9-Day Secondary School Administration Course - HKU Libraries

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9-Day Secondary School Administration Course - HKU Libraries

@potential of, and not to give up on each individualstudent;increasing community expectations for improvementsto the education system and the quality of learningprocesses and outcomes;a growing awareness of teacher professionalism;* globalisation of the world economy and the emergenceof a knowledge-based economy which demandsworkers with multiple intelligence and creativity; and@life-long learning and the notion of school as a learningorganization.These new challenges will require principals to take onnew leadership roles in quality development and qualityassurance. They also highlight the need for a more focusedand systematic school leadership training and developmentprogramme to enhance the quality of school leadership.To help principals and potential principals acquire theknowledge and skills and to become more effective,efficient and professional leaders, the EducationDepartment (ED) set up in January 1999 the Task Groupon Training and Development of School Heads to draw upa framework for a leadership training programme for schoolprincipals. The terms of reference and composition of theTask Group are at Annex I.The Task Group held four meetings. Its members visitedEngland, Scotland, Australia (State of Victoria) and


Singapore in February/March 1999 to study the principaltraining programmes in these countries. It has completedits deliberations and proposed a leadership trainingprogramme for school principals, which is the subject ofthe present consultation.1.7 The Task Group now wishes to seek the views of theeducation community, including principals, teachers, schoolsponsoring bodies, educational bodies on the programmebefore it is delivered to the Director of Education.1.8 You are invited to send in your views to the followingaddress before 17 July 1999:SecretaryTask Group on Training and Development of School HeadsSchool-based Management DivisionEducation Departmentll/F,Wu Chung House213 Queen's Road EastHong KongTel: 2892 6658 Fax: 2891 0512/2834 7350E-mail address: sbmed@pacific.net hkWebsite: http://www.info.gov.hk/ed/


BiBJREC.DATEREC'D 3 QCLASS NO.AUTHOR NO. , U*'.Leadership Training Progrdttime for Pru cipals2.1 Since 1982, ED has been providing induction programmesto newly appointed school principals in the public sector.The aim of the induction programmes is to equip the newlyappointed principals with the knowledge and skills theyneed for leading and managing their schools. The maintraining courses provided by ED are as follows:• A 10-day Primary School Administration Course witha 6-month action plan/project work is offered to newlyappointed or potential primary school principals in thepublic sector to help them acquire the basicmanagement knowledge and skills for effective schoolmanagement. Seventy-nine courses have beenconducted so far for 1,640 newly appointed primaryschool principals; and• A 9-day Secondary School Administration Course witha 6-month action plan/project work is offered to newlyappointed or potential secondary school principals inthe public sector to help them acquire managementconcepts and skills for effective school administrationand management work. Twenty-eight courses have beenorganised for 569 newly appointed secondary schoolprincipals.A brief description of the above courses is at Annex II.2.2 Apart from the above courses, half-day or one-day inservicecourses/workshops/seminars are frequentlyorganised for serving principals to enhance their


understanding of school administration, curriculumdevelopment, special education, information technology,etc.2.3 To assist schools in the implementation of the SchoolManagement Initiative (SMI), ED has since 1992commissioned local tertiary institutions to run a 30-hourtraining programme for school supervisors, principals andassistant principals. The programme covers school-basedmanagement, effective school leadership, schooldevelopment planning and evaluation, financial and humanresources management, staff development and appraisal,change management, etc. Up to now, 318 principals haveattended and completed the training. Since June 1998, EDhas also organised district-based workshops and seminarsto provide similar training for principals of non-SMIschools.(a)Objectives and outcomes2.4 The new leadership training programme is designed toequip and develop school principals with the necessaryknowledge, skills and attitude to become competentleaders to lead schools into the new millennium. Throughthe leadership training process, participants will reflect ontheir strengths and weaknesses, and develop goals forimprovement to become more effective in their professionalrole as principals.


