Presented by

Sr. No Table of Content Page No

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DAY 1

01. Public Dealing 04-05

02. Community Interaction 06-09

03. Legendary Personalities Profile 10-19

DAY 2

04. Leadership

21-28

05. Management & Administration 29-32

06. Communication Skills 33-41

DAY 3

07. Record Keeping 43-51

08. Significance of Professional Development 52-66

09. Official Co-ordination 67-76

10. Students Affairs 77-82

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DAY 1

PUBLIC DEALING

It is essential to know your public (people around you)

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LEAD DON’T BE LED

1. Keep your cool

2. Think how dependent they are

3. Push them into difficult decision making situations

4. Apply the SAP Rules

5. Support – Appreciate – Pamper

There are either……

“Easy People”

Or

“Difficult People”

C HARACTERISTICS OF “DIFFICULT” PEOPLE

1. Unreasonably Stubborn

2. Rigid

3. Unreasonably Argumentative

4. Disrespectful of ideas of others

5. Closed-Minded

6. Overly Sensitive

7. Selfish

8. Responding Emotionally “Non-responsible” (bad Faith)

9. Unforgiving

10. Mean

11. Bitter

12. Authoritarian

13. Critical

CHARACTERISTICS OF “EASY” PEOPLE

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1. Good Listener

2. Non-Judgmental

3. Thoughtful

4. Patient

5. Not Easily Hurt

6. Calm

7. Non-Critical

8. Understanding

9. Doesn’t Jump to Conclusions

10. Approachable

11. Forgiving

BASIC PUBLIC DEALING TECHNIQUES

Do not over-react

Hold realistic expectations

Do not try to change a difficult person

Do not enter into avoidable confrontation

IF YOU HAVE TO CONFRONT!

Do it privately , not publicly

Do it as soon as possible

Speak to one issue at a time

Once you've make a point don't keep repeating

Do not interrupt, listen carefully

Deal only with behaviors

Present criticisms as suggestions or questions if possible

Don't apologize for the confrontation

Don't forget the compliments

COMMUNITY INTERACTION

INTRODUCTION

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Community interaction refers to the level of participation within a community of practice, either with other members or with the site itself. Community interaction can occur online or offline. Offline community interaction can occur in face-to-face community meetings, symposiums, phone calls, usability and requirements sessions, etc The role of a community support team is to foster and grow that interaction through any possible means. To be useful the community interaction obviously needs to be related to the purpose of why the community was formed in the first place.

DEFINITIONS

The Times sponsors political debates, economic summits, forums, leadership awards and other community-oriented initiatives. The Times also provides community support through Gannett Foundation grants and community partnerships

Community interaction’ is the phrase used to refer to how people manage careers in a social context. It was introduced into what was - and still is - an ongoing debate.

IMPORTANCE OF COMMUNITY INTERACTION

Community interaction is the measure of the health of a community. Without interaction, there is only point-to-point behavior occurring, in which participants go to a site, get information and leave, without any trace of their interaction recorded. Community interaction is necessary for knowledge sharing and creation. Over time, the goal is often for something special to be created as a product of the interaction or the easy exchange of expertise that would not otherwise be possible. The community's goals can only occur if there is robust community interaction.

TYPES OF COMMUNITY INTERACTIONS

There are a number of types of community interaction. Each has implications from a community and institution.

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BETWEEN COMMUNITY MEMBERS

The heart of community interaction involves community members interacting with other community members. Relationships are formed, and assistance is provided. This occurs through:

Face-to-face community meetings symposiums community developed projects Phone calls

BETWEEN A COMMUNITY MEMBER AND THE SUPPORT TEAM

Community member’s contact support team members that they have established relationships often the support team personnel turn into the intermediaries to connect community members with one another. These interactions can occur through the following means:

On the community site phone calls Community member responding to a request for help from the support team

BETWEEN A COMMUNITY MEMBER AND INSTITUTION

Community interaction that occurs between the community member and institution is a place rich for improvement in most institutions. This type of interaction basically has the online site becoming the intermediary to connect community members. This also should follow an ever increasing trend, in which previous community member interactions spawn additional actions. These can occur via:

Community Member providing more information about him/herselfo Filling in user profile informationo Introduction to the community function.

Adding Community events/functions, in which community memberso Post announcementso Post conferences, symposiums, eventso Post/announce community developed projectso Participate in community developed projects

Finding community members to help with a problemo Find a member functiono Post questions on discussions

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o Posting Job announcements Community members conducting a search for interaction occurring

o Discussionso Reviewso “By this member” function showing where the member has participated

TECHNIQUES TO INCREASE COMMUNITY INTERACTION

There are four metrics that most companies track to determine the success of social media campaigns and effectiveness of campaign management:

1. Increase in followers

2. Quantity of company content

3. Clicks to content

4. Level of community interaction

There are dozens of techniques to improve results for each metric.  The last two metrics are the most difficult to control.

The clicks to content may be dependent on the quality of the promotion, whether it is a contest with a cool prize, a unique discount, or a PDF of a report that would normally cost the customer money to buy.

In my opinion, increasing community interaction and community content is the most powerful metric.  However, it is a tricky metric to increase cost-effectively.  I want to emphasize the cost aspect.  Interaction can be increased through more staff and more time spent interacting with the community.  However, in many cases, this is not going to be cost-effective in the long-term.  People have a business to run, or a product to build.  Four hours of their time might be better spent building the product than reading Twitter messages.  However, in most business, Twitter or Face book management is simply dumped onto people with schedules that are already full of work.  Sometimes this works.  Sometimes it doesn’t.

There are three pools of resources that marketers can tap into to increase community interaction:

Internal staff 

Vendor or dedicated marketing resource 

Manager from community 

Engage members in participation:

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This is the final step, in which the members become active in the community. This implies a commitment on their part to aid in the community building process. Engagement is required for membership in the core community listing. Engagement can take on many forms, including:

SME content reviews: Community identified subject matter experts (SMEs) can contribute significantly to the community’s success. By reviewing content for accuracy, completeness and validity, they ensure that only quality content is made available for others to use.

Participation in usability studies: Getting potential or existing community members to participate in site usability studies is key to building a targeted online community. By providing an hour of their valuable time, community members are clearly demonstrating a commitment to the online community’s success. The use of their time should be maximized, to ensure that all essential usability comments are extracted.

Providing and acting on contributions: (See section one description for details) Participation in community meetings: Community meetings provide a non-

threatening way to share knowledge. If the community support team captures this transfer, additional content can be created.

Adding value the information that already exists: See section one description for details)

Providing more information about themselves: (See section one description for details)

Fulfilling community requests, including speaking engagements: If a community is truly attempting to grow, gaining community member participation in outreach events is critical. Nothing is more motivating as a sales pitch than having real world community member with no financial incentive making the pitch.

LEGENDARY PERSONALITIES PROFILE

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B. F. SKINNER

AKA Burrhus Fredric Skinner

Born: 20-Mar-1904Birthplace: Susquehanna,Died: 18-Aug-1990Location of death: CambridgeCause of death: Cancer - LeukemiaRemains: Buried, Mount Auburn Cemetery, Cambridge,

Occupation: Psychologist, Philosopher

Nationality: United StatesExecutive summary: Radical Behaviorism

B. F. Skinner was one of the most influential of American psychologists. A radical behaviorist, he developed the theory of operant conditioning -- the idea that behavior is determined by its consequences, be they reinforcements or punishments, which make it more or less likely that the behavior will occur again. His principles are still incorporated within treatments of phobias, addictive behaviors, and in the enhancement of classroom performance (as well as in computer-based self-instruction). Skinner believed that the only scientific approach to psychology was one that studied behaviors, not internal (subjective) mental processes. He denied the existence of a mind as a thing separate from the body, but he did not deny the existence of thoughts, which he regarded simply as private behaviors to be analyzed according to the same principle as publicly observed behaviors.

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Wife: Yvonne Blue (two daughters)Daughter: Julie Skinner Vargas (professor of Educational Psychology, West Virginia University)Daughter: Deborah Skinner Buzan (artist)

    University: BA English, Hamilton College    University: MA Psychology, Harvard University (1930)    University: PhD Psychology, Harvard University (1931)

Author of books:The Behaviour of Organisms (1938, nonfiction)Walden Two (1948, fiction)Science and Human Behavior (1953, nonfiction)Verbal Behavior (1957, nonfiction)Beyond Freedom and Dignity (1971, nonfiction)

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JEAN PIAGET

Born: 9-Aug-1896Birthplace: Neuchâtel, SwitzerlandDied: 17-Sep-1980Location of death: Geneva, SwitzerlandRemains: Buried, Cimetière des Plainpalais, Geneva, Switzerland

Occupation: Psychologist

Nationality: SwitzerlandExecutive summary: Elaborated the stages of childhood

Father: Arthur Piaget Mother: Rebecca JacksonWife: Valentine ChâtenayDaughter: JacquelineDaughter: LucienneSon: Laurent

Jean Piaget was a Swiss biologist, philosopher, and psychologist best known for his work in the area of developmental psychology., Piaget divided cognitive growth and development into fixed stages. But Piaget's particular focus was on the intellectual or cognitive development of children and on the way in which their mind's processed and progressed in knowledge. Piaget's central thesis was that children (1) develop self-centric theories about their environment, and about objects or persons in that environment, and they grow; and (2) that children base these theories on their own personal experiences interacting with persons and objects in their environment; (3) that the child used "schemas" to master and gain information about the environment; and (4) that the sophistication of a child's cognitive structures increased as the child grew and developed, as did the child's

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"schemas". Schemas, which are the child's tool bag of actions and responses to make things happen

