ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

DEPARTMENT OF SPECIAL EDUCATION

ID: 0000215500
ASSIGNMENT NO: 1
COURSE CODE: 8605
EDUCATIONAL LEADERSHIP AND MANAGEMENT
SUBMITTED BY: FARZEEN AKHTAR
BACHELOR OF EDUCATION
SEMESTER SPRING 2022
 Assignment No 1
Q.1 Discuss the role of administration in improving our educational system.
Educational administration
The administration is a machinery that allows for the management of any institution or
organization. It is a good setup for the educational organization to operate smoothly and
effectively. The guidance, control, and management of all aspects relevant to school affairs is
known as educational administration.

It is important to emphasize that educational administration differs from other types of

administration in that it views every human resource as an asset and valued potential, enabling
individuals to assure the development of their essential personalities. As a result, the primary goal
of educational administration must be the development of the human personality.

The child or education is the central character of every education program, according to
contemporary educational theory and practices. Therefore, it should be the role of the educational
administration to establish guidelines for student admission and promotion as well as to hold them
accountable for their academic performance. The administration must be able to give students the
chance to take their education gradually into their own hands as well as develop into independent
learners who can operate well without a teacher to guide them through to the process.

➢ Role of administration in improving our educational system

a) Offer suitable physical facilities
The issues with playthings, equipment, hostel buildings, libraries, and other extracurricular
activities need to be thoroughly investigated by the school administration. Any specific educational
institution's administration won't run well without these resources.

b) Must follow the institution's legal requirements

In the combined endeavor of the relevant authority and the legal advisers working in the relevant
field, it is customary to define a few norms and regulations for each organization. In the area of
educational administration, the similar circumstance exists.

The following have been set as requirements in this field:

• Educational institution types and criteria;

• Controlling authority roles and responsibilities.

• The obligations and responsibilities of the controlling authority

Therefore, it is the responsibility of the educational management to ensure that these tasks are
being completed in accordance with the established guidelines.

c) Ensuring effective use of resources, including human and material

The primary duty of the educational authority must be to engage and participate in all the assets
directly or indirectly included in this process before creating any educational program. They will
be able to utilize the material resources effectively as a result of their preparation and activity. For
this reason, it is the administration's duty to see to it that each component works in harmony with
the others.

d) To Address the Issue of Curriculum Development

The curriculum is the means whereby educational program's objectives can be achieved at one
time and students can later become contributing citizens who can realize their personal dreams. As
a result, any educational or educational institution's curriculum needs to be appropriate and
flawless. This causes a difficulty in the educational process, which can then be resolved by correct
effective educational administration.

e) Making Financial Decisions

By enhancing both people and material resources, the educational system must eventually benefit
the country's economy. However, in order to do this, the educational administration must priorities
the following tasks as part of its functions:

• To make decisions regarding how the center and the states will split the cost of education.

• To establish guidelines for allocating, spending, and monitoring the school's financial resources

• To ensure that education is given by utilizing the human and financial resources that are available
within the nation.

• The issue with accounting for and auditing expenditures and income.
• Ensuring proper funding for education in order providing opportunity equality in the educational
sector.

• Offer specialized group spaces for reading rooms, exercise areas, and libraries.

f) Continue to Work in Partnership with Society

A positive relationship between education and society is something that should be possible. The
role of educational administration is to work with society as a whole to deliver the best possible
socially responsible education. Only then will any institution's educational administration be truly
relevant, as education is fundamentally a social task and also the educational institution may be a
school or college that is responsible for educating and rearing the young on behalf of society.
Because it is connected to life and society, it cannot be viewed as an independent activity.
Education management must be able to establish appropriate societal cooperation if society is to
be worth living in.

g) Conclusion
As a result, it is clear that the educational administration bears a heavy burden and that much
depends on the educational system. Therefore, it is the administration's duty to see to it that the
operation of any specified educational institution proceeds smoothly and without any bumps in the
road.

Q.2 Explain the responsibilities of school heads to maintain the discipline.

