Head Teacher Guide PDF

Head
Teachers’ for Primary

& Elementary
Schools
Guide
Directorate of Staff Development, Punjab Lahore

D S D
Head Teacher Guide For Primary and Elementary Schools
COOPERATION
PAKISTAN
FEDERAL
REPUBLIC OF
GERMANY
D S D
Head Teachers’ Guide
Preface
Imparting quality education, developing good school leaders and effective teachers for effective
schools are some of the objectives of the Government of the Punjab. School leadership plays a vital role in
improvement and upgradation of the standard of education; thus, making it imperative to enhance the
managerial skills of the school leaders and equipping them with requisite knowledge, skills and positive
attitude to enable them to improve their schools and raise them to international standards. To achieve
this vision the School Education Department expects school heads to work in close cooperation and
collaboration with local community, school staff, parents and District Education.
Directorate of Staff Development (DSD) has been mandated, since its inception in1959, to
develop quality instructional material and provide professional development to in-service and pre-
service public school teachers, head teachers and administrators. Keeping in view the Government's
Vision, a Head Teacher Guide became the need of the hour to create awareness and facilitate the head
teachers in discharge of their duties and responsibilities effectively.
This Head Teacher's Guide provides relevant and detailed information and contains self learning
material to improve their performance in schools. Integrated activities will enable them to work as
mentor for the staff to improve whole school performance. It is visualized that the guide will also prove
helpful for head teachers to acquire procedural knowledge, enhance their managerial skills and create an
atmosphere conducive to the teaching learning process. It serves the purpose of a 'tool kit' to improve
standards in schools.
The Programme Director DSD, Additional Programme Director, Faculty Members and Material
Development Team acknowledge the cooperation extended by various public, private, National and
International organizations in the preparation of the document. DSD is especially grateful to GIZ (German
International Cooperation Agency) for extending its full cooperation and support in conducting
workshops and development and designing of the guide. DSD is grateful to World Bank, DFID and Pak-UK
Task Force for their timely input in the completion of the task. Our special thanks is due to UNICEF for
providing photographs. DSD also acknowledges and appreciates the contribution of developers and
reviewers representing different organizations including: The City School Lahore, Aitchison College
Lahore, The Educators, Ali Institute of Education (AIE) Lahore, Divisional Public School Lahore, Defence
Public School Lahore, Lahore Grammar School, Beaconhouse School System Lahore, Government
Primary, Elementary, Secondary & Higher Secondary Schools and Govt. Colleges for Elementary Teachers
in Punjab.
Programme Director
Directorate of Staff Development, Punjab
Table of Contents
No. Topic Page
1 Roles and Responsibilities 1
2 Quality Teaching 8
3 Academic Calendar 11
4 School Timetable 14
5 Classroom Management 16
6 Teacher Appraisal 20
7 School Records 26
8 Correspondence 28
9 Delegation of Work / Responsibilities 35
10 Stakeholder Consultations 38
11 Maintenance and Safety of School 45
12 Health & Hygiene 49
13 School Finances 52
14 Quality Education: Initiatives and Expectations 65
15 Glossary 76
16 Further Reading 77
17 List of Contributors 78
10 Things to be done by a Head Teacher
Prepare timetable Activate the Make a

according to School Council Child Friendly School
academic calendar
Encourage teachers
Organize purposeful
and students to
weekly and monthly
improve their
staff meetings
capabilities
10
Organize co-curricular Up-date school records,
activities & celebrate verify and implement
national, international departmental orders
and religious days
Prepare students for Co-operate with DTE's Do proper repair and
PEC examinations in performing their maintenance of
duties school
i
1 Roles and Responsibilities
Introduction
This unit highlights the job description of a primary/elementary head teachers and describes how they
fit into the overall education delivery system in school.
Case Study
Ms. Jamila has been a head teacher for ten

years in a small primary school that has a
reputation for dedicated and effective teachers
and very supportive parents. She won the best
head teacher award last year. Recently she was
transferred to a new primary school as head
teacher. Taking charge of the new school she
observed a high drop-out rate. She saw that the
overall morale of the staff was low. Teachers
were not punctual and no co-curricular
activities were organized for the students. It
appeared that good performance of teachers
was not encouraged. The School Council was
non-functional and targets set for the academic
calendar were not achieved. The school
presented a gloomy picture.
She realized that it was her responsibility to
improve the condition of the school by
motivating her staff to work for the
development of the school.
Outcomes
The head teacher will be able to:
Ÿ understand different methods for the
execution of roles and responsibilities of
a head teacher
Ÿ understand the effects of good school
management on student’s learning
1
Head Teachers’ Guide Roles and Responsibilities
Ÿ relate fulfilling roles and responsibilities new teachers

to the overall School Improvement Plan Ÿ Arranging orientation for pupils and
Ÿ develop a Job Description using a sample parents
to help them organize their roles & Ÿ Holding formal and informal discussions
responsibilities with the individuals and groups, including
staff and students about all aspects of
Role of the Head Teacher school life
The head of the school is effective only if he/she Supervising
considers himself/herself as both, a manager Ÿ Ensuring that classes are held and that
and a leader. Both roles embody different pupils' work is marked and checked
functions: Ÿ Checking the scheme of work and lesson
A) As a Manager plans of the teachers

Planning Ÿ Ensuring presence and punctuality of
Ÿ Planning long term acquisition of

both staff and pupils
Ÿ Conducting a full and fair appraisal of all
teaching and learning, human and
physical resources (including finances) staff, including observation, discussions
and written reports
Ÿ Preparing school syllabi, scheme of
Ÿ Taking stock and physical checking of
studies, timetables, schedules of the
school council (SC), parent-teacher & the stores, equipment and furniture of t h e
staff meetings and schedule of activities school
in advance Evaluating
Ÿ Preparing annual report of the school
Ÿ Analyzing examination results
Set your Objectives
Ÿ Reviewing the performance of the school
PLA
in all in-class and out-of-class activities

Gather Relevant Information
B) As an Instructional Leader
NN
IN
Develop an Appropriate Plan Envisioning

GP
Ÿ Developing the vision of the school in

RO
Implement the Plan view of emerging needs and changes in

education
C
ESS
Update the Plan Ÿ Setting clear objectives to achieve long

term goals
Ÿ Sharing the vision of the school with the
Organizing staff and students
Ÿ Preparing job descriptions and assigning Motivating and Supporting
duties to teaching and non teaching staff Ÿ Displaying exemplary qualities to
Ÿ Arranging for the appointment of the motivate and inspire others
new staff, the selection and appointment Ÿ Expressing acceptance of personal
of all staff and students for different proposals and contributions
responsibilities for special occasions,
Ÿ Celebrating group achievements, even
celebrations etc.
minor ones
Ÿ Arranging games and other co-
Ÿ Appreciating the team members, where
curricular activities
it is due
Directing
Ÿ Conducting induction programme for
2
Coaching
Planning
Ÿ Mentoring and training staff in the ng
chi Or
requisite skills and attitude to help them oa INST
ga
accomplish the personal as well as R
n iz
i ng
UC
ing
NAGER
organizational goals
Motivat
TIONAL L
Ÿ Preparing future leaders by delegating
Directin
MA
and empowering them
ning
EA
ER D
g
io
vis
S
up
En er v
isin g
g Evaluatin
RESPONSIBILITIES OF A HEAD TEACHER AS PER PUNJAB EDUCATION CODE

Some selected paras from “The Punjab Education Code” have been included
TITLE /TOPIC THE PUNJAB EDUCATION CODE RULE / PARA
Classroom Gives detail of the classroom areas and rooms that should be available
according to class level. 4
Area
Repair and It shall be the duty of the management to maintain the building of an 5
Maintenance institution in state of proper repair.
Furniture Responsibility to provide necessary furniture and equipment to the

and 6
Equipment institutions rests with their respective management.
The head of an institution shall be responsible for its proper
administration and management. He/ she shall maintain discipline
among staff and students and organize and supervise the instruction.
General Head teacher will participate in the teaching work, regularly arrange the
Duties of games and other co-curricular activities, ensure that all registers are
Head of an regularly and accurately maintained, keep a proper account of all money 10
Institution entrusted to him/ her and see that the same are utilized in accordance
with the prescribed rules, generously promote the physical, intellectual,
religious, social and moral welfare of the students under his/her charge.
Head of an institution shall take at least six periods a week.
All approved funds notified by the Department from time to time, other
than fees shall be managed by the head of the institution who will be
Institutional personally responsible to expend the same in strict conformity with the 12
Funds rules and regulations governing the fund to which the money appertains
and to maintain a proper record of all the transactions of the fund.
The attendance of teachers shall be recorded regularly and punctually in

Attendance of
the School a register kept for the purpose. Teachers may not leave the institution 15
Teachers during working hours without the permission of the head of the
institution.
Cont.
3
TITLE /TOPIC THE PUNJAB EDUCATION CODE RULE / PARA
Co-curricular All members of staff shall take part in such activities, which relate to the
Activities 16
physical intellectual, social and moral development of the students.
A class timetable showing the routine work for each week day shall be
Class displayed in each classroom and a general timetable showing the work
Timetable 20
of all the teachers and classes in the head of the institution's room and in
the staff room.
Grant of Leave of absence from school may be granted only by the Head Master/
23
leave Headmistress on a written application signed by the parent or guardian.
Monitor One student in each class shall be selected by the head teacher to act as
24
a monitor and definite duties shall be assigned to him/her.
No. of The number of students in a class or section will not ordinarily exceed
Students in a 24
Class 45.
Age Limit The minimum age for admission to class Nursery shall be 3-5 years. 29
The following registers shall be maintained in every institution:
Ÿ Cash Register
Ÿ Stock Register
Registers, to Ÿ Admission and Withdrawal Register
be Ÿ Property Register
Maintained 42
Ÿ Income and Expenditure Register
Ÿ Correspondence Register
Ÿ Examination Register and Accumulative Form
Ÿ Teachers' Attendance Register
Ÿ Log Book (For Schools only)
Every institution shall hold an assembly prior to the commencement of

Morning teaching work. The national flag shall be hoisted, verses from Holy
Assembly Quran recited and the National Anthem sung in chorus by the teachers 56
and Prayer and the students. Arrangements for prayers shall be made in the
institutions.
Every institution and its record shall be open to inspection by the
Liability to authorized officers of the Department. Every institution must be
Inspection 58
inspected once a year and inspection report must be submitted to the
higher authorities.
Technical Guidance
Consult the notification about “Empowerment of Heads of Educational Institutions”, given at the end of
the unit, for the effective discharge of your duties
4
Head teacher will make a chart of School Planning and Information as per his/her
requirements and will display it in his/her office for the follow up. Sample chart has
been given below:
School Planning and Information Form
Target Status Future Action/Strategies
1. Enrolment Class
wise/total
2. Drop Out
per month/year
3. Students’ daily
Attendance
4. PEC Results
Resources
1) Human Available Required Future Action/Strategies
i. Teaching Staff
ii. Non-Teaching Staff
2) Infrastructure
i. Rooms
ii. Toilets
iii. Furniture (chairs,
tables, desks,
benches, mats)
3) School Environment Yes No
(clean, orderly and
organized)
4) Availability of
water for drinking
Head Teacher’s Activities Frequency

1: In light of Punjab Education Code, prepare your job description Once (at the start of
the academic year)
2: Prepare a monthly tasks calendar to see how you will fulfill all your Once a year (at the
responsibilities over a year's time. start of the academic
year
5
6
7
2 Quality Teaching
Introduction
Quality teaching is about the values and roles adopted by the teacher to have strong impact on
student’s learning and achievements.
Case Study
A group of teachers from village schools in

Pakistan was sent on an overseas exposure visit
to learn about the education system of the host
country. There they visited a number of schools
and shared experiences with local teachers.
They noted that all teachers prepared their
lesson plans. All lesson plans were activity
based, child-centered, interactive and
participatory. Group-work and pair-work were
often added in the lessons in addition to role
plays and stories as sources of knowledge.
They observed that at the end of every lesson,
teachers had included brief recap and lesson
evaluation.
The group observed that lesson delivery
and classroom management were effective
because of the positive interaction between
teacher and students, and among students
themselves as they performed individual, pair-
and group-work. The visiting teachers noticed
how the foreign teachers worked as monitors,
facilitators, coordinators and guides for
students.
On their return to Pakistan the group
expressed their excitement about using the
teaching techniques they had observed during
their visit. Each member of the group returned
to his/her respective school and shared his/her
experiences with colleagues and with teachers
from nearby schools. Each teacher tried to
8
Head Teachers’ Guide Quality Teaching
apply the teaching methods his/her had Ingredients of Quality Teaching

observed whenever possible. As a result,
when their schools assessed the learning Ÿ Preparation of lesson plans
achievement of students, teachers who had Ÿ Activity based teaching
applied their learning showed that their
students were performing better than before. Ÿ Active participation of students
This gave the group members immense Ÿ Effective questioning techniques
satisfaction.
Ÿ Well monitored group work
Outcomes Ÿ Effective group and pair discussions
Ÿ Encouraging research work
Ÿ understand the nature of quality Tip!
teaching and its ingredients
Teach according to scheme of
Ÿ help teachers in developing quality work and arrange the seating
teaching arrangement of class accordingly.
Quality Teaching
Quality Teaching enables students to:
Ÿ learn in an enjoyable way
Ÿ learn what they think is important Planing
Ac
(motivational factor) ea rch ti
vit
Res
understand what they have learned
ies
Ÿ
use what they have learned
Participation
Ÿ Ingredients of
cussion
Quality Teaching
Dis
Q
k
ue
stio or
ning Group W
9
Head Teachers’ Guide Quality Teaching
Evaluation of Quality Teaching examinations to assess the learning of the

through Student’s Learning students. These assessments are a reflection of
teaching in the classroom.
All schools conduct assessments on the
completion of certain units followed by annual

