Educational Management and Supervision

(Department of Teaching Education) M.A (T.EDU)

Submitted to: Learning Management system of AIOU

Assignment no: 02

Submitted by: Muhammad Rizwan

Roll No. BW501193

Course code: 6502

Semester: Spring, 2020

ALLAMA IQBAL OPEN UNIBERSITY ISLAMABAD

(Department of Teaching Education)

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Q.1 Discuss the importance of classroom discipline in the learning process at
secondary Level. (20)

Classroom discipline describes the processes you use to keep a classroom organized, lessons
running smoothly, and students engaged in the lesson. Although maintaining discipline is a
component of classroom management, establishing procedures and rapport are just as
important in keeping a classroom running efficiently.

Today's classroom is composed of a wide variety of students from different cultural and
behavioral backgrounds. Classroom discipline is often one of the hardest things for a teacher
to implement, but it is crucial to student success. Learning in the classroom is dependent
upon the discipline skills of the teacher and the teacher's ability to implement them
adequately.

Rules

Rules must be succinct. To ensure that rules are effective, post only a few encompassing
rules in the classroom. Too many rules can overcome and confuse students.

Consequences

Bad behavior must have consequences in the classroom. Make sure that students know the
consequences of poor behavior. These consequences can be a loss of recess, a formal apology
note or a phone call to the parents. Enforce consequences consistently to keep them effective.

Recognition

Celebrate student achievement the classroom. Recognizing and rewarding one student's
achievement not only encourages her but can help to encourage other students in class as
well. Offer students recognition to help create a supportive environment where students are
motivated to learn.

Rapport

Student-teacher rapport is a big component of classroom management. Students should feel

comfortable asking their teacher questions and should feel encouraged to try their best.
Developing a good student-teacher rapport helps class sessions run more smoothly.

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Procedures

Procedures are the most important part of classroom management. By giving the students
procedures on how to retrieve work when they were absent, when they can sharpen a pencil,
where to obtain materials, and so on, you are setting up an organized classroom where
students can be self-sufficient. Such procedures you to spend more time coaching and
teaching and less time dealing with small classroom issues.

Classroom discipline is the term teachers and instructors use to describe the act of managing
their classroom and students to ensure that stressful and non-educational situations are
avoided and students learn topics and subjects effectively. Classroom discipline involves
more than the discipline and discipline of the students but also the availability of additional
information on topics. Effective classroom discipline will make life less stressful for teachers
and ensure that students are provided with the correct tools and a calm environment in which
to learn.

Classroom discipline will differ from one teacher to another because of the teacher's
personality, teaching styles, preparedness and number of students in the classroom at any
given time. Effective classroom discipline involves teachers being prepared for lessons,
motivating students, providing proper and effective discipline, making students feel
comfortable, building student self-esteem and designing constructive and entertaining lesson
plans.

Engage Students

Classroom discipline is important for effective teaching and ensuring that students learn the
material rather than committing it to short-term memory for regurgitation of facts on tests.
Engaging students in lectures by moving around the room, asking questions, and employing
both verbal and nonverbal teaching methods ensure that students are paying attention and
taking more from the learning experience than simple facts. Engaging students boosts their
confidence and makes the lesson more effective.

Classroom Discipline Principles

The key to starting the school year off with effective classroom discipline is to begin the year
by teaching the students the behaviors and conduct expected of them in the classroom.
Teachers should deliver a syllabus to older students or explain procedures to small children.

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By making rules and procedures the priority the first few days of school and explaining each
rule and procedure with authority, teachers can effectively enforce their needs for a properly
managed class.

Preparation

Classroom discipline is more effective when a teacher is prepared. Failing to be prepared

shows weakness and allows time for students to disrupt and cause problems while the teacher
is formulating a plan for the day. Adverse situations often occur unexpectedly, so having
emergency lesson plans handy for days when you are unable to design a specific plan is an
effective classroom discipline tool.

Confidence

Another effective classroom discipline technique is exuding confidence in all actions. A

teacher who exhibits confidence rather than timidity will accomplish more in the classroom
and gain the respect of the students. Confidence assists teachers in terminating unnecessary
conversations, off-topic discussions and disruptive behavior.

Transitional Time Wasters

Some of the worst time wasters in the classroom are transitions between subjects or classes.
It is at this time that students tend to get distracted and lose focus, and it is often difficult to
get them back into the flow of learning that you are attempting to establish. Avoid messy
transitions by having a set routine that they must follow when moving from one subject or
class to another. For instance, you might have a non-verbal cue to let them know they are to
put their math books away or a quick assignment they must complete as they initially enter
the class. This will keep them task oriented and help them to avoid the wasted minutes that
often occur due to poor classroom management.

