EDUCATIONAL

MANAGEMENT
Module-1
By
Kyaw San
1.2
 Management
ool ves
Sch jecti
The four principal functions
Ob of management are:
• planning
• organising
• directing
• controlling

Business Objectives
First, managers must set a plan,
organize resources according to the
plan, lead employees to work towards
the plan, and control everything by
monitoring and measuring the plan’s
effectiveness.
 1- PLANNING
❑ Setting up objectives
❑ Determining Courses of Action
(Vision and Mission)
 Planning

❑ SCHOOL 1a thing aimed at or sought;

a goal:
OBJECTIVE
2 the ability to think about or
❑ VISION plan the future with wisdom:
❑ MISSION 3 an important assignment
carried out for a purposes
 School Objective Example:...
∙ To become highly motivated and
life long learners.
∙ To develop thinking and enquiring
minds with a spirit of curiosity.
Setting up an Objective
Identify (what you want to be /to have/
to do ...your school)
Select an Action Verb. ...
Create Your Very Own Objective. ...
For your personal objectives:
Check Your Objective
(Business Objective with SMART)
 SMART
1. Specific.
Will everyone be able to understand it? ...
2. Measurable. ...
3. Attainable and Achievable. ...
4. Realistic and resourced. ...(Relevant)
5. Timebound.
Mission statement:
a commercial mission statement consists of
three essential components:
∙ Key market: the target audience.
∙ Contribution: the product or service.
∙ Distinction: what makes the product unique
or why the audience should buy it over
another.
There are four key elements found
in effective mission statements:
❑ Value,
❑ inspiration,
❑ plausibility, and
❑ specificity
EXAMPLE:
“OUR MISSION IS TO LEAD AND
SUPPORT THE EARLY LEARNING
COMMUNITY IN BUILDING
THE BEST FOUNDATION
FOR CHILDREN BIRTH TO FIVE.”
Preschool Mission & Vision
Statements example:
❖ Our vision is to develop well rounded, confident
and responsible individuals who aspire to achieve
their full potential.
❖ We will do this by providing a welcoming, happy,
safe, and supportive learning environment in which
everyone is equal and all achievements are
celebrated.
2-Organizing
Coordinating
Activities and
Resources
 14

The next function is organizing human

resources and other resources identified as
necessary by the plan to reach the goal.
The tangible resources of an organization can be
classified as
(1) human(the people employed by the organization);
(2) material(buildings and equipment); and
(3) financial(the funds available to the organization).
 15

organizing human resources

The organization can also be defined as
an intentionally formalized structure of
positions or roles for people to fill in an
organization.
(Organizational Structure?)
 16

ORGANISATIONAL
STRUCTURE
ROLES
TASKS &
RESPONSIBILI the levels of management
TIES and division of
responsibilities within an
organisation.
17
Example 18

PRINCIPAL
(FOUNDER)

VICE PRINCIPAL- VICE PRINCIPAL- HUMAN RESOURCE

ADMINISTRATION TEACHING & LEARNING DIRECTOR

• Accountant • Teachers (lead) • HR manager

• Staff • Assistant Teachers • Purchasing manager
• Child carers • Advertisement
manager
 19

level of hierarchy

Job description
• People applying for the job could see if they
were suitable for the work expected of them.
• Once in the job, the new employee would
know exactly what their roles, duties and
responsibilities were.
 20

People management
The policies and practices which govern
how people are managed and developed
in organizations.
 21

Managing people
 22

Human capital management

The human capital of an organization consists of the people who work there
and on whom the success of the business depends.

the human factor in the organization;

✔ the combined intelligence, skills and
expertise that give the organization its
distinctive character.
✔ The human elements (if properly motivated
can ensure the long-term survival of the
organization.)
 23

Four strategies to help low-performing school improve:

1. Understand what the school needs.
2. Quantify what the school gets and how it is used.
3. Invest in the most important changes first
4. Customize the strategy to the school.
Increasing performance and productivity are
dependent on many variables.
The second step is to identify the strategies that are 24

available for achieving the outcomes.

Outcomes = academic achievement of students +
the fiscal health of the organization +
maintenance of a safe and secure learning environment
Following are some suggested steps in this process
□ Establish broad goals
□ Establish financial parameters
□ Confirm educational needs
□ Confirm facilities needs
□ Develop approaches and strategies
□ Make choices
 25

four questions need to be asked :

1. Why am I doing this?
2. If I don’t do this, what’s the consequence?
3. Can somebody else do it better?
4. Is it a core competency?
Human capital theory
Human capital is produced when people acquire
desired skills and/or knowledge.
Human capital theory contends that the
primary purpose of education must be to enhance
productivity and support economic growth.
Teacher culture(s) and the crisis of confidence
Culture is ‘the collective programming of the mind which
distinguishes the members of one group or category of
people from others’

There are three levels of culture –

Artefacts: These are the group’s visible outputs and may
include its physical environment, language, myths, stories,
rituals, ceremonies and published values.
The artefacts are derived from the group’s espoused
beliefs and values, which is the second level of culture.
(these usually emanate from their leaders)

if the group’s espoused beliefs and values are repeatedly

tested and are found to work reliably in overcoming
challenges, they become the group’s underlying
assumptions.
This is the third level of culture, and the most stable.
Because culture is shared, it ensures members of a group
act consistently. It also provides a sense of identity and a
common purpose.