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JOHN DEWEY

Born: 20-Oct-1859Birthplace: Burlington, Died: 1-Jun-1952Location of death: New York CityRemains: Buried, Dewey Memorial, Burlington, Occupation: Educator, Philosopher

Nationality: United StatesExecutive summary: Pragmatist philosopher, education reformer

Father: (grocer)Wife: Alice Chipman Fenton (m. 1886, d., three sons, two daughters)Wife: Roberta Grant (two children adopted)

    University: University of Vermont (1879)    University: PhD, Johns Hopkins University (1882-84)     Professor: University of Michigan (1884-94 excluding 1888-89)    Professor: University of Minnesota (1888-89)    Professor: University of Chicago (1894-1904)    Professor: Professor of Philosophy, Columbia University (1904-30)

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Author of books:

Psychology (1887)

The School and Society (1899)

The Child and the Curriculum (1902)

Ethics (1908, with James Tufts)

Democracy and Education (1916)

Reconstruction in Philosophy (1920)

Human Nature and Conduct (1922)

The Quest for Certainty (1929)

Art as Experience (1934)

Logic, the Theory of Inquiry (1938)

Experience and Education (1938)

Freedom and Culture (1939)

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ABRAHAM MASLOW

AKA Abraham Harold Maslow

Born: 1-Apr-1908Birthplace: Brooklyn, NYDied: 8-Jun-1970Location of death: Menlo Park,

Cause of death: Heart FailureReligion: Jewish

Occupation: Psychologist

Nationality: United StatesExecutive summary: Hierarchy of Needs

One of the founders of humanistic psychology, Abraham Maslow is best known for his theory of human motivation centered on self-actualization and the phrase "hierarchy of needs". He maintained that the basic human drive is for self-actualization, the need to fulfill ones full potential (a painter must paint in order to be truly happy, a potentially great teacher must teach, and so on).

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Wife: Bertha Goodman (his first cousin, two daughters)

    University: City College of New York    University: Cornell University    University: BA Psychology, University of Wisconsin (1930)    University: MA Psychology, University of Wisconsin (1931)    University: PhD Psychology, University of Wisconsin (1934)    Professor: Psychology, Brooklyn College (1937-51)    Professor: Psychology, Brandeis University (1951-69)    Administrator: Chair, Dept. of Psychology, Brandeis University (1951-69)

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IVAN PAVLOV

AKA Ivan Petrovich Pavlov

Born: 14-Sep-1849Birthplace: Ryazan, RussiaDied: 27-Feb-1936Location of death: St. Petersburg, RussiaRemains: Buried, St. Petersburg, RussiaOccupation: Scientist, Doctor

Nationality: RussiaExecutive summary: Conditioned reflexes

His most famous work was an accident of science -- he was studying the chemistry of saliva in dogs, but noted that when a bell was sounded at every feeding time the dogs would eventually begin to salivate at the sound of the bell even in the absence of food. Called the conditioned reflex (sometimes "conditioning" or the Pavlovian response), this finding showed that physiological responses are not limited to innate natural reflexes, such as being startled by loud noises or drawing back from a flame. These studies were conducted over several decades, and after the 1927 translation of his work into English Pavlov became one of the world's most famous scientists.

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Father: Peter Dmitrievich Pavlov (priest)Wife: Seraphima Vasilievna Karchevskaya Son: Wirchik

Daughter: VeraSon: VictorSon: VladimirSon: Vsevolod

    High School: Ryazan Theological Seminary, Ryazan, Russia (1870)    Medical School: MD, Imperial Medical Academy, St. Petersburg (1879; thesis 1883)    Scholar: Medicine, Military Medical Academy (1881-83)    Professor: Professor of Physiology, Imperial Medical Academy, St. Petersburg (1890-1924)    Professor: Pharmacology, Military Medical Academy (1890-95)    Professor: Physiology, Military Medical Academy (1895-1925)    Administrator: Director of Department of Physiology, Institute of Experimental Medicine (1924-36)

Author of books:Lectures on the Work of the Digestive Glands (1897)

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DAY 2

QUALITIES OF GOOD LEADERSHIP

Leading is an ability to represent the group of persons to

achieve a goal. It appears only when two or more persons interact with each other and to do

some job. It is completely depends upon persons performance to make him a man of front

position or a leader. It is the process of influencing other persons to work together in group

and to achieve required goals.

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Management is a part of leadership in which the achievement of the organizational goal is a

supreme. There is a mutual relationship between leadership and management. It means

that a manager should have leadership skills and leader should express management skills,

management involves power by position and leadership involves power by influence.

(Kathozai, M.A. 2005).

CONCEPT OF LEADERSHIP IN ISLAM

Concept of leadership in Islam goes to those believers who fear Allah and have knowledge

and wisdom. Those who reject faith and hypocrites are not eligible for leadership position.

The Muslim leader should of course have full confidence in him. He should go along with

the right goals of the educational institution: he should have confidence upon his fellows

and similarly, the fellows should have confidence in him.

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Instruct

Maintains

Administer

A copy

Imitates

Focus on Systems / Structure

Short Range View

Relies on Control

Does things Right

Accepts the Status que

Lead

Develops

Innovates

An Original

Originates

Focus on People

Long-Range perspective

Inspires Trust

Does the Right Things

Challenge the Status que

LEADER MANAGER

According to Pickthall, M. (1988) pointing to another verse of the Holy book: “Say O Allah!

Owner of Sovereignty: Thou give sovereignty unto which Thom wilt, and Thou with-

drawest sovereignty from who thou wilt. In Thy hand is the good. Lot Thou art Able to do

all things”.

According to Ali, A.Y. (1990) he does not cry with impatience against many things which

give him pain and sorrow. He knows that ‘God is in His World”. And that God is good.

God: Will is another name for God’s Plan. There is nothing arbitrary or haphazard. We do

not see the whole plan or Will. But we have Faith. All is will be and must be right in the end.

CURRENT TRENDS IN LEADERSHIP

The current trends in leadership are transactional leadership, charismatic leadership and

transformational leadership.

TRANSACTIONAL LEADERSHIP

The political scientist and historian James Macgregor Burns (1978) developed a term of

transactional leadership to describe an approach in which managers motivate employees to

perform as expected by clarifying task requirements and by providing rewards in exchange

for employee efforts towards achieving the goals.

CHARISMATIC LEADERSHIP

Max Weber, a sociologist, was the first person to discuss charismatic leadership. He defined

charisma from the Greek for “gift” as a certain quality of an individual personality, by

virtue of which he is set apart from ordinary people and treated as

endowed with supernatural, superhuman or at least specifically

exceptional powers or qualities.

TRANSFORMATIONAL LEADERSHIP

In transformational leadership the leaders motivate their followers to increase their own

benefits for the betterment of the organization and they effect deeply and surprising on

their followers. They focus on the coming damagers and follower’s individual needs. They

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help the followers to solve their problems and try to change their mind from the issues.

They have cap ability to awake, motivate and encourage followers to work hard and to

achieve the group goals. Transformational leaders guide and cooperate their followers to

become innovative and creative.

LEVELS OF LEADERSHIP

Leadership can be categories into three levels:

Top level of leadership

Middle level of Leadership

Lower level of Leadership

Macro planning and policy formation Approval of budgets programs. Initiating projects Controlling budgets Staffing Coordination / communicating

Micro-planning Organization Directing Implementation Routine Decisions Controlling

Mini-planning Implementation Monitoring and

Evaluation Coordination at

operational supervision

TOP LEVEL OF LEADERSHIP

Macro planning is done at the top level of leadership some technicalities are sued while

formulating any policy and planning. Basic criterion of this level is future programming.

The leaders of this level are think tank that meditate about mega projects, financial

management, staff requirement, coordination and control system and communication

problems.

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MIDDLE LEVEL OF LEADERSHIP

Micro – planning is done at this level mostly, the leadership of this level make

implementation on the preplanned policies from the top level leaders of this level are liable

to inspect the wage salary system, persuade their subordinates, held meetings and smears to

judge the quality and control of the organization. They make daily wise result according to

which they implement their dictions.

LOWER / SUPERVISORY LEVEL

It is mini – planning level at which section officers, superintendents, assistants, clerks,

teachers and staff members are playing their role as leader. They formulate routine wise

policy for the workers about their daily work.

LEADERSHIP QUALITIES OF SCHOOL HEAD

An educational system empowers the head teacher to govern school level institution. At that

level, disciplinary system is very difficult, unusual and irrational. It requires some new

traits for its maintenance. As for as, the role of head teacher is concerned, he can play his

role not only in-side of the institution but also outside of academy. Warren Benis was the

person who told that a good leader must be;

Honest

Competent

Forward looking

Inspiring

Intelligent

Fair Minded

Broad minded

Courageous

Straightforward

Imaginative

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LEADERSHIP PROCESS

Leadership is actually an authority gives to the leader that enables him to get submission

and output from the followers. This authority or power may be;

LEGITIMATE / POSITION POWER

According to follower’s ideology, a leader has sovereignty to make his own rules and

regulations. These rules and regulations can be applied in the opposition and favor of any

person. He can give and take any of post from others.

REWARD POWER

Followers think that leader has supreme power to recompense the compliant as a reward of

his submission according to the dictation of leader.

COERCIVE POWER

Followers believe that a ruler can adopt a repressive and compulsive behaviour to give

punishment to followers, if they make any mistake.

REFERENT POWER

It is based on the belief of followers that the leader has some personality attributes and

attractive qualities that attract the followers. The followers try to adopt these traits.

EXPERT POWER

Leader’s opinion is taken as an expert opinion. Due to richness of knowledge, his opinion is

valuable among the followers.

