School Leadership BED234

Course B.Ed Semester – 4

UNIT – 1

1) TYPES OF SCHOOLS WITH IN DIFFERENT ADMINISTRATION BODIES

India has primarily 4 boards of school education, namely CBSE, ICSE, State boards and
IB.
a) ICSE board/ Council of Indian School Certificate Examination (CISCE)- It is a
private body that was founded in year 1956 to set and adapt University of
Cambridge’s examination system to India. This body now conducts 3 examinations,
namely
 ICSE (Indian certificate secondary education) exam for class 10

 ISC (Indian school certificate) exam for class 12

 CVE (Certificate for vocational education) exam for class 12

The CISCE board has equal focus on languages, science and art and encourages
students to choose across diverse topics / subjects for their Class-12 exam. Main
benefits of CISCE are
 Wide recognition of board results across colleges in India and even abroad
 Equal focus – language, art and science
 More choice and freedom to students in deciding final subjects
 Reasonably prevalent across India

b) CBSE board: Central board of secondary education (CBSE) is the most popular
school board in India with over 9000 CBSE affiliated schools in the country and
presence in 21 nations across the globe. The stress in this board is on application of
Science and Maths related subjects. Main benefits of going for a CBSE affiliated
school are

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  Easy to find new schools in any area, even abroad, due to wide prevalence
of the board
 Wide recognition of board results across all colleges in India, as compared
to other boards
 Recent overhaul of teaching approach and curriculum has made the content
relevant
 Easy to find tutors, books and activities for all classes
 Focus on Science and Maths as well as application based subjects

c) IB: International Baccalaureate (IB) is a nonprofit educational foundation that

was founded in 1968 and now works with over 3000 schools in 141 countries. The
board is gaining prevalence in high end new schools in India. Currently limited to
the metro and large Tier-I cites in India. As per them, their vision is on all round
development of the student into an inquiring, caring and knowledgeable young
individual. IB offers innovative learning program and teaching approaches to
achieve its stated objective. The main benefits of this are
 Innovative curriculum

 Very different and stress free teaching methods

 Focus on all round development rather than pure academic performance

 Wide acceptance across the world

d) State Schools/ State boards: Each state in the country has its own Department of
Education that runs its own school system with its own textbooks and evaluation
system. As mentioned earlier, the curriculum, pedagogy and evaluation method are
largely decided by the SCERT in the state, following the national guidelines
prescribed by the NCERT.As the name suggests, each state has its own board of
education that conducts certificate examination for class 10 and class 12. Some state
boards, such as Rajasthan board also conduct exams in class 8. The benefits are
 Reasonably prevalent within the state

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  Topics and content of local relevance

 Usually cheaper schools

Each state has three kinds of schools that follow the state curriculum-
a) Government schools The government runs its own schools in land and buildings
owned by the government and paying the staff from its own resources. These are
generally known as government schools. The fees are quite low in such schools.

b) Private schools - These are privately owned schools with their own land and
buildings. Here the fees are high and the teachers are paid by the management. Such
schools mostly cater to the urban middle class families.

c) Government-aided schools - These schools are provided with grant-in-aid by the

government, though the school was started by a private agency in their own land
and buildings. The grant-in-aid is meant to help reduce the fees and make it possible
for poor families to send their children.

Exclusive Schools
In addition to the above, there are a relatively small number of schools that follow foreign
curricula such as the so-called Senior Cambridge, though this was largely superseded by the
ICSE stream elsewhere. Some of these schools also offer the students the opportunity to sit for
the ICSE examinations. These are usually very expensive residential schools where some of the
Indians working abroad send their children. They normally have fabulous infrastructure, low
student-teacher ratio and very few students. Many of them have teachers from abroad. There
are also other exclusive schools such as the Doon School in Dehradun that take in a small
number of students and charge exorbitant fees.

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2. UNDERSTANDING AND INTERPRETING EDUCATION POLICIES THAT
IMPACT SCHOOLS-
Education occupies a strategic position in India’s development priorities. Successive
development policies and Five-Year national development plans have accorded high priority to
education development. The key developments that guided the development of school
education and literacy programmes in India are indicated
Key developments that guided the development of education in India –

1) 1986- National Policy on Education 1986 (NPE 1986) adopted.

