School Management Manual

7/27/2019 School Management Manual

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SCHOOL

MANAGEMENTMANUALFor Rectors of State Secondary Schools

POLICIES, PROCEDURES & GUIDELINES

ON SCHOOL MANAGEMENT ISSUES

School Management DivisionMINISTRY OF EDUCATION, CULTURE AND HUMAN RESOURCES

August 2009


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TABLE OF CONTENTS

PREFACE ii

FOREWORD iii

Chapter1 THE ORGANISATION STRUCTURE 1

Chapter2 MANAGING THE SYSTEM 11

Chapter3 COMMUNICATION 19

Chapter4 DISCIPLINE 27

Chapter5 STUDENTS: ADMINISTRATIVE ISSUES 41

Chapter6 TOWARDS QUALITY TEACHING AND LEARNING 47

Chapter7 MANAGING HUMAN RESOURCES 55

Chapter8 MANAGING ASSETS, STORES AND FINANCE 67

Chapter9 SAFETY AND SECURITY AT SCHOOL 75

Chapter10 MISCELLANEOUS ISSUES 85

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PREFACE

Rectors, as Heads o School, are expected to exempliy good leadership and

management techniques, very oten, in conditions o uncertainty.

The social system o the school comprising sta, students as well as the

Community o parents at large, looks up to the Rector or leadership and an

inclusive atmosphere.

While the School Development Plan is available in all institutions

as an indication o the direction to ollow, the Rector needs support and resources to make critical

decisions on a day-to-day basis. These decisions may well relate to pedagogical matters as much as to

disciplinary cases. Nevertheless, it is also vital to understand that a Head o School cannot do it alone. He/

She will have to resort to some delegation o responsibility and especially know when and how to do it

This need or support to the on-site Rectors prompted me to see to it that my Ministry comes up with a reerence

document covering broad areas o responsibility o Heads o State Secondary Schools while keeping a balance

between activities intended to maintain the stability o the school as a viable essential educational organisation

and the area in which Rectors may encourage meaningul participation o school and community actors aiming at

nurturing a successul institutional identity.

My earnest wish is that Rectors make the best use o this tool and help translate our vision o Quality Education

or All into reality.

Dr V K BUNWAREE

Minister o Education, Culture & Human Resources

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C H A P T E R 1 : T H E O R G A N I S A T I O N S T R U C T U R EThe school operates as part o the parent organisation which is the Ministry o Education, Culture & HumanResources. It is important or the Rector to have an understanding o the unctioning o the structure so thatactions at the level o the school t harmoniously into the objectives o the whole organisation. In line with the

Programme-Based Budget (PBB), the Rector has a key role in ensuring that objectives, outputs and set PerormanceIndicators are achieved.

1.1. MANAGEMENT STRUCTURE OF THE MINISTRY

The Ministry unctions with a central structure at its Headquarters having the responsibility o Education andHuman Resources at the national level, along with decentralised structures or Zone Directorates set up to manageeducation in the our geographical zones o education.

1.1.1. Ministrys Headquarters

n The Minister o Education & Human Resources is committed to realising Governments vision o educationand carrying out, with the support o the Ministry, the undamental reorms that will implement thatvision.

n The Ministry is headed by the Senior Chie Executive. Next to him are the Permanent Secretaries (PS)below whom, on the one side are the Administrative Cadre and on the other side, the Technical cadre.

n The Administrative Cadre comprises the Principal Assistant Secretaries (PAS) and the Assistant Secretaries(AS) whereas the Technical Cadre consists o the Chie Technical Ocer (CTO), Directors, AssistantDirectors (AD) and Administrators (Adm.). The Chie Technical Ocer is the Head o the Technical Cadreand reports directly to the Permanent Secretary.

n With the present structure, responsibilities at the central headquarters level are shared among seven

Divisions1 as ollows:l Co-curricular and Extra-curricular Projects and Activities

l Curriculum Development and Evaluation

l Human Resource Management and Development

l International Relations and Educational Reorms

l Planning, Procurement and Inrastructure

l Post-Secondary, Tertiary and Vocational Training

l School Management

n Each o the above Divisions is headed by a Director who is helped in his tasks by an Assistant Directorand Administrators. Administrative support is provided to the divisions by Principal Assistant Secretariesand Assistant Secretaries.

n Various other units provide support or the general administration o the Ministry and or services.

1 Modications may be brought as and when required to the structure and Rectors would be informed accordingly.

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Figure 1: Organisational Chart at Ministrys Head Quarters

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Figure 2: Organisational Chart: Zone Directorates and Schools

1.1.2. The Zone Directorates

n At the regional decentralised level, are the our Zone Directorates, each headed by a Director who, ashis colleagues Directors at Headquarters, reports to the Chie Technical Ocer (CTO). Directors posted atHeadquarters are required to liaise with the Zone Directorates or the smooth running o all activities.

n The Zone Director is assisted by an Assistant Director and by Administrators.

n The Directorates are responsible or the management o all matters pertaining to education in theirrespective Zone and, especially, or the smooth running o the state schools alling within their purview.

n With the decentralisation o services, the ollowing sections have been set up in each Directorate:

l Human Resource Section

l Finance Section

l Stores and Procurement Section

l Maintenance Unit

l Educational Psychologists and Social Workers Unit

n It is important that the ollowing points be noted:

l Each Rector is responsible or his own school but he has to report to the Zone Director

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n As the leader, the Rector builds and accompanies his teams, providing them with the required support andmotivation, listening to their views and their problems and valuing their eort, support and contribution.

n Sharing and ownership o the Vision o the Ministry is required rom all sections, rom headquartersto schools: The Head o school has to ensure that actions taken at the level o the school are in line

with the Ministrys vision and policies and are geared towards implementation o same. He is alsoresponsible or acilitating the implementation o all reorms and educational projects witha view to attaining the national goals or education. These would also include the targetsset in the PBB.

n The Rector has to perorm his various duties which are o three kinds: administrative, pedagogical andsocio- cultural.

l Administrative: Setting up committees, attending and chairing meetings, attendingto les and mail, organising work, writing reports, supervising sta and administrationo personnel matters, administration o student matters, including organisation oexaminations and enorcement o Rules and Regulations, management o human,

nancial, material and inrastructural resources, etc.l Pedagogical: Controlling the implementation o the curriculum, planning, organising

and monitoring o teaching and learning and other educational activities, managinglearning resources and ensuring the quality o the education imparted at school.

l Socio-cultural: Promoting health standards, enhancing school environment, promotingculture and social values at school, developing partnership with the community, etc.

n Among his numerous responsibilities, the ollowing need to be underlined:

l To ensure that the main activity o teaching and learning takes place eectively in theinstitution

l To ensure the rule o discipline within the institution

l To plan and implement strategies or school improvement

l To ensure the security and saety o all sta and students at school

l To ensure the maintenance and upkeep o the school building and premises

l To ensure the security and saety o all assets and equipment at school

l To manage and supervise the sta working under him, ensuring that they are aware oand abide by ocial instructions

l To make optimal use o all resources allocated to the school

l To act as the ocal point or the school at large, including the close community

n For the Rector to manage the school in a way that is in accordance with legal provisions, the Rectorshould be conversant with:

l The Education Regulations 1957 and the Education Act

l Policy guidelines o the Ministry

l Civil Service Rules and Regulations e.g. the Personnel and Financial ManagementManuals, PRB Report recommendations

l Scheme o Service o the dierent grades o ocers at school

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l The Convention on the Rights o the Child

l The Programme-Based Budget

l The Perormance Management System

1.2.3. The Deputy Rector

n The Deputy Rector provides assistance and support to the Rector or the smooth running o the school.He will deputise the Rector in his her/absence.

n His duties include the ollowing:

l To be the link between sta and Rector

l To make arrangements or replacement o absent Educators

l To give individual attention to problem students

l To prepare the school timetable

l To help in the organisation and conducting o internal examinations

l To help in organising academic and non-academic activities

l To assist in writing out Term Reports

l To teach such classes as directed by the Head o School

l To assist in enorcing discipline

n The Rector will run the school in close collaboration with the Deputy Rector. He will at the same time

provide him with all opportunities to understudy him or his proessional advancement.n While the principle o the Rector having the nal say in the running o the school is accepted, he should

be open to new ideas put orward by the Deputy Rector.

n A clear assignment o roles and responsibilities mutually discussed and agreed upon, will denitelyavour good work relationship.

