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Efficiency in School Management

1) The document discusses various topics related to school management including the posting and placement of teachers, pathways to becoming a teacher, characteristics of high-performing schools, leadership and management issues, and ensuring school safety. 2) It provides details on teacher placement based on their subject specialization or "option" as well as circumstances where teachers may end up teaching subjects they were not specifically trained in. 3) High-performing schools are defined as having a clear focus and high expectations, effective leadership, collaboration, aligned curriculum and assessments, professional development, and community involvement.

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Ain Amira
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165 views

Efficiency in School Management

1) The document discusses various topics related to school management including the posting and placement of teachers, pathways to becoming a teacher, characteristics of high-performing schools, leadership and management issues, and ensuring school safety. 2) It provides details on teacher placement based on their subject specialization or "option" as well as circumstances where teachers may end up teaching subjects they were not specifically trained in. 3) High-performing schools are defined as having a clear focus and high expectations, effective leadership, collaboration, aligned curriculum and assessments, professional development, and community involvement.

Uploaded by

Ain Amira
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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School Management

Syamimi Saiful Anwar 2011668916


Ain Amira Aminurrashid 2011620762
Elmiah M. Yusup 2011439928

POSTING AND PLACEMENT OF


TEACHERS
OPTIONISTS & NON-OPTIONISTS

Syamimi
Saiful Anwar
2011668916

PATH TOWARDS BECOMING A


TEACHER
#1

SPM - IPG - SK

SPM - Matriculation #2 University - SMK


#3

SPM - STPM - University - SMK

#4

STPM - University - SMK

#5

Diploma - University - SMK

#6

Degree - DPLI - SMK

#7

Degree - KPLI - SK

#8

Degree - JQAF - SK

#9

Degree - MRSM

#10

Degree - Private Schools

Degree - Teach for Malaysia #11


SMK / SK

What
s
next?

PLACEMENT OF TEACHERS
During pre -se rvice tr aining, te ache rs spe cialise in a sub je ct
known as the ir option. This is to e ns ure th ey have s uffi cien t
conte nt know le dg e and unde rstanding to te ach th e su bje ct
e ff ec tively.
Th e M inistry aims to place te ach ers b y option but is not alw ays
ab le to do so due to u navoidable circumstan ces .
Th is has led to a situation wh ere te ach e rs te ach s ubjec ts in
which they we re n ot spe cifi cally traine d, and for w hich the y
may not be ade qu ate ly skille d.
In 20 11 , for example , approximately 6,00 0 primary school
Bahasa M alaysia te ache rs we re assigne d to teach othe r
sub je cts as the re we re more teache rs than available positions.
Sou rce : Malaysian E ducation Blue print
2 01 3-20 25

When?

4 times a year, depending on


which cohort your name is
supplied by the Human
Resources Management
Division (BPSH).

Where?

Where there is a need of


service.
Firstly, based on the vacancy
and the second option is based
on availability and need.

Change
of
placeme
nt

GSTT placement is final.


However, teachers may submit
an appeal to be considered in
the meeting.

TEACHER EXCHANGE BETWEEN THE


STATE

How to
apply
Who
can
apply

Teacher exchange between domestic


application can be made online (eGTukar) through
http://apps.emoe.gov.my which opened
in:
i.April for June exchange applications
ii.September for exchange in January.
Online application is only open to the
following teachers: i. DGA 29, DGA 32 KUP,
ii.DG 41, DG 44 KUP

Teachers who are promoted, guru cemerlang or


teachers with the following positions (DGA 32, DGA
38, DG44, DG 48 and above) are required to apply
manually at the Human Resources Division, Ministry
of Education.In addition, teachers who are taking
the unpaid leave and teachers who are being taken
disciplinary action can not apply for exchange.
Exchange application criteria are criteria to enable a
person to eligibly apply for an exchange but the fi nal
approval of the exchange depends entirely on your
option in the applied school.This is because ministry
is using the school-based ABM post as a basis for
knowing the needs of teachers and their options.

http://epgo.moe.gov.my

EFFICIENCY IN
SCHOOL
MANAGEMENT
HIGH-PERFORMING SCHOOL

THE DEFINITION
School: a
place where
people go to
be educated
(Cambridge
Dictionaries
Online)

Management:
the control
and
organization
of something
(Cambridge
Dictionaries
Online)

School
Management:
the control
and
organization
of a place
where people
go to be
educated

SCHOOL MANAGEMENT
Balakrishnan Muniappan (2007) stated that one

of the keys to successful management is the ability


to understand and apply modern management
principles and techniques effectively. Managers
must develop an in-depth knowledge of past and
present models, theories and processes to manage
effectively and intelligently.

WHAT IS A HIGH-PERFORMING
SCHOOL?
HPS is defined as schools with ethos, character and a
unique identity which enable the schools to excel in
all aspects of education
These schools have strong and excellent work
cultures and dynamic national human capital for
holistic and continuous development in addition to being
able to compete in the international arena, hence
becoming the school of choice.
They will receive a tailored package of benefits such
as greater freedoms to enable them to excel further.

CHARACTERISTICS OF
HIGH PERFORMING
SCHOOLS
A Clear and Shared Focus
High Standards and Expectations for All Students
Effective School Leadership
High Levels of Collaboration and Communication
Curriculum, Instruction, and Assessments Aligned with State
Standards
Frequent Monitoring of Learning and Teaching
Focused Professional Development

1. A Clear and Shared Focus

2. High Standards and High


Expectations for All Students

Focus on achieving a

All students can learn

shared vision, and all

and meet high standards.

understand their role.