2) 1987- Several large centrally-assisted schemes/programmes such as ‘Operation
Blackboard’ and the ‘scheme for restructuring and reorganization of teacher education’
launched.
3) 1988 -National literacy Mission (NLM) launched
4) 1992 -National Policy on Education 1986 revised.
5) 1994 -District Primary Education Programme (DPEP) launched to universalize primary
education in selected districts.
6) 1995- Centrally-assisted National Programme of Nutritional Support to Primary Education,
popularly known as the Mid-Day Meal Scheme (MDMS) launched.
7) 1999- A separate Department of School Education and Literacy created within the Ministry
of Human Resource Development, Government of India.
8) 2001- Sarva Shiksha Abhiyan for universalisation of elementary education, launched. The
policy supported the provision of childcare facilities, including crèches at work places of
women.
9) 2002 - The Constitution (Eighty-sixth Amendment) Act, 2002 inserted Article 21-A in the
Constitution of India to provide free and compulsory education for all children in the age
group of six to fourteen years as a Fundamental Right.
10) 2004-
i) Education Cess introduced for raising additional financial resources needed to fulfill
Government’s commitment to universalize elementary education

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 ii) EDUSAT, a satellite exclusively dedicated to education launched to harness modern
technology for delivery of education of good quality to all, including hard-to-reach
groups.
11) 2005- National Curriculum Framework (NCF-2005) for school education formulated.
12. 2009 –
(a) The Right of Children to Free and Compulsory Education Act, 2009 enacted. The Act
makes it incumbent on Governments to provide for free and compulsory education to
all children of the age of six to fourteen years.
(b) The National Literacy Mission (NLM) recast with a special focus on female literacy .
(c) The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) launched in March 2009, with
the vision of making secondary education of good quality available, accessible and
affordable to all young persons in the age group 15-16 years;
(d) Revised Centrally-sponsored Scheme of Inclusive Education for the Disabled at
Secondary Stage approved
(e) The Centrally-Sponsored Scheme “Construction & Running of Girls’ Hostel for
Students of Secondary and Higher Secondary Schools approved.
13. 2010-
(a) The Right of Children to Free and Compulsory Education (RTE) Act 2009 came into
force from 1 April 2010
(b) The Sarva Shiksha Abhiyan (SSA) Framework aligned to RTE Act
(c) Revised Centrally Sponsored Scheme of ICT@ Schools approved.
14. 2011-
a) The revised Centrally-Sponsored Scheme “Vocationalisation of Higher Secondary
Education” approved.
15. 2013- National Early Childhood Care and Education (ECCE) Policy adopted
16. 2020 NEP 2020

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3. ROLES AND RESPONSIBILITIES OF SCHOOL FUNCTIONARIES –
As a teacher, one of your main roles is to motivate your learners to develop their ability and
aspiration to learn. You may read about delivering training and facilitating learning, but in
reality you do much more than that. Your role is not just about teaching your subject or
preparing learners for assessment. The focus of your role relates very much to inspiring your
learners to change and develop their personal, social and professional skills to the best of their
ability. In this respect, your ultimate aim is to enable your learners to understand how to take
responsibility for their own development.
As a teacher, a primary responsibility is to ensure that learners are enrolled onto the
correct course, in terms of meeting their needs, abilities and aspirations. Further to this, you
need to ensure that your learner is on the appropriate course in terms of meeting their award
and organisational requirements. In order to do this you will probably have responsibility for
the following:
 promoting a safe and supportive learning environment;

 promoting equality and diversity;

 adhering to key legislation, regulatory requirements and codes of practice;

 modelling professional behaviour at all times to inspire your learners;

 ensuring your own professional development;

 contributing to a team of professionals in order to improve the experience and

achievement of your learners;

 designing or contributing to the design of the course curriculum

 negotiating appropriate learning targets f ○ or the group and individuals as appropriate

to their needs and aspirations as well as the course aims;

 planning learning activities based on the needs of your group and specific individual
needs within the group;

 designing or amending learning resources that are varied, appropriate to the award
aims, and intellectually challenging for your learners;

 keeping accurate records to contribute to your organisation’s quality improvement

strategy. This will include keeping accurate records of recruitment, retention,

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 achievement and progression of your group, as well as evaluation of how these can be
improved;

 keeping accurate records of individual learners’ progress and future needs. This is often
recorded in the form of an individual learning plan;

 providing learners with appropriate points of referral as required.

4. FINANCIAL MANAGEMENT OF DIFFERENT TYPES OF SCHOOLS-

 Financial management is one of the most fundamental practices in any enterprise or
business including schools and other educational institutes. Financial management
essentially means planning, organizing, directing and controlling the financial activities
in schools so that the financial resources are used in an efficient and effective manner.
Financial management ensures that the administration and management team are able to
manage the budget in a better manner and make informed decisions related to the
school budget.
 In a school setting, financial management has three key segments to it:
a) Student Fees Management: For the school finance team, student fees are a large
part of the financial management and school finance management tools helps to
ease the process of student fees management in a number of ways.
b) Create Fees: Creating and calculating the fees for a school full of students can be a
tedious affair. If done manually, the administration team has to take into account the
class of the student, sibling discounts, additional discounts, transportation fees,
hostel fees, and many other such elements. However, with the help of a school
finance management software not only does this calculation become easier but the
automated system helps eliminate human errors – thus making the process of
creating and calculating fees easy and error-free.
c) Schedule Fees: The school finance management software also helps to schedule the
fees and send out an automatic reminder to the parents about payment for the same.
The software helps to automate the fee invoicing process, scheduling it and
generating fees due to reports as and when needed.