1.2.4. The teaching Sta

n Educators are responsible or the harmonious development o the students, imparting to them thenecessary knowledge and skills as well as building their character and personality so that they become

learned, responsible and disciplined citizens. They have to prepare students and ensure their readinessor urther studies and or the world o work as well as or lie in society, the approach being based onthe our pillars: learning to know, learning to do, learning to live together and learning to be.

n PRB 2008 Report makes the ollowing recommendations at Paragraph 22.69 in respect o the duties oEducators:

Incumbents in the grade o Educator (Secondary) would also be required, toprepare scheme and weekly plan o work in respect o subjects taught; conductexamination and mark scripts; attend training courses during school vacation;carry out continuous assessment, conduct extension classes, take charge olaboratories, workshops or specialised rooms; organise and participate in extra

curricular activities; assist the school administration in attending to problems odiscipline (including students absenteeism), parents queries and qualms; ensure

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Remarks

n The SMT allows the participation o the teaching sta in the decision making process and,consequently, ensures greater commitment to school initiatives.

n For specic issues, an Educator, the Usher, the President o the Student Council and/or Headstudent may be co-opted and requested to attend the meeting. The PTA should on no accountbe involved in the running and deliberations o the SMT.

n The Rector is to ensure that the decisions reached during the SMT meeting are conveyed to therest o the school.

n Major decisions reached by the SMT should be communicated to the Zone Director or inormationand/or approval.

1.2.7.2. The Student Council

Composition

n Representatives o dierent sections o the student community, democraticallyelected by the students themselves, in such a way that each class has aspokesperson

n Once the Council is constituted, it elects its managing committee which willhave a President and a Secretary

Purpose n To ensure a smooth fow o inormation between Management and students.

Terms o Reerence

n To promote positive relationships as the basis or a whole school culturen To assist in school management and ensure the good running o the school by

working in close collaboration with Rector, Deputy Rector, Form Teachers, Usher,Head boy, and Class Captains

n To inorm the Rector o shortcomings at schooln To collaborate with the management o the school to nd solutions to problemsn To express the opinions and eelings o ellow students and share their problems,

concerns, wishes and expectations with managementn To participate in the organisation o school activities such as Sports day, Prize

Giving day, etc

Meetingsn As per timetable agreed upon by the Rector but at least 2 per termn Secretary to note proceedings o the meeting in the Student Council book.

Follow up

n President and Secretary to report to the Rector on its deliberations and issuesthrashed out during a working session

n The Rector will take stock o their complaints, grievances or aspirations and, inan advisory capacity, prioritise issues raised and work out an implementationplan, while inorming the Council members o the short, medium and long termsolutions.

n The Rector must be open to suggestions made by such representatives or thewelare o the students and at the same time ensure that the requests o thestudents are within the ramework o policies o the Ministry.

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Remarks

n The Council will drat its rules and regulations and submit them to the Rector or approval.n Members o the Student Council should uphold the reputation o the school by exemplary action

and behaviour.n Rector should meet the whole Council regularly to communicate decisions, plans and other

inormation deemed necessary

dReer to Circular letter ME/78/136 Vol. II o 24 March 2004

1.2.7.3. The Parent Teacher Association(PTA)

Composition

n All parents are de factomembers o the Associationn The Managing Committee comprises a given number o parents elected

during the Annual General Assembly and a given number o Educators asdened in the Associations Constitutionn The Rector acts as Advisor to the Association

Terms o Reerence

n To promote the welare o studentsn To provide support to the school and help towards enhancing its physical

environment, equipment and other acilitiesn To raise unds and provide nancial support or school projects and the

organisation o events such as Prize Giving, Sports Day etc.

Meetingsn An Annual General Assemblyn At least 2 meetings o the Managing Committee per term

Remarks

n The PTA is an essential partner o the school.n It is an independent association duly registered with the Registrar o Associations and it unctions

according to the Rules and Regulations approved under its Constitution.n As advisor to the Association, the Rector has the duty to ensure that decisions taken by the PTA

are in line with policies o the Ministry.n The Rector will enlist the collaboration o the PTA in the preparation o the School Development

Plan.n The PTA should not be allowed to interere in the day to day management o the school.

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1.2.8. The Social Partners

The school is as an open system connected to and interacting with its environment. A closed system wouldbe one which is isolated rom its environment and independent o external actors. At the same time, otherinstitutions do nowadays have a role to play in the common educational endeavour and it is important that

the school develops dynamic partnerships with the community, enlisting its support in the accomplishmento its mission.

The Rector acts as the interace between the school community and the management at Ministrys level,acilitating the communication between the two.

Figure 3: The school and its socio-cultural environment

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2.1.1. Meeting with stakeholders

n The Rector will at the earliest meet with the dierent sections o his sta to establish his workingrelationships.

n

He should also meet students by holding an assembly and by convening meetings with the StudentCouncil, Preects Body and class captains.

n He will, through the Secretary o the PTA, make contact with the President o the PTA and convene aworking session with him at the earliest.

n He should also, maybe at a later time, establish contact with the local authorities, sponsors, NGOs andother organizations with which the school has developed links and relationships.

n These meetings will allow him to:

l Present himsel to all those who would henceorth be working in close collaborationwith him and to establish relationships with them

l Inorm o his own vision, his management style and his expectations

l Take stock o any problems and o expectations o the dierent stakeholders.

2.1.2. Diagnosis

n The Rector will as early as possible carry out a ull audit o the institution aiming at

l Identiying the strengths and weaknesses o the school

l Understanding the opportunities or and the threats to the schools improvement

l

Determining his priorities in terms o the areas requiring improvement and attention inthe short and medium term.

n In the light o the above, he may, ater consultation with all stakeholders, decide to review the schoolsvision and mission as well as the standards, targets and objectives o the institution. Consequently, anaction plan, geared towards attaining the set objectives will have to be prepared in close collaborationwith all partners.

n The Rector should however not lose sight o the act that continuity is a very important element thathas to be taken into account: sudden and drastic changes may disturb the stability o the system withthe risk o it going out o control. Changes are to be brought in a gradual and smooth way and only tothose components that are hampering the smooth unctioning o the school.

n The Rector will, through good communication, ensure that all stakeholders share and own the vision,mission, objectives and values o the institution.

2.2. STEERING THE SYSTEM

In order to drive the system towards its goals, the Rector, as the manager o the institution has to attend to twovery important tasks among others: planning and controlling the activities o the school.

2.2.1. Planning

n Planning involves choosing objectives and ways to achieve them, taking into consideration theavailability o resources.

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n All tasks and exercises carried out have to be careully planned.

n Each plan should contain

l The prioritised objectives to be attained

l The time scales or the attainment o the objectives

l The resources required

l The areas o responsibility

l An implementation schedule

l Standards and benchmarks or evaluation

n A breakdown o tasks with time rames or their start and completion

n Plans should be communicated to all parties concerned so that each one understands what is being

expected o him and how his work will be assessed.n Sta, especially inexperienced members, should be properly brieed on what to do and also on the how

and the when.

n Subsequently, the Rector will ensure that every sub section or department submits, through the Headso Department, the relevant and realistic work plans (yearly, by term, weekly, daily) or its activities,pedagogical or other, as the case may be.

2.2.1.1. Calendar o Activities

q A School Calendar should be prepared at the beginning o the year, with activities listed term

wise without necessarily speciying exact dates.q Departments will base themselves on the school calendar to prepare their work plans.

q Heads o department will prepare and submit to the Rector a detailed calendar or each andevery activity that they will carry out. This will contain a detailed breakdown o tasks, time rameand the areas o responsibility.

q The Head Boy/ Girl, Preects and Student Council should be inormed o these activities while atthe same time being requested to prepare and submit the calendar or the student body.