1: Lesson Study Weekly
Ÿ discuss what teachers will teach
Ÿ ask teachers to meet to discuss lessons they will conduct
2: Lesson Preparation Monitor weekly

Ÿ encourage teachers to prepare lesson plans (primary teachers
should use Teacher’s Guides provided by DSD)
Ÿ ask teachers to make their lesson plans interactive
Ÿ encourage them to use support material (Low/No cost)
Ÿ guide/support teachers who are having difficulty to make their
lesson plans.
Note: Head teacher must share with the teachers what they have to
do and how they will be observed.
3: In School Training Session Every Summer
Ÿ decide date and topic for the school training session Vacation
Ÿ prepare session plan and conduct training
Ÿ develop an environment of learning from each other. Few sessions
will be conducted by the school head teacher and few by English
teachers. It can be one hour session every fortnight/ or on weekly
basis
Ÿ keep the training record in the following format
Expected Trainer/
Day/Date Topic Learning Resource
Outcomes Person
10
3 Academic Calendar
Introduction
An academic calendar is an efficient and effective tool for the proper, smooth and productive
functioning of school system. The academic calendar serves as an information source and planning
document for the teachers, staff, departments and the students of an educational institute. it includes
academic and non academic progressive records. (Academic calendars have also provided by School
Education Department.)
Case Study
Mrs. Arshad is an elementary school head
teacher. On the event of annual prize
distribution she wants to award her staff with
“The Best Teacher of the Year Award” but
proper annual record of the teachers' overall
performance is not maintained. What will Mrs.
Arshad do to obtain the performance of the best
teacher? Similarly, she has to present a school
report. She has no data or information of an
academic calendar of the school which should
be properly maintained for the proper
functioning of the school evaluation system.
Mrs. Arshad decides to keep a record of
teachers' performance on monthly basis. She
also decides to prepare a school report to keep
the record of the planning and implementation
of academic calendar of the school successive
year.
11
Head Teachers’ Guide Academic Calendar
Outcomes Ÿ implement / comply with the school

norms, instructions, disciplinary actions
The head teacher will be able to: in a systematic and appropriate way
Ÿ understand the importance of academic Following is an example of academic calendar.
calendar
Format of Academic Calendar
S No. Tasks Apr May Aug Sep Oct Nov Dec Jan Feb Mar
1. Teaching of Subject
2. Lesson Planning
3. Home Work Checking
Compilation/Completion
4.
of Record
Preparation of Progress
5.
Report
6. Sports/Games/PT
7. Co-Curricular Activities
8. Preparation of A.V aids
9. Practical Activities
Examination/Tests
10.
Results
Miscellaneous
12.
Responsibilities
13. Review Meeting
Parents-Teacher
14.
Meeting
Guidance and
15.
Counseling
Decorum of
16.
Classroom/School
Usage of Teaching/
17.
Science Kit
18. Library
12
Head Teachers’ Guide Academic Calendar
Instructions 6. Academic record should be maintained

according to the set formats of School
1. School teachers should follow the academic Education Department.
calendar provided by School Education 7. Parent Teacher meeting (PTM) should be
Department. arranged/conducted in each
2. The head teacher will enable his/her academic term.
staff to follow the instructions regarding 8. Guidance and counseling sessions must be
completion and follow up of the scheduled arranged to foresee problems of teachers
activities mentioned in the academic /students.
calendar. 9. The head teacher will assess/ evaluate
his/her staff as per tasks mentioned in t h e
3. Total working / academic days are 210. If due academic calendar.
to any reason or unexpected holidays 10. Display relevant pages of academic calendar
teaching days are not completed, arrange of School Education Department in each
zero periods or extra periods to compensate class.
any loss of the students.
4. The academic and non academic record
should be maintained timely.
5. The examination / events should be
conducted as per schedule.
ACAD EMIC CALENDAR

Ask teache
rs to follow
Enable the it
staff to co
Arrange ze m plete the s
ro periods cheduled a
Maintain t where nec ctivities
he academ essary
Conduct th ic and non-a
e examina cademic re
t io n cord
Arrange th / events as
e Parent T p e r schedule
eacher me
Arrange th eting (PTM
e guidance ) in each te
Assess/ ev and couns rm
aluate the eling sessio
staff as pe ns
Display rele r tasks give
vant pages n in calend
of academ ar
ic calenda
r in each c
lass

Establish a calendar of activities at the beginning of each term to enable Once
teachers to prepare their schemes of work. (at the beginning
of each term)
13
4 School Timetable
Introduction
A timetable is the means by which resources are controlled to provide the greatest possible
educational opportunities and alternatives for pupils in most cost effective manner.
“This time, like all times, is a very good Case Study

one, if we but know what to do with
it.” Mr. Ahmad, head of a primary school once
visited the classes of his school, and found
that class II was without teacher. When he
TIMETABLE checked the timetable he found that Mr.
Class VI Munir was allocated the period in class II at
that time. When the head teacher inquired
from Mr. Munir about his absence in class II,
08:00-08:35 URDU he told that he was taking period of English in
class V at that time, which had been allocated
08:35-09:10 MATHS to him in that class by the timetable incharge.
The head teacher also discovered that 2
09:10-09:45 SCIENCE classes were simultaneously having their
games period in the front ground. Neither of
09:45-10:20 COMPUTER the classes (Class I and Class IV) could play
since the junior students were being pursued
10:20-10:55 ENGLISH-A and had little space to play.
Mr. Ahmad reviewed the timetable and
10:55-11:30 BREAK removed the discrepancies present in the
timetable.
11:30-12:00 ENGLISH-B
12:00-12:30 ART Outcomes

12:30-01:00 ISLAMIC STUDIES The head teacher will be able to:
Ÿ have a basic understanding of
01:00-01:30 SOCIAL STUDIES timetable construction
Ÿ appreciate the timetable as a device
enabling better education
Ÿ recognize the limits and constraints of
a timetable
14
Head Teachers’ Guide School Timetable
Ÿ comply with the period allocation Constraints in Timetable

prescribed by the Director of Education
Ÿ be aware of the need to:
Designing
- make full use of all teaching and The following are some of the factors which
specialist areas in the school will limit freedom in the making of school
- ensure the workload of all teachers timetable:
complies with education department Ÿ Time
requirements Ÿ Presence of a Teacher
Ÿ School Building
- allow for immediate changes to meet Ÿ Lack of Physical Facilities
emergency situation Ÿ Adhering to the Timetable
Ÿ Responsibilities of the Head Teacher
A School Timetable is a Table for - Competent authority's directives are
Coordinating these Elements complied with the teaching learning
Ÿ Students process through timetable.
- Clashes between individual teacher's
Ÿ Teachers
timetable if any, are resolved amicably
Ÿ Rooms
and fairly.
Ÿ Time slots (also called periods)
Ÿ Subjects School Timings
The hours for opening and closing schools shall
Teachers be fixed by the school education department.
The school duration as fixed by the department
Subjects Students is as under:
TIME
TABLE Dates Duration
th th
Summer 16 April – 14 October 5:30 Hours
Periods Classrooms th th
Winter 15 October – 15 April 6:00 Hours
Sample Timetable for Elementary Classes

Period Period Period Period Period Period Period Period
Assembly 1 2 3 4 5 Break 6 7 8
08:00 08:15 to 08:50 to 09:25 to 10:00 to 10:35 to 11:10 to 11:45 to 12:20 to 12:55 to
Division of 08:50 09:25 10:00 10:35 11:10 11:45 12:20 12:55 01:30
to
Time Computer
Break
08:15 Science
Urdu Maths English G.Science S.Studies Islamyat Arabic
H.Eco
Timetable for Friday: Half Day (Period 1–6) 8:00a.m to 12:00p.m

1. Check class-wise timetable In the beginning of
Academic Year
2. Check teacher-wise timetable In the begining of
Academic Year
3. Ensure preparation of substitute timetable Every day in the
morning
4. Check / ensure that each teacher reaches in class on time Every day in every period
15
5 Classroom Management
Introduction
Classroom management place a vital roll in making the learning process interesting and to achieve the
students’ learning outcomes in this regard teacher’s roll are, students’ seating arrangement and
discipline are very important.
Case Study
One day the head teacher visited class 3-A and

observed that Ms. Sania is teaching
Mathematics and she has prepared the lesson
plan, while in section 3-B, Ms. Tahira was
teaching the same topic and her class was
disturbed and students were not in control. The
head teacher made the following observations:
Class 3-A (Ms. Sania) Class 3-B (Ms. Tahira)
i. Lesson was well i. Lesson was not

planned. planned.
ii. Seating ii. Seating
arrangement was arrangement was
according to the not well - planned.
designed activity.
iii. Low cost / no cost iii. No teaching aids
teaching aids were were available.
used.
iv. There was effective iv. There was a no
teaching & learning. effective teaching
and learning.
The head teacher called Ms. Tahira and
suggested her to go through Ms. Sania's lesson
plan and also observe her class during her free
period. She focused on the main areas of
classroom management i.e. appropriate
planning, preparation of teachings aids,
effective teaching and learning and proper
16
Head Teachers’ Guide Classroom Management
seating arrangement. Advantages of Effective Classroom

After observing few classes of her Management
colleague, the classroom management skills of Effective classroom management:
Ms. Tahira improved a lot. Now Ms. Tahira
Ÿ helps to achieve the learning outcomes
was a happy teacher with effective teaching
Ÿ makes the learning process interesting
and learning sessions going on in her class. The
head teacher by taking a right decision at right and appropriate
time succeeded in improving classroom Ÿ enhances the holistic development of the
teaching and learning. learners in six domains i.e. physical, social,
emotional, cognitive, psychological and
linguistic
Ÿ enables learners and teachers to express
Outcomes themselves confidently
The head teacher will be able to: Ÿ helps the teacher to use time and
Ÿ understand the importance of classroom resources effectively
management Ÿ makes students independent learners
Ÿ identify the advantages of effective Ÿ teaches respect for values, attitudes and
management of the learning and teaching beliefs of each individual
processes Ÿ allows students to develop a sense of
responsibility
Classroom Management Ÿ develops the ability to share and work
Classroom management plays a vital role in collaboratively
students’ learning. In this context teachers' role, Ÿ develops a positive teacher-student
students' seating arrangement and discipline all relationship
play an important role. The most effective
activities can become almost useless if the class Corporal Punishment
is not organized effectively. Corporal punishment can be defined as “the
A well managed classroom results in active intentional infliction of physical pain as a
learning. It helps to develop and maintain an method of changing behavior”. It may include
environment in the class which encourages physical hitting, beating, slapping, rebuking,
students as well as the teachers to achieve their punching, kicking, pinching, shaking, using of
learning goals. various objects (rulers, belts, sticks, or any other
object), or painful body postures.
Effects of Corporal Punishment
Physical punishment creates fear and phobias in
student's mind. Beating shakes the whole body-
mind constitution of the student. It is very
painful. Following are the physical effects of
corporal punishment:
Ÿ Body trembling or shaking
Ÿ High blood pressure
Ÿ Palpitation and pounding heart
Ÿ Sweating
Ÿ Nausea or fainting
17
Ÿ Numbness or tingling sensations and their kids.

Ÿ Feeling dizzy Ÿ They might even turn into criminals.
Ÿ Hot or cold flashes Alternatives to Corporal Punishment
Ÿ Total blockade of mind, (i.e going blank) Following behavior modifying techniques can
The psychological effects on students are: be used as alternatives to corporal punishment:
Ÿ ego is hurt
Ÿ Time Out: Time-out involves isolating
Ÿ hatred towards teachers
the student for a relatively brief period
Ÿ unhealthy environment in the class
of time. It is not painful and does not
Ÿ students learn violence
hurt. Neither does it humiliate the child.
Ÿ students become extremist
Ÿ became stubborn and rebellious Ÿ Extinction: It is to ignore the behavior
Ÿ increase in disobedience towards altogether, hoping that the person will
teachers stop behaving that way.
Long term effects of Corporal Ÿ Modeling: Teacher should avoid
Punishment violence and aggression as an example.
The student may try to follow them.
Ÿ Children can develop various “Actions are often louder than the
personality disorders in their words”.
adulthood.
Ÿ In their future life, they might have Ÿ Reward: Use of rewards (as love, praise,
problems in maintaining relationships and attention) for appropriate behavior.
with friends, colleagues, life partners,

1: Classroom Observation 3 times a month
Ÿ Observe the classes when teachers are conducting the lessons
Ÿ Take notes of important aspects of the lesson (strengths and
weaknesses)
Ÿ Observe physical features of classroom
Note: Observation form is attached at the end of the unit
2: Meeting with Teachers After the classroom
Ÿ Begin with positive aspects of lesson observation
Ÿ Discuss/ suggest points for improvement
Carry out at least 3 lesson observations per month and have individual talk
with the teachers afterwards.
3: Teachers’ Group Meetings weekly / monthly
After taking observation of the classes, arrange meetings with teachers’
groups. The following questions should be discussed in such meetings.
Ÿ how did the lesson go?
Ÿ what problems did they face, with regard to classroom
management?
Ÿ how can it be done differently?
Ÿ who can help?
Ÿ what material did they use? If not, why?
Ÿ how can they do better next time?
In these meetings the head teacher should encourage the teachers to give
solutions to the problems.
18
Classroom Observation Form

