School Managers 6

Contents

Foreword

Chapter 1 School-based Management 1

Chapter 2 Roles and Responsibilities of

School Managers 6

Chapter 3 School Development and Accountability 19

Chapter 4 Participation of Stakeholders in

School Management 25

More Tips 31

Foreword

With the implementation of school-based management, key stakeholders of school education can participate in school management. Teachers, parents, alumni and community members can serve as managers in the management committee and participate in decision-making of the school. The functions of a school manager are to manage the school and formulate policies that best suit the needs of the school as well as the overall interests of the students. A manager is also responsible for school planning with a view to creating an ideal learning environment for their students and nurturing talents for Hong Kong. Hence, aside from the time and energy spent in school management, a school manager should have a good understanding of the school itself as well as the trend of education development in Hong Kong. He should also possess relevant management skills to enable him to perform the role of a school manager effectively.

This booklet aims to:

• provide a concise reference material on the basic concept of school- based management and to give an overview of the duties and functions of a school manager;

• assist serving school managers to refresh their understanding of the duties of school managers;

• serve as an introductory guide to persons interested in becoming school managers. By giving a description of the roles and functions of a school manager, it helps the reader to decide whether he is suitable to serve as a school manager; and

• supplement the existing support measures available to school managers (including training programmes, talks, seminars and other reference materials on school-based management) by providing a handy reading material on the duties of school managers so as to help them perform their roles more effectively.

The booklet is divided into four chapters, which cover the spirit and governance framework of school-based management, scope of school- based management, roles and responsibilities of school managers, school development and accountability framework as well as how to be a competent school manager.

What is School-based Management?

School-based management (SBM) is a management framework, which is school-based, student-centred and quality-focused. Th rough the devolution of responsibilities, schools are provided with enhanced fl exibility and autonomy in managing their own operation and resources for school development so as to develop an environment that facilitates continuous improvement. At the same time, schools are also required to increase accountability in school management through the participation of key stakeholders in decision- making under the SBM governance framework. Th e ultimate aim of SBM is to improve teaching standards and learning outcomes.

However, a self-managing school is not independent. It is part of the education system. It operates within a centrally determined framework of authorities and responsibilities. Its accounts are audited by a certifi ed public accountant (practicing) and it is publicly accountable for its performance.

The Spirit of School-based Management

Ch ^ap te ^{r 1} S ^c h o o l-ba s ed M a n a g _eme n t

Student- oriented

Transparency Accountability Participation in

decision-making Self-improvement

2 ~Be open to diff erent views~

Strategies for Implementing School-based Management

Responsibilities

• Schools are provided with enhanced fl exibility and autonomy in managing their own operation and resources according to the needs of students, so as to facilitate the development of quality education with their own characteristics.

• Th e role of the Education and Manpower Bureau (EMB) changes from a controller to a working partner and a regulator.

2. Transparency and Accountability

• A mechanism is provided under SBM whereby all key stakeholders participate in the formulation of major policies and the evaluation of school eff ectiveness. It helps to enhance transparency and accountability in school operations and the use of public funds.

• While additional autonomy is given, the schools have to be more accountable, both internally and externally, to ensure that school policies and school management meet the necessary requirements and to assure the public of the eff ectiveness of school operation.

Internal Accountability Mechanism

• Given the fi nancial fl exibility available under SBM, an eff ective internal control mechanism has to be installed to prevent malpractices for selfi sh ends and to ensure proper use of resources in accordance with the relevant regulations and guidelines.

• Schools should examine their school plans regularly to see if they are in line with the actual circumstances as well as the direction of school development. Adjustments should be made accordingly, when necessary.

• Th rough a systematic and regular self-evaluation system, the quality and eff ectiveness of diff erent initiatives can be assessed, thus promoting self-improvement and continuous school development.

• Schools should make use of school reports and school functions to inform stakeholders of the performance of the schools and their students.

• Th e participation of diff erent stakeholders in the decision-making process helps enhance transparency of school management on the one hand and provides internal checks and balances on the other.

External Accountability Mechanism

• Th e management committee shall ensure that the Education Ordinance, other relevant laws and guidelines are complied with.

• Schools in receipt of government grants and subsidies must comply with the relevant Code of Aid and the terms and conditions of the grants.

• School development strategies should meet the requirements of the government education policies.

• An annual school account audited by a registered certifi ed public accountant (practicing) should be submitted to the EMB every year.

• External school reviews, arranged by the EMB, are conducted to validate the school self-evaluation from the perspective of a critical friend.

Implementation of School-based Management and School-based Management Governance Framework

Since 1999, the then Education Department has taken the initiatives to create more room for schools to facilitate the implementation of SBM. Government initiatives include streamlining of administrative procedures and devolving more responsibilities to schools in respect of personnel management, fi nancial matters and design and delivery of curriculum. Th ey make it possible for schools to develop quality education with their own characteristics and provide schools with more fl exibility in the use of public funds.

Quiz

1. What are the main elements of school- based management?

4 ~Collective responsibility and commitment~

With eff ect from 1 January 2005, the Education Ordinance gives legal backing to the SBM governance framework and provides for the establishment of incorporated management committees (IMCs), as well as their composition, operation, functions and powers. Transitional arrangements relating to the setting up of the IMCs are also specifi ed. School sponsoring bodies (SSBs) of aided schools are required to submit a draft IMC constitution in respect of each of their aided schools by 1 July 2009 in order to set up an IMC to manage the school.