2.2.1.2. The School Development Plan

q The Rector, in consultation with all parties, will prepare the School Development Plan (SDP) thatwill guide actions at the school during the academic year. Some activities may however spanover more than a year.

q The SDP is a plan that may aim at improving the school, targeting a wide spectrum o areas withocus on issues needing urgent attention, or example,

m Upgrading and enhancement o the physical environment

m Improvement o student perormance

m Improvement o communication, relationships and social environment within the school

m Development o links with the Community

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q While preparing the SDP, the Rector will take into account the expected outputs and thePerormance Indicators dened in the PBB so that the schools perormance contributes to theachievement o the national goals. The SDP will ocus on the outputs and results expected andaccordingly review and enhance the processes at school level with a view to achieving greatereciency.

q All stakeholders, including students and the PTA, should be roped in to provide their inputsor its elaboration so that all parties work together in a collaborative manner towards eectiveschool improvement.

q Like all plans, the SDP should contain realistic and attainable goals, though an element ochallenge may be included as well.

q The SDP should indicate time rames, responsibilities/accountabilities, budget, milestones aswell as success criteria that demonstrate improvements in outcomes.

q Communication and motivation are essential or the overall success o the projects.

2.2.2. Controlling the system: The dashboard

Control is the process o ensuring that resources are obtained and are used both eectively (resources areused to achieve the desired ends) and eciently (input resources produce the optimum amount o outputs)in the accomplishment o the objectives. Feedback is required or the manager to take control measures andensure that actual results do not deviate rom the expected results or goals.

A dashboard or control panel is useul or monitoring perormance. The Rector will examine, together withhis collaborators, relevant eedback provided on the dashboard in order to assess the unctioning o theinstitution and nd explanations to the results being output. This will allow him, i need be, take corrective

measures to enhance perormance.

2.2.3. Perormance standards

n As mentioned earlier that the school uses its resources to produce outputs in terms o student developmentand achievement. Rather than looking at the institution rom its input side, the Rector should, instead,be results-oriented, ocusing on outputs and reviewing processes wherever necessary or optimizationo eciency and eectiveness.

Standards o perormance have to be set and met, these being measured by clear and well-dened keyperormance indicators (KPIs).

l Key Perormance Indicators have been developed or the school and its sta through thePerormance Management System (PMS) implemented in the Civil Service.

l Key Perormance Indicators have also been set or the Ministry o Education & HR withinthe Programme Based Budget (PBB) and every school has to perorm in a way thatwould allow the targets to be met.

n Based on the above, the school should set its own targets, while taking into account the act that targetsset in the PBB are conservative and that schools are required to set higher and more ambitious ones.Also, though only specic subjects are mentioned in the PBB, improvement is required in all subjectareas and, accordingly, appropriate targets need to be set and reached.

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n The key perormance areas or monitoring the perormance o the school will include, inter alia,

l The schools environment, general climate and ethos as measured by

m The level o discipline (e.g. absenteeism rate, punctuality, requency o occurrence anddegree o seriousness o misbehavior,

m The type o language used in the school

m The level o cleanliness, order, saety and security

l Communication within the institution as measured by the requency, content and outcomeso meetings held with the dierent stakeholders

l Management o resources as measured by

m Rate o absenteeism and punctuality o sta

m Quantum o damage and breakages

m Utilisation o unds and other resources, including teaching resources

l Pedagogy as measured by

m Variety o programs within a strategy or pedagogical improvement and innovation,including remedial measures

m Improvement in success rates in individual subject areas as well as overall, together witha decreasing repetition rate

m Quantum, requency and standards o assignments/assessments set and marked

m

Quantum, requency and standards o homework set and markedm Frequency and standards o practical classes carried out

m Frequency and outcomes o Rectors visits to classes

m Frequency and outcomes o departmental meetings

l Organisation o and participation in co curricular and extracurricular activities

2.2.4. The Inormation System

n

At all stages o planning and control, decisions have to be taken in response to choices and optionsregarding how the school responds to its environment and how its internal activities are to be run.

n However, decisions are not made without inormation and or this reason the Rector will need toexamine how data produced at the school are being collected and processed to provide inormation tomanagement.

n He will thus ensure that the school has a system o inormation that is organised in a satisactory mannerto collect relevant data and to readily provide accurate, up to date and timely inormation, therebyallowing him to make inormed decisions at the right time.

n The use o inormation technology or creating and maintaining the database is highly recommendedas it certainly eases and quickens both the processing and the retrieval o inormation (inormationreporting).

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n Databases at school should include, inter alia, appropriate records on students, sta, physical assets,school activities, discipline and academic perormance.

2.2.4.1. Record keeping

All inormation needs to be collected, classied and properly kept in les, computer or traditional, ina way that would make it readily available and easily retrievable in the uture. The ollowing are aew o the essential records to be kept at school:

Resources

o The school proleo The space audit

o The Assets Registero Ledgerso Inventory Sheets

o Cash bookso Timetable

Pedagogyo Syllabio Plans o worko Records o worko Examination reports

o Notes o meetings with HODso Calendar o Activitieso Notes o Departmental

meetings

o Notes o Pedagogical Committeemeetings

o Perormance data and trends

Administration

o Attendance registers or studentso Lateness book or studentso Movement book or studentso Attendance cards or students

o Students records

o Attendance registers or stao Movement book or stao Sta records

o Notes o meetings (sta, SMT etc)o School Rules and Regulationso PTA Rules and Regulationso Copy o contract or services

Other

o Records o indisciplineo Occurrence log book

o Condential book or Ministryocials

o Visitors book

o Inrastructure Maintenance book

The ollowing should also be kept:

m Historical data, past inormation and other statistics on school perormance, academicand non academic

m All circulars and other documents dening Ministrys policies and providing appropriateguidelines or the management o the school

2.2.4.2. The ABC fling system

q The administrative section should attend to the proper keeping o all les, including an appropriatesystem o classication so as to ensure that

m Follow up actions are taken as required

m Retrieval o inormation is acilitated and takes the minimum time

q

Administrative sta should be reminded o the need or prompt processing o letters and les toensure quick replies and other responses within deadlines set. The need or condentiality hasalso to be stressed upon.

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q The administrative sta should also see to it that proper records are kept or all incoming andoutgoing mails. A proper tracking system will enable the tracing out o any given documententering the system and identiying exactly the ocer to whom it has been channeled or the lewhere it has been kept.

q A simple ling system can be set up as ollows to help in classiying documents and retrievingles instantly:

m All documents and letters are to be placed in les according to the subject o theircontents. Thus les may be constituted or Repairs, Headship, Circulars, etc., the nameused being a keyword that describes well the les contents.

m The rst letter o the keyword will be the ABC code o the le.

m Each le is then given a unique le number e.g. 1,2,3,4 etc.

m The ling cabinet will have drawers labelled 1-25, 26-50, 51-75 etc to contain lesaccording to the unique le number.

m Now, the le details can be tabulated on an Excel Worksheet as ollows:

UFN ABC code File Name

20 A ADSL

39 I Internal Exams

56 R Repairs

Etc.

m The worksheet can be sorted by ABC code to produce the list o les in alphabetical

order. A printed copy will be made available to the administrative oce or reerence.

m Retrieval thus becomes easy by searching through lenames and identiying the UFNand hence the drawer where the le is located.

m Incoming mail should be recorded in a special book where the ollowing are noted: datereceived, sender, subject and UFN o le where kept.

m As or outgoing mail, the UFN o the le should be used as reerence and the copy ledappropriately.

m The same ABC code should be used by the Word Processing Operator to save les oncomputer. Folders named by letters o the alphabet should be created on the computer

and any typed document is to be saved in the older bearing appropriate letter name.

2.2.5. Inormation Reporting

n Being a unit within the larger, complex organisation which is the Ministry o Education, Culture &Human Resources, the school should also be readyto provide relevant, accurate and up to dateinormation to the parent Ministry whenever requested to do so.

n Higher levels o the Ministry o Education, Culture & Human Resources very oten rely on schools toprovide them with such inormation or planning, policy making or decision making at strategic level.

n The schools inormation system should be able to respond to these requests or inormation in a timelymanner by updating the available data and providing the latest inormation within the deadline orsubmission o inormation.

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n In the same way the schools plans and records should be made readily available to Ministry ocialsvisiting the school. The essential ones should be kept in the Rectors oce or easy access.

