HeadHead

Teachers’Teachers’ forfor PrimaryPrimary &&

ElementaryElementary

GuideGuide SchoolsSchools

Directorate of Staff Development, Punjab Lahore

D S D
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https://www.scribd.com/document/260514052/Exxonmobil-Term-Paper

COOPERATION
PAKISTAN

FEDERAL
REPUBLIC OF
GERMANY
D S D
Head Teachers’ Guide

Preface
Imparting quality education, developing good school leaders and effective teachers for effective
schools are some of the objectives of the Government of the Punjab. School leadership plays a vital role in
improvement and upgradation of the standard of education; thus, making it imperative to enhance the
managerial skills of the school leaders and equipping them with requisite knowledge, skills and positive
attitude to enable them to improve their schools and raise them to international standards. To achieve
this vision the School Education Department expects school heads to work in close cooperation and
collaboration with local community, school staff, parents and District Education.
Directorate of Staff Development (DSD) has been mandated, since its inception in1959, to
develop quality instructional material and provide professional development to in-service and pre-
service public school teachers, head teachers and administrators. Keeping in view the Government's
Vision, a Head Teacher Guide became the need of the hour to create awareness and facilitate the
head teachers in discharge of their duties and responsibilities effectively.
This Head Teacher's Guide provides relevant and detailed information and contains self
learning material to improve their performance in schools. Integrated activities will enable them to
work as mentor for the staff to improve whole school performance. It is visualized that the guide will
also prove helpful for head teachers to acquire procedural knowledge, enhance their managerial skills
and create an atmosphere conducive to the teaching learning process. It serves the purpose of a 'tool
kit' to improve standards in schools.
The Programme Director DSD, Additional Programme Director, Faculty Members and Material
Development Team acknowledge the cooperation extended by various public, private, National and
International organizations in the preparation of the document. DSD is especially grateful to GIZ
(German International Cooperation Agency) for extending its full cooperation and support in
conducting workshops and development and designing of the guide. DSD is grateful to World Bank,
DFID and Pak-UK Task Force for their timely input in the completion of the task. Our special thanks is
due to UNICEF for providing photographs. DSD also acknowledges and appreciates the contribution of
developers and reviewers representing different organizations including: The City School Lahore,
Aitchison College Lahore, The Educators, Ali Institute of Education (AIE) Lahore, Divisional Public
School Lahore, Defence Public School Lahore, Lahore Grammar School, Beaconhouse School System
Lahore, Government Primary, Elementary, Secondary & Higher Secondary Schools and Govt. Colleges
for Elementary Teachers in Punjab.
Programme Director
Directorate of Staff Development, Punjab
 Table of Contents
Table of Contents
No. Topic Page

1 Roles and Responsibilities 1

2 Quality Teaching 8

3 Academic Calendar 11

4 School Timetable 14

5 Classroom Management 16

6 Teacher Appraisal 20

7 School Records 26

8 Correspondence 28

9 Delegation of Work / Responsibilities 35

10 Stakeholder Consultations 38

11 Maintenance and Safety of School 45

12 Health & Hygiene 49

13 School Finances 52

14 Quality Education: Initiatives and Expectations 65

15 Glossary 76

16 Further Reading 77

17 List of Contributors 78
Head Teachers’ Guide

10 Things to be done by a Head Teacher

Prepare timetable Activate the Make a

according to School Council Child Friendly School
academic calendar

Encourage teachers
Organize purposeful
and students to
weekly and monthly
improve their
staff meetings
capabilities

10
Organize co-curricular Up-date school records,
activities & celebrate verify and implement
national, international departmental orders
and religious days
Prepare students for Co-operate with DTE's Do proper repair and
PEC examinations in performing their maintenance of
duties school

i
Head Teachers’ Guide

1 Roles and Responsibilities

Introduction
This unit highlights the job description of a primary/elementary head teachers and describes how
they fit into the overall education delivery system in school.

Case Study
Ms. Jamila has been a head teacher for ten
years in a small primary school that has a
reputation for dedicated and effective teachers
and very supportive parents. She won the best
head teacher award last year. Recently she was
transferred to a new primary school as head
teacher. Taking charge of the new school she
observed a high drop-out rate. She saw that the
overall morale of the staff was low. Teachers
were not punctual and no co-curricular
activities were organized for the students. It
appeared that good performance of teachers
was not encouraged. The School Council was
non-functional and targets set for the academic
calendar were not achieved. The school
presented a gloomy picture.
She realized that it was her responsibility
to improve the condition of the school by
motivating her staff to work for the
development of the school.

Outcomes
The head teacher will be able to:
 understand different methods for the
execution of roles and responsibilities
of a head teacher
 understand the effects of good school
management on student’s learning

1
Head Teachers’ Guide Roles and Responsibilities

Ÿ relate fulfilling roles and responsibilities new teachers

to the overall School Improvement Plan Ÿ Arranging orientation for pupils and
Ÿ develop a Job Description using a parents
sample to help them organize their Ÿ Holding formal and informal discussions
roles & responsibilities with the individuals and groups, including
staff and students about all aspects of
Role of the Head Teacher school life
The head of the school is effective only if Supervising
he/she considers himself/herself as both, a Ÿ Ensuring that classes are held and that
manager and a leader. Both roles embody pupils' work is marked and checked
different functions: Ÿ Checking the scheme of work and
A) As a Manager lesson plans of the teachers
Planning Ÿ Ensuring presence and punctuality of
Ÿ Planning long term acquisition of both staff and pupils
Ÿ Conducting a full and fair appraisal of all
teaching and learning, human and
staff, including observation, discussions
physical resources (including finances)
and written reports
Ÿ Preparing school syllabi, scheme of
Ÿ Taking stock and physical checking of
studies, timetables, schedules of the
school council (SC), parent-teacher & the stores, equipment and furniture of the
staff meetings and schedule of activities school
in advance Evaluating
Ÿ Preparing annual report of the school
Ÿ Analyzing examination results
SetSet youryour ObjectivesObjectives
P Ÿ Reviewing the performance of the school
L
A in all in-class and out-of-class activities
N GatherGather RelevantRelevant InformationInformation
N
I
B) As an Instructional Leader
N Envisioning
G DevelopDevelop anan AppropriateAppropriate PlanPlan
P Ÿ Developing the vision of the school in
R C
ImplementImplement thethe PlanPlan view of emerging needs and changes in
O
E
S
education
S UpdateUpdate thethe PlanPlan
Ÿ Setting clear objectives to achieve long
term goals
Ÿ Sharing the vision of the school with the
Organizing staff and students
Ÿ Preparing job descriptions and assigning Motivating and Supporting
duties to teaching and non teaching staff Ÿ Displaying exemplary qualities to
Ÿ Arranging for the appointment of the motivate and inspire others
new staff, the selection and Ÿ Expressing acceptance of personal
appointment of all staff and students proposals and contributions
for different responsibilities for special Ÿ Celebrating group achievements, even
occasions, celebrations etc. minor ones
Ÿ Arranging games and other co- Ÿ Appreciating the team members, where
curricular activities it is due
Directing
Conducting induction programme for

2
Head Teachers’ Guide Roles and Responsibilities

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RESPONSIBILITIES OF A HEAD TEACHER AS PER PUNJAB EDUCATION CODE

Some selected paras from “The Punjab Education Code” have been included

TITLE /TOPIC THE PUNJAB EDUCATION CODE RULE / PARA

Classroom Gives detail of the classroom areas and rooms that should be available
4
Area according to class level.

Repair and It shall be the duty of the management to maintain the building of an
5
Maintenance institution in state of proper repair.
Furniture Responsibility to provide necessary furniture and equipment to the
and 6
Equipment institutions rests with their respective management.
The head of an institution shall be responsible for its proper
administration and management. He/ she shall maintain discipline
among staff and students and organize and supervise the instruction.
General Head teacher will participate in the teaching work, regularly arrange the
Duties of games and other co-curricular activities, ensure that all registers are
Head of an regularly and accurately maintained, keep a proper account of all money 10
Institution entrusted to him/ her and see that the same are utilized in accordance
with the prescribed rules, generously promote the physical, intellectual,
religious, social and moral welfare of the students under his/her charge.
Head of an institution shall take at least six periods a week.
All approved funds notified by the Department from time to time, other
than fees shall be managed by the head of the institution who will be
Institutional personally responsible to expend the same in strict conformity with the 12
Funds rules and regulations governing the fund to which the money appertains
and to maintain a proper record of all the transactions of the fund.

The attendance of teachers shall be recorded regularly and punctually in

Attendance of a register kept for the purpose. Teachers may not leave the institution 15
the School
Teachers during working hours without the permission of the head of the
institution.
 Cont.
3
Head Teachers’ Guide Roles and Responsibilities

TITLE /TOPIC THE PUNJAB EDUCATION CODE RULE / PARA

Co-curricular All members of staff shall take part in such activities, which relate to the
16
Activities physical intellectual, social and moral development of the students.
A class timetable showing the routine work for each week day shall be
Class displayed in each classroom and a general timetable showing the work
Timetable of all the teachers and classes in the head of the institution's room and in 20
the staff room.
Grant of Leave of absence from school may be granted only by the Head Master/ 23
leave Headmistress on a written application signed by the parent or guardian.
One student in each class shall be selected by the head teacher to act as
Monitor 24
a monitor and definite duties shall be assigned to him/her.
No. of The number of students in a class or section will not ordinarily exceed
Students in a 45. 24
Class
Age Limit The minimum age for admission to class Nursery shall be 3-5 years. 29
The following registers shall be maintained in every inst itution:
 Cash Register
 Stock Register
Registers, to Admission and Withdrawal Register
be  Property Register
Maintained  Income and Expenditure Register 42
 Correspondence Register
Examination Register and Accumulative Form
 Teachers' Attendance Register
Log Book (For Schools only)

Every institution shall hold an assembly prior to the commencement of

Morning teaching work. The national flag shall be hoisted, verses from Holy
Assembly Quran recited and the National Anthem sung in chorus by the teachers 56
and Prayer and the students. Arrangements for prayers shall be made in the
institutions.
Every institution and its record shall be open to inspection by the
Liability to authorized officers of the Department. Every institution must be
Inspection inspected once a year and inspection report must be submitted to the 58
higher authorities.