Responsibilities of school heads for Good School Discipline

The main leader in a school building is the headmaster. A capable leader always sets a good
example. A school head should be upbeat, energetic, involved in the daily operations of the school,
and receptive to the opinions of his students. Teachers, members of staff, parents, students, and
general public may all access an effective leader. He remains composed under pressure, considers
his actions before doing them, and prioritizes the needs of the institution over his own. When gaps
arise, an effective teacher steps in to fill them, even if it isn't part of his typical duties.

The administrators devote a large amount of time to dealing with student attitude and school
punishment. There is no short cut to solve the discipline-related challenges. There are a few actions
you can take, nevertheless, to make school policies more effective and efficient.
To successfully administer the school, it is crucial that you communicate to your personnel the
vision and mission of the institution. You should attempt to change the culture of your school by
fostering a more aggressive and positive environment. You should also concentrate on
implementing certain behavioral guidelines and sanctions. The administration can take a number
of actions to encourage a pleasant atmosphere in the school and to discourage students from
making poor decisions and acting badly.

The guidelines for heads are provided below to help decrease all disciplinary-related concerns and
establish effective school discipline. The stages that follow contribute to making the management
process more effective and flexible. School heads must also remember that each student is unique,
necessitating changes for every circumstance.

1. Make a schedule for teachers to adhere to

Your goals for managing classroom behaviour and student behaviour should be communicated to
your teachers. Additionally, you want to inform your teacher of the issues that belong in the office
and those that belong in class. Inform them of the appropriate punishments to administer while
dealing with discipline issues with students.

Inform the teachers of the information they must include on the disciplinary general feedback and
your expectations for how to complete it if this is a requirement. It is crucial to have a clear strategy
in place to deal with a serious disciplinary issue. If you and your instructors collaborate to uphold
school standards, your school will operate smoothly and efficiently.

2. Assistance to Teachers

Building a relationship of trust with your professors can help you communicate more effectively
with them and give you the freedom to be critical of them when necessary. Some professors abuse
the disciplinary procedure by summoning every student to the office for the tiniest infraction. So
that the kids can't use the instructor against you, such annoying teachers ought to at least somewhat
support you.

Inform them about the strategy you want them to following and what they are following if the
teacher is sending just so many complaints.
3. Be Reliable and Honest

It is impossible for an administrator to avoid stirring up trouble. The most crucial thing is to gain
respect by applying discipline choices consistently and fairly.

For identical offences, equivalent penalties ought to be applied. However, if one kid frequently
causes discipline issues while the other does so for the first time, you must adjust the punishments.

4. Documentation

The most crucial step is to keep track of the problems throughout the entire disciplinary procedure.
The paperwork should include the student's name, the teacher's name, the cause for the referral,
the time of day, the location, and the steps that were performed. If the issue ever results in legal
action, this type of reporting helps to protect you and the implicated teacher.

With the use of this paperwork, you may keep track of which professors are referring which
students most frequently, why they are referring them, and what time of day they are referring
them. Knowing all of this information makes it simpler to fix the issues and make modifications
and improvements.

5. Remain Calm but Firm

When teachers are provoked by students, they occasionally send them to the office so that you can
handle the problem. However, as the administrator, you are typically composed and can control
the situation with ease. When teachers are unable to handle a small number of particular students,
this becomes required.

When a student enters the office in this circumstance, give them a few minutes to cool off before
attempting to gauge their level of rage. When students are relaxed, dealing with them is simple.

6. Teaching evaluation

The majority of principals are also in charge of rating the effectiveness of their teachers in
accordance with district and state standards. The teacher assessment process is in place to make
sure that the teacher are effective, and an efficient school has effective teachers. Evaluations should
identify both strengths and weaknesses and be fair and well-documented.
A competent principal need to spend a lot of time as possible in the classrooms. Every time he
enters a classroom, even for a brief period of time, he should take notes. By doing this, the
evaluator is able to collect more proof of what actually occurs in a classroom than a teacher with
infrequent visits.

Q.3 Discuss the role of supervisor and different techniques of supervision.

