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"Education is a liberating force, and in our

age it is also a democratising force, cutting
across the barriers of caste and class,
smoothing out inequalities imposed by birth
and other circumstances. "
- Indira Gandhi
/
• MES-04S .
lGYJlgnou
~ . THE PEOPLE'S
UNIVERSITY
School Education
Indira Gandhi
National Open University
School of Education
Block·
3
SCHOOL MANAGEMENT AND ADMINISTRATION:
MICRO PERSPECTIVES
UNIT 7
Building Vision and Mission for Schools Structure 5
UNITS
Institutional Planning 20
UNIT 9
Implementation Institutional Plan 32
-
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,...
EXPERT COMMITTEE
Prof. B.N. Koul Prof. Neerja Shukla
Former PVC, IGNOU NCERT
New Delhi
Prof. C.R.K. Murthy
STRIDE, IGNOU Prof. Nalini Juneja
NUEPA
Prof. Kalpana Mishra New Delhi
Director, Planning Division, IGNOU
Dr. Sailja
Prof. O. Natesan Dept. of Education
Head (Education), Distance Education Delhi University, Delhi
Karnaraj University, Madurai, Tarnil Nadu
Dr. Savita Kaushal
Prof. S.Y. Shah NUEPA
Group of Adult Education' New Delhi
School of Social Sciences, JNU, New Delhi
COURSE PREPARATION TEAM

Unit Writers
Unit 7: Dr. Vandana Singh, Adapted from MES-004 Unit 9: Dr. Bharti Dogra, Asstt. Professor
(Block 3, Unit 10). Army Institute of Education
Unit 8: Dr. Fauzia Khan, Associate Professor, New Delhi
I.A.S.!;:., Jamia Millia Islamia, New Delhi.
Content Editing
Prof. GL. Arora, Former Director (SCERT) and Head of the Department, NCERT, New Delhi.
,
Language Editing
Dr. Vandana Singh, Asstt. Professor, SOE, IGNOU, New Delhi.
Unit Designing and FormatEditing

Dr. Vandana Singh, Asstt. ,Professor, SOE, IGNOU, New Delhi.
Course Coordinator
Dr. Vandana Singh, Asstt. Professor, SOE, IGNOU, New Delhi.
PRODUCTION
Prof. Vibha Joshi Sh. S.S. Venkatachalam Smt. M. Sumathy Nair
Director Asstt. Registrar (Pub.) Section Officer (Pub.)
School of Education School of Education School of Education
IGNOU, New Delhi IGNOU, New Delhi IGNOU, New Delhi
February, 2011
© Indira Gandhi National Open University, 2011
ISBN :978-81-266-5237-2
All rights reserved. No part of this work may be reproduced in any form, by mimeograph or any other means,
without permission in writing from the Indira Gandhi National Open University.
Further information on the Indira Gandhi National Open University courses may be obtained from the .:
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BLOCK 3 SCHOOL MANAGEMENT AND
ADMINISTRATION: MICRO
PERSPECTIVES
Block Introduction
Schools that dedicate themselves to systematic, collaborative problem-solving can
"continually" develop and implement new ideas, thereby not just improving but transforming
themselves. And such schools which are constantly improving become as 'learning
organisations' . It is important that the goals of becoming a learning organisation must
penetrate down to the classroom and influence the work of the teacher, which can be
done only with a well-defined mission statement in collaboration with school. This block
of the course helps you in importance of having correct vision and mission statements
and also it provides you an understanding the role of proper institutional planning can
help in maximizing the output of the schools.
The first unit of the block, we have tried to explore the concept of the school as a
learning organization and -the facets of an organization and its people. In this unit, the
nature of the vision statement for a learning organization has also been discussed and it
also 'suggested the strategies to translate it into action.
The next unit of the block, talks about the important step in the process of educational
planning which is institutional planning. It acts as an instrument for articulating the
institution's vision for its continuous development and improvement. The role of
administrators, principal, teachers and students has been explored in the preparation of
the institutional plan.
The last unit of the block is on 'Implementation of Institutional Plan' which strengthen
the fact that the good plan by itself will not achieve the objectives, unless it is implemented
effectively. It reinforces the requirement of coordinating the efforts of different
stakeholders involved and proper mobilization and utilization of all available resources.
UNIT 7 BUILDING VISION AND MISSION
FOR SCHOOLS STRUCTURE
Structure
7.1 Introduction
7.2 Objectives
7.3 School as an Organisation
7.4 Need for the Vision and Mission of an Organisation
7.5 The Learning Organisation
7.5.1 Components of the Learning Organisation
7.6 Leading the Learning Organisation

7.7 Issues and Problems
7.7.1 Organisational Imperatives
7.7.2 A Question of Sophistication and Disposition
7.7.3 Politics and Vision
7.8 Let Us Sum Up

7.9 Unit End Excersise
7.10 Answers to Check Your Progress
7.11 Suggested Readings
7.1 INTRODUCTION
Every school has a vision and many also have a statement of its mission and values.
But most of the times, when you ask teachers to discuss how these statements impact
on their work; they look at you in disbelief? This is because, most often you will find
these statements written in very abstract terms but it order to permeate them to the
lowest level of the organization, it is important to interpret ,them in a very specific
ways.
You would agree that for any organization to grow it is important that it becomes a
learning organistion. According to some theorists, schools that dedicate themselves to
systematic, collaborative problem-solving can "continually" develop and implement
new ideas, thereby not just improving but transforming themselves, Most of the schools
probably fail to nurture and sustain new ideas because they don't function as'learning
organisations '. In this unit, we will be exploring the concept of the school as a learning
organization and the facets of an organization and its people, which make it one and
also we will discuss the vision of such a learning organization and the strategies to
translate it into action ..
7.2 OBJECTIVES
After going through this unit, you will be able to:
• understand the importance of the vision of a school as a learning organisation
• explain how school is a learning organization
• describe the five disciplines of a learning organization
• identify the characteristic features of each discipline
5
School Management and • apply the disciplines of a learning organization to the functioning of a school
Administration:
Micro Perspectives • discuss the role of a leader in building a learning organization
• explain the issues that leaders fac~ in building a learning organization
7.3 SCHOOL AS AN ORGANISATION

If you start comparing the school with other organizations, you will find .hat a school
has all essential features of an organization such as clear goals, identifiable personnel,
a relevant and explicit technology and relationships based on positional rather than
personal factors. These features in the structure of an organisation produce consistency,
predictability and stability in the system. However, you would notice that the extent to
which a school is thought to exhibit these characteristics indicates about the nature of
its authority and control structures. For example, if the vision of any organization is
clear, it tells so much about the vision of the head of that particular institution.
Onthe other hand, if an organisation is found to be unpredictable or thought to be
irrational in its decision-making then the level of its success is not satisfactory. This
also happens when some sections of an organization fail to respond to the demands of
other sections in the expected way; a degree of tension is created between the sections
and perhaps between the members of those sections. This is as true of schools as it is
of any other form of organisation. As an organization, school consists of teachers,
principal, other staff members, if there is not proper sharing of the organizational goals
and responsibility then, it is seen that the organization can not work properly. Also, it is
expected that for becoming a successful organization, the organization has to keep
evolving itself, which means an organization has to become a learning organization.
The central feature of any organisation is to pursue specific goals, which are set by
the organization. For the schools, it is argued that the goals of education must penetrate
down to the classroom and influence the work of the teacher. Davies (1970) suggests
that the major problem in discussing organisational goals is that of identifying how
goals are set and whose goals count as the goals of the organisation. The focus on
goals tends to suggest that schools are highly effective goal-seeking organizations,
therefore, it is important that goals of schools must not have a high level of abstraction
but must be very specific.
In this unit, we will discuss the vision and mission of a school as a learning organization.
Hence, it is important to have a clear vision for schools and the mission formulated on
its basis. Let us now understand the need of having them in the following section.
7.4 NEED FORA CLEAR VISION AND MISSION

Schools are complex places in which teaching is most difficult and challenging part.
Many Schools which do not have a clear and shared sense of purpose focused on
student learning find their teachers losing motivation, and improvement efforts failing.
This happens because of the absence of a clear idea about the importance of work
and duties. Without a clear sense of direction, planning and decision-making about
programs, curricula, and instruction can remain uncoordinated.
In an effective school it is expected that all students coming from all walks of the
society will learn at least the essential knowledge, concepts and skills needed so that
they can be successful in their life. Further, it has been found that when school
improvement processes based upon the effective school research are implemented,
the proportion of students that achieve academic excellence either improves, or at the
very least, remains the same.
An effective school has a clearly articulated school vision through which the staff
shares an understanding of and commitment to instructional goals, priorities, assessment
6
procedures and accountability. Staff accepts responsibility for students' learning of Building Vision and Mission
the school's essential curricular goals. Everybody knows where they are going and for Schools Structure
why. The focus is on achieving a shared vision, and all understand their role in achieving
the vision.The focus and vision are developed from common beliefs and values, creating
a consistent direction for all involved.
The role of School leaders (principals) here becomes very. important; he/she has to
develop a clear, educationally focused vision and a well-defined mission statement in
collaboration with school. Let us try and understand the meaning of both the terms.
Bennis and Nanus (1986, p. 89), two of the classic writers on leadership, describe
how vision functions:
"To choose a direction, a leader must first have developed a mental image of a possible
and desirable future state of the organization. This image, which we call a vision, may
be as vague as a dream or as precise as a goal or mission statement. The critical point
is that a vision articulates a view of a realistic, credible, attractive future for the
organization, a condition that is better in some important ways than what now exists."
~~~~~~cl~h~an~cl~~~~
and should become. It is deeply embedded in values, hopes, and dreams. You can say
that the mission statement of the school is generally taken from the broad goals of
education. The mission statement, is more specific and often defmes what the school
is trying to accomplish and for whom. It can be developed from the vision itself.
Most school administrators must understand that a vision statement is no more than a
collection of words but it enhances trust; builds teacher commitment, human capital,
and social capital and affects student learning. Therefore, it is important to strengthen
the processes (teaching and learning), which has actually created these vision and
mission statements. Effective principals recognise that for materializing this, one need
to provide an opportunity to empower teachers, to discuss and understand teacher
values and motivation and to develop trust and social capital.
(i) Characteristics of a Vision

As discussed earlier the school vision statements are the specific statements, hence
will have a direct impact on the teaching learning process. Given below are several
characteristics of the vision statement:
• a compelling picture or image of what the school can become in the future.
• Feasible and attainable.
• connected to and articulates deeper values and hopes for the future.
• can be translated into actions and plans that are implementable.
• can be easily regularly communicated.
While developing a mission statement, leaders need to:
• understand the culture of the School.
• value their teachers and promote their Professional Growth.
• extend and express what you value.
• promote collaboration: Not competition. <r :
• use bureaucratic means to facilitate, not to constrain.

• connect with the wider environment.
It has to be understood that we all want that the school must not become stagnant but
should regularly be updating themselves. In this regard it is important that the school
ust become learning organization. The meaning of a learning organization, and the
. of leadership is needed for becoming such an organization, has been dealt in the
ction of the unit.
7
School Management and
Administration: Check Your Progress
Micro Perspectives
Note: (a) Write answer in the space given below.
(b) Compare your answers with those given at the end of the unit.
-
1. Define the vision and mission of an organisation .
...............................................................................................................
...............................................................................................................
...............................................................................................................
2. List the characteristics of the vision of an organisation .
....................................................... , .
...............................................................................................................
...............................................................................................................
7.5 THE LEARNING ORGANIZATION

Peter Senge (1990) first floated the concept of the learning organization. According to
him learning organizations are:
organizations where people continually expand their capacityto create the

H •••
results they truly desire, where new and expansive patterns of thinking are
nurtured, where collective aspiration is set free, and where people are continually
learning to see the-whole together."
The basic rationale for such organizations is that in situations of rapid change, only
those that are flexible, adaptive and productive will excel. For this to happen,
organizations need to 'discover how to tap people's commitment and capacity to learn
at all levels '
For Peter Senge, real learning gets to the heart of what it is to be human. We become
able to re-create ourselves. This applies to both individuals and organizations. Thus,
for a 'learning organization it is not enough to survive. Survival learning or what is
more often termed adaptive learning is important - indeed it is necessary. But for a
learning organization, adaptive learning must be joined by generative learning,
learning that enhances our capacity to create'
7.5.1 Components of a Learning Organisation

The dimension that distinguishes learning organizations from more traditional ones is
the mastery of certain basic disciplines or 'component technologies'. The five disciplines
that Peter Senge identifies as crucial to learning organizations are:
(i) Systems thinking
(ii) Personal mastery
(iii) Mental models
(iv) Building shared vision
(v) Team learning
Each discipline provides a vital dimension. Each is necessary to the others if organizations
are to 'learn'. The five disciplines can be approached at one of three levels:
• Practices: what you do.
• Principles: guiding ideas and insights.
8 • Essences: the state of being those with high levels of mastery in the disciplin
In addition people as agents are able to act upon the structures and systems of which Building Vision and Mission
they are a part. All the disciplines are, 'concerned with a shift of mind from seeing for Schools Structure
parts to seeing wholes, from seeing people as helpless reactors to seeing them as
active participants in shaping their reality, from reacting to the present to creating the
future'. We will now examine the disciplines.