Incorporated Management Committee

• SSB managers

• ^Principal

• Teacher managers

• Parent managers

• Alumni manager(s)

• Independent manager(s)

Goals and Targets

Personnel Policies Resource Policies

External Assessment Curriculum Policies Self-evaluation

Student Learning Outcomes

School Sponsoring Body — School Vision and Mission

Under the SBM governance framework, the SSB of the school is responsible for setting the vision and mission for the school and giving general directions to the IMC in formulating education policies of the school. Th e IMC, the composition of which includes all key stakeholders, is responsible for managing the school. Members of the IMC directly participate in decision- making and are accountable to the SSB, parents, the EMB and the public in respect of student learning outcomes. As a result, the transparency and accountability of the school are enhanced.

Useful Hints

◆ For management of the IMC schools, please refer to Part IIIB of the Education Ordinance.

Useful Hints

◆ Th e composition of an IMC includes the principal, spon- soring body managers, teacher managers, parent managers, alumni manager(s) and inde- pendent manager(s).

6 ~Proper delegation of authority and greater accountability~

Ch apt ^er 2 ^R ol ^es a ^nd Re ^sp on sib il i t ies of _School M _anag er _s

What are the roles and functions of school managers in school management?

Policy-Making

• Formulate school development strategies with the aim to attain the school vision and education goals and to enhance learning eff ectiveness

• Draw up policies and priorities for development projects

• Plan and manage school resources

• Ensure that the mission of the school is carried out Management

• Personnel Management

– Staff appointment, promotion and dismissal

– Staff performance management and professional development

– Establishing eff ective communication channels and handling complaints

• Financial Management

– Approving school development plan, annual school plan and school budget

– Managing government and non-government funds properly to ensure the appropriate use of resources

• Curriculum

– Ensuring curriculum design is in line with government education policies

– Ensuring provision of a coherent, fl exible, broad and balanced curriculum that is in line with the aims of education in Hong Kong

• Setting the direction for long-term development of the school, and giving teachers suffi cient fl exibility and authority to implement specifi c duties and plans involved in the day-to-day operation of the school

• Reviewing school plans and budgets to see if they are in line with the overall education goals and school policies, and making appropriate adjustment when necessary

• Building up relevant network with outside bodies and securing community resources to enhance teaching eff ectiveness

• Promoting education for the students of the school and leading the school to strive for excellence and continuous improvement

What are the responsibilities of school managers in school management?

• Be accountable to the EMB, the SSB and the public for school performance.

• Ensuring the school’s decision-making and management are in compliance with the relevant ordinances, regulations and rules, including the Education Ordinance, the Education Regulations, the Code of Aid, the Employment Ordinance, the Sex Discrimination Ordinance and the Prevention of Bribery Ordinance.

Ch apt ^er 2 ^R ol ^es a ^nd Re ^sp on sib il i t ies of _School M _anag er _s

Quiz

2 Which of the following are not the responsi- bilities of school managers? (You may choose more than one item.)

i) Checking students’ assignments

ii) Deciding on the school’s medium of instruction

iii) Preparing the implementation details of school projects for the com- ing school year

iv) Drawing up the assessment criteria for staff promotion

v) Compiling various school plans

8 ~Trust your colleagues but not let them go unrestrained~

Staff appointment, promotion and succession planning

Areas Responsibilities of school managers

• Setting criteria and procedures for staff selection

• Observing the minimum entry requirements for the relevant staff as stipulated in the Code of Aid, and issuing letters of appointment and entering into agreement on the terms of contract with the staff concerned

• Defi ning clearly the functional duties of promotion posts, and informing the staff accordingly

• Ensuring an open, fair and transparent selection system

• Reviewing regularly the assessment criteria and selection procedures

• Preparing succession plans of teaching staff to meet the needs arising from school development and the implementation of education initiatives

Disciplinary action and

termination of service • Formulating a set of open, fair and formal procedures for handling termination of employment

• Handling the matters in accordance with the Education Ordinance, the Education Regulations, the Code of Aid, the Employment Ordinance and other laws of Hong Kong as well as circulars issued by EMB from time to time

Performance

management • Establishing an appropriate staff appraisal system

• Evaluating the strengths and weaknesses of the staff and formulating staff professional development policies

I. Personnel Management

As the employer of all staff members of the school, the management committee of the school has to formulate personnel policies. Personnel management covers diff erent areas of staff matters:

Areas Responsibilities of school managers

Communication

channels • Establishing eff ective communication channels, strengthening the sense of belonging among staff and building up a collaborative school culture

• Developing a set of rational, fair and impartial policies and procedures to handle complaints from staff as well as from people outside the school

Professional

development • Discussing with teachers the arrangements for their professional development (Th e Advisory Committee on Teacher Education and Qualifi cations proposed that teachers should engage in not less than 150 hours of continuing professional development activities in a 3- year cycle)

• Formulating teacher professional development policies that take into account individual needs of the teachers, the direction of school development and the learning interests of the students

• Ensuring that all teachers are given equal opportunities for professional development

• Creating an environment conducive to learning and providing support and resources for staff professional development

• Promoting a culture of professional development and developing a life-long learning attitude within the school

Performance

management • Reviewing regularly the content and format of the appraisal mechanism to ensure the assessment truly refl ects staff performance

• Promoting a self-learning culture for self-improvement and pursuit of excellence

10 ~Set directions and goals~

Deployment of resources Reports &

reviews

Financial plans

Basic Elements of Financial Management

• Tuition fees, subscriptions or other approved charges

• Donations or proceeds from fund-raising

• Proceeds from trading operations

v Staff salaries v Expenses on daily

operation (e.g. charges in relation to school facilities, printing, electricity and water supply etc.)

v School repairs, maintenance of equipment and improvement projects v Student activities v Expenses on outsourcing

of services ……

Non-recurrent grants – Grants for repairs,

maintenance and school improvement projects etc.