Technical Guidance
Consult the notification about “Empowerment of Heads of Educational Institutions”, given at the end of
the unit, for the effective discharge of your duties

4
Head Teachers’ Guide Roles and Responsibilities

Head teacher will make a chart of School Planning and Information as per his/her
requirements and will display it in his/her office for the follow up. Sample chart has
been given below:
School Planning and Information Form
Target Status Future Action/Strategies

1. Enrolment Class
wise/total
2. Drop Out
per month/year
3. Students’ daily
Attendance
4. PEC Results

Resources
1) Human Available Required Future Action/Strategies
i. Teaching Staff
ii. Non-Teaching Staff
2) Infrastructure
i. Rooms
ii. Toilets
iii. Furniture (chairs,
tables, desks,
benches, mats)
3) School Environment Yes No
(clean, orderly and
organized)

4) Availability of
water for drinking

Head Teacher’s Activities Frequency

1: In light of Punjab Education Code, prepare your job description Once (at the start of
the academic year)
2: Prepare a monthly tasks calendar to see how you will fulfill all your Once a year (at the
responsibilities over a year's time. start of the academic
year

5
Head Teachers’ Guide Roles and Responsibilities

6
Head Teachers’ Guide Roles and Responsibilities

7
Head Teachers’ Guide

2 Quality Teaching

Introduction
Quality teaching is about the values and roles adopted by the teacher to have strong impact on
student’s learning and achievements.

Case Study
A group of teachers from village schools in
Pakistan was sent on an overseas exposure
visit to learn about the education system of
the host country. There they visited a number
of schools and shared experiences with local
teachers. They noted that all teachers
prepared their lesson plans. All lesson plans
were activity based, child-centered,
interactive and participatory. Group-work
and pair-work were often added in the
lessons in addition to role plays and stories as
sources of knowledge. They observed that at
the end of every lesson, teachers had
included brief recap and lesson evaluation.
The group observed that lesson delivery
and classroom management were effective
because of the positive interaction between
teacher and students, and among students
themselves as they performed individual,
pair-and group-work. The visiting teachers
noticed how the foreign teachers worked as
monitors, facilitators, coordinators and
guides for students.
On their return to Pakistan the group
expressed their excitement about using the
teaching techniques they had observed during
their visit. Each member of the group returned
to his/her respective school and shared his/her
experiences with colleagues and with teachers
from nearby schools. Each teacher tried to

8
Head Teachers’ Guide Quality Teaching

apply the teaching methods his/her had Ingredients of Quality Teaching

observed whenever possible. As a result,
when their schools assessed the learning Ÿ Preparation of lesson plans
achievement of students, teachers who had Ÿ Activity based teaching
applied their learning showed that their
students were performing better than Ÿ Active participation of students
before. This gave the group members Ÿ Effective questioning techniques
immense satisfaction.
Ÿ Well monitored group work
Outcomes Ÿ Effective group and pair discussions
Ÿ Encouraging research work
The head teacher will be able to:
Ÿ understand the nature of quality
teaching and its ingredients
Tip!Tip!
Teach according to scheme of work and arrange the
Ÿ help teachers in developing quality seating arrangement of class accordingly.
teaching
Quality Teaching
Quality Teaching enables students to:
Ÿ learn in an enjoyable way lanin
Ÿ learn what they think is important P
g
h A
(motivational factor) e
a
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t
i

Ÿ understand what they have learned

t
e
s
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Ÿ use what they have learned P

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n IngredientsIngredients ofof
o
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9
Head Teachers’ Guide Quality Teaching

Evaluation of Quality Teaching examinations to assess the learning of the

through Student’s Learning students. These assessments are a reflection of
All schools conduct assessments on the teaching in the classroom.
completion of certain units followed by annual

Frequency
Head Teacher’s Activities
1: Lesson Study Weekly
Ÿ discuss what teachers will teach
Ÿ ask teachers to meet to discuss lessons they will conduct

2: Lesson Preparation Monitor weekly

Ÿ encourage teachers to prepare lesson plans (primary teachers
should use Teacher’s Guides provided by DSD)
Ÿ ask teachers to make their lesson plans interactive
Ÿ encourage them to use support material (Low/No cost)
Ÿ guide/support teachers who are having difficulty to make their
lesson plans.
Note: Head teacher must share with the teachers what they have to
do and how they will be observed.
3: In School Training Session Every Summer
decide date and topic for the school training session Vacation
Ÿ prepare session plan and conduct training
Ÿ develop an environment of learning from each other. Few sessions
will be conducted by the school head teacher and few by English
teachers. It can be one hour session every fortnight/ or on weekly
basis
Ÿ keep the training record in the following format

Expected Trainer/
Day/Date Topic Learning Resource
Outcomes Person

10
Head Teachers’ Guide

3 Academic Calendar

Introduction
An academic calendar is an efficient and effective tool for the proper, smooth and productive
functioning of school system. The academic calendar serves as an information source and planning
document for the teachers, staff, departments and the students of an educational institute. it
includes academic and non academic progressive records. (Academic calendars have also provided
by School Education Department.)

Case Study
Mrs. Arshad is an elementary school head
teacher. On the event of annual prize
distribution she wants to award her staff with
“The Best Teacher of the Year Award” but
proper annual record of the teachers' overall
performance is not maintained. What will Mrs.
Arshad do to obtain the performance of the best
teacher? Similarly, she has to present a school
report. She has no data or information of an
academic calendar of the school which should
be properly maintained for the proper
functioning of the school evaluation system.
Mrs. Arshad decides to keep a record of
teachers' performance on monthly basis. She
also decides to prepare a school report to
keep the record of the planning and
implementation of academic calendar of the
school successive year.

11
Head Teachers’ Guide Academic Calendar

Outcomes Ÿ implement / comply with the school

norms, instructions, disciplinary actions
The head teacher will be able to: in a systematic and appropriate way
Ÿ understand the importance of Following is an example of academic calendar.
academic calendar

FormatFormat ofof AcademicAcademic CalendarCalendar

S No. Tasks Apr May Aug Sep Oct Nov Dec Jan Feb Mar
1. Teaching of Subject
2. Lesson Planning
3. Home Work Checking
Compilation/Completion
4.
of Record
Preparation of Progress
5.
Report

6. Sports/Games/PT

7. Co-Curricular Activities

8. Preparation of A.V aids

9. Practical Activities
Examination/Tests
10.
Results
Miscellaneous
12.
Responsibilities
13. Review Meeting
Parents-Teacher
14.
Meeting
Guidance and
15.
Counseling
Decorum of
16.
Classroom/School
Usage of Teaching/
17.
Science Kit
18. Library

12
Head Teachers’ Guide Academic Calendar

Instructions 6. Academic record should be maintained

according to the set formats of School
1. School teachers should follow the Education Department.
academic calendar provided by School 7. Parent Teacher meeting (PTM) should be
Education Department. arranged/conducted in each
2. The head teacher will enable his/her staff academic term.
to follow the instructions regarding 8. Guidance and counseling sessions must be
completion and follow up of the scheduled arranged to foresee problems of
activities mentioned in the academic teachers /students.
calendar. 9. The head teacher will assess/ evaluate
his/her staff as per tasks mentioned in t h e
3. Total working / academic days are 210. If
academic calendar.
due to any reason or unexpected holidays 10. Display relevant pages of academic
teaching days are not completed, arrange calendar of School Education Department
zero periods or extra periods to in each class.
compensate any loss of the students.
4. The academic and non academic record
should be maintained timely.
5. The examination / events should be
conducted as per schedule.

ACADEMIC CALEND
Ask teachers t of
AR
Enable the ollow it
the
st

Arr aff to complete

ange z
periods where scheduled
activities
Maint ero

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ademic
Conduct thee xamina
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Arr even ts

ange the P T as per schedule

arent eacher mee
Arr
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Assess/ v guidance and c erm
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sessions
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Display r asks en in
elev pag giv c alendar
ant es of ac
ademic c
alendar
in each
class

Head Teacher’s Activities Frequency

Establish a calendar of activities at the beginning of each term to enable Once
teachers to prepare their schemes of work. (at the beginning
of each term)

13
Head Teachers’ Guide

4 School Timetable

Introduction
A timetable is the means by which resources are controlled to provide the greatest possible
educational opportunities and alternatives for pupils in most cost effective manner.