2.2.6. Display o Inormation

n The ollowing are to be displayed on Notice Boards. The Rector will decide on the selection or displayto the whole school community, students and sta and what should be axed only on Notice Boards inoces, including his.

l The schools Vision and Mission Statement

l Class and teacher timetable

l List o classes with room number, number o students on roll, names o class captainsand o Student Council Representatives

l Sta list, teaching, administrative and ancillary

l List o Form Teachers

l List o Preects

l List o Student Council Oce bearers

l List o PTA Executive Committee members

l List o members o dierent clubs and committees set up at school

l School Calendar

l List o important activities to be held with dates

l Certicate o Water Quality, supplied by the Ministry o Health and Quality o Lie anddate when water tanks were last cleaned

l Class lists

l Examination timetables

n The school should have a special notice board to inorm o good things happening at the school,showing recognition or initiatives, good work, eort and contributions made by students. The Rectormay add a ew words o praise to express his appreciation.

n Inormation has also to be duly communicated to all levels o the institution and to other partners.The mechanisms helping the Head o School to carry out this important eature o his unctions areconsidered in the next chapter.

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C H A P T E R 3 : C O M M U N I C AT I O NThe success o a school is largely dependent on the quality o relationships which exist within the school andbetween the school and its external partners. School management needs to establish eective communicationchannels and make use o these to avour proper communication among all stakeholders.

3.1. INTERNAL COMMUNICATION

3.1.1. Morning Assembly

Frequency

and duration

n Almost everyday and should be attended by both sta and studentsn Should not last more than 15 minutes, unless it is a special assembly convened or a

particular reason where more time is needed.

Purpose

n An important tool or communicating signicant eatures concerning the whole school, it isalso a means where the presence and authority o the Rector are elt by both sta and the

student community.n The Rector will seize the opportunity o the Morning Assembly to

l Pass on messages, important notices and other inormation on school issues whichsta and students need to be made aware o

l Communicate and give justications or decisions taken at the level o the school or othe Ministry

l Celebrate achievements o students and o school teams in sports and extracurricularactivities

l Remind students and sta o the schools vision, mission and objectives as well asvalues supported by the school such as hard work, discipline, spirit o service and senseo responsibility and o belonging to the school

l Explain and clariy provisions o school Rules and Regulations regarding procedures tobe ollowed and expected behaviour with a view to promoting discipline among students

l Sensitise students on current issues related to health such as chikungunya, consumptiono sot drinks, drugs, cigarette smoking, AIDS, etc

Organisation

n Rectors should see to it that both sta and students are inormed o the holding o theschool assembly at least one day beore, exception made or a special assembly convenedor urgent reasons.

n Educators, ushers, representatives o the Student Council, preects and class captains haveto ensure that the students proceed to the assembly in a disciplined way, remain in orderand behave properly during the assembly and that, at the end, they move back to theirclasses in the same organized way.

n School Assembly will start with the National Anthem and may be ollowed by a shortprayer that is universal in concept and is acceptable to all aiths.

n No other person, with the exception o the Deputy Rector, Head boy/Head girl, should bewith the Rector.

n The Rector may, however, rom time to time, invite a guest speaker to address the studentson a specic issue.

n The school will have a special book where issues addressed during the assembly arerecorded.

n A record should also be kept o guest speakers at the morning assembly together with the

themes o their address.d (Re Circular letter ME/78/136 Vol. II o 24 March 2004)

Remarks Sometimes an Educator or a student may be requested to address the morning assembly.

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3.1.2. Form Period

Frequency

and duration

n Ten minutes daily in the morning

n May be extended on special occasions or specic purposes

Purpose

n The Form Period is eective as a less ormal and more congenial means o communication.n Form Masters should avail themselves o that opportunity to know students and serve as

liaison between the Administration and students.

n They will make use o the orm period to motivate students, reinorce tradition and moral

values, promote and maintain stability, prepare or progressive changes, encourage new

ideas and enlist the collaboration and cooperation o students.

n The orm master may urther discuss with the students the themes that were taken up at

morning assembly by the Rector.

3.1.3. Meetings with Students Representatives

Frequency

n As and when the need arises, the Rector will meet the Representatives o the Body o Preects,

those o the Student Council or the class captains to thrash out major issues.

n At least 2 meetings should be held per term with representatives o students

Purpose

n To ensure a constant fow o inormation so that students are always treated as participants

in decision making

n To inorm the representatives o students o the situation when the school has to ace specic

problems

n To apprise them o the actions being taken at school level and by the Ministry and

communicate to them the time rame or the solution o the problems

3.1.4. Meetings with Teaching Staff

Frequencyandduration

n To be held on a ortnightly basis

n Sta meetings should normally not last more than one hour.

n An urgent sta meeting may be called whenever some very important and urgent matter has

to be discussed or a piece o inormation communicated. Such meetings are usually brie.

Purpose

n Meetings with the sta are essential tools or eective management o the school in that

they help to:l Convey, exchange and update inormation

l Share knowledge, ideas and experiencel Motivate sta and enlist their supportl Promote and maintain stabilityl Examine problems concerning members o the sta and students and relating to their

work onlyl Examine work routines and other modus operandil Discuss changes and prepare or theml Provide eedback

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Purpose

n Sta meetings provide the Rector with the opportunity to:l Impart to sta decisions taken at higher level in respect o inormation received during

ortnightly meetings with the Zone Director on wide ranging issues such as stang,inrastructure, availability o pedagogical equipment and others

l Bring to Educators attention shortcomings noted by Management and advise on redressl Request Educators assistance in promoting the values o the school: hard work, sense

o discipline, regularity, punctuality and quality educationl Empower sta (especially new recruits) in developing solutions to problems

encountered in class

Organisation

n Every meeting should be careully planned and all members have to be inormed at least oneday beore.

n All those who need to attend must be inormed o the place and the time o the meeting aswell as the agenda. A special book may be used or that purpose.

n The Rector may circulate in advance the items to be discussed at the meeting to enable

eective discussion. He will ensure that the discussions remain ocused on the agenda.n The Rector must stick to the agenda.n At the outset the Rector clearly states the objective(s) o the meeting and at the close he

is expected to give a summing up and, i necessary, relate the conclusions to his originalintention.

n Those attending should be allowed to voice their opinion and ask questions but lengthydiscussions should be avoided. The AOB part o the meeting will allow the sta members tobring up other matters that are o concern to them.

n The atmosphere must be relaxed and congenial, the Rectors attitude being one o co-operation, tolerance and readiness to listen to others. The Rector will ensure that everyone is able to make his contribution in an atmosphere which promotes communication in a

constructive and open way.n Records o meetings should be taken down and circulated among the sta beore the holding

o the next meeting.n A copy o Notes o meeting should be sent to the Zone Directorate.

Follow-upn A meeting is not an end in itsel and it is incumbent upon the Rector to ascertain that ollow-

up action is taken within a set time-rame or relevant issues.d(Re Circular letter ME/78/136 Vol. II o 24 March 2004)

3.1.5. Meetings with Heads of Department

Frequency n To be held on a ortnightly basis

Purposen To plan activities, discuss crucial issues relating to pedagogy and make important decisionsn To monitor the implementation o the curriculum and take appropriate decisions or ensuring

a sound pedagogy

Organisation

n This should be a standing meeting and thus, all Heads o Department will already be awareo the holding o the meeting, o the place and o the time o the meeting.

n The committee will examine the dashboard which would comprise pedagogical issuesmainly and the Heads o Department will be required to report accordingly on progress inrespect o the set perormance targets.

n Records o meetings should be taken down and circulated among the members beore theholding o the next meeting.

Follow-upn The Rector and the Heads o department will consequently ensure that decisions taken are

communicated to the rest o the teaching sta and implemented.

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3.1.6. Committee meetings

Frequency n As and when required

Purpose

n Committees are set up or special purposes and events including co-curricular and extra-

curricular activities and projects.n The meetings will allow the Rector to ensure a close ollow-up o the activities being

carried out as per calendar o activities agreed upon.

Remarksn All members o the sta should be encouraged to participate in school lie and to contribute to its

smooth running by being involved in at least one activity or committee.n The sta represents a rich pool o resources, in terms o energy and know-how, which will certainly

help to drive the school orward towards enhanced quality. This will at the same time promotethe sense o belonging to the school and make the sta members more comortable at theirworkplace.

