Abstract
Schools, being academic organization, are developed too offer education to a given group (Jóhannsdóttir, 2017). Schools operations are determined by the level of the school being dealt with at the context. Each context has a respective audience and employees as well. Strategies and objectives of a school is done based on the competence of the performance. Evaluation of a school’s progress gives a highlight to the sectors which require added efforts for optimum and quality servicing (Zeichner, et al., 2016). The essay addresses the ways one can improve on school’s performance as well as the interaction of the school population and the immediate societies’ culture. A school context has a variety of cultures brought together for a common benefit.
Ensuring that there is unity among the varying cultures is among the key objectives of a school management. A leader needs to be an intellect as well as be investigative to get the root source of any problem (Lewallen, et al., 2015). Their decision making should be aimed at uniting the society and creation of peace. In a learning institution context, the leaders are supposed to ensure that there is a conducive environment for students as well as the employees. The management and servicing reflect on the school performance thus success is brought about by positivity among all members involved (Jenter & Kanaan, 2015). However, the mode of handling an academic organization is determined by the level of education the school offers. Handling colleges and varsities could seem easy but are complex. Handling the lower level schools is also challenging thus each level has its respective way of managing. The work attempts to show how one can ensure there is the positive, safe and effective learning environment.
Delegate your assignment to our experts and they will do the rest.
Introduction
In the learning institutions within the state, there are a number of cultures brought together in schools. The diversity of culture is detected among the mentors and tutors as well as among the trainees (Hopkins et al., 2014). The culture diversity needs attention so as to ensure it does not affect the academic set up. As the case occurs in other organizations, we have some emerging affairs in schools which require control. Moreover, cases of inequity, the divergence of members culturally and democratically have been a root cause of the downfalls of several schools (Fiore, 2016). The essay is to find a remedy to the problems as well as give plans and assessment of the organization achievements and objectives.
Section A. School Goals and Continuous Improvement
Most of the school organizations use electronic machines to enter their employees and enrollees data. Others use manual methods, which includes use of files and document booklets. These documentations are done in categories for easy access and neatness in running the organizations. Data collection for a given organization can be done by approaching the management staff, then there follows requesting for access to the various departmental records (Hallinger et al., 2014). These records include the students’ performance detail, fees payment records as well as the salaries records to the employees. These records are to be used to identify how students with fees arrears perform as well as the employee’s performance in relation to the salary given (Jóhannsdóttir, 2017).
For identification of the school objectives and goals, the achievements made at the moment are necessary. They show what the organization has managed to accomplish. However, we have several goals and objectives which are yet to be achieved. These objectives and goals are to be collected from the management records data. These records contain objectives set and goals formulated by the governing management and stakeholders. Scholar’s performance is among the records which give a picture on the effectiveness of the organization. This is in relation to the set target by the scholars and tutors as well. The best content/service delivering tutors stand a great chance of having their units being well performed (Hallinger et al., 2014).
For organizational effectiveness, based on the tutors’ delivery, should assess the units’ average performance. Creation of motivational program to run for two days, for both trainees and tutors can be put into a try. The performance after the training program is then compared to the results before the training for effectiveness evaluation (Grissom et al., 2015). The training program main theme is creation of a positive environment of servicing. It is also meant to impact the safety assurance to the organization members. Training sections meant for tutors should give those skills on how to handle their trainees and motivate them perform effectively. On the trainees, it is necessary to have them know the possible results if their performance improved greatly.
Additionally, other than the records in the organization, the employees and students can give reliable information. Conducting a survey to them gives additional information which could be absent in the management documentation. This helps in identification of the challenges being faced by members in each department. After challenges identification, remedies to the challenges are further sought to improve on the performance and effectiveness (Forehand & Kotchick, 2016).