Key: A: Excellent, B: Good, C: Satisfactory, D: Need Improvement
Class ________________________ No. of Students_______________ Date_________________
A B C D
· Display of academic calender
· Display of timetable
· Seating arrangement
· Lights and fans
· Low cost / No cost teaching material available
· Condition of the blackboard
· Cleanliness of the classroom
· Lesson Plan
· Lesson delivery
· Classroom discipline
· Monitoring of students’ work
· Homework assigned according to schedule
· Copy checking
· Assessments record
19
6 Teacher Appraisal
Introduction
Appraisal is a tool of studying teacher performance, through the use of certain techniques and
procedures. Appraisal can help the school to accomplish its mission of maintaining or improving what it
provides, while at the same time maintain or enhance staff satisfaction and professional development.
In addition, appraisal assists teachers to perform more effectively in their organization.
Case Study
Mr. Javed Ali is the head teacher of an urban
primary school in Punjab for the last five years.
For the last two years he has been facing an
unusual problem. A large number of private
schools have opened in the vicinity, which has
caused high dropout rate in Government
schools. At the same time the new admission
rate has fallen sharply.
His school has a good building, a new
laboratory, teaching kits for every class, and a
comparatively well qualified teaching staff.
Consultations with the School Council have
yielded no solutions, nor have the discussions
with fellow head teachers from other schools
been fruitfull. He decided that he should talk to
his staff too, and be able to identify a clear
solution to the problem.
In a staff meeting Mr. Javed realizes that
the introduction of a new assessment system,
instructional technology and English as a
mode of instruction has received little response
from his school. He observed that his teachers
did not go to their classes with planned lessons,
and a number of his teachers had no rapport
with their students. Some teachers were not
regular or punctual. Many of them had not
thought of enhancing their qualifications for a
20
Head Teachers’ Guide Teacher Appraisal
long time. Mr. Javed felt staff needed training Ÿ Classroom observation should
in these key areas and greater exposure to be based on the above six areas
Observation
innovations, so that they could deliver their
Classroom
Ÿ There will be a need to have
lessons in a proper way. It is time for a review
and to plan training sessions for staff, on several observations, in order to
regular basis. get a reasonable idea of a
teacher's competence. (consult
classroom observation form)
Outcomes
Appraisal
Teacher
Head teacher will fill in the teacher
The head teacher will be able to: appraisal form.
Ÿ understand the role of appraisal
Ÿ adopt the concept of appraisal in their Ÿ The head teacher and the
teacher should review previous
Review Meeting
schools
objectives.
Ÿ apply appraisal techniques to enhance Ÿ The head should praise the
the performance of teachers achievements and identify the
Steps in Teacher Appraisal needs for further development.
Ÿ They should agree upon new
targets
Initial Meeting
In this meeting the head teacher will

sit with teachers to agree the Initial
purpose, context and area of Meeting
appraisal, timetable and the process Self
of appraisal. Assessment
Classroom
The head teacher and the teacher Observation
should begin by considering the self Teacher
assessment of the teacher. The Appraisal
teacher should submit a brief [2 Review
Assessment
pages] written report about his/her Meeting

practice. The primary six areas to be
Self
considered are as under:

Ÿ subject knowledge
Ÿ student learning, including
examination results
Ÿ classroom management
Ÿ lesson planning
Ÿ teaching methods, with a focus
on classroom interaction
Ÿ variation in methods used,
teacher-student relationships
21
Classroom Observation Checklist

Yes No To some
The Objectives(s)
extent
l
Did the teacher achieve the objective(s) of the lesson?
l
Were they appropriate to the class?
l
Were the objectives clear?
The Teacher
l
Did the teacher manage to create a positive relationship with the class?
l
Did the teacher really try to pay attention to all the pupils?
l
Was the teacher's voice clear and easily heard?
l
Did the teacher cause any learning problems?
l
Was the teacher aware of the problems and difficulties faced by the
pupils?
The Pupils
l
Were the activities appropriate for the students?
l
Did they all understand what to do?
l
Did the teacher ask focused questions?
l
How many students put their hands up to answer? Most Half Few
l
Were the students encouraged to ask questions?
l
Were the students given a chance to confirm correct answer?
Classroom Management
l
Was the lesson effectively managed?
l
Did the teacher change the seating to suit the activity?
l
Were the instructions for the activities clear?
l
Did the teacher use the students' names?
l
Did the teacher monitor what the pupils were doing?
l
Was there a clear introduction and conclusion to the lesson?
Use of Teaching Aids
l
Were the equipments/teaching aids ready to be used immediately?
l
Were the teaching aids used effectively?
l
Was the handwriting on the blackboard neat and big enough for all the
students to see?
Teacher _______________________ School ____________________________

Appraiser ______________ Subject/Class ____________ Date __________
22
Teacher Appraisal Form
Appraisal Acceptable or Needs

Unacceptable
Competent Improvement
a. Self-Control and
Poise
b. Sense of Humor
c. Enthusiasm for
1. Personal Qualities
Work
d. Appearance
e. Punctuality
f. Usage of English
g. Positive Model
h. Flexibility
2. Lesson Planning
a. Introduction of
Lesson
3. Presentation of Lesson
b. Skill in Questioning
Techniques
c. Skill in Giving
Appropriate
Assignment
d. Evidence of Positive
Reinforcement
e. Lessons Reviewed
4. Discipline
5. Recognition of
Individual Need
6. Effective Use of
Teaching Aids
Cont.
23
Appraisal Acceptable or Needs

Unacceptable
Competent Improvement
7. Stimulates Good
Study & Work Habits
8. Knowledge of
Subject Matter
9. Rapport with
Students
10. Professional
Responsibility
11. Relationship with
Parents
12. Relationship with
Staff
13. Follows School
Policies (Board &
Building)
14. Professional Ethics

15. Record Keeping &
Recording
16. Cooperation with
Administration
17. Professional
Growth
Head Teacher’s Comments
1. Strengths
2. Areas for Improvement
24
3. Suggestions for Improvement
Teacher’s Comments
Teacher's Signature ________________________Date ________________

Head Teacher’s Signature _____________________Date ________________
Quality Teaching
LEARNING-APPRAISAL CYCLE
Teacher Appraisal
Teacher Training
Teacher Performance Review

1: Apply appraisal techniques to enhance the performance of teachers After every observed
by using attached classroom observation from. lesson
2: Conduct performance appraisal meeting with After every observed
teachers. lesson
3: Conduct a re-meet with teacher to follow up any Weekly / Monthly

improvement.
4: Use attached teacher appraisal form, followed by a performance Once every 3 month
appraisal meeting with teachers.
25
7 School Records
Introduction
For proper functioning of the system and to streamline all matters in the school, proper record
maintenance is required. The school record is the back bone of the school history. It contains all
sorts of information about school and the activities performed in it
Case Study
Mrs. Ahmad is a primary school head teacher.
One of his staff members is soon to retire. She
requires service verification certificate. But
there is nothing in the school record and the
service book of the said teacher is incomplete.
What will Mrs. Ahmad do for the issuance of
verification certificate?
Outcomes

Ÿ maintain the school records
Ÿ assign tasks to his / her teacher and
staff for completion and update of
school records
Record Keeping
Record keeping is receiving, classifying,
arranging and preserving the incoming and
outgoing information.
The Sources of the School
Record
All the incoming and outgoing information of
26
Head Teachers’ Guide School Records
an office, all actions taken by the head of

institution/office recorded in a register, a book
Certificate
or a file are the sources of school records.
It is certified that this
The following books, registers and files are book contains 102
maintained to keep record in every institution / pages
school:
1. Admission and Withdrawal Register Signatures
2. Annual Repairs of the Building
3. Annual Results and Promotion of Students Opening Date.....
4. Cash Register Closing Date......
5. Diary and Dispatch Register
6. House Examination Results RECORD BOOK
7. Income and Expenditure Register/Cash Book
8. Log Book of the School 7. All entry books and registers used in the
9. Property Register schools must be self explanatory and
10.Purchase of Books and Journals from the should be filled in according to their
Farogh-e-Taleem Fund (FTF) columns.
11. Stock Register 8. The vouchers should be kept in a proper
12. Teachers' Attendance Register file for audit purposes.
13. Students’ Attendance Register 9. An index card system or index register
may be maintained to locate registers or
Instructions for Maintenance of files to avoid wastage of time.
Record 10. An index card or entry in the index
1. All registers/files should be given suitable register should be made simultaneously
with the opening of a register or file to
title and appropriate number. which the subject title and number has
2. A subject heading may be split into been located.
appropriate sub - headings or serial
numbers if required.
3. Register/files should be placed in racks
according to subject or numbers Tip!
(Alphabetical or numerical order).
4. All pages of each record book should be An index card may look like:
numbered (e.g 1,2,3,4……..).
5. Page number 1 of each record book Casual Leave Applications
should bear a certificate mentioning total 2-10-2011
number of pages that record book has. P/S….CL/2010-11
6. Opening and closing dates of the
registers/files should be mentioned below
the certification.

Ÿ Check the registers and files according to the listed instructions. Every months or as
per requirement
Ÿ Update the record Every Month
27
8 Correspondence
Introduction
Proper communication with the higher authorities and the subordinates plays a very important role to
communicate the view point of the head of school. It has been observed that some heads feel
difficulties in communication.
Case Study
Mr. Nisar and Ms. Nasira are head teaches in two
neighboring Elementary Schools. Both the
heads had same problem i.e., their best teachers,
Mr. Akbar and Ms. Asma were being transfered
to some other schools. The head teachers wished
to retain their teachers so they requested their
Deputy District Education Officer through
applications that the transfer orders of their
teacher should be cancelled and they should be
allowed to continue to work in their schools.
In response to the letter/application of Mr.
Nisar, Mr. Akber's transfer orders were
cancelled. On the other hand, there was no
response received regarding the transfer of Ms.
Asma whose case was put forwarded by Ms.
Nasira.
What could be the reason?
She could not communicate her problem /
request of retaining her teacher to the Deputy
District Education Officer very effectively so
she did not receive any response.
Outcomes
Ÿ identify different modes of
correspondence
Ÿ use right type of correspondence, in
right situation
28
Head Teachers’ Guide Correspondence
Correspondence situations and requirements. Some of them are;

O ff icia l L etter, O ff ice M emo ra n d u m,
Correspondence is a means of communicating
Endorsement, Demi – Official Letter, Order,
view point and providing information required
Office Order, Application, and Invitation.
to the higher authorities and to the rest of
community, including teachers, students, Official Letter
parents etc.
Office Order
Different Forms of Written
Application
Correspondence
Invitation
There are different forms of written
communication which are used in different Demi Oficial Letter
1. Official Letter
This form of communication is simply for information of the head teacher. An official letter is composed
of the following:
Letter-head of the concerned department, with number and date of the letter and telephone numbers
of the sender, from, to, subject, salutation, text (body), subscription, signature and designation of the
sender.
Sample 1:
Ref No. ______________
Dated: __ /__ /__
Govt. Girls Primary School
To, Dera Ghazi Khan
Tel: __________________
Ms. Rukhsana Ijaz,
Headmistress
Govt. Girls Community Model Primary School
Dajal, Rajanpur.
Subject: _____________________________________________
Madam,
Text --------------------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------
Signature: ___________________
Fabeeha Mushtaq
Headmistress
CC: Govt. Girls Primary School,
1. __________________________________ DG Khan.
2. __________________________________
3. __________________________________
29
Sample 2:
Ref. No. ______________
Govt. Boys Elementary School
Warburton, Nankana Sahib
To, Dated: ________
1. District Education Officer Nankana Sahib,

2. Dy. District Education Officer Nankna Sahib,
3. Headmistres GGES, Nankana Sahib,
4. Heamaster GPS Nankana Sahib.
Subject:_______________________________________
Text -------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------
Signature: ________________________
Name: ________________________
Designation: ________________________
2. Office Memorandum
Memorandum form is normally used for correspondence with subordinate and higher offices or the
office of the same status within the same government. It is written in third person without having
salutation and complimentary closing/ subscription.
OFFICE OF THE HEAD TEACHER, GOVERNMENT ELEMENTARY BOYS SCHOOL
SHAHDRA, LAHORE.
To
The District Education Offier (EE) Male
________________________________________
Memo No.____________Dated:______________
Subject: Staffing Position of the School

Kindly refer to your letter No. ______________ dated _________ on the subject cited above.
The staffing position of Government Elementary School _____________on prescribed performa is

submitted herewith.
Signature
Headmaster
Endorsement Govt. Ele. (Boys) School
No. _______________________ Dated: ________________
Copy forwarded to DDEO(EE)________________________
With reference to his Endorsement No.________________ dated _______________ for information /
necessary action.
Signature
Headmaster
Govt. Ele. (Boys) School
Note: The main copy will be signed by the head teacher leaving the endorsement without signature but the endorsed
copy / copies will be signed by the HT or Dy HT marking the main letter as sd/at the signing place.
30
3. Demi – Oficial Letter (D.O) In salutation part the following points may be
noted:
Demi – official letter is addressed personally to
Ÿ When writing to the higher offices the
an officer by name and is written in first person.
name of the officers should not be used;
It begins with salutation (Dear/ My Dear ---) and
instead the designation of the officer
terminates with subscription (Yours sincerely).
should be used, e.g. Dear Director, Dear
It is written when the personal attention of the
DEO.
addressee is required in a particular matter, to
Ÿ When writing to lower or equal formations
ensure expeditious action.
the names may be used: Dear Mr. Qureshi
Sample Demi Official Letter
D.O.No. ______________________________
Govt. Elementary (Boys / Girls) ___________
19th December, 1998
Dear Iftikhar Sahib

