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Assessment of the 4th Primary School`s democratic governance based on analysis of the First Key

Area:
GOVERNANCE, LEADERSHIP AND PUBLIC ACCOUNTABILITY
FROM THE POINT OF
RIGHTS AND RESPONSIBILITIES
ACTIVE
VALUING DIVERSITY
VIEW:
PARTICIPATION
TEACHERS
(Dijana and Silvija)
PSYCHOLOGIST
(Mirjana)
COMMUNITY
(Dijana)

PARENT
(Silvija)

STAGE:2
a)Leadership is responsible to
government
The head of the school is loyal to higher
authorities but has some awarenes of possible
negative effects on stakeholders. She doesn´t
recognize other stakeholders as important as
higher authorities.
Leadership tend to focus not on goals but on
regulations. That's why freedom in doing things
„our own way“ is often controlled and has to be
approved.
STAGE:3
b)Leadership shares power with
stakeholders
Important decisions are made after
consultations with majority of those affected by
them. Leadership consults the staff about
certain decisions. Expected conclusion should
be in agreement with the higher authority.
Students´ opinions are not usually taken into
account. Thus, students are given some
influence in minor, easier areas.

STAGE 2:
c)Management and day to day routines
The Head of School is carefull not to put too

STAGE:3

STAGE:3

Leadership recognises
and promotes shared
ownership and
responsibility of all
stakeholders:

Awareness of diversity:

The Head of the school
distributes tasks and
responsibilities on staff
mainly but inequaly. Those
who prove to be more
responsible get more
freedom in performing the
tasks and more
responsibilities as well.
There is a lack of trust at all
levels: teachers don`t trust
that pupils could be given
more influence in decision
making (fear that they
won`t be responsible
enough and that teachers`
authority will be
diminished).

There are non-discriminating
rules, recognition of religious
diversity, inclusion of SEN
students , equal opportunity
for education no matter the
child` s background.
Everything looks fine on a
piece of paper but it should be
put more into practice.
In practice students are
primarily seen as pupils who
need to be taught obligatory
material . Their emotional
background is not taken
serious enough and values are
not promoted enough in
teaching process.
Although there is opinion
among staff that all pupils
have equal learning
possibilities, in practice it is
not true. Those students who

share ideas. The head of the school does a lot of administrative work and seeks control over most of the things. Children learn the best through real-life situations …if we do what we preach.Assessment of the 4th Primary School`s democratic governance based on analysis of the First Key Area: GOVERNANCE. Both of the Councils engage them to make decisions. the students will see it is good. find the ways to help other kids in need. students and parents. She is aware of the importance of good relation with all stakeholders. Students are involved into giving some ideas and sharing their point of view through Student Council.spend some quality time with children who are hospitalized etc. it is for real and it is something that should be done. LEADERSHIP AND PUBLIC ACCOUNTABILITY much power in the hands of staff and students. . experience lack of parental support have less chances to succeed and are evaluated in the same way as students who „have it all“. But all stakeholders are not equaly influenced.Emotional itelligence should be practised among teachers. Distrust that some tasks should be given to others . Communication is mostly one way. Some of the students are representatives of Children's City Council.

Personal responsibility of all the stakeholders should be taken to a higher level.We like the idea that pupils colud be engaged into staff meetings. parents. Some regulations shouldn`t be taken for granted. STUDENTS` council is not enough active.they should participate from time to time We should put more emphasis on promoting democratic values (in practice) and not on academic achievements . creative . We teach by doing and not by saying.. DESIRED DIRECTION: DESIRED DIRECTION: We would like more active participation of staff: they should also initiate staff meetings in order to share positive examples of teaching practice.. praise pupils who excell not only in academic areas but who are tolerant. positive . engaged. Transfer of knowledge comes after democratic values. Values and responsibilities that the head of the school expects from others . she should have herself. The same should be for all the stakeholdersteachers. supportive. . NGOs. LEADERSHIP AND PUBLIC ACCOUNTABILITY WHAT DIRECTION WOULD WE LIKE TO TAKE? ACTIONS: The Head of the school should become aware that it is possible to be loyal to higher authorities and respect regulatives but still be able to adjust them to fit to all stakeholders. share creative ideas . We would like more flexibility with legislatives and regulations where possible. they do not Students should be seen as wholistic people.Assessment of the 4th Primary School`s democratic governance based on analysis of the First Key Area: GOVERNANCE.