Given a challenge like denominational inequity, a remedy like analysis of all denominations present can be a remedy. Upon analysis, the demands of each are considered and freedom offered to each denomination categorically. Another example is offering services based on the abilities of the trainees and tutors. Presence of students with a lame problem needs to be taken with great concern. Trainers are to be hired based on the needs of the student and vice versa to tutors with challenges (Jóhannsdóttir, 2017).
Plan of promoting continual and suitable school improvement
For continual and suitable improvement in a school, several activities must be done for success. They include creation of the organizations’ core values, vision and mission at the beginning of the year, semester and at the beginning of each week (Jóhannsdóttir, 2017). These act as the guidelines to every day’s activities, which must be achieved always. Additionally, the professional and ethical norms need to be evaluated frequently. The main drive of a school organization is to maintain culture and equity among the members. This leads to continuity among the members.
To add, the use of a specific curriculum, assessment protocol and instructions leads to continuous improvement in a school setting. For maximum school improvement, evaluation of the students and assessment of the tutors' effectiveness increases the chances of continuity in improvement. Equity creation brings a feeling of safety as no cases of diversity are to be evident. The motivation of the well-performing members increases the morale and zeal to do better as those who got no token struggle to get awards in the next section. When everyone wants to be rewarded for their success leads to continuous improvement and success (Grisson et al., 2015).
Section B, Collaborating with the School Community
In a school set up, individuals from different families are in a common environment to learn. These different families have varying believes, cultures and norms (Epstein, 2018). Also, the management members have different cultural line as well. Several activities have to be done so as to maintain a good rapport between the school and the caregivers as well as the families. They include ensuring equity among the members. Equity can be developed by ensuring service delivery to all members are similar. This will reduce the cases of having some tutors favoring given trainees, an act that can bring about differing of students.
Also, if the management is in the favor of certain group, then a case of having poor performance is probable to occur. This is a result of loss of scoring morale once the neglecting feeling is felt. Conduction of cultural weeks is required to be done at least once in every semester. This is to ensure no culture is lost or neglected. The families, who are supposed to support their children participate in the cultural activities, will have a positive mind towards the school organization performance (Epstein, 2018).
The acts which can lead to construction and sustaining of productive relationship between school and caregivers and families are several. They include motivation of the improved members of the policy; creation of a strategic plan for the aim of organizational support as well as partnering with the society is various activities. Maintaining peace in a school set up increases the trust from the society thus no cultural tension being experienced (Hallinger e al., 2014).
One of the great problems leading to the community partners not to corporate with a school set up is noise pollution, environment pollution and resources competition. Some of these resources include water facilities. Some organizations consume large amounts of these resources, thus there are limited in the region, the society will have less to use. Additionally, scholars are fond of disposing litter anyhow. The society needs a need and clean environment to reduce on chances of some infections. The school sanitation department should assign the scholars of workers the duty of ensuring tidy environment is maintained for the benefits of a good relationship in the society (Hopkins et al., 2014).
Moreover, for the reduction of cultural tension, recognition of every set of culture in the society is important. This helps in the rules and decision making to govern the organization. Employment of supportive workers from the society is a wise step to take. This ensures that the community views the school organization as a source of job. Also, by employing them, the school management will have reduced the cases of poverty in the society. Allocation of the society members with tender projects to the school unites the society and the school. This is a way of eliminating joblessness in the society. Besides, in a case where the school requires help from the society, their loyalty to the members will earn then respect and help from the community (Gutierrez et al., 2015).
Most of the society members have their children in the school as others work in the organization at various departments. If the goals and objectives governing them are not favoring culture maintenance, then we are probably going to experience cultural tension. The result of cultural tension is immoral acts from the society idlers thus affecting the school organization negatively.
Section C. Mobilizing Resources
Community resources are elements of a given land which are used by member for given activities. These resources could be naturally occurring or resulting from human activities. In example, a region where next to a school organization is a forest, several resources are available. The trees can be used for the construction of the school, construction of community member’s buildings as well as being used as fuel. Some culture forbids cutting down of trees (Fiore, 2016). Since the school requires the wood as fuel, they have to find a way of convincing the society on the act. This can include making suggestions and attempts to grow more plants than they are cut down. This act is worth attracting the trust of the society to go against the governing culture.
