Unit 5 Educational Administration

TimeTable: Importance, Types and Principles of TimeTable Construction

Staff Meeting: Need, Types and Process

i) Absenteeism - Causes and Measures (Staff and Students

ii) Secondary School Code - Importance and Characteristics
 TimeTable: Importance, Types and Principles of
TimeTable Construction
• Timetable gives a clear vision and comprehensive picture of school
activities i.e., what work is being done during which period, where, by whom
and when. It is a complicated task because it is determined by a number of
factors and conditions which change from place to place and from school to
school.
• Definition
• H.G. Stead: it is the time able that supplies the framework within which
the work of the school proceeds. It is the instrument through which the
purpose of the school is to function.
• Mohiyuddin: A timetable is said to be the second school clock. It shows
the hours during which the school work is done, what work is to be done
during each period of the school day and in each class, the room in which
the work is to be done and the teacher to be incharge of that work
 Importance
• Eliminates wastage of time and energy
• It informs the students, teachers as well pupils well in advance about each activity.
• Helps teacher to make advance preparation for the teaching learning process and classroom's
physical organization
• Helps to maintain discipline in school
• Ensures that due importance and attention is given to each academic subject along with activities.
• Prevents duplication of efforts
• Enables allotment of teaching periods in accordance with the rules, difficulty level of a subject,
importance of subject and the amount of content to be included.
• Helps to adjust the school activities in accordance with the psychological needs of the students
keeping in mind their age, stamina, interest, level of development, maturity, plateau periods in
learning, attention span etc.
• Ensures equal distribution of teaching and other works to all the teachers keeping in mind the
teacher's qualification, knowledge and specialization thus preventing teacher to be overloaded or
under loaded.
• Inculcates the habits of regularity, punctuality and systemized work among teacher and students
• Enhances the overall efficiency of the school by maximum utilization of the available resources
• Ensures smooth and efficient functioning of the school
• Brings system into school life.
 Types of Timetable
1.Consolidated Timetable
2.Class wise Timetable
3.Individual Teacher's Timetable
4.Games Timetable
5.Home Work Timetable
6.Vacant Period Timetable
7.Co-curricular activities Timetable
 TimeTable: Principles of Construction
• Type of School: We see firstly whether the school is girls/boys oriented or co-educational, rural or urban,
secondary or senior secondary. We determine the nature of activities involved in the school accordingly
special needs of a school is to be taken into consideration while framing the timetable.
• Department Regulations: The state department of education fixes length of the school year, and its term
i.e. when an academic year starts and when it ends, the duration of the school day and even the number
of periods for each subject.
• Amount of time available: Timetable is framed keeping in view available time i.e., the length of the
school year and total number of holidays.
• Principle of Justice: While assigning work, special care has to be taken that –
• Each teacher is assigned those subjects who he/she feels his/her best qualified to teach.
• He/she does not teach in more than two departments.
• Teaching load for every teacher is about equal to that of others.
• Relative Importance and Difficulty Value of Subjects: The time dedicated to a subject should be as
per the importance and its difficulty value. There are certain socio-economic considerations that
determine the importance of a subject in the school curriculum and accordingly, time is allotted to
them in the timetable.
• Incidence of Fatigue: The element of fatigue influences the construction of school time-table a
number of ways. Children arc fatigued at certain periods or certain days. It is not only physical but
also psychological in nature. It results in a definite weakening of attention and diminishing interest
and effects of learning.
• (a) Work Rate: Some subjects are more fatiguing than others. They involve more mental strain and
effort. Such subjects are taught during early hours when the student's mind is fresh.
• (b) Mental freshness is the greatest in the morning. This is also true after recess. The order of
subjects causing strain is as follows:
• Mathematics
• English
• Hindi
• Science
• Social Sciences
• Science Practical's
• Drawing/Physical Education.
• (c) The fatigue principle is true for days of the week also. Tuesdays and Wednesdays are
the best days in which maximum work can be done.
• (d) Younger children are more quickly fatigued. The duration of a class period for them
does not exceed 30 to 35 minutes.
• (e) Seasons too cause fatigue. In summer due to heat, we do not like to work.
• Principle of Variety: It has been seen experimentally that change of room, seat and
posture usually is an antidote against weakness. It is applied on both students and
teachers. Variety can be introduced in the following manners:
• No subject except science practical should be kept for two consecutive periods.
• The same class should not set in the same room for the whole day.
• The same teacher should not have two consecutive periods in the same class.
• If a subject is taught only 2/3 times a week, periods should follow at intervals.
• The physical training periods, science practical and drawing work allow a change.
• Free Periods for Teachers: We should provide free periods for teachers so as to increase
their efficiency and also to provide time for their correction work.
• Principle of Play and Recreation: Careful attention needs to be given to provide
for rest and recreation and provision for various co-curricular activities should
also be made in the timetable, to avoid monotony.
• Maximum Utilization of Resources: The qualification, experience, room size
should always be kept in mind so as to make the maximum use of all the
resources and avoided wastage or under-utilization of resources.
