SESSION

2019

Title:- Management of a Pak Turk school.

Submitted By Submitted To
Mahjabeen Abbasi
Tayyaba Waheed Ma'am Nadia
Hawa
Saadet Bas
Maryam Raof
Ghanwa

Dept. of Education
Facility Of Social sciences
Date: 23/04/2019
 Pak Turk School
Vision
We are and will be a school where design and social research drive approaches to studying issues of our ti
me, such as democracy, urbanization, technological change, economic empowerment, sustainability, migration,
and globalization. We will be the preeminent intellectual and creative centerfor effective engagement in a world
that increasingly demands better-designed objects, communication, systems, and organizations to meet social ne
eds.

Our vision aligns with shifts in the global economy, society, and environment, which animates our mi-sion and
our values such as:

" Creativity, innovation, and a desire to challenge the status quo will affect
what and how we teach and the intel-lectual ambitions of the school itself."

Social engagement should orient students' academic experiences to help them become critically engaged citizen
s, dedicated to solving problems and contributing to the public good.

Mission
The Pak Turk School prepares students to understand, contribute to, and succeed in a rapidly changing
society, thus making the world a better and more just place. We will ensure that our students develop both the sk
ills that a sound education provides and the competencies essential for success and leadership in the emerging cr
eative economy. We will also lead in generating practical and theoretical knowledge that enables people to bette
r understand our world and improve conditions for local and global communitie

Introduction:-
PakTurk Maarif Schools (formally PakTurk International Schools and Colleges) is a private chain of
Turkish educational institutions currently working under Türkiye Maarif Vak (formally under PTICEF)
established in 1995 for the pursuit of education in Pakistan. As of 2016, 28 branches of PakTurk International
Schools and Colleges are operating in Islamabad, Lahore, Karachi, Khairpur, Multan, Jamshoro, Peshawar and
Quetta, with a total student population of more than 11000.

as well as the state schools across Pakistan since 2005. ISMO has become a national event and being conducted
all over Pakistan. This competition is conducted at different cities simultaneously. Cash prizes along with
shields and certificates are given to branches are:
PakTurk Islamabad (Boys (Chak Shehzad), Girls (Sector H-8), Junior (Sector G-10), Pre-School (Sector G-10)
PakTurk Lahore (Boys, Girls, Junior, Pre-School),Dreamgarden Campus, Khayaban-i Amin campus, Islampura
Campus
PakTurk Multan Events and programs
ISMO (Inter School Maths Olympiad), National ISMO (for Class V to VIII) is a mathematics test based on
multiple-choice questions. PakTurk International Schools and Colleges have been successfully organizing the
Inter Schools Maths Olympiad (ISMO) for the students to the qualifying candidates. The first position holder
(studying in class VIII) is awarded by the title "Al-Khwarizmi of Pakistan, of the year" after the name of Al-
Khwarizmi a Persian Muslim mathematician, astronomer and geographer during the Abbasid Empire, a scholar
in the House of Wisdom in Baghdad.

MANAGEMENT LEVELS of PAKTURK SCHOOL

Top-level Managers
The board of directors, president, vice-president, and CEO are all examples of top-level managers
of the PakTurk School .These managers are responsible for controlling and overseeing the entire organization.
They develop goals, strategic plans, company policies, and make decisions on the direction of the school.In
addition, top-level managers play a significant role in the mobilization of outside resources.
Top-level managers are accountable to the shareholders and general public.

Middle-level managers
General managers, branch managers, and department managers are all examples of middle-level
managers in school. They are accountable to the top management for their department’s function.

Middle-level managers devote more time to organizational and directional functions than top-level managers in
school. Their roles can be emphasized as:

 Executing organizational plans in conformance with the company’s policies and the objectives of the top
management;
 Defining and discussing information and policies from top management to lower management; and most
importantly
 Inspiring and providing guidance to low-level managers towards better performance.
Some of their functions are as follows:

 Designing and implementing effective group and intergroup work and information systems;
 Defining and monitoring group-level performance indicators;
 Diagnosing and resolving problems within and among work groups;
 Designing and implementing reward systems supporting cooperative behavior.

Low-level managers
Supervisors, section leads, and foremen are examples of low-level management titles. These
managers focus on controlling and directing.

Low-level managers usually have the responsibility of:

 Assigning employees tasks;

 Guiding and supervising employees on day-to-day activities;
 Ensuring the quality and quantity of production;
 Making recommendations and suggestions; and
 Upchanneling employee problems.
Also referred to as first-level managers, low-level managers are role models for employees. These managers
provide:

 Basic supervision;
 Motivation;
 Career planning;
 Performance feedback; and
 Staff supervision.
FUNCTIONS of PAKTURK SCHOOL

Planning
The planning of the PakTurk School are ;

 Translating national education policies into school-based teaching and learning objectives and targets.
 Planning both the long-term acquisition of relevant teaching and learning resources (including finances).
 Preparing school syllabuses, schemes of work, timetables and schedules of activities.

 Preparing schedules for meetings of the Heads of Departments, Level Heads, Parents Teacher
Association, staff, etc.

Organizing
The organizing of PakTurk School are ;

 Preparing up-to-date job descriptions for all employed staff, and assigning roles, responsibilities and
duties to staff and pupils.

 Arranging for the appointment of new staff and the selection and appointment of all staff and students
holding responsibility posts.