Role of supervisor

The role of the supervisor is to "release and cooperate rather than to contro1 the inventiveness of
teachers." As a result, two categories might be used to describe the supervisory position.
1. Roles in Administration
2. Academic Roles
1. Roles in Administration
The supervisor must do the following administrative duties:
i. Choosing and appointing class four or support personnel
ii. Approving and paying school grants
iii. Providing facilities for the school
iv. Monitoring the school's development projects
v. Recognizing and grading the school
vi. Conducting the scholarship exams and granting scholarships
vii. Confirmation of the management committee's resolution
viii. Examining the school's books and records
ix. Verifying the plant's safety and security
x. Ensuring instructors have adequate working conditions
xi. Verifying that the workload is distributed fairly
xii. Reporting to higher authorities on teacher promotions based on performance is step two
xiii. Teachers' well-being
2. Academic Roles
i. Monitoring of educational activities
ii. Updating and preserving the educational norm
iii. Assessing and enhancing the instructional process
iv. Teacher orientation through in-service training programs

➢ Different techniques of supervision

Chandrasekaran (1994, pp. 139–140) added the following:

Preventive
Corrective
Constructive
Creative
a) Preventive
A supervisor should be a preventive supervisor, such as the headmaster, or an external supervisor,
such as the inspector. Because these supervisors know that new teachers will face challenges, they
can anticipate these challenges and take steps to mitigate them. This kind supports the teacher's
aspirations for the future of his or her vocation and aids in self-correction.
b) corrective
Finding what is wrong in the classroom will always be successful for the supervisor who enters
with that aim. He is unhappy, and the teacher is also unhappy. Corrective supervision cannot be
dismissed as being irrelevant. The supervisor should be alert primarily for errors, but he or she
should also make an attempt to see each error in the context of the entire educational process. Some
errors may be overlooked as similar and identical. While others need quick care since failure to do
so could forever discredit a teacher's efficiency.
c) Constructive
The goal of supervision should be constructive whether it be slight or major. However, supervision
should not end there. Inducing growth rather than removing flaws is the healthiest procedure.
Constructive supervision aims for a continual increase in the ability to perform previously well
performed tasks even better. Teachers who grow and develop healthily are happier and more
powerful than those who suffer from pedagogic amputations. In order to motivate, support, and
guide teachers to develop their ability to make this vision a reality, the smart supervisor will always
make an effort to convey with them his idea of what successful teaching truly should be.
d) Creative
Creative supervision means that the supervision should support independence, inventiveness, and
variation. When compared to constructive supervision, creative supervision aims to liberate
teachers so they can contribute as much as possible through their creativity. It is a tool for reaching
education's goal more effectively. The main goal of all forms of monitoring is to liberate the
teachers from predetermined procedures and guidelines and to help them become the best potential
master teachers for the educational system. While providing guidance, counsel, and ideas for a
programmed to demonstrate through testing and measurement whatever is beneficial, the
supervisor does not need to restrict freedom.
Q.4 Discuss the educational planning and its approaches. How for these are
too be followed in Pakistan?
Educational Planning
Every country places a high priority on education, therefore educational plans that are based on
the shifting requirements of the nation to compete with other nations of the world can be
implemented with the greatest degree of success. The planning of education is primarily the
responsibility of planners, experts, authorities, or the bureaucracy that oversees the provision of
educational services. However, professionals ought to be in charge of it in the field of education.
Planning is a procedure that tries to realize particular national development objectives. A current
condition analysis and future projections are part of the procedure. The development of education
should be a goal of educational planning, along with the creation of state, regional, district, and
institutional plans. These strategies should match resources with needs in an intelligent way.
Similar to this, the planning process should include an assessment of the labor market's needs for
trained personnel.
The planning of the educational system, its syllabus, its instruction, its extension, its improvement,
the balance of its various components, and its administrative services are all included in the
ongoing, methodical process of educational planning.

➢ Approaches to Education Planning

Up until recently, educational planning was carried out independently with little to no connection
to other socioeconomic sector planning. The first connections were made in a financial context
since it was determined that there needed to be a balance between education spending and spending
in other areas. Educationists were required to show that education was more than just a consumer
good and that it had become an expenditure or pre-investment that was essential for economic
growth. On their end, economists started to get interested in education and carried out fundamental
research on the economic value of education. These studies made an effort to measure how
educated labour contributed to rising national revenues and productivity.