Academic Success

The time that students save in a well managed classroom can lead to the availability of time
for you to teach students academic material. When students spend time talking about social
issues, or when there is a lack of control in the classroom that leads to continuous distraction,

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much time is often spent on attempting to squelch the undesired behavior. Set and follow
classroom procedures consistently to avoid disruptions and increase academic time.

Behavior and Safety

Safety within the school and classroom environment is dependent on classroom management.
When students are out of control, inadvertent accidents are likely to occur. In addition,
students with different personalities may clash, which can lead to physical and verbal
altercations. Make it clear to students that the classroom is a place where learning is taking
place and that they must leave their personal issues at the door when they enter school and
the classroom in particular. Engage parents in controlling student behavior by sending notes,
emailing or calling them when there is a problem with behavior control issues.

Social Lessons

Students often do not understand how to treat others when they enter the classroom. They
may call names, hit or disrespect others' property. This can lead to classroom discipline
issues. Use the classroom environment to teach students how to politely behave in society.
Have specific rules and consequences about name calling or disrespectful behavior toward
other students or adults, and give rewards to students who perform basic niceties such as
please, thank you and excuse me.

Setting and Reaching Goals

Students who reside in a well managed classroom are better able to set and meet goals. Goals
are important for students to progress in their academics and personal achievements. When
the class is out of control and no clear guidelines are set, students are less able to clearly see
their goals and strive to reach them. Set clear goals for students in subject areas and post
achievements in a prominent place in the classroom to encourage them to control adverse
behavior and focus on necessary tasks.

Q.2 What qualities or strategies of teachers help them to maintain the class room
discipline at secondary level? (20)
What makes a great classroom? Is it the teacher, the students, or the resources? While these
components are important, tying them into great classroom management skills is key. Learn
more about classroom discipline, preemptive strategies, and in-the-moment tools.

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Teachers strategies and Classroom Discipline

Discipline is defined as the practice of teaching others to obey rules or norms by using
punishment to correct unwanted behaviors. In a classroom, a teacher uses discipline to ensure
routine is maintained, school rules are enforced, and the students are in a safe learning
environment. While the word discipline seems negative, the goal of using discipline is to
teach students boundaries and limits to help students achieve personal and academic life
goals.

Without discipline, learning cannot be accomplished. If students constantly disrupt the

teacher, the others in class are affected. If a student does not follow the rules and does not
complete classwork or homework, that student is missing out on valuable learning
opportunities. The goal of discipline is to ensure each student receives the most from their
education. Let's take a look at some strategies teachers can use in the classroom.

Systems and Preemptive Tools

When thinking about classroom discipline, we usually think about punishment. Instead, let's
try and stop the negative behaviors before they start. To do this, we need to think
about classroom management. What tools are you putting in place before the school year
begins to manage your classroom? What types of routines or systems will you use to ensure a
consistent and safe classroom environment? Let's start with expectations.

Expectations

Before you can enforce rules and norms, you have to clearly establish your expectations. Our
students need to know what is expected of them and how to behave.

Teachers should have class rules. It is important to have a list of expectations, such as class
rules, either posted on a wall or in a syllabus to ensure students understand what is expected
of them. It's also imperative that the teacher explains these rules so students have the ability
to ask questions.

Daily routines are also important. Having a routine students commit to every day is a great
way to help reinforce good behavior, responsibility, and best practice. Depending on age
level, this could look a few different ways. For younger students, hanging up coats and bags,
getting materials to tables, and putting lunches away are a few great ways to help kids get
settled and reinforce routine and responsibility. For the older students, having a worksheet or
assignment on the board for kids to start right away is an excellent way to refocus students

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and get them settled while the teacher takes attendance and/or checks homework. This puts
the student in charge of starting the learning process.

Expectation and routine are necessary for proper classroom management, but these strategies
alone will not equal success. You must enforce these rules and routines at all times. The more
consistent you are, the more consistent your students will be.

In-the-Moment Tools and Strategies

While putting systems in place is a great way to prevent discipline problems, those systems
don't ensure a perfect classroom setting. Students are going to act out and push boundaries
because they are still learning their way in the world. Therefore, in-the-moment strategies
assist teachers in working through push back. Here are some strategies that can be used in
any classroom setting.