PERSONAL POWER

It depends on the personal will of leader to establish a good relation with inferiors, high

authorities, top management and legislators etc. (Shami, P.A., 2006).

ELEMENTS / FUNCTIONS OF LEADERSHIP PROCESS

The management specialists have attempted to analyze the Leadership process into its

elements.

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1. Foyal in 1957 presented the following elements of Leadership:

Planning Organization Commanding

Coordinating Controlling (POCCC)

2. Luther and Gullick in 1961 suggested the most popular model is POSDCORB, representing

the following seven Leadership process:

Planning Organizing Staffing

Directing Coordinating (CO) Reporting Budgeting

LEADERSHIP ROLE

There are following major roles of leadership:

Lea

dersh

ip R

ole

Conflict Management

Motivation

Stress Management

Team Management

Quality Management

Change Management

Communicat ion

Resources Management

Knowledge Management

Time Management

LEADERSHIP SKILLS

There are three basic levels of expertise required for educational leader:

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Basic leadership skills

Technical Skills Human Skills Conceptual Skills

TECHNICAL SKILL

Ability to use knowledge, methods, techniques, and equipment necessary for the

performance of specific tasks; acquired from experience, education, and training

HUMAN SKILL

Ability and judgment in working with and through people, including an understanding of

motivation and an application of effective leadership.

CONCEPTUAL SKILL

Ability to understand the complexities of the overall organization and where one’s own

operation fits into the organization

There are five Major skills required for efficient educational manager:

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Mor

ale sk

ills

Moral

Since of Judgment

Occupational Knowledge

Technical Knowledge

Manipulative skills

ROLE OF SCHOOL HEAD AS ACADEMIC LEADER

The school head has the liabilities to conduct the process of education, to facilitate the

educational leadership, to develop staff and to enhance community applications. But

involvement of all devotes is necessary in this regard. The efficiency of his leadership should

be in such a strategic fusion that under the effect of which, a school can be converted into

learning society. He should have the duty to guide and provide proper guidance to the

teacher and students. An effective policy, reviewing of course work and assessment of

teacher’s efficiency demand proper direction and team work. In this paradigm, a role of

school teacher requires his perception and discerning ability, sensibility and foresight,

effulgence and conceivability and his concentration and devotion to his work.

SCHOOL MANAGEMENT

OBJECTIVE:

After completing this session participants will feel comfortable.

2. To provide and ensure equal educational opportunities to all citizens.

3. To create interest and love for learning and discipline among the participants.

4. T o find awareness of various resources of management.

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Mor

ale sk

ills

Moral

Since of Judgment

Occupational Knowledge

Technical Knowledge

Manipulative skills

5. Executing their duties as school managers and giving their inputs in the functioning of the school they represent

CONCEPT OF MANAGEMENT

1. It is economical, efficient use of time money and material.

2. It is the process by when managers can change the behavior of co-workers to achieve the objectives of organization.

THEORIES OF MANAGEMENT

There are number of theories in this filed. These various ideas lead us to successful running of organization/ institutions/ schools. These are as follows

1. Administrative management theory

2. Scientific management theory

3. Behavioral management theory

4. Quantitative management theory

5. System theory

6. Contingency theory

AREA OF SCHOOL MANAGEMENT

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School’s head teacher /principals have to face the following four types of management

1. Financial management2. Human Resource Management 3. Physical resources Management4. Time Management

1. FINANCIAL MANAGEMENT

1. To make the school a growing entity, it needs to be ensured that the resources of institution go on growing to coop with.The management needs of growing institution following are possible sources

1. Fees charged from the students need to remain in limit that as average individual can afford the education of this kinds.

2. Endowment fund [in case of an organization running a school or a school chain] the management can/or at least must afford to some amount and invest in to same profiteering business.

3. So that, a reasonable amount is received to runs a particulars of school.4. Extra education activities,5. Some other means can also be identified for this purpose.

2. HUMAN RESOURCE MANAGEMENT

This deals with the application of service of such persons who can work in multipal areas such as

A science teacher can be applied to teach Mathematics as well. A young smart language teacher can serve as physical education teacher during Break and

zero period etc.

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3 PHYSICAL RESOURCES MANAGEMENT

` Better school management can manage to pool up available resources with other schools /Chains to that they can arrange for better equipment at a central place all sharing institution Include following physical resources: The school building size, shape, design, construction and maintenance, school library, Laboratories, play ground, school environment etc.

4. TIME MANAGEMENT

A skill to draw a time table Teachers can be applied to ensure maximum number of activities within

minimum Possible time

5. SCHOOL TIME TABLE

Every school has its own priorities and demands, the time table, then molded accordingly.

“Time table is the spark plug of the school which sets into motion it’s various and Programs“

6. CONDUCTING PRINCIPLES

1. Amount of time a available 2. The relative importance and deficiency of subjects 3. Incidence of fatigue 4. The principle of variety 5. Length of periods 6. Staff equipments and building

7. GENERAL RULES

o Optional subjects must be entertained according to the nature of school o Special subject in special room

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o Special trend of teachers o Length of education yearo Length of educational dayo Length of the period o Length of the recesso Number of subjectso Local environment and seasono Number of periods o Number of teachers o Number of sectionso Building of school

ACTIVITY

Participants will be divided in to four groups

1. First group will be suggest maximum number of found generation methods and then share their findings

2. 2nd group will suggest means and ways to best use of human resources available within school in various fields. Their suggestion then will be counter discussed.

3. 3rd group will make a list of possible equipment which can be shared among schools and will also suggest the ways how to use then commonly

4. Forth group of participants will develop time table 1-8 [double section]

COMMUNICATION SKILLS

INTRODUCTION

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Communication is a two-way process of reaching mutual understanding, in which participants not only exchange (encode-decode) information but also create and share meaning.

Communication is a key element involved in teaching process. The basic aim of this module is to share the KSA, viz; Knowledge, Skills and Abilities necessary for effective Communication so that teachers can use them in a class setting and environment.

Following the spirit of ‘two-way’

Communication we have tried to

make this written text communicate

with you so that it may in turn enable

you to communicate with your

respective audience. Irrespective of

your area of expertise, you all know

that effective communication is all

about conveying your messages to

other people clearly and

unambiguously. It’s also about

receiving information that others are

sending to you, with as little distortion

as possible.

Communication is a matter of effectiveness, which is dependent on the interlocutors’

communication competency. In other words its effectiveness is dependent on ones

competency in the communication skills. Doing this involves intent and effort from both the

sender of the message and the receiver. It's a process that can be fraught with error, with

messages muddled i.e., mixed up by the sender, or misinterpreted by the recipient. This is

avoidable but if this isn't detected, it can cause tremendous confusion, wasted effort and

missed opportunity.

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A Picture is worth a Thousand Words! Do you agree?

Can you describe the expressions of this child?

What is communication?

As seen above “Understanding” is the essence of communication. This only happens when there is intention of understanding and being understood by those involved in a communication situation. Interaction with the purpose of sharing involves the exchange of the signs and symbols i.e., words. In a given communicative context the absence of them also still communicates the absence of the ‘ingredients’ of communication viz; the intention, the skills or presence of barriers.

Communication takes place when we are supposedly at the same level of understanding and comprehension as other interlocutors. Communication is therefore not what is said

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whether verbal or non-verbal, but what is understood. We have discussed earlier that understanding is influenced by perceptions and perceptions evolve over a period of time and color our understanding. We all have individualistic perceptions and therefore understanding would need a conscious and deliberate effort by us and cannot be left to chance, expecting it to happen by itself.

Ask yourself how consciously you listen to others when they are speaking or for that matter how conscious you are when speaking, about how many appear to be understanding. Interestingly, communication, which is generally relegated to as basics considering it an ordinary human faculty is not that basic after all. It is therefore that communication can be learnt and should be learnt.

TYPES OF COMMUNICATION

There are 3 major parts in any communication which is body language, voice, tonality and words.

According to the research (Mehrabian and Ferris,), 55% of impact is determined by body language--postures, gestures, and eye contact, 38% by the tone of voice, and 7% by the content or the words used in the communication process. Although the exact % of influence may differ from variables such as the listener and the speaker, communication as a whole strives (try hard) for the same goal and thus, in some cases, can be universal.

LANGUAGE

A language is a syntactically organized system of signals, such as voice sounds, intonations (the rise and fall of the voice) or pitch, gestures or written symbols which communicate thoughts or feelings. If a language is about communicating with signals, voice, sounds, gestures, or written symbols, can animal communications be considered as a language? Animals do not have a written form of a language, but use a language to communicate with each another. In that sense, an animal communication can be considered as a separated language.

Human spoken and written languages can be described as a system of symbols (sometimes known as lexemes) and the grammars (rules) by which the symbols are manipulated

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StimulusElements of Communication-Expanded Process

EncodingUnderstanding

Decoding

(skilful control). The word "language" is also used to refer to common properties of languages. Language learning is normal in human childhood. Most human languages use patterns of sound or gesture for symbols which enable communication with others around them. There are thousands of human languages, and these seem to share certain properties, even though many shared properties have exceptions.

DIALOGUE

A dialogue is a reciprocal conversation between two or more entities. The etymological origins of the word (in Greek (diá, through) + (logos, word, speech) concepts like flowing-through meaning) do not necessarily convey the way in which people have come to use the word, with some confusion between the prefix (diá-, through) and the prefix (di-, two) leading to the assumption that a dialogue is necessarily between only two parties.

COMMUNICATION PROCESS

Stimulus is the originating point. It is anything that creates the urge to communicate. The stronger the stimulus the gather the need to communicate the greater the need to communicate the more the need for effective communication

COMMUNICATION BARRIERS

1. Barriers to communication

2. Psychological barriers

Approaches to teaching

Designing learning

Activity-1:

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Encoding

Understanding

Decoding

Start the session with previous session review so the participants can recall the concepts learned earlier.

