Effective School Management CONTENTS I

CORE Metadata, citation and similar papers at core.ac.uk Provided by IAIN Antasari Institutional Repository K. B. Everard Geoffrey Morris Ian Wilson fourth edition Effective School Management CONTENTS i EFFECTIVE SCHOOL MANAGEMENT ii EFFECTIVE SCHOOL MANAGEMENT Bertie Everard read chemistry at Oxford and joined ICI in 1951 as a research chemist. He moved from the technical side in mid-career and became the Company Education and Training Manager, responsible for senior management training. Shortly before retirement in 1982 he was appointed a visiting professor at the Polytechnic of Central London and later a visiting fellow at the University of London Institute of Education, where he helped to design and run courses in school management. He undertook a year’s research into the problems of school management, comparing them with those in industry, and published the results in another book, Developing Management in Schools. He was a consultant in the management of change to a project concerned with the Education Act 1981, and helped to write the training manual, Decision Making for Special Educational Needs. He spent ten years as an external verifier for NVQs in management, training and development, and sport and recreation (including outdoor education). He was on the Education Management Development Committee of the British Education Manage- ment and Administration Society for several years. He now chairs his local YMCA, which provides early years education for 200 children and is a director of a leading educational charity, the Brathay Hall Trust. Geoffrey Morris read modern languages at Cambridge and later also graduated in law. He is the managing director of EMAS Business Consultants Ltd. Before joining EMAS (European Management Advisory Services) in 1971, he was a senior manager in the Unilever Group, and prior to that he was a schoolteacher for ten years, five of them as head of modern languages and general studies. In 1967 he obtained the backing of the CBI to run a course in management for schoolteachers – the first of its kind. Since then he has been active in promoting management in schools through courses at Brighton Polytechnic and Brunel University, with lectures and workshops for groups of inspectors, headteachers and administrators and consultancy and development activities within individual schools. From 1983 to 1986, he was a member of the CNAA Education Organization and Management Board. Since 1999 Geoffrey has been chairman of a charity, whose main focus is on building and equipping schools and training potential managers in Kosovo and Bosnia. In his mainstream consultancy activities Geoffrey has worked across Europe and in the Far East with several multinational organizations, and for twelve months he acted as Head of Management Training for British Rail, during which time he was active in developing links between education and industry. He is a tutor and Executive Board Member of the European Master’s Programme in Food Studies. He lectures and writes regular articles on Environmental Law and conducts ‘Team- building and Organisational Behaviour’ programmes for both industrial and educational clients. Ian Wilson read mathematics at Cambridge and then obtained his PGCE at Chelsea College Centre for Science Education. He taught mathematics in two inner London schools before becoming, successively, Head of Mathematics at Clapton School and William Ellis School. He then became Deputy Head at Park Barn School Guildford. He was Headteacher of Woodcote High School in Croydon for eight years, during which time he was a Headteacher representative on Croydon Education Committee, and took part in an international research project on Effective Leadership. Since 2000, he has been headteacher of Rydens School, a mixed 11–18 comprehensive of 1,300 students in Walton-on-Thames. Ian has written two mathematics textbooks and a guide to parents on ICT, as well as editing school versions of three of the plays of G B Shaw. He is a reviewer for the Times Educational Supplement. Ian is an associate consultant with Surrey LEA, and a member of the Education Committee of the Royal Society. CONTENTS iii Effective School Management Fourth Edition K. B. Everard, Geoffrey Morris and Ian Wilson iv EFFECTIVE SCHOOL MANAGEMENT © 2004, K.B. Everard, Geoffrey Morris and Ian Wilson First published 2004 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted, in any form or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Inquiries concerning reproduction outside those terms should be sent to the publishers. Paul Chapman Publishing A SAGE Publications Company 1 Oliver’s Yard 55 