Common committees are:n The Sta Welare Committeen The Discipline Committeen Event organising Committeen The Sports Committeen School Magazine Editing Committee

3.1.7. Department Meetings

Frequency n At least once per month

Purpose

n To discuss pedagogical issues, methods o teaching and the diculties encounteredby Educators in their classes

n To share good practices, seek and give advice mutually, exchange ideas and opinions,look or ways to improve the quality and eciency o teaching along with theacademic perormance o students

n To discuss issues pertaining to the administration o the department such as allocationo classes and distribution o work

n Mentoring o newly appointed members

Organisation

n The meeting is chaired by the Head o Department and should be attended by all theEducators o the department

n Records o meetings should be taken down, highlighting issues discussed anddecisions taken

n The Notes o Meeting should be kept in a le by the Head o Department and a copysubmitted to the Rector

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3.1.8. Meetings of the Rector with non-teaching staff

n Such meetings are to be held in accordance with school tradition or according to a pattern established bythe Rector. A clear agenda has to be prepared or all such meetings.

n The Ushers should be inormed o meetings with ancillary sta prior to their being held and they shouldall be present during such meetings.

n Heads o Department will, in the same way, hold regular meetings with laboratory and workshopattendants.

n Regular meetings have also to be held with the administrative sta such as oce sta, library ocer orushers or the smooth unctioning o the school.

n Whenever an administrative activity o high importance and complexity has to be carried out, like, orexample, entering candidates or national examinations, the Rector will hold a working session with theocers concerned to plan and organise the work. Each one should be inormed o his tasks, what is to bedone and, more importantly, how it is to be done.

3.1.9. Written Communication

n Other traditionally used written methods o internal communication are to be ully exploited.

n Written communication has an ocial character and the Rector will convey same to the recipient.

n Written communication not only prevents misunderstanding or ambiguity but also ascertains that thecommunication has eectively reached those concerned.

n Some means o written internal communication that may be used are inter alia internal memos, internalcirculars, newsletter, order book, notice boards and suggestion box.

3.1.9.1. Order Book

n Important instructions or inormation to be communicated should be written down in the Order Book andcirculated among the students and/or sta concerned. A sta list and/or a list o classes will be annexedor the Educator to sign, acknowledging having taken note or having read to the class the contents o thecommunication.

n Circulars rom the Ministry may in the same way be brought to the attention o those concerned with acovering note in the Order Book.

n Ater circulation, the Order Book will be returned to the Rector who will ascertain that the communicationhas actually reached all those to whom it was destined.

n The Order Book should always be kept in a sae place.n The Rector will again ascertain proper monitoring and ollow-up action relative to instructions orwarded

through the Order Book.

3.1.9.2. Notice Board

n The school will have display boards where notices, circulars, posters or other notes may be axed or theinormation o students and sta.

n The Vision and Mission Statement must be well displayed on the main Notice Boards.n There will be at least one notice board in the sta room or Educators and at least another one or

students, well located in a strategic place where students will have no diculty to consult whatever has

been displayed.n The Rector will request the Usher or Senior School Clerk to update the notices regularly and to ensure that

the displayed items are easily readable.

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n Any item to be displayed on the Notice Board should receive prior approval o the Rector and bear hissignature.

n Notice Boards may also be placed in or just outside specialist rooms such as the library, laboratories, orPhysical Education oce or the display o inormation particular to the department concerned.

n The school may have a special Notice Board to celebrate success, inorming about good perormancesand achievements o students, with words o praise and appreciation rom the Rector and sta.

3.2. EXTERNAL COMMUNICATION

3.2.1. Communication with the Ministry

n With the decentralisation process, communication with the Ministry is channelled through the ZoneDirectorate.

n

All administrative, personnel and nancial matters are to be addressed to the Director o Zone.n However, as regards very important issues, correspondence may be copied to the Minister, Supervising

Ocer, Chie Technical Ocer or such other appropriate ocer at Head Quarters.

n The Rector, in his ocial capacity, should rerain rom communicating directly with Head Quarters o theMinistry except when so requested by the Director o the zone or by the Directorate at Headquarters.

n The Director o Zone has to be apprised o all major issues or problems encountered by the school,whether o a pedagogical nature or otherwise, in the orm o written reports.

n However, in the case o serious incidents at school such as violence, sexual assault, sit in or other typeso demonstration, the Rector must immediately inorm the Oce o the Minister or his Press Attach, the

Supervising Ocer, the Chie Technical Ocer, the Director (School Management) at Head Quarters andthe Director o Zone. He will, in the rst instance, inorm in brie orm2 or even verbally o the situationand send a comprehensive report on the same day, giving all details, with an adequate degree oprecision, o the incident and o actions taken in a chronological order. He will ensure a close monitoringo the situation on subsequent days and orward regular ollow up reports.

n Changes in telephone and ax numbers must be communicated to the Zone Directorate.

n Requests rom outside bodies, whether private or public, must be submitted or consideration by theZone directorate.

n All letters emanating rom members o the sta and students should go through the Rector who will

orward them to the Director o Zone. The comments and/or recommendations o the Rector shouldaccompany such correspondence.

n In the case o anonymous letters, the Rector should carry out a preliminary investigation to veriythe authenticity o the allegations and send them to the Zone Director with his comments or urtherprocessing.

n All requests should be addressed to the Director o Zone, the Rector giving ull justications or same.

n Requests rom the Ministry, whether rom the Zone or rom Head Quarters, must be dealt with therequired diligence and seriousness and deadlines given should be respected.

n Rectors should, in particular, see to it that top priority is given to the compiling and orwarding o

inormation that is being required at the level o Head Quarters or the drating o answers to Parliamentary

2 A reporting format has been made available to schools

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Questions. A well proven inormation system that makes updated inormation readily available willundoubtedly help.

3.2.2. Communication with parents

n The Rector is the coordinating element between school and parents. He will ensure that parents, beingthe responsible parties o the students, are duly inormed o all relevant issues relating to the behaviour,security, perormance and uture o their wards. Parents should also be inormed o policies, regulationsand decisions as well as actions undertaken whether at school level or by the Ministry.

n The Rector will attend meetings with the Parent-Teachers Association in his capacity o advisor to theassociation. Such meetings include the Annual General Assembly as well as the Executive Committeemeetings that are normally to be held at least once every month.

n He will have regular contacts with the President o the PTA to discuss major issues and ollow up onimportant matters.

n The Rector will also maintain communication with parents through progress reports, end o term reports,circulars and newsletters, notes in the Student Journal or other memos.

n He may decide to hold meetings with parents to take up particular issues, e.g. choice o subjects,absenteeism, perormance or discipline problems.

n Parents may be called at school or may call on the Rector, ater making an appointment, to discuss theirwards perormance, conduct, absenteeism, lateness or other problems encountered with their children.Parents may ask or help and advice or they may oer help.

n The Rector will give advance notice to parents when school will be released earlier giving details, irequired, o transport arrangements made.

n Parents should be inormed o all relevant details regarding extra-curricular activities in which theirwards will be participating. They should be requested to sign a consent orm whereby they allow theirward to participate in the activity.

n The Rector will also meet parents on an open day or other school unctions.

3.2.3. Communication with the public and with other organisations

n The school is not a closed system and it should maintain appropriate relations with outside bodies andorganisations.

n The Rector will ully cooperate with the Mauritius Examinations Syndicate, the Mauritius Institute oEducation, the Mauritius College o the Air and other parastatal bodies alling under the purview o theMinistry o Education, Culture & Human Resources.

n It is the policy o the Ministry to provide accommodation, as ar as possible, to the Mauritius ExaminationsSyndicate and to the Public/Disciplined Forces Service Commission or examinations purposes. The Rectoris thereore requested to do the necessary to assist these institutions positively by discussing all possiblearrangements. Requests can only be turned down when it is clear that such arrangements cannot bemade.

n He will also give ull support to the National Transport Authority or all issues pertaining to the travellingo students by bus.

n Communication and good relationship must be maintained with the Police, Local Authorities, Health

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Services and other institutions which usually provide support to schools. The phone numbers o theseauthorities should be axed near the phones in the oces o the Rector, the Deputy Rector, the Usherand other administrative sta.

n Communication rom other Ministries, embassies and international organisations should not be

entertained without prior approval o the Ministry.n The school will participate in extra-curricular activities organised by other Ministries or outside

organisations only i prior approval, regarding the participation, has been conveyed by the Ministry oEducation, Culture & Human Resources.

n Requests or the use o school premises and inrastructure by outside bodies have to be channelled tothe Director o Zone along with the Rectors recommendations.

n The Rector will see to it that the school has good relationships with the public and that the institutionenjoys a good public image. Members o the public may call at school to enquire on a particular issueand get certain inormation o interest to them. Though he will attend to their query,the Rector willhowever ensure that no sensitive inormation pertinent to the school is revealed to thepublic and to the Press.

n The Rector will also be very cautious in all his internal and external communication, so that condentialor classied inormation to which he has had access by virtue o his position is not revealed to others.

n Schools are also encouraged to develop their website as a means to communicate inormation aboutthe school to the outside world. They should also build on opportunities provided by Inormation andCommunication Technology to take initiatives in view o linking and networking with other schools, thusallowing them to benet rom the sharing o inormation, experiences and good practices.

n Rectors are strongly advised to draw the maximum benet rom networking opportunities provided byiNet.