(i) Systems Thinking - the cornerstone of the learning organization

Systemic thinking is the conceptual cornerstone of the learning organisation. It is the
discipline that integrates the others, fusing them into a coherent body of theory and
practice. First, while the basic tools of systems theory are fairly straightforward they
can build into sophisticated models. One of the key problems with much that is written
, about, and done in the name of management, is that rather simplistic frameworks are
applied to what are complex systems. We tend to focus on the parts rather than seeing
the whole, and fail to see organization as a dynamic process. Thus, the argument runs,
a better appreciation of systems will lead to more appropriate action.
. .
In an organization, we learn best from experience; but we never directly experience
the consequences of many of our most important decisions. We tend to think that
cause and effect will be relatively near to one another. Thus when faced with a
problem, it is the 'solutions' that are close by that we focus upon. Classically, we look
to actions that produce improvements in a relatively short time span. However, when
viewed in system's terms, short-term improvements often involve very -significant
long-term costs. For example, cutting back on staff development can bring very quick
annual cost savings, but can severely damage the motivation level of teachers .and
consequently the long-term viability of the school.
Part of the problem is the nature of the feedback we receive in organisations. Some
of the feedback reinforces or amplifies the small changes being advocated in the
organization and the change builds on itself. 'Whatever movement occurs is amplified,
producing more movement in the same direction. A small action snowballs, with more
and more and still more of the same, resembling compound interest' (Senge). Thus,
we may cut our training budgets, see the benefits in terms of cost savings, and in turn,
further trim spending in this area. In the short run there may be little impact on parents'
demands for better services, but over a longer term the decline in quality of learning of
students may have severe penalties. An appreciation of systems will lead to recognition
of the use of, and problems with, such reinforcing feedback, and also an understanding
of the place of balancing (or stabilizing) feedback. A further key aspect of systems is
the extent to which they inevitably involve delays - 'interruptions in the flow or process
which make the consequences of an action occur gradually'. For instance, during
admissions, giving in to pressures to admit a student who does not satisfy the school's
admission criteria, does not immediately have any effect. A year later when the
admission process starts there are more instances of parents demanding similar
concessions that you made the previous year. Denying them will put questions on your
integrity and accepting them will result in compounding problems.
(a) The School as a System

Systems thinking as applied to school would be considering the school a system,
rather than the sum of separate parts.
This is perhaps the most important difference, and must be understood by all the
people involved. Administrators, teachers, students, support staff, parents, and
community members all have a stake in how the school operates, and so to maximize
the performance, they must all be a part of the decision-making, the direction(s) in
which the school will move. The systems approach to running a school alzows all
access to the great amount of knowledge that is spread across the various groups.
Administrators have knowledge of ideas, facts and patterns that teachers, students,
-arents, community, and support staff do not have. Teachers have knowledge that 9
School Management and comes ftom their work in the organization, knowledge that is unique to their position.
Administration: Each of the groups can see the school and its work in a different way from the others;
Micro Perspectives
each group has unique insight into the school, and thus something to contribute to the
whole. In the systems view of the school, the decision-making is spread across
the groups only after all sides, thoughts, relative knowledge and insights have
been thoroughly discussed. A school that is a Learning Organisation would have
built-in time for the interaction and dialogue between all the groups allowing for this ..
. Below are two graphic illustrations comparing the decision-making model in a typical
school with that in a school as a learning organization.
As long as schools function as isolated components under a common roof, the reforms
being touted as "the answer" are likely to change only one little part of the school, and
the rest of the organization will soon reclaim its former shape.
(ii) Personal Mastery

Organizations learn only through individuals who learn. Individual learning does not
guarantee organizational learning. But without it no organizational learning can occur.
Personal mastery is the discipline of continually clarifying and deepening our
personal vision, of focusing our energies, of developing patience, and of seeing
reality objectively. It goes beyond competence and skills, although it involves them.
It goes beyond spiritual opening, although it involves spiritual growth. Mastery is seen
as a special kind of proficiency. It is not about dominance, but rather about calling.
Vision is vocation rather than simply just a good idea.
People with a high level of personal mastery live in a continual learning mode. They
never 'arrive'. Sometimes, language, such as the term 'personal mastery' creates a
misleading sense. of definiteness, of black and white. But personal mastery is not
something you possess. It is a process. It is a lifelong discipline. People with a high
level of personal mastery are acutely aware of their ignorance, their incompetence,
their growth areas. And they are deeply self-confident. It seems paradoxical to those
who do not see that 'journey is the reward'.
The discipline entails

• developing personal vision;
• holding creative tension - managing the gap between our vision and reality;
• recognizing structuraltensions; and constraints, and our own power (or lack of
it) with regard to them;
• a commitment to truth;
• and using the sub-conscious.
(a) Personal Mastery in Schools

Learning organizations can only grow and learn so long as individuals involved grow
and learn. A key trait of the LO school is that the continued growth and learning of
each individual is given a very high priority. This means ALL the people and not just
the students. This growth needs to be encouraged and fostered by the school, but its
shape and direction must be up to the individual. The decision by a principal that the
teachers should all have training in the "Wizards and Bananas" reading programme is
not an example of promoting personal mastery in the school. Providing a substitute for
a teacher who is interested in that programme and wants to go observe it in use at
another school would be promoting personal growth, and thus growth of the school.
Each person would have time to reflect and clarify what was important for them
personally, and then make their choices about where to go with that idea. The LO
school understands that the members' growth is the chance for its growth.
10
(iii) Mental Models Building Vision and Mission
for Schools Structure
These are deeply ingrained assumptions, generalizations, or even pictures and
images that influence how we understand the world and how we take action. We-
are often not that aware of the impact of such assumptions etc. on our behaviour -
and, thus, a fundamental part of our task is to develop the ability to reflect-in- and -on-
action.
The discipline of mental models starts with turning the mirror inward; learning to
unearth our internal pictures·of the world, to bring them to the surface and hold them
rigorously to scrutiny. It also includes the ability to carry on 'learningful'
'conversations' that balance inquiry - where people expose their own thinking
effectively - and advocacy - making that thinking open to the influence of others.
If organizations are to develop a capacity to work with mental models then it will be
necessary for people to learn new skills and develop new orientations, and for there to
be institutional changes that foster such change. Entrenched mental models thwart
. changes that could come from systems thinking. Moving the organization in the right
direction entails working to transcend the sorts of internal politics arid game playing
that dominate traditional organizations. In other words it means fostering openness. It
also involves seeking to distribute workload responsibly far more widely while retaining
coordination and control. Learning organizations are localized organizations.
(a) Mental Models in Schools

The LO school has the ability to imagine the school, learning, work, the roles of the
members in ways that are beyond what someone else has handed down to them. The
ability (time and encouragement) of the members to dialogue about the nature of
learning, schooling, gives them a chance to evolve continually more satisfying and
useful ways of seeing the school, its purpose and direction. Seemingly off-the-wall
ideas are entertained and whacked around, because the LO school knows that what
has been, need not continue to be. The work in teams allows people the chance to
propose unique models for the consideration of others. This allows for a dialogue that
can help people change their own models, as well as the organizational model.
Let us examine the discipline of mental models with an example. Usually teachers and
school leaders have preconceived notions about a non-achieving student. The mental
model isone of a lazy, academically non-interactive, tardy, socially disruptive pupil. A
process of inquiry will reveal the following dimensions of how the mental model was
formed. Slhe has not turned in homework more often than not and does not participate
in class work. This has lead to perceptions of the pupil being tardy and so unable to
interact with higher levels of knowledge being discussed in the classroom. So the
teacher stops asking him/her questions in the classroom and progressively expects
less and less of the pupil. The pupil tends therefore to satisfy hislher instincts to socialize
through disruptive behaviour. Now, using the process of advocacy the teachers will
seek to be influenced by other's thought which would help them change this destructive
mental model. They would be willing to register the data, which will tell them about
why the student does not turn in homework on time. This might reveal anything between
the pupil not having learnt in class the basics necessary for himlher to do homework
effectively, or the lack of support systems at home that will ensure that the pupil gets
down to doing homework to learning disability problems, which could be deterring
him/her from doing homework.
Immediately the perception about the erring pupil changes and this leads to a series of
actions, which changes the mental model and provides the pupil empowering experiences
in the classroom.'
.11
Administration: Check Your Progress
, .;::
Micro Perspectives
(b) Compare your answer with those given at the end of the unit.
3, Write features of the systems thinking discipline of learning organization .
•••••• ~ ••••••• t •• I•••.•'.I.'.t.t .•' ••t •••••••••• ' ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• t.
4. What are the two important components of exploring mental models?
•••............. '.11 .
................................................................................................................
5. How do you propose to achieve your personal vision as a school leader?
(iv) Building shared vision

Peter Senge starts from the position that if anyone idea about leadership has inspired
organizations for thousands of years, it's the capacity to hold a shared picture of the
future that the people of an organization seek to create. Such a vision has the power
to be uplifting - and to encourage experimentation and innovation. Crucially; itis argued,
it can also foster a sense of the long-term, something that is fundamental to the 'fifth
discipline' - systems thinking.
When there is a genuine vision (as opposed. to the all-to-familiar 'vision statement'),
people excel and learn, not because they are told to, but because they want to. But
many leaders have personal visions that never get translated into shared visions that
galvanize an organization ... What has been lacking is a discipline for translating vision
into shared vision -not a 'cookbook' but a set of principles and guiding practices.
The practice of shared vision involves the skills of unearthing shared pictures of the ,-
future that foster genuine commitment and enrolment rather than compliance. In
I . mastering this discipline, leaders learn the counter-productiveness of trying to dictate
a vision, no matter how heartfelt.
Visions spread because of a reinforcing process. Increased clarity, enthusiasm and
commitment rub off on others in the organization. As people talk, the vision grows
clearer. As it gets clearer, enthusiasm for its benefits grows-There are 'limits to
grewth' in this respect, but developing the sorts of mental models outlined above can
significantly improve matters. Where. organizations can transcend linear thinking and
grasp system thinking, there is the possibility of bringing vision to fruition.
(a) Shared vision in schools

The school that is a LO has a vision that is not one mandated by a few, but rather
generated by all the members. For example, the current rage is the standards movement,
a vision that does not come from the school. It is imposed on education from outside,
and then administrators and a few others took up the flag. Because it doesn't come
from the schools, that is the administration, the faculty, the students, the support staff,
the parents and the community, it is not a true vision. It will effect no meaningful
12
/
-,
change and will be gone in a few years, leaving a chart here, a database there, and a Building Vision and Mission'
good deal of cynicism in its wake. for Schools Structure
The LO school spends long hours in dialogue and reflection, both individual and group,
in developing a shared vision for the school. It takes into account the perspectives of
all the groups, personal goals and ideas of the individuals, providing a common mission
that guides the short and long term planning and functioning of the school. This is not
a static vision. It grows and evolves with the people who are members. The cornerstone
.of the successful learning organization is the ability to repeatedly become. Schools,
like other organizations-have to respond to rapid and continual change in the world.
(v) Team learning

Such learning is viewed as the process of aligning and developing the capacities of a
team to create the results its members truly desire. It builds on personal mastery and
shared vision - but these are not enough. People need to be able to act together.
When teams learn together, Peter Senge suggests, not only can there be good results
for ,the organization, members will grow more rapidly than could have occurred
otherwise.
The discipline of team learning starts with 'dialogue', the capacity of members of a
team to suspend assumptions and enter into a genuine 'thinking together'. To the
Greeks dia-logos meant a free flowing of meaning through a group, allowing the group
to discover insights not attainable individually. It also involves learning how to recognize
the patterns of interaction in teams that undermine learning.
The notion of dialogue that flows through The Fifth Discipline is very heavily dependent
on the group that becomes open to the flow of a larger intelligence, and thought is
approached largely as collective phenomenon. When dialogue is joined with systems
thinking, Senge argues, there is the possibility of creating a language more suited for
dealing with complexity, and of focusing on deep-seated structural issues and forces
rather than being diverted by questions of personality and leadership style. Indeed,
such is the emphasis on dialogue in his work that it could almost be put alongside
systems thinking as a central feature of his approach.
(a) Team Learning in Schools

The school that is a LO makes time and money available for learning by groups of its
members. Helping the members learn to work together is something that the school
sees as critical for its own well-being and growth. These shared learning experiences
provide time for the members to get to know one another, to understand each other in
ways that does not happen outside of the school day. They build the shared vision that
is needed to define the LO school. The learning teams may include members from
one, some, or all of the groups that make up the organization. It seems odd that though
schools have made cooperative work for students an important part of the day, there
isn't time for adults in the school to work this way.
Check your Progress

Note: (a) Write answer in the..space given below.
6. Explain the discipline of shared vision.
13
Administration: 7. Explain how team learning is related to learning organization?
Micro Perspectives
7.6" LEADING THE LEARNING ORGANIZATION

;.