2.5 The intended course outcomes are to enable the participantsto(b)assess personal leadership potential for further trainingand development;increase understanding of the critical role of a principalin the development and maintenance of effectiveschools;* improve skills in strategic planning and implementationprocesses;* understand global developments and their implicationsfor education and the school; andshape a personal vision for leadership and continuousprofessional development.The end vision is to achieve a paradigm shift and transformthe principal from a hierarchical manager to a visionaryleader, with the ultimate aim of improving student learning.Design and delivery2.6 The new leadership training program comprises a selfassessmentprocess, a leadership development programme,a set of core, elective and school-based modules, anindividual experiential school project and final assessment.Participants are expected to complete the program in oneor two years.2.7 The programme will be managed by ED under the adviceof a steering committee with membership from governmentdepartments/bureaux, tertiary institutions, principal


competencies for leading and managing schools, andcompetencies which require to be further developedthrough the programme and the experiential project inPart IV.II2.11 The effectiveness of the leadership developmentprogramme hinges on a paradigm shift and attitudinalchange among participants. To effect these changes, theprogramme will• explore leadership in its broader context, with emphasison the change in educational trends, global context,technological challenge, family changes, social contextand the role of the school in education;@* focus on the principal as a role model for staff andstudents, as a team builder, a visionary leader, a problemsolver and a change agent from the personal,interpersonal, organizational and global perspectives;• examine the leadership dimensions of a principal as astrategic, instructional, organizational and ethical leaderin the school; anddevelop the leadership skills and competencies asapplied in the school context, with the ultimate aim ofenhancing student learning outcomes.2.12 The programme will be conducted in a series of workshopswhich may include case studies, learning games, and otherdelivery modes. Participants are expected to participate


actively in self-reflection, discussion, practical exercises,group work, etc.1/1 Core,2.13 These modules will provide participants with leadershipand functional skills to lead and manage a school effectivelyunder the school-based management framework. The areasof study in each module are not exhaustive. Suggestionsare welcome. The modules and their contents will also bereviewed and refined in the light of experience and changingcircumstances. Module 5 focuses on practical strategiesand skills and is designed as an induction programme fornewly appointed principals.Module 1Learning and teaching• School-based curriculum planningAdvances in learning psychology• Effective instruction supervisionApplication of information technology in learning andteaching9Data analysis and interpretation• Assessment and feedbackModule 2Human resources development• Performance managementStaff development9Mentor training/..• Communication and networking


Module 3Financial management• Management of resources• Budget planning, monitoring and reportingCost-benefit / cost-effectiveness analysisUse of community resourcesModule 4Strategic management• Vision building, implementation and renewal• Community - school collaboration• Managing the change process for school improvementQuality assurance and accountability• School as a learning organisationModule 5School administration(fornewly appointed principals)Partnership between ED and schoolEducation Ordinance and Regulations, Codes of Aid• Financial management system in ED• Education initiatives and policies2.14 The aim of the elective modules is to broaden theperspectives of the participants on issues pertaining to thedevelopment of Hong Kong which have an impact on thelocal education system. The list of modules is notexhaustive. Suggestions are welcome. Additional moduleswill be included when the need arises. Participants will berequired to select a minimum of two modules.10


Module 6Module 7Module 8Module 9Module 10Module 11Module 12School visits outside Hong Kong(self-financed)International perspectives oneducational developmentProfessional responsibility and theLawFuture economic development andits impact on educationEducation in the age of informationand technologyEquality issues in educationEducational development in theMainland2.15 Participants will be attached to a school with good practicein a particular area of instruction or management such as• Curriculum tailoring/adaptation• Application of information technology in learning andteaching• Language teaching• School-based assessment• Classroom action research• Whole-day primary schooling11


IV2.16 Each participant is required to design and implement an8- month experiential school project to develop, practiseand demonstrate the competencies identified for furtherdevelopment in the "Needs Assessment" in Part I. This canalso be a work-related project through which participantscan apply or experiment the new skills they have acquiredin their own school setting.2.17 The participant will be supported by a facilitator who willbe selected from among experienced school principals,academics from tertiary institutions or senior managers/administrators in the business or public sector. Theparticipant will choose a facilitator from a panel ofnominated facilitators.2.18 Facilitators will be given the necessary training to enablethem to better understand and fulfil their role. They willreceive an honorarium.Part V2.19 Successful completion of the training programme willrequire:completion of all core and elective modules in Part IIIand satisfactory assessment by the training provider;• submission of the report on the experiential project inPart IV and satisfactory assessment by the facilitator;and satisfactory assessment by the facilitator; and12