Leading
The leading of PakTurk School are ;

 Ensuring that classes are held, and that pupils' work is marked and assessed

 Monitoring standards of learning and teaching in the classroom

 Checking the schemes of work and lesson plans of the teachers.

 Ensuring attendance and punctuality of both staff and pupils.

 Conducting a full and fair appraisal of all staff, including observations, discussions and in written
reports.

 Taking stock and physically checking the resources and equipment of the school

Controlling
The controlling of PakTurk School are ;

 Preparing the Annual Report of the school.

 Analyzing examinations results and making recommendations for raising standards

 Reviewing the performance of all aspects of the school.

 Setting new targets for individuals, departments and the school.

 Presenting financial statements and reports to the appropriate authority.
Plans:-
There are the following plans which are required for a school management which are as follow:-

Strategic Plan:-
The Pak Turk strategic plan ensures the academic strength and distinction of the school. The strategic
plan for 2013-2018 reflects many months of thinking and discussion across the school at all levels. It articulates
the mission and vision for the school and the major goals and guiding principles that that will direct the
university for the coming years.

The strategic plans breaks the school goals into five broad categories:

1- Academic programs and quality.

2- Student access.

3-Global education;

4- External profile.

5- infrastructure.

Operational Plan:-
An operational plan is the sub-concept and sub-part of a strategic plan. The operational plan helps team,
offices, and specific department plan specific details on how to contribute to the achievements of the objectives
and goals of the school.

Time Frame:-
In time frame there are two types which are long term plan and the short term plan which are consist of
different time periods but in pak turk they have a long term plan to achieve their goal.

Specificity:-
There are two types specificity which are :_

1. Specific Plan and Directional Plan:-

Specific plan are those that are clearly defined and leave no room for interpretation so in Pak
Turk school there are specific plans but not too much because there is a need of a flexibility so that we
can change our plan according to the need which are known as Directional plan .
For Example: There are 15 seats for a student in one class and school conduct a test for admission and
the merit required is 80% so the total students who got 80% are 17 students so they had that much
flexibility that they can give admission to that 17 students.

Goals:-
There are the following goals of a Pak Turk school to achieve their their mission which are as follow:-

Financial Plan:-
 The financial goal of pakturk school is that we will preserve our strong financial standing while
maintaining programs, services, and facilities at maximum efficiency.

Strategic Goal:-
The strategic goal of Pak turk school is to provide the leadership to increase academic achievement and
learning opportunities for all students, using date to measure growth, and to effect changes in curiculum and
instruction when necessary to close the leadership gap.

Stated goal:-
The stated goal of Pak Turk school is that we promote mutual respect for all district stakeholders and
provide safe and nurturing learning environment for students and staff to perform at peak efficiency.

Strategies:-
There are the following five strategic share key to addressing student needs so you can achieve a
positive school discipline climate:-

Policies:-
Review and revise punitive codes of conduct and other policies.

Classroom management and engagement:-

Examine address classroom rules and norms and school climate.

Evidence-Based program and practicies:-

Incorporate proven programs and practicies that address students most pressing needs.

School and community support services:-

Employ existing services to address students needs.

Family Engagement:-
Use strategies that engage parents and other family needs.

Organizational Culture:
The organizational culture of schools is often taken for granted, but it is a subject that needs greater focus and
understanding of school-based professionals. In general, organizational culture “refers to a set of common
values, attitudes, beliefs and norms, some of which are explicit and some of which are not” (Brown, 2004, p. 4).
In many ways organizational culture is invisible—although it can be both conscious and unconscious—but at
the same time, it serves as the glue that binds and builds a sense of cohesion within schools. Organizational
culture can be found in shared relationships among colleagues, norms within the school environment, student
and teacher relations, and sharing experiences (Haberman, 2013). A school's organizational culture provides a
sense of identity, promotes achievement orientation, helps shape standards and patterns of behavior, creates
distinct ways of doing things, and determines direction.

Control Process:
The control process involves carefully collecting information about a system, process, person, or
group of people in order to make necessary decisions about each. Managers set up control systems that consist
of four key steps:

Establish standards to measure performance:

Within an organization's overall strategic plan, managers define goals for

organizational departments in specific, operational terms that include standards of performance
to compare with organizational activities.

Measure actual performance:

Most organizations prepare formal reports of performance measurements that managers

review regularly. These measurements should be related to the standards set in the first step of
the control process. For example, if sales growth is a target, the organization should have a
means of gathering and reporting sales data.

Compare performance with the standards:

This step compares actual activities to performance standards. When managers read
computer reports or walk through their plants, they identify whether actual performance meets,
exceeds, or falls short of standards. Typically, performance reports simplify such comparison by
placing the performance standards for the reporting period alongside the actual performance for
the same period and by computing the variance—that is, the difference between each actual
amount and the associated standard.

Take corrective actions:

When performance deviates from standards, managers must determine what changes, if
any, are necessary and how to apply them. In the productivity and quality‐centered
environment, workers and managers are often empowered to evaluate their own work. After the
evaluator determines the cause or causes of deviation, he or she can take the fourth step—
corrective action. The most effective course may be prescribed by policies or may be best left
up to employees' judgment and initiative.

Elements:
The four basic elements in a control system:

 The characteristic or condition to be controlled

 The sensor
 The comparator
 The activator