Signaling is one technique. When a disruption occurs, use methods such as eye contact,
snapping fingers, tapping on desks, or hand signals to show students that they should cease
the negative behavior. If the teacher's body language changes, the students should learn to be
aware of the change and correct their behavior.

Positive discipline is a more effective way to manage misbehaving students in the classroom,
rather than using punishment or rewards. It allows students to learn and adapt their behaviors
to meet expectations in the classroom, while simultaneously teaching them how to make
better choices in their path to adulthood.

Classroom Discipline

If a student misbehaves in the classroom, a teacher must have a few techniques that they can
use to reduce or eliminate the unwanted behavior. From misbehaving in the classroom to not
doing the assigned work, there are many ways to deal with unwanted behavior including
punishment, discipline, or even using rewards. However, the most effective method for
dealing with students that are misbehaving in the classroom is using positive discipline.
According to the American Academy of Pediatrics, there are many types of positive
discipline, and whatever technique is used to prevent or reduce misbehavior will only be
effective if:

 Both the student and teacher understand what the problem behavior is and what the
expected consequence is for the misbehavior
 The appropriate consequence is consistently applied every time the misbehavior
occurs
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 The manner you deliver the technique matters (calm versus aggressive)
 It gives the students a reason for a specific consequence to help them learn

In most cases, using punishment or rewards is not needed, as the majority of problems or
misbehaviors can be dealt with using positive discipline.

Difference Between Punishment and Positive Discipline

The meaning of punishment is simple - it's an action or penalty that is imposed on a student
for misbehaving or breaking a rule. However, the impact on students can be very detrimental,
from inducing physical or emotional pain to not being effective in reducing future
misbehaviors. Punishment is used to control the behavior of students, in two different ways:

1. Negative discipline involves verbal disapproval and reprimands

2. Corporal punishment involves severe emotional or physical pain

Alternatively, positive discipline is the practice of training or teaching a student to obey the
code of behavior or rules in both the short and long term. Instead of controlling the behavior
of students, teachers can use positive discipline to develop a child's behaviors through self-
control and making positive choices.

According to Teachers Unite, which is a movement of public school teachers fighting for
social justice, punitive punishment toward students — suspensions, aggressive policing and
reactive strategies — go against human rights and fail to address the real problem. However,
preventative and constructive approaches that use positive discipline create a positive school
atmosphere and also teaches students conflict resolution and behavior skills. In the end,
positive discipline can help shape a child, by using encouragement rather than meaningless
and even painful consequences, like punishment.

Discipline Techniques

There are tons of techniques that teachers can use to reinforce good behavior with positive
discipline, including:

1. Set the classroom rules at the start of the year

2. Have consistent expectations
3. Set goals at the beginning of class
4. Appropriate behavior should be reinforced
5. Remain neutral during conflicts
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6. Search for the root cause of the misbehavior
7. Student dignity matters
8. Create individual plans for students
9. Use Praise
10. Model appropriate behaviors
11. Provide students with different choices
12. Remove objects in the environment that cause distractions
13. Listen to students

Using these positive discipline techniques will help teachers maintain a positive atmosphere
and support an inclusive learning environment. In fact, when addressing a specific child, it is
important for teachers to work closely with the caregivers and the student to develop
a positive discipline plan that works. One of the most critical parts of positive discipline is to
help students learn the new behaviors that meet expectations in the classroom, home and
elsewhere.

Using Rewards and Privileges

Another alternative to punishment and positive discipline is the use of rewards and privileges
for good behavior in the classroom. A reward system can be put in place to encourage good
behavior in students that are misbehaving, from helping out other students to raising their
hand instead of blurting out the answer. On the other hand, a system that uses privileges,
such as being able to go to class without an adult, focuses on good behavior over a period of
time and accumulating points toward a certain privilege. However, using rewards and
privileges in the long term can lead to negative outcomes, like rewarding students just for
participating. To avoid a reliance on a rewards system, positive discipline uses positive and
negative consequences to help students learn.

Benefits of Discipline

Using positive discipline techniques can help teachers overcome the many challenges in the
classroom and help students learn and make better choices in the future. In fact, using
positive discipline in the classroom not only increases academic success in the classroom but
provides many other benefits, including:

 Students show respect for the teacher

 Students are on task and engaged
 Less disciplinary measures are needed
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 Fewer suspension and expulsions
 Students see rules as fair
 Attendance improves

These are just a few of the benefits that can be seen from using positive discipline techniques
in the classroom. On top of this, the benefits also extend beyond the classroom, into the home
life, sports and social environment of the student, from being more respectful to everyone to
understanding the social norms in different situations.

