SCHOOL MAN­AGE­MENT: A GI­ANT TASK

Sun.Star Pampanga - - PERSPECTIVE! -

TERE­SITA G. APANTO

Our teach­ing per­son­nel must also be se­cu­rity-minded or con­scious and make sure their rooms are like­wise fee from any theft es­pe­cially in­struc­tional de­vices.

Since the school pe­riod cov­ers 10 months falls on rainy sea­sons, with an ar­ray of ty­phoons and other calami­ties, es­pe­cially in our own set­tings, earth­quake drills and ori­en­ta­tions must be en­cour­aged among ad­min­is­tra­tors, teach­ing force and pupils. This will in­sti­tute dis­as­ter-readi­ness school per­son­nel and pupi l s.

A Pro­po­nent for com­mu­nity devel­op­ment

When school build­ings are built and young learn­ers grad­u­ate and be­come in­te­gral part of our so­cial main­stream and con­trib­utes to the eco­nomic up­surge of the com­mu­nity and the na­tion in gen­eral, in­di­rectly, we be­come pro­po­nent of com­mu­nity devel­op­ment. True to the adage, “ed­u­ca­tion eman­ci­pate us from the dun­geons of poverty.”

A Cat­a­lyst for so­cial change

There is time-tested dic­tum that says “if we want change the en­vi­ron­ment or the so­ci­ety, we must FIRST change the per­son and not the other way around.”

Ed­u­ca­tion plays a vi­tal role in this do­main. When right prin­ci­ples are im­bued in the minds of ev­ery young learner, skills are pa­tiently honed and moral val­ues are earned through ex­em­plary teach­ing and when our grad­u­ates in­te­grates in the so­ci­ety, joins the labors force or the academe or any en­deavor, be­comes an agent for so­cial change through ac­tive and pos­i­tive in­volve­ment.

His ex­am­ples of fidelity and hon­est toils be­comes vi­ral or con­ta­gious to in­flu­ence his peers pos­i­tively-a role model. Thus, he be­comes an agent for pos­i­tive so­cial change.

In a nut­shell, this feat would not be ac­com­plished or achieved with­out the con­tri­bu­tion and sup­port of ev­ery stake­hold­ers which in­cludes the teach­ers and par­ents-the part­ners in achiev­ing pupils op­ti­mum devel­op­ment.

But def­i­nitely, it must start from the top-THE SCHOOL NANAGER.

The end ob­jec­tive of these pil­lars of school man­age­ment, which is re­al­ized or achieve the op­ti­mum devel­op­ment of ev­ery child- in all as­pects of his be­ing-can­not be pos­si­bly at­tained if not be­cause of the pru­dent and un­wa­ver­ing com­mit­ment of the school man­age­ment to du­ti­fully dis­charge his du­ties de­spite all the odds, chal­lenges and mea­ger re­sources and some­times, none at all. Thus, the in­dis­pens­abil­ity of an ef­fec­tive school man­age­ment.

Gi­ant task it may be. In­deed, the role of be­ing a School Man­ager is not a joke. Aptly, a Gi­ant Task. Al­low me to elu­ci­date. To fully un­der­stand and ap­pre­ci­ate the con­cept of school man­age­ment, we need to con­sider and tackle the mi­cro dy­nam­ics.

School fa­cil­i­ties & equip­ment main­te­nance & man­age­ment

As school head, it’s our re­spon­si­bil­ity to see to it school fa­cil­i­ties and equip­ment are in good con­di­tion that when the need for them arises, they are avail­able and can be uti­lized. School af­fair and ac­tiv­i­ties must never be de­railed or ham­pered just be­cause of the un­avail­abil­ity of fa­cil­i­ties and equip­ment. Cur­ricu­lum and Teach­ing Su­per­vi­sor

Teach­ing and Learn­ing su­per­vi­sions is of op­ti­mum im­por­tance in school man­age­ment. It is the para­mount con­cern of ev­ery school head to see to it that teach­ers not only come on time and teach but ef­fec­tively do the task solely based on the ap­proved cur­ricu­lum.

Con­tin­u­ous Learn­ing & Train­ing sem­i­nars must be en­cour­aged to pol­ish the teach­ing craft and skills to be honed. The end ben­e­fi­ciary to this thrust is our young learn­ers who are our pri­mary clien­tele. These in­cludes se­cur­ing the needed text­books and rel­e­vant read­ing ma­te­ri­als and re­sources. Fi­nan­cial man­ager

The lifeblood of school man­age­ment are our re­sources and fi­nances. Hu­man re­sources, in its un­de­filed sense re­fers to our per­son­nel-the teach­ing staff, jan­i­tors and guards and other ad­min­is­tra­tive staff-com­pris­ing our to­tal work­force.

They are the heart and soul of our school and the pri­mary mov­ing force to achieve de­sired ad­min­is­tra­tive thrust and goals.

Sec­ond, the fi­nan­cial re­sources, which specif­i­cally per­tains to funds de­rived from fund-rais­ing ac­tiv­i­ties, do­na­tion from var­i­ous peo­ple and alumni, MOE given by the DepEd and others.

These funds must not only be used pru­dently but ef­fec­tively and more im­por­tantly, trans­par­ently-leav­ing no cloud of doubt in the minds of ev­ery stake­hold­ers (school, com­mu­nity and the GPTA).

Se­cur­ing our school

Keep­ing our school premises and fa­cil­i­ties, es­pe­cially our young learn­ers safe is of ut­most im­por­tance. Our top pri­or­ity and ac­count­abil­ity as school man­agers. In fact, our supreme re­spon­si­bil­ity.

School fa­cil­i­ties, of­fice sup­plies, and equip­ment must be kept se­cured. The school, as the bud­get would al­low, must hire blue guard es­pe­cially dur­ing the night.

--oOo— The au­thor is School Pa­per Ad­viser of Bal­ing­can­away Corba El­e­men­tary School, Tar­lac City

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