Cultures of teaching comprise beliefs, values, habit and

assumed ways of doing things amongst communities of
teachers.
Empowering groups and teams
Teams in education
∙a professional role as a classroom teacher;
∙an organizational role within the department;
∙a corporate role within the school as part of
the administrative structure;
∙a personal role.
Five key areas to help middle managers
1 leadership of innovation and change;
2 knowledge and understanding of their role in leading
teaching and learning;
3 enhancing self-confidence and skills as team leaders;
4 building team capacity through the efficient use of staff
and resources;
5 active engagement in self-directed change in a blended
learning environment.
Five disciplines –
recommended as fundamental to
organizational learning:
• personal mastery;
• mental models;
• building a shared vision;
• team learning;
• systems thinking.
Learning organizations:
1 provide continuous learning opportunities;
2 use learning to reach their goals;
3 link individual and organizational performance;
4 foster inquiry and dialogue, creating a climate
where it is safe to share and take risks;
5 embrace tension as a source of energy and
renewal;
6 are aware of, and interact with, their environment.
School culture
• collaborative;
• shared belief in the professional growth;
• norms of mutual support;
• belief in providing honest, candid feedback to one’s
colleagues;
• informal sharing of ideas and materials;
• respect for colleagues’ ideas; support for risk-taking;
• encouragement for open discussion of difficulties;
• sharing success;
• commitment to helping students.
School and structure
∙ open and inclusive decision-making processes;
∙ distribution of decision-making authority to school
committees;
∙ decisions by consensus;
∙ team-teaching arrangements;
∙ brief weekly planning meetings;
∙ frequent problem-solving sessions among sub-groups;
∙ common preparation periods for teachers needing to
work together.
School strategies
∙ use of a systematic strategy for school goal-setting,
involving students, parents and staff;
∙ development of school growth plans;
∙ development of individual growth plans;
∙ defining priorities for action;
∙ periodic review and revision of goals and priorities;
∙ well-designed processes for implementation of
specific initiatives.
Policy and resources
∙sufficient resources to support professional
development;
∙availability of a professional library and
professional readings circulated among staff;
∙availability of computer facilities;
∙access to technical assistance to implement new
practices.
EXERCISES AND DISCUSSION QUESTIONS
1. In the school system you work , how are resource
allocation decision determined? Is there a process for
evaluating whether resources result in increased student
performance?
2. In your professional life, what choices have you made with
regard to allocating resources to improve achievement?
How did you determine whether they were successful?
3. What should be the role of the principal, lead teachers,
and board of education in allocating resources and
evaluating their effectiveness?
PERSONAL APPLICATION
Think about how you do your job. In relation to what your
school requires of you, have you got the balance right
between leadership and management? To which functions in
Figure 1 do you need to give more attention?

Figure 1
Thinkin People Task
g abilitie abilitie
abilities s s
 STUDENT
MANAGEMENT
Human Resource Management
&
Personnel Management
 41

Human resource management

‘A strategic and coherent approach to the
management of an organization’s most
valued assets –
the people working there who individually
and collectively contribute to the achievement of
its objectives.’
 42

Personnel management
‘Personnel management is concerned with
obtaining, organizing and motivating the
human resources required by the enterprise.’

‘human resources’ (HR) have largely replaced the term

‘personnel management’ as a description of the processes
involved in managing people in organizations
HUMAN RESOURCE
MANAGEMENT
 44

The main characteristics of human resources are as

follows:
•● The training and expertise of employees
determines the skills available to the firm.
•● The adaptability of employees determines the
strategic flexibility of the firm.
•● The commitment and loyalty of employees
determine the firm’s ability to maintain competitive
advantage.
 45

HRM
successful in operating HRM policy-
✔ workforce are motivated
✔ absenteeism reduced
✔ employees --aware of the goals of
the organisation, and
✔ understand how they can contribute
to achieve targets.
 46

EMPLOYMENT DOCUMENTS
• There are four key documents used in
the process of recruitment and selection:
job advertisements
job descriptions
person specifications
contracts of employment.
Job descriptions
job descriptions --relate to the position rather than the
person. Typically, job descriptions might contain the
following information:
✔ the title of the post
✔ employment conditions
✔ some idea of tasks and duties
✔ the key aims and responsibilities of the job
✔ where the job fits into the organisation.
Person specifications
Person or job specifications set out the qualifications
and qualities required in an employee.
They include:
• educational and professional qualifications required
• character and personality needed
• skills and experience wanted.
--- applicants having the ‘best fit' should be invited to
interview or other selection procedure.
 49

THE CONCEPT OF HUMAN CAPITAL

Individuals generate, retain and use knowledge and
skill (human capital) and create intellectual capital.
Their knowledge is enhanced by the interactions
between them (social capital) and generates the
institutionalized knowledge possessed by an
organization (organizational capital).
Human capital
❑ Intellectual capital
❑ Social capital
❑ organizational capital
HUMAN CAPITAL MANAGEMENT:
PRACTICE AND STRATEGY