• Elasticity: The timetable should have a flexibility so as to work the teachers
smoothly.
 Staff Meeting: Need, Types and Process
• A staff meeting is a conference between some or all the employees of a business or
company. Staff meetings are typically organized by CEOs, owners, or head management
officials and they are conducted in whatever manner these authority figures deem fit.
• A meeting system is a technique used to make meetings, conferences or other gatherings
of individuals go more smoothly, come to mutually agreeable decisions or otherwise
accomplish a goal.
• Definition:
• "A gathering attended by the members of staff of a school, to discuss issues relating to
the running of the school."
• "A staff meeting is an employee conference that may be conducted in whichever manner
and frequency the organizer need to."
 Need: Purpose of Staff Meeting
• Giving and gathering information
• Solving problems
• Decision making
• Persuading others to take a course of action
• Developing team spirit and a spirit of co-operation
• Reviewing performance of students, teachers and the institution.
• Identifying future programs and course of action for improvement
• Handling grievances of staff , students and parents
• Assigning academic, administrative and co-curricular tasks to staff members in accordance with their
interest, abilities and aptitudes.
• Planning new activities, projects and experiments
• Formulating policies jointly and democratically
• Stimulate, encourage teachers, individually and co-operatively, to help them to ascertain their needs, to
accept their responsibilities and to analyze their problems
• To ensure that staff is growing professionally and effectively.
 Types of Staff Meeting
• Formal Meetings:
• These include committee's large briefing groups and some project-progress meetings. They are routine
meetings often held at regular intervals. Sometimes it is the only way to control large groups covering
varied topics.
• Such meetings have rigid, structured agendas with a specific time allotted to subjects by agreement with
participants. There is a strict adherence to time limits. Examples of agenda of formal meetings include:
• (a) Formulating a curriculum.
• (b) Classification of students.
• (c) Allotment of duties and subjects to be taught to teachers.
• (d) Preparation of time-table.
• (e) Decisions concerning co-curricular activities and other school/college celebrations.
• (f) Issues concerning examinations such as fixing dates for examinations, timetable for examinations,
paper-settings, allotment of supervision and assessment duties and so on.
• (g) Institution's progress
• (h) Personnel policies
• (i) Discipline, enforcement of rules and regulations.
• (j) Adoption and implementation of new teaching and evaluation methods.
• Informal Meetings:
• These can be ad hoc in nature. Such meetings arc conducted when the group feels "It's
time we need to talk". Such a meeting could also be a sub-group of a formal meeting.
Typically, they are convened to deal with specific issues, rather than an entire subject.
• Little notice is needed liar convening such a meeting. This type of meeting could include
a small group of two people or a larger group of up to six pee ply. The outcome of such a
meeting is usually a plan, a solution or a request to hold a larger, formal meeting.
• Planned Informal Meetings:
• For a leader responsible for planning institutional tasks and activities, such a meeting is
the most useful. The principal decides the objectives of such a meeting, identifies and
selects participants, prepares his/her case and deals with staff members singly or in
groups.
• It is necessary to think about all the possible individuals who could provide help in the
process of planning before conducting such a meeting so as to avoid random results,
misunderstanding and waste of time and energy.
• Emergency Meetings:
• These meetings are convened when unforeseen or unexpected situations arise. Such meetings
are called at a short notice. Examples of situations when such a meeting is convened include:
• (a) The visit of an educational or government official, a dignitary or an inspecting authority
to the school/college.
• (b) A case of gross misbehavior, negligence or indiscipline by students and in some cases by
a teacher.
• (c) Sudden strike-call given by students, teachers or lion-teaching staff.
• (d) Some unforeseen calamity such as fire, flood, riots, attacks by hooligans and so forth.
• (e) If request for a meeting comes from a few staff members.
 Process of Staff Meeting:
Stages of conducting a Staff Meeting
• 1. Preparation and planning of meeting:
• Purpose of meeting to be stated clearly with clear outline regarding the areas and issues to be
discussed
• Spell out why the meeting is necessary
• Do groundwork in terms of facts and information collecting before meeting
• Identification of priorities of meeting
• Keeping in mind the size of members
• Fixing and notifying the time and venue of meeting
• Venue has to be comfortable with proper sitting arrangement
• Provide visual aids when necessary
• Making arrangements for recording of the proceedings of meeting and noting down the minutes
of the meeting
• Actual meeting:
• Conducting the proceedings of the meeting
• This has 2 major components:
• Creating a congenial climate for the meeting to take place
• Systematic attainment of the meetings purposes
• 1. Outlining the subjects
• 2. Encouraging decisions
• 3. Follow Up Key thought
• 4. Summarizing and checking
• Post Meeting Activities:
• A follow up to the meeting is very essential
• Ascertain whether the pre-determined goals of meeting were attained, to what extent and if not then why
• Determine what improvements are needed and which parts need more strength
• Find out reasons for dissatisfaction
• Transfer the left-over agendas to the agenda for the next meeting
• Determine whether another meeting is needed
• Determine the agenda , venue, time for next meeting
 Absenteeism - Causes and Measures (Students)
• Students Absenteeism in school is the habit of staying away from school without
providing a genuine or any reason for not attending classes. Absenteeism is a
truant behavior that negatively affects the performance among students.