Q.3 Why physical aspects and infrastructure in education system play significant
role in school panning and construction? (20)

The term "traditional learner" describes a student suited to learn within the boundaries of a
physical classroom using a predefined curriculum. The Rochester Institute of Technology
describes this as an instructor-centered environment, where the instructor controls materials
and the learning pace for students to acquire and memorize knowledge. Learning styles refer
to the way a person absorbs information through his senses and how he mentally processes
new information.

Learning Style Models

Simon Cassidy recognizes 23 learning style models developed since 1962 in his 2004
analysis "Learning Styles: An Overview of Theories, Models, and Measures." Each of the
learning styles are compared according to variables such as skills for cognitive reasoning,
learning and social interaction.

Richard M. Felder of North Carolina State University narrows down that number by noting
four main models of learning styles: Meyers-Briggs Type Indicator, Kolb's, Felder-Silverman
and Hermann Brain Dominance Instrument. Every traditional classroom has students who fit
within at least one type of each model, and it's impossible to cater to each student's dominant
skills. Felder notes that teachers must be aware of student strengths and weaknesses and
work to satisfy each learning style at least part of the time.

Ideal Students

Traditional learners are more comfortable in a classroom environment and with a learning
style that is visual or auditory dominant. Visual learners do best with reading text and

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teacher's notes on the board or in handouts. Auditory learners absorb text or visual
information better when in conjunction with the instructor's lecture and classroom
discussions. Dr. Jane Bluestein, Ph.D. and author of "Creating Emotionally Safe Schools"
outlines the ideal student, which are the characteristics of traditional learners suited to
instructor-centered environments.

Misread Students

Not all students have learning styles suited to instructor-centered classrooms, regardless of
age or previous education. Misinterpretations of active learning styles are on Dr. Bluestein's
list of characteristics commonly misdiagnosed as Attention Deficit Hyperactive Disorder by
traditional schools. These children have difficulty sitting quietly because they need to touch,
manipulate and talk about what they are learning. They fit the model of non-traditional
learners.

Effectiveness Questioned

In a 2008 study published in the "Journal of the Association for Psychological Science," four
psychology professors set out to find scientific evidence regarding the effectiveness of
accommodating learning styles in the classroom. Harold Pashler, Mark McDaniel, Doug
Rohrer and Robert Bjork concluded that as of that time, there was no adequate evidence to
justify incorporating learning style assessments into general educational practice, and limited
educational resources are better spent elsewhere. Although it's debatable as to whether or not
it's worth the expense, an awareness of learning styles can be a helpful tool for educators
when traditional students are experiencing learning difficulties.

Corporate learning stimulates corporate growth, and for this reason management learning
resources are vital for a company to succeed. Topics can include change management,
coaching, communication, conflict, consensus decision-making, creativity, customer service,
delegation, diversity and employee retention. Whether it is for employee enrichment or
planned corporate education, management needs to have access to learning resources to
move forward and compete effectively in today's challenging market.

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Where to Find

Locate corporate learning resources in many easy-to-find places. Whether it is a skill that is
exclusive to your corporation, or it is a discipline that is needed in management to address a
particular requirement among the employees, all can be found on the Internet somewhere.
Also, there are many organizations whose specialty is corporate training. Many of these
organize annual events at which individuals and other organizations involved in educational
technology and teaching assemble and examine the latest developments in the field. Most of
these conferences are free to join. There is a wealth of information to be had from these
sources.

Maximizing the Environment

Make it abundantly clear to corporate management employees that there are resources
available for learning anything they need to get their job done effectively. Make a subject
like the need for training in conflict management, for example, easily available so that the
issues that undoubtedly arise can be addressed as soon as they appear. Another topic that
requires constant addressing is the problem of employee retention since this is not necessarily
restricted to human resources. Whether it is a change management issue, or the
diversification of employee management, these are educational resources that need to be
acquired if they don't already exist in an organization.

Educational Technology

Leverage the many resources available on the Internet. These range from video-conferencing
for organizations that have disenfranchised office locations to other free and low-cost online
cloud-based software that organizes and processes information. All of these have the
necessary computing power to handle the data weight of any small to medium-size
organization, and they respond with reliability, accuracy and security. If an app is needed to
make comparisons, it is available. Online conferences with a recordable white board are
available along with moderated chat channels. In today's information age, it is a simple
process to access training on just about every subject under the sun. And the topics that are
the easiest to find are those that deal with corporate management.