City Road London EC1Y 1SP SAGE Publications Inc 2455 Teller road Thousand Oaks, California 91320 SAGE Publications India Pvt Ltd B-42 Panchsheel Enclave New Delhi 110 017 Library of Congress Control Number: 2003115416 A catalogue record for this book is available from the British Library ISBN 1-4129-0048-4 ISBN 1-4129-0049-2 (pbk) Typeset by GCS, Leighton Buzzard, Bedfordshire Printed in Great Britain by TJ International Ltd., Padstow, Cornwall CONTENTS v Contents Preface ix Acknowledgements xvii 1 INTRODUCTION 1 • Do schoolteachers need to learn management? • Instinct, common sense, skills and techniques • What is management? Who is a manager? • The manager and the organization • Ethics and the manager • The school’s role and mission: are education and management incompatible? • Further reading PART I MANAGING PEOPLE 2 THE MANAGER AS A LEADER 15 • Interpersonal skills • Management style models • Orientation and behaviour • Dominant and back-up approaches • Suiting behaviour to circumstances • Recognizing inappropriate behaviour • Leadership and job experience • Passive/political orientation • Style and the school manager • Discussion topic • Categories of leadership • Standards for management and leadership • Characteristics of headteachers and deputy headteachers • Further reading 3 MOTIVATING PEOPLE 25 • Motivation • Whom do we need to motivate? • Satisfying needs • Maslow’s hierarchy of needs • The relevance of the hierarchy • Theory X and Theory Y • Frederick Herzberg • Involvement • Achievement needs • The self-motivated achiever • Motivation theory and the school manager • Discussion topic • Further reading • Opinion questionnaire • Assessing the motivation of others vi EFFECTIVE SCHOOL MANAGEMENT 4 TAKING AND IMPLEMENTING DECISIONS 46 • Making things happen • Taking decisions • Logical steps in decision-taking • The implementation of decisions • A structure for implementation • Styles in decision-taking • Consultative decision-taking – the ‘management contract’ • Commitment • Delegation • Key principles • Discussion topic • Further reading 5 MANAGING MEETINGS 58 • Meetings and the manager • Teamwork • Tests of an effective meeting • Purpose of the meeting • Large meetings • Decision- taking • Information exchange • Generation of ideas • Group dynamics • Preparing for a meeting • Discussion topic • Further reading • Group performance checklist 6 RECRUITING, EMPLOYING, APPRAISING, DEVELOPING AND DISMISSING STAFF 74 • People as a resource • Recruitment of staff • Employing staff • The workload agreement • Appraisal and performance management • Discussion topic • Meeting development needs • The re-entry problem • Group training • A coherent approach • Dismissing staff • Picking up the pieces • Discussion topic • Further reading 7 MANAGING CONFLICT 99 • A key skill • The value of conflict • Reason and emotion in conflict • The dangers of conflict • Intergroup competition • Attitudes to conflict • Solving problems of conflict • Handling organizational conflicts • Preventing unnecessary conflict • Guidelines for handling conflict • Conflict-management skills • Discussion topic • Further reading • Conflict orientation questionnaire • Role revision strategy • Image exchange • School review 8 MANAGING YOURSELF 122 • The manager as a resource • The use and abuse of time • Establishing priorities • Criteria for effectiveness • Time- management techniques • Managing stress • Assertiveness • Developing your own competence • Managing your learning • Managing our attitudes and behaviour • Equal opportunities CONTENTS vii • Positive and negative management • Discussion topic • Further reading • Criteria for effectiveness – establishing priorities • Use of time analysis • Time log PART II MANAGING THE ORGANIZATION 9 ORGANIZATIONS 143 • The organizational dimension • Organizational goals • Stakeholders • Environment • Models of organizations • Elements of organizations • Interlocking systems • Hallmarks of effective schools • Discussion topics • Further reading 10 TEAMS 163 • The nature of teams • Team-building • Managing team performance • Discussion topics • Further reading • Formulating objectives 11 MANAGING AND ADAPTING THE CURRICULUM 177 • Matching the curriculum to the need • The National Curriculum • Meeting the needs of tomorrow’s citizens • Creating positive attitudes • Involving the stakeholders • Corporate planning • Aims and value systems • Curriculum development in practice • Management of early years education, childcare and playwork • Leadership and management in the curriculum • Managing pupil assessment • Special needs and the inclusion agenda

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