• an overall satisfactory assessment by the supervisorand/or principal on the performance of the participanton completion of the training programme.2.20 Participants who successfully pass the final assessment willbe qualified to become, or continue to be principals, subjectto para. 2.22 below. Those who fail in any of the assessmenttasks will be allowed to re-submit their work one moretime.2.21 Serving principals, newly appointed principals, assistantprincipals and aspiring principals can apply for theprogramme. Recommendation by the school supervisor isrequired. In the event of over-subscription, priority will begiven to newly appointed and serving principals.132.22 To ensure that all principals will have the leadership skillsnecessary to .manage and lead the school, it is proposedthat with effect from the 2000/01 school year, newlyappointed principals are required to complete Parts I and IIof the programme prior to taking up office. The other partsof the programme can be completed within the currentschool year. It is also proposed that the aim should be torequire all newly appointed principals to obtain thecertificate of principalship prior to appointment from the2004/05 school year. For serving principals, the aim is to


equire all of them to have the certificate by September2007.2.23 In the 1999/2000 school year, about 150 participants will betrained. It is planned that the number will be increased to 200 insubsequent years.2.24 Participants who possess qualifications or have undergonetraining equivalent to the training programme may seekexemption from part of the Part III programme. Suchapplications will be considered by the steering committee.2.25 It is not possible to estimate the course fee until theprogramme has been finalised. As an incentive to encourageparticipation, ED will provide each participant with asubsidy in the form of a refund equivalent to 50% of thecourse fee, up to a maximum of $30,000 and subject tosuccessful completion of the final assessment.2.26 The programme will be supervised by the steeringcommittee. An independent assessor will be appointed toevaluate the programme. Results of the evaluation will bereported to the steering committee.14


2.27 To provide continuous support for the professionaldevelopment of principals, it is recommended that EDshould consider supporting the following activities:• establishing principal networks after the leadershiptraining programme. Participants will be encouragedto form collegial groups so that they share experiencesin support of further career development;• forming cluster schools on a district or regionalbasis whereby principals in the same locality can shareresources, organise learning activities for continuousprofessional development;negotiating with tertiary institutions or professionalassociations in recognising some of the modules forfurther studies and /or exemption from courses requiredfor professional membership; and• in the long run, collaborating with principal associations,tertiary institutions, and the business sector to set up aprincipals' centre to provide continuous professionaleducation for school leadership and to advance the statusofprincipalship.2.28 The Task Group will continue to develop a strategy forcultivating professional commitment to continuous learningand development amongst principals, for example, bysetting a minimum number of contact hours of training anddevelopment in a year.15


Annex ITask Groupon Training and Development of School HeadsTerms of ReferenceWithin a period of six months :(a)(b)(c)To draw up a framework on the training and continuousprofessional development of school heads;To consult parties concerned on the framework; andBased on (a) and (b) above, to deliver to the Director ofEducation a report on the establishment of a programmeand its associated implementation strategies on the trainingand continuous professional development of school headsand all matters in connection thereof.16


MembershipAnnex I(Cont'd)Mr TSUI See-ming(to 1.4.1999)Mr CHONG Kwok-kit(from 7.4.1999)Mrs Lilian LY CHANProfessor CHENG Yin-cheongMr Richard S M CHEUNGMrs Evonne CHINGDr Frederick K S LEUNGMiss Stella MAN (to 31.3.1999)Mr CHAN Wing-kwongDr Anthony B L CHEUNGMr William CHEUNGProfessor Jack LAMDr LEUNG Wing-taiMr TAI Hay-lap, BBS, JPSister Cecilia WONGSecret iarfMr IP Po-kuen17


Annex II10-Day Primary School Administration Course* To assist newly appointed primary schoolprincipals to acquire basic managementconcepts and skills which enable them tomanage schools effectively and efficiently.To fulfil training requirements forpromotion of Assistant Master/Mistressto Senior Assistant Master/Mistress andfrom Senior Assistant Master/Mistress toPrincipal Assistant Master/ Mistress.* Newly appointed primary schoolprincipals in the aided school sector.@Potential principals of Governmentprimary schools.Maximum 24 per class(a) Basic management concepts• Management functions and rolesof principals• Human resources management• The importance of vision in schools•18


Annex II(Cont'd)(b) Management skills* Communication skills* Working with people* Selection of staff* Induction of teachers* Performance management* The art of coaching* Team building* In-tray exercise* Managing change9Media and schools(c) Professional knowledge* Education policiesSchool places allocation19