Dy. D.E.O,
Lahore City.
Assalam-O-Alaikum,
I avail this opportunity to say that Mrs. Asmat, EST has been transferred from
this school vide your office order No.381/E-2 dated 1-12-1998.
2. Let me say that Mrs. Asmat is one of my best teachers. She is very popular
among the students and parents, as well. I do no want to lose her. The parents are also pressing hard
for the cancellation of her transfer.
3. It may be out of place to mention that she (Mrs. Asmat) has also consented to
remain in this school. I shall be highly obliged if you kindly cancel Mrs. Asmat's transfer orders and
allow her to continue in this school.
With Best Regards,

Signature of Head Teacher ______________
Seal / Stamp with Name.
4. Endorsement
This type is used to forward the original order or the applications to the quarters concerned (the
addressees) for necessary action, which includes: returning the paper in original to the sender or,
forwarding the paper (application etc) to the addressee for information, compliance or approval.
See “Office Memorandum” on the previous pages.
31
5. Order
In schools this format is mainly used to make an appointment, making sanction or disciplinary decision
etc.
Government Elementary School

Chak No. 86/6.R. Sahiwal
No. _________________ Dated _______________
As per Dy. DEO's order No.365/E-II dated 15th October, 1998, Mr. Amanat Ali Chowkidar is hereby
directed to perform his duties at Government Girls Middle School 89/6. R. till further orders.
He will continue drawing his salary from this school.
(Endorsement)
No. _________________ Date _______________
Copy forwarded to:
i. Dy. DEO in compliance with his letter referred above
ii. Headteacher Govt. Girls Middle School 89/6R with the request that the joining report of the official
concerned may be sent to this school for record and a monthly attendance report may also be supplied
to this school for the purpose of drawing his salary.
Sd/
Head teacher
6. Office Order (O-O)

This format is usually used to communicate instructions for internal administrative matters in the
school/ office.
O.O. No. ______________ Dated _________________

Dear Teachers!
1. New academic year has started. The undersigned will visit classrooms as per schedule given
below:
st
Class 1&2 1 week of the month
nd
Class 3&4 2 week of the month
Class V&VI 3rd week of the month
Class VII&VIII 4th week of the month
1. Please display in your classroom the break-up of the curriculum on monthly basis and daily
timetable.
2. Weekly teachers' diaries are required to be submitted to the undersigned regularly on each
Monday.
(Head teacher)
7. Application
Application is a request made to some authority for provision of some facility, job, leave etc. It has also a
special format. It is written in first person. Official designation of the addressee, salutation, main text –
detail of the request, date, signature with name and designation.
32
To
The Headmaster,
Government Elementary School,
Chak No. 252 G.B,
Toba Take.Singh.
Sir,
Respectfully, I have to inform you that my eldest son is coming from Dubai by tomorrow
morning Flight No.PK-333 at 9:00 a.m. I have to receive him at Lahore airport.
th
It is, therefore, requested that I may be allowed one day casual leave for 6 April, 2011 and
oblige.
Thank you.
Yours sincerely,
Signature
(Name ___________________)
Government Elementary School
Chak No. 252 G.B
T.T. Singh
8. Invitation Letter
An invitation letter is a form of written communication which is used for requesting people to attend a
function. It must contain the date, place and time of the function and it should explain the nature of the
function.
Sample 1:
OFFICE OF THE HEADTEACHER, GOVT. ELEMENTARY SCHOOL (BOYS)
JALALPUR, DISTRICT MULTAN
No. _____________
Dated ___________
To
(Name) ________________________
DEO(EE)Male,
Rangeelpur,
Multan.
Dear Sir,
Parent's Day is being celebrated in the school on 20th March, 2012. I request you to preside
over the function. The event will start at 9:30 am. Programme is attached for your perusal.
Yours sincerely
Signature
(Name of the Headmaster)
Note: To be delivered personally by the head teacher.
33
Sample 2:
GOVERNMENT ELEMENTARY (GIRLS) SCHOOL, Mughalpura Lahore.

No. ___________________________
Dated: ________________________
Dear Parent,
Assalam-o-Alaikum,
Keeping in view the previous traditions of school, “Parents' Day” is being
celebrated this year, on 20.3.1998 a.m. in the school. DEO (EE) will be the Chief Guest and will preside
over the function. Many other dignitaries and scholars are also invited. Students will present different
colourful programmes.
Your participation is very much necessary. We hope you will arrive in time and add
to the glory of the event.
Head Teacher and Staff

Ensure the correct form of written correspondence according to the As and when required
purpose and authority.
34
9 Delegation of Work / Responsibilities
Introduction
Delegation is a management technique that optimizes time management, while at the same time
builds capacity in staff to take on greater responsibility.
Case Study
Ms. Najma Kausar is a head teacher of a

Government Girls Elementary School. She has
to manage the following activities:
Ÿ preparation of timetable & schedule of
activities
Ÿ preparation of schedule of school
council, parent, teacher and staff
meetings
Ÿ preparation of job description of staff
Ÿ communication with stakeholders
Ÿ supervision of academic work in
classrooms
Ÿ ensure presence of staff & pupil
Ÿ analyse examination results
Ms. Najma manages all these tasks very

successfully. She knows the importance of
delegation. She is able to skillfully distribute
work on the above mentioned activities among
her staff and she ensures its timely completion.
She believes that for running her school
effectively, it is necessary to identify and
groom junior colleagues who can assume
managerial responsibilities. She makes it a
point to encourage her staff and develop their
self-confidence. She says, “the collective
wisdom of the staff is always greater than
mine, as an individual”.
35
Head Teachers’ Guide Delegation of Work / Responsibilities
Outcomes responsible, to subordinate staff with no

clear instructions.
Ÿ Delegation: This is when tasks or parts
of a task that fall within the
Ÿ understand that a single person cannot
responsibility of the head are allocated
run a school and that responsibilities to appropriate individuals
have to be delegated identified according to their skills
Ÿ ensure that people with delegated and experience in a structured and
responsibility have to be held controlled way.
accountable for their work
Ÿ delegate and to hold people Principles of Delegation
responsible 1. Delegate as much work as is possible for
the staff .
What is Delegation? 2. Delegation of authority and function does
Delegation can be summarized as: not free the delegator (head teacher) of
Standing back and letting staff to do work after accountability.
telling them: 3. The precise limits of delegation must be
Ÿ what results they are supposed to clearly defined and understood both by
achieve (Target) delegate and by all concerned.
Ÿ how they can best go about doing it 4. Duties should match ability of the
(Process) persons to whom it is assigned.
Ÿ what resources they have to do it with 5. Policies and accepted standards should
(Available Resources) be clearly defined and understood by
Ÿ what will happen if they do not achieve all concerned.
the agreed result (Accountability) 6. The delegate should, where possible, be
obliged to set his/her own program and
objectives to complete the task
successfully.
7. Mistakes must be accepted.
8. The delegator must respect the sub-
ordinate’s efforts and decision and be
careful in altering the decision if needed.
9. Responsibility acts both upwards and
downwards. If there is no improvement
in subordinate's work the fault may lie,
at least, partly with the head for not
following the above principles carefully.
Delegation is often mistaken for other

managerial tactics that do not help in the The Delegation Process
professional development of staff. (a) Consider tasks to be delegated
Ÿ Allocation: This is the straightforward
distribution of work to staff with simple (b) Decide who should do it and why
instructions to follow to complete the task.
(c) Meet the delegate
Ÿ Abdication: This is when the head simply
shifts work for which he/she is (d) Ensure the implementation of the Task
36
Head Teachers’ Guide Delegation of Work / Responsibilities
Consider The Tasks to be delegated
Decide Who should do it and Why?
Meet The Delegate
Ensure The Implementation of the Task
Evaluate The Task
The Process of Delegation
(e) Review and Evaluate the task these review meetings to the skills of the
delegate.
Keep in mind the following points while
delegating the tasks to the staff to ensure timely 7. Allow/take additional or remedial action.
completion of the work. 8. Agree a final review date to assess the
1. Agree with the person that they are completed task, discuss learning achieved
willing to take on tasks. and future action.
2. Describe the task fully. 9. appreciate the person who skillfully does
3. Ensure full understanding of the delegated Tip!
the delegated work.
task.
4. Discuss and agree with proposed method. Delegation is not a means to avoiding
5. Prepare grand chart for evaluation/review the jobs you do not enjoy doing.
of the progress of the task.
6. Determine the number and frequency of

Ÿ Discuss with teachers in the school that any one person cannot run an D o this at the
organization alone and that responsibilities have to be delegated beginning of year and
Ÿ Talk about what sort of responsibilities they might take on in the school follow up in weekly
Ÿ Ensure that duties should match their abilities meetings
Ÿ Make a list of the delegated duties and display them
Ÿ Follow up regularly on the delegated work
Ÿ Evaluate the performance and achievement of the tasks.
37
10 Stakeholder Consultations
Introduction
This unit describes the importance of engaging stakeholders in developing an overall approach towards
the school improvement and managing change. All types of personal who have link with the school in
any shape are stakeholders which include teachers, students, parents and community.
1. Teacher Consultation
Case Study
How things change! Last year Mrs. Ali
arranged a Sports Day at her school as a head
teacher by developing a wonderful plan all by
herself. However, the activity ended up being
a poor show with respect to conduct and
discipline of players, as well as the audience.
Due to lack of distribution of duties, four
children of two different teams got injured in
an argument; most of the children were passive
and late for their races; and, the prizes were not
wrapped well and there was not enough
support by the community.
This year, before the Sports Day, Mrs. Ali
called a meeting of her teachers to discuss the
drawbacks of last year Sports Day and to get
their suggestions to avoid any mishap. At the
same time she told teachers to consult children
about how Sports Day could be celebrated and
which new games could be added.
After the meeting she considered the
suggestions and remarks of teachers and
students in planning the Sports Day. She also
consulted parents and assigned duties to the
staff. Eventually the Sports Day activity was
an excellent show.
38
Head Teachers’ Guide Stakeholder Consultations
Outcomes Tools of Consultation

The most helpful and effective tools of consultation
The head teacher will be able to: are:
Ÿ understand the importance of teacher A. Meetings: i) Formal, ii) Informal
consultation in the school management B. Interview: i) Face to Face, ii) Group
Ÿ conduct a consultation exercise of teachers to C. SWOT Analysis for the new situation that
prepare the SIP (School Improvement arises in school.
Plan)/change initiative
Teacher Consultation Tip!

Consultation with teachers covers most of the
Start meeting with the recitation
activities of the school and helps to develop the
of Holy verses and end on an
following areas:
encouraging statement/note.
Ÿ Mentoring
Ÿ Academic
Ÿ Supervision and Planning Guidelines for Interviews
Ÿ Teacher Appraisal Ÿ Clearly explain the purpose of the interview
Ÿ Decision Making regarding New Initiative and Ÿ Remain focused
SIP Ÿ Be polite and friendly
Ÿ Quality Teaching and Learning Ÿ Give equal opportunities to all
Ÿ Follow Up of Instructions Ÿ Share experiences
Ÿ Solution of Problems Ÿ Be flexible and positive
Ÿ Evaluation Ÿ Listen carefully and consider the suggestions
Ÿ Co-curricular Activities of others
Ÿ Home School Partnership Ÿ Keep the language appropriate to the
respondent
Advantages of Teacher Consultation
Ÿ Encourage honesty and be fair
Teacher consultation is helpful to:
Ÿ encourage and motivate teachers
SWOT Analysis
Ÿ build confidence and communication skills SWOT analysis is a simple framework for
in both head teacher and teachers – it generating intentional alternatives from a
helps make the head teacher’s work more situation analysis. It is used to evaluate the
effectively Strengths, Weaknesses, Opportunities, and
Ÿ share ideas and experiences within the staff Threats for a situation or a person. It involves
Ÿ discuss the problems and find their solutions specifying an objective, and identifying the
Ÿ build up an effective team internal and external factors that are favorable
and unfavorable to achieving the objectives.
Helpful Harmful
To archiving the Objective To archiving the Objective
Standards of the Environment Standards of the Organization
Internal Origin
SWOT ANALYSIS
W
Weaknesses
S
Strengths
External Origin
O
Opportunities
T
Threats
39
2. Student Consultation
Case Study
Tip!
Student consultation is to
Ayesha and Areeba - two friends - meet after encourage and appreciate children.
many months. Areeba tells Ayesha about her
school that it is clean and tidy and looks Guidelines for Effective Student
beautiful. She also tells Ayesha that her
teachers love the children, so she enjoys being
Consultation
at school and learns new things in an enjoyable Following are the guide lines for effective
way. students' consultation:
After listening to the characteristics of Ÿ Be polite and listen carefully.
Areeba's school, Ayesha says she is surprised
Ÿ Adopt a flexible approach.
because she doesn't enjoy going to her boring
and dirty school. Ayesha says she will tell her Ÿ Encourage children to speak the truth.
mother that she would like to change her Ÿ Keep answers confidential.
school and go to Areeba's.
Tip!
Outcomes Setup a system whereby the
questionnaires are directly
collected in the head teacher’s
Ÿ know the importance of students’ office to ensure confidentiality.
consultation in the school management Ballot boxes can be a good way.
Ÿ gather data from students to use for SIP
Ÿ learn to generate support for new initiatives
Student Consultation
3. School Council Consultation
Consulting students is basically trying to know how
students observe their surroundings, what changes This part of the unit describes the importance of
they want and what they think will help improve the consulting the SC (School Council) and outlines a
school. Students' consultation is an ongoing process questionnaire for use during consultations.
which flourishes under good administration and
develops the characteristics of observation, critical Outcomes
thinking and expression of thoughts in the children.
Ÿ consult School Council members effectively
Ÿ build and formulate the SIP in the light of SC
comments
40
Case Study 1. Hold school council meeting

