Introduction
This section outlines the requirements for headteachers to follow the guidelines relating to the use of national timetables in nursery and primary schools and the construction of timetables in secondary schools. Along with this is information on the analysis of the curriculum and how to set it out.
It is essential that all teachers keep records of their work. In all schools, this is done in an incremental fashion and each section is related to the next. Explanations are given as to the way schemes of work evolve into lesson plans and subsequently into the evaluation of lessons. Lesson plans, for which there is a set format, are derived from the Termly Scheme of Work developed by individual teachers, which in turn come from the Annual Scheme of Work which is for a particular subject, year group or grade and prepared by the HOD or Divisional Head. This Annual Scheme is derived from the General Scheme of Work for the school which is prepared by the head and approved by the Department of Education. Examples of all of these and how they should be laid out are provided in the guidelines.
Now read thoroughly pages 55 – 75 of the guidelines “School Records and Documents”.
Now complete the following activities in your portfolio. You should try to do so with as little reference to the guidelines as possible, only referring to them at the end when you should check your answers and correct them where necessary.
Activities Unit Seven
7.1 Reflect for a moment on what has been described above and consider whether this system is working well in your school.
7.2 Look at some of the lesson plans and evaluations of lessons provided by teachers in your school and comment on their quality.
7.3 What are the consequences for the quality of learning and teaching when teachers do not complete schemes of work and lesson plans before the lessons take place?
7.4 If you found yourself in a situation where teachers were not complying with the regulations as stated in the guidelines, how would you deal with the matter and support them in their work?
7.5 Why do you feel that each scheme and plan must be approved by the immediate supervisors?
Tuesday, January 27, 2009
Unit 8 Supervision
Introduction
This section is closely related to Module 6 “Monitoring School Effectiveness” and you are recommended to re-read the principle points before looking at the guidelines.
A school will only run smoothly and effectively when everyone knows that they are accountable for their own portion of the work that goes on in it. The head is accountable for ALL that goes on. This accountability is brought closely into focus through a system of monitoring and evaluation known in Guyana as the Supervisory Schedule. This schedule is described in detail in the guidelines and you are further recommended to read the information provided in Section Three of the Desk Manual for school leaders.
All senior staff will be involved in the supervisory schedule and it is essential that you as head draw it up in a clear fashion so that all staff will understand their responsibilities relating to it. All staff will be supervised, usually by their immediate superiors or line managers. The head will be supervised by the department of education or the board in a board school. A format for this schedule is provided for you in the guidelines.
In order to achieve the vision and mission of the school, all staff are required to carry out specific duties. These are in relation to pedagogical, co-curricular and administrative duties and need to be clearly stated by the head and understood by all staff. The guidelines provide a means of recording these duties. There is a requirement for all teachers to acknowledge these duties and sign to show that they have agreed to them.
Now read thoroughly pages 76 – 79 of the guidelines “School Records and Documents”.
Now complete the following activities in your portfolio. You should try to do so with as little reference to the guidelines as possible, only referring to them at the end when you should check your answers and correct them where necessary.
Activities Unit Eight
8.1 Why do you think a supervisory schedule is important in schools?
8.2 Do you think it is important that all members of staff are supervised in one way or another?
8.3 Make a list of those areas that you feel should be part of the supervisory schedule for headteachers. You may wish to re-read those sections of Module 8 which relate to the self-evaluation of leadership skills.
8.4 Look again at the Vision, Mission and SIP for your school and assign duties for the senior staff which will ensure that the planning progresses in relation to these areas.
8.5 There are three sections for the Desk Manuals for schools. Locate them in your school and remind yourself of the contents
This section is closely related to Module 6 “Monitoring School Effectiveness” and you are recommended to re-read the principle points before looking at the guidelines.
A school will only run smoothly and effectively when everyone knows that they are accountable for their own portion of the work that goes on in it. The head is accountable for ALL that goes on. This accountability is brought closely into focus through a system of monitoring and evaluation known in Guyana as the Supervisory Schedule. This schedule is described in detail in the guidelines and you are further recommended to read the information provided in Section Three of the Desk Manual for school leaders.
All senior staff will be involved in the supervisory schedule and it is essential that you as head draw it up in a clear fashion so that all staff will understand their responsibilities relating to it. All staff will be supervised, usually by their immediate superiors or line managers. The head will be supervised by the department of education or the board in a board school. A format for this schedule is provided for you in the guidelines.
In order to achieve the vision and mission of the school, all staff are required to carry out specific duties. These are in relation to pedagogical, co-curricular and administrative duties and need to be clearly stated by the head and understood by all staff. The guidelines provide a means of recording these duties. There is a requirement for all teachers to acknowledge these duties and sign to show that they have agreed to them.
Now read thoroughly pages 76 – 79 of the guidelines “School Records and Documents”.
Now complete the following activities in your portfolio. You should try to do so with as little reference to the guidelines as possible, only referring to them at the end when you should check your answers and correct them where necessary.