Peter Senge argues that learning organizations require a new view of leadership. He
sees the traditional view of leaders (as special people who set the direction, make key
decisions and energize the troops as deriving from a deeply individualistic and non-
systemic worldview); At its centre the traditional view of leadership, 'is based on
assumptions of people's powerlessness, their lack of personal vision and inability to
master the forces of change, deficits which can be remedied only by a few great
leaders'. Against this traditional view he sets a 'new' view of leadership that centres
on 'subtler and more important tasks'.
In a learning organization, leaders are designers, stewards and teachers. They are
responsible for building organizations where people continually expand their capabilities
to understand complexity, clarify vision, and improve shared mental models - that is
they are responsible for learning .... Learning organizations will remain a 'good idea' ...
until people take a stand for building such organizations. Taking this stand is the first
leadership act, the start of inspiring (literally 'to breathe life into') the vision of the
learning organization.
Here we will look at the three aspects of leadership that Senge identifies.
(i) Leader as Designer

The functions of design are rarely visible, Peter Senge argues, yet no one has a more
sweeping influence than the designer. The organization's policies, strategies and
'systems' are key area of design, but leadership goes beyond this. Integrating the five
disciplines is fundamental. However, the first task entails designing the governing
ideas - the purpose, vision and core values by which people should live. Building a
shared vision is crucial early on as it 'fosters a long-term orientation and an imperative
for learning'. Other disciplines also need to be attended to, but just how they are to be
approached is dependent upon the situation faced. In essence, 'the leaders' task is
designing the learning processes whereby people throughout the organization can deal
productively with the critical issues they face, and develop their mastery in the learning
disciplines' .
(ii) Leader as Steward

Senge's starting point was the 'purpose stories' that the managers he interviewed told
about their organization. He came to realize that the managers were doing more than
telling stories, they were relating the story: 'the overarching explanation of why they
do what they do, how their organization needs to evolve, and how that evolution is part
of something larger'. Such purpose stories provide a single set of integrating ideas
that give meaning to all aspects of the leader's work - and not unexpectedly the
leader develops a unique relationship to his or lier own personal vision. He or she
becomes a steward of the vision. One of the important things to grasp here is that
stewardship involves a commitment to, and responsibility for the vision, but it does nut
mean that the leader owns it. It is not their possession, Leaders are stewards of the
vision, their task is to manage it for the benefit of others. Leaders learn to see their
vision as part of something larger. Purpose stories evolve as they are being told, 'in
.~--' fact, they are as aresult of being told'. Leaders have to learn to listen to other people's
1-,
14
vision and to change their own where necessary. Telling the story in this way allows Building Vision and Mission
others to be involved and to help develop a vision that is both individual and shared. for Schools Structure
(iii) Leader as Teacher

The first responsibility of a leader is to define reality. While leaders may draw inspiration
and spiritual reserves from their sense of stewardship, 'much of the leverage leaders
can actually exert lies in helping people achieve more accurate, more insightful and
more empowering views of reality. Building on an existing 'hierarchy of explanation'
leader can influence people's view of reality at four levels:
• events,
• patterns .of behaviour,
• systemic structures and
• the purpose story.
By and large most managers and leaders tend to focus on the first two of these levels
(and under their influence organizations do likewise). Leaders in learning organizations
attend to all four, 'but focus predominantly on purpose and systemic structure. Moreover
they "teach" people throughout the organization to do likewise. This allows them to
see 'the big picture' and to appreciate the structural forces that condition behaviour.
By attending to purpose, leaders can cultivate an understanding of what the organization
(and its members) are seeking to become. One of the issues here is that leaders often
have strengths in one or two of the areas but are unable, for example, to develop
systemic understanding. A key to success is being able to conceptualize in sights so
that they become public knowledge, 'open to challenge and further improvement'.
Such leaders help people develop systemic understandings throughout the organization.
Leader as teacher is not about teaching people how to achieve their vision. It is
about fostering learning, for everyone. Accepting this responsibility is the antidote to
one of the most common downfalls of otherwise gifted teachers - losing their
commitment to the truth.
Leaders have to create and manage creative tension - especially around the gap
between vision and reality. Mastery of such tension allows for a fundamental shift. It
enables the leader to see the truth in changing situations.
Check your Progress

Note: (a) Write answer in the space. given below.
8. Describe the role of the leader in building a learning organization.
9. What steps that you as a leader will take to build your school as a learning
organization?
15
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Adminlstrationt 7.7 ISSUES AND PROBLEMS
Micro Perspectives
The most appropriate question in respect of this theory is whether it fosters praxis -
informed, committed action on the part of those it is aimed at? This is an especially
pertinent question as Peter Senge looks to promote a more holistic vision of organizations
and the lives of people within them. Here we focus on three aspects. We start with
the organization.
;
7.7.1 Organizational Imperatives

The need to focus on knowledge generation within an increasingly globalized economy
does bring us back, in some important respects, to the people who have to create
intellectual capital.
Productivity and excellence are, by and large, a function of knowledge generation and
information processing; schools and school districts are organized in networks of
admission, management and learning achievement; the core schooling activities are
global- that is organisations have the capacity to work as a unit in real time, or chosen
time, on a planetary scale because they are trying to achieve learning outcomes which
will make their students global citizens.
A failure to attend to the learning of groups and individuals in the organization spells
disaster in this context. Schools need to invest not just in new methodology or technology
to make the process more efficient, but also in the flow of know-how that will sustain
at a high level of excellence their business of schooling. Organizations need to be good
. at knowledge generation, appropriation and exploitation. This process is not that easy.
Knowledge that is visible tends to be explicit, teachable, independent, detachable. It is
also easy for competitors to imitate. Knowledge that is intangible, tacit, less teachable,
less observable, is more _complex but more difficult to detach from the person who'
created it or the context in which it is embedded. Knowledge carried by an individual
only realizes its productive potential when it is replicated by an organization and becomes
organizational knowledge.
This sort of know-how cannot be simply transmitted. It has to be engaged with, talked
about and embedded in organizational structures and strategies. It has to become
people's own.
7.7.2 A Question of Sophistica~io_nand Disposition

One of the biggest problems with the learning organization is to do with the people to
_ whom it is addressed who do not have the disposition or theoretical tools to follow it -
through. The choice of 'disciplines' to describe the LO is at its core. As we saw, a
discipline is a series of principles and practices that we study, master and integrate.
into our lives. In other words, the approach entails significant effort on the part of the
practitioner. It also entails developing quite complicated mental models, and being able
to apply and adapt these to different situations - often on the run. Classically, the
approach involves a shift from product to process (and back again). The question then
becomes pertinent whether many people in organizations can handle this. All this has
a direct parallel within formal education. One of the reasons that product approaches
to curriculum (as exemplified in the concern for SATs tests, examination performance
and school attendance) have assumed such a dominance is that alternative .process
approaches are much more difficult to follow. They may be superior - but many
teachers lack the sophistication to carry them forward. There are also psychological
and social barriers. A close examination ofone's professional performance is personally
threatening; and the social climate in which teachers work generally offers little support
to those who might be disposed to face that threat.
16
. .
The process of exploring one's performance, personality and fundamental aims in life Building Vision and Mission
is a daunting task for most people. To do it, we need considerable support; and the for Schools Structure
motivation to carry the task through some very uncomfortable periods, It calls for the
integration of different aspects of our lives and experiences. There is, here, a
straightforward question concerning the vision - will people want to sign up to it? To '
make sense of the sorts of experiences generated and explored in a fully functioning
'learning organization' there needs to be 'spiritual growth' and the ability to locate
these within some sort of framework of commitment. Thus, as employees, we are not
simply asked to do our jobs and to get paid. We are also requested to join in something
bigger. Isn't it a pity that many of us may just want to earn a living!
7.7.3 Democratic spiritand Vision

The application of systems theory means:
• to think through and define the specific purpose and mission of the instituiion,
whether business enterprise, hospital, or school.
• to make work productive and the worker achieving.
• to manage social impacts and social responsibilities.
Here there is a tension between the concern for dialogue and the interest in building a
shared vision. Difference is good for democratic life (and organizational life ) provided
it cultivates a sense of reciprocity, and ways of working that encourage deliberation.
The search is not for the sort of common good that many communitarians seek but
rather for ways in which people may share in a common life. Disagreement will
persist - the key is whether we can learn to respect and engage with each other's
ideas, behaviours and beliefs.
Check your Progress

10. Name the issues and problems that. a leader will face in building a learning
organization.
11. What are the benefits of building a learning organization?
................................................................................................................
7.8 LET US SUM UP

For becoming an effective school it is expected that all students coming from all walks
of the society will learn at least the essential knowledge, concepts arid skills needed so
that they can be successful in their life. In the effective school, there is a clearly
articulated school mission through which the staff shares an understanding of and
commitment to instructional goals, priorities, assessment procedures and accountability.
Staff accepts responsibility for students' learning of the school's essential curricular
goals. Every school must strive to to become a learning organization.ln this unit you
have learnt that Learning Organizations thrive on the principles of adaptive and
17
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School Management and generative learning. However revolutionary and insightful the concept, it is a matter
Administration: of regret that many schools have not endeavored to apply it and have. remained geared
Micro Perspectives
to the quick fix. The emphases on building a shared vision, team working, personal
mastery and the development of more sophisticated mental models and the way the
notion of dialogue runs through these has the potential of allowing workplaces to be
more congenial and creative. The drawing together of the elements via the Fifth
Discipline of systemic thinking, while not being to everyone's taste, also allows us to
approach a more holistic understanding of organizational life.
7.9 UNITENDEXCERCISE
1. Compile the mission and vision statements of some schools, and find out how
these statements are suitable in respect of a school as an learning organization.
7.10 ANSWERS TO CHECK YOUR PROGRESS

1. The vision of school tells about the image of what the school can and should
become. It is deeply embedded in values, hopes, and dreams whereas, the mis-
sion statement, it is more specific and often defines what the school is trying to
accomplish and for whom. It ought to be developed from the vision itself.
2. Characteristics of vision statement
• a compelling picture or image of what the school can become in the future.
• Feasible and attainable.
• connected to and articulates deeper values and hopes for the future.
• needs to be translated into actions and plans that can be and are
implemented.
• Needs to be regularly communicated.
3. Learning from experience
4. a) ability to carry 'learningful' 'conversations' and b) advocacy - making
thinking open to the influence of others.
5. By providing all the stakeholders an equal chance in decision making.
6. Shared vision involves the skills of unearthing shared pictures of the future that
foster genuine commitment and enrolment rather than compliance.
7. The discipline of team learning starts with 'dialogue', the capacity of members
of a team to suspend assumptions and enter into a genuine 'thinking together'.
When all the components of the team start thinking together, the outcome is
learning organization.
8. Leaders are designers, stewards and teachers and are responsible for building
organizations where people continually expand their capabilities to understand
complexity, clarify vision, and improve shared mental models.
9. Through following, leaders can create learning organization:
• events,
• patterns of behaviour,
• systemic structures and through the purpose story.
10. Organizational imperatives, questions of sophistication and disposition and demo-
cratic spirit
11. In a learning organization people continuously expand their capacity to create the
results and strive to realize the collective aspirations. New patterns of thinking
are nurtured in this type of organization.
18
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Building Vision and Mission .
7.11 SUGGUESTED READINGS for Schools Structure .
Bennis, W.G., & Nanus, B. (1985). Leaders: Strategies for taking charge. New
York, NY: Harper and Row, Publishers
Block, P., (1993). Stewardship Choosing service over self-interest, San Francisco:
Berrett Kochler.
Day, C., (1999). Developing teachers. London: Falmer press.
Fullan, M.G., (1993). Change Forces: Probing the depths of educational reform,
. Bristol, PA: Falmer.
Heifetz, R.A., (1994). Leadership without Easy Answers, Cambridge, Mass: Belknap
Press.
Klein, N., (2001). No Logo, London: Flamingo.
Senge, Peter, (1990). The Fifth Discipline. The art and practice of the Learning
• Organisation - London: Random House.
Van Manrik, J., (2001). Writers on Leadership, London: Penguin.
fT'
19
,
d
UNITS INSTITUTIONAL PLANNING
Structure
8.1 Introduction
8.2 Objectives
8.3 Meaning of an Institutional Plan
-,
8.3.1 Characteristics of Institutional Plan
8.4 Need for Institutional Planning
8.5 Development of Institutional Plan
8.5.1 Implementation for institutional plan
8.6 Role of Administrators in Institutional Planning
, 8.7 Role of Principal in Institutional Planning
8.8 Role of Teachers in Institutional Planning
8.9 Measures to Strengthen Institutional Planning
8.10 Let Us Sum Up
8.11 Unit End Exercises
8.12 Answers to Check Your Progress .'
8.1 INTRODUCTION
A large number of schools in India have a system of planning their yearly programmes.