once every term.
Meetings
After attending a training workshop, Mr. 2. Keep the record of the meeting.
Farooq Ahmad decided that he would 3. All the member of school council
gradually develop School Improvement Plan should be informed about all
(SIP) for his school. This was a two-teacher school monthly activities.
school and his colleague was unable to provide
satisfactory support for developing the SIP.
Mr. Farooq felt that he needed more input Questions for SC Members
before he approached other stakeholders. He The following questions should be discussed
thought he would talk to the members of the with SC members. Where members are unable
SC. In the past all members of the SC had not to attend meetings, it may be possible to send
come for meetings but to his surprise, nearly the questions to non-attendees.
every member had turned up this time when it
1. What can be said about the school's
was decided to discuss what SC members
wanted from the school. Instead of using reputation and how might it be improved?
questionnaire, Mr. Farooq decided to discuss 2. What in your opinion, are some of the
some questions with SC members to achievements of this school?
understand in detail what they wanted. 3. How might the school raise funds to help
improve the school conditions?
The School Council (SC)
4. How can you help the head teacher for the
SC has the following composition: hundred percent enrollment of children?
1. Head teacher (chairperson) 5. How can you help the head teacher to make
2. 5 Parents (member) zero drop out?
3. 2 retired soldiers/Govt. servants
4. Parent Consultation
Members
(members)
4. Lambardar (member) This part outlines the appropriate approach for
teachers to deal with parents, guardians or
5. All other persons making
carers of children.
substantial contribution to the
school fund (member)
6. 1 Teacher to be selected by the
head teacher (secretary)
SC would serve:
1. as a check on absenteeism.
2. to monitor teachers’
performance
Objectives
3. for the use of Govt funds

4. for the purchase of furniture and
equipments etc.
5. for raising local resources
6. for enhancing enrollment and
reducing dropout rate of
students
41
Case Study Outcomes

Mr. Bashir Says: As a teacher I visually
connect with my students. Eye contact is very
important to me. This is how I understand their Ÿ know the information needed to give to
issues and get a sense of who they are. parents
Shahzad, my student in Grade IV would just Ÿ suggest ways to teachers to
not meet my gaze. He was withdrawn and often communicate effectively with parents
lost in day dreaming. I requested his mother to How to Speak with Parents?
come and see me. He was a middle child with
an older brother and a younger sister she told Ÿ The teacher should be well prepared
me. She also said he was useless, that he could about the features of the students
not study. I asked her if she helped him with his (write down the notes before the
homework. “No, there is no point wasting any meeting).
time on that child!” was her response. He was Ÿ Welcome the parents and offer them a
clearly manifesting his mother's beliefs about decent place to sit.
him. I told the mother to pay him a little Ÿ Start discussion by highlighting the
attention. “I know he is not doing well right strengths of their child.
now, but as a teacher I can tell that he is a
topper.” His mother was a sensible woman and Ÿ Then point out the major problems /
softened her behavior towards Shahzad. weaknesses.
Gradually he started to make eye contact with Ÿ Give solution for the problems /
me. Slowly he went up from getting his usual weaknesses.
zero to scoring a few points in tests. We Ÿ Guide parents to keep counseling the
celebrated his milestones in class and cheered child regularly.
for him. Ÿ If there is a problem, the school should
not wait for the next meeting and should
resolve the problem immediately.
Ÿ Do not allow children to attend the
meeting.
Remember
Before meeting, write down the notes about
the features of the students
Welcome the parents
Start discussion by highlighting the strengths
of the child
Point out the major problems / weaknesses
Give solution for the problems / weaknesses
Guide parents to keep counseling the child
Do not allow children to attend the meeting
42
Annex -A
Questionnaire for Students
l Put the (a) in the appropriate box in the following table:
Sr Question Yes No To some extent
1 I like my school
2 My school looks clean and tidy
3 My school makes me feel happy
4 My teachers help and solve my problems
5 My teachers treat all children fairly
6 My teachers mark my work and correct mistakes
7 My teachers explain the things in a very good way
8 My teachers do not beat, hit or abuse us.
9 My school organizes extra curricular activities
10 The school has good resources to help me learn
l Answer the following questions about your school.

1. Which activity of your school do you like the most? Explain why.
2. Which activity of your school you dislike? Explain why.
3. Which changes do you want in your school?
4. What role do you think you can play in bringing about these changes?
43

1: Consultation with teachers Weekly
Ÿ Have a weekly review meeting with teachers
Ÿ Call a meeting of teachers before starting any new activity like
exams or games
Note: Be polite and listen carefully. Always adopt a flexible approach.
Encourage honesty and truth. Let the others explain their point of view.
2: Consultation with students Once every 6 months
Ÿ Use the same questionaire for students ( Annexer A) and call
students feedback to bring improvement in school
3: Consultation with School Council (in school council meetings) Quarterly at least
st
Ÿ Before the beginning of academic year arrange 1 meeting of school
council. In this meeting discuss the aspects of school improvement
and the schedule for the year
Ÿ Hold meetings regularly as per agreed upon schedule
Note: Use these meetings to work on all aspects of school improvement
4: Consultation with parents Twice a year
Ÿ Constitute school committee to draw up guidelines to help teachers
prepare for meetings with parents
Ÿ Monitor the parents teacher meeting providing the teachers
guidelines for the successful accomplishment of meeting
44
11 Maintenance and
Safety of School
Introduction
This is an important unit that describes how to maintain the school building safe and healthy so that the
learning environment improves and uplifts the overall performance of school.
Case Study
Mrs. Zahida worked in a Govt school. When

she took charge of the school, she felt that
condition of class rooms was quite bad.
Although it was not rainy season still the walls
and ceiling were damp. She examined the roof
of the school and noticed that there was no
drainage system on the roof. There were no
brick flooring or sealing on the roof. Electric
wiring was open and passing through the roof.
It could cause short circuiting any time in the
building.
She called the School Council (SC) meeting
and discussed this issue with the members. The
SC noticed the problems and approved to have
the necessary work done. Then she made a
committee to check the repair work. In this
way she saved her school building from further
damage and also took measures for the safety
of the children and staff.
Outcomes
Ÿ realize the importance of
maintenance and safety of building in
school
Ÿ seek help from school council to
maintain the school building
45
Head Teachers’ Guide Maintenance and Safety of School
Ÿ develop and implement a procedure for pieces of wood, glass or metal.

school safety and maintenance Ÿ Dangerous items should be removed by
teachers or another adult.
School Maintenance and Safety Ÿ Develop a sense of cleanliness in
Maintenance is about keeping the school students so that they should assist and
building and other available resources like water should not drop litter.
tanks, first aid box, toilets, electrical wiring etc in Ÿ Do not allow water to stand in the
good condition by checking and repairing ground and fill small ditches.
regularly at proper times. Safety is about taking Ÿ With the help of the SC, the head teacher
measures to keep the school a safe place for the may be able to appoint a cleaner for the
children. school. All primary schools do not have
The topic of maintenance can be divided into sweepers to clean the school.
following:
a. Repair
Safety
Issues of safety are often connected to school
Ÿ It is better to get the things repaired than
maintenance. By taking precautionary
to waste them.
measures, losses can be avoided. The head
Ÿ Broken furniture, doors, leakage or
teacher, along with his/her teachers must take
seepage must be repaired as soon as
responsibility for the physical and emotional
possible.
protection of students. We can divide the whole
b. School Building Renovation and school and its surroundings into following areas:
Improvement a) School building
The head teacher can improve the b) School grounds and school surroundings
appearance of the school by: d) Utility system
Ÿ planting flowering plants either in pots
a) School building
or in the ground
Ÿ having the walls decorated with famous
Classrooms
Ÿ Teachers must store all class resources
quotations, alphabet, cartoons, pictures
displaying good habits or values and equipment carefully and keep watch
Ÿ printing the name of each class on its
for any seepage in the roof, holes or
door, e.g. class I cracks in the walls and roof, interruption
Ÿ encouraging teachers to have teaching
of electric wiring etc. In such cases
related charts on the walls he/she should inform the head teacher.
Ÿ If it is found that roofs of school building
Ÿ renovating the building by white-
washing or painting it are in bad condition, students must be
shifted immediately for their safety to
c. Security another place/room.
Ÿ Head teacher must ensure that all items
and valuables are kept under lock and b) School Ground and Surroundings
key. School ground should be neat, clean and
Ÿ Doors and windows should also be attractive. Grass and plants in the ground
locked everyday after school. should be well managed. There should be no
d. Cleanliness places for standing water in the ground. The
standing water acts as an invitation for
Ÿ Keep the play ground clean from the
mosquitoes that cause different diseases.
stones, litter and other sharp objects like
46
c) Utility System can be reduced.

Water Supply Following are the methods/drills which can be
Ÿ Water tanks must be covered to keep out practised for safety purposes in case of disaster.
contaminants, rats, lizards, birds etc. Earthquake Drill
Ÿ Keep the area around the water taps
At the first sign of shaking
clean to avoid mud and don't let the
water stand. 1. Inside the classroom:
Ÿ Water taps and sanitary pipes should not Ÿ Practice the drop, cover, and hold drill.
be near the electrical fittings. Ÿ Drop to the ground, clasp both hands
Toilets firmly behind the head. - OR-
Ÿ Take cover by getting under a study
Ÿ Ensure toilets are frequently cleaned
table or other piece of furniture.
and washed daily with fresh water. Ÿ Stay in position until it is safe to move.
Ÿ Keep the toilets airy and fresh to avoid
bad odour. 2. Outside the classroom:
Ÿ Dry the floors after cleaning to avoid
muddy footmarks and to prevent
students from slipping.
Sewerage
Ÿ Get the drains and gutters decongested
regularly to ensure that these are not
blocked.
Supporting Hands for Head Teacher
School maintenance and safety is the
responsibility of the head teacher but she/he
cannot perform this role alone. She/he needs
financial, manual, social and moral support to Ÿ Teacher will take a roll call at the
carry out these responsibilities, some of which evacuation point, to ensure that all
can be delegated. The head teacher can utilize students have reached safely.
Ÿ Ask the students to move into the open,
the following in this regard:
away from buildings, fences, trees, tall
Ÿ School Council (SC)
playground equipment, utility wires, and
Ÿ Teachers
street lights.
Ÿ Students Ÿ Kneel or sit on the ground and cover your
Ÿ Parents and local companies head and face with your hands.
Ÿ Influential people in the local Ÿ Once in the open, stay there until the
community shaking stops
Ÿ Allocated budget
Ÿ Available school resources
Fire Drill
Ÿ Stop, Drop, and Roll! Cool and Call.
Disaster Management
o Stop! - Do not run!
Disasters are the natural calamities that come
o Drop! - Drop to the ground right
unexpectedly i.e. earthquakes, fires, floods, etc. where you are.
and cause damage to the life and property. By o Roll! - Roll over and over to put out
taking some appropriate measures, the losses
47
the flames. Cover your face with your practice fire drills at regular intervals during the
hands. school year.
o Cool - Cool the burned area with
water.
o Call - Call for help.
Remind your teachers to help students to

1: Survey of School Once every 6 months
Ÿ Make a checklist of school safety and maintenance issues in or as per requirement
consultation with teachers. Mark (ü) if done and (×) if not. Conduct
a physical survey of repair and maintenance. Keep the checklist for
follow up every six months
Ÿ Make school improvement plan by involving parents, teachers and
community as well as students.
2: Check Safety Issues After every two weeks
Ÿ Check water tanks, first aid box, toilets, electrical wiring. or as per requirement
Ÿ Get the things repaired if any of the above mentioned things are not
in proper condition
Ÿ Ensure that all the valuable things are kept under lock and key.
3: Repair of Damage Once every 6 months or

as per requirement
Ÿ Instruct the teachers to report you about any damage to the building
for example; seepage in the roof, holes or cracks in the walls, broken
windows etc.
Ÿ Broken furniture and doors must be repaired as soon as possible.
4: Disaster Management Quarterly

Ÿ Direct the teachers to conduct earthquake and fire drills in the
schools.
48
12 Health and Hygiene
Introduction
This topic describes the importance of being able to identify students' health and describes how basic
hygiene and preventive healthcare can contribute to a good learning environment.
Case Study
Ms. Nazia was appointed as head teacher of a
newly upgraded school. The school was
declared as a model school in the area. The
surroundings of the school were very dirty.
There were heaps of garbage outside and also
inside the school, which gave a foul smell and
was a breeding place for flies, mosquitoes and
germs.
Ms. Nazia examined the situation. She
called the meeting of School Council (SC) and
sensitized the people living in the area through
counseling. She asked them to realize the
importance of cleanliness. She took help of
Solid Waste Management (SWM) for the
removal of garbage. She celebrated
“Cleanliness Week” in her school to encourage
students and teachers to keep themselves and
their surroundings clean. Due to the collective
efforts of all, her school became neat and clean.
Outcomes
1. assess the general level of basic health
of primary and elementary students
2. develop good habits among students
to keep themselves clean
49
Head Teachers’ Guide Health and Hygiene
Personal Hygiene Student’s Checklist for Health and