Activities Unit Eight
8.1 Why do you think a supervisory schedule is important in schools?
8.2 Do you think it is important that all members of staff are supervised in one way or another?
8.3 Make a list of those areas that you feel should be part of the supervisory schedule for headteachers. You may wish to re-read those sections of Module 8 which relate to the self-evaluation of leadership skills.
8.4 Look again at the Vision, Mission and SIP for your school and assign duties for the senior staff which will ensure that the planning progresses in relation to these areas.
8.5 There are three sections for the Desk Manuals for schools. Locate them in your school and remind yourself of the contents
Unit 9 Eqwuipment and Furniture
Introduction
As head, you are not only responsible for the personnel in your school – staff and students but also for all of the buildings, fixtures and fittings and equipment, whether educational or otherwise. However, starting with the personnel – it is important that they are safe and the guidelines in this section show you how to complete records correctly in relation to the practices for the Evacuation Drill. This must be completed on a monthly basis to ensure that all understand their role in an emergency.
Before continuing with the rest of the guidelines in this section, you are advised to re-read Unit 7 Resource Maintenance of Module 4 which explains the best practices in maintaining accurate records of property in an asset register. The guidelines give specific instruction in the procurement, recording of and disposal of stock owned by the school.
You are provided with information on how to complete an Inventory Form and maintain a Stock Book. The guidelines continue with details of various financial ledgers which you are required to keep and a number of financial regulations which must be followed. You are advised here to re-read appropriate sections of Module 5 Financial Management.
You are also required to maintain certain ledgers which will assist you in controlling school property such as text books, salaries and donations. Please re-read here the appropriate sections of Module 4 which relate to the maintenance of text books. Information is provided on how you will hand-over the equipment in the school to the new head when you leave or are transferred. All of these systems help to protect you against any accusation of fraud or impropriety and it is essential that meticulous records are kept.
Now read thoroughly pages 95 - 114 of the guidelines “School Records and Documents”.
Now complete the following activities in your portfolio. You should try to do so with as little reference to the guidelines as possible, only referring to them at the end when you should check your answers and correct them where necessary.
Activities Unit Nine
9.1 What might be the consequences of not carrying out a regular Evacuation Drill with your staff and pupils?
9.2 Why is it important to keep an up-to-date check on furniture and equipment in an Inventory Record and Stock Book?
9.3 Look again at Module 5 Financial Management and identify the main ledgers that you are required to keep in school to maintain accurate financial records.
9.4 Why is it important to keep a record of donations to the school?
9.5 When handing over to another headteacher at the end of your tenure in the school you are required to make a Handing Over / Taking Over Statement. Why do you think that you are required to do this?
As head, you are not only responsible for the personnel in your school – staff and students but also for all of the buildings, fixtures and fittings and equipment, whether educational or otherwise. However, starting with the personnel – it is important that they are safe and the guidelines in this section show you how to complete records correctly in relation to the practices for the Evacuation Drill. This must be completed on a monthly basis to ensure that all understand their role in an emergency.
Before continuing with the rest of the guidelines in this section, you are advised to re-read Unit 7 Resource Maintenance of Module 4 which explains the best practices in maintaining accurate records of property in an asset register. The guidelines give specific instruction in the procurement, recording of and disposal of stock owned by the school.
You are provided with information on how to complete an Inventory Form and maintain a Stock Book. The guidelines continue with details of various financial ledgers which you are required to keep and a number of financial regulations which must be followed. You are advised here to re-read appropriate sections of Module 5 Financial Management.
You are also required to maintain certain ledgers which will assist you in controlling school property such as text books, salaries and donations. Please re-read here the appropriate sections of Module 4 which relate to the maintenance of text books. Information is provided on how you will hand-over the equipment in the school to the new head when you leave or are transferred. All of these systems help to protect you against any accusation of fraud or impropriety and it is essential that meticulous records are kept.
Now read thoroughly pages 95 - 114 of the guidelines “School Records and Documents”.
Now complete the following activities in your portfolio. You should try to do so with as little reference to the guidelines as possible, only referring to them at the end when you should check your answers and correct them where necessary.
Activities Unit Nine
9.1 What might be the consequences of not carrying out a regular Evacuation Drill with your staff and pupils?
9.2 Why is it important to keep an up-to-date check on furniture and equipment in an Inventory Record and Stock Book?
9.3 Look again at Module 5 Financial Management and identify the main ledgers that you are required to keep in school to maintain accurate financial records.
9.4 Why is it important to keep a record of donations to the school?
9.5 When handing over to another headteacher at the end of your tenure in the school you are required to make a Handing Over / Taking Over Statement. Why do you think that you are required to do this?
Unit 10 Pupil Assessment
Introduction
This section refers to all the types of assessment that are carried out in the school on pupil performance whether internal or external procedures. The guidelines point out that every school must have a School Assessment Policy which must be collaboratively prepared and with which all teachers must be au fait. Teachers must adhere to the guidelines contained in the policy. We are provided with a list of the likely contents of the policy which must be drawn up by each school.
