Tuesday, 30 October 2018

Managerial practices in Schools


When you walk into a school you can immediately sense the way that it is organized as you observe the mannerisms of the student population and the staff.  In my opinion, the culture and organization of a school is a reflection of the administrative team that leads it.  As administrators, understanding the organization of a school is like putting together a jigsaw puzzle; there are so many pieces that you must consider operating a school efficiently. According to Owens and Valesky (2007), “we know that we can deliberately choose between two competing strategies of leading and organizing; a traditional top-down hierarchy or a more collegial participative approach.”  In this chapter, the analysis is interesting as it revolves around an evolution of three organizational theories, scientific management (Taylor), bureaucratic organizational theory (Weber), and classical organizational theory (Fayol).  Components of each of these theories are useful to the functionality of schools across Canada.  Therefore, the purpose of this examination is to look at the viability of these theories within the walls of today’s schools.
Scientific management had a tremendous influence on management practice in the early twentieth century. Although it does not represent a complete theory of management, it has contributed to the study of management and organizations in many areas, including human resource management and industrial engineering. Many of the tenets of scientific management are still valid today.  Frederick Taylor developed the scientific management theory which espoused careful specification and measurement of all organizational tasks.  An example of this within a school environment today would be provincial achievement and diploma exams; exams that are meant to give the province of Alberta the quantitative data that shows student understanding of curriculum.  Unfortunately, the organization of some schools focus on these examinations as a bench mark for scholastic achievement and further to this would equate this achievement to good teaching practice. However, the question that can be posed is whether or not this scientific approach to organization is a good approach to school organization.  From my perspective as an administrator who has taught within a small school environment, organizing a school to focus on student achievement alone does not give rise to the ideal educational environment.  As such, organizing a school with the best academic teachers more often than not takes away from the overall identity of the school.

As organizational theories evolved over time bureaucratic administration became the watchword in the 1940’s.  This theory means fundamentally the exercise of control on the basis of knowledge (Weber, 1947).  For the sociologist, power is principally exemplified within organizations by the process of control. Max Weber distinguished between authority and power by defining the latter as any relationship within which one person could impose his will, regardless of any resistance from the other, whereas authority existed when there was a belief in the legitimacy of that power. Weber classified organizations according to the nature of that legitimacy: Charismatic authority, based on the sacred or outstanding characteristic of the individual; Traditional authority: essentially a respect for custom; Rational legal authority, which was based on a code or set of rules (Weber, 1947).  Characteristics of Weber’s theories still pervade schools today in the form student leadership teams and the hierarchical organization of all schools.  Administrators can lead their staff through using charismatic authority, traditional authority and rational legal authority.  For instance, a principal may use policy to help formulate the best way of organizing a school, thereby using rational legal authority which their staff members must follow.  As an administrator, this type of organization produces the most efficient and organized school.  However, others may find this type of rigidity stifles creativity and leads to a movement away from authoritatively driven leadership.
In contrast to scientific management, which deals largely with jobs and work at the individual level of analysis, administrative management provides a more general theory of management. Henri Fayol is the major contributor to this school of management thought.  Fayol was a management practitioner who brought his experience to bear on the subject of management functions and principles. He argued that management was a universal process consisting of functions, which he termed planning, organizing, commanding, coordinating, and controlling (Fayol, 1949).  The processes that Fayol outlines in his book are integral in the operation of schools today.  Fayol believed that all managers performed these functions and that the functions distinguished management as a separate discipline of study apart from accounting, finance, and production. Fayol also presented fourteen principles of management, which included maxims related to the division of work, authority and responsibility, unity of command and direction, centralization, subordinate initiative, and team spirit.  Although administrative management has been criticized as being rigid and inflexible and the validity of the functional approach to management has been questioned, this school of thought still influences management theory and practice. The functional approach to management is still the dominant way of organizing management knowledge, and many of Fayol's principles of management, when applied with the flexibility that he advocated, are still considered relevant especially within the schools of today.
Organization and leadership go hand in hand and this brief analysis has highlighted some of the evolutionary roads that management has taken.  Schools across the world use characteristics of each of the theories that have been analyzed so far.  In his book, General and Industrial Management, Henri Fayol listed his 14 managerial principles and as an administrator, the organization of a school goes beyond the traditional top down hierarchy or the collegial approach.  It is a meshing of the two extremes to find policies that work for the organization and betterment of the school itself. The three individual theories that have been mentioned in this analysis are just the tip of the iceberg when it comes to organizational theories but they do provide a baseline from which today’s managers and administrators use.