• Definition:
• "Absenteeism is a habitual pattern of absence from a duty or obligation".
• “Temporary away from the school when his/her presence is expected."
• "It is also Loss of days or absence from schoolwork".
• "The failure of the student to report for study when he is scheduled work".
• Absenteeism means chronic absence. In the context of the school, it is the habitual
/intentional failure from going to school. - Merriam Webster Dictionary
 Causes of Absenteeism
1. Phobic Adolescence: During this stage in the growth of a teen, there is a lot of fear developed as a result of
physical changes of the body for example growth of pimples, turbulent emotions etc. This scares teens away
from school.
2. Lack of Interest: Students could be lacking interest in the study, which could be as a result of content that is
difficult for them to grasp hence pushing them away from school.
3. Teacher approach: The approach used by teachers may not be understood by the student and this could lead
them to lose interest in school. Punitive attendance policy plays a big role in absenteeism too.
4. Pamperness from the family: Students who get excessive pocket money from their families are most likely to
absent themselves from school since they need time to spend the money.
5. Private Couching: Flexible private couching encouraged by some parents could drive several students away from
the conventional school timetable.
6. Diseases: Some diseases like asthma which requires attention and care as well as an environment that is warm and
not dusty could make students remain home.
7. School Infrastructural Facilities: Lack or libraries, sports facilities is a hindrance to attendance of school among
students.
8. Entertainment: Accessibility of entertainment facilities like cinemas could divert attention of some students from
school.
 Measures
• Addressing individual student needs: Identifying risks of student disengagement from education
needs to happen early so that actions can be taken to reduce or avoid these risks. In order to
effectively address these risks, schools should work in partnership with the significant adults in the
students' lives, including families, as well as with community agencies and services.
• Appropriate attendance improvement strategies for an individual student will vary according to their
circumstances, age and education level and aspirations.
• Engaging with the family: Managing issues of non-attendance can be difficult, particularly in
circumstances where there are apparent stress factors within families. Working with a family in a way
that can prevent attendance issues is critical. Successful school-family relationships will be
underpinned by open and effective communication on level and aspirations
• Meetings with parents: Attendance meetings with parents and students should be convened
following initial contact with the parents when a student's attendance is of concern to the school.
The purpose of the meeting is to develop attendance improvement strategies to support the student
and to examine why nonattendance continues to be a problem.
• Attendance Student Support Group: When student attendance issues are identified and it becomes
apparent that a student may require ongoing intensive support in order to remain engaged in school,
an Attendance Student Support Group should be convened by the principal (or nominee).
• Attendance Improvement Plan and Return to School Plan: To assist in the re-engagement of
students with attendance issues, an Attendance Improvement Plan can be introduced.
• To assist in the reintegration of a student after a prolonged absence, a Return to School Plan
can be implemented. This may also be used following other strategies if these strategies have not
had the desired outcome.
• Individual Education Plan: An Individual Education Plan articulates a student's
educational, social and behavioral needs and how the school and other support services will
address these. The IEP should: articulate the student's learning style, interests, goals and support
needs be based, on an assessment of the student's specific learning needs and capabilities
establish short-term goals that will lead sequentially to the achievement of long-term goals
consider key long-term goals that reflect learning outcomes in social, academic and life skills
development reflect high expectations of the students.
• Student Absence Learning Plan: It should be implemented to support the education of students
who are absent from school .for an extended period. They should be developed collaboratively by
teachers, students and their parents. Student Absence Learning Plan must be developed for
students: who are planning extended absences from school, for example for a family holiday
suspended for more than three days (see Student Inclusion and Engagement Guidelines) subject
to an expulsion appeal process.
 Absenteeism - Causes (Staff)
• Bullying and harassment - Employees who are bullied or harassed by coworkers and/or bosses are
more likely to call in sick to avoid the situation
• Burnout, stress and low morale - Heavy workloads, stressful meetings/presentations and feelings of
being unappreciated can cause employees to avoid going into work. Personal stress.
• Childcare and eldercare - Employees may be forced to miss work in order to stay home and take
care of a child/elder when normal arrangements have fallen through or if a child/elder is sick.
• Depression - It can lead to substance abuse if people turn to drugs or alcohol to self-medicate their
pain or anxiety.
• Disengagement - Employees who are not committed to their jobs, coworkers and/or the company are
more likely to miss work simply because they have no motivation to go.
• Illness - Injuries, illness and medical appointments are the most commonly reported reasons for
missing work. Not surprisingly, each year during the cold and flu season, there is a dramatic spike in
absenteeism rates for both full-time and part-time employees.
• Injuries - Accidents can occur on the job or outside of work, resulting in absences. In addition to
acute injuries, chronic injuries such as back and neck problems are a common cause of absenteeism.
• Job hunting - Employees may call in sick to attend a job interview, visit with a headhunter or work
on their resumes/CVs.
• Partial shifts - Arriving late, leaving early and taking, longer breaks than allowed are considered
forms of absenteeism and can affect productivity and workplace morale.
 Measures
• Write Attendance Policy
• Set Clear Attendance Expectations
• Reward Good Attendance
• Provide Employee Support
• Monitor reasons for absence
• Introduce flexible Work practices
• Carry out return to work interviews
• Ensure all employees know what to do when they need to be late or miss a day
• Assess the amount of paid time off
• Consider implementing programs designed to improve employee wellness
• Ensure managers understand that absences often come at times that employees are experiencing
hardships
• Employees may need assistance getting back to work
• Satisfied Employees
• Changing Schedules
 Secondary School Code