The guidelines go on to explain how each school must produce an analysis of performance of the pupils both from internal examinations and externally validated assessment such as Grade 6 tests, CSEC and CAPE. These analyses must be shared with the parents of the school and time set aside for a group discussion by all staff. This will inform teaching strategies, allocation of teachers and programme emphases. An example of how this analysis is to be carried out is given for your use.
It is a requirement that all children are assessed not only continuously but also through annual examinations. The guidelines provide examples of how continuous assessment might be carried out and also information on the administration of annual examinations.
Not all schools are the same and there are often situations which will arise in the context of the school which might have a positive or negative impact on examination success. Whilst schools will not use these as excuses for poor performance, they should, however, be taken into account when analyses of results take place. A form is provided for this “Documentation of Action Research”. Here you will record any difficulties or problematic issues which beset the school in general and classes in particular, including individual children. Likewise, if you are fortunate to have a very talented and well motivated intake, you will need to take account of this when analysing results.
Now read thoroughly pages 114 – 122 of the guidelines “School Records and Documents”.
Now complete the following activities in your portfolio. You should try to do so with as little reference to the guidelines as possible, only referring to them at the end when you should check your answers and correct them where necessary.
Activities Unit Ten
10.1 Why is it important that a school should have an Assessment Policy?
10.2 Find a copy of your own school’s assessment policy and review the contents ensuring that they are up-to-date with current practice in the school and educational thinking in general.
10.3 Every school is located in its own unique context. Look at your own school and decide whether there are any circumstances which have a negative or positive impact on your school’s results.
10.4 Look at the analysis of performance in your school’s external examinations (e.g. CSEC, Grade 6 Tests) and ask yourself whether this analysis has had any impact on the future development of the school. If not, why not?
10.5 Now carry out a similar exercise for your internal examinations.
Summary
The guidelines “School Records and Documents” are provided for you by the Ministry of Education to enable you to run your school more effectively. They not only contain guidance but also provide you with pointers to other documents which will help you in this task.
We must remember, as stated earlier, that they are not a means to an end in raising achievement or increasing school effectiveness but will assist you in organising yourself so that you are able to carry out that very important task. Much of what you have read is statutory and must be carried out. Some of the information is in the form of guidelines and you have some leeway in how you will operate. Whichever is the case, you are strongly advised to comply with the requirements as they will assist you in being the leader of an effective school.
This section refers to all the types of assessment that are carried out in the school on pupil performance whether internal or external procedures. The guidelines point out that every school must have a School Assessment Policy which must be collaboratively prepared and with which all teachers must be au fait. Teachers must adhere to the guidelines contained in the policy. We are provided with a list of the likely contents of the policy which must be drawn up by each school.
The guidelines go on to explain how each school must produce an analysis of performance of the pupils both from internal examinations and externally validated assessment such as Grade 6 tests, CSEC and CAPE. These analyses must be shared with the parents of the school and time set aside for a group discussion by all staff. This will inform teaching strategies, allocation of teachers and programme emphases. An example of how this analysis is to be carried out is given for your use.
It is a requirement that all children are assessed not only continuously but also through annual examinations. The guidelines provide examples of how continuous assessment might be carried out and also information on the administration of annual examinations.
Not all schools are the same and there are often situations which will arise in the context of the school which might have a positive or negative impact on examination success. Whilst schools will not use these as excuses for poor performance, they should, however, be taken into account when analyses of results take place. A form is provided for this “Documentation of Action Research”. Here you will record any difficulties or problematic issues which beset the school in general and classes in particular, including individual children. Likewise, if you are fortunate to have a very talented and well motivated intake, you will need to take account of this when analysing results.
Now read thoroughly pages 114 – 122 of the guidelines “School Records and Documents”.
Now complete the following activities in your portfolio. You should try to do so with as little reference to the guidelines as possible, only referring to them at the end when you should check your answers and correct them where necessary.
Activities Unit Ten
10.1 Why is it important that a school should have an Assessment Policy?
10.2 Find a copy of your own school’s assessment policy and review the contents ensuring that they are up-to-date with current practice in the school and educational thinking in general.
10.3 Every school is located in its own unique context. Look at your own school and decide whether there are any circumstances which have a negative or positive impact on your school’s results.
10.4 Look at the analysis of performance in your school’s external examinations (e.g. CSEC, Grade 6 Tests) and ask yourself whether this analysis has had any impact on the future development of the school. If not, why not?
10.5 Now carry out a similar exercise for your internal examinations.
Summary
The guidelines “School Records and Documents” are provided for you by the Ministry of Education to enable you to run your school more effectively. They not only contain guidance but also provide you with pointers to other documents which will help you in this task.
We must remember, as stated earlier, that they are not a means to an end in raising achievement or increasing school effectiveness but will assist you in organising yourself so that you are able to carry out that very important task. Much of what you have read is statutory and must be carried out. Some of the information is in the form of guidelines and you have some leeway in how you will operate. Whichever is the case, you are strongly advised to comply with the requirements as they will assist you in being the leader of an effective school.
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