Teachers involvement is there in the form of participation in seminar organized in
school. On the basis of feedback received from these seminars, schools under the
leadership of Principals make final draft of School Plan for Coming year. They also
consider previous year plan for assessing the performance of various processes
conducted by school and also discuss the new innovative programmes for the coming
year. Sometimes, management also invites experts from the area to give suggestions
for further improvement. This is a common practice in school but there is need to
make it more scientific in nature, They have to consider the resources available with
them and with additional responsibilities how they can utilize the available resources
and on the other -hand they have to find out requirements for new resources for
getting work done during the year. The process of educational planning on one hand
should embrace the whole country; an other hand it should treat each institution as an
individual utility, which in its turn, should be able to regard every child as an individual
with his own needs and aspirations. In the previous unit, you understood about having
a clear vision statement for schools. The clear statement also helps in better institutional
planning. In this unit, you will discuss the meaning of instituonal planning and the role
of various stakeholders in planning and implementing the institutional plan.
8.2 OBJECTIVES
• define an institutional plan;
•
• state the characteristics of JO institutional plan;
• explain the importance of institutional planning;
20
• describe the role of administrators, principals and teachers in institutional plan- Institutional Planning
ning; and
• discuss the measure to strength the institutional planning.
8.3 MEANING OF AN INSTITUTIONAL PLAN

At the micro level, each individual institution is expected to develop periodically a
blueprint for its own development which not only includes plan for further growth but
also plans for raising the quality of its services. The planning at the level of the basic
organisational unit of a system is Institutional Planning.
It acts as an instrument for the articulation of the institution's vision for its continuous
development and improvement. Its prepared by an institution on the basis of felt needs
considering the resources available or likely to be available with a view to improve the
functions and processes. An institutional plan must address questions like, how do we
make better use of existing resources (i.e. physical, human, financial), how can we
motivate human resources, and how can we give maximum satisfaction to.our customer-
group? The plan may be for a longer duration or a shorter duration and is' based on
principle of optimum utilization 'of the resources available in school:
Institutional Plans are usually prepared to find out solutions and also fulfill the felt
needs it has. Therefore, the first and the most important step in the planning process is
(a) undertaking a survey of the needs of the school; (b) undertaking a survey of the
resources available in the school as well as community; (c) preparing plans of
improvement programmes (like projects concerning buildings, campus, equipments,
instructional materials, students welfare, instructional calendar, Library, sciencelhobby
clubs, internal assessment and action research) (d) implementing the programme; and
(e) evaluation of the programmes.
Institutional Planning is the programme of development and improvement in school.
This plan is not complete if the views of any group are not considered while making
plan. School improvement is the goal of institutional planning. Every group should be
considered, for identifying the problem, whether it is individual or common, only then it
will lead to improvement and enhance the motivation and commitment of the staff.
The most important component of this planning process is identification of problems
and needs. This identification of problems can be done easily by taking feedback from
the people working in the institution and those primarily want the results to be achieved
by the system. Having identified all the problems - enables to prepare of a
comprehensive list after which the fixation of priorities can be taken up. This is necessary
because no institution can afford to take efforts for solving all problems and fulfill all
needs at one stroke. Planning is essential for giving a concrete shape to the vision and
mission of an institution.
A good plan by itself will not achieve the objectives, unless it is implemented effectively.
This requires coordination of the efforts of different people involved and proper
mobilization and utilization of all available resources. Planning and monitoring and
control are closely related. There is limited use in planning, if the implementation of
the plans derived is not monitored. Conversely, monitoring and control systems operate
. in a vacuum in the absence of information from a planning process indicating the
performance to be 'monitored. There is need for constant and regular evaluation to
check whether the efforts are leading to the achievement of the objectives and what
mid-course corrections are required. Institutional planning is a cycle of reviewing the
situation, planning, implementing and evaluating and then going through the same process
again the following year building on the work already done. .
Institutional plahning is carried out in schools/ any educational institutionwiththe
following objectives:
2]
1001Management and • To bring improvement in the structure of educational institution
ministration:
cro Perspectives • To give proper direction to functioning of educational institutions
• To develop a comprehensive programme of improvement of educational system
in all its parameters by optimum utilization of existing resources within its reach
• To provide opportunities to the members of the local community, staff and stu-
dents to treat educational institutions as a joint and coo operative venture and to
bring improvement in education institutions
• To give adequate freedom to teachers think to innovative and creative ideas for
the improvement of institution and other programmes in the institution.
• To develop eo curricular programme in institution like social service, adult educa-
tion, NCC, NSS, Scouts and Guide etc
• To impart realism and concreteness to educational planning
• To shift the emphasis from expenditure orientation to the effort orientation and
proper utilization of the resources ie economy orientation etc.,
• To create democratic environment to enable every teacher, administrator, parent
and students'to take part in the formulation and implementation of the plan.
-' 8.3.1 Characteristics of Institutional Plans

Now, when we have understood about the meaning of the Institutional Planning, it will
be easy for us to understand the characteristics of institutional planning, which are as
follows:
• The plan is prepared on the needs of the school as identified by the principal,
school staff, students.
• It is based on the principle of optimum utilization of the resources available within
the school and community,
• It is a co-operative venture of the community, management, school staff and the
students.
• It is goal oriented.
• It is specific for an institution. There can not be a single plan for all the institu-
tions.
• It leads to into establishment of democratic procedures within the school.
• An important outcome of institutional planning is the establishment of a better
rapport with the community.
• It aims' at school improvement as well as school development.
• It forms the basis of the District Plan for educational development and improve-
ment.
• It is continuously developing. An institutional plan cannot be rigid with no provi-
sion for changes.
• It results into improvement in the motivation level on the part of teachers, stu-
dents, commuriity and the management. . ..
. (i) Advantages of Institutional Planning

• It involves the teachers in the process of planning thereby making planning more
democratic in nature.
/
•. Thepreparation of the plan adopts the down to top approach, where first hand- '
knowledge about the strengths i weakness and the problems arising in the class-
room processes and situations is available from teachers.
• It is more realistic because it is based on the data available from then stakehold-
ers namely students, teachers and parents.
• Itavoids wastage as it is founded on knowledge about real needsof the students Institutional Plann
and the community.
.-
• It is more scientific , rational , effective and efficient rather than trial and error
methods or traditional approach development.
• Each institution has a unique personality or climate and the plan prepared in the
light of this climate will be more realistic and effective.
• It reduced emphasis on expenditure orientation and enhances goal orientation.
• It provides ample opportunities for creativity, innovations, initiative freedom and
experimentation to those who are involved in preparing and implementing the
plans. . ,~.
Check your Progress

Note: a)
b)
Write your answer in the space-given below.
Compare your answers with those given at the end of the unit.
.
1. What is meant by Institutional Planning?
••••••••••••••••••••••••••••••••••••••••••••••• I ••• I •••••••••••••••••••••••••••• ",' •••••••••••••••••• ~ ••••••••••
••••••••••••••••••••••••••••••••••••••••••••••••••• " •••••••••••••••••••••••••••

. .
~ I •••••••••••••••••••••••••••••
2. List the Important characteristics of InstitutionalPlanning.
8.4 NEED OF INSTITUTIONAL PLANNING

Each school is headed by one Head or Principal and is solely responsible for Institutional
Planning and Management. Institutional Planning allows for a comprehensive and
long term perspective of the school, which is based on clear assessment and
understanding of current activities. This perspective is helpful for leadership both at
the institutional and at the unit level, who make decisions to allocate resources in"ways
to best meet the future requirements. The common objectives of institutional planning
are to provide timely analysis and information to support the decision making, planning
and policy formation process of the schooL
The main components of Institutional Planning are.
(i) Academic and Administrative Support Review
Involve ongoing evaluation of functions to support the mission of the schooL The
primary purpose of school reviews is to ensure the efficient and effective use of
resources in delivery of support services for both short and long term need. This
activity will also lead, facilitate and support planning efforts for improvement in
targeted areas of opportunities which periodically arise.
(ii) Programme Review. This process should be conducted by the teachers who
are involved in a particular programme followed by review by the expert
team.. -
(iii) Accreditation is the means of self regulation and peer review. The accrediting
process is intended to sustain the quality and integrity of school education making
it worthy of public confidence and minimizing the scope of external control, make"
assessment of students learning outcomes and to assess the linkages between
/ \
, School Management and the budgeting and planning process. In higher education system of developed
Administration: countries there are centres of Institutional Research and Planning, which con-
Micro Perspectives
duct surveys relevant to student development and priorities in consortium with
allied colleges around the country. The surveys include students as well as par-
ents. These surveys are conducted regularly. This type of research activities are
also required at school level here in India because the quality of primary schools
are deteriorating day by day- schemes are there but implementation of there
schemes and programmes are not effective. This condition of detoriating quality
shows that proper utilization of resources is lacking which can be improved through
institutional planning because one of the major purposes of planning is to assess
the activities of school, improve the conditions and maintain regular checks and
control in the processes.
8.5 DEVELOPMENT OF AN INSTITUTIONAL PLAN

Institutional Planning is suggested by various Committees and Commissiqps as a
scientific approach to the improvement and development of education within the
country. The major step in preparing institutional plan for a school for improvement
and development are as follows:
• Undertaking a survey of the needs of the school.
• Undertaking a survey of the resources available with school
• Preparing draft of plan
. i
\
• Finalizing plan after discussion with concerned persons (teachers, students, non-
teaching staff).
• Implementation of Improvement Plan
• Evaluating Improvement Programme
The basic requirements for planning are the awareness of the needs, the awareness
of the resources existing as well as likely to be available. Consider that the school is
located in a small town and-it is the only school in the town. The first step for the
school will be to determine the needs/problems/areas of improvement and development.
It is possible. that the Principal of the school himselflherself may be so enthusiastic
thats he may prepare a.write-up on the needs of the school for improvement. This will
not be the right procedure. The fundamental principle in preparing the institutional plan
is the close involvement of the school staff in identifying the needs/areas of improvement
and development. If students involvement could be secured, it will be an added,
advantage. However, if, the village community has not been involved over the period
in the functioning of the school and the teachers feel diffident about the ways of
involving the students, the work on the development of the plan for the school should
not stop. This does not mean that the students and the community should be kept
away in the process of planning, This only means that if proper conditions have not
been created. wherein participation of the students and the community could be secured
.'
planning by teachers should not stop. .
The school staff should meet over a period of days and discuss various programmes-
curricular as well as eo-curricular, academic as well as organisastional or administrative-
of the school. When teachers begin to discuss the areas of improvement, it may be felt
that they will come out with a large number of areas requiring improvement and also
a list of additional resources. It may also be experienced that the teachers are not in a
position to specify the specific needs of improvement. But, this is only the first step, It
should. be the responsibility of the Principal to list all the needs/problems/areas of
improvement identified by the staff in the meeting. Some of the areas of improvement
can be the school building which might be over ~rowded or congested. The other area,
could be 'the lack of teaching aids; a 'poorly equipped library, lack of playground.
24. curriculum and the textbooks. However, it must be noted that a number of areas of
improvement may be beyond the scope of the school faculty, like the change of -s ." Institutional Planning
curriculum or expansion of school building. However, there is no harm in listing these •
as the areas requiring improvement. .
The next step for the Principal is to exhort. the staff to give further thinking to those
areas of improvement which require efforts on the part of the teachers and not additional
resources. The best procedure here, could be to have subject groups where the areas
of improvement are identified very specifically. If all the teachers grouped into different
subjects, deliberate and prepare the areas of improvement needing urgent attention,
what the school must have achieved would be the need survey.
Once the need survey has been made, it is necessary to have survey of the sources
both physical as well as human available in the school as well as in the community.
Again, the teaching aids and equipments available in the school are notknown to all
the teachers. The surveyor should know the resources available in the school implies
that every subject teacher prepares a list of all types of teaching aids available in the
school and in the school library, studies the same carefully and finds out how the same
would be useful to them in improving the instruction.
In addition to the survey of' human and' material resources in school, it' would be
rewarding if the teachers, undertake a quick survey of the human and material resources
available in the community. The material resources available in the community might
be in the form of the town library, a museum, water works, small factories, hospital,
the cycle repair shop, the water pump station, the offices of the malariaeradication
campaign, etc. All these could be exploited for the enrichment of 'in·s~ction. Again
the survey of human resources available in the community can 'be 'in the
form or the
retired teachers, professors, doctors, engineers and others who might have traveled
abroad or traveled in the country who can share their experiences with the children
etc. These human resourses have not been tapped but they could be tapped for the
enrichment of instruction in the classroom. '. .'
.~ J,
These-surveys, namely, the survey of the human and material resources available in
the school as well as in the community would provide the pool from which the teachers
can draw while planning improvement programmes for the needs/problems/areas of
improvement arrived at by them earlier.