– One-off grants or induction grants for special programmes/activities ……

Recurrent grants – Salaries Grant

– Operating Expenses Block Grant (OEBG) – Composite Furniture &

Equipment Grant (CFEG) …….

Other major income

Aided School Government

funds

II. Financial Management

Income and Expenditure of Aided Schools

Financial Management Duties of School Managers

• Understanding the limitations and fi nancial fl exibility of the school; setting goals and formulating appropriate fi nancial management strategies aft er considering factors such as school resources, background and needs of their students etc.

• Approving school budgets.

• Reviewing school income and expenditure regularly to ensure that resource deployment is in line with the school development plan and caters for the needs of the students.

• Ensuring that school income is handled and used in accordance with the requirements of the Education Ordinance, the Code of Aid and relevant EMB circulars as well as other relevant regulations and rules.

• Formulating fi nancial management criteria and procedures (e.g.

procedures for handling income and expenditure, procurement and quotation as well as rules on acceptance of advantages etc.) according to the relevant laws and regulations to avoid confl ict of interest and the misuse of government resources.

• Putting in place adequate budgetary controls and a good accounting and reporting system to monitor the fi nancial situation; and if necessary, reprioritising development projects aft er assessing their actual expenditure.

• Appointing an accountant as auditor to audit school accounts.

• Reporting to the EMB and key stakeholders the use of school funds.

Quiz

3. Under school-based manage- ment which gives an aided school greater autonomy, can the school determine the staff salaries and use resources at its own discretion?

12 ~Actively involve but not interfere~

III. Curriculum Reform – Refl ecting on Strengths and Getting Ready for Action

As globalization brings about changes in society, environment, culture, politics, and moral values, students in Hong Kong need to continuously update their knowledge and enhance their personal quality to face a future of opportunities and challenges. Schools in Hong Kong should provide students with a curriculum that facilitates whole-person development. Th e school curriculum should help students learn how to learn through exposure to diff erent learning experiences instead of just memorizing what they have been taught. Teaching no longer focuses on the process of transmission of knowledge, students should be given more chances for self-learning and construction of knowledge so that they will know how to learn, acquire basic competency and widen their horizon of learning. School education should help students with diff erent learning abilities to develop their potential, and encourage them to sustain life-long learning to meet future challenges.

Useful Hints

◆ Any profi t arising from business undertaking inside the school shall be used for the purpose directly benefi ting the students of the school.

Useful Hints

◆ Managers are required to declare any pecuniary or other personal interests that may confl ict with their duties as school managers.

School managers are responsible for the important task of monitoring the development and eff ectiveness of the school curriculum. Hence, they School managers are responsible for the important task of monitoring Overall Aims of the School Curriculum

“Th e school curriculum should provide all students with essential life-long learning experiences for whole-person development in the domains of ethics, intellect, physical development, social skills and aesthetics, according to individual potential, so that all students can become active, responsible and contributing members of society, the nation and the world.

Th e school curriculum should help students to learn how to learn through cultivating positive values, attitudes, and a commitment to life-long learning, and through developing generic skills to acquire and construct knowledge.

Th ese qualities are essential for whole-person development to cope with challenges of the 21st Century.

A quality curriculum for the 21st Century should therefore set the directions for teaching and learning through a coherent and fl exible framework which can be adapted to changes and the diff erent needs of students and schools.”

Extracted from Learning to Learn – The Way Forward in Curriculum Development, Curriculum Development Council, 2001

Aims of Education for the 21st Century

“To enable every person to attain all-round development in the domains of ethics, intellect, physique, social skills and aesthetics according to his/her own attributes so that he/she is capable of life-long learning, critical and exploratory thinking, innovating and adapting to change; fi lled with self- confi dence and a team spirit; willing to put forward continuing eff ort for the prosperity, progress, freedom and democracy of their society, and contribute to the future well-being of the nation and the world at large.”

Extracted from Reform Proposals for the Education System in Hong Kong, Education Commission, 2000

14 ~Promote home-school-community collaboration in school development~

i. Recognize their responsibilities as members in the family, the society, and the nation

ii. Understand and recognize their national identity

iii. Develop a habit of reading independently

iv. Be biliterate and trilingual

v. Develop creative thinking and independent learning skills

vi. Possess

knowledge

in the eight Key

Learning Areas

vii. Lead a healthy lifestyle

Five Essential Learning Experiences and Curriculum Framework Th e term “curriculum” is defi ned as the set of total learning experiences through which students learn. All students should be entitled to the following fi ve essential learning experiences for whole-person development:

• Moral and civic education

• Intellectual development

• Community service

• Physical and aesthetic development

• Career-related experiences (for junior secondary students) Seven Learning Goals

Th e Curriculum Development Council (CDC) set out in the Basic Education Curriculum Guide in 2002 the seven learning goals that students should be able to achieve in ten years’ time as follows:

Knowledge in Key Learning Areas

A Key Learning Area (KLA) links up fundamental and connected concepts within major fi elds of knowledge.

