In our final class we had the opportunity to reflect on the course. Some students talked about confusion in the beginning and settling in and enjoying the course towards the end.
I would agree that the lack of structure in the beginning was frustrating for me. This was further compounded by the technological aspect of doing a course on-line. I had never done a course in this format and I was uncomfortable. I quickly learned that my dial-up internet was useless on the learnQuebec and I hade to make a decision: either stay at work every Monday until 7:30, or order up high-speed internet. After trying to use the internet at work for a few classes, I realized that I would prefer to pay a little and enjoy being at home.
It was an interesting experience to learn the on-line format and I quickly became comfortable using it. I definetly enjoyed doing this at home as oppossed to staying at work or having to meet in class every week.
I am not sure that I can look back and pick out a particular class and say this was the best class. I guess what I am trying to say is I never experienced what some people might describe as an uh-hum moment. There was sure an abundance of topics that were covered through the presentations; however, I often found it difficult to follow 2 hour power-point presentations. As I have already said, I think that a strict 1 hour limit should be followed to allow the instructor to expand on the issues and provide more insight. I guess I would have enjoyed more of Sam's wisdom and experience.
The course did allow me to share experiences amongst some of my peers. If it were up to me, I would offer these courses as two-day seminars and do away with the compulsory 30 credit certificates. I think what we need more is support from the school boards in the way of workshops on using Dofin, dealing with discipline issues and everything else that junior and senior administrators can benefit from. I don't think it is fair that new administrators are obligated to complete this certificate program. I also think that this is going to be a disincentive for attracting more people to the ranks of administration.
To you, Sam, I would like to thank you for your contribution and passion. I think you care about what you do and I enjoyed your anecdotes. Take care and have a great summer.
George Koutsoulis (a.k.a. GEO)
Wednesday, April 16, 2008
April 7 (Budgeting)
As a first year Vice-Principal, I have yet to deal with any budgets. I fully understand the importance of familarizing oneself with this administrative task; it is essential if you are to move up to a principal. Although I have never dealt with any budgets, I do understand some of the general principles associated with budgeting.
I know it is important to be transparent. Schools are scutinized by both internal and external auditors. Schools are given money for the various operations of the school. The budget is broken down into funds such as operating, capital investment, salaries, daycare, special programs. Each one of these then has certain levels of activity like capital investment may include money for general or major renovations for the school. Schools are also responsible for collecting consumables and lunch fees from students to help defray some of the costs. Raising costs of consumables, as I learned this year, cannot be done unless consent is given by the Governig Boards.
Indeed, the Governing Board plays a major role in the finacial activities of the school. The school principal must always present the schools upcoming yearly budget before the Governing Board and give a clear indication of how monies will be spent for the upcoming school year. The Governing Board must then approve of the budget so that it may be passed.
I laready mentioned the importance of being transparent, but it is also crucial to deal with budgets in a way that conform to ethical practices. The principal is held accountable when there are questionable practices with how money is utilized.
My school is part of a network of schools called SMS (Supporting Montreal Schools). We receive a budget that allows us to utilize money for field trips that have a specific educational purpose. Many such places to visit are found in a directory that provides the location, schedules of vistis and cost. Each school is given up to $20 per student to use this cultural resource.
Again, I don't know much about the mechanics of budgets but I will be working with my principal next year and be attending workshops provided by our finance department to become better aquainted on this subject.
I know it is important to be transparent. Schools are scutinized by both internal and external auditors. Schools are given money for the various operations of the school. The budget is broken down into funds such as operating, capital investment, salaries, daycare, special programs. Each one of these then has certain levels of activity like capital investment may include money for general or major renovations for the school. Schools are also responsible for collecting consumables and lunch fees from students to help defray some of the costs. Raising costs of consumables, as I learned this year, cannot be done unless consent is given by the Governig Boards.
