minimum use of new innovative technology is our dilemma. Trained teachers are not applying those teaching techniques in classroom learning and head teacher is not providing resources to him. In such situations we must learn lessons from any where which are available.
For change willingness is essential but capacity to transform change is more important. Our educational system for betterment needs positive changes at large. The book “Art of Middle Management in Primary Schools” masterly written from western perspective but we can learn good lessons from it. We can find answers from their research and adopt ideas according to our own context in creative manner.
Conclusion
Art of middle management in primary schools is one good book written in very interestingly with simple language based on practical research and investigation. For making understanding easier author(s) used several charts, graphs, examples and pictures. The book covers many characteristics of Middle Manager as collaborative leader in improvement and development of schools. This is our deliberate action to provide knowledge to leaders who are working as middle managers in educational institution in our own context and also provide them an opportunity of comparative study as they can evaluate their roles and responsibilities and, will be able to play constructive role in change process and development/improvement of schools. Review of this book gave us chance to understand the western perspective about middle management concept and also provides opportunity to make connections from our own context. Over all I recommends this book for reading to all teachers, head teachers, supervisors and students of education as well.
Reference
Fleming, P., & Amesbury, M. (2001). The art of middle management in primary schools. London: David Fulton Publishers.
ARTICLE CRITQUE
The article selected for review is “Secondary School Leadership Practice in Botswana” ` Implications for Effective Training` written by Bolelang C. PEKHO, PhD, lecturer in Education, University of Botswana.
Main theme
Mr Pekho evaluated the National Education Policy (1996) of his country Botswana. The aim of education policy was to create equal access in schools to all children. But due to flaws’ policy didn’t achieve the targeted goals. Cause of failure was lack of consultation with stake holders and lack of skills among people which were made responsible for implementation the tasks. Huge amount of money invested in construction of new class rooms, purchases of necessary equipments and launched trainings for improvement of class room teachers’ pedagogy skills, but policy makers ignored one important area, which was head teachers’ leadership skill development program. In fact under the circumstances skill development program for heads of secondary schools was necessary in changed scenario. In new arena head teachers’ role was changed from instructional head teacher to educational leader. Author discussed its implementation effects, impacts especially focused on secondary school head teachers. As education expends it was arose new demands and roles for head teacher to play. Planning, budgeting, controlling Supervision of teaching and learning, curriculum implementation, co curricular activities, matters regarding discipline, maintenance of school assets, monitoring of staff, interaction with community, all routine correspondence, and dealing with higher authorities were some more additional responsibilities assigned to them. In entire their services, they never experienced to face such complex issues. Majority of them never availed an opportunity of training for enhancement of leadership skill improvement. “There is need to establish a leadership training policy that will guide leadership trainings of head teachers in Botswana and prepare head teachers for their roles.”
(Pekho, 2008). Training and skill development areas of Headteacher in secondary level were overlooked by policy makers. Researcher suggested that the situation can be improved if Government would involve all stakeholders.
Methodology used The researcher applied qualitative method for his research and used interview approach. He developed five questions related to his research. He picked up eight head teachers from eight districts belonged rural and urban areas. He chose head teachers having mix abilities. Among them few got leadership development trainings. He stayed one hour with each head teacher for interview purpose. Interviews hold in their respective schools. Time settled with the consents of head teachers. After gathering data he applied Miles and Humberman’s (1994) analysis model of reducing the data and, used Buckley’s (1985) model to categorize the head teacher’s tasks. In the light of model, researcher categorized head teachers technical, human relation and conceptual areas and explained every category in detail. Interpretive approach applied for data analysis. Researcher used carefully the local and international literature in support of his point of view. Sufficient relevant references are also given. He started his research from July 2003 and completed by November 2003.
Central findings Researcher successfully pins point the flaws of educational policy. Author reminded the policy makers for importance of leadership skill development training programs for head teachers of secondary schools. In development/improvement process if single piece of chain would be missed, than it wouldn’t be possible to get fruitful results. Researcher proved the importance of careful planning and certain skills and techniques for Implementation process. “ …a training policy needs to be established to govern the process of training of secondary school head teachers on leadership” (Pekho 2008)., because leader and acquiring leadership skills is also complex process, without such skills it wouldn’t be possible for head teachers to address the issues in expansion of the educational change process in Botswana. To make them enable to work in entirely new management environment the appropriate trainings would be included in policy for achievement of tasks. If those issues overlooked than it would not be possible to get maximum positive results.
Strengths Paper was articulated logically. Appropriate tools and techniques were used for research. Selection of population and sampling was superb. Samples were taken from different socioeconomic areas. (Big city, town, major and medium villages) Literature was used for support and clarity. Language used was simple and understandable. Researcher successfully disclosed the weaknesses of educational policy. Researcher was emphasis for the innovative training programs for heads. Unfortunately such criteria not introduced in policy. It is indicated that in development/improvement process if one piece from chain is missing than it wouldn’t be possible to get fruitful results. So careful planning is important. Implementation process needs certain skills and techniques.
Weaknesses In entire research neither schools nor head teachers discussed from gender point of view.