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C H A P T E R 4 : D I S C I P L I N E

Face it, i a class is boring, students will be disruptive. Making school enjoyable and interesting or as many students as possible--or

example, by changing instructional practices to accommodate a variety o learning styles--may dramatically decrease discipline problems.

NAESP(1983)

Discipline is a necessity or the proper unctioning o a school and is essential or eective learning and the qualityo school lie. Eective school discipline strategies need to be sought to encourage responsible behaviour and toprovide all students with a satisying and ruitul school experience by discouraging misconduct.

School discipline has three main goals:

n Ensure the saety o sta and students

n Create an environment conducive to learning

n Contribute to the social development o the student

Schools usually balance clearly established and communicated rules with a climate o concern or students asindividuals.

4.1. THE EDUCATION ACT

The Rector is responsible or maintaining discipline. He is empowered by the Education Act to make such rules orthe administration and discipline o the school as he may deem t.

Paragraph 34 o the Education Act is as ollows:

The Principal o a Government or aided primary school or o a Government central or secondaryschool, o the government Secondary and Technical School and the Principal o the TeachersTraining College may with the approval o the Minister, and in case o an aided primary school,with the approval o the Manager, make such rules or the administration and discipline o the

school as he may deem t. He may require his sta to perorm such duties in the execution othese rules as he may deem t, and he may authorise them to infict such punishments, otherthan corporal punishment, as he may deem t or any misconduct or breach o the rules owhich a pupil may be ound guilty at any time and in any place.

4.2. FORMULATING RULES & REGULATIONS

n For students to comply with a code o behaviour/conduct, the school will have its set o Rules & Regulationswhich are meant to enhance the smooth running o the school. These may consist o the ollowing:

l The modus operandi part which, on the one hand, gives detailed descriptions o procedures to beollowed in various circumstances that students and parents may come to encounter at school schoolhours, absences, late arrivals, wearing o school uniorm, early departure, withdrawal etc.

l The modus vivendipart which sets out the expected standards o behaviour and o work ethics

l The actions to be taken by the school in case o breach o Rules and Regulations

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4.2.3. Serious oences

n The Rules and Regulations should draw the attention o parents and students to those serious oenceswhich are condemned under Criminal Law and on the legal consequences i ound guilty o breach osuch laws. These include:

l Carrying o oensive weapons

d (Re Circular letter ME/0400/16T1 o May 2004)l Possession and use o drugs

d (Re Circular letter ME/206/4/T2 o 24 October 2003)l Assault and molestation

l Harassment and intimidation

l Thet

l Tampering with ocial documents

l Possessing and circulating obscene materials

l Smoking in public places

d (Re Circular letter ME/206/15 o 12 August 1998)l Damaging school and public property

n They should be warned that police intervention would be sought i such cases are encountered atschool.

n Consumption o alcoholic drinks and gambling are also prohibited on school premises.

4.3. DRUG OFFENCES

n Rectors are requested to proceed as ollows whenever they come across a substance in their school which isstrongly suspected to be a drug:

l To contact the regional oce o ADSU promptly

l To call the Police or security measures pending the arrival o ADSU ocers

l

To collect the suspected substance rom the person who ound it and keep it in a sae placel To isolate the suspected student in an oce

l To conduct a preliminary inquiry

l To hand over the substance to ADSU upon their arrival at school

l To give ull support to ADSU or its inquiry

l To contact the Responsible Party o student ater the arrival o ADSU on the spot.

n Suspected cases are to be dealt with in the strictest o condence. A ull report is to be orwarded to theMinistry on the same day.

dRe Circular letter No. 30 o 2003 Re: ME/206/4/T2 issued on 24 October 2003

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4.4. VIOLENCE AT SCHOOL

n It is the Rector s responsibility to create a school environment which is ree rom violence.

n The school, with the help o the PTA, should procure adequate acilities to the students in terms o sports,

leisure and other healthy activities meant to enhance the quality o lie at school. These can relieve studentsrom tension and stress. Anti violence campaigns through essay competitions, poster competitions anddebates should also orm part o the activities organized at school.

n Educators are expected to play an important role in imparting the concept o peaceul resolution o confictacross the curriculum. It should be noted that the overall development o students intellectual, emotionaland moral is amongst the duties o Educators as per PRB Report 2003.

n Networking with other recognised institutions is recommended. For urther assistance the Rector may seekthe advice o the Zone Director.

n Students who are prone to violent behaviour, including bullying, harassing, ghting, extorting money, oodavours or other possessions rom other ellow students will be subject to progressive discipline rom counsellingby the Pastoral Care Committee and by the Educational Psychologist o the Zone to other disciplinary actionsincluding expulsion i the circumstances warrant it

d (Re Discipline at Section 13 o Education Regulations 1957).n Acts o violence should be sanctioned immediately by school management and treated with all the required

severity. Police assistance is to be sought in such circumstances o aggressive behaviour, including gangghting, i the Rector and sta have been unable to address the problem and the saety o other students isat risk.

n Acts o vandalism will also have to be sanctioned appropriately, the Rector being empowered to take requiredactions in respect o damage to school, sta and public property.

n Students who come to school with dangerous weapons which may put the saety o other students at riskshould be called to order and made aware o the consequences o their action (see 4.2.3 above).

n I the security o other students is at stake because o the exceptionally violent behaviour o a particularstudent who has not mended his ways, despite the eorts o the school to this end, the Rector should makea solid case or expulsion to the Zone Director with all pieces o evidence produced.

n In all cases, the Responsible Party should be immediately inormed o the student's violent act and invited tocollaborate with the school and to help in promoting school discipline.

4.5. ABSENTEEISMStudents absence rom school is a cause o great concern. Some guidelines or the control o absenteeism are asollows:

4.5.1. Unauthorised absences

n Responsible Parties should be requested to ensure that their wards attend school regularly, except orreasons o illness or urgency. This should be reiterated at every meeting held with parents and in circularletters sent to them. It should also be stressed that students are not to absent themselves rom schoolor the sake o revision.

n

Any absence rom school should be explained by the Responsible Party through an Absence Note on thenext day ollowing absence rom school.

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n Only absences covered by an Absence Note or by a Medical Certicate are considered as authorizedabsences. The Responsible Party should be promptly contacted i the student is on unauthorized absence.

n The school will, on a regular basis, send to all Responsible Parties a return o the attendance o theirwards. In case o noted high absenteeism, the Responsible Party should be called at school and warned

about possible disciplinary action to be taken against the student should no improvement be noted.n Article 24(3)(b)(e) o Education Regulations 1957 provides a tool or controlling absenteeism among

Form VI students who compete or the State o Mauritius Scholarship and its contents should be broughtto the attention o Responsible Parties and students concerned. They should be urther inormed thatstudents contravening the Regulation or reason o high absences may be debarred rom competing orthe State o Mauritius Scholarship.

n Students should urther be warned that their attendance will be recorded in their Leaving Certicate orother testimonial issued to them by the school.

