principal

The official duties of the school administration ( principals and principal , partly director / director or rector / Rector ) are in Germany in the various types of school by the 16 different country Schulgesetze regulated.

In elementary and secondary schools , the school management is superior to the teachers . In the secondary schools, the school management is the supervisor and in particular also has an assessment function.

In Baden-Württemberg, the regional president is the superior for all types of schools . The school principal only acts as a superior for written disapproval according to the state disciplinary code.

Formal aspects

Formally, the school management represents the school externally (also to the parents' council (depending on the federal state) and to the press ). She is responsible for the orderly operation, the even commitment of the teaching staff and a regulated timetable and supervision.

The school management convenes the school conference as well as the general teachers' conference , which takes place under their leadership. It issues and executes administrative acts such as B. Admission and discharge of students.

In addition, she is responsible for the fulfillment of compulsory school attendance (e.g. school absence or leave of absence of students) and has the domiciliary rights . Depending on the type of school, it has a function as a supervisor or as a supervisor of the teachers (e.g. to assess the teachers, disciplinary measures). She is also involved in various committees.

Content aspects

A high level of stability is expected from the school management because they have to act in a complex area of tension between the ministry, school authorities , pupils and parents, as well as the teaching staff and the public. The most important requirement of the school management is to be clear about the represented concept of school and instruction, of education and upbringing.

It is up to the school management to have an integrating effect and to create a climate of freedom and openness at the school . She cannot prescribe team spirit within a teaching staff, but can promote its development, for example through a spirit of partnership on her part and through motivation .

It is also the task of the school management to perceive and support impulses for necessary changes from the staff in order to initiate processes of school development and school renewal and to channel them in a targeted manner.

Continuing education and training

One of the most important tasks of the school management is a sustainable improvement in personnel development . This is based on the continuous training of teachers.

Professionalization

Given the increasing complexity of school leadership tasks, it becomes important to consider how school leaders can do this.

A professionalization of the school management should ensure a qualified training for this office as well as a selection according to the requirements, measures of further qualification / systematic personnel development, an appropriate service position and support systems.

According to the concept of cooperation and cooperative leadership, cooperation in schools is both a means and an end. The school management creates the framework conditions and supports the implementation at the school and is also a role model for cooperative action.

An integrative management concept in schools is based on a clear educational goal orientation and is committed to educational values.

literature

General regulations for teachers and school principals at public schools in North Rhine-Westphalia. (ADO), RdErl. D. Ministry of Culture of September 20, 1992.
BJ Caldwell, JM Spinks: Leading the self-managing school. Falmer Press, London 1992.
D. Esp: Competences for School Managers. Kogan Page, London 1993.
R. Glatter: Tasks and capabilities. In: NE Stegö, K. Gielen, R. Glatter, SM Hord (Ed .: The role of school leaders in school improvement. ACCO, Leuven 1987, pp. 113-121).
SG Huber (Hrsg.): Handbook of leadership development. Basics and handouts for qualification and personnel development in the school system. Link, Cologne 2013, ISBN 978-3-556-06033-9 .
SG Huber, F. Ahlgrimm: Cooperation. Current research on cooperation in and between schools and with other partners. Waxmann, Münster 2012.
SG Huber, S. Hader-Popp: Cooperation in schools: school management is a role model, creates framework conditions and supports implementation. In: A. Bartz, J. Fabian, SG Huber, Carmen Kloft, H. Rosenbusch, H. Sassenscheidt (eds.): PraxisWissen school management. Wolters Kluwer, Munich 2006, p. 81.12.
SG Huber: Cooperative leadership in the school: Relief or disempowerment of school management. In: A. Bartz, J. Fabian, SG Huber, Carmen Kloft, H. Rosenbusch, H. Sassenscheidt (eds.): PraxisWissen school management. Wolters Kluwer, Munich 2006, p. 10.42.
SG Huber: school management yearbook. Findings and impulses on the fields of action of school management. Wolters Kluwer Germany, Cologne / Neuwied 2012.
D. Jirasinghe, G. Lyons: The competent head: A job analysis of heads' tasks and personality factors. The Falmer Press, London 1996.
A. Jones: Leadership for tomorrow's schools. Basil Blackwell, Oxford 1987.
KA Leithwood, DJ Montgomery: Improving principal effectiveness: The principal profile. OISE Press, Toronto 1986.
C. Morgan, V. Hall, H. Mackay: The selection of secondary school head-teachers. Open University Press, Milton Keynes 1983.
A. Prestele: School, youth, new consciousness. New beginnings in education. Books on Demand, Norderstedt 2004.

Web links

Wiktionary: School management - explanations of meanings, word origins, synonyms, translations

Individual evidence

^ SG Huber: Yearbook school management. Findings and impulses on the fields of action of school management. Wolters Kluwer Germany, Cologne / Neuwied 2012.
↑ SG Huber (Ed.): Handbook of leadership development. Basics and handouts for qualification and personnel development in the school system. Link, Cologne 2013.
^ SG Huber, F. Ahlgrimm: Cooperation. Current research on cooperation in and between schools and with other partners. Waxmann, 2012.
↑ SG Huber, S. Hader-Popp: Cooperation in schools: school management is a role model, creates framework conditions and supports implementation. In: A. Bartz, J. Fabian, SG Huber, Carmen Kloft, H. Rosenbusch, H. Sassenscheidt (eds.): PraxisWissen school management. Wolters Kluwer, Munich 2006, p. 81.12.
^ SG Huber: Cooperative leadership in the school: Relief or disempowerment of school management. In: A. Bartz, J. Fabian, SG Huber, Carmen Kloft, H. Rosenbusch, H. Sassenscheidt (eds.): PraxisWissen school management. Wolters Kluwer, Munich 2006, p. 10.42.

[1] SG Huber: Yearbook school management. Findings and impulses on the fields of action of school management. Wolters Kluwer Germany, Cologne / Neuwied 2012.

[2] SG Huber (Ed.): Handbook of leadership development. Basics and handouts for qualification and personnel development in the school system. Link, Cologne 2013.

[3] SG Huber, F. Ahlgrimm: Cooperation. Current research on cooperation in and between schools and with other partners. Waxmann, 2012.

[4] SG Huber, S. Hader-Popp: Cooperation in schools: school management is a role model, creates framework conditions and supports implementation. In: A. Bartz, J. Fabian, SG Huber, Carmen Kloft, H. Rosenbusch, H. Sassenscheidt (eds.): PraxisWissen school management. Wolters Kluwer, Munich 2006, p. 81.12.

[5] SG Huber: Cooperative leadership in the school: Relief or disempowerment of school management. In: A. Bartz, J. Fabian, SG Huber, Carmen Kloft, H. Rosenbusch, H. Sassenscheidt (eds.): PraxisWissen school management. Wolters Kluwer, Munich 2006, p. 10.42.