From an organizational perspective, an HCM

approach generates the following practical
questions:
•● What are the key performance drivers that
create value?
•● What skills have we got?
•● What skills do we need now and in the future
to meet our strategic aims?
•● How are we going to attract, develop and
retain these skills?
HUMAN CAPITAL MANAGEMENT:
PRACTICE AND STRATEGY
•● How can we develop a culture and environment in
which organizational and individual learning takes
place that meets both our needs and the needs of
our employees?
•● How can we provide for both the explicit and tacit
knowledge created in our organization to be
captured, recorded and used effectively?
 Strategy
1.People – who is in the organization, their skills and
competencies on hiring; what skills competences they develop
through training and experience; their level of qualification.
2.Work processes – how work gets done; the degree of
teamwork and interdependence amongst organizational units;
and the role of technology.
3.Managerial structure – the degree of employee discretion,
management direction and control; spans of control;
performance management and work procedures.
4. Information and knowledge – how information is shared and
interchanged between employees and with parents and
administrative board through formal or informal means.
5. Decision-making – how important decisions are made and who
makes them; the degree of decentralization, participation and
timeliness of decisions.
6. Rewards – how monetary and non-monetary incentives are used;
how much pay is at risk; individual versus group rewards; current
versus longer-term ‘career rewards’.
 HUMAN CAPITAL MEASUREMENT
• ● links the firm’s selection and promotion decisions to validated
competency models;
•● develops strategies that provide timely and effective support for
the skills demanded by the firm’s strategy implementation;
•● enacts compensation and performance management policies that
attract, retain and motivate high-performance employees.
 Measurement elements
The main data elements used for measurement are as follows:
•● Basic workforce data – demographic data (numbers by job
category, sex, race, age, disability, working arrangements, absence
and sickness, turnover and pay).
•● People development and performance data – learning and
development programmes, performance management/ potential
assessments, skills and qualifications.
•● Perceptual data – attitude/opinion surveys, focus groups, exit
interviews.
•● Performance data – financial, operational and customer.
•● Non-financial variables –
• – quality of corporate strategy;
• – execution of corporate strategy;
• – management credibility;
• – innovation;
• – research leadership;
• – ability to attract and retain talented people;
• – market share;
• – management expertise;
• – alignment of compensation with owners’ interests;
• – quality of major business processes.
 A. Morale
1.Absenteeism.
2.Accidents.
3.Seniors turnover.
4.Teachers and staff turnover.
5.Employee satisfaction (staff survey measure).
6.Sickness.
 B. Motivation
1.Appraisal – completion rates.
2.Per cent of employees for whom documented annual appraisal has
been agreed. .
3.Per cent of jobs for which job descriptions exist.
4.Employee understanding of strategy (staff survey measure).
5.Employee understanding of vision (staff survey measure).
6.Teachers and staff retention.
7.Working hours.
 Successful Teachers and Guides
1. Characteristics
2. Showing respect for pupils
3. Being sensitive to Pupils’ needs
4. Understanding cultural differences
5. Learning from mistakes
6. Modeling appropriate Behaviors for pupils
7. Nurturing Personalities
8. Recognizing Inappropriate Behaviors
9. Awareness of Children who have strong emotions
10. Keeping positive attitudes
11. Enjoying Pupils
12. Enthusiasm for learning
13. Keeping balance in one’s life
 General Principles

1. Catch them Being Good

2. Ignoring Negative Behavior
3. Addressing Behavior, Not the children
4. Planning Ahead
5. Being consistent with Rules
6. Consequences of Behavior
7. Complementing Good Behavior
8. Diverting Pupils’ Attention
9. Using Private Time
10. Using indoor and outdoor voice
Daily Routine and Schedule
✔ Need Routine
✔ Physical Needs?
✔ Social Needs?
✔ Emotional Needs?
✔ Intellectual development?
✔ Planning a Workable Schedule
 Building Caring Community
1. Learning to Make Decision
2. Teaching Time Management
3. Understanding Other’s Viewpoints
4. Learning How To Get What You Want
5. Interpersonal Problem-solving Skills
6. Learning to Control Oneself
7. Learning How to Relax
8. Handling Disappointment
9. Handling pupils who use foul language
10. Having Group Meeting to Discuss Study Hall supervision
Problems/ Classroom Problems
11. Avoiding Negativity
DOCUMENTATION
1. A presentation Portfolio:
a) the student’s philosophy;
b) three lesson plans taught during the practicum with
the description of how the students learnt, one of them in
detail with a self-made visual aid enclosed;
c) the term (unit) plan;
d) lesson observation and feedback sheets (five in
number);
e) plans of out-of-class activities with self-evaluation
attached;
f) the student teacher’s report including the analysis of
the aspects of effective teaching.
DOCUMENTATION
2. The school evaluation report

Plan to keep the information on:

a) the classes you teach;
b) the staff and the school;
c) the parents and the community;
d) your programme.
 LEADERSHIP
DEVELOPMENT
THANK YOU
Kyaw San
[email protected]
[email protected]