Indeed, the Governing Board plays a major role in the finacial activities of the school. The school principal must always present the schools upcoming yearly budget before the Governing Board and give a clear indication of how monies will be spent for the upcoming school year. The Governing Board must then approve of the budget so that it may be passed.
I laready mentioned the importance of being transparent, but it is also crucial to deal with budgets in a way that conform to ethical practices. The principal is held accountable when there are questionable practices with how money is utilized.
My school is part of a network of schools called SMS (Supporting Montreal Schools). We receive a budget that allows us to utilize money for field trips that have a specific educational purpose. Many such places to visit are found in a directory that provides the location, schedules of vistis and cost. Each school is given up to $20 per student to use this cultural resource.
Again, I don't know much about the mechanics of budgets but I will be working with my principal next year and be attending workshops provided by our finance department to become better aquainted on this subject.
Sunday, April 6, 2008
Journal No.11 (March 31, 2008)
This was the week that my group (Lynda &Rob) presented our research into the topic of the personal dimension of a school principal. Our presentation focused on ten attributes needed to survive and be successful as a principal.
The most difficult aspect of this was to narrow down all the information we came across. We wanted our presentation to be a balance between theory and practical suggestions and I believe we accomplished it. I was especially pleased with the scenarios we came up with. They involved real life type issues that required critical thinking.
If I could change anything, I would have made the presentation much shorter. I think that 2 hour presentations are too long and most of my classmates have become very weary at this point. This was reflected in the group that I facilitated during the breakout room activities. I really had to prong the members despite the what we thought was an interesting topic. There was also a reluctance to report what was discussed. Again, I think this reflects the fact that these presentations go on too long.
I would recommend to Sam that in the future he limit them to 60-75 minutes including the breakout activities. This way, more people will be able to follow the discussion and not have to wait too long to engage in dialogue.
For me personally, the format of being on-line made it even more difficult to stay focused on the various presentations. Face-to-face is obviously more ideal, but either way, the presentations should not exceed an hour.
I enjoyed working with both Rob and Lynda. We met at Nesbitt twice, and on-line once to practice our presentation. During this process, I got a chance to learn more about how private schools and the alternative system work. In Rob's case, a principal is not very visible because he is appointed at various alternative settings. In Lynda's case, the principal runs the show because they do not have the complicated hieracrchical system found in public school (i.e., chain of command from principal to regional directort, to assistant director general, etc.). Both described their experiences and we all shared aspects of our jobs that gave us more insight into the role of a principal. Overall, it was a positive learning experience.
The most difficult aspect of this was to narrow down all the information we came across. We wanted our presentation to be a balance between theory and practical suggestions and I believe we accomplished it. I was especially pleased with the scenarios we came up with. They involved real life type issues that required critical thinking.
If I could change anything, I would have made the presentation much shorter. I think that 2 hour presentations are too long and most of my classmates have become very weary at this point. This was reflected in the group that I facilitated during the breakout room activities. I really had to prong the members despite the what we thought was an interesting topic. There was also a reluctance to report what was discussed. Again, I think this reflects the fact that these presentations go on too long.
I would recommend to Sam that in the future he limit them to 60-75 minutes including the breakout activities. This way, more people will be able to follow the discussion and not have to wait too long to engage in dialogue.
For me personally, the format of being on-line made it even more difficult to stay focused on the various presentations. Face-to-face is obviously more ideal, but either way, the presentations should not exceed an hour.
I enjoyed working with both Rob and Lynda. We met at Nesbitt twice, and on-line once to practice our presentation. During this process, I got a chance to learn more about how private schools and the alternative system work. In Rob's case, a principal is not very visible because he is appointed at various alternative settings. In Lynda's case, the principal runs the show because they do not have the complicated hieracrchical system found in public school (i.e., chain of command from principal to regional directort, to assistant director general, etc.). Both described their experiences and we all shared aspects of our jobs that gave us more insight into the role of a principal. Overall, it was a positive learning experience.
Subscribe to:
Comments (Atom)