Erasmus+ Cooperation for innovation and the exchange of good practices Strategic Partnerships for school education 01.Sep Aug.2016 TURKEYROMANIAPOLAND ITALY

School Management

Every school is part of the educational system, it operates within a centrally determined framework of authorities and responsibilities. The national educational systems from the partner countries Turkey, Poland, Italy and Romania have some similarities but also many differences.

1- Minister of National Education (appointed by the prime minister) 1-a. Other administrators in the central departments of ministry of national education 2- Provincial National Education Director (appointed by the minister of education) 2-a. Other administrators in the central departments of Provincial National Education District 3- District National Education Director (appointed by the minsiter of education) 3-a. Other administrators in the central departments of District National Education Directorate 4- School Manager (appointed by the governor of the city and the national education director after some oral evaluations by considering his/her backgrounds) 4-a. Assistant Manager (appointed according to the offer of School manager and with the approve of the governor and national education director)

The School manager is chosen and appointed for a period of four year by the governor and the provincial national education director. At the end of that period after four years, the manager is evaluated by several teachers in the school, students, parents and national education director who has more effect in evaluation than all the others. If the evaluation result is more than 70, then, the manager contınues to work as a manager, if not, he returns back to his teaching career. The Assistant managers are chosen firstly among the volunteer teachers in the school, in case of no volunteer or the manager doesnt want to work with somebody in the school, then, the manager can choose his/her assistants from outside the school. Assistant managers are also chosen and appointed for a period of four years like the manager. CURRENT MAİN APPLİCATİONS

The number of assistant managers chnages according to the population of the school. If there are more than 500 students, only one assistant manager is appointed and if the population is between 501 and 1000, 2 assistant managers are appointed and if it is , 3 and if more than 1501, 4 assistant managers are appointed. If the school is a boarding school or has a pension, then, another assistant manager is appointed to do the tasks related to the bparding and the pension. In those kind of schools, in vocational schools and in schools having more than 2000 students, a chief assistant manager is appointed. There is not a unique criteria to evaluate the performance of the assistant manager. Only the manager decides whether to work with him/her or not. Normally, the duration of the appointment is 4 years but it is not so safe for them

Preparation for Primary School Primary School (6 years ) starting from 6 years old Junior High School (3 years) High School 3 years Technical college 4 years Trade school 3 years Secondary School Post- secondary school to 2,5 years Matura exam Qualifying occupational courses

Preparation to Primary School Primary School (6 years) Junior High School (3 years) Duty school for leaving the junior secondary school or 18 of year of age Compulsory annual preschool preparation (5 years old)

BODIES RUNNING SCHOOLS -DISTRICTS High School 3 years Technical college 4 years Trade School 3 years Secondary School 2 years Secondary School 3 years Post- secondary school to 2,5 years Matura Exam Qualifying occupational courses Compulsory education lasts until 18 years of age.

Special Primary School Special Junior High School Special Trade School Special Technical School Special High School BODIES RUNNING SCHOOLS -DISTRICTS

1. The headmaster ensures the management of the institution, it is the legal representative, is responsible for the management of financial and material resources and the results of the service. The headmaster promotes interventions to ensure the quality of educational processes and collaboration of cultural, professional, social and economic characteristics of the territory; promotes the exercise of academic freedom, understood as freedom of research and teaching and methodological innovation. He promotes the exercise of the freedom of educational choice for families and for the implementation of the right to learn of pupils.

2. Headmaster Collaborators (teachers) In carrying out his/her management and administrative duties the headmaster can resort to teachers identified by him/her, who may be delegated to specific tasks. There is the first collaborator (vice-principal) and the second collaborator. In each school building there is a teacher fiduciary of the headmaster, the role of this collaborator is to take care of everyday problems and manage the safety issues in the workplace. 3. Administrative Collaborator (no teachers) from the administrative point of view the headmaster is supported by the managing director (DSGA). 4.Support staff for the improvement of the educational. They are teachers, choosed by the Board of Teachers, that work to manage issues on these subjects, write reports, organize meetings, maintain relations with parents and stakeholders

Board of Teachers: Headmaster, all teachers of the school (about 100 people in our school). It deliberates on the educational issues, deals with the assessment of pupils, provides adoption of textbooks. School Board: Headmaster, 8 teachers, 8 parents, 2 administrative employees or janitors (in the high school there are also 2 students and only 6 parents) deliberates budget and final accounts and orders the use of financial resources in respect of the administrative and teaching necessities of the institute, adopts the internal regulations of the institute. Class council (secondary school): Headmaster, teachers of a class (about 10 people in our school), 4 parents, In particular it exercises competence in planning, evaluating and testing;