• In 1956, there was a reorganization in Maharashtra state and committee was

appointed 1958 by Bombay government which submitted its report in 1959.
• In 1960 another committee was set up to discuss the suggestions made by the first
committee.
• Based on second committee's recommendations, a school code was prepared and
implemented from the year 1963-64 and it is called as "Maharashtra Secondary
School Code".
• Latter in 1975, when many private and unaided schools came into existence
additional rules and regulations came into force and practice, called as "The
Maharashtra Employees of Private Schools Regulation Act, 1977 and Rules 1981."
 Importance (Need)
 This code acts as a common system of administration and supervision for initiating and
accelerating educational reform through GRs (Government Resolution)
 With the help of this code we are having common school system (textbook,
teaching pattern, assessment and evaluation) of public education to all.
 It is like a controlling authority of education which implements and check about all the
aided, unaided, recognized, private schools are following a common and legal binding
set by the state government or not. This leads to equality to all in education.
 It maintains common standards so that an average parent will not feel the
need to send their children to a unrecognized and independent school.
 It helps in maintaining common standard by management /trust in functioning the
school. Thus dissolving the discrimination between the teachers working under different
managements.
 It helps in maintaining the common standard ( in terms of appointment, for the
workload, salary, leave, promotion etc.) for the teaching faculty and non-teaching staff.
 It helps all schools to impart secular education.
 Help to protect the minority institutions by empowering with the special right.
 Help in dissolving discriminations between the schools under different
management so that school can provide minimum essential conditions necessary
for good education.
 It gives common standards for disbursement of grants for schools.
 It protects both teaching and non-teaching staff by empowering them with their
rights and duties. Also guide them with legal issues through school tribunal.
 It gives common professional ethics for both teachers and managements as a
privilege
 Characteristics (Features):
• SS code for private schools is known as "The Maharashtra Employees of Private Schools
Regulation Acts and Rules".
• SS code is easily available in market prepared either by government or private bodies
(advocates).
• It is helpful to the Bench, the Bar and the Managements of private educational institutions
as it is legal educational Bible.
• It deals with laws relating to the private school and jr. colleges in the state of Maharashtra.
• The acts and rules are not applicable to primary schools and pre-primary schools.
• It deals with the importance of legislation which is not be underestimated.
• It legally helps to solve the problems of administration of justice in educational field.
• To provide access to tribunal to redress grievances on the issue of
termination, reduction in the rank and super session (to put in place of).
• It deals with the reservation policies and social policies.
• It is helpful to the management, staff, and all dealing with schools, i.e., both employers and
employees.
• The employees to can very well get acquainted with the provision of the act, and rules
which are important to their service conditions.