Unit 2 SUPERVISION

SCHOOL ADMINISTRATION
AND SUPERVISON
Course Code: 8616
Unit 2
EDUCATIONAL ADMINISTRATIVE
STRUCTURES
By
Dr. Safiullah
Mob: 0315-9254686
WELCOME TO AIOU’S VIRTUAL
CLASSROOM SYSTEM
Instructions for students:
Please mute your microphone while class.
Don’t engage in chatting with other students
Ask questions if any using public chat feature
Please note that all activities are being
recorded
OUTLINES
By the end of this unit, the successful
student will be able to:
 Understand the difference between the
structure of public and private educational
administration in Pakistan.
 Analyze the current distribution of
education percentage in different sectors of
Pakistan.
 Evaluate the structure of provincial and
regional educational administration.
 Understand the central bodies of educational
administration and management.
CENTRAL BODIES OF
EDUCATIONAL ADMINISTRATION
There are basically seven central bodies of educational
administration.
(1) Educational Planning,
(2) Educational Organization,
(3) Educational Direction,
(4) Educational Co-ordination,
(5) Educational Supervision,
(6) Educational Controlling, and
(7) Educational Evaluation.
1. EDUCATIONAL PLANNING
 Being the first aspect in the scope of educational
administration planning implies a basic function that is how
the aims and objectives are to be realized.
 A plan is conceptualized as a predetermined strategy, detailed
skills or program of action related to the achievement of an
objective.
 According to Hagman and Schwartz, “Planning selects
among alternatives, explores, routes before travel begins and
identifies possible or probable outcomes or action before the
executive and his organization is committed to any.
CONT.…….
 a) Team Work: Modern educational planning doesn’t put stress on the fact that
only the top administrator of the government should be involved in planning.
 b) Decision-Making: Educational planning is the preparation of pre-courses in
the decision making process. It has to help for determining the optional to be
taken.
 c) Forecasting: Educational planning describes or defines determining events,
needs and conditions of future time.
 d) Social and Economic Goals: Modem educational planning emphasizes that
the goals of a democratic society should be social and economic in nature.
 e) Remedial Measures: This nature or characteristic of modern educational
planning indicates that it is remedial and guidance oriented in nature and
approach.
CONT.…….
 f) Principles of Educational Planning: Educational planning or
modem educational planning has the following principles:
 1. Educational planning must be one aspect of general national
planning.
 2. Research is planning based on system analysis.
 3. Planning must be a continuous process.
 4. Planning should find a definite place in educational organization.
 5. Planning should take into consideration resources and establish
conditions of work.
 6. Planning must be realistic and practical.
2. EDUCATIONAL ORGANIZATION
 An organization be defined as stable pattern of interaction,
among conditions or groups having a collective identity (a
name and a location) pursuing interest and achieving given
tasks and coordinated through a system of authority.
Organizations are social units deliberately constructed and
reconstructed to seek specific goals.
3. EDUCATIONAL DIRECTION
 It is essential that there must be
an authority or an order or a
policy for providing direction to
the management of every
educational program and for
taking decisions in solving the
problems. For this direction is
necessary for giving leadership
in order to implement the
programs and carrying out the
entire management.
4. EDUCATIONAL CO-ORDINATION
 For making smooth management of every educational program
for resulting in adequate realization of its goals or objectives,
there is need of ensuring co-ordination and co-operation among
the multifarious resources. Through this coordination all
facilities will be unified and all services are harmonized.
5. EDUCATIONAL SUPERVISION
Educational administration and
supervision are now regarded as
the total process of making any
educational program a grand
success. For this, there is the
need of ensuring and
maintaining good inter-personal
relationships between the
administrator and supervisor, the
supervisor and teachers, teachers
and pupils, school and
community etc.
CHARACTERISTICS OF
EDUCATIONAL SUPERVISION
 1. It is a creative and dynamic expert technical service.
 2. It provides leadership with extra-knowledge and superior skills.
 3. It promotes co-operative educational efforts in a friendly atmosphere.
 4. It stimulates the continuous growth of teachers and development of
pupils.
 5. It gives co-ordination, direction and guidance to teacher’s activities.
 6. It helps in achievement of appropriate educational aims and
objectives.
 7. It improves instruction and the teaching-learning situation.
6. EDUCATIONAL CONTROL
Controlling is exercised through

proper technique that is the
evaluation. Controlling is not
similar to evaluation but it is
meant to fulfill the purposes of
evaluation. In order to fulfill the
purposes of evaluation, the
techniques of control are the
policies, the budget, auditing, time
table, curriculum, personal
records etc.
7. EDUCATIONAL EVALUATION
 Being the last but not the least aspect of educational
management, educational evaluation is an integral part of it as
it determines the degree of realization of educational
objectives or goals as well as the effectiveness of it; for this
there must be evaluation short-term or long-term, periodic or
continuous and formal or informal.
EVALUATION CRITERIA FOR THE ADMINISTRATIVE OF
EDUCATIONAL INSTITUTES AS WELL AS TRAINEES
 Regularity and Punctuality 100% attendance in all the sessions)
 Pre / Post Test Achievement
 Observance of Conduct & Discipline
 Attitude & Behavior (with Peer, Class in- charges, RPs and others)
 Self & Peer Evaluation
 Performance in Syndicate Work.
 Friendship & support
 Assignments
 Professionalism
THEN COMES IN SERVICE
 HRM Manual for Principal/Headmaster of GHSS/GHS (M & F)
 Financial Management for Principal/Headmaster of GHSS/GHS (M &F))
 Manual on School Management for Middle School Head Teachers
 Manual on School Management for Primary School Head Teachers
 Microsoft Office User Specialist (MOUS)
 Personnel Management (HRD & HRM)
 Financial Management
 Academic Management
 Research Methods, Techniques & Study conduction
 Civil Service Act 1973 & Rules made there under
 Manual on Disaster preparedness and Risk Management
THE TARGET POPULATION FOR
TEACHERS
 Primary School Teachers
 Middle School Teachers
 Secondary School Teacher
 Subject Specialists
 Community School Teachers
 Feeder Schools Teachers
 Accelerated Learning Program Teachers
TARGET POPULATION FOR
ADMINISTRATORS
 Head of Primary Schools

 Head Teachers of Middle Schools
 Headmasters/Headmistress of High Schools
 Principals of Higher Secondary School
 Education Managers (DEOs, Dy. DEOs,
ASDEOs, ADOs heads/Principals of RITEs)
TRAINING METHODOLOGIES
 Classroom lectures / Presentations
 Group Work / Activities
 Information Communication Technology (ICT)
 Individual and Group Presentations
 Study Tours
 Cultural Evenings
 Syndicate Work / Book reviews
 Report Writing
QUESTIONS
ASSIGNMENT
Types of Supervision
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SCHOOL ADMINISTRATION

Controlling is exercised through

 Head of Primary Schools

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