“This time, like all times, is a very good Case Study

one, if we but know what to do with
it.” Mr. Ahmad, head of a primary school once
visited the classes of his school, and found
that class II was without teacher. When he
TIMETABLE checked the timetable he found that Mr.
Class VI Munir was allocated the period in class II at
that time. When the head teacher inquired
from Mr. Munir about his absence in class II,
08:00-08:35 URDU he told that he was taking period of English in
class V at that time, which had been allocated
08:35-09:10 MATHS to him in that class by the timetable incharge.
The head teacher also discovered that 2
09:10-09:45 SCIENCE
classes were simultaneously having their
games period in the front ground. Neither of
09:45-10:20 COMPUTER the classes (Class I and Class IV) could play
since the junior students were being pursued
10:20-10:55 ENGLISH-A and had little space to play.
Mr. Ahmad reviewed the timetable and
10:55-11:30 BREAK removed the discrepancies present in the
timetable.
11:30-12:00 ENGLISH-B

12:00-12:30 ART Outcomes

The head teacher will be able to:
12:30-01:00 ISLAMIC STUDIES
Ÿ have a basic understanding of
01:00-01:30 timetable construction
SOCIAL STUDIES
Ÿ appreciate the timetable as a device
enabling better education
Ÿ recognize the limits and constraints
of a timetable

14
Head Teachers’ Guide School Timetable

Ÿ comply with the period allocation Constraints in Timetable

prescribed by the Director of Education
Ÿ be aware of the need to: Designing
- make full use of all teaching and The following are some of the factors which
specialist areas in the school will limit freedom in the making of school
- ensure the workload of all teachers timetable:
complies with education department Ÿ Time
requirements Ÿ Presence of a Teacher
- allow for immediate changes to meet Ÿ School Building
Ÿ Lack of Physical Facilities
emergency situation Ÿ Adhering to the Timetable
A School Timetable is a Table for Ÿ Responsibilities of the Head Teacher
- Competent authority's directives are
Coordinating these Elements complied with the teaching learning
Ÿ Students process through timetable.
Ÿ Teachers - Clashes between individual teacher's
timetable if any, are resolved amicably
Ÿ Rooms
and fairly.
Ÿ Time slots (also called periods)
Ÿ Subjects School Timings
The hours for opening and closing schools shall
Teachers be fixed by the school education department.
The school duration as fixed by the department
Subjects Students is as under:
TIME
TABLE Dates Duration
Summer 16th April – 14th October 5:30 Hours
Periods Classrooms
Winter 15th October – 15th April 6:00 Hours

Sample Timetable for Elementary Classes

Period Period Period Period Period Period Period Period
Assembly
1 2 3 4 5 Break 6 7 8
08:15 to 11:45 to 12:20 to 12:55 to
08:00 08:50 to 09:25 to 10:00 to 10:35 to 11:10 to
Division of 08:50 12:20 12:55 01:30
to 09:25 10:00 10:35 11:10 11:45
Time Computer
Break

08:15
Urdu Islamyat Arabic Science
Maths English G.Science S.Studies
H.Eco
Timetable for Friday: Half Day (Period 1–6) 8:00a.m to 12:00p.m

Head Teacher’s Activities Frequency

In the beginning of
1. Check class-wise timetable
Academic Year
2. Check teacher-wise timetable In the begining of
Academic Year
3. Ensure preparation of substitute timetable Every day in the
morning
4. Check / ensure that each teacher reaches in class on time Every day in every period

15
Head Teachers’ Guide

5
Classroom Management

Introduction
Classroom management place a vital roll in making the learning process interesting and to achieve
the students’ learning outcomes in this regard teacher’s roll are, students’ seating arrangement and
discipline are very important.

Case Study
One day the head teacher visited class 3-A and
observed that Ms. Sania is teaching
Mathematics and she has prepared the lesson
plan, while in section 3-B, Ms. Tahira was
teaching the same topic and her class was
disturbed and students were not in control. The
head teacher made the following observations:

Class 3-A (Ms. Sania) Class 3-B (Ms. Tahira)

i. Lesson was well i. Lesson was not

planned. planned.
ii. Seating ii. Seating
arrangement was arrangement was
according to the not well - planned.
designed activity.
iii. Low cost / no cost iii. No teaching aids
teaching aids were were available.
used.
iv. There was effective iv. There was a no
teaching & learning. effective teaching
and learning.
The head teacher called Ms. Tahira and
suggested her to go through Ms. Sania's lesson
plan and also observe her class during her free
period. She focused on the main areas of
classroom management i.e. appropriate
planning, preparation of teachings aids,
effective teaching and learning and proper

16
Head Teachers’ Guide
seating arrangement.
After observing few classes of her
colleague, the classroom management skills
of Ms. Tahira improved a lot. Now Ms.
Tahira was a happy teacher with effective
teaching and learning sessions going on in
her class. The head teacher by taking a right
decision at right time succeeded in improving
classroom teaching and learning.
Outcomes
The head teacher will be able to:
Ÿ understand the importance of classroom
management
Ÿ identify the advantages of effective
management of the learning and
teaching processes
Classroom Management
Classroom management plays a vital role in
students’ learning. In this context teachers'
role, students' seating arrangement and
discipline all play an important role. The most
effective activities can become almost useless
if the class is not organized effectively.
A well managed classroom results in active
learning. It helps to develop and maintain an
environment in the class which encourages
students as well as the teachers to achieve
their learning goals.
17
Classroom Management
Advantages of Effective Classroom
Management
Effective classroom management:
Ÿ helps to achieve the learning outcomes
Ÿ makes the learning process interesting
and appropriate
Ÿ enhances the holistic development of the
learners in six domains i.e. physical,
social, emotional, cognitive, psychological
and linguistic
Ÿ enables learners and teachers to express
themselves confidently
Ÿ helps the teacher to use time and
resources effectively
Ÿ makes students independent learners
Ÿ teaches respect for values, attitudes and
beliefs of each individual
Ÿ allows students to develop a sense of
responsibility
Ÿ develops the ability to share and work
collaboratively
Ÿ develops a positive teacher-student
relationship
Corporal Punishment
Corporal punishment can be defined as “the
intentional infliction of physical pain as a
method of changing behavior”. It may include
physical hitting, beating, slapping, rebuking,
punching, kicking, pinching, shaking, using of
various objects (rulers, belts, sticks, or any
other object), or painful body postures.
Effects of Corporal Punishment
Physical punishment creates fear and phobias
in student's mind. Beating shakes the whole
body-mind constitution of the student. It is
very painful. Following are the physical effects
of corporal punishment:
Ÿ Body trembling or shaking
Ÿ High blood pressure
Ÿ Palpitation and pounding heart
Ÿ Sweating
Ÿ Nausea or fainting
Head Teachers’ Guide Classroom Management

Ÿ Numbness or tingling sensations and their kids.

Ÿ Feeling dizzy
Ÿ Hot or cold flashes
Ÿ Total blockade of mind, (i.e going blank)
The psychological effects on students are:
Ÿ ego is hurt
Ÿ hatred towards teachers
Ÿ unhealthy environment in the class
Ÿ students learn violence
Ÿ students become extremist
Ÿ became stubborn and rebellious
Ÿ increase in disobedience towards
teachers
Long term effects of Corporal
Punishment
Ÿ Children can develop various
personality disorders in their
adulthood.
Ÿ In their future life, they might have
problems in maintaining relationships
with friends, colleagues, life partners,
Ÿ They might even turn into criminals.
Alternatives to Corporal Punishment
Following behavior modifying techniques can
be used as alternatives to corporal punishment:
Ÿ Time Out: Time-out involves isolating the
student for a relatively brief period of
time. It is not painful and does not hurt.
Neither does it humiliate the child.
Ÿ Extinction: It is to ignore the behavior
altogether, hoping that the person will
stop behaving that way.
Ÿ Modeling: Teacher should avoid
violence and aggression as an example.
The student may try to follow them.
“Actions are often louder than the
words”.
Ÿ Reward: Use of rewards (as love, praise,
and attention) for appropriate behavior.

Frequency
Head Teacher’s Activities
1: Classroom Observation 3 times a month
Ÿ Observe the classes when teachers are conducting the lessons
Ÿ Take notes of important aspects of the lesson (strengths and
weaknesses)
Ÿ Observe physical features of classroom
Note: Observation form is attached at the end of the unit
2: Meeting with Teachers After the classroom
Begin with positive aspects of lesson observation
Discuss/ suggest points for improvement
Carry out at least 3 lesson observations per month and have individual talk
with the teachers afterwards.
3: Teachers’ Group Meetings weekly / monthly
After taking observation of the classes, arrange meetings with teachers’
groups. The following questions should be discussed in such meetings.
Ÿ how did the lesson go?
Ÿ what problems did they face, with regard to classroom
management?
Ÿ how can it be done differently?
Ÿ who can help?
Ÿ what material did they use? If not, why?
Ÿ how can they do better next time?
In these meetings the head teacher should encourage the teachers to
give solutions to the problems.

18
Head Teachers’ Guide Classroom Management

Classroom Observation Form

Key: A: Excellent, B: Good, C: Satisfactory, D: Need Improvement

Class ________________________ No. of Students_______________ Date_________________

A B C D
· Display of academic calender

· Display of timetable

· Seating arrangement

· Lights and fans

· Low cost / No cost teaching material available

· Condition of the blackboard

· Cleanliness of the classroom

· Lesson Plan

· Lesson delivery

· Classroom discipline

· Monitoring of students’ work

· Homework assigned according to schedule

· Copy checking

· Assessments record

19
Head Teachers’ Guide

6 Teacher Appraisal

Introduction
Appraisal is a tool of studying teacher performance, through the use of certain techniques and
procedures. Appraisal can help the school to accomplish its mission of maintaining or improving what it
provides, while at the same time maintain or enhance staff satisfaction and professional development. In
addition, appraisal assists teachers to perform more effectively in their organization.

