Choueifat

school and
Mahra bint
Ahmed

Comparative report
on two schools
Presentation
EDU 4103 Managing
innovation and change in
Education
Done by Aisha A & Layla
Ahmed.

Outline
Background

of private and government school

Organizational structure
Leadership style
Administrative process
Relationship with Ministry of Education
Decision making process
Curriculum management system

Private school
School Name: The International Schools Of Choueifat.
Principal: Marios Veazel
Background of the school:
- Part of SABIS network.
- Lebanon (founded in 1886 in the village of
Choueifat).
- Started by two families.
( About SABIS, 2014)

Government school
School Name:
Principal:

Mahra bint Ahmed

Badria Abdullatif

Background of the school:

Located in Al Rams.

Started in 2013.

Grade 1 to 5.

Organizational structure
Choueifat school
Using collegial model : horizontal
structure

Bureaucratic Model
The relationship between the school
and the owner.
Hierarchical authority structure.
(Bush, 2011)

Make decisions through a process of

discussion .

Suggestions and opinions are acceptable.

Teachers get benefits from each other

experiences by observing and evaluating.

Meeting are Permanent.

(Bush, 2011)

Organizational structure
Mahra bint Ahmed
school

Organizational structure
Mahra bint Ahmed
school
Bureaucratic model

Share vision and mission of the

school .
(Bush, 2011)

Collegial model
Share values and objective in the school
Take other school opinions
Take all the opinion from different teacher.

(Bush, 2013)

Leadership style
Choueifat school and Mahra bint Ahmed
Democratic Style :
- Help in understanding the issues.
- A good results for the school and students (IAAP, 2009)
- Keeps informed the staff about everything that effects their work.
- Shares decision making and problem solving with the workers.

Different situation:
- Visionary: Training the employee.
-Coaching: observations and evaluation.
- Affiliatative : team work is very important.

(Lewin,1939)

Administrativ
e process

Finance and recourses (Building,

electricity, internet, salaries)
Choueifat school
Finance:
Every year from Local owner.
Resources:
Specific books come from the
ministry (Bureaucratic model).
Text book from their own
department.
Students fees.
Collegial: Reporting back to the
supervisor than to the owner (Bush,
2003)

Mahra bint Ahmed

Finance:
The Ministry pays for
electricity, salaries of the
principle and the teacher.
Resources:
Internet sometime the school
pay for it.
Achieve educational objectives

Staffing (hiring, firing, and choosing staffs)

Mahra bint Ahmed

Choueifat school
Requirement department.
Democratic style.

Collegial model
Encourage staff to do their best and participate
in choosing decision .
(Bush, 2011)

Bureaucratic Model

(Bush, 2003)

Ministry hires and fires the principle, but the

teachers hires and fires by the principle if she
sees they didnt work well.
Principle makes the decision in the school
Cleaning staff not a private company, ministry
pay for them .

Internal and external communications

Choueifat school

Mahra bint Ahmed

Internal communications:

Internal communications:

Notes.
Meetings.
Emails.

Email.
Meetings.

External communications:
External communications:

Meetings.
Newsletter.
SMS.

Invite the parent to participate

on the morning assembly
presentation.
SMS, letters, and meeting

Record keeping
Choueifat school
Folders (papers) and
Computer system.
- Kept in the principal office.
- Record book.
- The system :
Students grades
Information of the staff.

Mahra bint Ahmed

Student marks will add by
the teacher using SIS.
Collegial model.
They kept the teacher
development if she did
something extra, it will be
add it to thank record
with the principle.

(Bush, 2003)

Curriculum Management System

Choueifat school
Designed

by an Academic department.
Some books from the ministry.
Parents can track the curriculum.
Prepare the students for colleges and universities.
Test by exam center.

Curriculum Management System

Mahra bint Ahmed
Bureaucratic Model

collegial model

Ministry gives the school the

curriculum
Teachers should finish the
whole curriculum

Teacher manage and change

the curriculum if they need it,
they change it to the student
level
Assessments manage by the
teacher because she set her
materials and strategies to
teach.

(Bush, 2011)

(Bush, 2013)

Decision making processes

Choueifat school
- Small changes.
- Effect teaching (Bureaucratic Model).
- Checking the results.

Decision making processes

Mahra bint Ahmed
Bureaucratic Model
Last decision will be from the
principle
Common goals

(Bush, 2011)

Collegial model
Principle makes the decision
after she talks to the teacher
and see their opinion at the
same time she ask the ministry
if they agree or not.
Principle makes the decision
after she talks to the teacher
and see if they have the ability
to do this thing.
(Bush, 2013)

Relationship with the

MOE/Parents/students
Choueifat school
Commination and contact others.
Dealing with the staff equally.
Collegial Model.

Mahra bint Ahmed

Contact with the ministry for sharing
every thing
Decision making
(Bush, 2013)

References

Lewin, K.; Lippitt, R.; White, R.K. (1939). "Patterns of aggressive behavior in experimentally
created social climates". Journal of Social Psychology 10: 271301.

Bush, T. (2011). Theories of educational leadership and management (4th ed.). Los Angeles, CA:
Sage Publications.

Bush, T. (2003). Theories of Educational Leadership and Management (3rd ed.). Los Angeles:
Sage Publications.

IAAP, (2009). Leadership Theories and Styles. Retrieved from

http://www.etsu.edu/ahsc/documents/leadership_theories.pdf

ISCUAR.(2014).About SABIS. Retrieved from http://iscshj-sabis.net/Pages/World_Of_SABIS/