Final Thoughts

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Explore other avenues of information. Cable TV has some useful educational shows, all of
which can be downloaded to a DVR for later viewing by a class of students. University and
college libraries are a wealth of information and frequently have more developed educational
resources for access by local organizations. And another highly useful source of corporate
educational facilities is the local chamber of commerce. And many of these facilities are
available in multiple languages.

Instructional Management

Instructional management resources help teachers initiate such ideas as thematic units,
learning centers and student projects. Such resources help students see the real-world
connection among subject such as math, science, English, social studies, art and music.
Students learn how the world works as a whole. In addition, children appear to be more
attracted to subject material that mirrors everyday life, including movies, videos, animals and
pets. When teachers can connect such interests to academic materials, students are less likely
to find reasons to misbehave in the classroom.

Behavior Management

Behavior management resources help teachers save time and relieve the stress of teaching by
effectively directing the behavior and activities of students. Many times, teacher stress can
become too overwhelming, causing burnout and perhaps loss of interest in the teaching
industry. However, management strategies that allow students to improve their own behavior
are a plus. Teachers must utilize strategies that offer some incentive to the students.
Implementing such activities as reading and study buddies, student mentors, flexible
grouping, learning contracts and choice boards give students a more active role in controlling
their behavior.

Time Management

Time management resources involve teaching students how to manage their time, not only in
the classroom but outside of school as well. Students must know how to assess their time and
develop a time management schedule. This will help them to effectively complete their class
work as well as help them prepare for the next lesson. Also, students must learn how to
manage their time away from school in order to study and complete their homework. They
must learn how to separate from their social lives and make time for their academic duties.

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Where to Find

Teachers can find many types of instructional resources for classroom management at
educational book stores within their town or city. Store managers will assist in finding the
kind of classroom management material necessary to get students in alignment with the rules
and regulations a teacher has established. Teachers may also gain access to a variety of
instructional resources online. Many education websites exist to help teachers take control of
their classroom. These sites offer such items as classroom management kits, community
building kits as well as articles on behavior management and discipline.

Learning Management System (LMS)

The first best place to seek management-training resources is on the job. Your human
resources department can direct you to your company's options for management training.
Many companies contract with training companies for enterprise wide subscriptions to self-
paced instruction via a Learning Management System (LMS). Once you have access to an
LMS you can review its catalog and book the courses that you wish to take. After you
complete a course at your own pace, some systems allow you to print out a certificate of
completion.

Management Training Companies

Management training companies specialize in providing training services, coaches,
facilitators, speakers and presenters to teach management principles to individuals or groups.
A management training company may also provide a specialized philosophy or learning track
on management.

Industry Organizations

Professional industry organizations are usually non-profit corporations that facilitate

networking and keep professionals in sync with leadership and management. The Leader's
Institute, American Management Association and Project Management Institute are a few
organizations that promote management principles.

Self-Study Books, Tapes, Audios and Videos

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There is a wealth of material on the market for self-study in management training. Napoleon
Hill's "Law of Success" is a classic set of books and audios from the 1920s that is still
applicable today. To obtain the "Law of Success" in 16 steps, available as a free eBook, see
Napoleon Hill Law of Success, below. "The Secret," "The Seven Habits of Highly Effective
People," "The Law of Attraction" and "The Power of Now" are other resources that can be
used to supplement leadership and management with core skills to deal with issues and
people.

Q.4 Why it is essential to keep the records of school data? Develop a plan to manage
the different kinds of school records. (20)

When used as a general reference, "school record" can encompass everything from grades to
specific classes taken. For example, the College Board, a not-for-profit college prep
organization, discusses everything from summer activities to Advanced Placement classes
and teacher recommendations for college applicants under the category of "high school
record." School children may discuss, perhaps with some fear or trepidation, the concept of a
"permanent record," or an official file that tracks a student's bad behavior and stays around to
haunt him or her for life, but there is no real proof that such a system of formal behavior
tracking actually exists and, if it does, that it has any real impact on a student's life beyond a
college application.

What information is contained in school records?

School records are any information kept by a school about an individual student. These
records can include the student’s address, telephone number, birthday and age, parents’
names, important medical information, grades, discipline reports, special education records,
achievements, previous schools attended and information from teachers.

Who has access to school records?