Case Study
Mr. Javed Ali is the head teacher of an urban
primary school in Punjab for the last five
years. For the last two years he has been
facing an unusual problem. A large number
of private schools have opened in the
vicinity, which has caused high dropout rate
in Government schools. At the same time the
new admission rate has fallen sharply.
His school has a good building, a new
laboratory, teaching kits for every class, and
a comparatively well qualified teaching staff.
Consultations with the School Council have
yielded no solutions, nor have the discussions
with fellow head teachers from other schools
been fruitfull. He decided that he should talk
to his staff too, and be able to identify a clear
solution to the problem.
In a staff meeting Mr. Javed realizes that
the introduction of a new assessment system,
instructional technology and English as a mode
of instruction has received little response from
his school. He observed that his teachers did
not go to their classes with planned lessons,
and a number of his teachers had no rapport
with their students. Some teachers were not
regular or punctual. Many of them had not
thought of enhancing their qualifications for a

20
 Head Teachers’ Guide Teacher Appraisal

long time. Mr. Javed felt staff needed training  Classroom observation should
in these key areas and greater exposure to

Classroom
Observation
be based on the above six areas
innovations, so that they could deliver their
 There will be a need to have
lessons in a proper way. It is time for a
review and to plan training sessions for staff, several observations, in order to
on regular basis. get a reasonable idea of a
teacher's competence. (consult
classroom observation form)
Outcomes

Teacher
Appraisa
Head teacher will fill in the teacher

l
The head teacher will be able to: appraisal form.
Ÿ understand the role of appraisal

gMeetin
 The head teacher and the
Ÿ adopt the concept of appraisal in their
teacher should review previous
schools
objectives.
Ÿ apply appraisal techniques to enhance  The head should praise the
the performance of teachers

Review
 achievements and identify the
They should agree upon new

Steps in Teacher Appraisal needs for further development.

purpose, context and area of targets
Meeting

In this meeting the head teacher will

sit with teachers to agree the Initial
Initial

Meeting
appraisal, timetable and the process Self
of appraisal. Assessment
Classroom
The head teacher and the teacher Observation
should begin by considering the self Teacher
assessment of the teacher. The Appraisal
teacher should submit a brief [2 Review
Assessmen
Self

pages] written report about his/her Meeting

t

practice. The primary six areas to be

considered are as under:
 subject knowledge
 student learning, including
examination results
 classroom management
 lesson planning
teaching methods, with a focus
on classroom interaction
variation in methods used,
teacher-student relationships

21
Head Teachers’ Guide Teacher Appraisal

Classroom Observation Checklist

The Objectives(s) Yes No To some

extent
l Did the teacher achieve the objective(s) of the lesson?
l Were they appropriate to the class?
l Were the objectives clear?
The Teacher
l Did the teacher manage to create a positive relationship with the class?

l Did the teacher really try to pay attention to all the pupils?
l Was the teacher's voice clear and easily heard?
l Did the teacher cause any learning problems?
l Was the teacher aware of the problems and difficulties faced by the
pupils?
The Pupils
l Were the activities appropriate for the students?
l Did they all understand what to do?
l Did the teacher ask focused questions?
How many students put their hands up to answer?
 Most Half Few
l Were the students encouraged to ask questions?
l Were the students given a chance to confirm correct answer?
Classroom Management
l Was the lesson effectively managed?
l Did the teacher change the seating to suit the activity?
l Were the instructions for the activities clear?
l Did the teacher use the students' names?
l Did the teacher monitor what the pupils were doing?
l Was there a clear introduction and conclusion to the lesson?
Use of Teaching Aids
l Were the equipments/teaching aids ready to be used immediately?
l Were the teaching aids used effectively?
l Was the handwriting on the blackboard neat and big enough for all the
students to see?

Teacher _______________________ School ____________________________

Appraiser ______________ Subject/Class ____________ Date __________

22
Head Teachers’ Guide Teacher Appraisal

Teacher Appraisal Form

Acceptable or Needs
Appraisal Unacceptable
Competent Improvement
a. Self-Control and
Poise
b. Sense of Humor
c. Enthusiasm for
Qualities

Work
d. Appearance
l1.Persona

e. Punctuality
f. Usage of English
g. Positive Model
h. Flexibility

2. Lesson Planning
a. Introduction of
Lesson
ofLesso

b. Skill in Questioning
n

Techniques
Presentation

c. Skill in Giving
Appropriate
Assignment
d. Evidence of Positive
Reinforcement
3.

e. Lessons Reviewed
4. Discipline
5. Recognition of
Individual Need
6. Effective Use of
Teaching Aids

Cont.

23
Head Teachers’ Guide Teacher Appraisal

Acceptable or Needs
Appraisal Unacceptable
Competent Improvement
7. Stimulates Good
Study & Work Habits

8. Knowledge of
Subject Matter

9. Rapport with
Students

10. Professional
Responsibility
11. Relationship
with Parents
12. Relationship
with Staff
13. Follows School
Policies (Board
& Building)

14. Professional Ethics

15. Record Keeping
& Recording
16. Cooperation with
Administration
17. Professional
Growth

Head Teacher’s Comments

1. Strengths

2. Areas for Improvement

24
Head Teachers’ Guide Teacher Appraisal

3. Suggestions for Improvement

Teacher’s Comments

Teacher's Signature ________________________Date ________________

Head Teacher’s Signature _____________________Date ________________

QualityQuality TeachingTeaching

LEARNINGLEARNING--APPRAISAPPRAISALAL CYCLECYCLE
TeacherTeacher AppraisalAppraisal

TeacherTeacher TrainingTraining

TeacherTeacher PerformancePerformance ReviewReview

Head Teacher’s Activities Frequency

1: Apply appraisal techniques to enhance the performance of teachers After every observed
by using attached classroom observation from. lesson
2: Conduct performance appraisal meeting with After every observed
teachers. lesson
3: Conduct a re-meet with teacher to follow up any Weekly / Monthly
improvement.
4: Use attached teacher appraisal form, followed by a performance Once every 3 month
appraisal meeting with teachers.

25
Head Teachers’ Guide

7 School Records

Introduction

For proper functioning of the system and to streamline all matters in the school, proper record
maintenance is required. The school record is the back bone of the school history. It contains
all sorts of information about school and the activities performed in it

Case Study
Mrs. Ahmad is a primary school head teacher.
One of his staff members is soon to retire. She
requires service verification certificate. But
there is nothing in the school record and the
service book of the said teacher is incomplete.
What will Mrs. Ahmad do for the issuance of
verification certificate?

Outcomes

The head teacher will be able to:

maintain the school records
 assign tasks to his / her teacher and
staff for completion and update of
school records
Record Keeping
Record keeping is receiving, classifying,
arranging and preserving the incoming and
outgoing information.
The Sources of the
School Record
All the incoming and outgoing information of

26
Head Teachers’ Guide School Records

an office, all actions taken by the head of

institution/office recorded in a register, a book
Certificate
or a file are the sources of school records.
It is certified that this
The following books, registers and files are
book contains 102
maintained to keep record in every institution / pages
school:
1. Admission and Withdrawal Register Signatures
2. Annual Repairs of the Building
3. Annual Results and Promotion of Students Opening Date.....
4. Cash Register Closing Date......
5. Diary and Dispatch Register
6. House Examination Results RECORD BOOK
7. Income and Expenditure Register/Cash Book
8. Log Book of the School 7. All entry books and registers used in the
9. Property Register schools must be self explanatory and
10.Purchase of Books and Journals from the should be filled in according to their
Farogh-e-Taleem Fund (FTF) columns.
11. Stock Register 8. The vouchers should be kept in a
12. Teachers' Attendance Register proper file for audit purposes.
13. Students’ Attendance Register 9. An index card system or index register
may be maintained to locate registers
Instructions for Maintenance of or files to avoid wastage of time.
Record 10. An index card or entry in the index
1. All registers/files should be given suitable register should be made simultaneously
with the opening of a register or file to
title and appropriate number.
which the subject title and number has
2. A subject heading may be split into been located.
appropriate sub - headings or serial
numbers if required.
3. Register/files should be placed in racks
according to subject or numbers
(Alphabetical or numerical order).
Tip!Tip!
4. All pages of each record book should be An index card may look like:
numbered (e.g 1,2,3,4……..).
5. Page number 1 of each record book should Casual Leave Applications
bear a certificate mentioning total number
2-10-2011
of pages that record book has.
P/S….CL/2010-11
6. Opening and closing dates of the
registers/files should be mentioned below
the certification.

Head Teacher’s Activities Frequency

Check the registers and files according to the listed instructions. Every months or as
per requirement
Update the record Every Month

27
Head Teachers’ Guide

8 Correspondence

Introduction
Proper communication with the higher authorities and the subordinates plays a very important role
to communicate the view point of the head of school. It has been observed that some heads feel
difficulties in communication.

Case Study
Mr. Nisar and Ms. Nasira are head teaches in two
neighboring Elementary Schools. Both the heads
had same problem i.e., their best teachers, Mr.
Akbar and Ms. Asma were being transfered to
some other schools. The head teachers wished to
retain their teachers so they requested their
Deputy District Education Officer through
applications that the transfer orders of their
teacher should be cancelled and they should be
allowed to continue to work in their schools.
In response to the letter/application of Mr.
Nisar, Mr. Akber's transfer orders were
cancelled. On the other hand, there was no
response received regarding the transfer of Ms.
Asma whose case was put forwarded by Ms.
Nasira.
What could be the reason?
She could not communicate her problem /
request of retaining her teacher to the Deputy
District Education Officer very effectively so
she did not receive any response.