Annex II(Cont'd)9-Day Secondary School Administration Course* To equip newly appointed secondaryschool principals with the necessarybasic management concepts and relatedskills for effective and efficient schoolmanagement.* To fulfil training requirements forpromotion/ appointment of principals.* Newly appointed secondary schoolprincipals in the aided school sector.Potential principals of Governmentsecondary schools.20 to 24 per class(a) Basic management concepts• School vision and mission• Roles and functions of school principals• Principals as leaders• Motivation@Empowerment20


(b) Management skillsAnnex II(Cont'd)* Communication9Selection of staff* Performance management and staffdevelopment@Working with staff with teaching/emotional problems* Crisis management* Team building* A day in the principal's office(In-tray exercise)* Managing change* Relationship between principals and themedia21


Annex IIIDraft School Leadership Competency Profile forSchool Principals of Hong KongThe competencies are statements of what school principals shouldbe able to do. They are organized into four broad domains: strategicleadership; instructional leadership; organizational leadership; andethical leadership.Strategic LeadershipThe school principal should be able to1. facilitate the development of a shared vision of learning topromote a high level of achievement by students.2. create and foster within the school the culture of a learningorganisation.3. communicate effectively the vision and goals of the schoolto students, staff, parents and the community at large.4. develop and implement strategic plans to achieve the visionand goals of the school.5. ensure that the organisation and management systems aresupportive of the vision and goals of the school.6. collaborate effectively with students, staff, parents and thecommunity at large in the implementation of the vision andgoals of the school.• .: 22


Annex III(Cont'd)7. monitor, evaluate and renew regularly the vision and goalsof the school.8. utilize qualitative and quantitative data in strategic planningand decision making.23Instructional LeadershipThe school principal should be able to1. foster a school environment conducive to teaching andlearning, by developing with staff a school culture whichfocuses on improving instruction, incorporates best practiceand promotes student achievement.2. design and implement with staff an integral instructionalprogramme of curricular, co-curricular and extra-curricularactivities based on student needs, current trends and publicpolicies.3. apply theory, practice and research to foster a qualityinstructional programme for students.4. develop with staff a student personnel service and planactivities to fulfil students' social, cultural and developmentalneeds.5. assure the assessment of student progress by a variety ofstrategies and techniques and use data for the improvementof the instructional programme.


Annex III(Confd)6. promote the integration of technology in the instructionalprocess to enhance learning.7. model life-long learning through formulating andimplementing a self-development plan.8. identify the training needs of staff and make provisions fortheir professional development and enhancement of expertise.Organizational LeadershipThe school principal should be able to1. establish operational plans and procedures to achieve theschool goals.2. apply management skills and group processes to define roles,assign functions, delegate effectively and determineaccountability.3. use effective communication, interpersonal, decision making,problem solving, consensus building and conflict resolutionskills.4. monitor and assess progress in the implementation of theaction plans and procedures and make necessary adjustmentsand changes.5. manage time effectively to maximize the attainment of schoolgoals.24


Annex III6. identify and analyse the major sources of financial resourcesfor the school.7. perform responsibly and efficiently budget planning,monitoring and reporting functions for the school.8. perform responsibly and effectively personnel selection,supervision, evaluation, and management functions for theschool.9 . implement strategies and measures to ensure that the physicalfacilities are operating efficiently and effectively to maintaina safe, clean and aesthetically pleasing school environmentconducive to learning.10. utilize technology to enhance the effectiveness of schooloperations.1 1 . implement laws, government policies and regulations relatingto schools and students.12. operate an information management system to facilitatecommunications within the school community and with thepublic.13. interact effectively on school matters with personnel of theschool sponsoring body, the Education Department, othergovernment and non-government organisations.25


Annex III(Cont'd)Ethical LeadershipThe school principal should be able to1. model ethics and integrity in professional and personalactivities.2. promote ethical behaviour and integrity within the schoolcommunity.3. demonstrate the appreciation for and sensitivity to thediversity of individuals in the school community.4. account to the students, parents, staff, governing body andthe public at large for the equity, effectiveness and efficiencyof school operations.NJITC:26


HKP 371.2012 L43Leadership training programmefor principals : consultationpaperHong Kong : Education Dept.,1999.oaieoue uaie uue uaieoneDate Due.- 8 SEP

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