4.5.2. Control o attendancen Attendance is to be taken twice daily, morning and aternoon. Form teachers, Usher, Deputy Rector and

Rector are to monitor closely Attendance Registers on a daily basis.

n Educators and Usher should ensure that students do not have access to attendance registers.

n The Usher will monitor closely the issue o attendance cards to Class Captains in the morning andreturn o same in the aternoon. Subject teachers should also exercise strict control on the attendance ostudents in class through the attendance card.

n Students present on the register should also be present in class. Any case o shirking classes shouldimmediately be reported to the Rector by the subject teacher. The latter will also take the appropriate

disciplinary action against the student and inorm the Rector accordingly.

n Students who are absent on the register should not be on school premises. I ound thereon, the Usherwill see to it that such students be marked present on the register and accompanied to class. TheResponsible Party must be so inormed immediately.

n Educators (Physical Education) should collaborate by ensuring that no student, other than theirs, ispresent on the school playground during class hours.

4.5.3. Examination Period

n The assistance o sta, parents and the PTA is needed to control the widespread absenteeism prior toterm tests and internal examinations. The school should insist on at least 80% attendance rom studentsprior to July mock examinations, end o year internal examinations and during the third term.

n The school may prevent a student rom appearing or tests or examinations i, despite schools eorts toget the student present, the latter remains continuously absent.

n This clause must be spelt out in the School Rules and Regulations which is submitted to the ResponsibleParty.

n The Responsible Party is to be made aware o sanctions to be taken i the student concerned does notimprove ater the issue o two warnings.

n I students are to be compelled to attend school regularly, especially during the third term, Rectors shouldensure, with the help o the Deputy Rector and Heads o Department that a meaningul programme owork including active revision on important topics is undertaken throughout.

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n Educators should on no account complete their syllabus during the second term but should plan or aew topics to be taken during the third term.

n Educators must work even i ew students are in attendance. Students are to be inormed accordinglyand be invited to submit topics to be considered during revision time.

n Students must submit a given number o major assignments during the third term stretching over aprescribed period o time.

n Should a student not make the required grades at the end o year internal examinations, the Rector mayconsider promoting him i his perormance in these assignments has been satisactory.

n Internal examinations should not last more than ten days. Should the examination be extended due toexceptional circumstances, approval o the Zone Director would have to be sought.

4.6. CELEBRATION OF LAUREATES

n Rectors should stand guided by circular ME/0/400/3/5 issued on 2 February 2005 whereby it is stated thatthe Ministry does not recommend the celebration o laureates outside school premises.

n A musical concert may be organised on school premises by way o celebration provided the clauses o theabove circular are respected in toto.

n I a school wishes to organise a rally outside its premises, the Rector must seek approval rom the Commissionero Police in accordance with articles 3 & 4 o the Public Gathering Act 1991 and the assistance o the Police.The above circular should be ully complied with.

n A request should be made to the Ministry beore any event is organised by the school to celebrate itslaureates and equally, a report has to be orwarded ater the event.

4.7. RESPONSIBILITIES

Management and all sta, particularly the teaching sta, are responsible or establishing the rule o discipline inthe institution.

4.7.1. Rector and Deputy Rector

n The Rector, being accountable to the Ministry or the day to day management o the school and itssmooth running, is responsible or creating a disciplined learning environment.

n The Rector, helped by his Deputy, must monitor conditions or a sae, orderly, and well managed school,ensuring the required commitments on the part o all sta as leaders play an important role in establishingschool discipline, both by eective administration and by personal example.

n They should eect regular rounds o the school compound at dierent times o the day and make theirauthority visible. Besides, being polite and caring will accrue their eectiveness.

n They should also assist newly appointed Educators to integrate the school culture, improve their classmanagement and to develop skills to cope with eective class management.

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4.7.2. Teaching Sta

n Educators are required to assist in the maintaining o discipline as per scheme o service or EducationOcers:

Education Ocers are required, among others, to maintain discipline inside andoutside the classroom..

(PRB report 2003 Vol II Para 27.46)

n Also,

Incumbents in the grade o Educator (Secondary) would also be required toassist the school administration in attending to problems o discipline (including

students absenteeism) parents queries and qualms; ensure the overall developmento students intellectual, emotional and moral; and maintain discipline inside theclassroom and within school premises.

(PRB report 2008 Vol II Para 22.69)n Educators will promote discipline in their class through eective classroom management. The quality o

their teaching, through well planned activities that suit the learning needs o the students, will sustainstudents attention and capture their interest, thus minimising opportunities or misconduct.

n Educators should enter their class on time and remain in attendance during the lesson, except oremergencies that the Rector is notied o.

n The class needs to participate in setting the standards or and maintaining discipline so that they do noteel it is imposed on them.

n Educators will also help in maintaining discipline in the corridors, in the school yard, during morning

assembly and other school unctions. Same will be required during school activities, outings, visits andin other places where the school reputation will be judged by the behaviour o its students.

n Above all, Educators should be role models to students in their attitude, perormance and dress code

d (Re Circular letter No. 16 o 2002 dated 29 May 2002: Dress o Public ofcers).

n Form teachers and Assistant Form Teachers have a crucial role in inculcating discipline and other values

to their students.

4.7.3. The Usher

n He is the key person in assisting the Rector in this unction and this duty is explicitly spelt out in hisscheme o service.

n He should walk at regular intervals around the school, during breaks and between periods to ensure thatstudents enter classes and do not get indulged in unacceptable behaviour. Same is expected during themorning assembly, sta meetings and other school unctions and activities.

n Movement o students should also be supervised beore they board the school bus.

n He is responsible or monitoring closely the attendance o students and keep aithul records o lateness,absences and cases o indiscipline.

n He will bring to the immediate attention o the Rector any violation to the code o discipline.

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n The Usher is a member o both the Disciplinary Committee and o the Pastoral Care Committee (see 4.7.4and 4.11). He is also in charge o the detention class.

4.7.4. The Disciplinary Committee

Composition

n The Deputy Rector (Chairperson) or Senior most Educator i there is no DeputyRector

n The Ushern One representative o the Student Council/Preects Bodyn The Form Teacher/s o students concernedn 3 other senior members o the teaching sta

Purpose n To help the Rector in addressing problems o indiscipline

Terms o Reerence

n The Rector will reer cases o gross or repeated indiscipline and o serious incidentsinvolving pupils o the school to the Disciplinary Committee, whose responsibilities

will bel To carry out enquiries into the cases submitted and hear all parties concernedl To inorm the Rector o the ndingsl To advise and make recommendations to the Rector on disciplinary or other

actions to be taken.n To make recommendations to the Rector on ways to reinorce control over the

student community namely,l Actions that can be initiated by the schooll Actions needing any approval o the Zonel Actions requiring any approval o the Ministry.

Meetingsn

As and when requiredn A written report o each meeting to be submitted to the Rector

Remarks

n Reports should be submitted to the Director o the Zone.

4.7.5. Students

n The student community is also involved in assisting the Rector in promoting the rule o discipline through

l The Student Council and the Preects Body ( See 1.2.7.2 and 4.7.6)

l Class Captains and Vice Class Captains:

n Form Masters, under the supervision o the Rector, should ensure, that

l Every class, within the rst week o resumption o studies, elects a Class Captain and ViceClass Captain, who will ensure discipline in conormity with the established rules o theschool.

l Ater election, a meeting is held in order to spell out their roles and responsibilities withparticular emphases on

m The need to keep in their custody the Attendance Card which is to be produced as and

when requiredm The importance o motivating classmates to keep the class and the school premises tidy

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m The provision o assistance to Educators and orm teachers towards the smooth runningo the class

m The maintenance o order between periods and during the absence o an Educator

m Their responsibility as spokespersons o the class.

4.7.6. The Prefects Body

Composition

n The Rector in consultation with the SMT, will decide on the number o Preectsn Members are democratically elected by the students themselvesn It is let to the discretion o the Rector to proceed with the direct nomination o some

studentsn The Preects Body is presided by the Head Boy/Head Girl who is to be assisted by

the Vice Head Boy/Head Girl.

Terms o Reerence

n To help the Rector and the Educators in maintaining discipline among the studentcommunity, whether at school or outside the school premises, or example, onschool buses, on sports day, during inter-college competitions, educational tours,visits etc.

n To work in close collaboration with Rector, Deputy Rector, Form Teachers, Usher,Student Council and Class Captains

Meetingsn As and when requiredn Head Boy/Head Girl to report to the Rector

Remarks

n

The Head Boy/Head Girl will organise the work o the Preects and share the responsibilitiesamong them.n The Rector should meet Preects on a regular basis and ensure that all Preects are adequately

brieed on their duties.n Preects should be exemplary in action and behaviour.