Outcomes
The head teacher will be able to:
identify different modes of
correspondence
use right type of correspondence, in
right situation

28
Head Teachers’ Guide Correspondence

Correspondence situations and requirements. Some of them

are; Official Letter, Office Memorandum,
Correspondence is a means of communicating
Endorsement, Demi – Official Letter, Order,
view point and providing information required
Office Order, Application, and Invitation.
to the higher authorities and to the rest of
community, including teachers, students, OfficialOfficial LetterLetter
parents etc.
OfficeOffice OrderOrder
Different Forms of Written
ApplicationApplication
Correspondence
InvitationInvitation
There are different forms of written
DemiDemi OficialOficial LetterLetter
communication which are used in different

1. Official Letter
This form of communication is simply for information of the head teacher. An official letter is
composed of the following:
Letter-head of the concerned department, with number and date of the letter and telephone
numbers of the sender, from, to, subject, salutation, text (body), subscription, signature and
designation of the sender.
Sample 1:
Ref No. ______________
Dated: __ /__ /__
Govt. Girls Primary School
To,
Dera Ghazi Khan
Tel: __________________
Ms. Rukhsana Ijaz,
Headmistress
Govt. Girls Community Model Primary School
Dajal, Rajanpur.

Subject: _____________________________________________
Madam,

Text --------------------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------

Signature: ___________________
Fabeeha Mushtaq
Headmistress
CC: Govt. Girls Primary School,
1. __________________________________ DG Khan.
2. __________________________________
3. __________________________________

29
Head Teachers’ Guide Correspondence

Sample 2:
Ref. No. ______________
Govt. Boys Elementary School
Warburton, Nankana Sahib
To, Dated: ________

1. District Education Officer Nankana Sahib,

2. Dy. District Education Officer Nankna Sahib,
3. Headmistres GGES, Nankana Sahib,
4. Heamaster GPS Nankana Sahib.
Subject:_______________________________________
Text -------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------
Signature: ________________________
Name: ________________________
Designation: ________________________

2. Office Memorandum
Memorandum form is normally used for correspondence with subordinate and higher offices or the
office of the same status within the same government. It is written in third person without having
salutation and complimentary closing/ subscription.
OFFICE OF THE HEAD TEACHER, GOVERNMENT ELEMENTARY BOYS
SCHOOL SHAHDRA, LAHORE.
To
The District Education Offier (EE) Male
________________________________________
Memo No.____________Dated:______________

Subject: Staffing Position of the School

Kindly refer to your letter No. ______________ dated _________ on the subject cited above.

The staffing position of Government Elementary School _____________on prescribed performa

is submitted herewith.
Signature
Headmaster
Endorsement Govt. Ele. (Boys) School
No. _______________________ Dated: ________________
Copy forwarded to DDEO(EE)________________________
With reference to his Endorsement No.________________ dated _______________ for information /
necessary action.
Signature
Headmaster
Govt. Ele. (Boys) School
Note: The main copy will be signed by the head teacher leaving the endorsement without signature but the
endorsed copy / copies will be signed by the HT or Dy HT marking the main letter as sd/at the signing place.

30
Head Teachers’ Guide Correspondence

3. Demi – Oficial Letter (D.O) In salutation part the following points may be
noted:
Demi – official letter is addressed personally to
Ÿ When writing to the higher offices the
an officer by name and is written in first person.
name of the officers should not be used;
It begins with salutation (Dear/ My Dear ---) and
instead the designation of the officer
terminates with subscription (Yours sincerely). It
should be used, e.g. Dear Director, Dear
is written when the personal attention of the
DEO.
addressee is required in a particular matter, to
Ÿ When writing to lower or equal formations
ensure expeditious action.
the names may be used: Dear Mr. Qureshi
Sample Demi Official Letter

D.O.No. ______________________________
Govt. Elementary (Boys / Girls) ___________
19th December, 1998

Dear Iftikhar Sahib

Dy. D.E.O,
Lahore City.

Assalam-O-Alaikum,
I avail this opportunity to say that Mrs. Asmat, EST has been transferred from
this school vide your office order No.381/E-2 dated 1-12-1998.

2. Let me say that Mrs. Asmat is one of my best teachers. She is very popular among the students
and parents, as well. I do no want to lose her. The parents are also pressing hard for the
cancellation of her transfer.

3. It may be out of place to mention that she (Mrs. Asmat) has also consented to
remain in this school. I shall be highly obliged if you kindly cancel Mrs. Asmat's transfer orders
and allow her to continue in this school.

With Best Regards,

Signature of Head Teacher ______________
Seal / Stamp with Name.

4. Endorsement
This type is used to forward the original order or the applications to the quarters concerned (the
addressees) for necessary action, which includes: returning the paper in original to the sender or,
forwarding the paper (application etc) to the addressee for information, compliance or approval.
See “Office Memorandum” on the previous pages.

31
Head Teachers’ Guide Correspondence

5. Order
In schools this format is mainly used to make an appointment, making sanction or disciplinary
decision etc.

Government Elementary School

Chak No. 86/6.R. Sahiwal
No. _________________ Dated _______________

As per Dy. DEO's order No.365/E-II dated 15th October, 1998, Mr. Amanat Ali Chowkidar is hereby
directed to perform his duties at Government Girls Middle School 89/6. R. till further orders. He
will continue drawing his salary from this school.
(Endorsement)
No. _________________ Date _______________
Copy forwarded to:
i. Dy. DEO in compliance with his letter referred above
ii. Headteacher Govt. Girls Middle School 89/6R with the request that the joining report of the official
concerned may be sent to this school for record and a monthly attendance report may also be
supplied to this school for the purpose of drawing his salary.
Sd/
Head teacher

6. Office Order (O-O)

This format is usually used to communicate instructions for internal administrative matters in the
school/ office.

O.O.No. ______________ Dated _________________

Dear Teachers!

1. New academic year has started. The undersigned will visit classrooms as per schedule
given below:
Class 1&2 1st week of the month
Class 3&4 2nd week of the month
Class V&VI 3rd week of the month

Class VII&VIII 4th week of the month

1. Please display in your classroom the break-up of the curriculum on monthly basis and daily timetable.

2. Weekly teachers' diaries are required to be submitted to the undersigned regularly on each
Monday.
(Head teacher)

7. Application
Application is a request made to some authority for provision of some facility, job, leave etc. It has
also a special format. It is written in first person. Official designation of the addressee, salutation,
main text – detail of the request, date, signature with name and designation.

32
Head Teachers’ Guide Correspondence

To
The Headmaster,
Government Elementary School,
Chak No. 252 G.B,
Toba Take.Singh.
Sir,
Respectfully, I have to inform you that my eldest son is coming from Dubai by tomorrow
morning Flight No.PK-333 at 9:00 a.m. I have to receive him at Lahore airport.

It is, therefore, requested that I may be allowed one day casual leave for 6 th April, 2011 and
oblige.

Thank you.
Yours sincerely,
Signature
(Name ___________________)
Government Elementary School
Chak No. 252 G.B
T.T. Singh

8. Invitation Letter
An invitation letter is a form of written communication which is used for requesting people to attend
a function. It must contain the date, place and time of the function and it should explain the nature of
the function.
Sample 1:
OFFICE OF THE HEADTEACHER, GOVT. ELEMENTARY SCHOOL (BOYS)
JALALPUR, DISTRICT MULTAN
No. _____________
Dated ___________
To
(Name) ________________________
DEO(EE)Male,
Rangeelpur,
Multan.
Dear Sir,
Parent's Day is being celebrated in the school on 20th March, 2012. I request you to
preside over the function. The event will start at 9:30 am. Programme is attached for your perusal.
Yours sincerely
Signature
(Name of the Headmaster)
Note: To be delivered personally by the head teacher.

33
Head Teachers’ Guide Correspondence

Sample 2:

GOVERNMENT ELEMENTARY (GIRLS) SCHOOL, Mughalpura Lahore.

No. ___________________________

Dated: ________________________

Dear Parent,

Assalam-o-Alaikum,
Keeping in view the previous traditions of school, “Parents' Day” is being
celebrated this year, on 20.3.1998 a.m. in the school. DEO (EE) will be the Chief Guest and will
preside over the function. Many other dignitaries and scholars are also invited. Students will
present different colourful programmes.

Your participation is very much necessary. We hope you will arrive in time and
add to the glory of the event.

Head Teacher and Staff

Head Teacher’s Activities Frequency

Ensure the correct form of written correspondence according to the As and when required
purpose and authority.

34
Head Teachers’ Guide

9 Delegation of Work / Responsibilities

Introduction

Delegation is a management technique that optimizes time management, while at the same time
builds capacity in staff to take on greater responsibility.

Case Study
Ms. Najma Kausar is a head teacher of a
Government Girls Elementary School. She
has to manage the following activities:
 preparation of timetable & schedule
of activities
 preparation of schedule of school
council, parent, teacher and staff
meetings
preparation of job description of
staffcommunication with
stakeholders
 supervision of academic work in
classrooms
ensure presence of staff &
pupilanalyse examination
results

Ms. Najma manages all these tasks very

successfully. She knows the importance of
delegation. She is able to skillfully distribute
work on the above mentioned activities
among her staff and she ensures its timely
completion. She believes that for running her
school effectively, it is necessary to identify
and groom junior colleagues who can assume
managerial responsibilities. She makes it a
point to encourage her staff and develop their
self-confidence. She says, “the collective
wisdom of the staff is always greater than
mine, as an individual”.

