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Newsletters


2020-03-24
Newsletter 238 - School Development & Improvement Planning 2006-2009 - PART 14


7 SCHOOL RECORDS AND ADMINISTRATION

CONTENTS

1 Introduction
2 Frontline Operations & Hospitality
3 Communications
4 School Governing Body Records
5 School Management Records
6 Administrative Records
7 Learner Records

INTRODUCTION
The purpose of this guide is not to reinvent the wheel on a topic as “School Records and Administration” but rather add our voice to this discourse or conversation. What it is we do may not be unique, what is unique is our approach in Circuit 5 towards such an important debate. Our purpose is to achieve a model for school records and administration, which will include policy, procedures and regulation for people management, records, administration and leadership.

Administration, an act of management and leadership is an imperative for any organization and in particular schools. When I think administration three things come to mind namely planning, action and the record of evidence … a mental model for administration and records management.

                                                                                PLANNING


                                                            ACTION/TRANSACTION RECORD

[Implementation] [Documentary evidence]

Information or data is very important to make plans, make and review policy but also to act decisively. In order to do so the incumbent making use of the data must find the data, credible, valid, reliable and accurate.

“The recording of information is a crucial step in the process of collecting information for decision-making … the function of school record management can only validate if the data is properly stored and maintained” (NDE: 2001, p108).

“All successful leaders require reliable and accurate information that can be used when planning or making decisions. Good quality information, recorded by schools and passed on to regional and provincial education departments, is crucial to the process of policy
formulation, decision-making, monitoring of the implementation of curriculum and other education policies. This therefore, places the responsibility on schools to gather and record relevant information in a format that is easily accessible and understood” (Kader Asmal: 2001).

“Everyday, at every level of the education system information is generated. Information is vital for running a school successfully, for planning purposes and for making decisions … If information is to be used effectively, efficient management is essential. And this is where school records play a role. Schools are only able to provide information in as far as it is on record and the records are accessible” (T D Mseleku: 2001).

Our purpose is to arrive at an appropriate model for school records and administration in our Circuit as a minimum standard and standardized as a requirement. This standard will form the benchmark for all of us to strive for and achieve in the shortest space of time. I have no doubt that we will meet the target of October 2007 for full compliance.

School principals are aware that there are various exiting models or approaches to the management of school records and administration.
? Whole School Evaluation (WSE) – 9 functional areas
? Organizational Development (OD) – People, Policies, Procedures and Communication
? “School Management Records – NDE 2001 (refer to manual)
? Existing schools classification & filing system

The “golden rule” with regards to the management of records and particularly the submission of documentation;
“ALWAYS KEEP A COPY OF THE RECORD/DOCUMENT ON FILE!!!!!”

Principals must observe the keeping records for up to 20 years (as required by the archives rules and regulations). Thereafter records must be forwarded to the archives for further storage and retrieval.

The management of school records, as a minimum standard and a requirement must provide for;
? Recording the evidence (soft and hard copy)
? Storage of records / Filing system
? System of classification (current school system, 9 functional areas, NDE manual)
? Physical space
? Responsible person(s)
? Easy access and retrieval of records
? Index / Catalogue for easy access (blown-up to poster size with all relevant information)
? Index must provide for regular update
? Public display (principal’s office, secretary’s office, safe, storage facility)

“Records are therefore an important means of (public) accountability, because they provide proof of actions taken and decisions made …” (NDE: 2001). Recorded history also brings a sense of pride.

Let’s acquire the knowledge and skill to record our history, enhance our capacity to reflect on our recorded history in order to best learn the lessons from the past … or we can choose to be a mere observer and envy the best practices of other. The latter fortunately is not an option.

FRONTLINE OPERATIONS & HOSPITALITY

Referred to as “the face of the organization”. In most cases this is the first contact visitors have with the organization. Make sure that the following systems and procedures send a warm, friendly and welcome message (always friendly, pleasant and smile);
? Switchboard or telephone system
? School foyer/entrance hall – keep clean, soft colours, plants, furniture, exhibit learners work, photographic history,
? Building and grounds – keep clean and tidy, garden
? Signage – on grounds, in foyer

COMMUNICATIONS

The importance of an appropriate system and procedure for communications within an organization cannot be overstated. It is imperative that your organization invests in and maintain a good system of communications. A system that is;
? Accurate
? Specific
? Timeous
? Concise/short
? Regular.