School information can be given in four circumstances:

Any school staff member with a legitimate educational need for the information can look in a
student’s file. This means there must be a good reason, related to the student’s education.
The student’s parents may ask to see the file for any reason. Directory information, which
includes the student’s name, address, telephone number, date and place of birth, participation

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in activities and sports, and recent schools attended, may be given upon request. An example
of this would be if a local newspaper is writing an article about the school. Under the federal
No Child Left Behind act, military recruiters may receive information about a student if the
student has not told the school that he or she does not want their information to be given to
the military.

What if the information in the records is incorrect?

Parents may challenge the contents of the record. The correction will be made and a written
explanation of the parents’ reason for the change included in the record.

Can the school release student records?

With the permission of a student’s parent or guardian, the school may release records. They
may also release records without parental permission to other school officials who have a
reason to need the records, officials in other school districts at which the student wishes to
enroll, certain members of the state and federal government, in connection with financial aid
applications or receipts, in connection with any juvenile justice proceedings if the officials
receiving the information certify in writing that they will not share the information,
organizations doing a study on the school or accrediting the school, in emergency situations
to individuals who need the information to help the student, upon being served with a
subpoena. These rights transfer to the student once the student turns eighteen, unless a court
has ordered otherwise.

If a student tells a teacher something that is private, does the teacher have to report
what the student tells her?

Under the Code of Professional Ethics for Educators that all teachers must follow, teachers
must keep confidential any information they have about a student unless the student is in
danger. This means that if a student tells a teacher something that might be private but is not
dangerous to the student, the teacher is not allowed to say anything to anyone else about it.
But, if information is disclosed to a teacher that the student is being hurt or is scared of
someone, the teacher may be required to tell someone else about it so that the student can get
help to get out of the dangerous situation. A teacher must report any suspected dependency,
neglect or abuse. For example, if a student tells a teacher she is being abused, it must be
reported.

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What must a counselor report?

Counselors and principals have to follow the same rules as teachers. If a student tells them
something private that is not dangerous, they cannot tell anyone else. If the student tells
them about something that is dangerous, they have to tell someone else.

The log Book:

The log book is a historical record of events that have significant effects on the schools
activities. It records detailed happenings, during the visit of dignities whose signatures appear
in the school visitor’s book. It gives background information to a new manager. It amplifies
the local history of a village or town, especially the role of the school in such development. It
reveals important events or occurrences in the life of the schooling new building, rainstorm,
collapsed building, motor vehicles, and accidents in school, expulsion or fire disaster. The
Log Book is specifically designed for the purpose of containing remarks of the school
inspector or other important officers of the education department, who pay an official visit to
the school. But it should not be confined to the remarks of the inspecting officers only. It
should contain a complete record of the important events that occur during the session. It
should also contain the history of the school of a particular year. Information like the
introduction of new text books or apparatus, visits of the inspecting officers, changes in the
school routine, absence or illness of any of the official staff etc., should be written in the Log
Book. The headmaster is the only authority to make entries in this book.

The school cash Register

Records of financial transactions in schools. It gives information about income and

expenditures. It promotes accountability and prevents corrupt and sharp practices. Cash Book
is a record of all money transactions occurring from day-to-day in the school. Money
received by the school from different sources like fees, fines, donations, stipends,
scholarships, grant-in-aid are entered on the credit side. On the debit side the payments like
the salaries of the teachers, stipends, scholarships, contingent expen­diture incurred, deposits
made in the Treasury, bank and post office are shown. Balance is shown in red ink. It should
be regularly written and the day's business should be closed with the signature of -the
headmaster. It should be an up-to-date record.

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 Storage of school records

Records that are not in current use (called inactive records) can be stored on school premises
but please note the following:

 The records MUST be safe from unauthorised access.

 The records must be stored in an environment free from dangers such as water, excessive
light, excessive heat, vermin and insects.
 The records should be properly boxed and labelled and a list should be created so that records
can be easily located when needed.

Life-spans of school records

All public records have life-spans that are determined by standards issued under the Public
Records Act1973. These range from ‘destroy immediately’ to ‘keep forever’. To find out
how long a particular record needs to be kept refer to the relevant Retention and Disposal
Authority (RDA).
Retention and disposal authorities relevant to schools

All school staff who manage records should become familiar with the two Retention and
Disposal Authorities that are used to sentence school records.

 Schools General Retention & Disposal Authority (PROS 01/01) - This RDA covers records
specific to schools such as, but not limited to, reports, attendance rolls, enrolment records and
school council records.
 General Retention & Disposal Authority for Records of Common Administrative Functions
(PROS 07/01) - This RDA covers records common to all public offices such as, but not
limited to, financial records and personnel records.