35
Head Teachers’ Guide
Outcomes
The head teacher will be able to:
Ÿ understand that a single person cannot
run a school and that responsibilities
have to be delegated
Ÿ ensure that people with delegated
responsibility have to be held
accountable for their work
Ÿ delegate and to hold people
responsible
What is Delegation?
Delegation can be summarized as:
Standing back and letting staff to do work after
telling them:
Ÿ what results they are supposed to
achieve (Target)
Ÿ how they can best go about doing it
(Process)
Ÿ what resources they have to do it with
(Available Resources)
Ÿ what will happen if they do not achieve
the agreed result (Accountability)
Delegation is often mistaken for other
managerial tactics that do not help in the
professional development of staff.
Ÿ Allocation: This is the straightforward
distribution of work to staff with simple
instructions to follow to complete the task.
Ÿ Abdication: This is when the head
simply shifts work for which he/she is
36
Delegation of Work / Responsibilities
responsible, to subordinate staff with
no clear instructions.
Ÿ Delegation: This is when tasks or parts
of a task that fall within the
responsibility of the head are allocated
to appropriate individuals
identified according to their skills
and experience in a structured and
controlled way.
Principles of Delegation
1. Delegate as much work as is possible for
the staff .
2. Delegation of authority and function
does not free the delegator (head
teacher) of accountability.
3. The precise limits of delegation must be
clearly defined and understood both by
delegate and by all concerned.
4. Duties should match ability of the
persons to whom it is assigned.
5. Policies and accepted standards should
be clearly defined and understood by all
concerned.
6. The delegate should, where possible, be
obliged to set his/her own program and
objectives to complete the task
successfully.
7. Mistakes must be accepted.
8. The delegator must respect the sub-
ordinate’s efforts and decision and be
careful in altering the decision if needed.
9. Responsibility acts both upwards and
downwards. If there is no improvement
in subordinate's work the fault may lie, at
least, partly with the head for not
following the above principles carefully.
The Delegation Process
(a) Consider tasks to be delegated
(b) Decide who should do it and why
(c) Meet the delegate
(d) Ensure the implementation of the Task
Head Teachers’ Guide Delegation of Work / Responsibilities

Consider The Tasks to be delegated

Decide Who should do it and Why?

Meet The Delegate

Ensure The Implementation of the Task

Evaluate The Task

The Process of Delegation

(e) Review and Evaluate the task
Keep in mind the following points while
delegating the tasks to the staff to ensure
timely completion of the work.
1. Agree with the person that they are
willing to take on tasks.
2. Describe the task fully.
3. Ensure full understanding of the
delegated task.
4. Discuss and agree with proposed method.
5. Prepare grand chart for evaluation/review
of the progress of the task.
6. Determine the number and frequency of
these review meetings to the skills of the
delegate.
7. Allow/take additional or remedial action.
8. Agree a final review date to assess the
completed task, discuss learning achieved
and future action.
9. appreciate the person who skillfully does
the Tip!Tip!delegated work.
Delegation is not a means to avoiding
the jobs you do not enjoy doing.

Frequency
Head Teacher’s Activities
Ÿ Discusswithteachersintheschoothatany
onepersoncannotrunanDothisat
the
organization alone and that responsibilities have to be delegated beginning of year and
 Talk about what sort of responsibilities they might take on in the school follow up in weekly
 Ensure that duties should match their abilities meetings
Ÿ Make a list of the delegated duties and display them
Ÿ Follow up regularly on the delegated work
Ÿ Evaluate the performance and achievement of the tasks.

37
Head Teachers’ Guide

10 Stakeholder Consultations

Introduction

This unit describes the importance of engaging stakeholders in developing an overall approach
towards the school improvement and managing change. All types of personal who have link with the
school in any shape are stakeholders which include teachers, students, parents and community.

1. Teacher Consultation
Case Study
How things change! Last year Mrs. Ali
arranged a Sports Day at her school as a head
teacher by developing a wonderful plan all by
herself. However, the activity ended up being a
poor show with respect to conduct and
discipline of players, as well as the audience.
Due to lack of distribution of duties, four
children of two different teams got injured in
an argument; most of the children were passive
and late for their races; and, the prizes were not
wrapped well and there was not enough
support by the community.
This year, before the Sports Day, Mrs. Ali
called a meeting of her teachers to discuss the
drawbacks of last year Sports Day and to get
their suggestions to avoid any mishap. At the
same time she told teachers to consult children
about how Sports Day could be celebrated and
which new games could be added.
After the meeting she considered the
suggestions and remarks of teachers and
students in planning the Sports Day. She also
consulted parents and assigned duties to the
staff. Eventually the Sports Day activity was
an excellent show.

38
Head Teachers’ Guide Stakeholder Consultations

Outcomes Tools of Consultation

The head teacher will be able to:
Ÿ understand the importance of teacher
consultation in the school management
Ÿ conduct a consultation exercise of teachers
to prepare the SIP (School Improvement
Plan)/change initiative
Teacher Consultation
Consultation with teachers covers most of the
Start meeting with the recitation of Holy verses
activities of the school and helps to develop the
and end on an encouraging statement/note.
following areas:
Ÿ Mentoring
Ÿ Academic
Ÿ Supervision and Planning
Ÿ Teacher Appraisal
Ÿ Decision Making regarding New Initiative and
SIP
Ÿ Quality Teaching and Learning
Ÿ Follow Up of Instructions
Ÿ Solution of Problems
Ÿ Evaluation
Ÿ Co-curricular Activities
Ÿ Home School Partnership
Advantages of Teacher Consultation
Teacher consultation is helpful to:
Ÿ encourage and motivate teachers
Ÿ build confidence and communication skills
in both head teacher and teachers – it
helps make the head teacher’s work more
effectively
Ÿ share ideas and experiences within the staff
Ÿ discuss the problems and find their solutions
Ÿ build up an effective team
The most helpful and effective tools of consultation
are:
A. Meetings: i) Formal, ii) Informal
B. Interview: i) Face to Face, ii) Group
C. SWOT Analysis for the new situation that
arises in school.
Tip!Tip!
Guidelines for Interviews
Ÿ Clearly explain the purpose of the interview
Ÿ Remain focused
Ÿ Be polite and friendly
Ÿ Give equal opportunities to all
Ÿ Share experiences
Ÿ Be flexible and positive
Ÿ Listen carefully and consider the
suggestions of others
Ÿ Keep the language appropriate to the
respondent
Ÿ Encourage honesty and be fair
SWOT Analysis
SWOT analysis is a simple framework for
generating intentional alternatives from a
situation analysis. It is used to evaluate the
Strengths, Weaknesses, Opportunities, and
Threats for a situation or a person. It involves
specifying an objective, and identifying the
internal and external factors that are favorable
and unfavorable to achieving the objectives.
Helpful Harmful

W S
To archiving the Objective To archiving the Objective
StandardsoftheOrganization

ANALYSISSWO

Weaknesses Strengths
Internal OriginExternalOrigin

O T
StandardsoftheEnvironment

Opportunities
Threats

39
Head Teachers’ Guide
2. Student Consultation
Case Study
Ayesha and Areeba - two friends - meet after
many months. Areeba tells Ayesha about her
school that it is clean and tidy and looks
beautiful. She also tells Ayesha that her
teachers love the children, so she enjoys
being at school and learns new things in an
enjoyable way.
After listening to the characteristics of
Areeba's school, Ayesha says she is surprised
because she doesn't enjoy going to her boring
and dirty school. Ayesha says she will tell her
mother that she would like to change her
school and go to Areeba's.
Outcomes
The head teacher will be able to:
Ÿ know the importance of students’
consultation in the school management
Ÿ gather data from students to use for SIP
Ÿ learn to generate support for new initiatives
Student Consultation
Consulting students is basically trying to know how
students observe their surroundings, what changes
they want and what they think will help improve the
school. Students' consultation is an ongoing process
which flourishes under good administration and
develops the characteristics of observation, critical
thinking and expression of thoughts in the children.
40
Stakeholder Consultations
Tip!Tip!
Student consultation is to
encourage and appreciate children.
Guidelines for Effective Student
Consultation
Following are the guide lines for effective
students' consultation:
Ÿ Be polite and listen carefully.
Ÿ Adopt a flexible approach.
Ÿ Encourage children to speak the truth.
Ÿ Keep answers confidential.
Tip!Tip!
Setup a system whereby the questionnaires are
directly collected in the head teacher’s office to
ensure confidentiality. Ballot boxes can be a
good way.
3. School Council Consultation
This part of the unit describes the importance of
consulting the SC (School Council) and outlines a
questionnaire for use during consultations.
Outcomes
The head teacher will be able to:
Ÿ consult School Council members effectively
Ÿ build and formulate the SIP in the light of SC
comments
Head Teachers’ Guide Stakeholder Consultations

Case Study
After attending a training workshop, Mr.
Farooq Ahmad decided that he would gradually
develop School Improvement Plan (SIP) for his
school. This was a two-teacher school and his
colleague was unable to provide satisfactory
support for developing the SIP. Mr. Farooq felt
that he needed more input before he
approached other stakeholders. He thought he
would talk to the members of the SC. In the
past all members of the SC had not come for
meetings but to his surprise, nearly every
member had turned up this time when it was
decided to discuss what SC members wanted
from the school. Instead of using questionnaire,
Mr. Farooq decided to discuss some questions
with SC members to understand in detail what
they wanted.
The School Council (SC)
SC has the following composition:
1. Head teacher (chairperson)
2. 5 Parents (member)
Members
Meetings
1. Hold school council meeting
once every term.
2. Keep the record of the meeting.
3. All the member of school council
should be informed about all
school monthly activities.
Questions for SC Members
The following questions should be discussed
with SC members. Where members are unable
to attend meetings, it may be possible to send
the questions to non-attendees.
1. What can be said about the school's
reputation and how might it be improved?
2. What in your opinion, are some of the
achievements of this school?
3. How might the school raise funds to help
improve the school conditions?
4. How can you help the head teacher for the
hundred percent enrollment of children?
5. How can you help the head teacher to
make zero drop out?

