SHARIFF KABUNSUAN COLLEGE, INC.

136-Bagua 1, Cotabato City

EDUC. 108 – ESSENTIALS OF EDUCATIONAL ADMINISTRATION

RUBY JANE B. VERDEFLOR - Student DIDO G. BALAWAG, Ed D - Professor

Final Examination:

1.Explain the significant roles of: a). principles; and b). theories or
approaches on the day-to-day functions of school head in
managing school?

a). Principles of school head in managing school:

 There are plenty of principles that the school head must acquire:
1. one of them is the principle of leadership: the school administrator must possess
the qualities of leadership so that others may also follow him. He should inspire,
direct, guide and lead the staff, the students, the parents and the community as
well.
2. Principle of optimism: School administrator should be fundamentally optimistic
in his outlook and constructive in his policies and procedures. He should have full
faith in the efficiency of his programs.

3. Principle of professional growth: The success of the administrator depends to a

large extent on the efficiency of his colleagues and subordinates. Therefore, he
should be sincerely interested in the professional growth of his staff in order that
they may be able to discharge their duties successfully.
4. Principle of sharing - If sharing becomes the principle of administration,
all administrative problems become a problem for all. The teachers,
the students, the administrators and the public share responsibility to
achieve success in the field of education. 
5. Principle of freedom: It is one of the unique principles of democracy. The
democratic head gives full freedom to the staff so that they may work according
to their will.
6. Principle of equality: Democracy demands equality of opportunity to all. All are
equal in the eyes of common man. A democratic head does not consider himself
aloof from others.
7. Principle of justice: Democratic administration demands full justice on part of the
headmaster of the school. The democratic administration will be successful only
if the headmaster does justice to one and all. In the democratic administration all
are treated alike and get due Importance.
 8. Principle of recognition of individual worth: In democratic administration, the
heads shows equality to all. He comes closer to his followers and tries to
understand their capability. Quality or merit of each individual is well recognized
by her/him.
9. Principle of cooperation: The running of a school is not one man’s job. It needs
combination of many hands and heads. Every member of the school should fully
co-operate with the colleagues and with head of the school.

b). Theories or approaches of school head in managing school

 Educational management has become more varied and complex in terms of the
theory than ever. Theorists in educational management area currently attempt to
give an identity to educational management as an independent field and promote
status of this field in comparison with other fields in management area. In the
current work, Tony Bush's classification for educational management theories,
conceptual pluralism, leadership abilities, leadership and roles, transformational
leadership and transactional leadership are addressed. Leithwood's theories in
educational leadership, transformational leadership, leadership traits influence on
learning and leadership culture and theory are also discussed. 

2. Give at least four kinds of 21st century skills of school

administrators? Explain each?

To be effective leaders for the 21st century, administrators must ensure that instructional
needs, the expertise of teachers, and the ultimate needs of students are considered. These
21st century administrators should be the facilitators of a dialogue that asks:

1. What outcomes do we want to accomplish in the classroom?

2. What available tools and resources can and will support teachers in helping their
students meet these outcomes?
3. What preparation do we need to ensure teachers and students appropriately utilize
tools and resources?
4. How will we measure the effectiveness of these tools to gauge how well they
support and improve teaching and learning?

Outcomes

Achieving 21st century outcomes requires us to reconsider what and how we

want students to learn. Much of the curriculum taught in U.S. classrooms
today was designed in the late 1800s; many of the courses being taught right
now have changed little in more than 100 years. Groups such as the
 Partnership for 21st Century Skills (P21) offer ideas and strategies for
modifying core subjects to include 21st century themes, such as global
literacy and environmental literacy, and recommend that we include skills
like creativity and innovation, leadership and responsibility, and
communication and collaboration in the discussion as we determine new
academic outcomes.
Tools
Our 21st century administrators need to be effective instructional and
technological leaders in their schools, actively participating in the selection
and implementation of the tool’s teachers will use to engage students and
improve learning. In the past, IT departments were tasked with making
technology decisions, with much of the technology focus concerned with
blocking access to inappropriate content. Effective selection of modern
technology tools requires understanding of the instructional needs and goals
of modern educators. 21st century administrators should expect teachers to
demonstrate how tools like blogs, wikis, Google apps, Twitter, and other
social networking and Web 2.0 technologies can be used to support students
in meeting the expectations that have been set forth for a 21st century
classroom.