Some students must
Common beliefs and

overcome significant

values, a consistent

barriers, but beatable.

direction for all.


An ambitious and
rigorous course of study.

3. Effective School Leadership

4. High Levels of Collaboration and


Communication

Implement change

Strong teamwork

processes.

among teachers.

Proactive leaders are

Everybody is involved

needed.

Conducive instructional
program and school culture.

Different styles and roles of


effective leaders.

and connected in
identifying problems and
working on solutions.

5. Curriculum, Instruction, and Assessments


Aligned with State Standards

Aligning planned and actual

6. Frequent Monitoring of 6.
Learning and Teaching
A steady cycle of assessments
identifies needy students.

curricula with the essential


academic learning requirements

Provide more support and

(EALRs).

instructional time.

Using research-based teaching

Adjusted teaching based on

strategies and materials.

frequent monitoring of student


progress and needs.

Understanding the role of

Use assessment results to focus

classroom and state

and improve instructional

assessments.

programs.

7. Focused Professional
Development

Training staff in needy


areas.

Feedback focuses
extensive and ongoing
professional development.

The support is aligned


with the school or district
vision and objectives.

8. Supportive Learning Environment

The school has a


conducive environment.

Students respect and


connect with the staff and
are engaged in learning.

Personalized instruction
and small learning
environment.

9. HIGH LEVELS OF FAMILY AND


COMMUNITY INVOLVEMENT
All have a responsibility to educate students, not
just teachers and staff in schools.

Families, as well as businesses, social service


agencies, and community colleges/universities, all
play a vital role in this effort.

SCHOOL MANAGEMENT IN A
HIGH-PERFORMING SCHOOL
5th shift in the Education Blueprint to transform the system

ENSURE HIGH-PERFORMING SCHOOL LEADERS IN EVERY SCHOOL:


Competency-based selection criteria and enhanced succession planning
processes for principals from 2013

New Principal Career Package rolled-out in waves from 2013, with greater
support (for example via coaches, on-boarding programmes), greater
operational flexibility for school improvement, curriculum and cocurricular planning, and sharper accountability for improving student
outcomes

HIGH-PERFORMING SCHOOLS
IN MALAYSIA
http://www.malaysiatercinta.com/2014/12/senarai-p
enuh-sekolah-berprestasi.html

Leadership and
Management Issues

Ain Amira binti Aminurrashid


2011620762

Principal

Teachers

Students

Safety

Principal / Headmaste
- Key factor
- Role model

5 warning signs of an ineffective


principal
1) The principal has no overall vision
for the school.
2) There is no plan to address
academic
achievement
and
the
schools' test scores continue to
decline.
3) The principal spends all her time in
her office pushing papers.

CASE 1
Wednesday
16th April 2014

CASE 2

Teachers
Part time jobs

Clerical works

Skipping
school/classes
Miscommunic
ation

Tuesday
29th February
2012

Teache
rs
Leader in
the
classroom
s

Classroom
Management
Skills

Students

HUKUMAN TERHADAP
FIZIKAL

HUKUMAN TERHADAP
MENTAL & EMOSI

1. Berdiri lama di tengah


panas.
2. Lari keliling padang.
3. Berdiri lama dalam/luar
bilik darjah.
4. Memukul diri sendiri/
sesama sendiri.
5. Berdiri di atas kerusi atau
meja.
6. Menarik rambut/tarik
telinga.
7. Belasah dengan alat
seperti tali pinggang atau
pembaris.
8. Junjung kerusi/buku.
9. Cubit/enjut/ketuk
ketampi/mendada/

1.
2.
3.
4.
5.

Gunting rambut.
Berdiri membuat latihan.
Berleter.
Gantung tulisan di badan.
Memalukan di khalayak
ramai.
6. Kelas tahanan pada waktu
rehat.
7. Memaki hamun.
8. Conteng muka dengan
kapur.
9. Koyak buku latihan.
10. Mengugut atau mengertak
murid.
11. Tidak menghiraukan
murid.
12. Tidak menanda buku

To cane or not to
cane
The dilemma

Yes to
caning!
-help keep students on
good behaviour.
-make the students realise
the bad things they have
committed

No longer
relevant
-promotes violent means to solve
problems
-trigger side effects, such as anger,
rebellion and fear.

The three-step process introduced by Ministry of


Education:
Step 1:Teachers will first reprimand the student
and warn him about his behaviour.
Step 2:Teachers will call in his parents to discuss
the matter.
Step 3:The student will present himself before the
school disciplinary committee in the presence of his
parents.
Caning is okay if :
1) Teachers follow the steps given by the Ministry
of Education.
2) The student has committed a serious
wrongdoing. (e.g stealing).
3) Accompanied by firm instruction and explanation
of why the students are caned.
4) The caning is light.
5) It is for the students sake.

School Safety
-Refers to necessary environment in
which effective teaching and learning
can take place.
-Supports
students
learning
by
creating and promoting a physically,
emotionally,
socially,
and
academically secure climate for
students, staff, and visitors.

Tuesday
3rd June 2014

Solutions?
Prevent bullying :
->Make sure students interact safely. Monitor
potential bullying area in and around the
building.
->Enlist the help of all school staff.
->Manage students behavior in the classroom.
Prevent intruders from going inside the
schools :
->Improve the level of security
->Close the gate at all times

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