Activity -2:

Again use the ice breaking activity by opening the current session’s by asking that what kind of hindrance they come across while a communication exchange process. This would serve the module leader/trainer to help understand the trainees the significance of the session

Activity -3:

Introduce the barriers to communication by using the PowerPoint slides

Activity-4: Present through lecturing and generating group discussion on topics mentioned

earlier.

Activity -5:

Present the psychological block activity to the trainees

Activity -6:

Invite the participants to share as to how their awareness to the session has affected their

learning of communication

PHYSIOLOGICAL BARRIERS

Physiological barriers may result from individuals' personal discomfort, caused, for example, by ill health, poor eye sight or hearing difficulties.

PHYSICAL BARRIERS

Physical barriers in the workplace include:

marked out territories, empires and fiefdoms into which strangers are not allowed

closed office doors, barrier screens, separate areas for people of different status

large working areas or working in one unit that is physically separate from others.

Research shows that one of the most important factors in building cohesive teams is proximity. As long as people still have a personal space that they can call their own, nearness to others aids communication because it helps us get to know one another.

CULTURAL BARRIERS

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When we join a group and wish to remain in it, sooner or later we need to adopt the behavior patterns of the group. These are the behaviors that the group accepts as signs of belonging.

The group rewards such behavior through acts of recognition, approval and inclusion. In groups which are happy to accept you, and where you are happy to conform, there is a mutuality of interest and a high level of win-win contact.

Where, however, there are barriers to your membership of a group, a high level of game-playing replaces good communication.

LANGUAGE BARRIERS

Language that describes what we want to say in our terms may present barriers to others who are not familiar with our expressions, buzz-words and jargon. When we couch our communication in such language, it is a way of excluding others. In a global setting the greatest compliment we can pay another person is to talk in their language.

GENDER BARRIERS

There are distinct differences between the speech patterns in a man and those in a woman. Global studies suggest that a woman speaks between 22,000 and 25,000 words a day whereas a man speaks between 7,000 and 10,000. In childhood, girls speak earlier than boys and at the age of three, have a vocabulary twice that of boys.

The reason for this lies in the wiring of a man's and woman's brains. When a man talks, his speech is located in the left side of the brain but in no specific area. When a woman talks, the speech is located in both hemispheres and in two specific locations.

Scientifically speaking a man talks in a linear, logical and compartmentalized way, features of left-brain thinking; whereas a woman talks more freely mixing logic and emotion, features of both sides of the brain. It also explains why women talk for much longer than men each day.

INTERPERSONAL BARRIERS

There are six levels at which people can distance themselves from one another:

1. Withdrawal is an absence of interpersonal contact. It is both refusal to be in touch and time alone.

2. Rituals are meaningless, repetitive routines devoid of real contact.3. Pastimes fill up time with others in social but superficial activities.4. Working activities are those tasks which follow the rules and procedures of

contact but no more.5. Games are subtle, manipulative interactions which are about winning and

losing.

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6. Closeness is the aim of interpersonal contact where there is a high level of honesty and acceptance of yourself and others

PSYCHOLOGICAL BARRIERS TO COMMUNICATION

PERCEPTUAL BARRIERS

The problem with communicating with others is that we all see the world differently. If we didn't, we would have no need to communicate: something like extrasensory perception would take its place.

Selectivity/exposure filtering out of unpleasant things and focusing on or recalling things not heard.

Retention filtering of things that feel good, and the tendency to forget those things that are painful

EXPERIENTIAL BARRIERS

The difficulty in understanding things not personally experienced.

EMOTIONAL BARRIERS

One of the chief barriers to open and free communications is the emotional barrier. It is comprised mainly of fear, mistrust and suspicion. The roots of our emotional mistrust of others lie in our childhood and infancy when we were taught to be careful what we said to others.

"Mind your P's and Q's"; "Don't speak until you're spoken to"; "Children should be seen and not heard". As a result many people hold back from communicating their thoughts and feelings to others.

They feel vulnerable. While some caution may be wise in certain relationships, excessive fear of what others might think of us can stunt our development as effective communicators and our ability to form meaningful relationships.

“Emotions influence both what is said and what is heard.”

PAST EXPERIENCE

Past distorts present expectations

HIDDEN AGENDAS SERVE TWO FUNCTIONS:

1.Individual’s strategy for poor self esteem

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2. Promote ulterior motives and needs

STEREOTYPES: MENTAL IMAGES AND EXPECTATIONS.

A shortcut to forming an opinion of someone.

EGO DEFENSE MECHANISM – SELF PRESERVATION

Fight Defenses

Flight

Manipulation

SUMMARY

Barriers to communication for one reason or the other often get neglected by the teachers. They are primarily not aware of the barriers to their own communication in their own work environment and more so in their academic setting thereby creating distorted communication or at worst total communication break down with the students. The transmission of knowledge that our exam focused academic system usually requires do not leave any room for inter-personal and intra-personal barriers to communication as discussed above. The different barriers to communication discussed in the session have been identified and selected due to their potent role and significance in the academic settings.

COMMUNICATIONS SKILLS THE IMPORTANCE OF REMOVING BARRIERS

Problems with communication can pop-up at every stage of the communication process (which consists of the sender, encoding, the channel, decoding, the receiver, feedback and the context – see the diagram below). At each stage, there is the potential for misunderstanding and confusion.

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DAY 3

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RECORD KEEPING

DEFINITION & EXPLANATION

Record keeping is the procedure of saving the history of an individual or an organization’s actions, decisions and future planning. All of the business systems that an institution relies on should be capable of making and keeping full and accurate records and routinely performing fundamental recordkeeping processes on a continual basis – either individually or through linked operations – so that the full range of the agency’s business activities are properly documented. These systems do not have to be dedicated recordkeeping systems. They can be business systems (such as database applications or web content managers) that incorporate the functionality required to keep records. They do not need to be large or centralized or accessible by everyone in the agency, but their recordkeeping role must be identified and administered appropriately.

In order to be full and accurate, records must be authentic, reliable, complete, unaltered and useable and the systems that support them must be able to protect their integrity over time. These terms have particular meanings for system design purposes.

PURPOSE OF RECORD KEEPINGGood record keeping, whether at an individual, team or organizational level, has

many important functions. These include a range of administrative and educational uses such as:• helping to improve accountability

• showing how decisions related to the issue were made• supporting the delivery of services

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• supporting effective judgments and decisions

• supporting care and communications

• making continuity of services easier

• providing documentary evidence of services delivered

• promoting better communication and sharing of information between members of the multi-professional team

• helping to identify risks, and enabling early detection of complications

• supporting audit, research, allocation of resources and performance planning

• helping to address complaints or legal processes

Activity: What in your opinion can be the benefits of record keeping?

WHAT THINGS CAN BE KEPT IN RECORD?

The principles of good record keeping apply to all types of records, regardless of how they are held. These can include:

• Handwritten clinical notes

• Emails

• Letters to and from other professionals

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• Laboratory reports

• X-rays

• Printouts from monitoring equipment

•Incident reports and statements

• Photographs

• Videos

• Tape-recordings of telephone conversations

• Text messages

PRINCIPLES OF GOOD RECIRD KEEPING

1) Handwriting should be legible.

2) All entries to records should be signed. In the case of written records, the person’s name and job title should be printed alongside the first entry.

3) In line with local policy, you should put the date and time on all records. This should be in real time and chronological order, and be as close to the actual time as possible.

4) Your records should be accurate and recorded in such a way that the meaning is clear.

5) Records should be factual and not include unnecessary abbreviations, jargon, meaningless phrases or irrelevant speculation.

6) You should use your professional judgment to decide what is relevant and what should be recorded.

7) Records should identify any risks or problems that have arisen and show the action taken to deal with them.

8) You must not alter or destroy any records without being authorized to do so.

9) In the unlikely event that you need to alter your own or another professional’s records, you must give your name and job title, and sign and date the original documentation. You should make sure that the alterations you make, and the original record, are clear and auditable.

10) Records should be readable when photocopied or scanned.

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11) You should not falsify records.

CONFIDEN

CONFIDENTIALITY12) You need to be fully aware of the legal requirements and guidance regarding

confidentiality, and ensure your practice is in line with national and local policies.

13) You should be aware of the rules governing confidentiality in respect of the supply and use of data for secondary purposes.

14) You should follow local policy and guidelines when using records for research purposes.

15) You should not discuss the people in your care in places where you might be overheard. Nor should you leave records, either on paper or on computer screens, where they might be seen by unauthorized staff or members of the public.

16) You should not take or keep photographs of any person, or their family that are not officially relevant.

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ACCESS

17) People in your care have a right to ask to see their own records. You should be aware of your local policy and be able to explain it to the person.

18) People in your care have the right to ask for their information to be withheld from you or other professionals. You must respect that right unless withholding such information would cause serious harm to that person or others.

19) If you have any problems relating to access or record keeping, such as missing records or problems accessing records, and you cannot sort out the problem yourself, you should report the matter to someone in authority. You should keep a record that you have done so.

20) You should not access the records of any person, or their family, to find out personal information that is not relevant to their care.

DISCLOSURE21) Information that can identify a person in your care must not be used or disclosed

for purposes other than as per rules of the organization. However, you can release this information if the law requires it, or where there is a wider public interest.

22) Under common law, you are allowed to disclose information if it will help to prevent, detect, investigate or punish serious crime or if it will prevent abuse or serious harm to others.

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Activity: Write a note on the principles of record keeping?

INFORMATION SYSTEMS23) You should be aware of, and know how to use, the information systems and tools

that are available to you in your practice.