The Ministry of Education and Scientific Research designs and applies the educational overall strategy; sets the objectives for the educational system as a whole, sets the educational objectives educational level and profile. It has a responsibility to develop and implement the educational policy. It initiates policy and executive financial and human resources in the education sphere. In terms of educational policy, MECS has the following main responsibilities: education network organization; approval of the National Curriculum and the national evaluation system; financing of schools for the purchase of textbooks; responsibility for training and improving teachers; coordination of staff mobility over the subordinate units; development and implementation of reform strategies in the medium and long term, of education and education; determining the structure of the school year, examination sessions and school holidays.

In territory at county level, the educational objectives are achieved through the School Inspectorate which is a specialized unit of the Ministry of National Education, its subordinate. The Inspectorate is led by a Chief Inspector who has directly subordinated two Deputy Chief Inspectors: a Deputy chief inspector in labor relations and a Deputy chief inspector in security and health The compartments reporting directly to the Chief Inspector are: Internal Audit; HR; Economic, Public Procurement; Communication And Public Relations: IT; Legislation, Administrative; The School inspectorate has a Board of Directors and an Advisory Council which runs on its own rules.

The School Management is ensured by: Manager; Deputy Manager; Administrative Board The Administrative Board consists of: President; Representatives of teachers ; Representatives of city council; Representatives of the City Hall; Representatives of parents; Representatives of pupils; Union leaders The Manager is appointed to the post by the inspector general on the basis of competition and is relieved totally or partially (up to 6 hours) from teaching norms. The Deputy Manager is appointed by the school principal based on the decision of the Administrative Board of the establishment, in consultation with the Teaching Council, who passed the competition among the candidates for this post. The Administrative Board is led by the Manager or Deputy Manager and can consist of 7, 9 or 13 members The Management Board shall adopt decisions by a vote of at least 2/3 of the members present

A BEST headmaster should: - participate in school activities - have a clear vision of what s/he wants the institution to be. - make decisions based on the overall interests of students - be objective and rational make students and teachers feel good take an interest in your students and teachers train for school managers: attend training courses, talks, workshops motivate the employees (the most important resource is the staff) communicate effectively

How should it be? The people in management position regarding with education, including the minister of education, should be a teacher in origin. And, they all should have experience in education in state schools. The principal of the schools should be choosen among the teachers having at least several years of experience as assistant manager. The evaluation should be done through written exams and their positive and negative backgrounds in teaching performance should be taken into consideration. The principals should have to have a periodical exam and if they fail the exam, they should lose their position. But, that exam shouldn’t consist of only teorical information but also practical knowledge. The number of management positions should be enough to deal all school organisms. Because schools are a live organism and paper work is the least important item of it but unfortunately, all concentration is given to paperwork. If there are not enough persons in management, then, supporting persons should be provided to schools for paperwork or other uneducational tasks. The BEST model for a school headmaster

The principal should create a democratic atmosphere at school and all parts of the school should have a role and effect on management. The principal should be aware of what is happening in the school. The problems should be tried to be solved firstly inside the school. The principal should listen to all parts of the school before making a decision. The principals always should evaluate themselves, their decisions and performances The principals should be open to positive or negative feedback The schools should be provided with enough financial sources and equipments so that administartors do not have to deal with those kinds of tasks School buildings should be designed as they will let to an easy and effective management The pressure on administrators from higher authorities should be realted to educational performances not for paper works or other interests. The principals and teachers should have more power than the parents and students in law. The principals should evaluate the staff and teachers in the school in a true way and he/she should support and award the good ones and take precautions to make the negatives positive. The BEST model for a school headmaster

When a problem occurs, the principal should deal with the problem immediately do his/her best to solve the problem. The principal should always give information to all parts about what is happening at school regularly and always should give feedback. The principal should predict the risks before any unwanted event happens The teachers and other staff in the school should help to administrators but in order that the principal should make them love the school and feel happy there. The principal should organize some occasions to increase the interaction between the teachers and other parts of the school. The principal should know how to direct parents and students, he/she should not let them manage the school. The principal sometimes shouldn’t be afraid of having risks. The BEST model for a school headmaster