Personal hygiene means to adopt neat and Hygiene Profile
healthy habits of life like keeping body and Tick (ü) if done and (X) if not.
clothing neat and clean; to avoid spitting; and
the blowing of noses at appropriate times and 1. Neat and clean nails
places; and; keeping the surroundings clean.
2. Lice free hair
3. Neat and clean uniform
4. Trimmed hair
5. Cleanliness of ears
6. Takes bath daily
7. Uses boiled water

Teachers can: Cleans hands, face and mouth
Ÿ teach students the Islamic values 8. before and after eating
regarding health & hygiene.
Ÿ tell them the importance of clean 9. Brushes teeth regularly
environment.
Ÿ ask about their present habits and Uses fresh fruit, vegetable and
10.
explain why some habits are bad. milk
Teachers can explore with children what 11. Brings healthy food with
happens as a result of bad habits. him/her
Ÿ ask the children to be involved in Avoids eating food from road
12.
keeping their class clean and attractive. side and vendors
Ÿ arrange lectures by involving health
13. Avoids sugary, junk food
related persons like doctors, lady health
workers etc.
14. Eyesight (Weak or not)
Ÿ celebrate a week for health and
cleanliness.
Ÿ make cleanliness committee of students 15. Skin allergy
Ÿ narrate stories to develop the interest
of children. 16. Wound on the body
Ÿ check the cleanliness of each child
daily.
50
Head Teachers’ Guide Health and Hygiene

1: Communicate the importance of cleanliness with students and teachers Weekly
in the assembly regularly. Talk about Islamic values regarding health &
hygiene in the assembly to create an awareness about
personal hygiene. Instruct the teachers get the help of senior students
for cleaning the play ground.
2: Asks the teaching staff to check the cleanliness of the students every day. Daily
3: Develop a sense of cleanliness in the students by celebrating cleanliness Monthly

day.
4: Provide the checklist to the teachers to check the condition of health of Monthly
the students once in a month.
5: Develop a policy for solving the problems regarding health & hygiene. As per requirement
51
13 School Finances
Introduction
This unit describes the importance of finances for an organization and incurring of expenditure or
purchase of various items for smooth functioning of the school.
Case Study
Mr. Arshad Mahmood joined as head teacher
in a primary school. He was told that the
school had a sufficient space, with enough
classrooms, a play ground and all important
facilities, such as electricity and water. On
the other hand, when headmaster took a
round of the school he saw that the plaster on
some walls and ceilings of two rooms were
crumbling. Classrooms were not properly
whitewashed. Furniture was also found
insufficient, many children had to sit on the
floor. Mr. Arshad Mahmood had a discussion
with the teaching staff and afterwards called
a meeting of the school council. He put the
problems to the school council and asked for
help. The School Council agreed to provide
the money collected through donation for the
repair of the plaster but showed inability to
provide furniture. The head teacher prepared
the School Improvement Plan (SIP) and in
consultation with SC constituted a committee
to supervise the work. The school council
approved the project and its estimated cost.
Work was started and school council
continuously kept on watching the quality of
work and school environment improved.
52
Head Teachers’ Guide School Finances
Outcomes institution.
7. To promote social and community work
The head teacher will be able to: in cooperation with the teachers and the
students.
Ÿ understand the role of school council in
financial procedures Head teacher must be aware of following areas:
Ÿ make purchases through school council i. Concept of School Council / School
under rules and maintain the record Management Committee
ii. Constitution of Committees
Financial Procedures iii. Role and Functions of School Council
Generally a school receives following types of iv. Purchase Process through School
revenue / budget. Council
i. Farough-e-Taleem Fund (FTF)
ii. Donation by the community
iii. Maintenance and Repair grant (M&R)
Tip!
iv. Special grants for different types of 1. Conduct regular school
purchase council meetings.
v. Contingent Grant (CG) 2. Maintain the minutes of the
One of the important responsibility of the meetings.
Primary & Elementary head teacher is to deal 3. Follow the purchase rules.
with the finances through School Council (SC). It 4. Update the records frequently.
is necessary for the head teacher to know
financial discipline. For better financial
procedures, the Government of the Punjab, Following steps are important for proper
Education Department has taken initiative to working of school council:
establish school councils. Step: I. Conduct frequent meetings of
In 1995-6, School Management Committees school council
were established on experimental basis in 11 Step: II. Follow the purchase procedure i.e.
districts of Punjab. Later on, the scheme was
1. Requisition
extended throughout the province and the
2. Constitution of purchase committee by
SMCs were renamed as School Councils. The
the approval of school council.
members of SC work in honorary capacity. The
3. Tendering or quotation process (if
objectives of SC have been discussed in the unit
applicable)*
of “Stakeholder Consultation”. Some other
4. Preparation of comparative statement
responsibilities of SC are discussed below:
5. Supply order and provision of bill
1. To work for the improvement of the
6. Verification of supplied items according
institution.
to set specification
2. To elicit community support for the
7. Stock entries and utilization of items
institution.
8. Verification of completion of project
3. To provide liaison between the students,
and validation of actual expenditures
teachers and parents.
4. To receive and manage funds which may *(applicable in case of Govt. grants only)
be donated to the institution by the old Technical Guidance
students and the community.
5. To promote atmosphere conducive to For the technical guidance regarding financial
teaching and learning procedures, following specimens and
6. To promote co-curricular activities in the notifications have been given.
53
Ÿ Specimens: (annex-XI)
1. Cash Register-Govt. Grant (annex-I) 10. Free Education in Government Schools
2. Cash Register-Private Fund (annex-II) up to Class X (annex-X)
3. Cash Register – FTF (annex-III) You may consult the following
4. Stock Register (annex-IV) notifications for further guidance:
Ÿ Notifications: 11.Letter No. So - (A - 11) 2 - 5
th
5. Constitution of School Councils (SC) 2003 Dated 7 September 2004
(annex-V) Subject: Rationalization and unification
6. Re-constitution/re-activation of SC of students Funds
(annex-VI) 12. Letter No. S.o (SAP) 22/94
7. Financial Procedure for School Councils Subject: School Management
to Incur Expenditure on Infra-Structural Committee
th
Improvements in School Upto Rs. 13. Letter No. S.o (A - 1) 7 - 21/81 dated 6
2,00,000/- (annex-VII) August, 1995.
8. Financial Procedure for School Councils Subject: Farough -e- Taleem Fund
to Incur Expenditure on Infra-Structural Setting up of School Management
Improvements in School Upto Rs. Committee
4,00,000/- (annex-VIII)
9. Usage of Farogh-e-Taleem Fund
Specimens and Notifications
(Annex-I)
CASH REGISTER OF GOVT GRANT
Receipt side
Sr. No. Date Cheque No. Amount
Expenditure side
Sr. No. Date Receipt No. Brief description of work Amount utilised
SUMMARY OF ACCOUNTS
Previous Balance:
Present monthly income:
Expenditure during the present month:
Balance:
Amount in bank:
Amount in hand:
TOTAL:
54
Annex-II
CASH REGISTER OF PRIVATE DONATIONS
Receipt side
Sr. No. Date No. of Receipt issued by school Amount
Expenditure side
Amount
Sr. No. Date Receipt No. Brief description of work
utilised
SUMMARY OF ACCOUNTS
Previous Balance:
Balance:
Amount in bank:
Amount in hand:
TOTAL:
55
Annex-III
FTF
CASH REGISTER
Receipt side
Sr. No. Date No. of Receipt issued by school Amount
Expenditure side
Sr. No. Date Receipt No. Brief description of work Amount utilised
SUMMARY OF ACCOUNTS
Previous Balance:
Balance:
Amount in Bank:
Amount in hand:
TOTAL:
Annex- IV
STOCK REGISTER
Name of Item -------------
Sr. No. Date of Voucher Rate / item Total items Amount Source of expendirture Previous No. of Items Balance Signature
Purchase No. purchased (SC / FTF / Others) Balance write-off in stock
Incharge Head
Stock Teacher
Note: Stock verification may be made on yearly basis
56
Annex-V
GOVERNMENT OF THE PUNJAB
SCHOOL EDUCATION DEPARTMENT
NOTIFICATION
CONSTITUION OF SCHOOL COUNCILS (SCs)
No, US(F-aid)24-I/99. where as, vide Notification No. SO(SAP) 2-2/94, dated September,
26th 1994 School Management Committees (SMCs) were constituted for Elementary and Primary
schools in Punjab to ensure community participation in implementation of SAP in particular and
to carry out school development activities in general:-
2. And whereas, in pursuance of Punjab Cabinet decision dated March 2, 2000, The
Government has decided to re-structure the existing SMCs and re-name them as School
Council(s).
3. Therefore, the Word School Management Committees (SMCs) wherever appearing in
Grant No. 15-40000-Social Services-41000- Education-41500-Primary Education 002-Govt,
Elementary Schools Object-60000 transfer payment 640000 grants 64200 Local bodies-64203
Grant in aid to SMCs for M& R of Elementary & Primary Schools-64204 Grant in aid for
instructional material to Elementary & Primary schools Male & Female in the Punjab during the
Financial Years 1997-98, 1998-99 and 1999-2000 shall stand substituted as School Councils (SCs)
and shall hereinafter be operated by the School Council (SC).
4. Constitution and functions of the School Council shall be as follows:-
a) MEMBERSHIP
1. Head Teacher Chairperson
2. 5 Parents Member
3. 2 retired Soldiers/Govt. Servants Member
4. Lambardar Member
5. All other persons making substantial contribution
to the school fund Member
6. 1 school teacher (to be selected by the Head Teacher) Secretary
b) FUNCTIONS
1. School Council would serve as a check on absenteeism
2. Monitor performance of duties by teachers
3. Use of government funds
4. Purchase of furniture and equipment etc.
5. Raising local resources
6. Enhancement of enrolment and reduction in drop outs
c) SELECTION PROCEDURE
The School Council will be selected by teams constituted by the Deputy Commissioners. These
teams shall work under the supervision of Assistant Commissioners. A separate team shall be
constituted for each Markaz consisting of:-
1. Project Manager, LG&RD Department,
2. Senior most Headmaster/Headmistress in the Markaz,
3. Social Welfare Officer,
4. Circle Revenue Officer, and
5. Assistant Education Officer (Male/Female).
The teams will consult the Head teachers and retired government servants, graduates of the
village, retired defence service personnel, parents of school going children and the Lambardar in a
Jalsa-e-Aam. All members of SC shall be female in case of Girls School.
Cont.
57
d) SCHOOL FUND
Every School shall have a school fund to be jointly operated by the Chairperson and one
member to be selected from amongst the private members of the Council. Allocations from
the fund shall be decided by the School Council and the fund shall be audited as prescribed.
The fund shall consist of:-
1. Funds donated by the community with 100% matching grant 'to be provided by the
Government.
2. Funds paid by the students except fees.
3. Non-salary budget of the school.
e) USE OF SCHOOL FUND
The school fund shall be utilized on following:-
1. Provision of free textbooks/stationery to the needy students.
2. Education stipends to the needy.
3. Maintenance and repair of school property.
4. Recruitment of teachers on contract basis where necessary.
5. Purchase of instructional material including computers.
6. Provision of missing facilities such as electricity, water pump, toilets, boundary wall etc.
7. Any other related purpose with the approval of the District Education Coordinator.
5. The District Education Officers (M&F-EE) are directed to have these councils constituted
under the supervision of the concerned Deputy Commissioner and extend all possible help to
complete this exercise by April 15, 2000. Report on completion of exe rise be sent to this
Secretariat through the DPI (EE) Punjab, before April 20, 2000.
Dated Lahore the April 6, 2000 Azhar-H-Shamim
Special, Secretary (Schools)
Annex-VI
GOVERNMENT OF THE PUNJAB
EDUCATION DEPARTMENT
December 30, 2003
NOTIFICATION
No, US(F-aid)24-I/99 Re-constitution/re-activation of the School Councils is being
conduced under the Punjab Education Sector Reform Programme. The district governments will
observe the following guidelines with regard to re-constitution/re-composition of the School
Councils.
1. School councils can be set up for all schools. However, these guidelines are for Primary and
Middle schools only.
2. The functions of the School Council will include ensuring Teacher attendance and
improvement in the overall quality of Schooling.
3. The membership of a School Council shall not be less than seven.
4. Parents shall constitute the majority-more than 50%-of the members of the School
Councils. Mothers will represent parents in girls schools.
5. The Headmaster/Teacher in charge of the school shall be the co-chair and the co-signatory.
6. The School Council must meet at least once in a quarter (i.e. a minimum of four times a
Cont.
58
year)
7. The School Council shall have a given sum placed at its disposal by the Punjab Education
Sector Reform Programme through the district government, with which among other
expenditures, needs of the school can be met in respect of urgent repairs, procurement
and maintenance of additional facilities, small works, and charges pertaining to a
temporary recruitment or replacement of teachers.
8. The School Council shall supervise the distribution of textbooks that are to be provided
free of cost up to class V under the Punjab Education Sector Reform Programme.
9. The performance of these School Councils will be monitored by the Provincial Government
and the respective District Government.
Khushnood Akhtar Lashari