For a good resource mobilization plan, identification of the various resources is needed. Once they have been identified, their mobilization becomes manageable. There are some of the tutors and trainees who are in need of knowing how other cultures operate. The available traces of respective cultures can be used to pass cultural practices from one member to the other. This will help in teaching each other and understanding the deeds of the fellow members. The learning is on the basis of their cultural believes whereby one is able to handle each other with no conflict. Safety and unity is therefore implemented. Allowing projects performance by the students enables the tutor to know the potency of their trainees. Free interaction of the all members in the school increases the chances of members working together towards success. Safe and positive environment will have been developed thus effective learning environment being obtained (Jenter, & Kanaan, 2015).
Section D. Safeguarding Values of Democracy, Equity and Diversity
Equity is the provision of same amount or quantity of services of goods in a certain situation (Zeichner et al., 2016). Most of the schools have a common dressing code for all the students. This is a way of ensuring there is equity among the members. The equity is meant to keep all the members in one social class despite the social class background differences among the members. Additionally, use of a common syllabus and curriculum creates some equity among schools. The use of similar curriculum is amended with disregard to the status of the school and the society around it. Moreover, creation of an environment where common activities are carried out is necessary. It reduces on the cases of diversity among the trainees. The possible reasons for the diversity could be religious background, culture, race, tribe as well as social class backgrounds. To eradicate diversity, it is worth of adapting to teach on unity and appreciation of each other despite of the differences of races and religions alongside ethical backgrounds (Jóhannsdóttir, 2017).
When addressing cultural tension cases in a school set up, several factors have to be considered. Listening to the voice of all the concerned and involved members is a leading step. The members, for there to be cultural tension, must have had some form of diversity or disagreements. Several activities must have triggered the cultural tension occurrence. To collect adequate information, all organizational members are required to put down all their expectations as well as their reasons for supporting the cultural threatening acts. For reliable information, the members are not to include their identity in their comments which are to be dropped in the drop box. Upon comparing the data collection, the respective remedies are sought depending on the information gathered. The data helps in making a strategy on how to resolve the culture tension as well as safeguarding diversity. This is a democratic act where the members are allowed to make decisions on their desires and expectations off the organization (Lewallen et al., 2015). Tabling of several co-curricular activities brings the school members together. We have the intra-school competition activities, which involve the tutors and the students and parents if applicable. Moreover, we can have the inter-school interaction and competition.
Section E. Emerging Trends and Issues
Assessment of emerging issues
Emerging issues are the uprising complains from members of an organization. In a school context, assessment of the emerging issue can be collected from the student leaders as well as the tutors on patrol. These people are I a position to see things happen or get reports from the affected. In a case where issue of poor water supply or inadequate water supply for the population use, the student leaders are to report to the tutors, who later ass the message to the concerned department. Disagreement between members of difference cultures, which can bring about tension is first sported by the student’s leaders, assessment of the trends therefore should be carried out step by step across the organization management hierarchy (Hargreaves, 2016).
The hierarchy runs from the stakeholders, the human resource manager, chancellor and their assistants, tutors, tutors, student leaders and the student members. Additionally, the non-tutoring servants are also part of the managerial hierarchy. However, several threats occur during the night hours when anyone can barely realize (Hargreaves, 2016). The use of the guards can lead to collection of important signals of emerging issues.
The emerging issues hand lance should ensure that the results promote peace and unity among the community. Cases of increased poor performance can be handled by implementation of token awarding to the best performed as well as the best improved members. Recognition of member’s efforts promotes positivity in the school. If complaints mention of inadequate learning facilities, the problem can be solved be ordering more learning materials to the students and tutors as well. Conducting field works helps in understanding among the trainees. Therefore, organizing for several such lessons can lead to the improvement of the performance among the students thus motivating good performance (Hopkins et al., 2014).