3. 2 retired soldiers/Govt. servants 4. Parent Consultation

5. All other persons making

(members)
This part outlines the appropriate approach for
4. Lambardar (member)
teachers to deal with parents, guardians or
carers of children.
substantial contribution to the
school fund (member)
6. 1 Teacher to be selected by the
head teacher (secretary)
SC would serve:
1. as a check on absenteeism.
2. to monitor teachers’
performance
Objectives

3. for the use of Govt funds

4. for the purchase of furniture and
equipments etc.
5. for raising local resources
6. for enhancing enrollment and
reducing dropout rate of
students

41
Head Teachers’ Guide
Case Study
Mr. Bashir Says: As a teacher I visually
connect with my students. Eye contact is very
important to me. This is how I understand
their issues and get a sense of who they are.
Shahzad, my student in Grade IV would just
not meet my gaze. He was withdrawn and
often lost in day dreaming. I requested his
mother to come and see me. He was a middle
child with an older brother and a younger
sister she told me. She also said he was
useless, that he could not study. I asked her if
she helped him with his homework. “No,
there is no point wasting any time on that
child!” was her response. He was clearly
manifesting his mother's beliefs about him. I
told the mother to pay him a little attention.
“I know he is not doing well right now, but as
a teacher I can tell that he is a topper.” His
mother was a sensible woman and softened
her behavior towards Shahzad. Gradually he
started to make eye contact with me. Slowly
he went up from getting his usual zero to
scoring a few points in tests. We celebrated
his milestones in class and cheered for him.
42
Stakeholder Consultations
Outcomes
The head teacher will be able to:
Ÿ know the information needed to give to
parents
Ÿ suggest ways to teachers to
communicate effectively with parents
How to Speak with Parents?
Ÿ The teacher should be well prepared
about the features of the students
(write down the notes before the
meeting).
Ÿ Welcome the parents and offer them a
decent place to sit.
Ÿ Start discussion by highlighting the
strengths of their child.
Ÿ Then point out the major
problems / weaknesses.
Ÿ Give solution for the problems /
weaknesses.
Ÿ Guide parents to keep counseling the
child regularly.
Ÿ If there is a problem, the school should
not wait for the next meeting and should
resolve the problem immediately.
Ÿ Do not allow children to attend
the meeting.
Remember
Before meeting, write down the notes about
the features of the students
Welcome the parents
Start discussion by highlighting the strengths
of the child
Point out the major problems / weaknesses
Give solution for the problems / weaknesses
Guide parents to keep counseling the child
Do not allow children to attend the meeting
Head Teachers’ Guide Stakeholder Consultations

Annex -A
Questionnaire for Students
l Put the () in the appropriate box in the following table:

Sr Question Yes No To some extent

1 I like my school

2 My school looks clean and tidy

3 My school makes me feel happy

4 My teachers help and solve my problems

5 My teachers treat all children fairly

6 My teachers mark my work and correct mistakes

7 My teachers explain the things in a very good way

8 My teachers do not beat, hit or abuse us.

9 My school organizes extra curricular activities

10 The school has good resources to help me learn

l Answer the following questions about your school.

1. Which activity of your school do you like the most? Explain why.

2. Which activity of your school you dislike? Explain why.

3. Which changes do you want in your school?

4. What role do you think you can play in bringing about these changes?

43
Head Teachers’ Guide Stakeholder Consultations

Head Teacher’s Activities Frequency

1: Consultation with teachers Weekly
Ÿ Have a weekly review meeting with teachers
Ÿ Call a meeting of teachers before starting any new activity like
exams or games
Note: Be polite and listen carefully. Always adopt a flexible approach.
Encourage honesty and truth. Let the others explain their point of view.
2: Consultation with students Once every 6 months
Use the same questionaire for students ( Annexer A) and call
students feedback to bring improvement in school
3: Consultation with School Council (in school council meetings) Quarterly at least
Ÿ Before the beginning of academic year arrange 1 st meeting of
school council. In this meeting discuss the aspects of school
improvement and the schedule for the year
Ÿ Hold meetings regularly as per agreed upon schedule
Note: Use these meetings to work on all aspects of school improvement
4: Consultation with parents Twice a year
Ÿ Constitute school committee to draw up guidelines to help
teachers prepare for meetings with parents
Ÿ Monitor the parents teacher meeting providing the teachers
guidelines for the successful accomplishment of meeting

44
Head Teachers’ Guide

11 Maintenance and
Safety of School
Introduction

This is an important unit that describes how to maintain the school building safe and healthy so that
the learning environment improves and uplifts the overall performance of school.

Case Study

Mrs. Zahida worked in a Govt school. When

she took charge of the school, she felt that
condition of class rooms was quite bad.
Although it was not rainy season still the
walls and ceiling were damp. She examined
the roof of the school and noticed that there
was no drainage system on the roof. There
were no brick flooring or sealing on the roof.
Electric wiring was open and passing through
the roof. It could cause short circuiting any
time in the building.
She called the School Council (SC) meeting
and discussed this issue with the members. The
SC noticed the problems and approved to have
the necessary work done. Then she made a
committee to check the repair work. In this
way she saved her school building from further
damage and also took measures for the safety
of the children and staff.

Outcomes
The head teacher will be able to:
realize the importance of
maintenance and safety of building in
school
seek help from school council to
maintain the school building

45
Head Teachers’ Guide
Ÿ develop and implement a procedure for
school safety and maintenance
School Maintenance and Safety
Maintenance is about keeping the school
building and other available resources like
water tanks, first aid box, toilets, electrical
wiring etc in good condition by checking and
repairing regularly at proper times. Safety is
about taking measures to keep the school a
safe place for the children.
The topic of maintenance can be divided into
following:
a. Repair
Ÿ It is better to get the things repaired
than to waste them.
Ÿ Broken furniture, doors, leakage or
seepage must be repaired as soon as
possible.
b. School Building Renovation and
Improvement
The head teacher can improve the
appearance of the school by:
Ÿ planting flowering plants either in pots
or in the ground
Ÿ having the walls decorated with famous
quotations, alphabet, cartoons, pictures
displaying good habits or values
Ÿ printing the name of each class on its
door, e.g. class I
Ÿ encouraging teachers to have teaching
related charts on the walls
Ÿ renovating the building by white-
washing or painting it
c. Security
Ÿ Head teacher must ensure that all
items and valuables are kept under lock
and key.
Ÿ Doors and windows should also be
locked everyday after school.
d. Cleanliness
Ÿ Keep the play ground clean from the
stones, litter and other sharp objects like
46
Maintenance and Safety of School
pieces of wood, glass or metal.
Ÿ Dangerous items should be removed by
teachers or another adult.
Ÿ Develop a sense of cleanliness in
students so that they should assist and
should not drop litter.
Ÿ Do not allow water to stand in the
ground and fill small ditches.
Ÿ With the help of the SC, the head teacher
may be able to appoint a cleaner for the
school. All primary schools do not have
sweepers to clean the school.
Safety
Issues of safety are often connected to school
maintenance. By taking precautionary measures,
losses can be avoided. The head teacher, along
with his/her teachers must take responsibility for
the physical and emotional protection of
students. We can divide the whole school and its
surroundings into following areas:
a) School building
b) School grounds and school surroundings
d) Utility system
a) School building
Classrooms
Ÿ Teachers must store all class resources
and equipment carefully and keep watch
for any seepage in the roof, holes or
cracks in the walls and roof, interruption
of electric wiring etc. In such cases
he/she should inform the head teacher.
Ÿ If it is found that roofs of school
building are in bad condition, students
must be shifted immediately for their
safety to another place/room.
b) School Ground and Surroundings
School ground should be neat, clean and
attractive. Grass and plants in the ground
should be well managed. There should be
no places for standing water in the ground.
The standing water acts as an invitation for
mosquitoes that cause different diseases.
Head Teachers’ Guide Maintenance and Safety of School

c) Utility System can be reduced.