Schools as an organization communicate regularly with people and organizations. The art is finding the best and appropriate mode of communication
? People inside the organization
? Employees (only some of the permutations)
? Principal – Deputy
? Principal – School Governing Body (SGB)
? Principal – Secretary
? Principal – Staff
? Principal – School Management Team (SMT)
? HOD – team members
? Deputy – team members
? Principal – RCL

? Role-players – parents (only some of the permutations)
? Principal – Parent
? Principal – Parents
? SGB – Parent
? SGB – Parents
? SGB – members

? Education Department (only some of the permutations)
? Principal – Circuit Manager
? Principal – EMDC
? Principal – Head Office
? People outside the organization
? Stakeholders

Modes of Communications
? Verbal [intercom, assemblies, PTA, SGB meetings, telephonic]
? Written [SMS, e-mail, fax, newsletters, web-site, notices, circulars, correspondence, message-book]
? Functions – refer to organograms

SUPERVISION AND MODERATION
(SIQMS – focus on the curriculum)

PRIMARY SCHOOL - ORGANOGRAM

PRINCIPAL
CURRICULUM COORDINATION (Principal or Deputy)
LEARNING AREA HEADS
MATHS EMS NS LO A+C TECH LANG SS
ENG AFR XHOSA
PHASE HEAD
GRADE HEADS
EDUCATORS

HIGH SCHOOLS - ORGANOGRAM

PRINCIPAL
CURRICULUM COORDINATION (Principal or Deputy)
GET COORDINATOR FET COORDINATOR
LEARNING AREA HEADS
MATHS EMS NS LO A+C TECH LANG SS
ENG AFR XHOSA
GRADE HEADS
EDUCATORS


? Meetings – regular

STAFF
PARENT
SGB
LEARNERS
WCED
Morning brief
PTA
SGB
Assembly
Principal’s
SMT
Fundraising
PTA
RCL
Road-shows
Annual review planning
Budget & Finance
Fundraising
“Prefects”
Labour Relations
Staff meeting
Maintenance
Budget & Finance
Principal’s Forum
Subject/
Learning Area
Discipline
Maintenance
SDP/SIP
Phase/Grade
Discipline
Committees and Sub-committees
Maintenance

8 SCHOOL GOVERNING BODY RECORDS

The National Department of Education (NDE) manual “SCHOOL RECORDS MANAGEMENT” has been the basis of a year long programme of developing and further enhancing of the capacity of the school principal managing school records. Each work session resulted in further additions and recommendations made by participating principals. What follow are these additions/recommendations.

? Minutes adopted at next meeting … signed and dated by chairperson
? Register – serious misconduct
? Disciplinary hearings record
? RCL

SCHOOL MANAGEMENT RECORDS

The National Department of Education (NDE) manual “SCHOOL RECORDS MANAGEMENT” has been the basis of a year long programme of developing and further enhancing of the capacity of the school principal managing school records. Each work session resulted in further additions and recommendations made by participating principals of Circuit 5. What follow are these additions/recommendations.

? Code of Conduct [learners and educators]
? Detention register
? Curriculum management
? Curriculum planning[quarterly assessment plans, reporting, work schedules, learning programmes, lesson plans, pace-setters, link between phases, integration]
? Curriculum assessment [ school assessment policy, moderation process, teacher portfolio, assessment tasks, rubrics, mark sheets, learner portfolio, class visits, check-lists]
? Debates
? Public speaking
? CEMIS
? Transfer of learner

ADMINISTRATIVE RECORDS

The National Department of Education (NDE) manual “SCHOOL RECORDS MANAGEMENT” has been the basis of a year long programme of developing and further enhancing of the capacity of the school principal managing school records. Each work session resulted in further additions and recommendations made by participating principals of Circuit 5. What follow are these additions/recommendations.
? Staff appraisal records [IQMS (DAS & WSE) and SPMDS]
? Registers [time-off, incident, keys, donations, asset, disposal, receipt books used by class teachers, textbook, cell-phone, sick bay, vandalism, burglaries, loan of equipment]
? CEMIS
? Norms and Standards
? Financial records [receipt books, cheque books, petty cash, credit card payments, electronic payments, procurement policy, nutrition programme payments, telephone records, deposit book, signatories, finance committee, school fee concessions, invoices, annual budget, bank statements, school subsidy, ]

LEARNER RECORDS

The National Department of Education (NDE) manual “SCHOOL RECORDS MANAGEMENT” has been the basis of a year long programme of developing and further enhancing of the capacity of the school principal managing school records. Each work session resulted in further additions and recommendations made by participating principals of Circuit 5. What follow are these additions/recommendations.
? Register [intervention]