The first evidence of a connection between education and the economy came from efforts to match
training facilities to projections of the number of workers needed across different economic
sectors. Later, more thorough strategies were developed to integrate education with general
growth. Plans for education were developed and written in connection with other planning
processes. There is a brief description of some of the most well-known techniques. Planners have
created official planning approaches.
i. The social demand approach
ii. The manpower requirements approach
iii. The rate of return approach

i) Social Demand Methodology

This seeks to plan education in order to satisfy society's desire for education. It sees education as
something positive in and of itself that every person must have. Education facilities and institutions
will be located wherever they are required if this system is used. The majority of societies that
employ the 72-point strategy are those that value public demands and strive for social equality,
cultural diversity, or the propagation of an ideology. For educational facilities to respect
demography (by numbers, age, sex, geographical density, etc.) the Social Demand Approach
demands a reasonable strategy of location and distribution. As a result, this model promotes
equitable distribution primarily through the universalization of specific educational levels. This
practice has the drawback of readily leading to overcrowding, subpar facilities, irrelevant curricula,
and low quality (falling standards).

ii) The Manpower Requirements Methodology

This strategy focuses on the goal of employing education to provide the necessary labour force for
development. This strategy uses a variety of techniques to predict or project the numbers, kinds,
levels, and distribution of the labour force so that educational plans, contents, and initiatives can
be tailored to meet the identified labour needs. Some of the approaches utilized include (a) The
Companies' Opinion Method (through which employers provide information on their projected
future labour demands, which are then projected according to levels of expertise, talents, etc.). (a)
The Incremental Labour Output Ratio (ILOR) Method, which relies on the assumption that there
is a fixed link between the increment of a particular type of labour and total output.

iii) The Rate of Returns Methodology

This approach makes an effort to compare expected benefits or returns from various types and
degrees of education with the private and public expenses associated with such programs.
According to this concept, education is simply an investment that, like all assets, should be able to
generate some returns over time, after accounting for variables like as unemployment, waste
ability, and labour force participation. The issue with this methodology is that the majority of the
outcomes or advantages of education (such as alterations in values, attitudes, and other "spill-over
effects") cannot be precisely calculated.

The majority of developing nations have a tendency to use various strategies at various times and
for various stages based on the pressing societal necessities.

As a result, it may be claimed that many of these nations use a synthetic approach, which denotes
a technique that incorporates elements of each of the methodologies mentioned above. Consider
education in the primary and secondary grades.

How for these approaches are followed in Pakistan?

Throughout Pakistan's more than 70-year history, different approaches have been made to increase
literacy and enrollment. However, due to political obstacles and the country's poor economic
situation, the desired policy targets and goals were unable to be met. All policies and plans were
partially implemented. This study discovered that educational planning approaches and
policymaking in Pakistan have been scrambled and continued specifically for the purpose of
establishing goals and targets, failing to achieve these goals, and establishing new goals. Unstable
political situations are the primary causes of educational plan and policy failure. The failure of
these policies is primarily due to a lack of political commitment to education or literacy. Various
forms of government, whether military or civilian, socialist or Islamic, elected or otherwise, have
not established a viable mechanism for the implementation and continuous monitoring of
educational policies. According to the findings, the Education Policy of 1959 set a goal of 100
percent literacy by 1975. It was, however, 21.7 percent in 1972 and 26.17 percent in 1981. The
Education Policy of 1979 set a target literacy rate of 35% by 1983, but it was only 26.2 percent in
1984. It is determined that all educational policies and five-year plans were implemented without
regard for the country's actual economic situation. Following the wars of 1965 and 1971, Pakistan
faced a severe financial crisis. The National Education Policy (1972-1980) recommended that the
country's curriculum be designed to meet the nation's changing economic and social needs while
also being compatible with the country's ideology. It was also recommended that a national
curriculum be implanted in all federal units to achieve national harmony and concentration, but
we failed to introduce and implement the single curriculum until 2020. The current administration
took the initiative to create a single new curriculum for all students.

Q.5 Discuss the criteria for student classification. Give suggestions for
improving the process of student’s classification in Pakistan.

