School management

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School management is to be understood as qualified, systematic and targeted management of school work and the assurance and development of the quality of this work.

Disambiguation

All measures contribute to the design and optimization of schools and school processes. This includes central aspects such as the planning, organization, coordination, management and control of educational, upbringing and teaching processes, i.e. of targeted learning and development processes, as well as their diagnosis, analysis and assessment and the management and development of the facility (i.e. the school as an organization, as an overall educational unit of action). School management is based on the goals of the school in general and specifies them in accordance with the respective requirements of the individual school (type of school, school size, school environment, student body, staff etc.) with which the school and its actors are confronted. Schools, and consequently school management, each have a specific function; School and school management are contextual.

Components of school management (see Huber, 2011)

As part of school management, it is clarified which people, with which tasks, in which form and in which structure, with certain instruments (and corresponding behavior) carry out certain processes, e.g. B. School management , steering groups etc.

Fields of action of school management

In a model by Stephan Gerhard Huber, an attempt is made to differentiate the diverse tasks of school management into fields of action (see figure). These fields of action are organization, personnel, teaching and education, quality management (i.e. quality assurance and quality development) and cooperation (within the school and externally). Ultimately, the aim of all measures is always to encourage and support the students in developing their skills. According to Huber, these fields of action can be modeled by school management as shown in the adjacent figure.

School management fields of action (according to Huber, 2003, 2007, 2011)

Teaching and education

Teaching and education are the responsibility of the teachers . It is the task of school management to ensure that teaching can take place at a high quality level. School management supports the development of lessons and provides work structures that enable teachers to work together on teaching and upbringing, to exchange good practical experience and to learn from one another. Lesson development and upbringing will be brought together to form an overall concept in the sense of coordinated and jointly responsible work.

staff

On the basis of the comparison of existing and expected future staff levels and staff requirements, it must be ensured that suitable staff with the necessary qualifications are available and deployed for the school's tasks. The continuous professional development of such staff should take into account not only the individual needs, but a global approach followed with the aim of the competence of the college to expand as a whole.

organization

The organization of schools and lessons enables and supports the effectiveness of educational activities. School management ensures that the organizational design is based on the mission of the school and on objectives that those involved in school life have agreed on in the school program or in the school's mission statement.

Quality management

Quality management is aimed at checking the learning effectiveness of the lessons and evaluating and processing the results in such a way that they can be implemented in development and improvement measures in the educational work. Quality management at the individual school ensures that quality assurance measures ( evaluation ) are converted into quality development, i.e. into optimization measures. All of the above-mentioned fields of action are taken into account.

Cooperation (within the school and externally)

The greater independence of the school entails an intensification of communication. The cooperation within the school as well as the contacts and cooperation relationships "to the outside" are given greater weight. The communication and cooperation relationships with the school supervisory authority, school authorities, parents, representatives of public life, the economy, public institutions and the media are given greater importance. The school management is responsible for developing initiatives to improve cooperation with the school environment and to ensure transparent communication with the public. It uses the methods and procedures of public relations. The school management and other representatives of the school represent the school and thus contribute to strengthening the prestige and competitiveness of the school. However, the cooperative relationships are not only becoming more intensive outside of school (quantitative and qualitative), but also within the school. School management task is that cooperation in the teaching staff succeeds. In doing so, cooperative forms of work should be organized effectively and efficiently (this includes, among other things, resource-economic meetings of committees and working groups, fair division of labor, etc.).

literature

Web links

Individual evidence

  1. ^ Fend, 1980
  2. ↑ Huber, Stephan Gerhard: Qualification of school principals in an international comparison: A study in 15 countries on the professionalization of educational managers for schools. (= Knowledge & Practice Education Management ). Wolters Kluwer, Kronach 2003, ISBN 3-556-00982-X
  3. ↑ Huber, Huber, SG (2014). Yearbook school management. Findings and impulses on the fields of action of school management. Focus: inclusion. Link-Luchterhand, Cologne, ISBN 978-3-472-07084-9 , pp. 142–154
  4. ↑ Huber, Stephan Gerhard (Ed.): Handbook for tax groups. Basics for working in central areas of activity in school management . 3. Edition. Link-Luchterhand, Cologne 2011, ISBN 978-3-472-08054-1 . (2010, second edition; 2009, first edition)