24) Smartcards or passwords to access information systems must not be shared. Similarly, do not leave systems open to access when you have finished using them.

25) You should take reasonable measures to check that your organization’s systems for recording and storing information, whether by computer, email, fax or any other electronic means, are secure. You should ensure you use the system appropriately, particularly in relation to confidentiality.

PERSONAL AND PROFESSIONAL KNOWLEDGE AND SKILLS26) You have a duty to keep up to date with, and adhere to, relevant legislation, case

law, and national and local policies relating to information and record keeping.27) You should be aware of, and develop, your ability to communicate effectively

within teams. The way you record information and communicate is crucial. Other people will rely on your records at key communication points, especially during handover, referral and in shared care.

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28) By auditing records and acting on the results, you can assess the standard of the record keeping and communications. This will allow you to identify any areas where improvements might be made.

Activity: What role can modern technology play in Record Keeping?

Discuss.WHY SHOULD I KEEP RECORDS?

Everyone in business must keep records.  Keeping good records is very important to your business. Record keeping is a key component of managing efficient work. Records are needed not only for legal, financial and taxation purposes but also for maintaining a permanent record of the organization/business, analyzing the organization/business,

monitoring day-to-day activities, and future planning.KEEP YOUR RECORD SYSTEM SIMPLE

Keep your record system simple and concise. It is worth recording only the information you will use. This applies to both physical and financial aspects of your institution. Records should be transferred to a summary sheet for easy interpretation and should ideally be linked to your financial recording system.WHAT IS A PUBLIC RECORD

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A public record is any is any kind of recorded information, both received and created that provide evidence of the decision and actions of public authority while undertaking its business activities.

Public records may be in any form including:

Paper, microfilm or electronic data Documents, files, maps, plans, drawings, photographs Data from business systems, word-processed documents, spreadsheet(computer

programs for numerical data) Computer files on a floppy or hard disk Audio, video or optical media such as cassettes, video tapes, CD’s and DVD’s

BENEFITS OF RECORD KEEPING provides evidence of your business activity helps you to do your job more efficiently helps you to make more informed business decisions enables you to meet legislative obligations enables access to corporate information protects the interests of the Government and of your public authority

Activity: Write a note on the importance and benefits of record keeping?

SUPPORTING BUSINESS DOCUMENTS AT THE INSTITUITION

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Sr. No Registers Name1. Cash Register

2. Acquaintance Roll

3. Contingent Register

4. Stock Register

5. Admission & Withdrawal Register

6. Property Register

7. Income & Expenditure Register

8. Visitors Book

9. Correspondence Register

10. Examination Register & Accumulative Form

11. Teachers Attendance Register

12. Accession Register

13. Library Books Issue Register

14. Conduct & Punishment Register

15. Casual Leave Account Register

SIGNIFICANCE OF THE PROFESSIONAL DEVELOPMENT

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DEFINING PROFESSIONAL DEVELOPMENT

The term professional development was for the first time used by Gardner. Professional development is a broad term, encompassing a range of people, interests and approaches. Those who engage in professional development share a common purpose of enhancing their ability to do their work. At the heart of professional development is the individual's interest in lifelong learning and increasing their own skills and knowledge. The 21st century has seen a significant growth in online professional development. Content providers incorporate collaborative platforms such as discussion boards and wikis, thereby encouraging and facilitating interaction, and optimizing training effectiveness.

Professional development is about being aware of the decisions that you make, the way you think about, and the way you handle different situations. The concept behind professional development is the idea that you have untapped potential, and to not settle with what you have if you want more out of life. Professional development is a process of continually progressing and refining your character and qualities as a parent, a teacher, a secretary, a doctor, a lawyer- as whatever or whoever you are. It is about life-long learning

and growing as an individual

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Professional development refers to skills and knowledge attained for both personal development and career advancement. Professional development encompasses all types of facilitated learning opportunities; ranging from college degrees to formal coursework, conferences and informal learning opportunities. It has been described as intensive and collaborative, ideally incorporating an evaluative stage.

Teacher development is the professional growth a teacher achieves as a result of

gaining increased experience and examining his or her own teaching systematically (Glatton 1995, p41). For years the only professional development available to teachers was staff development or in service training usually consisting of workshops or short term courses that would offer teachers new information on a particular aspect of their work. The long term process that includes regular opportunities and experiences planned systematically to promote growth and development in the profession. This has been a dramatic shift which is termed as ‘new image’ of teacher learning a new model of teacher education.

CHARACTRRISTICS OF THE PROFESSIONAL DEVELOPMENT:

1) It is based on constructivism rather than transmission-oriented model. As a result, teachers are treated as active learners who are engaged on concrete tasks of teaching, assessment, observation and reflection.

2) It is perceived as long term process including a series of experiences that allows for teacher’s prior knowledge with new experiences. Regular follow up support is considered indispensible for it.

3) It is perceived as a process that takes place within a particular context. Contrary to the traditional staff development opportunities that did not relate training to actual classroom experiences. The most effective form of professional development is that which is based in school and is related to daily activities of teachers and learners.

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4) Teacher’s professional development is intimately related to school reform as professional development is a process of culture building and not a mere skill training which is affected by the coherence of the school programmed. If a teacher professional development program is not supported by the school or curricular reforms is not effective.

5) A teacher is considered as a reflective practitioner, someone who enters the profession with a certain knowledge base and who will acquire new knowledge and experience based on his prior knowledge. In this way he /she will be able to develop new pedagogical theories and practices.

6) Professional development is considered as a collaborative process based on meaningful interactions not only among teachers themselves but also among teachers, administrators, parents and other community members.

7) Professional development may look very different in different in diverse settings. No development model is better than any other as each may work better in some situations but not in all. This is due to teacher. Learner and environmental variables.

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Activity: Discuss benefits of professional development

WHO PARTICIPATES AND WHY?

A wide variety of people, such as teachers, military officers and non-commissioned officers, health care professionals, lawyers, accountants and engineers engage in professional development. Individuals may participate in professional development because of an interest in lifelong learning, a sense of moral obligation, to maintain and improve professional competence, enhance career progression, keep abreast of new technology and practice, or to comply with professional regulatory organizations. Many American states have professional development requirements for school teachers. For example, Arkansas teachers must complete 60 hours of documented professional development activities annually. Professional development credits are named differently from state to state. For example, teachers: in Indiana are required to earn 90 Continuing Renewal Units (CRUs) per year; in Massachusetts, need 150 Professional Development Points (PDPs). American and Canadian nurses, as well as those in the United Kingdom, are required to participate in formal and informal professional development (earning Continuing education units, or CEUs) in order to maintain professional registration. Other groups such as engineering and geo science regulatory bodies also have mandatory professional development requirements.

APPROACHES TO PROFESSIONAL DEVELOPMENT

There are a variety of approaches to professional development, including consultation, coaching, communities of practice, lesson study, mentoring, reflective supervision and technical assistance.

In a broad sense, professional development may include formal types of vocational education, typically post-secondary or poly-technical training leading to qualification or credential (diploma) required to obtain or retain employment. Professional development may also come in the form of pre-service or in-service professional development programs. These programs may be formal, or informal, group or individualized. Individuals may

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pursue professional development independently, or programs may be offered by human resource departments. Professional development on the job may develop or enhance process skills, sometimes referred to as leadership skills, as well as task skills Some examples for process skills are 'effectiveness skills', 'team functioning skills', and 'systems thinking skills'.

Professional development opportunities can range from a single workshop to a semester-long academic course, to services offered by a medley(mixture) of different professional development providers and varying widely with respect to the philosophy, content, and format of the learning experiences. Some examples of approaches to professional development include.

Case Study Method - The case method is a teaching approach that consists in presenting the students with a case, putting them in the role of a decision maker facing a problem.

Consultation - to assist an individual or group of individuals to clarify and address immediate concerns by following a systematic problem-solving process.

Coaching - to enhance a person’s competencies in a specific skill area by providing a process of observation, reflection, and action.

Communities of Practice - to improve professional practice by engaging in shared inquiry and learning with people who have a common goal

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Lesson Study - to solve practical dilemmas related to intervention or instruction through participation with other professionals in systematically examining practice.

Mentoring - to promote an individual’s awareness and refinement of his or her own professional development by providing and recommending structured opportunities for reflection and observation.

Reflective Supervision - to support, develop, and ultimately evaluate the performance of employees through a process of inquiry that encourages their understanding and articulation of the rationale for their own practices.

Technical Assistance - to assist individuals and their organization to improve by offering resources and information, supporting networking and change efforts

Activity: Discuss and then write a note on approaches to professional development.

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MODELS OF PROFESSIONAL DEVELOPMENT

It is important to differentiate between professional development system and professional development model. Models are specific processes and opportunities that are planned to provide professional development from the beginning while a system requires a wider perspective that includes the interconnections between:

1) Goals , objectives and purposes of professional development2) The context in which the professional development is to take place3) The personal and professional characteristics of the participants of the system4) Models, techniques and procedures to be implemented5) The costs and benefits of the professional development6) A determination of who is to make which decisions7) A process to evaluate and assess the effectiveness of the professional development on

the different constituencies

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8) A determination of the infrastructure support for professional development

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There have been a number of models that have been developed and implemented in different countries to promote and support teachers. It is out of the scope of the present lecture to discuss all the models but only a brief survey of these models can be carried out here. For clarity, the models have been divided into two groups.