A KLA provides a context for the development and ap- plication of generic skills, positive values and attitudes through the appropriate use of learning and teaching activities and strategies. It also serves as a context for the construction of new knowledge and the develop- ment of understanding.

Generic Skills

Generic skills are deve- loped through learning and teaching in the con- text of different subjects or KLAs.

Values and Attitudes

Positive values and attitudes can be fostered through moral and civic education and also across KLAs in appropriate themes, and through appropriate learning and teaching strategies.

Quiz

4. Please name two generic skills and two positive values and attitudes.

Th e Curriculum Framework has three interconnected components: (i) Key Learning Areas (KLAs), (ii) Generic Skills and (iii) Values and Attitudes.

Th e following four key tasks should be used as entry points or means to help students to learn how to learn:

• Moral and civic education

• Reading to learn

• Project learning

• Information technology for interactive learning

School-based Curriculum

• Th e concept of “one-size fi ts all” does not work for curriculum development. Each school has its unique characteristics of teachers, students and ecological context, requiring diff erent content and processes of change.

i. Recognize their responsibilities as members in the family, the society, and the nation

2 or 3 elective subjects chosen from 20 subjects and a range of Career-oriented Studies (COS) subjects Chinese Language, English Language, Mathematics

and Liberal Studies as core subjects for all students

Moral and civic education, community services, aesthetic and physical activities, career-related experiences 4 Core Subjects

Elective Subjects

Other Learning Experiences

16 ~Seek chances for self-enhancement~

• In developing a school-based curriculum, schools may take into account their own characteristics and needs and adapt the central curriculum so as to help their students to achieve the learning targets and aims of education. Measures may include readjusting learning targets, varying the organization of contents, optional studies, and adopting diff erent learning, teaching and assessment strategies. Schools, nevertheless, have to fulfi ll certain CDC requirements such as learning time, learning targets and essential contents.

• A school-based curriculum is therefore the outcome of a balance between guidance from CDC and the autonomy of the school and teachers.

New Academic Structure for Senior Secondary Education and Higher Education (3+3+4)

[new SS1 level to be implemented in the 2009/10 school year]

Main Features:

• To provide a “3+3” secondary education structure, so that all students benefi t from six years of secondary education.

• To replace the current two high-stake open examinations by one public examination.

• To introduce a new senior secondary curriculum framework which comprises three components:

Continuity of Curriculum Reform across Basic Education (Primary 1 to Secondary 3) and New Senior Secondary Education

Th e New Senior Secondary curriculum is an extension of the basic education curriculum. It promotes students’ learning to learn capabilities, off ers a broad and balanced curriculum in eight KLAs, and provides opportunities for cross-curricular learning. Th e new curriculum also gives students suffi cient exposure to other learning experiences in moral, civic, physical and aesthetic areas. Th is helps students to develop positive values and prepare students for further learning and work.

New Senior Secondary and Basic Education Curriculum Framework

• Th rough a 4-year undergraduate programme, the higher education institutions will be in a better position to provide a balanced education to their students that allows for a broader knowledge base to support specialized learning.

4 Core Subjects 2-3 Elective Subjects Other Learning Experiences

NSS

P1 - S3 Generic

Skill

Value &

Attitude

KEY LEARNING AREAS

Chinese Language Education English Language Education Mathematics Education Personal, Social and Humanities Education ScienceEducation TechnologyEducation Arts Education Physical Education

FIVE ESSENTIAL LEARNING EXPERIENCES Moral and Civic Education

Intellectual Development Community Service Physical & Aesthetic Development

Career-related Experiences General

Studies

18 ~Upgrade your skills and be prepared for challenges~

C hap ^{ter 3} Sc ^h ool ^De v elop ment an d A c _count a _bilit y

Responsibilities of School Managers in Curriculum Development

• Getting a basic understanding of the curriculum development in Hong Kong

• Setting the direction for the development of a school-based curriculum that suits the conditions of the school and the students on one hand, and meeting the overall aims of education and the objectives of the school curriculum on the other

• Monitoring the progress of school curriculum development and assessing its eff ectiveness

• Examining the existing projects and their outcomes, and making proper use of fi nancial and manpower resources to improve learning eff ectiveness

• Approving fi nancial budgets that tie in with the needs of long-term curriculum development

• Supporting professional development of teachers and helping them to assume leadership in respect of curriculum development and teaching

• Reviewing school policies (including school timetable and assessment policy) to ensure that they are in line with the broad direction of curriculum development

• Securing outside resources and support for implementing life-wide learning to enrich students’ learning experiences

• Creating an environment conducive to the promotion of a learning culture in schools

Useful Hints

◆ Under the “3 + 3 + 4”

academic structure, schools may opt to off er career- oriented studies subjects to meet students’ abilities and interests.