For more information on both Retention and Disposal Authorities, see: Public Record Office
Victoria Destruction of temporary school records. Schools that regularly carry out authorised
destruction of records are in a better position to manage their records holdings. Records can
only be destroyed in accordance with a Retention and Disposal Authority.

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Staff personal (personnel) files

Essential personal documentation about each staff member must be maintained in a personal
file. Schools are responsible for the security and maintenance of personal files. These must
be held in a secure environment with restricted access. For a previously employed staff
member, if re-employed, a personal file will already exist. This file must be retrieved rather
than creating a new personal file. On cessation of employment, a staff member’s personal file
will be retained by the school where they were last employed for 50 years from date of
cessation. The file may be reactivated if the staff member is re-employed prior to the
appropriate destruction time. If a previously employed staff member commences
employment in a school, the employing school must retrieve the personal file from the school
where that staff member last worked.

If a school closes, contact should be made with the regional office for policy advice about the
management of personal files. Freedom of Information and Privacy issues can impact on
requests for access to these files and, especially, requests to remove or amend records
contained in these files.

Q.5 Elaborate the process and functions of monitoring or evaluation of education

system implemented at provincial level. Give some suggestions to improve the existing
situation of education in secondary schools. (20)

Criteria for Evaluation

Criteria of teachers perform evaluation of each teacher's performance. There are standard
methods of monitoring each teacher's performance using criteria that include how well
students are learning, the teacher's personal skills and behavior and additional qualifications
and training that a teacher achieves.

Classroom Management

Classroom management is an important area for evaluating a teacher. Teacher grades include
how well a teacher deals with class disruptions and student misbehavior and reports
disciplinary incidents. Evaluations include information about the learning environment,
including whether the teacher makes sure the students have access to all of the books and

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other material they need to study. Management includes the teacher's class preparation, such
as having all of the course notes, handouts and material necessary to teach students about the
course subjects.

Developmental Appropriateness

Developmental appropriateness is a necessary component of evaluating a teacher. Teachers

help students at different ages learn, and course grading focuses on whether a lesson
specifically helps students in the target age group. This includes student practice of skills
appropriate to their age level, including the development of motor skills and the availability
of free time to play for young children.

Accessing Material

Teachers are also graded on whether they are providing material that is accessible to all
students. Not every student is from a similar background, so the performance includes
metrics for how well students from minority groups learn as well as students whose parents
earn different levels of income. Adjustments include modification of lesson plans to help
students with disadvantages learn and lessons on communicating with people from different
backgrounds.

Demonstrating Student Skills

Performance metrics include student demonstration of the skills they learn. Teacher grades
correspond to teaching about a skill in a way that links to students' life experiences.
Additional metrics include various steps the student goes through when mastering a skill,
such as starting to perform a task with the assistance of the teacher and gradually
transitioning to performing it while a teacher is watching, followed finally by performing the
task as homework while the teacher is not present.

Professional Behavior

Teaching is a profession, so teacher performance also includes monitoring of professional

behavior. This includes performing job duties according to a time schedule, communicating
clearly and appropriately with students, parents and school administrators, and continuing to

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develop new skills through continuing education. Teacher performance evaluation also
includes whether the teacher learns about new technologies such as computer software.

Teaching is a process that involves not only the teacher but also the students and the
principal. The structure of the evaluation includes counsel with the principal to achieve goals.
These goals include clear communication with a teacher explaining how she will be
evaluated. The standards of objectivity, along with the teacher's ability to relate to teaching
skills and opportunities for career development, are the determining points in the effective
evaluation. The teacher should be given the opportunity to be observed in many different
lessons to get a fully rounded view of the teacher's capability. Observation as well as a
review of her lesson plans should be included in the evaluation. Asking other professionals to
join in the evaluation process ensures a more balanced view. Using peer evaluation, a
valuable learning tool for teachers to receive feedback by those who view her daily, adds to a
more rounded evaluation.

Reporting the Results

An evaluation is a process that when handled well can give much needed information or
criticism. Giving feedback in a positive, compassionate, professional delivery enables the
teacher to use the evaluation as a growing process. Not overwhelming the teacher with
information that is not useful is a priority.

Teachers' Concerns

Teachers are not involved in the process of determining criteria for evaluation. School boards
usually decide how the evaluation is tailored. To be more effective, teachers need to
participate actively in the evaluation process. Evaluators should spend time to make sure
quality information is gathered. Teachers are concerned that evaluators are not trained well or
have no teaching experience.