However, some units have experimentations content in them. It is a challenge for a student to perform effectively on these topics without proper understanding of the content and its application. Therefore, laboratories based on the several departments, in example physical laboratory, animal health laboratory, food science laboratory, biological laboratory, medical laboratory among others are required. Their presence creates a conducive environment for studied to the scholars. In each laboratory, there should be tutors to guide the students thus ensuring safety is assured to the members. The end result is school improvement. As a leader, one has to be authoritative as well as a good listener to every comment made. Intelligence is one of the core skills all leaders should have. The skill helps them in decision making as well as in resolving conflicts and cases handling (Grissom et al., 2015).
Conclusion
The aim of the essay was to find a remedy to the problems as well as give plans and assessment of the organization achievements and objectives. Creation of the organizations’ core values, vision and mission at the beginning of the year, semester and weekly helps evaluate on the progress of the school. The plan creation acts as the guidelines to every day’s activities, which must be achieved always. Additionally, the professional and ethical norms need to be evaluated frequently. The main drive of a school organization is to maintain culture and equity among the members thus leads to continuity among the members.
When addressing cultural tension cases in a school set up, listening to the voice of all the concerned and involved members is a leading step. It helps identify the root cause of the challenge. Good interaction of tutors and trainees creates some freedom thus students are able to address their problems easily. This reduces greatly immoral cases which are common in school set up. Moreover, the reduction of cultural tension needs recognition of every set of culture in the society is important. The step of culture recognition helps in the rules and decision making to govern the organization. Employment of supportive workers from the society is a wise step to take. This ensures that the community views the school organization as a source of job. Also, by employing them, the school management will have reduced the cases of poverty in the society. Allocation of the society members with tender projects to the school unites the society and the school.
Reference list
Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools . Routledge.
Fiore, D. (2016). School-community relations . Routledge.
Forehand, R., & Kotchick, B. A. (2016). Cultural Diversity: A Wake-Up Call for Parent Training–Republished Article. Behavior therapy , 47 (6), 981-992.
Grissom, J. A., Kalogrides, D., & Loeb, S. (2015). Using student test scores to measure principal performance. Educational Evaluation and Policy Analysis , 37 (1), 3-28.
Gutierrez, K. D., Larson, J., & Kreuter, B. (2015). Cultural tensions in the scripted classroom: The value of the subjugated perspective. Urban education , 29 (4), 410-442.
Hallinger, P., Heck, R. H., & Murphy, J. (2014). Teacher evaluation and school improvement: An analysis of the evidence. Educational Assessment, Evaluation and Accountability , 26 (1), 5-28.
Hargreaves, D. H. (2016). School culture, school effectiveness and school improvement. School effectiveness and school improvement , 6 (1), 23-46.
Hopkins, D., Stringfield, S., Harris, A., Stoll, L., & Mackay, T. (2014). School and system improvement: A narrative state-of-the-art review. School Effectiveness and School Improvement , 25 (2), 257-281.
Jenter, D., & Kanaan, F. (2015). CEO turnover and relative performance evaluation. The Journal of Finance , 70 (5), 2155-2184.
Jóhannsdóttir, T. (2017). Creating a school that matters: networking for school-community development. Journal of Curriculum Studies , 1-18.
Lewallen, T. C., Hunt, H., Potts‐Datema, W., Zaza, S., & Giles, W. (2015). The Whole School, Whole Community, Whole Child model: a new approach for improving educational attainment and healthy development for students. Journal of School Health , 85 (11), 729-739.
Zeichner, K., Bowman, M., Guillen, L., & Napolitan, K. (2016). Engaging and working in solidarity with local communities in preparing the teachers of their children. Journal of Teacher Education , 67 (4), 277-290.