C hap ^{ter 3} Sc ^h ool ^De v elop ment an d A c _count a _bilit y

Why should we set up the school development and accountability framework?

• Developing quality education, cultivating talents, and promoting social, economic and cultural development are the current international trend.

In order to prepare our younger generation to meet the new challenges and demands of a dynamic world, Hong Kong, like other countries, should make corresponding changes to improve the quality of education, promote the personal growth of students and nurture talents to increase the competitiveness of Hong Kong in the international market.

• A school development and accountability (SDA) framework provides schools with useful feedback that guides and supports them to make continuous improvements, making sure that quality education will be provided.

• Th e Government spends huge resources on education every year. Th e operating cost of an aided secondary school is roughly $40 million per year, while that of an aided primary school is about $20 million per year.

Under the principle of SBM, aided schools are given greater autonomy and fl exibility in resource deployment to facilitate the provision of quality education. As a quid pro quo to additional autonomy, greater transparency and accountability are needed to allow members of the public to monitor the performance and proper use of resources of the schools.

Useful Hints

◆ Enhancing the eff ectiveness of learning and teaching by making good use of the assessment, diagnosis and Useful Hints

◆ Enable our children to enjoy learning, to communicate eff ectively, to develop their creativity and to have a sense of

20 ~Provide a happy learning environment for students~

School Development and Accountability Framework

Planning:

long-term goals & annual

targets

1.School development plan 2.Performance indicators External

school review

Self-evaluation Implementation

& monitoring

School report

Statement of aims &

school mission and aims

Revise goals and set targets for the following year

School self-improvement

School Planning and Development

Although the pace of school development may vary from school to school, in order to provide quality education, it is necessary for each school to take into account its own background and circumstances and draw up its school de- velopment plan (SDP) and its targets of achievement. An SDP should contain the school’s long-term (e.g. three years) plans and the priorities for school development. Th e major concerns for each year, together with the related implementation plans, should be refl ected in the annual school plan.

Why should schools conduct self-evaluation?

Th ere is no universally applicable model of school management since each school has its own unique circumstances. In order to achieve the targets set out in the development plans, schools must fi rst have a full understanding of their own objective circumstances and analyze the situation before formu- lating their development plans. School self-evaluation (SSE) is an essential part of the quality assurance mechanism of school education in Hong Kong.

Th rough self-evaluation, schools can have a clearer understanding of their present situations and development needs. Th is in turn facilitates them to set a clear and defi nite development goal, adjust work priorities and deploy resources more eff ectively to ensure coordinated and smooth implementa- tion of development projects.

Quality Assurance Framework of School Education

The Statement of Aims Performance Indicators

School Self- evaluation

School Improvement Accountabilityand

Quality Assurance Inspection

Approaches and Aims of School Self-evaluation

• When conducting self-evaluation, schools are advised to consider their own conditions and choose the appropriate coverage, depth and approach of the SSE.

• Self-evaluation allows schools to understand their own situations and

22 ~Care about education~

• It helps to build up a school culture that emphasizes self-refl ection.

• It promotes self-improvement and enhances learning outcomes.

• By allowing the involvement of diff erent stakeholders (including teachers, parents and students) in the SSE process, the transparency of school management and operation is increased and the commitment of stakeholders to school development is enhanced.

Apart from the SSE, the EMB also arranges external school review (ESR) teams to validate the SSE from an outsider’s perspective.

Approach and Aims of External School Review

• An ESR team, comprising EMB offi cers and one independent member, visits the school and conducts inspection.

• Th e team is to review the overall performance of the school objectively, validate the SSE, and help the school to develop its own strengths and improve its weaknesses.

• More specifi c recommendations on learning and teaching are provided based on classroom observations.

• Professional advice is given as a critical friend to help schools set their development priorities and implementation strategies so as to make further self-improvement.

To conclude, the ESR forms only part of the school improvement cycle. It is more important for schools to maintain an ongoing process of self-refl ection and self-improvement.

Quiz

5. Which part of the school develop- ment and accountability frame- work may help a school to get a better understanding of its own situation so that it can draw up a more appropriate development plan?

Management &

Organization

DOMAINAREA

Planning &

Organization

Professional Leadership

Staff Management

Planning &

Management of Resources

Self-evaluation

Learning &

Teaching

Curriculum

Teaching

Student Learning

Performance Assessment

Student Support

& School Ethos

Support for Student Development

Links with Parents & External

Organizations

School Culture

Student Performance

Attitude &

Behaviour

Participation &

Achievement

Coverage and Tool of Assessment of School Work

Schools’ performance under the four domains of school work can be evaluated in a holistic approach with reference to the Performance Indicators (PIs) and by using the items in the Key Performance Measures (KPM).

Performance Indicators

PIs, covering the four major domains of school work, are used as reference to evaluate school performance. PIs can be used to facilitate schools to conduct the SSE and the ESR teams to assess the eff ectiveness of individual schools.

Key Performance Measures

KPM is a tool developed by the EMB under the SDA framework. It is a school data system built on the “School Performance Indicators” framework,

24

in S ch o o l M an agem e n t C ^ha p ^t er 4 ^P ar ^t i cip a t io n o f St ak e h ol d ers

How can stakeholders get to know the performance of a school?

• Th e school needs to report the progress of its annual school plan, self- evaluation fi ndings and student performance in its annual school report.