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 d) Check Fees Defaulter: This module of the school finance management software
allows for the finance team to easily get a quick update on the students whose fees
are pending. The system can also be set up to send reminders to parents about
pending fees or even any other school-related payment. Fee defaulters report can be
checked and the can be reminded about the pending fees via sms/email.
e) Check Fees Structure And Fee Refunds: In a school system, it is very common
for the school fees to vary from student to student depending on a number of
variables such as class, sibling discount, facilities available such as a hostel,
canteen, transport, etc. In this scenario, the school finance management app helps
the team to check the fees structure accurately and issue out refunds when needed.
f) Fees Report Such As Batch Wise And Students Wise: One of the biggest
advantages of a school finance management system is that it takes the pressure of
making and submitting reports. The administration team can use the school finance
management software to create and edit reports related to fees. These reports can be
easily customized as per the needs of each school.
g) Staff Payroll Management: Schools also have many employees and staff ranging
from teachers, administration staff, department heads, trained and untrained support
staff, various specialists, counselors, etc. This staff payroll management system
helps the school to manage and deal with the financial aspects of staff salary,
taxation calculation, special allowances, deductions, gross pay, net pay, etc.

The software also offers employee attendance management for easy salary computation at the
end of the month. Besides attendance data, the software also takes into account variables like
mid-year salary revision data Additionally, it can be customized according to the school’s
various policies such as pay policy, leave and benefits policy, attendance policy to calculate the
final pay towards the end of each month.

SCHOOL ACCOUNT MANAGEMENT:

The school finance management system offers school and educational institutes a broad
selection of features that empowers them with the ability to manage and control their accounts
more effectively.

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FINANCIAL REPORTS:
This feature allows the school finance team to view the various transactions for a customizable
period of time. The reports show all the existing categories of income and expenses with an
ability to view and generate reports in complete detail such as discounts, fines, etc.

TRANSACTION MANAGEMENT:
The system allows for common transactions that are done in the school to be recorded by
creating custom categories. Similarly, custom categories can be created forever new expenses
and new incomes. The system also makes it easy to revert manage donations taxes and for easy
asset and liability management.

SCHOOL MANAGEMENT
The term ‘management’ means an array of different functions undertaken to accomplish a task
successfully. In the simplest of terms, management is all about ‘getting things done’. It is the
way and the process of how one achieves ones target or goals. Management comprises
planning, organizing, staffing, leading or directing, and controlling organization or effort for
the purpose of accomplishing a goal.

 Organizing: (Implementation) making optimum use of the resources required to enable

the successful carrying out of plans.
 Staffing: Job analyzing, recruitment, and hiring individuals for appropriate jobs.
 Leading/Directing: Determining what needs to be done in a situation and getting people
to do it.
 Controlling/Monitoring: Checking progress against plans.
 Motivation: Motivation is also a kind of basic function of management, because without
motivation, employees cannot work effectively.

SCHOOL ORGANIZATION-
School organization” refers to how schools arrange the resources of time, space, and personnel
for maximum effect on student learning. The school's organizational plan addresses those
issues that affect the school as a whole, such as the master schedule, the location of staff in
different rooms, and the assignment of aides to teachers or teams.

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SCHOOL CULTURE
 School culture and school climate are intangible, but essential elements within a school
environment. These terms are frequently used interchangeably and school culture and
school climate will be defined, with school culture being the adopted term throughout
this paper. Climate is more relational; it is illustrated by the attitudes and behaviors of
the school staff and is focused on the style of the school’s organizational system.
 Whereas, culture is a deeper level of reflection of shared values, beliefs, and traditions
between staff members. School leaders play a vital role in developing and enhancing
the school culture. Positive school cultures provide a safe, supportive, encouraging,
inviting, and challenging environment for students and staff, which in turn allows
students’ academic achievement to evolve. Interventions and strategies for creating a
positive school culture will be recognized and discussed. This paper will supply an
overview of characteristics that make up a positive school culture as well as a toxic
school culture, will discuss the importance of school leaders, and will examine
strategies and interventions for creating a positive school culture.

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