All stakeholders should take this council more seriously. activities they share. values they learn…The rest of the students from our school get some information about their activities ( it mostly depends on information given by their headteachers) . On the other hand. We would like to give them more influence in decision making and . by that. LEADERSHIP AND PUBLIC ACCOUNTABILITY initiate ideas nor they try to present their needs and demands. parents have almost no information about it. They are not motivated nor understand what is the point of that council. they should be given more support and more credit for what they do.Now we have to think of . more responsibility. There is the lack of feedback what happens in students` council meetings.Assessment of the 4th Primary School`s democratic governance based on analysis of the First Key Area: GOVERNANCE. Obviously.

It was very interesting to assess school where I work in all the areas of governance. Dijana: My impressions while reading this manual were very positive. I have travelled a certain part of the journey and I am going to do my best to continue travelling forward. In many ways it has given me a feedback that my teaching and work with students is on the right path.Assessment of the 4th Primary School`s democratic governance based on analysis of the First Key Area: GOVERNANCE. The leader has the chance and obligation to question himself/herself what can be done to adjust some of them to the needs of all stakeholders. as a team. although we put assessment of the first key area on this piece of paper. . As far as personal outlook of the leeder is conserned. We have also come to various ideas what could be done in other areas of governance. I also like suggestion that we have to motivate students to be more active by giving them more support and give them credits for well done job. LEADERSHIP AND PUBLIC ACCOUNTABILITY the ways how to make parents involved . we had to discuss and reflect on this a lot. it is a journey . Fortunately. It took some time and . Tips and suggestions that I like concern staff meetings and allowing students to join staff meetings from time to time. not only to those who are of higher authority. Giving students more influence in decision making seems challenging. I really like suggestions that he/she should not take all regulations and rules for granted. I really like what is said about democracy in this manual. that. We tackled some topics that were forgotten for some time.

It often happens that it is necessary "adjust" the application of certain regulations. Trying to make some changes in our school. I'm happy to say that I've already practised some of this things in my everyday teaching. Being a parent and a teacher in this school. We should be more flexible in considering regulations concerning children. This manual enabled us to get insight into the state of democracy in our schools. she is not a memeber of the team so we have made this assessment for „the second hand“. I especially like the idea of leaving the lesson plan in order to intervent if somebody is treated wrong or needs our help. I like suggestions that every head oft he shoul should ask himself/herself about the reasons for becoming a leader oft he school. But. It has a good impact on all of us. I work closely with the Head on many issues on which we have sometimes the same and sometimes different attitude. We should reflect on them critically. It . but it is much more important to recognize our weaknesses . using different approaches. It's great to recognize some positive examples in our school. involving „something new“ into lessons. Silvija: Reading this manual gave me more ideas of what should be changed and the best thing about this manual is that it gave me the prompts on how to do it. Search for meaning behind certain provisions is also crucial to their application to be effective. I trully hope that parents will be more involved in this life-learning process. Mirjana This assessment would be more valuable if the voice of our Head of the School would be a part of this assessment. Listening to the other side and the effort to understand the interests of the "other side" they can be the key to solve the problem in order to get a“ win-win situation“. especially when it comes to children (and parents). Though.Assessment of the 4th Primary School`s democratic governance based on analysis of the First Key Area: GOVERNANCE. LEADERSHIP AND PUBLIC ACCOUNTABILITY Finally. as a school psychologist. approaching students with trust and approval…these are the ways to make the quality of their lives in school better.

. but as they say "every trip begins with the first step". LEADERSHIP AND PUBLIC ACCOUNTABILITY seems that we have a long way to a real democracy in our schol and society.Assessment of the 4th Primary School`s democratic governance based on analysis of the First Key Area: GOVERNANCE.