• Th e school should upload the SDP, annual school plan and school report to the school website.

• Th e school may report its performance through existing communication channels and stakeholder meetings, such as school newsletters, parents’

day etc.

• Th e school may also inform the relevant parties (including parents) of the details of the ESR report via the school managers of its management committee.

What are the responsibilities of school managers in school development and accountability?

• Formulating education policies and blueprints for school development and self-improvement

• Vetting and endorsing the SDP and the annual school plan

• Monitoring and assessing school performance and students’ achievement

• Creating an atmosphere and environment conducive to self-evaluation

• Facilitating learning and promoting quality education in a proper way

• Accounting to the EMB, SSB and the public for the performance of the school

Quiz

6. How can school managers obtain data on the school’s focus of deve- lopment and student performance so as to help them work out the way forward for the school?

7. What are the four domains of school work?

~Participatory decision-making~

Can I serve as a school manager?

I am...

m

concerned about the education of young people in Hong Kong.

m

committ ed to serving the school.

m

aware of the school background and its dire ion of development.

m

willing to devot e time and eff ort to g a bett er understanding of the school and to be involved in formulating school polici .

m

willing to communicate and cooperate with ot her stakeholders.

m

willing to take up the r ponsibiliti of a school manager.

m

willing to give opinions and to participate actively in discu ions.

m

willing to list en to diff erent views and accept ot her people’s opinions.

m

hon t and impartial, and I am always concerned about the overall inter ts of students.

m

committ ed to continuous learning and equi ing myself with relevant knowledge and skills.

in S ch o o l M an agem e n t

C ^ha p ^t er 4 ^P ar ^t i cip a t io n o f St ak e h ol d ers

26

Preparing for the Role of a School Manager

• What should I know about the school?

- School mission and vision as set out by the school sponsoring body (SSB)

- School history and its religious background - School characteristics

- School performance and direction of development

• How to obtain the relevant information?

- Visit the school website to view school development plan and annual school plan

- Read school publications e.g. school report, school profi le, school newsletter, parents’ newsletter etc.

- Participate in school activities such as open days, talks or seminars, parents’ days and graduation ceremonies etc.

- Join school-related organizations such as the Parent-teacher Association and the Alumni Association

• How to get to know the roles and responsibilities of a school manager?

- Training for school managers: attend training courses, talks, workshops and experience-sharing seminars organized by the EMB, schools or other relevant organizations.

Preparing for the Role of a School Manager

• What should I know about the school?

• What should I know about the school?

1. Knowing your school

How to get to know the roles and responsibilities of a school manager?

2. Knowing your roles and responsibilities

~Be impartial in handling matters and rational in discussion~

Quiz

8. Are there minimum academic qualifi cations for school managers?

9. How can a parent become a parent manager in a school with an IMC?

- Reading relevant materials: visit the EMB website, read School Managers’ Handbook, SBM-related documents and other related reference materials etc.

• How to become a school manager of a school with an incorporated management committee (IMC)?

- Teachers, parents and alumni can become school managers through elections.

- SSB managers are appointed by the SSB of the school.

- Independent managers are appointed by the IMC of the school.

- Th e principal is an ex-offi cio school manager.

3. Becoming a school manager

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• Participating actively in school activities to get a better understanding of the school and other stakeholders

• Acting in good faith to perform the duties of a school manager

• Explaining the rationales of school policies to stakeholders to facilitate smooth implementation

of school policies • Making use of

opportunities to understand the latest education development

• Understanding the rights and responsibilities of a school manager and the management committee, and leading the school to pursue continuous self-improvement

• Building team spirit and

promoting home- school-community

cooperation

• Attending training courses to improve knowledge and skills in school management

Tips for Performing the Duties of a School Manager

• Making decisions based on the overall interests of students

• Evaluating the effectiveness of performance regularly and making necessary improvement

~Seek common ground while reserving diff erences~

• Building team spirit and

promoting home- school-community

cooperation

• Analyzing the data to assess the

present situation of the school

• Giving school head and staff of the school greater flexibility and authority to handle day-to-day operation of the school

• Be objective and rational

in discussions for reaching

consensus

• Establishing effective communication channels to collect views of the relevant stakeholders, reflecting their views at meetings and reporting progress after the meetings

• Making decisions based on the overall interests of students

• Evaluating the effectiveness of performance regularly and making necessary improvement

Useful Hints

◆ Home-school collaboration enhances school eff ective- ness.

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• Shall act in good faith and make disions based on the overall interts of students

• Shall observe the principle of confidentiality, and not disclose any clified or propriary information of school to anybody; discuions of meings and views of individual managers shall not be disclosed without authorization

• Shall dlare any puniary or other personal interts, dire

or indire, that he or his relativ or friends have in any matter that rais or may raise a confli with his duti as a manager of the school; and take poible measur to avoid any confli of intert

• Shall not use the position of a school manager to seek any gain for personal interts or for the interts of other people

• Shall not accept payments, gifts or favours that might affe

the objeivity in conducting the busin of the management committee

Quiz

10. Do school managers need to disclose to the management committee the full details of their financial situation?

11. What should a school manager do if his relative bid for a school project?

Code of Ethics of School Managers

~Decisions made in the interests of students~

Mor e T i p s

By now, you should have some idea on the diff erent aspects of school management and have a better understanding of the roles and functions of a school manager. Th e following exercises might help to enrich your knowledge on the duties and code of conduct expected of a school manager.