Preparation

We all chant the mantra of being “lifelong learners,” but professional

development for many educators continues to be a hit-or-miss proposition,
particularly when it comes to 21st century skills. Time and money are often
cited as inhibiting factors to providing effective and sustained professional
development, but these are just the obvious issues. We must look past the
easy targets of financial and scheduling constraints to examine and hone the
underlying paradigm we use as the cornerstone for our professional
development efforts.

Evaluating Success

Effective evaluation must be capable of identifying student mastery of 21st

century skills like collaboration, critical thinking and problem solving,
creativity and innovation, research and information fluency, and digital
citizenship. Evaluation should help us determine whether our efforts are
helping students master content, think at higher levels, and become
disciplined self-directed learners.

3. Discuss the following roles of school head: a).planner;

b).motivator;
 c).risk taker; d).leader; and e).administrator?
a.) School head as Planner:
Developing a strategic plan for the School, in consultation with the School
Executive, including the preparation of a staffing and resource plan. Engaging
the staff of the School and the University's senior officers in devising and
agreeing the School's plan.
b.) School head as Motivator:
The study concluded that inspirational motivation leadership behaviors of
school heads had significant positive effect on students' academic
achievement. The study recommends that school heads should adopt this
transformational leadership practice to ensure improvement in students'
academic achievement.

c.) School head as Risk taker:

‘Risk taking’ is among the qualities found in exemplary leaders identified by
Howard Gardner. He writes: ‘The capacity to take risks speaks to a confidence
that one will at least sometimes attain success.’ They must also accept the
fact that they might fail. This is why heads are possibly reluctant to take risks.
They are accountable to so many stakeholders, who do not readily accept
failure.

d.) School head as Leader:

A school principal is a primary leader in a school building. A good leader
always leads by example. A principal should be positive, enthusiastic, have his
hand in the day-to-day activities of the school, and listen to what his
constituents are saying.

e.) School head as Administrator:

District and school administrators are responsible for providing instructional
leadership and developing, implementing, and evaluating district and
school systems and policies. District administrators include superintendents
and central administration staff under the direction of a school board.

4. Provide at least three paragraphs essay on this statement:

“School
heads’ administrative supports to teachers”.

Administrators should make it clear that they are available to provide

support. One way to do so is by having an open-door policy. If this gets too
hectic, consider leaving your door open only during certain hours. If teachers
aren’t taking advantage of your open-door policy, circulate the hallways or
drop by the teacher’s lounge. Greet your staff by name when possible. Ask
how they’re doing and if there’s anything they need. You’ll build a positive
culture that encourages your staff to seek help when needed. When your
staff comes to you with a problem, try not to force your opinion (in most
cases). Offer some options, explain them, and tell the teacher what you
would do in the same situation. Still, make it clear that you trust the teacher
to make the decision he or she thinks is best.
When parents complain about a grading or discipline decision and the
administrator sides with the parent, it undermines the teacher’s authority in
the classroom. Of course, there are some situations when you
absolutely can’t support a teacher’s decision. But if it’s not against school
policy and is not ethically or morally wrong, do your best to back your
teachers and demonstrate that you value their professional opinions and
choices. When teachers know you’re in their corner, their enthusiasm and
willingness to work with you and for you will increase exponentially.
Teacher evaluations sometimes drive a wedge between teachers and
administrators. When it comes to how administrators can support teachers,
providing meaningful, fair evaluations is essential. Remember that the
ultimate goal of evaluations is to help teachers maximize their overall
effectiveness. To do this, you must provide specific, constructive criticism
that guides teachers in the right direction. When you identify areas that need
improvement, also mention positive behaviors or strategies you observed in
the classroom. You may wish to use the “Sandwich Method” by starting with
positive feedback, providing your constructive criticism, and then ending on a
positive note. Be willing to answer questions and discuss your evaluations
with teachers. Provide concrete suggestions for improvement instead of
general, unhelpful criticism. Using these strategies, you can transform
evaluations from a point of contention to a valuable tool that helps your
teachers improve.