scholarly journals Criteria and indicators for determining the efficiency of the school management team

2020 ◽  
Vol 45 (2) ◽  
pp. 37-43
Author(s):  
Margareta Simerețchii
Keyword(s):  
School Organization ◽  
School Management ◽  
Management Team ◽  
Psychological Development ◽  
Criteria And Indicators ◽  
Managerial Skills ◽  
The Creation ◽  
Teamwork Skills ◽  
Team Incentive ◽  
Self Formation

The article reflects aspects concerning the degree of applicability of the criteria and indicators in determining the efficiency of the school management team. The indicators classified on social, cultural, psychological development domains, of teamwork skills and managerial skills highlight ways of transformation of the management team, incentive in the creation of a macro team of the school organization. Through applying the grid it follows the tendency of the managerial cadres to self-improvement, self-formation and amplification of the chances for the team to become effective.

CRITERIA FOR ASSESSING THE EFFECTIVENESS OF THE JUDICIAL SYSTEM

2021 ◽  
Author(s):  
Mariana Khmyz ◽  
Keyword(s):  
Judicial System ◽  
Criteria And Indicators ◽  
Legal Proceedings ◽  
Judicial Practice ◽  
The Creation

Based on the study and generalization of the judicial practice of Ukraine, the article reveals the features of assessing the effectiveness of the courts, presents a system of criteria and indicators of the effectiveness of legal proceedings, which will contribute to the creation of a perfect judicial system, and on the basis of this formulated the appropriate conclusions.

scholarly journals A IMPLANTAÇÃO DE PROGRAMAS E AÇÕES INCLUSIVAS EM UM MUNICÍPIO DO OESTE PAULISTA: PDDE ACESSIBILIDADE

2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 57-69
Author(s):  
Ana Mayra Samuel da Silva ◽  
Elisa Tomoe Moriya Schlünzen ◽  
Danielle Aparecida do Nascimento dos Santos ◽  
Ana Virginia Isiano Lima
Keyword(s):  
Inclusive Education ◽  
Participant Observation ◽  
School Context ◽  
National Policy ◽  
School Management ◽  
Qualitative Approach ◽  
Management Team ◽  
Ministry Of Education ◽  
The West

In order for all to be included according to their needs and specificities, the objectives proposed by school education must be directed to the recognition and problematization of differences. The objective of this study was to analyze the implementation of programs and actions proposed in the scope of the National Policy of Special Education from the perspective of Inclusive Education (BRASIL, 2008), in a school located in a small municipality in the west of São Paulo. The methodology consisted of formative intervention on public educational policies, programs and actions in an inclusive perspective, and participant observation to follow the actions developed by the school management team, based on a qualitative approach. The programs and actions of the Ministry of Education are effective, since they aim to contribute and help with the guarantee, not only of access, but also of the permanence with the quality of students in the school context.

Social Justice Directions in the Aboriginal Independent Schools (WA)

1995 ◽  
Vol 23 (2) ◽  
pp. 33-44 ◽  
Author(s):  
John Bucknall
Keyword(s):  
Social Justice ◽  
Independent Schools ◽  
School Management ◽  
Management Team ◽  
Department Of Education ◽  
First Person ◽  
North West ◽  
The North ◽  
Day To Day Operations

Earlier this year I was approached to speak to a gathering of Principals and other senior education officers from the WA Department of Education attending a Kimberley School Management Team Conference held at Derby during August, 1994. The topic is one of major concem to education providers in the north west and is certainly central to the legitimisation of the Aboriginal Independent Schools as well as their day-to-day operations. Assuming a wider audience I have therefore prepared the following paper in an attempt to consolidate as well as expand upon the points I made while addressing this meeting. In an attempt to maintain a sense of immediacy I have also retained the first person approach to its delivery.