➢ Criteria for Student Classification

a. History (some plans for students)

b. General Criteria for Student Classification
c. Common pattern
(a). History (Some Plans for Student Classification)
i. Background
ii. Winnetka Plan
iii. Unit Plan
iv. Techniques of instruction
v. Summer School
vi. Grouping
vii. Non-Grading Elementary school

i) Background
 • The school's goal is to meet the needs of its students.
• The administrator's job is to set up the school and classify the students to make this goal
easier to fulfil.
• The division of the grades made it easier to address issues with the textbook, facilities,
supplies, and techniques.
• The "Lock Step" mechanism has a new flaw.
• "Lock Step" refers to "Grade Standard," which made it impossible to suit the demands of
the various students.
• Administrators employ a variety of techniques to help kids adjust, including changing
teachers, grades, or subjects, etc.
• Administration must categories students while keeping in mind their particular
characteristics.
• There have been several attempts at curriculum, instructional methods, and organizational
improvements.

ii) Winnetka Plan

In Winnetka, Illinois, a plan of individual learners for elementary school students within the grade
was launched.

1. Common Essentials
2. Group Activities
1. Common Essentials

Students are thought to need Knowledge 7 Skills (the division was into units or "Goals")

For each course, assignment sheets, task sheets, diagnostic practice exams, and tests were taken
into consideration.

Students were encouraged to master each unit before moving on to the next.

2. Group activities

That are planned by the student

Include pursuits like art and craft, music, and physical education in order to achieve set objectives.
These activities promote social interaction and creative expression

iii) Unit Plan

• Different approaches are to be employed, such as projects, activities, and problem

assignments.
• All of these ways are notable departures from the conventional subject matter recitation
kind of teaching. It is a teaching procedure and does not require modifications to the way
the school is organized.
• It has a significant impact on primary schools by emphasizing the structure of the subject
matter in order to fulfil the needs of the individual students.
• It influences the curricula that are offered in many schools.

iv) Techniques of instructions

Needs can be satisfied through curriculum changes, but instruction strategies are also necessary.

A few recommendations for instruction to meet individual needs are as follows:

• Develop units on real-world problems rather than on difficulties with abstract subject
matter
• Instruct students to put their attention on meeting needs that they have identified.
• Offer suitable guiding and counselling services
• Make greater use of educational resources like movies, radio, television, instructional aids,
and the neighborhood environment.
• Make extensive use of printed materials

v) Summer School

• Numerous school districts operated to help kids adjust

• Many school districts adjusted the curriculum for the students; they mostly served students
who had failed or wanted to earn extra credits so they could finish high school in three
years.
• Used to assign measurable grade standards or subjects to failing students
 • Treated failing pupils in regular terms of study, giving them meaningful grade standards or
subjects if they were performing well before.
• The emphasis is typically placed on disciplines like music, the arts, sports, and games, but
recently a few more have been introduced, such as math, science, and foreign languages.

vi) Grouping

• The chronological age grouping was highlighted

• Homogeneous grouping is typically done based on mental prowess or academic
accomplishment in the subject
• Various assessments of mental faculties or teacher evaluation
• The accomplishment of the subject matter has received a lot of attention.
• The homogenous grouping was preferred more because instruction could be carried out
successfully.

There were few arguments in favour of homogenous grouping:

• Usually, the same method is used for instruction

• conserves the time and energy of the teacher
• A topic could be addressed in the same amount of time.
• Difficult students are not repelled
• Proper students can use specially educated professors
• Individual lessons can be taught to homogeneous groups.
• Students that excel are encouraged
• Behavior by superior pupils is diminished or eliminated

The following suggestions were made in opposition to the homogenous grouping:

• No adequately objective basis for grouping has been provided.

• People are not carefully categorized in their daily activities according to capacity
• Unhealthy competition may be promoted
• The promotion of status distinctions, traits of the class society
• Because each student's abilities differ from topic to subject, it is impossible to construct
groups that are homogeneous throughout all areas of the curriculum.
• There is no practical way to categories people according to particular abilities.
• Ability-based grouping frequently causes jealously and resentment (or even wrath) on the
part of the students and parents.

vii) Non-Graded elementary School

• It was the movement that was gradually gaining supporters.