Utilization in our own context
Botswana is one under developing African country. Our educational scenario is not much change from it. I have nineteen years experience as college teacher and, two years as mater trainer for head teacher and administration in ESRA[1] project. That experience provided me excellent opportunity to under stand the issues regarding head teachers in public sector, where Our head teachers from primary to secondary and higher secondary level and principal of colleges do need much support and help to improve their skills and abilities to understand the complexities of new emerged things. For example most of heads of all categories didn’t know the use of computers. No internet excess is probably available at all levels of educational institutions of rural areas, and very rare institutions might be found in urban context which availing the facility of internet and using it for learning purpose. I haven’t found in my life visionary head with innovative ideas. In our context very few evidences may be found about cooperative and collaborative teaching learning environment. One can be head teacher with the political reference or seniority basis, but yet no policy introduced of merit to get chance to become head teacher especially in public sector. Our educational system needs reforms and re conceptualization of our leadership style and work is more important area.
REFERENCE
Pekho, B. (2008). Secondary school leadershjip practice in Botswa.Educational Management & leadership, London. 71-84
[1] Education Reform Support Assistance
Main theme
Mr Pekho evaluated the National Education Policy (1996) of his country Botswana. The aim of education policy was to create equal access in schools to all children. But due to flaws’ policy didn’t achieve the targeted goals. Cause of failure was lack of consultation with stake holders and lack of skills among people which were made responsible for implementation the tasks. Huge amount of money invested in construction of new class rooms, purchases of necessary equipments and launched trainings for improvement of class room teachers’ pedagogy skills, but policy makers ignored one important area, which was head teachers’ leadership skill development program. In fact under the circumstances skill development program for heads of secondary schools was necessary in changed scenario. In new arena head teachers’ role was changed from instructional head teacher to educational leader. Author discussed its implementation effects, impacts especially focused on secondary school head teachers. As education expends it was arose new demands and roles for head teacher to play. Planning, budgeting, controlling Supervision of teaching and learning, curriculum implementation, co curricular activities, matters regarding discipline, maintenance of school assets, monitoring of staff, interaction with community, all routine correspondence, and dealing with higher authorities were some more additional responsibilities assigned to them. In entire their services, they never experienced to face such complex issues. Majority of them never availed an opportunity of training for enhancement of leadership skill improvement. “There is need to establish a leadership training policy that will guide leadership trainings of head teachers in Botswana and prepare head teachers for their roles.”
(Pekho, 2008). Training and skill development areas of Headteacher in secondary level were overlooked by policy makers. Researcher suggested that the situation can be improved if Government would involve all stakeholders.
Methodology used The researcher applied qualitative method for his research and used interview approach. He developed five questions related to his research. He picked up eight head teachers from eight districts belonged rural and urban areas. He chose head teachers having mix abilities. Among them few got leadership development trainings. He stayed one hour with each head teacher for interview purpose. Interviews hold in their respective schools. Time settled with the consents of head teachers. After gathering data he applied Miles and Humberman’s (1994) analysis model of reducing the data and, used Buckley’s (1985) model to categorize the head teacher’s tasks. In the light of model, researcher categorized head teachers technical, human relation and conceptual areas and explained every category in detail. Interpretive approach applied for data analysis. Researcher used carefully the local and international literature in support of his point of view. Sufficient relevant references are also given. He started his research from July 2003 and completed by November 2003.
Central findings Researcher successfully pins point the flaws of educational policy. Author reminded the policy makers for importance of leadership skill development training programs for head teachers of secondary schools. In development/improvement process if single piece of chain would be missed, than it wouldn’t be possible to get fruitful results. Researcher proved the importance of careful planning and certain skills and techniques for Implementation process. “ …a training policy needs to be established to govern the process of training of secondary school head teachers on leadership” (Pekho 2008)., because leader and acquiring leadership skills is also complex process, without such skills it wouldn’t be possible for head teachers to address the issues in expansion of the educational change process in Botswana. To make them enable to work in entirely new management environment the appropriate trainings would be included in policy for achievement of tasks. If those issues overlooked than it would not be possible to get maximum positive results.
Strengths Paper was articulated logically. Appropriate tools and techniques were used for research. Selection of population and sampling was superb. Samples were taken from different socioeconomic areas. (Big city, town, major and medium villages) Literature was used for support and clarity. Language used was simple and understandable. Researcher successfully disclosed the weaknesses of educational policy. Researcher was emphasis for the innovative training programs for heads. Unfortunately such criteria not introduced in policy. It is indicated that in development/improvement process if one piece from chain is missing than it wouldn’t be possible to get fruitful results. So careful planning is important. Implementation process needs certain skills and techniques.
Weaknesses In entire research neither schools nor head teachers discussed from gender point of view.
Utilization in our own context
Botswana is one under developing African country. Our educational scenario is not much change from it. I have nineteen years experience as college teacher and, two years as mater trainer for head teacher and administration in ESRA[1] project. That experience provided me excellent opportunity to under stand the issues regarding head teachers in public sector, where Our head teachers from primary to secondary and higher secondary level and principal of colleges do need much support and help to improve their skills and abilities to understand the complexities of new emerged things. For example most of heads of all categories didn’t know the use of computers. No internet excess is probably available at all levels of educational institutions of rural areas, and very rare institutions might be found in urban context which availing the facility of internet and using it for learning purpose. I haven’t found in my life visionary head with innovative ideas. In our context very few evidences may be found about cooperative and collaborative teaching learning environment. One can be head teacher with the political reference or seniority basis, but yet no policy introduced of merit to get chance to become head teacher especially in public sector. Our educational system needs reforms and re conceptualization of our leadership style and work is more important area.
REFERENCE
Pekho, B. (2008). Secondary school leadershjip practice in Botswa.Educational Management & leadership, London. 71-84
[1] Education Reform Support Assistance
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