Group 1

1. professional development school model2. university-school model3. Inter-institutional collaboration4. School networks5. Teachers’ networks6. Distance education

Group II

1. Supervision in the classroom: traditional and clinical supervision2. Performance assessment of the students3. Workshops, seminars, conferences and courses4. Case-based professional development5. Self-directed development6. Cooperative or collegial development7. Increasing teachers’ participation in the new role8. Skills development model9. Reflective model: teacher as a reflective practitioner10. Project based-model11. Portfolios12. Action research13. Teachers’ narratives14. The generational model, the cascade model, or the training-of-trainers model15. Coaching /monitoring

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VARIABLES CONTRIBUTING TO THE SUCCESS OF TEACHERS’ PROFESSIONAL DEVELOPMENT

a) To recognize change as being both individual and organizational processb) To think big, but start smallc) To work in team to maintain supportd) To include procedures for feedback on resultse) To provide continuous follow-up, support, and pressure;f) To integrate programs

Activity: What in your opinion can help develop teachers professionally?

WHY TEACHER PROFESSIONAL DEVELOPMENT?

Besides individual satisfaction or financial benefits that teachers may obtain, the process of professional development has a significant positive impact on teachers’ beliefs and practices, students’ learning and the implementation of the educational reforms.

Activity: Discussion on the benefits of PD

WHAT DO THE TEACHERS NEED TO KNOW?

1) General pedagogical knowledge; including learning environment, instructional strategies, classroom management and knowledge of the learners and learning.

2) Subject matter knowledge; including content and his discipline

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3) Pedagogical content- knowledge; a conceptual map of how to teach a subject, instructional strategies, knowledge of the students’ and knowledge of the curriculum and curricular material.

4) Knowledge of students environment and disposition5) Clinical training6) Knowledge to work in diverse cultures and linguistic background7) Knowledge of attitudes that supports political and social justice; as social realities

makes teachers very important agents of social change.8) Knowledge of modern technology to implement it in the curricula

HOW TO SET INDIVIDUAL & PROFESSIONAL DEVELOPMENT GOALS?

Professional development is all about goal-setting. Setting obtainable or realistic goals is imperative to attaining what you need or want. Goals must be measurable and they must have a timetable for them to be accomplished. If you set a goal that cannot be measured it is often difficult to see how far you have come or how much you have progressed from the beginning. Timetables give you focus and a sense of urgency in everything you do when it is related to your goal. Being able to measure your progress and setting a timetable will give you a sense of accomplishment and keep you thinking positively.

Professional development is applicable to every individual, regardless of what you do for a living, or other socio-economic factors Thinking positively and setting realistic goals keep you motivated to continually better yourself, and the world around you.

Your gifts and determination may dictate your potential, but it is your character that will determine your legacy. (Anonymous)

INITIAL V.S CONTINUING PROFESSIONAL DEVELOPMENT

INITIAL PROFESSIONAL DEVELOPMENT (IPD)

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Professional development may be separated into two distinct phases, Continuing Professional Development and Initial Professional Development.

Initial Professional Development (IPD) comprises the acquisition and development of the specialist knowledge and skills, and their practical application that are needed to practice as a structural as a teacher. It bridges the gap between your educational base and attaining professional qualifications. The Institution defines IPD in terms of Core Objectives, which are defined to minimum standards".

Initial Professional Development (IPD) is defined by the UK Initial Professional Development Forum a period of development during which an individual acquires a level of competence necessary in order to operate as an autonomous professional".

The Institute of Mathematics and its Applications defines IPD as "a pattern of learning undertaken by a graduate mathematician to develop the range of skills and competencies needed to achieve professional status".

CONTINUING PROFESSIONAL DEVELOPMENT (CPD)

CPD can also be defined as the conscious updating of professional knowledge and the improvement of professional competence throughout a person's working life. It is a commitment to being professional, keeping up to date and continuously seeking to improve. It is the key to optimizing a person's career opportunities, both today and for the future (Chartered Institute of Personnel and Development (2000)).

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CPD should be engaging, informative and progressive, embracing 'best practice' and easily digestible knowledge. It should neither be excessively demanding nor uninteresting. It should stimulate a desire to learn more about your profession and participate in it (The Association of Personal Assistants).

CPD FOR TEACHING PROFESSIONALS

Continuing Professional Development (CPD) for teacher is defined as the education of teachers following completion of formal training. CPD consists of any educational activity which helps to maintain, develop or increase knowledge, problem-solving, technical skills or professional performance standards all with the goal that teachers can provide better student care. CPD includes 'formal' activities, e.g. courses, conferences and workshops, as well as self-directed activities such as directed reading.

FINDING TIME FOR PROFESSIONAL DEVELOPMENT

Reform requires that teachers learn new roles and ways of teaching. The problem is where do teachers find the time for change in their already busy schedules? Unfortunately, "the demands posed by daily teaching and other aspects of the reform continue to absorb a bulk of teachers' energy, thought, and attention" (McDiarmid, 1995). This issue explores the vital concern of how to carve out time, opportunity, and other resources teachers need to realize the vision of education reform.

In fact, time has emerged as the key issue in every analysis of school change (Fullan & Miles, 1992). Teachers' professional development in a climate of educational reform must address the additional challenges of implementing educational standards, working with diverse populations, and changing forms of student assessment. Clearly, teachers "need more time to work with colleagues, to critically examine the new standards being proposed, and to revise curriculum. They need opportunities to develop, master, and reflect on new approaches to working with children" (Corcoran, 1995).

Castle and Watts (1992) explain that "the traditional view of teachers' work is governed by the idea that time with students is of singular value, that teachers are primarily deliverers of content, that curricular planning and decision making rest at higher levels of authority, and that professional development is unrelated to improving

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instruction" (p. 2). This limited view of teaching does not allow opportunities for teachers to participate in curriculum development learn and share successful methods of reaching students, discuss comprehensive and efficient ways to implement standards, and continue their own learning.

Thus it becomes imperative on the part of the administrative bodies to provide separate time and opportunities to the teacher for his his/her professional growth and development.

STAGES IN PROFESSIONAL DEVELOPMENT

Teachers pass through different stages of development in their career. Every stage of development is an important phase a teacher’s professional life. Huberman (1989) identifies five of these stages:

1) Career entry (up to 3 years). A time of survival and discovery.2) Stabilization (4-6 years). Teacher makes a commitment to his profession and career

and achieves a sense of mastery.3) Divergent period (7-18 years). Make experimentation and develop his own courses

and tries new approaches. For some this stage may also be of self doubt and frustration and as a result quitting the profession.

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4) Second divergent period (19-30 years). A time of self assessment, relaxation and new awareness of ‘greater relational distance’ from their students. Other teachers however, enter a stage where they criticize the system, the administration, their colleagues or even the profession.

5) Disengagement (41-50 years experience). Gradual separation from the profession. It is a time of reflection and serenity, for others, a time of bitterness!

Activity: Develop a model of your own of the stages of teacher’s professional development.

GOALS OF THE PROFESSIONAL DEVELOPERS

I. Move away from past models of professional development (where it took place only on in-service days, weekends, or during the summer) to new models that embed professional development into the daily lives of teachers.

II. Restructure teachers' work to create the mental space necessary for ongoing professional development.

III. Assess how current professional development resources are being used and design strategies for securing additional resources as needed or for reallocating them.

IV. Develop strategies for informing and convincing the public and policymakers that professional development not only is critical but also is as much a part of teachers' work as instruction.

V. Involve the school board, central office administrators, and school staff members as a study group. This group can review the literature that suggests a need for additional time for professional development and consider alternative ways in which that time will be used.

VI. Discuss the elements of high-quality professional development and review descriptions and examples of professional development programs.

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VII. Study example plans for finding time for professional development from states, districts, and schools.

VIII. Explore methods for creating time for professional development and brainstorm alternative methods for the school.

IX. Link school and individual improvement goals with purposes and use of the time created for professional development. Plan for how the time will be used.

X. Develop a plan for implementing more time for professional development that includes communicating with parents and the community to ensure their support.

XI. Assess professional development programs to ensure they are building bridges between where educators are now and where they need to be to meet the needs of their students.

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OFFICIAL COORDINATION

COLLINS DICTIONARY PROVIDES US THE FOLLOWING DEFINITIONS OF BOTH THE WORDS:

OFFICIAL [E'fISEl] adjective 1 of or relating to an office, its administration, or its duration 2 sanctioned by, recognized by, or derived from authority

an official statement 3 appointed by authority, esp. for some special duty 4 having a formal ceremonial character

an official dinner noun

5 a person who holds a position in an organization, government department, etc., esp. a subordinate positionof*facially adverb Coordination or co-ordination [kEU,O:dI'neISEn] noun “a balanced and effective interaction of movement, actions, etc.” [C17: from Late Latin coordination, from Latin ordination an arranging.

WHAT IS COORDINATION?

The dictionary definition of coordination is the act of working together harmoniously. A

more specific definition the act of managing interdependencies between activities performed

to achieve a goal.

When we watch a winning basketball team, or when we see a smoothly functioning assembly line we may notice how well coordinated the actions of a group of people seem to be. So, in this sense, we may define coordination as:

1) An act of linking the efforts of the different department in an organization in a logical manner in order to achieve a common goal. OR

2) The act of working together harmoniously. Or the act of managing interdependencies between activities performed to achieve a goal.

When multiple actors pursue goals together, they have to do things to organize themselves that a single actor pursuing the same goals would not have to do. We call these extra organizing activities coordination. More precisely, we define coordination as the additional information processing performed when multiple, connected actors pursue goals that a single actor pursuing the same goals would not perform.

Often, however, good coordination is nearly invisible, and we sometimes notice coordination most clearly when it is lacking. When we spend hours waiting on an airport

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runway because the airline can’t find a gate for our plane, when the hotel room we thought had been reserved for us is sold out, or when a company fails repeatedly to capitalize on innovative ideas its researchers develop we may become very aware of the effects of poor coordination.