An effective evaluation is meaningful for the teachers and the school system, providing
information and enhancing students' needs, teachers' capabilities and school effectiveness.

The CIPP evaluation model:

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One very useful approach to educational evaluation is known as the CIPP, or Context, Input,
Process, Product approach, developed by Stufflebeam (1983). This provides a systematic
way of looking at many different aspects of the curriculum development process. There is a
risk, however, that it may be directed only by ‘experts’ or ‘outsiders’, and for this reason it is
vital to identify ways in which various stakeholders can be meaningfully involved.

Basically, the CIPP model requires that a series of questions be asked about the four different
elements of the model.

Context

 What is the relation of the course to other courses?

 Is the time adequate?
 What are critical or important external factors (network, ministries)?
 Should courses be integrated or separate?
 What are the links between the course and research/extension activities?
 Is there a need for the course?
 Is the course relevant to job needs?
Inputs

 What is the entering ability of students?

 What are the learning skills of students?
 What is the motivation of students?
 What are the living conditions of students?
 What is the students’ existing knowledge?
 Are the aims suitable?
 Do the objectives derive from aims?
 Are the objectives ‘smart’?
 Is the course content clearly defined?
 Does the content match student abilities?
 Is the content relevant to practical problems?
 What is the theory/practice balance?
 What resources/equipment are available?
 What books do the teachers have?
 What books do the students have?
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 How strong are the teaching skills of teachers?
 What time is available compared with the workload, for preparation?
 What knowledge, skills and attitudes, related to the subject, do the teachers have?
 How supportive is the classroom environment?
 How many students are there?
 How many teachers are there?
 How is the course organized?
 What regulations relate to the training?

Process
 What is the workload of students?
 How well/actively do students participate?
 Are there any problems related to teaching?
 Are there any problems related to learning?
 Is there effective 2-way communication?
 Is knowledge only transferred to students, or do they use and apply it?
 Are there any problems which students face in using/applying/analyzing the
knowledge and skills?
 Is the teaching and learning process continuously evaluated?
 Is teaching and learning affected by practical/institutional problems?
 What is the level of cooperation/interpersonal relations between teachers/students?
 How is discipline maintained?

Product
 Is there one final exam at the end or several during the course?
 Is there any informal assessment?
 What is the quality of assessment (i.e. what levels of KSA are assessed?)
 What are the students’ KSA levels after the course?
 Is the evaluation carried out for the whole PCD process?
 How do students use what they have learned?
 How was the overall experience for the teachers and for the students?
 What are the main ‘lessons learned’?
 Is there an official report?
 Has the teacher’s reputation improved as a result (or been ruined!)?

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Methods used to evaluate the curriculum

There are many ways to evaluate the curriculum. Here are some common ways. Several of
these would normally be used in combination:
 discussion with class
 informal conversation or observation
 individual student interviews
 evaluation forms
 observation in class/session of teacher/trainer by colleagues
 video-tape of own teaching (micro-teaching)
 organizational documents
 participant contract
 performance test
 questionnaire
 self-assessment
 written test

Improvement and suggestions in educational management: Monitor and document the

program's activities. This is the process component of CIPP. You can gain information on the
program's process through a variety of methods, including surveys, interviews and participant
observation. You can interview or survey program personnel and intended beneficiaries of
the services to document service delivery. Program records, such as student attendance
records for tutoring sessions, yield other valuable data for evaluating activities and processes.
When assessing the process, compile interim progress reports on program activities to keep
program management and other decision-makers informed. The needs of management and
other stakeholders will determine the number of interim reports needed, as well as the level
of detail the reports should contain.

Product component:

Analyze program outcomes and impacts, which encompass the product component of the
CIPP model. Keep the program's goals in mind when assessing the outcomes. Using the
tutoring program as an example, you should determine whether students who received the
tutoring demonstrated higher levels of improvement in math than their peers who did not
participate in the program. You also can interview program personnel and intended
beneficiaries of the services to gather their perceptions of the program's outcomes. Compile a
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comprehensive evaluation report that addresses the four major components of CIPP: context,
inputs, process and product. There are many approaches to organizing an evaluation report,
but making each component a major section is one method. Write the report in clear, concise
language that emphasizes active voice and minimizes the use of technical jargon. Use tables
and charts to highlight findings. Many evaluations close with a set of recommendations for
program improvement. If your report includes recommendations, make sure you can support
your recommendations with evidence gathered in the evaluation

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