With the survey of the needs/problems/areas or improvement and also the survey of
resources, the next step is to take up those areas of improvement which ~e feasible
and for which there is readiness on the part of staff. Care should be taken that all
teachers who are entrusted implementation of improvement prog~,amme~ should be
involved in planning the programmes. Again, there is no need to wait till all the teachers
agree to take up improvement programmes. Whenever attempts are made to bring
about change, there is initial resistance by large majority of teachers. The leadership
of the Principal expresses itself in overcoming the resistance and brin:ging a large .
majority of teachers to the programmes of improvement, when different teachers
have decided different areas of improvement. They would require help in devising
appropriate programmes and planning the same. It is here that the improvement
programmes will take a form of series of individual or group projects. The same
procedure that is followed in preparing a developmental project or an experimental
project should be followed here. All the projects put together will form the improvement
programme for the school, depending the nature and the number of areas of
improvement, the entire improvement programme could be phased Qut in such a way
that in the initial stage short-term projects are taken up by teachers wh~ are new to
such procedures and long term projects are taken up by teacher groups or competent
teachers individually. Here they have to list the resources which are available, the
resources which can be made available from the. normal' yearly grant of the school,
and resources which could be secured through community efforts. There is no harm
in including those projects in the total plan of iII?-provementfor which the school staff
" 25
/
School Management and feels more resources will be required which can be obtained only through Government
Administration: or from the management. But these projects will not receive the priority.
Micro Perspectives
While planning the projects a list of the in-service education needs of the teachers
should be prepared as far as possible giving the specific item of contents for which in-
service education requires to be organized.
Every project plan will include the objectives, the present position, the improvement
sought, improvement programme, the evaluation, the resources required and the time
target. All the projects put together will form the institutional improvement plan. The
evaluation of individual project followed by the overall evaluation of the total programme
should be planned out in detail. An institutional plan is never rigid. Depending upon the
.. changing circumstances, new teachers availability or otherwise of the additional

resources' , increase in enrolment, transfer of teachers, new curriculum being prescribed
by State.Department and the plan will require modification. It is, therefore, necessary
that the institutional plan may be revised every year and if possible every six months.
The first aspect is the planning for improvement and the second aspectis the planning
for development. A large number of schools in India will find it difficult to prepare a
plan of development. Development here implies expansion. The expansion implies
increased enrolment. It is difficult for a school to project the increase in population and
the socioeconomic growth in the community. But an intelligent school faculty can
definitely study the trend of enrolment in the school over a period of years and can
roughly project the likely enrolment increase over a period of next five years. If such
projections could be made, the school will be in a position to know in which classes
additional sections shall have to be opened. What additional space will be required and
what additional teachers for different subjects also will be required. Even, if the
enrolment increase is not significant. It is always desirable to prepare a development
plan from the view point of improving the building facilities, providing adequate space
if not available and planning other changes of a longer duration. These can always be
submitted to the management and D.E.O. to help them in, preparing the District Plan
as well as the State plans. An enlightened management may also be put on the alert to
•• mobilise adequate financial resources if it knows how the school is going to expand
and what additional facilities will have to be provided in years' to come.
8.5.1 Implementation Strategy for Institutional Planning

Even a well thought out Institutional Plan is just a stack of paper if it isn't coupled with
a plan for implementation. This is the part of the institutional plan, where decision
making bodies have to plan, clarify objectives of assigned tasks with deadlines and the
chart of the progress for reaching goals and milestones. Here, we will discuss some
guidelines for the effective implementation of institutional plan.
Firstly, we have to define our objectives. Which must be known to the planners as well
as to the implementer of the plan. And for achieving this situation, objectives should be
crystal clear and specifically spelled out, since we have to use them as a building block
for the rest of the implementation plan. For example, let us assume that you hav~
started school only two years back and in two years you have only class rooms for the
students, and you don't have facilities of laboratory in the school. Now you are
planning well equipped laboratories. So, with availability of funds you should plan for
one laboratory in one year. This objective may be tough but reachable.
(i) Tasks: In this phase, you enumerate tasks and assignments. While doing it, the
expected results associated with these tasks must also be emphasized. Continuing
with above example, the task section should include:
• Securing Space
• Get approved building plan (if you would like to build new rooms)
26 • Recruit one expert (give opportunity to one who is already there)
/
(ii) Time Allocation: Each task should be paired with an appropriate time frame for Institutional Plannh
completion. You should be aggressive but reasonable with your timeallocation in order
to ensure not just completion but competent work. For assistance in time scale, use a
program such as project evaluation review technique (PERT), which is a helpful tool,
to show how long it will take to complete different tasks and in what order the task
should be finished.
(ill) Progress: As a member of your management team, you need to be in charge of
monitoring each task progress and the completion percentage of each objective. When
delay occurs try to get to the root of the problem, who is responsible for this delay? Is
he/she required to handle too many responsibilities? If the third party bank, or supplier
fail to hold up to its end of the deal adjust your plan chart accordingly and appropriately
to account for delay and make a note of delay with reason for it.
Institutional planning is mainly 'the responsibility of the head of institution, but co-
ordination and support is required from all the levels for achieving the target in time.
There should good linkages between state level plan and institutional plan. The logic of
institutional planning very much depends on synthesis between institutional plan and
education sector plan of that state. In other words we can say thatit is the lowest
level plan and this should be successful if it has meaningful synthesis with the district
and state level plan.
Check your Progress

Note: a) Write your answer in the space given below.
b) Compare your answers with those given at the end of the unit.
3. What are the major steps involved in institutional planning?
4. How can the need of institutional can be assessed?
5. List the steps involved in implementation ofInstitutional Planning .
................................................... , ; .
8.6 ROLE OF ADMINISTRATORS IN PLANNING

A large number of schools in India, are facing problems in preparing plan for
development of schools and that's why we are not using resources in manner required
for quality production. Development plans here, implies expansion and worthy needs
of schools are missing vision or we can say that they lack motivation to improve
situation and plan for development. On the other hand, it is also difficult for a school to
project the increase in population and the socio economic growth in community, over
a period of next five years. If such a projection could be made successfully, school
administration can make plan according to the future requirement of the community.
This plan can always be submitted to the management to help them in preparing the
District Plan as well as the State Plan. An enlightened management may also be put
School Management and on alert to mobilize adequate financial resources if it knows how the school is going to
Administration: expand and what additional facilities will have to be provided in years to come. District
Micro Perspectives
Education Officer will receive institutional plan from different schools within his
jurisdiction ..This will give him details of the requirement of his area and also the
improvement programme and projects undertaken by schools in the district. It is a
type of assessment report on the basis of which he can assess the functioning of
schools. He can personally visit the school and assess the progress in this regard and
also can suggest measures for effective functioning.
8.7 ROLEOFSCHOOLPRINCIPALIN
INSTITUTIONAL PLANNING
The concept of Institutional Planning is totally based an efficient resource utilization.
Principal of the school plays vital role in institutional planning, as a good principal, it is
his/her responsibility to analyse the situation with the help of teachers, to assess the
requirement and build consensus among the staff members to change the situation.
This is the responsibility of the principal to maintain a culture of co-operation among
staff members and avoide high ambitions and high hopes of staff which will lead to
dissatisfaction among staff members. So, we can say that the principal is a resource
allocator than maker and also helps in generating co-operation and co-ordination in the
efforts of his/her team, role of a principal is vital and effectiveness of plans depend
solely on himlher.
8.8 ROLE OF TEACHERS IN INSTITUTIONAL

PLANNING
In a large majority of schools, the involvement of teachers in the day to day running of
the schools is minimum. If there is involvement of teachers, it is of only few who are
very close to principal. The principal shall have to change his/her outlook and attitude
towards the school personnel, students and the community before preparing final
Institutional Plan. Actually, teachers are the implementer of these plans, so their
involvement is required in any type of decision, for conducting various activities and
processes of schools.
Some times, schools utilise the resources available with the community and on the
other hand community also utilizes the resources available with schools. The community
involvement is suggested by various committees and commission in decision making
of school matters. On the basis of the principles of total quality management, involvement
of the customer group is required for the effective implementation of a plan and to
meet the social demands of the society. The first job of the Principal will be to look at
the whole school system, assess the strengths and weaknesses of staff members and
carefully create the feeling of readiness for change. His/her supervisory functions will
help him.her in bringing about the sense of readiness amongst the teachers. In every
school the principals are bound to face resistance. There' are some teachers who
refuse to be involved in planning and implementing the improvement programmes.
This is due to near their jealousy and against the teachers close to Principals .. But, it
is the responsibility of the head to minimize this type of feeling and create a culture of
work and equal treatment to ali for better results.
8.9 MEASURES TO STRENGTHEN

INSTITUTIONAL PLANNING
As you have understood that Institutional Planning is important for becoming efficient
organisation, Therefore, it is important to strengthen the Institutional Planning. Here
28
/
are some measures to strengthen it. Firstly, the links between area planning and Institutional Planning
institutional planning must be articulated. Wherever identifiable, the one-to-one
relationship may by formalized.
Secondly, the mutually supportive aspects of area planning and instructional planning
may be highlighted and reinforced. Academic complexes, private institutions and
coordinating bodies may be fully encouraged in this regard.
Thirdly, diagnostic and comparative studies of institutional planning which identify good
institutions and detail their practices, and separate the "special" and "general" factors
accounting for their good performance should be made and publicized. There are
several such case studies in UK vide UK department of Education and Science (1979)
. and USA vide Sizer (1984); India does not lack such examples and anecdotal
evidence is available 'but there are \no documented case studies. Such studies
should be commissioned and widely disseminated. NCERT through ERIC has the
potential to do so.
Fourthly, there should be networking arrangements between such good institutions.
Fifthly, the school complex idea should be consciously fostered to upgrade bad schools
as was done in the rapport-based model studied by Singhal.
Sixthly, indicators should be developed to measure improvement in school performance
through conscious practice of institutional planning. This should be the logical next
step to the broad classificatory scheme suggested by the Education Commission.
Seventhly, in addition to institution specific financial incentives by way of special
"development grants" as suggested by J.P. Naik , a scheme of incentives by way of
social recognition of outstanding practitioners/leaders of institutional planning (both
institutions and individuals) over a sustained period of not less than five years by grant
of awards may be initiated.
Lastly, the institutional planning is an exercise, in the first instance, to optimize non
monetary resources, non-resort thereto can be considered as an avoidable waste.
Therefore, the desirability of penalizing those institutions which fail to practice
institutional planning by withholding normal grants could also be legitimately considered.
Check your Progress

Note: a) Write your answer in the space given below.
6. Why is it important to involve teachers in institutional planning?
7. State the measures to implement the institutional plan effectively .
............................................... ,: .
8.10 LET US SUM UP

It is a pre requisite of institutional planning that every concerned person should be
included in making plan, only thenwe can expect effective implementation otherwise
resistance will be there in bringingchange in processes. Flexibility is another aspect of
an institutional plan. Democratic administration and participative style of decision making 29
/
School Management and is required. More and more involvement of all groups is required for maximum
Administration: satisfaction of the staff, which should be the first and important objective of any
Micro Perspectives
institution. Supervisory role of principal can provide opportunity to principal to assess
the need for improvement. And it will also help in effective implementation of any
policy and programmes. .
In developmental plans, Principal has a major responsibility because it is he who has to
arrange, funds for the in implementation of the plan. A project should be viewed as a
part of educational system as a whole. It is placed in the context of a national system
of education with certain goals, patterns and trends. Two basic principles may be
derived from this fact: balance and innovation. There is enough scope for improvement
with available resources. The developmental plans should be made in a manner that
demands of the school get recognized and supported by the administrators at higher of
that level. If we desire for quality, grass root planning is must for effective utilization
of resources.
8.11 UNIT END EXERCISE

1. Critically evaluate the role of Principal in institutional planning with special refer-
ence to government schools in India?
2. Discuss the role in utilizing the talents and experiences of teachers?
8.12 ANSWERS TO CHECK YOUR PROGRESS

1. Institutional Planning is an instrument for the articulation of the institution's vision
for its continuing development and improvement.
2. Important characteristics are as follows:
• The plan is prepared on the needs of the school as identified by the principal,
school staff, students.
• based on the principle of optimum utilization of the resources available.
• It is goal oriented.
• specific for an institution
• important outcome of institutional planning
• aims at school improvement as well as school development.
3. Steps involved in institutional planning are as follows:
• Undertaking a survey of the needs of the school.
• Undertaking a survey of the resources available with school
• Preparing draft of plan
• Finalizing plan after discussion with concerned persons (teachers, students,
non-teaching staft).
• Implementation of Improvement Plan
• Evaluating Improvement Programme
4. through survey in the community and by asking questions to various stake
holders(principals, teachers , students)
5. Clear objectives, tasks allocation, time frame and review
6. Teachers can implement the plans as they are involved in conducting various
activities and processes of schools.
7. Some of the measures to implement the institutional planning are as follows:
• links between area planning and institutional planning can be articulated
30
• mutually supportive aspects area planning and instructional planning may be Institutional Planning
highlighted and reinforced
• diagnostic and comparative studies of institutional planning
• .' networking arrangements between national institutions.
8.13 SUGGESTED READINGS

Agr arwal J.C. (1967): Educational Administration, School Organization and
SUPt-'vision, Acharya Book, New Delhi.
Bhatnagar and Aggarwal (1986): Educational Administration: Emerging Trends,

Kanishka Publishers, New Delhi.
Drucker, P.F (1954): The Practices of Management Harper & Row, New Yark.
Morphet et el (1961) Educational Administration Prentice Hall, Englewood Cliffs
New Jersey.
Mukherji S.N. (1970) Administration of Educational Planning and Finance Acharya

. . . f
Book Depot.· . .