WHAT WOULD BE THEN OFFICIAL COORDINATION?

Putting the definitions of both the term ‘official’ and ‘coordination’, we can define official coordination as the working together of different organizations or the employs or workers of the same organization to achieve a common goal. This suggests the commonality of the problem among the actors of coordinating activity.

Nothing exists independent in this world. Everything depends on some other thing for its survival or fitness. There are a plethora of examples of such systems that works harmoniously with each other and if any part of the system fails to fulfill its desired function then the whole system fails to achieve its objective. Take, for example, the coordination of different in human body. Similarly, the different organizations and institution work on the same principles.

WHY DO WE COORDINATE?

As is obvious from the previously discussed definitions of the term coordination that we coordinate to pursue a common goal, and therefore, the achievement of the common goal has shared benefits for all the members of the group.

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COMPONENTS OF COORDINATION Briefly, the definition of coordination implies the following components:

(1) a set of (two or more) actors (2) who perform tasks (3) in order to achieve goals

Components of coordination, according to our broad definition of coordination i.e. “the act of working together harmoniously” What does this broad definition of coordination imply? First of all, what does the word “work” imply? Dictionary defines “work” as “physical or mental effort or activity directed toward the production or accomplishment of something”. Thus there must be one or more actors, performing some activities which are directed toward some ends. In what follows, we will sometimes refer to the ends toward which the activities are directed as goals. By using the word “harmoniously,” the definition implies that the activities are not independent. Instead, they must be performed in a way that helps create “pleasing” and avoids “‘displeasing” outcomes, that is, that achieves the goals. We will refer to these goal-relevant relationships between the activities as interdependencies. These components and the coordination processes associated with them are summarized in Table.

Table 1; Components of coordination

Components of coordination Associated coordination processes

Goals Identifying goals

Activities Mapping goals to activities(e.g., goat decomposition)

Actors Selecting actorsAssigning activities to actors

Interdependencies “Managing” interdependencies

For example, an automobile manufacturing company might be thought of as having a set of goals (e.g., producing several different lines of automobiles) and a set of actors (people and machines) who perform the tasks that achieve these goals.

Coordination is in 'the eye of the beholder." It is important to realize that the components of coordination are analytic concepts imposed by an observer. Thus, it is possible to analyze the same physical actions in different ways for different purposes. For instance, we might sometimes regard each person in a work group as a separate actor while at other times; we might regard the whole group as a single actor. Sometimes, we might even regard different parts of the brain of a single person as separate actors (e.g., Minsky, 1987).

Similarly, in order to analyze coordination, an observer must have some idea of what goal the activities help achieve. The actors themselves, however, may not all have the same goals or even have any explicit goals at all. For instance, in a market, we might regard

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the goal to be achieved as one of optimally allocating resources to maximize consumer utilities. Even though no single individual has this goal, an observer might evaluate market coordination in terms of how well it achieved this goal.

One very important case of this occurs when the actors have conflicting goals, but we choose to analyze the results of their behavior in terms of how well it achieves some goals in which we are interested. For instance, even though two designers on a project team may have strongly opposing views about how a product should be designed, we can evaluate their collective behavior in terms of the quality of the final design. Another important example of conflicting goals occurs in market transactions: All the participants in a market might have the goal of maximizing their own benefits, but we, as observers, can evaluate the market as a coordination mechanism in terms of how well it achieves some global goal such as allocating economic resources to maximize consumer utilities.

In practice, situations in which actors have at least partly conflicting goals are nearly universal, and mixtures of cooperation and conflict are quite common. When we analyze the coordination in these situations, we must (at least implicitly) evaluate the actors’ collective behavior in terms of how well it achieves some overall goals (which may or may not be held by the actors themselves).

tivity: Discuss the importance and components of coordination

A NARROW DEFINITION OF COORDINATION

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The broad definition of coordination we have been using includes almost everything that happens when actors work together: setting goals, selecting actors, and performing all the other activities that need to be done. For some purposes, it is useful to be able to focus explicitly on the elements that are unique to coordination, that is, on the aspects of “working together harmoniously” that are not simply part of “working.” In our analysis of the broad definition above, the element of coordination that was implied by the word “harmoniously” was interdependencies. Therefore, when we want to focus specifically on the aspects of a situation that are unique to coordination, we will use the following narrow definition of coordination: the act of managing interdependencies between activities performed to achieve a goal.

Clearly, many important coordination situations involve multiple actors, then the essential elements of coordination listed above arise whenever multiple, interdependent activities are performed to achieve goals--even if only one actor performs all of them.

PROCESS UNDERLYING COORDINATION

In attempting to characterize more precisely different coordination processes, we have found it useful to describe them in terms of successively deeper levels of underlying processes, each of which depends on the levels below it. Table below shows a preliminary diagram of the level requires that some decision be made and accepted by a group (e.g., what goal will be selected or which actors will perform which activities)

Group decisions, in turn, require members of the group to communicate in some form about the goals to be achieved, the alternatives being considered, the evaluations of these alternatives, and the choices that are made. This communication requires that some form of “messages” be transported from senders to receivers in a language that is understandable to both. Finally, the establishment of this common language and the transportation of messages depend; ultimately, on the ability of actors to perceive common objects such as physical objects in a shared situation or information in a shared database.

Even though the strongest dependencies appear to be downward through these layers, there are also times when one layer will use processes from the layers above it. For instance, a group may sometimes use decision-making processes to extend the common

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language it uses to communicate, or a group may use coordination processes to assign decision-making activities to actors.

Processes underlying coordination

Process Level Components Examples of Generic Process

Coordination goals, activities, actors identifying goals, ordering activities, Resources assigning activities to actors, Interdependencies allocating resources, synchronizing

ActivitiesGroup decision goals, actors, alternative proposing alternatives, evaluating Making evaluations, choices alternatives, making choices (e.g., by

authority, consensus, or voting)

Communication senders, receivers, establishing common languages Messages, languages selecting receiver, transporting messages

Perception of common actors, objects seeing same physical objects,Objects accessing shared databases

Coordination is distinguished from production. Even if all three of the above components are present, not all activities in a situation are coordination. We divide the goal-relevant tasks into two categories: coordination tasks and production tasks. Coordination tasks are the information processing tasks that are performed because more than one actor is involved. Production tasks are all the other tasks that are performed in order to achieve the goals (e.g., Jonscher, 1982, 1983). For instance, in a computer system solving a mathematical optimization problem using parallel processing, the mathematical computations that are necessary to solve the problem are the production tasks, while the other computing and communications activities--assigning and transmitting subparts of the problem to different processors--are the coordination tasks.

As another example, in an automobile manufacturing company, we can view the physical fabrication and assembly of automobiles as production tasks and all the other communication and decision-making necessary to produce automobiles as coordination tasks. In this sense, 'coordination" is roughly synonymous with "management." Coordination, however, has several advantages as an analytic concept here. For instance:

(1) It gives a powerful "analytic grip" by immediately implying components such as goals and multiple actors, and

(2) It encompasses an intellectually coherent set of phenomena that appear in many domains (e.g., markets, committees, and computers), not just hierarchical organizations.

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COORDINATION THEORY

We define coordination theory as a body of principles about how activities can be coordinated, that is, about how actors can work together harmoniously. It is important to realize that there is not yet a coherent body of theory in this domain. However, there are theories, concepts, and results from many different fields that could both contribute to and benefit from the development of such general theories.

A test of the generality of a concept or principle is whether it can apply to more than one kind of actor. Some of the principles of coordination theory should be general enough to apply to a wide variety of different kinds of actors, including: organizations, individual people, computer processors, and parts of individual brains.

It seems likely that this kind of general theory of coordination can both draw upon, and contribute to, work in many different fields, including: economics, computer science, sociology, social psychology, linguistics, organization theory, and management information systems. Coordination theory will, therefore, be like other interdisciplinary fields that arise from the recognition of commonalities in problems that have previously been considered separately in a number of different fields.

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PROBLEMS IN COORDINATIONIn coordination theory (see Figure 2), the common problems have to do with

coordination: H::Mow can overall goals be subdivided into tasks? How can tasks be assigned to groups or to individual actors? How can resources be allocated among different actors? How can information be shared among different actors to help achieve the overall goals? How can the different knowledge and conflicting preferences of different actors be combined to arrive at overall goals?

In fact, we can view coordination itself as another prototypical example of intelligent behavior, like learning, planning etc. By shifting our focus to the coordination of multiple actors, new problems come into view. For instance: What forms of coordination allow a group of actors to perform more intelligently than any of its individual members? How can multiple actors jointly construct robust plans for their cooperative behavior? How can groups of actors coordinate joint decision-making? How can groups of actors learn new concepts?

(a) More adaptive organizations. We have already mentioned how rapid technological change and global interdependencies are creating increasingly turbulent environments to which organizations must adapt. It is clear that new information technologies--like many previous communication technologies (such as telephone, television, and the printing press)--have the potential to help this problem by transferring information more rapidly and less expensively. Unlike previous communication technologies, however, the new computer-based technologies also have the potential to transfer information more selectively. Thus, as we will see in the next section, new coordination technologies have the potential to help reduce information overload by directing information more accurately to people who want to know it without overloading others. Ultimately, these new coordination technologies may help speed up the "information metabolism" of organizations--the speed with which organizations can take in information, move it around, digest it, and respond to it.

(b) More adhocracies. Another possibility suggested by some of our models (Malone & Smith, in press) is that the widespread use of information technology can facilitate what

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some observers (e.g., Mintzberg, 1979; Toffler, 1970) have called "adhocracies." Adhocracies are rapidly changing organizations with shifting project teams, often highly decentralized networks of autonomous entrepreneurial groups. Electronic media, such as electronic mail, computer conferencing, and electronic bulletin boards, may help bring together and then coordinate the people with diverse knowledge and skills that are needed for the seteams.