References Cited:
Fayol, H. (1949) General and industrial management, translated from the French edition (Dunod) by Constance Storrs, Pitman.
Owens, Robert G and Valesky, Thomas C. (2007). Organizational Behavior in Education: Adaptive Leadership and School Reform, 9th Edition.  Publisher: Pearson Education Inc.
Weber, Max (1947) The Theory of Social and Economic Organization. Translated by A. M. Henderson & Talcott Parsons,The Free Press.

Leadership is a different in every organization!

Never Punish Loyal Employees for being Honest

This is a great article that highlights some very good points about leadership and the value of trusting those that push you as leader.  I strongly believe in distributing leadership where members of the organization need to have the ability to voice their concerns and celebrations.



Thursday, 14 December 2017

New Journey - Old Stomping Grounds

I have had the pleasure of working at W.R. Myers High School for the last 4 months.  It has been nice to be back home in Southern Alberta.

Check out my new school.  Awesome students and staff! #RebelNation #MyersRocks


%site:name%%
http://wrmyers.horizon.ab.ca/

Monday, 28 July 2014

Reflection of Transformative Leadership

“I’m not in this world to live up to your expectations and you’re not in this world to live up to mine.” 
 
Bruce Lee
            When I read these chapters I could not help but think about the philosophies of Bruce Lee, a childhood favourite of mine J.  The mixture of East Asian philosophies and how they’ve merged with Western philosophy is a unique fusion of cultures and expectations.  This fusion of cultures and expectations is interesting because of a central argument piece that Carolyn Shields discusses in chapter five about relationships being a key to equity and inclusivity.  Bruce Lee was a primary example of this living in both east and western cultures, he wanted to belong but “did not” belong in either culture.  The “balance” that he had to create while having his feet in both worlds must have been extremely difficult.  The quote above highlights the understanding that the “expectations” that one culture might embody is not necessarily true in another culture.  This is where the piece of being mindful and being aware of your surroundings can create ‘thoughtful leaders’.  Bruce Lee was just that, a thoughtful leader, in that he went through the process of reflection and introspection to make appropriate decisions that benefit the whole group rather than the individual but not dismissing the individual during the reflective and introspective process.  He was able to hybridize his conflicting philosophies to create his own unique perspective on what he believed would benefit the greater whole.  This is where I think Shields and Lee share a similar philosophy on the development of community and the transformative capabilities a “thoughtful leader” can achieve. 
            This perspective of what I believe Bruce Lee fostered, ties nicely into the concept of fostering global citizenship.  As is stated by Shields, “transformative leaders must also show concern and raise awareness” (Shields, pg 242), to create a globally interconnected citizen.  In Alberta, our Social Studies 10 curriculum is based on creating a global citizen through the understanding of globalization via political, social and economic case studies.  So, are students in Alberta in grade 10 social studies becoming global citizens?  A cursory look at the students who graduate from high school in Alberta would say yes.  The majority of students are engaged and ethical, and foster global citizenship when they leave school.  We hope that students that leave high school in Alberta are ethical and critical thinkers.  The key to fostering global citizenship is open-mindedness and having the ability to change society as Bruce Lee did when he decided to rock the proverbial cultural boat.  To close, I want to add one more quote from Bruce Lee that I believe resonates what these chapters discussed:
“A wise man can learn more from a foolish question than a fool can learn from a wise answer.” 
 
Bruce Lee
Literature cited:

Shields, Carolyn M. Transformative Leadership in Education, Routledge, New York, 2013.

Saturday, 19 July 2014

Alberta Bound!