Secretary Education
59
Annex-VII
60
Annex-VII
(Attachment)
61
Annex-VIII
62
Annex-IX
NO.SO(A-II)2-5/2003
Government of the Punjab
Education Department
(School Wing)
USAGE OF FAROUGH-E-TALEEM FUND
(To be expended by Head of the Institution after observing all codal and procedural
formalities) with approval of school council
1. Purchase of Science equipment of all types.
2. Purchase and repair of sports articles of all types.
3. Expenses to hold games contests. Refreshment of players. Conveyance expenses of sports.
Accommodation and meals expenses for sports.
4. Minor work of play ground (Cleanliness & Level etc if required), availability of water of
ground.
5. Purchase of library books, magazines, newspaper and periodicals, library and reading room
related expenses.
6. Expenditure of Examinations “printing of question papers, purchase of duplicating machine
and related material.
7. Purchase of audio visual aids.
th th
8. Installation of telephone (internet provision to Computer Science 9 10 , ICS classes).
9. Purchase of geometry box, charts, maps, block board/White Boards, Duster, Display Board.
10. Purchase of Plants for Tree Plantation/plower Pots.
11. Expenses for holding of competitions of Co-Curricular Activities i.e. Drama, Debates, Speech,
Essay Writing etc.
12. Expenses of Students & Class Incharge for trips to historical and geographical places, (no
subscription will be taken from students)
13. Fee for Scouting/Girl Guiding, Expenses of related items and accommodation of Students,
Incharge Teacher, Headmaster
14. Purchase of Medicines
15. Appointment of Doctor & Dispenser as part time,
16. Treatment of Poor and deserving students.
17. Purchase of sanitation related articles.
18. Health related Charts
19. Weight machine
20. Holding of Parents Day expenses
21. National & Islamic celebration days expenses
22. Furniture of Library and related items.
23. Annual Prize Distribution Ceremony expenses
24. Educational Distinction and sports prizes
25. First Aid and related articles
26. Articles relating to cleanliness in the school
27. Purchase of equipment relating First Aid
28. Books for deserving poor students, stationery, purchase of uniform and shoes, payment of
fee etc
29. Purchase of optical and toys for poor students
Cont.
63
30. Purchase of seeds and plants for school ground and other ordinary purchase.
31. Help for Students of SOS Village and Hospital.
32. Prize in form of articles (Towels/Vests) or prize bonds on occasions like Eid Milad-ul-
Nabi/Pakistan Day etc.
33. Printing of Certificates etc, for giving to students on the above occasions.
34. Expenditure required in form of repair etc. in the libraries/purchase of fans, curtains and any
other type of expenditure required in the libraries.
35. Binding of books of libraries.
36. Purchase of National Leader/National Heroes Photos.
Any other type of expenditure required for the welfare of the students and upkeep of the school
with permission of school council.
Annex-X
Copy of letter No .S .O (A-I) 7-21 / 81 –IV Government of the Punjab, Education Department,
dated 20th , May, 2003 addressed to all District Coordination officers and Executive District
Officers, (Education) in the Punjab.
SUBJECT: FREE EDUCATION IN GOVERNMENT SCHOOLS UP TO CLASS X
I am directed to invite your attention to this Department's Order of even number dated
th
6 , February, 2003 on the cited subject and to intimate to you that the instructions issued vide
the afore mentioned letter concerning waiver of tuition and re-admission fee is applicable to
all Governments and as well as Municipal Schools in the Punjab.
1. Strict compliance of the instructions is requested.

sd/-
(Zubair Ahmad Shad)
Section Officer (A-I)

Keep the record of financial management (as receipts, cashbook, stock As an when required
register, bank account statement, etc.) and administrative activities (as
notification of school council, register of meeting proceedings, etc.)
64
14 Quality Education:
Initiatives And Expectations
Introduction
This unit briefly discusses some new initiatives taken at the primary level and focuses on the role of the
head teacher in successfully implementing and sustaining them.
Case Study
Outcomes

Ÿ understand the new initiatives taken
by the School Education Department /
Govt. of Punjab for the improvement
of overall quality of education to cope
with the International Educational
Standards.
In this unit each initiative is briefly
highlighted to indicate areas where head
teachers need to put in maximum effort.
These new initiatives are interlinked and are
crucial to bring about long term benefits to the
students and ultimately to the nation.
Following are some of the new initiatives
taken in the recent years and are discussed
briefly:
1. Early Childhood Education (ECE)
2. The Child Friendly Schools (CFS)
3. Curriculum Reforms
4. English Medium Schools Initiative
5. Continuous Assessment of Students'
Learning
6. Continuous Professional
Development (CPD) Frame Work
7. School Reform Road Map
65
Head Teachers’ Guide Quality Education
1. Early Childhood Education (ECE) diversity

Ÿ provide knowledge and understanding
On 9th September 2009, the Govt. of Pakistan of Islam and Islamic society
approved the new National Education Policy. Ÿ develop understanding and respect for
This is the first time in the history of Pakistan
the beliefs and practices of the other
that an education policy contained a full section
religions
on Early Childhood Education. This is
encouraging. The new National Education Policy Ÿ create in children a sense of citizenship
2009 has recognized the importance of ECE and within the community, country and the
taken a number of policy actions, including world
additional budget, teachers and assistants for Ÿ foster in children a sense of self reliance,
ECE. Policy actions also include interactive independence and positive self image
environment, including play, rather than focus Ÿ equip child with lifelong learning skills
on regimes that require rote-learning. Ÿ provide opportunities for active learning
Ÿ provide opportunities for self-initiated
Early Childhood Education (ECE) relates to play and decision making
early learning of young children and consists of
activities or experiences that are meant to affect
developmental changes in children before they
enter into formal class, grade or primary school.
2. Child Friendly School (CFC)

The school is a significant personal and social
Significance of ECE place in the lives of its students. A child-friendly
Good quality Early Childhood Education has school ensures every child an environment that
important long term benefits for a child. The is physically safe, emotionally secure and
early years are critical for the acquisition of psychologically fit.
concepts, skills and attitudes because they lay Children are natural learners, but this
the foundation for lifelong learning. capacity to learn can be undermined and
The National Curriculum for ECE aims to: sometimes destroyed. A child-friendly school
Ÿ provide for the holistic development of recognizes, encourages and supports children's
the child, which includes physical, social, growing capacities as learners by providing a
school culture, teaching behaviours and
emotional, cognitive and moral
curriculum content that are focused on learning.
development
Ÿ develop critical thinking skills
Ÿ nurture tolerance and respect for
66
member who is with the child and ask

about any problems and difficulties that
the child may have.
Ÿ Promote peace, dignity, tolerance,
freedom, equality and solidarity,
physical and mental health and well
being.
Ÿ Build learning environments and
processes that allow children to develop
the knowledge and skills they will need
in life.
Ÿ Children must be encouraged to actively
participate in making important
Basic Characteristic of a Child Friendly decisions that affect their lives in school
School and community.
Ÿ It is a child-seeking school — actively Ÿ Take care of child's social, emotional,
identifying excluded children to get physical and psychological needs.
them enrolled in school and include in Ÿ Be helpful and positive towards learners.
learning, treating children as subjects Ÿ Guide learners towards their personal
with rights and state as duty-bearers strengths while pointing out their areas
with obligations to fulfill these rights, for development very carefully.
and demonstrating, promoting, and Ÿ Introduce learning from easy to difficult.
helping to monitor the rights and well- Ÿ Remember everyone learns in different
being of all children in the community. ways.
Ÿ Do not expect from all students to react
Ÿ It is a child-centered school — acting in in the same way.
the best interests of the child, leading to
the realization of the child's full 3. Curriculum Reforms
potential, and concerned both about the Revision of existing National Curricula and
"whole" child (including health, Development of new National Curricula in all
nutritional status, and well-being) and subjects was undertaken by the Federal Ministry
about what happens to children — in of Education. Similarly, scheme of studies for
their families and communities - before Early Childhood Education to Higher Education
they enter school and after they leave it. was also reviewed and revised keeping in view
Above all, a rights-based, child-friendly school the Islamic Teachings and Ideology of Pakistan,
must reflect an environment of good quality cultural and religious sensitivities in the country
characterized by several essential aspects. and emerging trends like human rights
education, population and development
Tips to Make your School Child Friendly
education, environmental education, disaster
Ÿ Children with disabilities sometimes find
and risk management, preventive education
it difficult to get to school. Try to
against HIV/AIDS and other fatal diseases, peace
organize transportation to school and
and value education, inclusive education,
make school accessible.
preservation of cultural heritage, inter faith
Ÿ When a child with a disability first comes
harmony, citizenship and other related issues.
to your school, talk with the family
67
School Curriculum Salient Features of New National

In formal education, a school curriculum is the set of Curricula 2006
courses, and their content, offered by the education Ÿ Student-Centred standards based
department or by the school. It is a means through curricula with detailed Learning
which objectives of education are achieved. Outcomes directed to meet the
standards.
}
Ÿ What to do Ÿ In line with the international standards
Ÿ How to do All about teaching and Ÿ Focus on development of attitudes and
Ÿ When to do learning values towards various subjects and not
Ÿ Where to do just transfer of knowledge
Ÿ E n c o u ra g e u s e o f e d u c a t i o n a l
The National Educational Curricula have been technologies
revised on the following framework:
Ÿ Outline student assessment and
1. Competencies / Strands
evaluation strategies to go beyond rote-
Key learning areas of the subject are called
memorization
competencies or strands.
Ÿ Intend to make learners creative,
2. Standards
constructive, communicative and
A standard defines the competency. Each
reflective individuals
competency has different number of standards. Ÿ Emphasise strongly on values for
3. Benchmarks peaceful co-existence, unity in diversity,
Benchmarks further elaborate the standards. A and development of positive attitudes
benchmark progresses through developmental towards fellow human beings through
levels. respect and tolerance
4. Students’ Learning Outcomes (SLOs)
SLOs are built on the descriptions of the Comparison of Curriculum Approaches
benchmarks. Each benchmark has different
number of student learning outcomes. Standard Based
Traditional Approach
Approach
CURRICULUM FRAMEWORK Based on content & Based on Standards

topics
Strands Focus on objectives Focus on SLOs

(Student Learning
Outcomes)
Standards Teacher Centred Student Centred
One way approach Variety of Approaches
Benchmarks Assessment of content Assessment of content

knowledge and simple skills, deeper
understanding understanding,
reasoning and
Students’ Learning Outcomes application
Promote memorization Promote thinking
68
4. English Medium Schools Ÿ Devising mechanisms for monitoring

Initiative and follow up of teaching and learning
One cannot deny that for our people to progress 5. Continuous Professional
in life, especially in the globalized world of Development (CPD)
today, English is very important. There is need to
teach English since the wealth of knowledge of The DSD has developed a decentralized
the world is in English and it is through this approach for effective implementation of the
knowledge that one can truly make headway in CPD framework. All CPD activities are planned
the scientific and technological areas. and executed at the district level in the line with
government policy of devolution. Support
The English Medium of Instruction aims networks have been created to provide in-
to: service training, follow-up pedagogical support
Ÿ Develop all four skills of language i.e. and mentoring to the primary school teachers.
speaking, listening, reading and writing To this end, each support district has been
Ÿ Support learning of other subjects divided into clusters of schools. Each cluster
Ÿ Develop communicative competence consists of 25 to 30 schools within a radius of 15
i.e. ability to use English for functional to 17 Kilometers on average. In a cluster
purposes i.e. for business, travel and maximum 75 schools can be attached. Cluster
center is housed in centrally located high school
social interaction
or higher secondary school. These centers are
Ÿ Integrate learning i.e. making links
called Cluster Training and Support Centers
within subject teaching to help (CTSCs). In each CTSC, two districts Teacher
promote deeper understanding Educator (DTEs) are deployed on average
Ÿ Provide more chances for professional however maximum five DTEs can be placed at
development and growth one cluster. The norm for allocation of posts of
Ÿ Provide a boost to the Education DTEs is 15 schools per DTE. Research has shown
System at the grass root level that professional support system for teachers
Ÿ Strengthen students’ conceptual must be designed around the actual needs and
learning through parallel experience of teachers.
implementation of 3 core subjects i.e;
Components of CPD
English, Mathematics and Science in
English In CPD framework, each individual has to
Ÿ Improve overall quality and standard of perform following seven functions which are
education called the components of CPD Model:
Ÿ Mentoring
Support from head teachers Ÿ Training (continuous professional
To make English Medium Schools Initiative a development)
success, head teachers need to do the following Ÿ Reporting
things: Ÿ Coordination
Ÿ Create an environment for acceptance
Ÿ Monitoring
to change
Ÿ Structure and manage teacher support Ÿ Assessment
mechanisms Ÿ Management
Ÿ Create optimal opportunities for
student learning
Ÿ Ensure efficient resource management
69
performance indicators (KPIs) given

PD: Progamme Director
in the letter.
Ÿ Arrange systematic co-curricular
activities, according to academic
Regional Programme Manager
calendar.
RPM: Ÿ Ensure maintenance of school
facilities like safe drinking water,
furniture, toilets, building,
cleanliness through school councils
LTEs: Lead Teacher Educators
and staff.
Ÿ Ensure 100% implementation of
English medium scheme in schools.
RN: Research Network Ÿ Ensure monthly and periodic tests of
students on prescribed formats for
preparation of PEC and Board
Examinations.
DTSC: District Training and Support Center Ÿ Conduct census of schools, staff and
facilities.
Ÿ Work jointly with head teachers and
Networking of CPD teachers for the achievement of
targets.
DSD PD
Mentoring Areas Max. Time