A. If you were a school manager ...

Suppose you were a school manager, what would you do in the following situations?

Case 1

At the coming management committee meeting, members will discuss the proposal of deploying a portion of the school subscriptions for launching a musical instrument learning programme to promote the musical culture of the school.

Q1. If you were a parent manager, what materials would you need to read/collect before deciding whether or not to support this proposal?

Q2. How would these materials help you consider this proposal objectively?

Case 2

Th ere are diverse views among managers on the school library extension project. Some managers hold that the project is non-essential as there is not enough space for the extension and the present facility is adequate to meet the needs of the students. Some managers consider it necessary to extend the library and enlarge its collection of books, as many parents cannot aff ord to buy books for their children and the project is in line with the EMB’s promotion of reading to learn. Other managers do not support the project in view of the limited amount of school funds.

Q. What attitude should the school managers adopt and what factors should they consider in order to have a rational and harmonious

32 32

Case 3

School fi nancial management involves diff erent areas of work. Th e management committee is accountable for the use of public funds and resources. Th erefore, it should ensure that the school has a sound fi nancial management and control mechanism.

Q1. What are the key elements of a sound fi nancial management mechanism?

Q2. What fi nancial management principles should the school observe in order to ensure the proper utilization of resources?

B. Serving as a school manager, have you checked whether ...

Th e following checklists outline some areas of potential corruption risk in (1) staff administration and (2) procurement. In responding to the following questions, a “No” answer may indicate an area that requires improvement.

For more specifi c guidance on corruption prevention matters, you are in- vited to contact the Advisory Services Group of the Corruption Prevention Department at Tel. 2526 6363 for free and confi dential advice.

(1) Staff Administration Checklist for Schools (Extracted from ICAC

“Best Practice Packages – Staff Administration in Schools”)

Staff Recruitment Yes No

1. Are job vacancies widely advertised in popular newspapers or other channels?

2. Does the advertisement set out clear job descriptions and requirements and other essential information (e.g. deadline for applications)?

3. Are the applications received systematically recorded?

4. Is the shortlisting and selection of candidates based on predetermined criteria approved by the school management?

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interviews or skill tests?

6. Is an objective assessment method devised and a standard form used to record assessment by individual

panel members?

7. Are recommendations/ selections of panel members properly documented?

8. Is the approval authority clearly defi ned?

9. In approving the appointments, does the approval authority ensure that the recruitment exercise has adhered to the laid down procedures and that any deviations are justifi ed?

Staff Promotion Yes No

1. Is the assessment of eligible candidates conducted by a panel based on pre-determined criteria?

2. Are open procedures adopted for promotion exercises, such as announcement of the promotion criteria?

3. Is an objective assessment system devised and a standard form used to record assessment by individual

panel members?

4. Are candidates’ past performance appraisal records taken into account for the purpose of assessment?

5. Is the assessment of candidates properly documented and kept for a prescribed period?

6. Is the approval authority clearly specifi ed?

7. Are the promotion results announced as soon as possible?

8. Is an independent channel established to handle complaints made by unsuccessful candidates?

Staff Attendance and Overtime Work Yes No 1. Is the authority for approval of leave or part-time/

34 34

2. Are proper staff attendance records kept in the school?

3. Is overtime work justifi ed and allocated on a fair share basis?

4. Are surprise checks on overtime work conducted?

Performance Appraisal Yes No

1. Are purpose-designed performance appraisal forms used?

2. Are the standards of performance and assessment criteria made known to all staff ?

3. Are the levels of staff responsible for reporting, counter- signing, and overall review of the appraisal reports defi ned?

4. Is a review panel formed to moderate appraisal reports of staff of the same grade?

5. Is a channel for appeal established for aggrieved staff ? 6. Is any disciplinary action taken against poor

performers properly recorded?

Handling of Staff Complaints Yes No

1. Are the complaint procedures well laid down?

2. Is the investigation of complaints made by an independent staff member or a panel of staff , and reviewed by the management committee or senior management?

3. Are investigation fi ndings and actions taken documented?

4. Is a reply given to the complainant notifying him of the fi ndings of investigation?

Confl ict of Interest Yes No

1. Are members of management committee or school staff required to avoid confl ict of interest?

2. Are members of management committee or school staff required to declare any confl ict of interest that may infl uence, or appear to infl uence, their judgement or action in the performance of offi cial duties?

34

4. Are the staff who have declared a confl ict of interest required to refrain from handling the matter or subject to monitoring by senior staff ?

5. Does the school provide guidelines to assist members of management committee or school staff in

making declarations?