4.7.7. Parents

n Parents should be constantly kept inormed o the behaviour o their wards at and outside school by wayo term reports, letters, with copies in the students personal le or entries in the students Journal. Theyshould also be duly inormed o the disciplinary actions taken against the reported cases o misbehaviour.

n Their collaboration must be sought in attempts made by the school to promote school discipline. Positivechanges in attitude and behaviour result when the student is closely monitored both at school and athome and there is constant communication between parents and school.

n In case o relapse and/or serious oence, parents should be called to school to meet the Rector.

n In extreme cases and prior to recommendation or expulsion, advice may be tendered to the ResponsibleParty to withdraw his ward rom the school.

n Rectors should however be careul in this process as education is, by law, compulsory up to the age osixteen.

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4.7.8. Support rom the Zone Directorate

n The services o Educational Psychologists and Educational Social Workers are available to provide supportto the school in dealing with cases o indiscipline. The Rector would apply to the Zone Directorate orthem to call at school. However, the written consent o the Responsible Party is required beore a student

can be seen by the Educational Psychologist.

n The Educational Social Workers will, on their part, provide necessary help and support in establishingthe required link between the home and the school.

4.7.9. Support rom organisations

n Outside bodies, including the Police Force, its Anti Drug unit or Crime Prevention unit, NGOs andother organizations may make signicant contribution towards prevention o indiscipline. Rectors areencouraged to seek assistance rom them to carry out sensitisation campaigns or the students.

n

However, the Director o Zone must be inormed and his approval obtained prior to carrying out suchactivities.

4.8. DISCIPLINARY ACTION

n Depending on the nature and seriousness o the oence, the ollowing actions may be taken in cases omisconduct:

l Issue o a verbal or written warning

l Suspension o privileges, e.g. orbidden to play games during any recess

l Issue o a severe warning: Responsible Party should be inormed in writing throughregistered post

l Detention: A 24 hr notice should be given to the Responsible Party beore a student iskept in detention. The detention orm, to be submitted to the Responsible Party, shouldspeciy the reason or the detention as well as the day and time the detention will takeplace. The Educator concerned will also indicate the work to be carried out duringdetention class and ensure that the work given has been done to his satisaction.

l Case reerred to the Disciplinary Committee (see 4.7.4): The Committee isempowered to arrive at a decision which is air and commensurate with the oencecommitted. It may propose immediate temporary suspension o students or gross

misconduct i the case warrants it.

l Rustication: The Rector is empowered under Paragraph 13 o the Education Act totemporarily suspend a pupil.

l The Responsible Party o the student to be rusticated will be requested by phone to callat school to be inormed o the decision o the School Disciplinary Committee.

l A registered letter will also be orwarded to the Responsible Party with an avis dereception and rustication will take place within 48 hours ollowing the issue o the letteri the Responsible Party has not reported at school. The Zone Directorate should also beinormed.

l Rustication must be recorded in the students term report and personal le.

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n The inormation sheet is also a written record o the indiscipline history o the student. It constitutes writtenevidence on the basis o which appropriate decisions, including disciplinary actions, may be taken. It thusacilitates disciplinary action or students who do not conorm to rules and regulations o school authority.

n All the documentary evidence should be treated in a strictly condential manner.

4.10. FOLLOW UP

n Exercising discipline is more o a question o providing students with opportunities to improve by educatingthem towards a disciplined and responsible behaviour. As disciplinary action may sometimes prove to beineective, alternative or accompanying measures have to be taken. Some o these are:

l Encouragement, motivation and counselling by sta

l Attribution o some amount o responsibility in class or at school to boost his sel esteemand motivate him

l Placing him on Special Report whereby monitoring his work, conduct and attendanceover a period o time to encourage the student to improve.

l Support o the Pastoral Care Committee

l Counselling by Educational Psychologist/Social Worker. Parental consent is required orsame.

n Rectors need to realise that indiscipline and misbehaviour are oten the apparent symptoms o some moreserious problems and that these have to be investigated more deeply with a view to identiying the rootcauses.

n Furthermore, the Rector should identiy the indiscipline breeding ponds that may exist within the institutionand take appropriate corrective measures.

n Surveys carried out in the school will allow the Rector to become aware o the opinions and eelings o thestudents. The reasons or indiscipline may be identied and action taken towards boosting the eel-goodactor o the student community. Similarly, complaint orms and a complaint/suggestion box can be valuablesources o inormation or the school administration.

n Students should be empowered to play active roles within the institution. Conerring o responsibilities ontothem may allow the development o a greater sense o responsibility and sense o belonging to the school.Civic Action Teams and Quality Circles may help provide solutions to the root problems that give rise toundisciplined behaviour.

n Above all, the Rector and every member o the sta should be role models or the students in their appearance,behaviour and attitudes.

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4.11. THE PASTORAL CARE COMMITTEE

Composition

n The Deputy Rector or Rector i the school has no Deputy Rector (Chairperson)n A parent with a strong sense o caring (not necessarily a member o the PTA

Executive Committee). The representative may vary on dierent occasionsaccording to the nature o the problem.

n The Usher (Pastoral care is part o his scheme o service as per PRB Report)n An Educational Psychologist or Social Worker rom the Zone Directorate (Pastoral

care is part o his scheme o service as per PRB Report)n An Educator, one rom the Physical Education department preerably, who is very

close to students and can watch students behaviour on the playground

Terms o Reerence

n To provide support to help students improve their behaviour especially in respecto rst oences through counselling services. Counselling will seek the cause othe misconduct and assist students in developing appropriate skills to changeunaccepted behaviour appropriately.

Terms o Reerence

n To create opportunities or misbehaving students, through guidance, support, skillbuilding, to return to grace and to experience success in their behaviour.

n To monitor students behaviour progress and liaise with parents and with outsideagencies (with parents written consent) i the Committee eels such involvementis necessary.

Target Groups

n The Pastoral Care Committee shall deal with cases where students:l Present problems which have not been solved through normal intervention o

the subject teacher or orm teacherl Are irregular in attendancel Show behaviour that needs sensitive handlingl

Show sudden loss o interest in studies and similar symptomsMeetings n As and when required

Remarks

The Pastoral Care Committee willn Discuss case by casen Decide on support mechanismn Agree on strategy to be adopted on a case basis to recuperate studentsn Monitor students behaviourn Decide on timescale and date o review or cases under considerationn

Adopt an approach that will make students eel sae and valuedn Keep a record o each case handled by the Committeen Keep the Rector inormed o the cases being handled

It is understood that cases where support services have ailed to promote desirable outcomes willneed to be reerred to the Disciplinary Committee.

d Reer to Circular No 17 o 2004, re. ME/400/1/9 o 4 June 2004

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4.12. REWARDS

n It is recommended that a system o rewards be used as reinorcement or particular behaviour which deservesrecognition. Social rewards such as smiling, praising, and complimenting are extremely eective in increasingdesirable behaviour.

n Cases o good behaviour should also be given due recognition at morning assembly, the Rector expressingpublicly his appreciation.

n Well-disciplined students can be awarded bonus marks or be delegated greater responsibility.

n Certicates o good behaviour should be issued on Prize Giving Day, especially or students o lower ormsand prevocational stream.

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CHAPTER 5 : STUDENTS: ADMINISTRATIVE ISSUESStudents are the raison dtre o the educational system and o educators. In act, the interest o the studentsremains central to all considerations and the Rector should always stand guided by this major concern.

5.1. ADMISSION

n The Ministry o Education, Culture & Human Resources is the only authority responsible or admitting astudent to a State Secondary School. No student is to be admitted without a letter o admission duly deliveredby the Ministry.

n Students are admitted to Form I on the basis o their CPE results and parental choice at the time o application.Students are also admitted to other orms urther to a transer exercise carried out by the Ministry and alongset criteria.

n When a student calls or admission, his responsible party will ll in an admission orm at the school thereby

urnishing relevant details to the school. The details should be checked against documents in original to beproduced by the responsible party at the time o admission.

n The Rector will ensure that each newly admitted student receives a copy o the school Rules and Regulationsand a list o books to be purchased.

n Each student will have a personal le, the rst elements o which should be the admission orm andphotocopies o rel

Documents

School Management Manual