The time that I have spent here in Nova Scotia has been re-invigorating.  I've learned a great deal and met new people that will forever change my life.  Thank you to those people!  It has been a blast.


Thursday, 17 July 2014

EDUC 5843 - July 17th - See you again soon! :)

Looking around the room today and I see some of the most creative minds I have ever met!  This class has been an exhilarating experience that I won't soon forget.  This course has re-sparked my interest in writing and to look at my teaching practice in a different lens.  As someone who was not a part of the creativity cohort, those that embraced me with open arms I thank you.

I look forward to meeting you all again as in Chinese culture we don't say good bye, we say "joy gin" which means "see you again soon".  Safe travels to everyone and good luck with the upcoming school year wherever you may be!


Wednesday, 16 July 2014

EDUC 5843 - Learning Ecology - Make the space your own, take ownership!

The discussion today about learning ecology revolved around how one can and should take ownership of the learning environments that they create without fear of ridicule.  Using the design process model, we have been able to look at lesson planning in a whole new light for some and to also look at the "big picture" that influences our thoughts about how things are designed, but more importantly, "why" they are designed the way they are.

The text of the Third Teacher,  has core constructs of the development of community, meaningfulness(critical thinking) and the importance a learning environment that fosters effective learning for both students and teacher.  All of these components have central focus and application in real world situations. For instance, today I had the opportunity to attend the Wolfville Farmer's Market taste of the valley.  The experience of community was definitely evident as streams of people entered the market to share stories with friends and colleagues.  Meaningful conversations about place, space and time were happening all over the place as I enjoyed a cabbage roll made by a Moroccan, a banh mi sandwich from Vietnam and some bangers and mash from our friends across the pond, the UK.  This multicultural atmosphere lends itself to creating meaningful understanding of place and community in a this corner of the world known as Wolfville, Nova Scotia.  The design of the market fostered a positive environment for learning, sharing and living in space that allowed for community and critical thinking.

What a great experience!

EDUC 5843 Experience of Place Movie 3 Ken Pon

Tuesday, 15 July 2014

EDUC 5843 - July 15th - Learning Ecology

The terminology of the learning ecology is new to me.  The model below has the ability to be adapted to various examples ranging from discussions of Facetime, videoconferencing, and iphone usage, just to name a few.  The purpose of the tetrad is to critically think about what is working and what may not working, but more importantly to ask the question of: "Why do things work the way the do?".  The discussion piece behind the physical, temporal and virtual spaces provides a framework for this discussion as these items exemplify how design process works.  For instance, if you have work station in your classroom, you might have: 1)  a physical space for the student to work in, the tools necessary to complete the task  2) a temporal space where you give the student a guideline of time of completion of the task ask the question of why the task was done and 3) allow that student the opportunity to virtually create a space that could give quantified data as to the importance of the task.

I feel that the understanding of the design process allows for a different look at what we believe to be quality learning ecology's.  We must endeavour to create spaces for learning and adequate time to design these spaces.

Monday, 14 July 2014

EDUC 5843 - July 14th - Animation Design Day

The construction of our animation projects saw individuals going outside of their creative bubbles and those who shared their expertise to others.  It was a great day of collaboration and professional development.  The vehicle of education media be it, Windows Movie Maker, Adobe Flash/Illustrator, and PowerPoint created an opportunity to explore comfort zones for each of us.  Using technology for some is not an easy task but we've all grown from the experience.

The start of my last week at Acadia was dominated by the development of learning ecology and how it effects me as a teacher.  My time here at Acadia has been extremely reflective and there is still more to discover.


Sunday, 13 July 2014

Highland Games in Antigonish July 12th and 13th 2014

I had the opportunity to visit Antigonish, Nova Scotia this weekend.  The purpose of the trip was to see the Highland Games.  I've never seen this event before live...only on TV :).  The highlights of the games included, the Farmers Walk, Bagpipers, Weight Toss and the Tug of War.  All of these competitions were exemplified by the power and strength of the individuals of their respective disciplines.  This was an interesting experience of space and place.

I was able to take in the sights and sounds of this great event of Scottish-Canadian heritage!  I highly recommend it!  It was a blast!