• The classification of students was attributed to the findings of the child study movement,
which revealed that students differ in various ways.
• It classified students based on their levels rather than their grade levels.
• Levels are typically based on reading abilities, with 10-12 levels in the first three grades.
• Students progress through the levels at their own pace, free of the usual stigma (disagree)
• Students may complete their three-year work in two years or four years.
• Plans are widely used in primary grades.
• Provide three significant organizational benefits in classifying students

(b). General Criteria for Student Classification

• In the past, teachers treated all students of different ages and subjects equally, but as the
population grew, more teachers were hired, and children were divided into groups.
• Age was a common factor in selection.
• Ages 1-12 are assigned to one teacher, and ages 12 and up are assigned to the next teacher.
• As the population grew, more classification was done. 5. The main purpose of grouping is
individualization.
• Personal characteristics, academic and social characteristics influenced classification.
• Age was originally used to select candidates because it is associated with social
characteristics.
• When the age selection factor was introduced, students were differentiated based on their
academic achievements, which was referred to as homogeneous grouping, which was based
on performance, reading readiness tests, and so on.
• Students were divided into two classrooms, one for those who scored higher than the
standard readiness score and one for those who scored lower.
(c). Common Patterns

• Ungraded Grouping
• Inter- Classroom Subject Grouping
• Inter- Classroom Ability Grouping
• Split-half Grouping
• Intra-Classroom Ability Grouping
• Special Ability Grouping
• Inter-Classroom Individualized Grouping

Ungraded Grouping

• There were no grade levels (neglected)

• In one classroom, there was no classification of the students.
• Typically, ungraded divisions were made between lower elementary and upper elementary,
upgraded primary and upgraded intermediate.
• After three years of ungraded primary schooling, students were promoted based on their
age, social competence, academic ability, or some combination of these elements.
• The school may have three or more non - graded primary classrooms, and the teacher may
stay with the same students for three years in order to get to know them.

Inter- Classroom Subject Grouping

• Subject-matter classification
• The most common pattern in junior and senior high school grouping
• Used in elementary schools when teachers prepare students for various subjects.
• During the two-hour period, teacher A reads with class A for the first hour and then reads
with class B for the second hour, while teacher B follows the contrary timetable for
mathematics.

Inter- Classroom Ability Grouping

• Classification based on intelligence and academic achievement results
• Those who scored at or above grade level are assigned to one classroom, while those who
scored at or below grade level are assigned to another.
• A higher school may use placement tests to assign English or Mathematics courses, or
even completely different tracks.
 • The assignment could be for a single day, for the subjects, or to pull the disabled viewers
out of their classes for instruction

Split-half Grouping
• Divided the students into half-day schedules to reduce class size in critical subjects.
• In the primary grades, this term refers to when half of the class gets instruction for a few
hours and then the second class receives instruction after that time.

Intra-Classroom Ability Grouping

• Students will be classified based on their abilities.
• A pattern is most popular in having to read when they are provided reading test scores and
then divided into three groups based on their level: high, middle, and low.
• This ability was used in all grades, from kindergarten to high school.

Special Ability Grouping

• Students are assigned for a short period of time
• They will be promoted based on their abilities.
• A remedial teacher works with students below a certain reading level for half an hour,
while an enrichment teacher may work with students above that level.

Inter-Classroom Individualized Grouping

• One-time instruction for a single student
• This pattern is followed by "Individualized Reading" programs.
• Because of the access of publication, sub-instructional material, this pattern has grown in
popularity over the last ten years.
• The best use of continuous progress is to divide students into individual groups based on
their names, and sometimes students work alone.

Suggestions for improving the process of student’s classification in Pakistan

As the purpose of the school is to serve the needs of the students, it is a great responsibility
administrator to plan the school and divide students to facilitate the achievement of this goal.
The following suggestions are related to improving the process of students’ classification
1. Improve units in real-world problems rather than in unknown issues.
2. Teach students to focus on meeting their needs.
3. Make adequate counselling and guidance services available. Use full-time educational resources
such as films, radio, television, teaching materials, and the local community's environment.
5. Make use of various printed materials.
These suggestions, if implemented, have the potential to improve teaching quality while also
assisting in the resolution of numerous repair issues. The school was about to meet
needs of the individual by assisting him or her in resolving the problem.