(2) Procurement Checklist for Schools (Extracted from ICAC “Best Practice Packages – Procurement for Schools”)

Basic Safeguards Yes No

1. Is there any segregation of duties among the staff involved in the procurement process?

2. Are the procurement authorisation levels and the corresponding fi nancial limits well-defi ned?

3. Are the criteria for selection of procurement methods in proportion to the purchase amounts defi ned?

4. Are the circumstances under which the specifi ed procurement methods may be waived specifi ed?

5. Is there any auditing of compliance with the established procurement procedures?

6. Are the procurement procedures promulgated in guidelines to the staff concerned?

Shortlisting of Suppliers Yes No

1. Is a shortlist of suppliers compiled?

2. Are the criteria for inclusion or deletion of suppliers from the shortlist well-defi ned?

3. Is the method of selecting suppliers from the shortlist specifi ed?

36 36

5. Is the shortlist of suppliers approved by a panel of staff ?

Quotations Yes No

1. Are the conditions under which a purchase may be made by way of quotations specifi ed?

2. Is the minimum number of suppliers to be invited for quotations specifi ed?

3. Are verbal quotations confi rmed in writing and clearly documented?

4. Are supervisory spot checks conducted on the quotations received?

5. Are security measures taken to prevent leakage or tampering of written quotations?

6. Is the minimum period of time between repeated purchases of the same item specifi ed?

Tenders Yes No

1. Are the procurement requirements and broad tender evaluation criteria described in tender documents?

2. Are tenders deposited into a double-locked tender box with the keys held by separate staff members?

3. Are late tenders rejected?

4. Are tenders opened by a tender opening team comprising at least two persons?

5. Is a tender summary prepared as soon as the tenders are opened?

6. Are the original and duplicate copies of tenders separately held by diff erent staff ?

7. Are tenders assessed in accordance with predetermined criteria by a panel of staff ?

8. Are the tender selections considered and approved by the management committee or a tender board?

36

are full justifi cations documented?

10. Are all unsuccessful bidders notifi ed of the tender result?

11. Are the name and tender price of the successful tenderer disclosed on request by an unsuccessful tenderer?

12. If post-tender negotiation is necessary, is it conducted jointly by at least two staff members with prior approval from the management committee or tender board?

Term Contracts Yes No

1. Has the school considered using term contractors for repeated procurement of low value products or services?

Petty Cash Purchases Yes No

1. Are payments made against an invoice or a claim duly certifi ed by an authorised offi cer?

Receipt of Goods and Payment Procedures Yes No 1. Are the goods inspected and compared against

the purchase order upon delivery?

2. Is the receipt and acceptance of goods certifi ed by designated staff members?

3. Are suppliers required to provide timely billing details?

4. Are payments supported by duly certifi ed invoices or receipts?

5. Are payments to suppliers made within a specifi ed time limit?

6. Are cheques signed by at least two signatories and their fi nancial limits specifi ed?

7. Are regular expenditure reports made available to the management committee or school head for scrutiny?

38 38

Administration of Service Contracts Yes No 1. Are the service requirements specifi ed in the contract

conditions?

2. Does the contract include a probity clause to prohibit the contractor from off ering/accepting advantages in relation to their offi cial dealings with the school?

3. Is there a system of inspection to ensure the quality of services?

4. Does the school hold regular meetings with the contractor to discuss problems and review service standards?

5. Is there a performance appraisal system for monitoring contractors’ performance?

6. Are disciplinary actions taken against contractor properly administered by designated staff and documented?

Confl ict of Interest Yes No

1. Are members of management committee or school staff required to avoid confl ict of interest?

2. Are members of management committee or school staff required to declare any confl ict of interest that may infl uence, or appear to infl uence, their judgement or action in the performance of offi cial duties?

3. Are declarations of confl ict of interest made in writing?

4. Are the staff who have declared a confl ict of interest required to refrain from handling the matter or subject to monitoring by senior staff ?

5. Does the school provide guidelines to assist members of management committee or school staff in making declarations?

38

3+3+4 Th e New Academic Structure for Senior Secondary Education and Higher Education (高中及高等教育新學制)

AA Activity Approach (活動教學)

BCA Basic Competency Assessment (基本能力評估) BIP Block Insurance Policy (綜合保險計劃)

CDC Curriculum Development Council (課程發展議會) CEG Capacity Enhancement Grant (學校發展津貼)

CFEG Composite Furniture and Equipment Grant (綜合家具及設備津貼) DSS Direct Subsidy Scheme (直資計劃)

EC Education Commission (教育統籌委員會) ESR External School Review (校外評核)

IMC Incorporated Management Committee (法團校董會) IE Integrated Education (融合教育)

JSEA Junior Secondary Education Assessment (初中成績評核) KLA(s) Key Learning Area(s) (學習領域)

KPM Key Performance Measures (學校表現評量) MOI Medium of Instruction (教學語言)

NAC Newly Arrived Children (新來港兒童)

NET Native-speaking English Teacher (外籍英語教師) OEBG Operating Expenses Block Grant (營辦開支整筆津貼) PIs Performance Indicators (表現指標)

POA Primary One Admission (小一入學) PTA Parent-teacher Association (家長教師會) QAI Quality Assurance Inspection (質素保證視學) QEF Quality Education Fund (優質教育基金) REO(s) Regional Education Offi ce(s) (區域教育服務處) SBA School-based Assessment (校本評核)

40

SBPS School-based Professional Support (校本專業支援)

SDA School Development and Accountability (學校發展與問責) SDP School Development Plan (學校發展計劃書)

SSB School Sponsoring Body (辦學團體) SSE School Self-evaluation (學校自我評估)

SSPA Secondary School Places Allocation (中學學位分配/中一派位機制) Staff Appraisal (員工考績)

Th rough-Train School (一條龍學校)

TSA Territory-wide System Assessment (全港性系統評估)