Second Needs Assessment held at TISS, Mumbai, 10.01.2016

Second Needs Assessment held at TISS, Mumbai, 10.01.2016

The participants in response to the draft content framework outline shown on the screen, and the questions and points raised by the facilitators, suggested the following points for inclusion in the content framework:

  1. Life cycle of a principal and leadership strategies relevant to different stages
  2. Building a sense of belonging among the team
  3. Thinking like a leader, dealing with challenges of leading erstwhile peers/colleagues, creating a culture of courageous conversations
  4. Succession planning
  5. Evaluating teacher performance
  6. Managing conflict, engaging conflict
  7. Managing alumni and involving alumni in improving school performance
  8. How to hire and retain good teachers
  9. Effective Communication – with staff, with parents, with students
  10. One to one, focus group and plenary communication with students, understanding student needs better, having difficult conversations with students
  11. Managing and catering to parent expectations
  12. Managing the media and image management
  13. Using social media
  14. Managing partnerships, business relationships (with service providers such as technology providers)
  15. Obtaining, analyzing and utilizing feedback from different stakeholders: parents, students, teachers, community
  16. Collecting, analyzing and utilizing data on school performance and various aspects of school functioning, contextualizing data and translating data into actionable steps
  17. Needs assessment including participatory needs assessment: Data based research is a much needed area to be explored. Schools have a lot of rich data, but unfortunately do not know what to do it for analysis, evaluation and application
  18. Impact assessment (curricular/pedagogy and governance related) and its methodologies
  19. School governance: stakeholder management and managing autonomy and accountability of various actors. Principal as CEO?
  20. Policies, laws, rules and regulations of state and central government relevant to school education
  21. Preparing relevant, choice-based and stimulating curriculum
  22. Incorporating moral values in curriculum, strengthening value-based education: Integrating character education. Planning sex education, life and socio – emotional skills and extra-curricular activities.
  23. Reducing, dealing with and relieving student stress
  24. Assessing and understanding child happiness and well-being
  25. Child health and safety
  26. Adoption and engagement with less-privileged schools as a means of social/academic/emotional growth for staff and students.
  27. Workforce and industry relevant skills: what these skills are and how to incorporate these into the curriculum
  28. (Govt/municipal schools) Coping with the lack of autonomy and political interference and maneuvering strategic planning and governance in such a context.
  29. How does what I do as the Principal fit with the larger context of the country and the community?
  30. Innovation, changing mindset
  31. Using technology
  32. Leadership principles for 3 groups : Children, Staff (Academic /non – academic), Parents
  33. Performance Appraisal
  34. One on one counselling and difficult conversations (recognizing sexual orientation and giving everyone a healthy environment to grow), Also, One to many (addressing groups)
  35. How is a principal a pedagogical leader?
  36. Understanding education beyond board examinations
  37. Keeping up with 21st century skills
  38. How would a principal be a life-long learner?
  39. Vision – leading from front
  40. Conflict management
  41. Motivate: appraisals & increments
  42. Transformation: coping with attitudes & complacency
  43. Institutional planning
  44. . Professional development for staff: not only informational but more stress on transformation
  45. Vocational/employability/thinking skills/organization/ time management skills.
  46. Feedback from stakeholders (teacher, student, parents)- how to manage /improve using feedback
  47. Business of a school and effective resource management
  48. Parents as stakeholders and connecting empowering and collaborating with them
  49. Legal training related to education to interpret and to understand policies and laws
  50. Communication – Related to best practices within a school to be communicated to communities & stakeholders
  51. Documentation – maintaining records.
  52. Negotiation
  53. How do you Asses outcomes (e.g. who is a happy child ?)
  54. Ethics & code of conduct
  55. Time tabling and preparing school calendar
  56. Community Outreach – School’s responsibility in building social, environmental awareness in the neighbourhood. The leadership of the institution in community integration.
  57. Engagement of the school with professionals to build a culture of information exchange for students and goal setting for the future.
  58. Strong alumni tie up
  59. Goal setting for staff and leaders
  60. Partnership and collaboration with external partners. How to find the best partners more efficiently and work with them.
  61. Documenting areas that are intangible, e.g. how to build a culture and how to scale it.
  62. Emotional health of leader, School leader time management/stress management/work life balance

Following suggestions were made with respect to delivery mechanisms:

  1. Give a pivotal role to school leaders themselves in conducting sessions (for example, school principals (current or retired) can be intensely involved in programmes for school principals).
  2. Involving professionals such as lawyers and architects (for infrastructure planning) as resource persons for specific topics
  3. Use of audio-visual materials such as videos and films
  4. A combination of online methods (such as webinars) with face-to-face element (face-to-face, followed by period of online instruction, followed by regrouping for face-to face, where learning and implementation experiences are shared).
  5. Job shadowing
  6. In addition to multi-topic leadership programmes, short-duration workshops dealing intensively with specific topics
  7. A combination of foundation courses and workshops on specialized topics
  8. Granting of authoritative certification
  9. Due attention to the appropriate timing and location of programmes and workshops.
Calem Team

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