NaikJ.P (1969) Institutional Planning: A Discussion Paper New Delhi National

Institute of Educational Planning and Administration.
o
o
o
-
,-
N
...
CC)
N
31
I
• mutually supportive aspects area planning and instructional planning may be Institutional Planning
highlighted and reinforced
• diagnostic and comparative studies of institutional planning
• .' networking arrangements between national institutions.

Agr arwal J.C. (1967): Educational Administration, School Organization and
Supe vision, Acharya Book, New Delhi.
Bhatnagar and Aggarwal (1986): Educational Administration: Emerging Trends,
Kanishka Publishers, New Delhi.
Drucker, P.P (1954): The Practices of Management Harper & Row, New Yark.
Morphet et el (1961) Educational Administration Prentice Hall, Englewood Cliffs
New Jersey.
Mukherji S.N. (1970) Administration of Educational Planning and Finance Acharya

." . f .
Book Depot.· -
NaikJ.P (1969) Institutional Planning: A Discussion Paper New Delhi National

Institute of Educational Planning and Administration.
-
o
o
-
o
N
,....
CO
N
31
UNIT 9 IMPLEMENTATION OF
INSTITUTIONAL PLAN
Structure
9.1 Introduction
9.2 Objectives
9.3 Making an Institutional Plan
9.4 Different Aspects of School Management
9.5 Types of School Resources
9.6 Management of School Resources
9.6.l Management of Human Resources
9.6.2 Management of Physical Resources
9.6.3 Management of Financial Resources
9.6.4 Management of Teaching-Learning Process
9.7 Conflict Management

9.8 School Community Relationship
9.8.l Community Resources for Schools
9.8.2 School Resources for Community
9.8.3 Importance of transforming the realities in the Community as Learning Experience
in the School
9.9 School Industry Interface

9.10 Disaster Management
9.1O.l What is School Disaster Management Plan (SDMP)?
9.l0.2 Steps in School Disaster Management Planning
9.11 Let Us Sum Up

9.12 Unit End Exercise
9.13 Answers to Check Your Progress
9.1 INTRODUCTION
In the previous uti:'. "re learnt that institutional planning is like the blue-print of
an architect for effective a,.ni-: -~--- ~+ the goals and objectives of an institution. Its
--<
preparation is not done aloe ' out with the !Jelp of the administration and the School
Board, in conjunction with faculty and staff, which is then reviewed by the public,
approved by the Principal, sanctioned by the Board, and finally it is ready to be used
by the school as a means of charting and ensuring progress.
mobilization and utilization of all available resources. In this unit; you will learn about
the implementation of institutional planning. We will discuss how different aspects of
the institutions could be managed in order to have proper implementation of the
institutional plan.
32
Implementation
9.2 OBJECTIVES Institutional Plan

• explain the importance of institutional plan;
• apply the concept of management in the field of school education;
• classify different types of school resources;
• highlight the relevance of human resource management;
• list the measures need to be taken for empowering teachers;
• explain the management of physical resources;
• enumerate the role of the head of the institution in collecting and maintaining
funds;
• explain the interdependence of school and community; and
• discuss the role of the head of the institution in managing interpersonal conflict.
9.3 MAKING AN INSTITUTIONAL PLAN

We have already discussed that an institutional plan is an expression of the elements
which make up an institution and it involves all agencies especially the classroom
teachers, pupils and parents in the planning process. Plans are usually prepared to find
out solutions and also fulfill the felt needs. Therefore, the first and the most important
step in the planning process is (a) undertaking a survey ofthe needs ofthe school; (b)
undertaking a survey of the resources available in the school as well as community;
(c) preparing plans of improvementprograrnmes (like projects concerning buildings,
campus, equipmeuts, instructional materials, students welfare, instructional calendar,
Library, sciencelhobby clubs, internal assessment and action research) (d) implementing
the programme, and (e) evaluation of the progrartunes.
mobilization and utilization of all available resources. Planning and monitoring and
control are closely related. Conversely, monitoring and control systems operate in a
vacuum in the absence of information from a planning process indicating the
performance to be monitored. There is need for constant and regular evaluation to
check whether the efforts are leading to the achievement of the objectives and what
mid-course corrections are required. Institutional planning is a cycle of reviewing the
situation, planning, implementing and evaluating and then going through the same process
again the following year building on the work already done.
While making an institutional plan, different areas need to be identified. Here again,
parts of the plan can be delegated to individuals and groups. For example, subject
experts may be responsible for planning within their own areas and other tasks may
be shared around. A school framework for planning needs to be created so that each
contribution fits the overall plan. It might include the statements about the following:
• aims and objectives

• performance criteria
• plans for achieving the objectives
• implications for staff development
• the implementation plan
• responsibilities for parts of the programme
• cost in time and money
• arrangement for evaluation of the programme 33
/ \
:hool Management and Each stage of the implementation needs to be worked out. One useful way of doing
:lministration: this is to use network analysis. This involves writing down the major 'events' in the
icro Perspectives
plan. These are activities which happen at a point in time, such as the following:
• publication of a discussion paper outlining problems which need to be tackled
• a meeting to discuss the paper with a group of staff
• agreement about some action .
This will provide material to start the analysis. The next task is to set out on paper a
number of circles divided across the centre. An event is written in the top half of each
circle and the bottom part gives the earliest and latest date by which each event might
take place.
Between the events, there will be action, sometimes several different actions running
concurrently. Actions are represented by lines joining the events. These should be
entered before the dates are set because the amount of time needed will depend upon
how much there is to be done between events.
Publish
discussion paper
Arrangemeeting
Earliest Latest
date date
Fig. 9.1: Network Analysis
(Source: Book on Managing the Primary School by Dean, .1.)
Lastly, the dates should be entered which may be left until the whole institutional plan
is brought together so that different parts of it can be planned in sequence, but proposed
dates should be entered on the network. Dates may then need to be modified so that
not too much is taking place at the same time with the same people.
Each part of the programme needs to be the responsibility of individuals or groups. It
_ should be quite clear what each person is expected to do. It is essential to know what
the plans suggested will cost andre-draw them until they are within the budget. It may
be helpful to groups to be given a target sum for their planning with the possibility of
~ negotiating for more if it seems necessary. This will help all teachers to be aware of
the school finances.
Another important concern in a plan is time involved. A plan is realistic if time is
considered in planning process. A substitute teacher may be provided for a teacher
who is involved in the planning process.
Evaluation shouk' 1'1mqVS be considered at the planning stage. The following should be
decided:
• how the evaluation V·ql be done?

• when it will be done including ways in which information about the success of
the programme can be collected as the 'work takes place?
• who will be responsible for it?
• what kind of reporting will be needed?
9.4 DIFFERENT ASPECTS OF SCHOOL

MANAGEMENT
Before, understanding how the institutional plan is implemented in the schools, it is
important for you to know about the various aspects of school management. The
/
broad aspects of the school management are shown the figure 9.2 as given below. As Implementation
the figure depicts, these are four aspects which includes government, school leaders, Institutional Plan
staff and community. There is need to develop competencies among school leaders,
so that they can manage the schools. Second, leaders, need to find the appropriate
ways of managing the resources within their schools. Third, their relationship to
administrative and government bodies outside the school needs to be resolved. And
last but not least, modem school management must entail the management of many
relationships beyond the school i.e. community.
Government / Central administration
The School
Business
Community
Parents 4 4
<===> <===>
Other Schools
2 <===> 2
Students, Staff, Resources, Knowledge
1 Managers Competencies 2 Management Within 3 Vertical relationship 4 Managing Horizontal

Development the School with GovtJAdministration Relationships
Fig. 9.2: Four Aspects of School Management

(Source: New School Management Approaches book, DECD Publishing, 2001)
Management would mean to manage all aspects like manpower, material resources,
etc. The purpose is to best use the resources that we have and what more others that
we could manage to have. As a whole when we do things in systematic ways - there
is management. It is responsibility of the Principal to delegate responsibility for subject,
cross-curricular and age-phase matters to other members of staff while retaining for
themselves the responsibility ,of coordinating a range of activities and the deployment
and overall development of staff.
It is the responsibility of the staff members of the school to reach the goals of the
management. There must be collaborative framework in which each individual member
of staff can benefit from the expertise of others for the increasing the efficiency. For
it to materialize, it is important that work of the members of the school staff team has
to be coordinated through the setting of clear objectives, decisions taken and
implemented, tasks delegated, and effectiveness monitored and evaluated.
Check Your Progress

Notes: a) Write your answers in the space given below.
1. What are the different aspects of School Management important for
implementation of an Institutional Plan? ,
35
Administration: 2. Define institutional Planning.
Micro Perspectives
9.5 TYPES OF SCHOOL RESOURCES

For the implementation of an institution plan effectively, it is necessary to have sufficient
resources; Those who work in schools as teachers and associate staff, school premises,
furniture, books, equipment all provide means to transform the hopes and aspirations
for children's education into daily learning opportunities.
Resources are a means of supply or support that assist school managers in the
achievement of goals. The allocation and management of resources - fiscal, material,
time and human - are critical to effective school management and should relate to
pupil need. Thus, we can say that school resources are inputs into the education
process, such as staff, buildings, and materials.
9.5.1 Classification of School Resources

In the school, the important resources are the human, physical and financial resources.
Resources are used to provide teaching and learning to pupils and therefore, are judged
in relation to pupil cognitive attainment measured by tests and examinations, pupils'
progress to further levels of education, and earnings over their working life attributable
to their education. In addition, school education can produce non-monetary benefits
for individuals and society, such as better health, better parenting, reduced crime,
more active participation in community life and democratic politics, and greater social
cohesion. Thus, resources are analyzed as inputs into the schooling process and studied
as part of an input-output system.
Classification of
school Resources
I
I I •
HUMAN- MA1ERIAL F1NANCIAL
Fig. 3: Classification of different School Resources
The relationship between resources and school outputs is mediated by school context
and processes of social interaction within schools. Contextual variables include the
policy and governance framework within which schools operate, the-locality and
community the school serves, and the characteristics of its students. When schools'
outputs are measured after controlling the pupils' prior attainment and/or family
characteristics and school context, this measure of output is known as "value added."
As far as educational establishments are concerned, the prime concern is how we
share limited finance between the human and material in order to achieve their goals
more effectively? The investment can take the form of maintaining or developing our
existing resources or of acquiring new resources. Investment may also take the form
of buying in goods or services from contractors. The question is, or should be, how do
we invest limited financial resources so as to maximize the benefit to the school?
36
/
School Management and There must be organizational efforts to ensure that all stakeholders actively work to
Administration: eliminate waste are ongoing and never ending.
Micro Perspectives
Heads of institutions are responsible for managing the available resources effectively
for producing the desired outcome. In the school context, the major resources are
human, consisting of teachers, students, office staff, parents and the community. In
addition there are physical resources like the school plant that needs to be managed
properly. Another important resource is finance. In the school context, the heads do
not have much access to or control over the finances. There is hardly any reference
to financial management except some financial powers given to the heads.
Table 1: Management of Resources
Teachers Students Office Staff Parents and

Community
• Workload • Evaluation of • Maintenance of • Involvement in

• Daily diaries performance records decision
• Attendance • Discipline making
• Welfare
measures • Sharing of work • Providing
• ACR
• Student teacher • Talent search resources
ratio • Co-curricular
• Appointments activities
• Vacancies
• In-service
training
• Housing and
other welfare
measures
9.6.1 Management of Human Resources

This aspect involves the proper and efficient management of all the human resource
available in the school. This includes teachers, staff, principal and also the management
of the school. Let us now discuss them in the following section.
(a) Management of Teachers

The key to success of reforms in educational governance is with human resource
management. Given the fact, that more than 95% allocation in elementary education
and more than 90% in secondary education is salary cost, nothing much can be achieved
by routine administrative reforms without being able to meaningfully manage the human
resources. It does not require a genius to understand that the efficiency of management
of the non-salary component of 5% to 10% of the total allocation is also dependent
upon the quality of the human resource in the system.
There have been ceaseless criticisms about teachers' lack of motivation and non-
accountability without adequate consideration to the specific problem with the teaching
community. Over a period of time, the teachers have been relegated and have lost the
sense of worthwhileness of what they do. The important requirement is to bring back
in the teachers, the sense of being worthwhile, by involving them in organizational
visioning, policy decisions, planning and management.
The second important requirement is the sense of independence and autonomy for
creative and innovative work in the profession. With the current emphasis on curriculum
coverage and leading the students only to examination, the system has relegated.
enthusiasm, innovativeness and creativity. The teachers must find adequate opportunity
of innovating their day to day work.
38
/
The third important requirement is encouragement, recognition and reward for good Implementation
work. As of today, increments are granted to both the performers and non-performers Institutional Plan
alike. Promotion is essentially based on arithmetical calculation of seniority by days
and hours. The entire profession has no incentive, for good work; even the state and
national awards are coloured with political and administrative considerations. The
human resource management will require creating the sense of worthwhileness,
supported by independence and recognition.