(c) More use of markets. A final possibility suggested by our models (Malone, Yates, & Benjamin, 1987) is that by reducing the costs of coordination, information technology may lead to an overall shift toward proportionately more use of markets--rather than internal decisions within firms--to coordinate economic activity. Since, market transactions may often have higher coordination costs than internal coordination (Williamson, 1981; Malone, 1987), an overall reduction in the "unit costs" of coordination should reduce the importance of the dimension on which markets have a disadvantage. This, in turn, should lead to markets becoming more desirable in situations where internal transactions were previously favored and thus to (i) more "buying" rather than "making", (ii) less vertical integration, and (iii) smaller firms. These theoretically motivated predictions are, of course, testable hypotheses, and one item on the research agenda of this new area could be to empirically test whether the predictions are already coming true.

As these last examples suggest, one of the most intriguing questions that coordination theory may help answer is what new kinds of coordination structures will be desirable in the electronically connected world of the near future. What are the organizational equivalents of suburbs and shopping malls that information technology may make possible? Which of these new possibilities are likely to be satisfying places to work and which ones aren't? To understand these new possibilities will require major extensions or reformulations of our current theories of organizations, markets, and management. The coordination theory perspective we have described seems likely to be able to contribute significantly to this endeavor.

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Activity: In your opinion, what can be the problems of coordination?

WHAT IS COORDINATION TECHNOLOGY?We define coordination technology as any use of technology, especially computer and communications technology, to help people coordinate their activities. Coordination technology may include tools to help display, manipulate, and route information in meetings, either face-to-face meetings or meetings of people at a distance from each other. Coordination technology also includes many kinds of delayed communication for tasks such as tracking commitments people have made to each other, project management and meeting scheduling. Clearly many different kinds of media can be used in coordination technology including video audio, graphics, and text.

ConclusionIn a nutshell, it is important that coordination in the life blood of any organization to if they are to achieve its goals.

Activity: What role can modern technology play in the process of coordination?

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STUDENTS AFFAIR

HISTORY

Student affairs beginnings have been traced back to Athenian education and universities in the Middle Ages, but it is largely an American phenomenon. As the number of land-grant institutions increased, enrollment expanded, student populations began to include women, the idea of vocationalism began to influence academics and the institution's president began to be viewed as “the chief moral front”. With these changes it became apparent that additional staff members were needed to allow the president to respond to the issues of finance and faculty recruitment.

The Student Personnel Points of View, written in 1937 and 1949, further developed the area of student affairs. In the 1970s the landscape of student affairs began to change when the voting age was lowered and 18 year olds were granted adult status in the eyes of the law.

INTRODUCTION

STUDENT

A person engaged in study; one who is devoted to learning; a learner; a pupil; a scholar; especially, one who attends a school, or who seeks knowledge from professional teachers or from books; as, the students of an academy, a college, or a university; a medical student; a hard student. Or

One who

Studies or examines in any manner; An attentive and systematic observer; A student of human nature or of physical nature.

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AFFAIR MEANING

Anything done or to be done; anything requiring action or effort; business; concern: an affair of great importance.

Or

Matters of commercial, public interest, concern, the transactions of public or private business or finance an event, a performance, a particular action, operation or proceeding

DEFINITION

According to Franklin D. Roosevelt

“The general state of things; the combination of circumstances at a given time may be known as affair”

STUDENT AFFAIRS

Student affairs are also known as student life or student affairs practitioners’ staff provides services and support for students at institutions to enhance student growth and development. A Division of Student Affairs is often the Vice Principal or Principal and reports directly to the president of the institution.

Creating learning environments and learning experiences for students has always been at the heart of student affairs work. The Student Learning Imperative (American College Personnel Association, 1994) asked us to embrace the current challenges as an opportunity to affirm our commitment to student learning and development. As a first step in that direction, the Student Learning Imperative articulated the need for an emphasis on student learning and the value of student affairs educators working collaboratively with students, faculty, academic administrators, and others. The next step is identifying practices that will move our profession forward in its focus on learning and guide us in

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meeting the challenges with which we are confronted. For this purpose, we have identified principles to guide the daily practice of student affairs work.

THEORETICAL FOUNDATIONSStudent Affairs Personnel or College Student Personnel CSP graduate programs

may include classes in psychology, business, law, communication, inter and intra-personal counseling, higher education, and group dynamics.

These help to form a foundation for creating relationships with students, faculty, staff and parents. CSP programs tend to be found in departments of leadership, counseling, psychology and education. Traditionally these programs have an emphasis in administration, student development theory or counseling.

STUDENT AFFAIRS AREAS

The Handbook of Student Affairs Administration and professional associations, NASPA and ACPA, identify typical departments within a division of Student Affairs. Departments may overlap or combined into one office, especially at smaller institutions:

1. Homelessness and the need to work2. Fear of violence3. Disabilities and special needs4. Illness and hunger5. Birth registration6. Family environment7. Poverty and practical value of education8. Conflict9. Inadequate care giving10. Community environment: gender discrimination11. Cultural differences and local tradition12. Negative attitude13. Admissions 14. Financial Aid 15. School environment16. Cost (different and hidden)17. Location18. Scheduling19. Facilities 20. Preparedness21. Class sizes resources 22. workload23. Student Learning Support and Retention 24. Registrar / Academic Records 25. Assessment and Research

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26. Athletics usually in small institutions 27. Campus Safety or Police Services, 28. Career Development or Career Services including employer relations, interview

placement, course of study guidance and internships29. College/Student Union or Student Centers, 30. Counseling Services for students, faculty and staff, accredited counseling staff31. Dining and Food Services 32. Disability Support Services 33. Fund Raising and Fund Development 34. Health Services provides individual medical and/or mental health care, 35. Judicial Affairs enforces community standards and campus codes of conduct, 36. Leadership Programs provides leadership opportunities, 37. Recreation and Fitness Programs or Campus Recreation, 38. Spirituality, Faith or Religious Services usually at private institutions regardless of

institution’s affiliation39. Student Activities or Student Involvement provides co-curricular programming on

campus.

ACTIVITY NO.1

Case study and observation sharing by making pairs of participants and giving them two areas to discuss

PRINCIPLES OF GOOD PRACTICE FOR STUDENT AFFAIRS

Engages students in active learning. Helps students develop coherent values and ethical standards. Sets and communicates high expectations for student learning. Uses systematic inquiry to improve student and institutional performance. Uses resources effectively to achieve institutional missions and goals. Forges educational partnerships that advance student learning. Builds supportive and inclusive communities.

College student affairs professionals provide services and develop programs that affect all aspects of students' lives inside and outside the classroom. For example, student affairs practitioners work to:

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Improve the quality of campus life Enhance student learning Attract and retain qualified students Provide students with satisfactory housing, health services, and recreational

facilities Coordinate student activities Manage financial aid programs Help students make career decisions Meet the needs of commuter and nontraditional students

In 1986 in the wake of reports critical of undergraduate education, the Lilly Endowment and the Johnson Foundation sponsored an effort by higher education leaders to identify the most effective approaches to educating undergraduates. From this discussion, Chickering and Gamson (1987) developed seven principles of good practice in undergraduate education:

student-faculty contact, cooperation among students, active learning, prompt feedback, time on task, high expectations, and Respect for diverse talents and ways of learning.

These principles established a concise statement of behaviors associated with high quality undergraduate education that practitioners, scholars, and the general public could understand and use.

Student affairs lack a comparable statement of good practice. If we are to collaborate with others in higher education to advance student learning, we need clear and concise guidelines for how to proceed. This document -- Principles of Good Practice for Student Affairs -- is intended to provide those guidelines. Some of the principles identified for good student affairs practice are similar to those proposed by Chickering and Gamson (1987). The two sets of principles share a commitment to student learning, but the primary audiences for each document and the scope of learning activities addressed are different.

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ACTIVITY NO.1

Group discussion on the topic of principles of student affairs

CONCLUDING THOUGHTS

The Principles of Good Practice for Student Affairs is intended to guide student affairs practice. The principles are grounded in the research on college students, experiences with effective educational institutions, and the historical commitment of student affairs to students and their learning. Ongoing discussions and research on the principles will further develop our understanding of good practice in student affairs. These principles should not limit or restrain other proven means to enrich the education of students. They are intended not as an end in themselves, but as a means to our common goal: achieving the educational missions of our institutions by focusing on student learning.

Inventories for Use with the "Principles of Good Practice for Student Affairs"

For each principle presented below is an inventory of items that pertain to that principle. These inventories are designed to help student affairs professionals examine their individual and institutional mission, goals, policies and practices to determine their level of consistency with the identified Principles of Good Practice. Each Inventory can be used to assist student affairs professionals and other members of the campus community to review current activities and to identify new initiatives they might wish to pursue.

An inventory accompanies each of the seven principles: Active Learning, Value and Ethical Standards, High Expectations, Systematic Inquiry, Effective Utilization of Resources, Educational Partnerships, and Supportive and Inclusive Communities. The inventory items that correspond with each principle address policies, practices, institutional culture, norms and expectations that support good practice in student affairs administration. Each inventory can be useful to all campus staff and faculty members who are interested in providing quality services to students and promoting student learning.

The inventories were created to enhance and improve student affairs activities on campuses, not to evaluate current practices. These are to be used as a method of awareness and insight to create opportunities for "program" development, offer ideas or support current activities. Each inventory will be best used as a basis for interpretation and improvement of current methods, not as a basis for judgment about performance, summative evaluation or self-justification.

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