Developing Inclusive, Collaborative Initiatives in Curriculum Delivery

2021 ◽  
pp. 68-77
Author(s):  
Ntombizandile Gcelu ◽  
Fumane P. Khanare
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Developed Countries ◽  
School Management ◽  
Management Team ◽  
Educational Systems ◽  
Sustainable Leadership ◽  
The World ◽  
Practical Information ◽  
Curriculum Delivery

While teaching and learning are underway, the world is still grappling with the COVID-19 pandemic and its impact on educational systems, particularly curriculum delivery across the globe, on both developing and developed countries. As a result, collaboration and partnerships with primary, secondary schools, and higher education institutions are more vital than ever. Unfortunately, many schools have yet to show real leadership when it comes to this. This chapter foregrounds the school management team voices to depict collaborative initiatives and ways to improve curriculum delivery in a rural context of two secondary schools in Free State, South Africa during the crisis. In so doing, the chapter considers collaborative initiatives that are inclusive and provide much-needed practical information for curriculum delivery and sustainable leadership.

scholarly journals The School Management Team Leadership Role in Rural Primary School Setting

2014 ◽  
Author(s):  
Mathipa Elias ◽  
Magano Meahabo Dinah ◽  
Mapotse Tome ◽  
Matlabe Sizakele ◽  
Mohapi Soane
Keyword(s):  
Primary School ◽  
School Setting ◽  
Team Leadership ◽  
School Management ◽  
Management Team ◽  
Leadership Role

scholarly journals A INCLUSÃO ESCOLAR DE JOVENS E ADULTOS COM DEFICIÊNCIAS: AÇÕES GESTORAS NECESSÁRIAS

2018 ◽  
Vol 11 (3) ◽  
pp. 506
Author(s):  
Julimar Santiago Rocha ◽  
Antonio Amorim ◽  
Maria Da Conceição Alves Ferreira ◽  
Mariana Moraes Lopes
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
National Policy ◽  
School Management ◽  
Management Team ◽  
Inclusive School ◽  
Municipal Schools ◽  
Multiple Case ◽  
The Right

We are living today the challenge of instrumentalizing schools in a way that meets all the subjects respecting diversity. It is up to school management to work collectively to consolidate public educational policies that ensure the right to education for all. Managing actions become even more necessary when we perceive the increase of students with disabilities who reach the Youth and Adult Education Mode, leading us to understand the role of the management team in the construction of an inclusive school. The objective was to analyze the planning of actions of the school that contemplates the realization of the national policy of special education with focus on the execution and evaluation of these actions. Through of a qualitative approach and study of multiple case, in two municipal schools in Salvador, involving 16 subjects, we investigated if the official documents of the school contemplate actions that aim the inclusion of the person with disability in the EJA and how the management team manages the resources for the reach of them. The research reveals the need to redefine the internal performance of the manager, to achieve bigger articulation between the school management and the municipal secretaria for the implementation of an inclusive education in the EJA.

Barriers to Implementation of Physical Activity in Danish Public Schools

2020 ◽  
pp. 1-10
Author(s):  
Sofie Koch ◽  
Jens Troelsen ◽  
Samuel Cassar ◽  
Charlotte Skau Pawlowski
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
School Management ◽  
Management Team ◽  
Successful Implementation ◽  
Socioecological Model ◽  
Team Members ◽  
Public School Reform ◽  
New Public ◽  
Barriers To Implementation

Purpose: In 2014, the Danish Government introduced a new public school reform, which included implementation of 45 min of daily physical activity (PA) within the academic classroom curriculum. The purpose of the present study was to explore school staff’s perceived barriers to implementation of a national PA policy. Method: A mixed-methods approach using a questionnaire and semistructured interviews was conducted. A total of 198 teachers and 26 school management team members (principals, deputy principals, and leading teachers) from 31 schools completed a questionnaire, and 11 school management team members were interviewed. The socioecological model was used as a theoretical framework to examine the results. Results: A total of 15 different barriers were identified and reflected within all levels of the socioecological model. Facilities, motivation, and time were the most prominent barriers identified. Conclusion: Development and deployment of a national PA policy needs to be done in cooperation with consumers from all levels within the socioecological model to ensure successful implementation.

Management Team Incentive Alignment and Firm Value

2012 ◽  
Author(s):  
Zhonglan Dai ◽  
Robert M. Bushman ◽  
Weining Zhang
Keyword(s):  
Firm Value ◽  
Management Team ◽  
Incentive Alignment ◽  
Team Incentive
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