Debureaucratization of education should facilitate in achieving these three criteria for
human esource management. Similarly, devolution of power through decentralization
and creating institutional mechanisms for participation of teachers in decision-making
- '--
should also create a sense of worthwhileness. Allowing the market mechanism and
parental involvement should build a soft social accountability of teachers. The current
concept of community participation and Village Education Committees as a policing
system on the local teachers is as risky and dangerous as the current practice of
administrative policing at the district and state levels.
The proposed human resource management through participative processes requires
a sound programme of human resource development as an integral component of-
human resource management. During the last decade and a half, particularly after the
National Policy on Education 1986, there has been a massive emphasis on in-service
training of school teachers. Although there has been a quantum jump in the quantity of
coverage, there is very little qualitative development. The in-service education courses
suffer from the same limitation of a typical theoretical programme. The in-service
education programme does 110tbuild the skills and competencies. It needs to be
thoroughly re-examined with a focus on development of skills and competencies.
The alternative pedagogy to the conventional classroom lectures can comprise
interactive group learning, self-learning, which requires a large amount of management
skills in teachers to organize,
Sense of being worthwhile

Independence to
experiment & innovate
TEACHER
Recognition & En capacitating through

Encouragement training and
develooment inouts
Figure 9.4: Empowering Teachers
This is a major responsibility of the school heads. There are several aspects like:
• Sanctioned Posts and Vacancies

Each state has certain norms and criteria for fixing the number of teachers to be
sanctioned for each school. Which depends on the number of students admitted.
Whenever the enrolment exceeds a certain number, an additional section is granted
and corresponding number of teaching posts are sanctioned to maintain the student
teacher ratios. However, vacancies arise due to various reasons like resignation, 39
School Management and termination of service, superannuation, promotion, transfer etc. Thus, the major problems
Administration: faced in the management of teachers is due to shortage of teaching staff, especially in
Micro Perspectives
science subjects and the absence of staff for long periods of time. The heads try to
cope with temporary arrangements in case of non-appointment. In the case of absence,
some internal arrangements are made and substitutes are engaged to keep the teaching
going on.
• Workload of Teachers
'
This varies from school to school and depends on the level at which the teacher is ,
teaching. The workload also varies in government schools and private aided schools.
In general, teachers have a larger workload in private schools as compared to
government schools. Generally, the usual teaching load per week for teacher is high at
all the levels.
• Daily Attendance
Teacher absenteeism creates problems in the management of teaching. In most cases
the attendance of teachers at all levels is about 90% except in some cases where it
has gone down to 75%. Attendance in private schools is better.
• In-service Training
This is an important area forimproving the quality of teachc, ~: .v keeping them updated.
The teachers in urban areas get more opportunities for training tn: r rural areas.
.» .:
The major problem in deputing teachers for in-service training is the e'"lUption of
teaching work and finding substitute teachers.
• Management of Students
, Several welfare measures have been introduced for students in terms of providing
financial support in the form of scholarships. For example, children of freedom fighters,
physically handicapped, economically backward, socially backward like SC/ST are
provided various types of fee concessions and scholarships. Girls' education is free in
several states and in others they get fee concessions. Support is also provided in kind
like free textbooks, free uniforms, mid-day meals, medical facilities, bus concession,
hostel facilities etc. Sports meets, scout and guide programmes, science fairs and
exhibitions and other eo-curricular activities get a lot of attention for overall development
of students.
9.6.2 'Management of Physical Resources

The physical resources mainly consist of school buildings, furniture and equipment. In
case of Private Schools inthe responsibility for maintenance depends on the
management. .:,1 oovemment schools, the public works department or some
government agency is r, .)p0n~;hlp
The school's physical resc.r-es contri+ ";: to the establishment of a climate in which
effective learning can take place. These resources are required to enable the institution
to fulfill its stated purposes and objectives. The physical resources used by the school
include learning resources and the premises occupied by the school. The number of
science laboratories, for example, affects the nature of the science taught in schools
and the scale, modernity and maintenance of equipment in the laboratories shape
learning. i
Classrooms, laboratories, shops and other facilities need to be appropriately configured

and equipped, and provide lighting and heating, ventilation, and air conditioning systems
appropriate for its use with consideration for conditions which might adversely affect
health and safety. Particular attention needs to be paid to institutional cleanliness and
40 appearance.
It is important that the Physical resource evaluation and planning must occur on a Implementation
regular basis to ensure that the physical resources allocated to any institutional function Institutional Plan
are adequate for the effective conduct.
9.6.3 Management of Financial Resources

School Principal as a manager of the school needs to be effective and efficient in
nutters of managing financial resources. Whatever be the availability of financial
resources, the manager/principal needs to be trained with regard to the following
aspects:
• Identifying the precise financial requirements for each activity/task/function.
• Mobilizing the monetary resources.
• Utilizing the resources in an efficient way to prevent wastage; and
• Maintenance of records. ,
(i) Primary Sources of School Funds

• Instructional Funds - allocated to schools on a per pupil basis; used for instruc-
tional purposes
• General Fund - allocated from district on a per pupil basis and monies raised
through funding raising projects such as school pictures
• Activity Funds ~accounts maintainedin the school for special/specific organiza-
tions or purposes. Usually there are three types of these funds:
Student Government, Clubs, Band, Athletics, Drama, Yearbook, etc. These funds
should be used primarily to support currently enrolled students in the schooL
• Special Purpose - Field Trips, Student Insurance, Staff Hospitality, Special As-
semblies, PTO, etc. The school maintains these funds and records receipts and
expenditures from these accounts.
(ii) The School Budget and Fiscal Control Act requires
., Schools to maintain an inventory of all school equipment (Showing equipment
name,brand, date acquired, purchase price, and vendor).
• That a treasurer be appointed for each individual school to handle special funds.
That bills be paid only by cheque signed by the both the treasurer and school
principal.
• That money collected in the school be deposited daily; the local school board
may approve that a small amount (which can be pre decided) may be kept on
hand but all other money collected must be deposited on the last business day of
the month.
(iii) Broad Guidelines for Handling Finances

• The Principal is responsible for the finances, although most recordkeeping may
be delegated,
• The Principal should understand the system for accounting for funds/finances.
• Use standard, acceptable practices in handling finances and do not cut corners.
• The Principal must maintain control over all school funds and school accounts.
• Make all purchases on state contract if items are listed.
• Approve and monitor all school fundraising activities.
• Assure that all staff members know purchasing procedures and procedures for,
handling school monies.
4l
/ \
School Management and 9.6.4 Management of Teaching-Learning Process
Administration:
Micro Perspectives
Today's social and economic environment envisages for a new model of learning
based on foundations such as:
• Mastery of basic skills

• Ability to work with others
• Being able to deal with constant distractions
• Working at different levels across different disciplines
• Improving verbal skills
• Problem-solving and decision-making (Abbott and Ryan, 2000)
Check Your Progress

Notes: a) Write your answers in the space given below,
4. What is resource management?
...............................................................................................................
5. What is the role of the Principal in the management of the financiai u.,o ;•.ces?
6. Which different aspects of teaching leaning must be managed?
9.7 CONFLICT MANAGEMENT

When we are operating within the family structure, a social situation, or the workplace,
we see conflict as divisive, and tend to avoid it.
Conflict is in the scientific literature suggest a state of disagreement or opposition.
The term carries d;ff~--- • <onnotations depending on how it is experienced and who
experiences it. Confilict eo Id he intemersonal or Intrapersonal conflict describes a
state of emotional turmoil, ::.\:c-:Cl-LUal aisseu., or motivational equiponderance that
occurs within an individuaL To be conflictea IS to be consumed by internal rivalries and
contradictory demands. Interpersonal. conflict describes a form of social interaction
involving two or more people, characterized by opposing goals and behaviors of events,
from individuals exchanging opinionsto armies engaged in mutual destruction.
Conflict, however, is not inherently bad. Within the school organization, it is to be
expected. There always will be disagreements about whether to put more money into
curriculum or into building maintenance; about the need for classroom aides and the
ideal class size.
Ifit ismanaged well, the conflicts lead to healthy, constructive dialogue. Teachers can
be provided with skills to help them work toward agreement; the conflict can lead to
42 better organizational paradigms.
Furthermore, conflicts often are symptoms, not causes, of organizational problems. If Implementation
a school system is fraught with teacher strikes, tensions between teachers and parents, Institutional Plan
or fights among students, this is symptomatic of broader and deeper organizational
problems that must be dealt with systemically if they are to be dealt with effectively.
Perhaps most importantly, to manage conflicts in schools, it is necessary to understand
the interrelationships in the school system and how behavior at one level of the school
hierarchy, or between levels, ripples throughout the entire system.
For example, look at how a school committee handles conflict with the superintendent
and how the superintendent in turn deals with his or her administrative team. Patterns
of behavior established at one level of the school organization have serious implications
for resolving conflicts at other levels.
Unless conflict is looked at systemically and these patterns are acknowledged, specific
disagreements may be resolved, but the underlying issues will continue, and new,
symptomatic conflicts will emerge.
(i) Systematic Approach

We can follow seven-step systems approach to analyze and act upon conflict that
emerges in a district wide or school-based program or initiative:
• Review how the organization's vision is impacted by the conflict, and what steps
need to be taken to get them into alignment.
• Identify the formal and informal leadership of the initiative, and how it is affected
by the conflict.
• Identify key participants and their roles in this situation.
• Develop a strategy to modify the organizational processes and procedures af-
fected by the initiative so they are in line with the organization's vision.
• Determine how the culture and history of the system impacts on the initiative and
either fuels or mitigates the conflict.
• Decide on an implementation plan that factors in the first five steps.
• Establish a monitoring and evaluation process.
9.8 SCHOOL COMMUNITY RELATIONSHIP

School is a social institution where consciously designed learning experiences are
provided with the Objective of achieving social aims at large, over a period of time.
Hence, school is working as a sub-system of the larger system of society. The school,
however, has to functionally coordinate with its immediate environment, the community
in which it is situated. Definitely, the relationship between any school and its immediate
community can be considered only as part of this larger general relationship between
education and society. .
Society
-.-- -~
Figure 9.5: Relationship between Education, Society and Community 43
/ \
School Management and The word 'community is meant to imply a wider grouping of people located within
Administration: fairly recognizable boundaries, and related to each other by social, economic and civic
Micro Perspectives
activities which produce oneness among them sufficient to develop a recognizable
identity as a group.
The main groups and agents involved in the dynamics of the relationship between
school and community are: school administration, teachers, non-teaching personnel of
the school, students, their parents, school governing bodies and political parties and
local school boards. Beyond immediate proximity with the school are the local political
authorities, government bodies and political parties as well as other public, social and
cultural institutions. In addition, there are voluntary organizations with cultural, social
or educational objectives and functions.
Ryburn (1970) emphasizing the close relation between the school and the community
has rightly said, "There must be a vital connection between the life of the pupils in
schools and the life of the community from which they come. There must be a vital
connection between the school, which is the corporate life of pupils and teachers and
the community, Otherwise, the school can never succeed in its aim of enabling its
pupils to go out and to face society and make necessary adjustments nor can it, as a
corporate body; even have a vital influence on the community which it ought to have".
In a democratic set up, relationship between the school and the community is essential
in the interest of national welfare. There should be mutual exchange of resources and
sharing of facilities between the school and the community. The channel of
communication should be made free and open for facilitating such cooperation and
collaboration. Brubacher (1962) has, therefore, said, "No communication, no
community". The bond of cohesion, integration and belongingness is strengthened by
communication.
9.8.1 Community Resources for Schools

There are vast resources of the community in a form of farms, flora, fauna, rivers etc,
which can be utilized for improvement of the school. The teacher should recognize
these assets for their utilization organizing both curricular arid eo-curricular programmes
Similarly, there are local artisans, artists, carpenters, blacksmiths, ironsmiths, painters,
etc., whose expertise can be utilized for teaching school children. They can be invited
to schools for taking and demonstrating various skills to children even teachers. Retired
teachers, doctors, engineers, etc. as well as unemployed educated youths may be
engaged for teaching children in their own fields.
Such employment oflocal resource persons for organizing curricular and eo-curricular
programmes brings about awareness about the needs, deficiencies and paucity of
resources. This helps in collecting funds and supplying necessary equipment, etc. on
the one hand, and ensuring better school-community relations, on the other. In the
initial stage even the community provides its clubhouse, temple or churchyard and
such other public places for accommodating new schools.
Some disadvantages are also pointed out by a few critics of community participation.
They argue that more the community provides facilities for the school; more will be its
interference in the school affairs. As such the school discipline and decorum may be
adversely affected. The academic activities are also likely to be hampered on account
of this.
On the whole, it may be concluded that advantages must outweigh the disadvantages.
The physical and human resources of the community should be utilized for organizing
various school programmes, which would promote social awareness and better relations.
Mohanty (1983) has, therefore, suggested, "With experience, enlighte'nment and training
in citizenship, these advantages can be reduced to the minimum and the school would
44 be made self-dependent and self-respecting community centers"(p 114).
9.8.2 School Resources for Community Implementation
Institutional Plan
A child grows in the coinmunity as well as in the school. He/she is trained to grow in
a desired manner in the school and to live his individual as well as community life
effectively.
