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Experiences of school management in Finland Tapio Erma Principal Olari Secondary School

Experiences of school management in Finland Tapio Erma Principal Olari Secondary School Espoo, Finland. Olari Secondary School. Upper Secondary School (age group 16-18) Upper Comprehensive School (age group 13-15). Topics.

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Experiences of school management in Finland Tapio Erma Principal Olari Secondary School

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  1. Experiences of school management in Finland Tapio Erma Principal Olari Secondary School Espoo, Finland Tapio Erma / Lima / August 31, 2007

  2. Olari Secondary School Upper Secondary School (age group 16-18) Upper Comprehensive School (age group 13-15) Tapio Erma / Lima / August 31, 2007

  3. Topics • The context of school management- the Finnish educational system- three levels of curriculum- the municipal bodies in ed management • A principal’s role in school management Tapio Erma / Lima / August 31, 2007

  4. From a ”head teacher” to a professional leader with competence, responsibility and power • From obeying rules to leadership and management • From a narrow set of tasks to a comprehensive mgt of a school Tapio Erma / Lima / August 31, 2007

  5. Tapio Erma / Lima / August 31, 2007

  6. Three levels of curriculum • The national core curriculum • The local curriculum • The school-level curriculum Tapio Erma / Lima / August 31, 2007

  7. Decentralization of the curriculum Cal Eng Bel G/NW Centralized Decentralized Fin Net Swe Por Tapio Erma / Lima / August 31, 2007 Source: SLO 2005

  8. The school curriculum is to include.. • mission statement and values • characteristics of school culture and working methods • counselling and guidance plan • objectives and core contents by subject • student welfare services • assessment of students’ learning • evaluation of operations Tapio Erma / Lima / August 31, 2007

  9. The municipal bodies in Ed mgt School Board School office Senior ed officer Board of Governors Principal Senior mgt team Board of Student Union Tapio Erma / Lima / August 31, 2007

  10. Senior mgt team • staff welfare • student affairs • curriculum development • evaluation of operations • information activities • pedagogic development Tapio Erma / Lima / August 31, 2007

  11. The principal’s role Tapio Erma / August 31, 2007 / Lima

  12. The mgt of staff • to recruit • to show respect and interest • to direct (but not control?) • to train • to delegate Tapio Erma / Lima / August 31, 2007

  13. The mgt of motivation /1 • The general idea: there are recognizable motivation factors that can be affected Source eg Brophy 2005 Tapio Erma / Lima / August 31, 2007

  14. The mgt of motivation /2 • Only a few examples: - academic expectations- teacher enthusiasm- teacher behaviour towards students- opportunity to act with peers- stimulating working methods- supportive classroom climate • - (positive) feedback Tapio Erma / Lima / August 31, 2007

  15. The mgt of motivation /3 • How?- raising awareness- setting standards- support for teachers- in-house training- optional subjects Tapio Erma / Lima / August 31, 2007

  16. The mgt of resources /1 General purpose funds Lesson hour frame General principle: resources distributed on the level the work is done => principal’s mgt role Tapio Erma / Lima / August 31, 2007

  17. The mgt of resources /2 • The lesson hour frame- = how many lessons paid / a week- mgt task: how to spend the frame so that * it is fair * it focuses on the main purpose * enough is allocated for supporting work- not a democratic decision but based on discussion- a principal counts lessons, not euros Tapio Erma / Lima / August 31, 2007

  18. The mgt of curriculum /1 • The four levels of curriculum:1) the rhetorical (as in policies)2) the planned (as written)3) the delivered (what is taught)4) the received (what’s in students’ minds)The mgt task: the rhetorical = the received? Tapio Erma / Lima / August 31, 2007

  19. The mgt of curriculum /2 • ”The students must be given opportunities to test and find working methods suitable for their own learning style.” • For example: • visual, kinesthetic, auditive • global and analytic styles • experiential, experimental learning Tapio Erma / Lima / August 31, 2007

  20. The mgt of curriculum /3 • How?- evaluation- listening to students’ voice- questionnaires, interviews Tapio Erma / Lima / August 31, 2007

  21. The mgt of student welfare /1 • The general idea: a child with a problem cannot learn – the school should support the child by trying to solve the problem. • Impossible? Tapio Erma / Lima / August 31, 2007

  22. The mgt of student welfare /2 • a student welfare team • health services • a psychologist • a social worker • learning difficulty tests • immediate reaction to problems • cooperation with homes • school lunch Tapio Erma / Lima / August 31, 2007

  23. The principal’s role Tapio Erma / August 31, 2007 / Lima

  24. Challenges • learning problems • mental problems • pressure from families • a principal’s work too wide • too many in remedial teaching Tapio Erma / Lima / August 31, 2007

  25. Examples of training for principals How to • interview applicants • lead a project / change • lead an evaluation discussion • discuss difficult matters • evaluate the work of a school • manage finances • communicate with different kinds of people • market a school • activate students in the decision making • meet with aggressive children/parents • manage learning difficulties Tapio Erma / Lima / August 31, 2007

  26. References • National core curricula http://www.oph.fi/english/ tapio.erma@espoo.fi Tapio Erma / Lima / August 31, 2007

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