Head DTSCs RPM
Scheme of work (Taleemi
TEs LTEs & 30 minutes
Calendar)
RN Members
Lesson plan 30 minutes
CTSC CTSC CTSC Head Activity-based teaching and
30 minutes
learning
25 25 25 Use of support material
Schools Schools Schools 2 DTEs / CTSC
(Blackboard, Low cost/no cost 30 minutes
materials)
Functions of DTEs
Ÿ Ensure Universal Primary Education Interaction with students 30 minutes
campaign through 100% enrollment Classroom management 30 minutes
at Primary and Elementary levels.
Ÿ Ensure zero drop-out at Primary, Students' assessment 30 minutes
Elementary and Secondary levels.
Ÿ Ensure 100% attendance of the staff Homework 30 minutes
and report daily absenteeism
through e-mail to district and Note: All areas should be addressed during
provincial authorities. one visit.
Ÿ Ranking of schools, head teachers
and teachers on results and key
70
Ranking Indicators for Primary School implementation of SLOs based Taleemi

Calendar
Ranking indicators Marks Total Ÿ to judge progress of students on SLOs
Ÿ to provide feedback to teachers and
Enrolment increase 10% parents on students’ achievement
1. (0.5 mark for each %) &
Ÿ to identify issues of curriculum and its
dropout 0% (0% 5 marks, 1%
5+5 10 coverage
4.5 marks, 2% 4 marks, 3%
marks, 4% 3 mark, 10% or Ÿ to mentor teachers on assessment
greater 0 marks) Ÿ to analyze issues of enrollment, dropout
and student attendance
Percentage of attendance for
2. students above 80% and for 5+5 10 Continuous Assessment Process:
staff above 90% Ÿ During the first eight working days of
Percentage of monthly test each month DTE conducts a monthly test
3. record results communication 10 10 in class 3, 4 & 5.
above 50% Ÿ He/she completes assessment activity in
Percentage of average marks two neighbouring schools in one day
4. obtained by each student in 10 10 according to plan.
school above 50% Ÿ He/she provides answer sheets to other
5. Competition/PT 2x5 10 schools for marking. (Each school
receives other school’s papers for
Cleanliness percentage of marking).
2+3+
6. students, staff and institution 10
3+2 Ÿ After collection DTE makes 10%
+ plantation
rechecking using software provided by
Ranking indicators Marks Total DSD.
Ÿ He/she enters marks in CTSC File and
7. AV Aids + HW checking 2x5 10 provides result to school before 15th of
Ranking of students and every month.
8. 5+5 10
staff displayed Ÿ Head teacher's working is assessed on
Use of library books + Science the basis of indicators provided in CTSC
11. 3+2+5 10
Kit + Display of students work File.
Maintenance of school Head teachers are required to provide full
2+2+4 support, cooperation and guidance for proper
10. facilities like drinking water, 10
+2 implementation of the assessment process.
furniture, toilets, building
Total 100 Benefits of Continuous Assessment
Initiative:
6. Continuous Assessment of Ÿ provides motivation to the teachers to
Students' Learning enhance student learning
This initiative is part of DSD’s continuous Ÿ strengthens student learning as it is
professional support for teachers through based on SLOs
continuous mentoring. Main purpose is to Ÿ acknowledges and celebrates student
record students’ academic achievements achievement
through monthly assessment. Ÿ earns prestige for the school where
Objectives of Monthly Assessment Initiative: students are doing well
Ÿ to motivate teachers for the Ÿ evaluates and assesses curriculum gaps
71
and issues
Ÿ provides guidance to teachers on District l Provision of free
effective curriculum coverage and Management Textbooks
completion l School visits
l Meeting of district review
7. School Reforms Roadmap committee
Roadmap goals and indicators Facilities and l Functioning of school
Quality education for all is the top most priority Resources facilities
of the Government of Punjab. In order to realize l School cleanliness
the vision of a prosperous Punjab, the l Non-Teaching Staff
Government of Punjab launched the 'School presence
Reforms Roadmap' in April 2010 that has three Others l Curtailing illegal fee
goals: l Progress of Up-gradation
Ÿ Every child is enrolled in school
of schools
Ÿ Every child is retained in school l Progress of missing
Ÿ Every child learns and makes
facilities
progress l Reduction of Audit Paras
Since the Reforms aim to achieve l Transfer of SC Funds into
transformational change at the school level, bank accounts of School
head teachers will play the most crucial role in Councils
the success of these reforms. The provincial
leadership including the Chief Minister and the Every district has been provided its own target
Chief Secretary are personally monitoring the for each of the above indicators. All 36 districts
progress of each district against the Roadmap of Punjab are being ranked based on the
on a monthly basis. Head teachers are expected progress towards the target on each indicator.
to work together with the EDO's team to ensure
progress against the following indicators of the CHIEF MINISTER’S
SCHOOL REFORMS ROADMAP
Roadmap: Quality
Education
100% 100%
Ranking Enrolment Retention
of Districts
Transparent
Transfers
Achievement l Achievement in PEC
Examination Recruitment
on Merit
- Mathematics Capacity Upgradation
Building of of Schools
- English Managers Missing
Facilities
- Urdu
- Science Quality
Free
Computer Assessment
Education Textbooks
(PEC)
Teacher Quality l Teacher presence Teachers’
Guides
PEEF
l DTE visits Permanent

jobs for
l Teacher guide presence Teachers
and use
GOVERNMENT OF PUNJAB
Enrolment and l Enrolment attendance gap SCHOOL EDUCATION DEPT.
Attendance l Increase in School
Enrolment (School Census)
Cont.
72
Role of Head Teacher:

The head teachers influence most of outputs of
the Roadmap. Head teachers are responsible for
meeting the district targets for the indicators
they directly influence. Below is a list of
indicators where the contribution of the head
teacher is vital along with best practices that
effective head teachers perform to ensure
progress on the respective indicator.
Indicators of School
Reforms Roadmap
Indicator What do effective head teachers do?

Achievement in PEC l Encourage teachers to design and conduct weekly assessments for
Examination students based on SLOs
- Mathematics l Review the design and conduct of weekly assessments
- English l Monitor results of weekly assessments to identify areas for
- Urdu improvement
- Science l Continuously improve student learning by focusing on weak areas
Teacher presence l Continuously assert the importance of teacher presence in staff

meetings
l Monitor attendance of each teacher and praise the most regular
teachers in the assembly
l Hold late comers and absent teachers accountable
Teacher guide presence l Report to DTEs if teacher guides are not available
and use l Continuously assert the importance of using teacher guides to
teacher
l Display on chart the Taleemi calendar in each classroom and ensure
teachers follow it
l Review teacher diaries weekly to check use of teacher guides
Student Attendance l Create an attractive atmosphere in school including:

- Good teaching quality
- Extra curricular activities (e.g. sports)
- No corporal punishments
l Follow up with parents of habitually absent students in parent
teacher meetings
Cont.
73
Indicator What do effective head teachers do?

Enrolment and l Improve quality of teaching
Retention l Improve facilities and outlook of classes
l Conduct door to door campaign for enrolment with teachers
l Contact mosque imams to create awareness about improvements
l Use School Council meetings to engage community in efforts to
increase enrolment
l Hold monthly parent teacher meetings to strengthen relationship
with parents
l Increase access of students to teachers and head teachers
Functioning of Facilities l Consult DEOs or peer head teachers to fully understand codal
formalities with respect to spending of funds
l Ensure available funds (FTF and SC funds) are fully utilized on non-
functional facilities
School Cleanliness l Emphasize the importance of cleanliness through use of posters in
schools
l Set example for others by throwing litter in the dustbin through
self-act
Non-teaching Staff l Behave politely with non-teaching staff and encourage them to
presence attend regularly
Curtailing Illegal fees l Appoint a student in each class to report any incidence of illegal fee
collection by teachers (in any form)
Progress of up-gradation l Submit timely report to EDO once student strength reaches the
of Schools level required for up-gradation
Progress of Missing l Ensure Farough-e-Taleem and School Council funds are fully
Facilities utilized for minor expenditures
l Send timely report to EDO for missing facilities requiring major
expenditure
Merit Based Recruitment and Transfers of Recruitment Committees: ZERO POLITICAL

Human Resource (HR) QUOTA
All Education Managers, Executive District The placement of selectees of PPSC and
Officers, District Education Officers and Deputy promoted officers is being ensured on merit and
District Education Officers will be selected on seniority basis as far as practicable near to their
merit by Search Committees. homes without any extraneous pressure. All
All recruitments of Teachers and Education placements, postings and transfers will be based
Managers are purely on merit through PPSC and on merit through transparent policies.
74
The tenure of selection of offices will be teachers have also been upgraded for this
linked with achievement of targets and purpose.
performance. Incentives for EDOs and DCOs
Incentives for teachers Districts and District Officers will be ranked on
One billion rupees have been allocated for the the Roadmap indicators
best performing teachers. Besides this, one Ÿ Periodic review meetings will be chaired
thousand cash prizes of Rs. 50,000 have been by the Chief Secretary, Punjab to oversee
given to the teachers who produced 100% the ranking
results in their respective subjects. To motivate Ÿ In every quarter two months additional
teachers for the good performance Punjab salary will be given to 5 best performing
Government has regularized 109,000 contract DCOs and 5 EDOs (Education) as reward.
Ÿ There will be Special Annual Ranking of
teachers. Pay scales of Primary and Elementary
officers as well as annual rewards.
Achievement in
PEC Exams.
SC funds Transfer Enrolment
to SC account
Audit Paras Free

Reductions Textbooks
Progress in Management
Facilities visits
Teachers School Reforms Roadmap DTE

Preference visit
Indicators
School District Review

Upgradation Committee
No illegal School
fee Facilities
Non-Teaching School
Staff Teachers Cleanliness
Guide
75
Glossary
Words Meanings Words Meanings
accessible approachable discrepancy difference between
accustomed used to two things
acknowledge accept, admit dropout to leave without
acquisition achievement, finishing
gaining
adopt accept elaborate to detail
alterations changes errands tasks
apprehensions doubts evolutionary progressive
appraisal evaluation changes
argue to express excluded not to be
disagreement included
assess evaluate harassment abuse
attitude behavior towards harbor to hide
working
autonomy self-sufficiency harmonious balanced
benchmark anything needless useless
taken/used as
point of reference numbness without
sensation, lack or
biases prejudices feeling
boost to improve open minded free from
carry out perform, prejudice and
complete receptive to new ideas
catalogue list of items palpitation fast and irregular
CFS Child Friendly heart beat
School
recite in singing peer companions as
chanting
voice group
chaos confusion potential ability
collaborative where students pursuing following
cooperate with rebellious one who resists
each other openly and
complementing to praise fights
conceptual related existing rebuke to speak harshly
concepts rectify to amend
conducive desirable reluctant hesitant
considerable significant rote learning repetition of
corporal physical something so that
punishment punishment it is remembered,
critical, very often without
crucial comprehension
important
delegate one who is strategy mode of action
assigned some submissive tending to submit
work (surrender); obedient
demoralize to discourage subservient inactive, passive
deregulation removal of tackle deal with
control/regulation transition moving from one
diminish to finish stage to an other
discourtesy rudeness, violence hostility
disrespect
76

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Head

Teachers’ for Primary

Directorate of Staff Development, Punjab Lahore

No. Topic Page

1 Roles and Responsibilities 1

9 Delegation of Work / Responsibilities 35

11 Maintenance and Safety of School 45

12 Health & Hygiene 49

14 Quality Education: Initiatives and Expectations 65

10 Things to be done by a Head Teacher

Prepare timetable Activate the Make a

1 Roles and Responsibilities

Ms. Jamila has been a head teacher for ten

Ÿ relate fulfilling roles and responsibilities new teachers

A) As a Manager plans of the teachers

Ÿ Planning long term acquisition of

in all in-class and out-of-class activities

Develop an Appropriate Plan Envisioning

Ÿ Developing the vision of the school in

Implement the Plan view of emerging needs and changes in

Update the Plan Ÿ Setting clear objectives to achieve long

RESPONSIBILITIES OF A HEAD TEACHER AS PER PUNJAB EDUCATION CODE

TITLE /TOPIC THE PUNJAB EDUCATION CODE RULE / PARA

Furniture Responsibility to provide necessary furniture and equipment to the

The attendance of teachers shall be recorded regularly and punctually in

TITLE /TOPIC THE PUNJAB EDUCATION CODE RULE / PARA

Every institution shall hold an assembly prior to the commencement of

Head Teacher’s Activities Frequency

A group of teachers from village schools in

apply the teaching methods his/her had Ingredients of Quality Teaching

understand what they have learned

Evaluation of Quality Teaching examinations to assess the learning of the

Head Teacher’s Activities Frequency

2: Lesson Preparation Monitor weekly

Outcomes Ÿ implement / comply with the school

Format of Academic Calendar

8. Preparation of A.V aids

Instructions 6. Academic record should be maintained

ACAD EMIC CALENDAR

Head Teacher’s Activities Frequency

“This time, like all times, is a very good Case Study

12:00-12:30 ART Outcomes

Ÿ comply with the period allocation Constraints in Timetable

Sample Timetable for Elementary Classes

Head Teacher’s Activities Frequency

One day the head teacher visited class 3-A and

Class 3-A (Ms. Sania) Class 3-B (Ms. Tahira)

i. Lesson was well i. Lesson was not

seating arrangement. Advantages of Effective Classroom

Ÿ Numbness or tingling sensations and their kids.

Head Teacher’s Activities Frequency

Classroom Observation Form

Class ________________________ No. of Students_______________ Date_________________

· Lights and fans

· Low cost / No cost teaching material available

· Condition of the blackboard

· Cleanliness of the classroom

· Monitoring of students’ work

· Homework assigned according to schedule

In this meeting the head teacher will

pages] written report about his/her Meeting

considered are as under:

Classroom Observation Checklist

Class ________________ No. of Students_ Date___________

Teacher _ School ______

Teacher's Signature ________Date

O.O. No. Dated ___