Both the physical and human resources of the school belong to the community. The
students, the teachers, and other staff members come from the community. All the
physical facilities are provided by the community either directly or indirectly through
government. There should not be any difficulty in utilizing these resources for well
being of the community. Now a day, the programmes of the school should not be
carried on in the ivory tower of the schools and the learning experiences should not be
limited to the four walls of the classroom. The school should provide all kinds of
experiences by sharing in the community activities. The services for participation of
children in the community work are, for example, literacy drives, health campaigns,
road construction, etc. This will break the barriers between the school and the community
and make the school life lively, realistic and meaningful.
The school halls can be used for organizing village meetings and marriage reception,
the school playground can be utilized for village sports and games; the school furniture
and equipment can be borrowed for holding meetings and functions. The Education
Commission, 1964-66 has aptly remarked that since it is very costly to provide and
maintain the physical plant of educational institutions, it is necessary to utilize it fully as
far as possible for longest periods on each day and for all the days in the year by
making suitable administrative arrangement. The libraries, laboratories, workshops
etc. can be utilized for the community programmes.
The modern school is a community center and the teacher is the "friend, philosopher,
and guide" of the people. By organizing the community programmes and providing
school resources for the community work, the position of teachers is improved and
they gain confidence and respect.
It is also contended through utilization of school resources by the community, there
will be many disadvantages. The school materials like furniture and equipment will be
mishandled resulting in missing, breakage and out of order. There may be undue
interference by the villagers in the school affairs adversely affecting the school
organization. But, on the whole, the advantages would outnumber the disadvantages,
which can also be reduced to the minimum with public consciousness, responsibility
and experience.
9.8.3 Importance of Transforming the Realities in the Community

as Learning Experience in the School
In congruence with school's involvement with community activities, it is essential that
its curriculum has enough flexibility so as to accommodate certain realities in the
community. For example, festivals celebrated in the community could be discussed
from the point of view of their historical and cultural significance. School itself could
provide experience to students in organizing and participating in community's festivals.
If adult education programmes are being organized in the community, secondary and
higher secondary students should be oriented and prepared mentally, to contribute in
their own way to the effectiveness of the programmes.
A very important aspect of school education is to develop a positive attitude towards
the disabled children and adults in the community. As such our country is far behind
most other countries in the area of education and welfare of the disabled. Even today,
disabled people are looked at as 'burdens"
45
/
Administration: 9.9 SCHOOL INDUSTRY INTERFACE
Micro Perspectives
Professional careers advice helps young people develop strong career management
skills, make smart choices and achieve their aspirations. It is a well known fact that
school leaders can play a significant role in the effective delivery of career education
in schools. Best practice careers education programs are vital to assisting young people
to identify employment pathways and thus make appropriate subject choices whilst at
school, as well as in making decisions about their future education and training. We
need to build closer links between schools, local business and industries. Local industry
leaders should be invited to participate in building shared support for the effective
implementation of careers education and services in schools. These forums can provide
opportunities for leaders in careers education and business to:
• Discuss local job prospects, local skill needs and shortages, career opportunities
and local career pathways.
• Draw on the expertise and knowledge assembled through the conduct of the
expo and of the Leaders in Careers Forums held previously.
• Formulate the next steps for the schools involved.
• Link with Local Community Partnerships (LCP) to strengthen LCP involvement
in local career activities.
• Identify ways to assist local businesses to participate in the Adopt a School
initiative as part of the National Skills Shortages Strategy.
Check Your Progress

Notes: a) Write your answers in the space given below.
7. Why is it important to manage conflicts in the school?
8. What is the importance of community school relationship?
9.10 DISASTER MANAGEMENT

The school is a densely populated place; it has the most vulnerable group of the
community that the children. If a disaster happens the loss of life and property would
be immense. Therefore it is necessary to reduce this vulnerability, particularly for
schools. It is important to have School Disaster Management Plan.
School Disaster Management Plan is the plan, which helps school communities to be
Prepared in case of a Disaster. It will help then to all promptly before, during and after
the disaster situation. It will also help to form a different kind of team depending upon
the kind of the role they have to play in disaster situation. It will also help to get an idea
of the current as well as future scenario of the school related to the disaster situation
46
and give indication about the issues in which teachers and students have to build their Implementation
capacities in future. It will also help to form and active task forces, which will be very Institutional Plan
useful during the disaster situation and they will not act only in a school but also help
the communities during the disaster situation and makes them responsible citizens in
future. Following are the objectives of the disaster management:
• Identify and manage hazards in the school
• Prepare and respond for emergencies in school
• ~ "itigate the effect of Disasters on School
9.10.1 Steps in School Disaster Management Planning

(a) Awareness among the school communities
The first step towards making a School Disaster Management plan is to create a need
of it. This would also include training of teachers and students on how to prepare the
plan. Through discussions and presentations would emerge ideas on how and why
should the school have a SDMP.
(b) Setting up of a Disaster management committee

Teachers are the most responsible persons in school so they will prepare this plan.
Teachers are aware of the resources of the school, which will help them in, disaster
situation. Teachers are very well aware about, what is the risk at disaster time in
school so they could prepare this plan for reduce the risk of disaster. They know the
current problems of school so the~ could for casting the situation, which would be
happened in disaster situation. They can establish the task forces, which will help the
school in disaster management.
(c) Identify the vulnerabilities of school

It can be done through following steps:
1. . Historical Profile
ll. Gathering information about what happened in the past disaster.
ill. Disaster Calendar: Making a calendar showing different disaster events, experi-
ences, activities, conditions throughout the annual cycle This activity is important
to identify periods of disaster, vulnerability and other important events. Identify
what teachers and students do in these periods how they save their lives, what
are their coping strategies.
iv. Mapping: A spatial overview of the area's main features should be done. Maps
facilitate communication and stimulate discussions on important issues in the
school. This technique helps in identifying the hazards, which are more lethal and
help the community to focus on mitigating the losses from these as per the
ranking.
(d) Prepare the SDMP document

The physical details of the school building should be marked.
• Resource Matrix: Making a matrix showing local resources and capacities. This
exercise is important to identify available local capacities and resources people
rely on in times of disasters. Identify resources, which are easily affected by
disasters. Identify resources accessible and owned by school. Apart from the
resources available in school, list of resources present outside the school should
be listed.
• Coping Capacity: The current coping mechanisms and proposed changes show-
ing the vulnerable location and evacuation routes should be shown.
47
School Management and • Safe Places and Evacuation Routes
Administration:
Micro Perspectives On the school map, evacuation route should be marked and also the Safe places
where the children need to run during an, emergency should be marked.
(e) School Disaster Management Team

A group of dedicated students, teachers and professionals can comprise the SDMT
orTask Force. The task forces made should be trained for their responsibilities and
should meet often to review and update plans. Following task forces should be formed:
• Search & Rescue.

• Evacuation and Temporary shelter
• First aid
(f) Dissemination of Plan in School
Once the plan is made, it becomes very important that it should reach to each and
every
participant and student of the school. Ways by which his can be done are:
(g) Training of the Task Forces

The task forces prepared should be trained in Search & Rescue, Evacuation and
Temporary shelter & First aid. Workshops on general coordination and usage of the
DM plan should be conducted. Training on the roles and respons.c.i; :~S of the task
forces will orient the task forces and help them do their duties.
(h) Updating SDMP

The School Disaster Management Plan should be updated and evaluated periodically.
The school should fix a time in the year (January) when they will evaluate and update
the plan to make sure that the plan remains effective even after years of being made.
This should then be disseminated again among the school community through drills
and workshops.
9.11 LET US SUM UP

There is no doubt that institutional planning is important but more important is a sound
strategy for the implementation of these plans. A well managed institution is not only
an end in itself but enables a more effective teaching learning to take place.
Schools are essentially organizations that provide encouragement and proper learning
environment to students under the supervision of teachers and staff. Though the objective
of school may appear very simple, the challenges they deal with are often rather
complex and these include dealing with high absenteeism rate, high dropout rates,
discipline issues, an, ~~._._.:ore. KPIs in this regard helps in highlighting the key
areas that needs the attention of ,. ·L:~3 with immediate effect. It is an effective
tool for performance measure. =-nt i~ scboo'
9.12 UNIT-END EXERCISE

1. If you become the Principal of a school, then what strategies/innovations you will
introduce for the effective management of your institution?
2. Do the decisions about buildings, grounds, equipment, communication and tech-
nology systems, teaching resources and any other hard resource have a bearing
on learning outcomes? Substantiate.
48
/
Implementation
9.13 ANSWERS TO CHECK YOUR PROGRESS Institutional Plan
1). It includes School leaders, government, teachers and community.

2) An institutional planning is a overall planning for the institution with the help of
classroom teachers, pupils and parents in the planning process.
3) Three different types of school resources are - Human, material and financial
4) Resource management is the facilitation and coordination of fiscal, human, and
ph) -ical resources in alignment with the mission and strategic plan of the organi-
zation.
5) Principal plays an important role in the management of financial resources by
• Identifying the precise financial requirements for each activity/task!
function.
• Mobilizing the monetary resources.
• Utilizing the resources in an efficient way to prevent wastage; and Mainte-
nance of records.
6) The different aspects which must be manges are
• Mastery of basic skills
• Ability to work with others
• Being able to deal with constant distractions
• Working at different levels across different disciplines
• Improving verbal skills
• Problem-solving and decision-making
7) It is necessary to understand conflicts to make the good interrelationships in the
school system so that the entire system could be benefited.
8) The school can never succeed in its aim of enabling its pupils to go out and to
face society and make necessary adjustments nor can it, as a corporate body;
even have a vital influence on the community which it ought to have.

Boston, K. (2000). Learning and Managing the School. Department of Education and
Training: New South Wales.
Dean, J. (1995). Managing the primary school (2nd ed). London: Routledge.
Mesty, R. (2006). The Functions of School Governing Bodies in Managing School
Finances. South African Journal of Education, Vol. 26 (1) 27-38.
Preedy, M. (1993 ). Managing the Effective School. Buckingham: Open University
Press.
Hall, V. (1997). Dusting off the Phoenix. Educational Management. and
Administration, 25(3), 209-324
49

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''ftrm +rRCr <tiT ~ ~ ~ ~ % 3fR ~

CJ7lmr Fcl~'-'CilaIT <tiT w: ~ ~ ~ <tiT ~

"Education is a liberating force, and in our

COURSE PREPARATION TEAM

Unit Designing and FormatEditing

7.6 Leading the Learning Organisation

7.8 Let Us Sum Up

7.3 SCHOOL AS AN ORGANISATION

7.4 NEED FORA CLEAR VISION AND MISSION

(i) Characteristics of a Vision

• use bureaucratic means to facilitate, not to constrain.

7.5 THE LEARNING ORGANIZATION

organizations where people continually expand their capacityto create the

7.5.1 Components of a Learning Organisation

(i) Systems Thinking - the cornerstone of the learning organization

(a) The School as a System

(ii) Personal Mastery

The discipline entails

(a) Personal Mastery in Schools

(a) Mental Models in Schools

4. What are the two important components of exploring mental models?

(iv) Building shared vision

(a) Shared vision in schools

(v) Team learning

(a) Team Learning in Schools

Check your Progress

7.6" LEADING THE LEARNING ORGANIZATION

(i) Leader as Designer

(ii) Leader as Steward

(iii) Leader as Teacher

Check your Progress

7.7.1 Organizational Imperatives

7.7.2 A Question of Sophistica~io_nand Disposition

7.7.3 Democratic spiritand Vision

Check your Progress

11. What are the benefits of building a learning organization?

7.8 LET US SUM UP

7.10 ANSWERS TO CHECK YOUR PROGRESS

8.3 MEANING OF AN INSTITUTIONAL PLAN

-' 8.3.1 Characteristics of Institutional Plans

. (i) Advantages of Institutional Planning

Check your Progress

••••••••••••••••••••••••••••••••••••••••••••••••••• " •••••••••••••••••••••••••••

2. List the Important characteristics of InstitutionalPlanning.

8.4 NEED OF INSTITUTIONAL PLANNING

8.5 DEVELOPMENT OF AN INSTITUTIONAL PLAN

.. changing circumstances, new teachers availability or otherwise of the additional

8.5.1 Implementation Strategy for Institutional Planning

Check your Progress

4. How can the need of institutional can be assessed?

5. List the steps involved in implementation ofInstitutional Planning .

8.6 ROLE OF ADMINISTRATORS IN PLANNING

8.8 ROLE OF TEACHERS IN INSTITUTIONAL

8.9 MEASURES TO STRENGTHEN

Check your Progress

7. State the measures to implement the institutional plan effectively .

8.10 LET US SUM UP

8.11 UNIT END EXERCISE

8.12 ANSWERS TO CHECK YOUR PROGRESS

8.13 SUGGESTED READINGS

Bhatnagar and Aggarwal (1986): Educational Administration: Emerging Trends,

Mukherji S.N. (1970) Administration of Educational Planning and Finance Acharya