Water Supply Following are the methods/drills which can be
Ÿ Water tanks must be covered to keep out practised for safety purposes in case of disaster.
contaminants, rats, lizards, birds etc. Earthquake Drill
Ÿ Keep the area around the water taps
At the first sign of shaking
clean to avoid mud and don't let the
water stand. 1. Inside the classroom:
Ÿ Water taps and sanitary pipes should not Ÿ Practice the drop, cover, and hold drill.
be near the electrical fittings. Ÿ Drop to the ground, clasp both hands
Toilets firmly behind the head. - OR-
Ÿ Take cover by getting under a study
Ÿ Ensure toilets are frequently cleaned
table or other piece of furniture.
and washed daily with fresh water. Ÿ Stay in position until it is safe to move.
Ÿ Keep the toilets airy and fresh to avoid
bad odour. 2. Outside the classroom:
Ÿ Dry the floors after cleaning to avoid
muddy footmarks and to prevent
students from slipping.
Sewerage
Ÿ Get the drains and gutters decongested
regularly to ensure that these are not
blocked.
Supporting Hands for Head Teacher
School maintenance and safety is the
responsibility of the head teacher but she/he
cannot perform this role alone. She/he needs
financial, manual, social and moral support to Ÿ Teacher will take a roll call at the
carry out these responsibilities, some of which evacuation point, to ensure that all
can be delegated. The head teacher can utilize students have reached safely.
the following in this regard: Ÿ Ask the students to move into the
open, away from buildings, fences,
Ÿ School Council (SC)
trees, tall playground equipment, utility
Ÿ Teachers
wires, and street lights.
Ÿ Students
Ÿ Kneel or sit on the ground and cover
Ÿ Parents and local companies your head and face with your hands.
Ÿ Influential people in the Ÿ Once in the open, stay there until the
local community shaking stops
Ÿ Allocated budget
Ÿ Available school resources Fire Drill
Disaster Management Ÿ Stop, Drop, and Roll! Cool and Call.
o Stop! - Do not run!
Disasters are the natural calamities that come
o Drop! - Drop to the ground right
unexpectedly i.e. earthquakes, fires, floods, etc.
where you are.
and cause damage to the life and property. By
o Roll! - Roll over and over to put out
taking some appropriate measures, the losses

47
Head Teachers’ Guide Maintenance and Safety of School

the flames. Cover your face with your practice fire drills at regular intervals during the
hands. school year.
o Cool - Cool the burned area with
water.
o Call - Call for help.
Remind your teachers to help students to

Head Teacher’s Activities Frequency

1: Survey of School Once every 6 months
 Make a checklist of school safety and maintenance issues in or as per requirement
consultation with teachers. Mark () if done and (×) if not. Conduct
a physical survey of repair and maintenance. Keep the checklist for
follow up every six months
 Make school improvement plan by involving parents, teachers and
community as well as students.
2: Check Safety Issues After every two weeks
 Check water tanks, first aid box, toilets, electrical wiring. or as per requirement
Ÿ Get the things repaired if any of the above mentioned things are
not in proper condition
Ÿ Ensure that all the valuable things are kept under lock and key.
3: Repair of Damage Once every 6 months or
as per requirement
 Instruct the teachers to report you about any damage to the building
for example; seepage in the roof, holes or cracks in the walls, broken
windows etc.
 Broken furniture and doors must be repaired as soon as possible.
4: Disaster Management Quarterly
 Direct the teachers to conduct earthquake and fire drills in the
schools.

48
Head Teachers’ Guide

12 Health and Hygiene

Introduction
This topic describes the importance of being able to identify students' health and describes how
basic hygiene and preventive healthcare can contribute to a good learning environment.

Case Study
Ms. Nazia was appointed as head teacher of a
newly upgraded school. The school was
declared as a model school in the area. The
surroundings of the school were very dirty.
There were heaps of garbage outside and also
inside the school, which gave a foul smell
and was a breeding place for flies,
mosquitoes and germs.
Ms. Nazia examined the situation. She
called the meeting of School Council (SC) and
sensitized the people living in the area through
counseling. She asked them to realize the
importance of cleanliness. She took help of
Solid Waste Management (SWM) for the
removal of garbage. She celebrated
“Cleanliness Week” in her school to encourage
students and teachers to keep themselves and
their surroundings clean. Due to the collective
efforts of all, her school became neat and clean.

Outcomes
The head teacher will be able to:
1. assess the general level of basic health
of primary and elementary students
2. develop good habits among students
to keep themselves clean

49
Head Teachers’ Guide Health and Hygiene

Personal Hygiene Student’s Checklist for Health and

Personal hygiene means to adopt neat and Hygiene Profile
healthy habits of life like keeping body and Tick () if done and (X) if not.
clothing neat and clean; to avoid spitting; and 1. Neat and clean nails
the blowing of noses at appropriate times and
places; and; keeping the surroundings clean.
2. Lice free hair

3. Neat and clean uniform

4. Trimmed hair

5. Cleanliness of ears

6. Takes bath daily

7. Uses boiled water

Cleans hands, face and mouth
Teachers can: 8.
before and after eating
Ÿ teach students the Islamic values
regarding health & hygiene. 9. Brushes teeth regularly
Ÿ tell them the importance of clean
environment. 10. Uses fresh fruit, vegetable and
milk
Ÿ ask about their present habits and 11. Brings healthy food with
explain why some habits are bad. him/her
Teachers can explore with children Avoids eating food from road
12.
what happens as a result of bad habits. side and vendors
Ÿ ask the children to be involved in
keeping their class clean and attractive. 13. Avoids sugary, junk food
Ÿ arrange lectures by involving health
related persons like doctors, lady health 14. Eyesight (Weak or not)
workers etc.
Ÿ celebrate a week for health and 15. Skin allergy
cleanliness.
Ÿ make cleanliness committee of students 16. Wound on the body
Ÿ narrate stories to develop the interest
of children.
Ÿ check the cleanliness of each child
daily.

50
Head Teachers’ Guide Health and Hygiene

Head Teacher’s Activities Frequency

1: Communicate the importance of cleanliness with students and teachers Weekly
in the assembly regularly. Talk about Islamic values regarding health &
hygiene in the assembly to create an awareness about
personal hygiene. Instruct the teachers get the help of senior students
for cleaning the play ground.

2: Asks the teaching staff to check the cleanliness of the students every day. Daily

3: Develop a sense of cleanliness in the students by celebrating cleanliness Monthly

day.

4: Provide the checklist to the teachers to check the condition of health of Monthly
the students once in a month.

5: Develop a policy for solving the problems regarding health & hygiene. As per requirement

51
Head Teachers’ Guide

13 School Finances

Introduction

This unit describes the importance of finances for an organization and incurring of expenditure or
purchase of various items for smooth functioning of the school.

Case Study
Mr. Arshad Mahmood joined as head teacher
in a primary school. He was told that the
school had a sufficient space, with enough
classrooms, a play ground and all important
facilities, such as electricity and water. On
the other hand, when headmaster took a
round of the school he saw that the plaster on
some walls and ceilings of two rooms were
crumbling. Classrooms were not properly
whitewashed. Furniture was also found
insufficient, many children had to sit on the
floor. Mr. Arshad Mahmood had a discussion
with the teaching staff and afterwards called
a meeting of the school council. He put the
problems to the school council and asked for
help. The School Council agreed to provide
the money collected through donation for the
repair of the plaster but showed inability to
provide furniture. The head teacher prepared
the School Improvement Plan (SIP) and in
consultation with SC constituted a committee
to supervise the work. The school council
approved the project and its estimated cost.
Work was started and school council
continuously kept on watching the quality of
work and school environment improved.

52
Head Teachers’ Guide School Finances

Outcomes
The head teacher will be able to:
Ÿ understand the role of school council
in financial procedures
Ÿ make purchases through school council
under rules and maintain the record
Financial Procedures
Generally a school receives following types of
revenue / budget.
i. Farough-e-Taleem Fund (FTF)
ii. Donation by the community
iii. Maintenance and Repair grant (M&R)
iv. Special grants for different types of
purchase
v. Contingent Grant (CG)
One of the important responsibility of the
Primary & Elementary head teacher is to deal
with the finances through School Council (SC).
It is necessary for the head teacher to know
financial discipline. For better financial
procedures, the Government of the Punjab,
Education Department has taken initiative to
establish school councils.
In 1995-6, School Management Committees
were established on experimental basis in 11
districts of Punjab. Later on, the scheme was
extended throughout the province and the SMCs
were renamed as School Councils. The members
of SC work in honorary capacity. The objectives
of SC have been discussed in the unit of
“Stakeholder Consultation”. Some other
responsibilities of SC are discussed below:
1. To work for the improvement of the
institution.
2. To elicit community support for the
institution.
3. To provide liaison between the
students, teachers and parents.
4. To receive and manage funds which
may be donated to the institution by
the old students and the community.
5. To promote atmosphere conducive to
teaching and learning
6. To promote co-curricular activities in the
institution.
7. To promote social and community work
in cooperation with the teachers and
the students.
Head teacher must be aware of following areas:
i. Concept of School Council / School
Management Committee
ii. Constitution of Committees
iii. Role and Functions of School Council
iv. Purchase Process through School
Council
Tip!Tip!
1. Conduct regular school
council meetings.
2. Maintain the minutes of
the meetings.
3. Follow the purchase rules.
4. Update the records frequently.
Following steps are important for proper
working of school council:
Step: I. Conduct frequent meetings of school
council
Step: II. Follow the purchase procedure i.e.
1. Requisition
2. Constitution of purchase committee by
the approval of school council.
3. Tendering or quotation process (if
applicable)*
4. Preparation of comparative statement
5. Supply order and provision of bill
6. Verification of supplied items according
to set specification
7. Stock entries and utilization of items
8. Verification of completion of project
and validation of actual expenditures
*(applicable in case of Govt. grants only)
Technical Guidance
For the technical guidance regarding financial
procedures, following specimens and
notifications have been given.

53
Head Teachers’ Guide School Finances

Ÿ Specimens: (annex-XI)
1. Cash Register-Govt. Grant (annex-I) 10. Free Education in Government Schools
2. Cash Register-Private Fund (annex-II) up to Class X (annex-X)
3. Cash Register – FTF (annex-III) You may consult the following
4. Stock Register (annex-IV) notifications for further guidance:
Ÿ Notifications: 11.Letter No. So - (A - 11) 2 - 5 2003
5. Constitution of School Councils (SC) Dated 7th September 2004 Subject:
(annex-V) Rationalization and unification of
6. Re-constitution/re-activation of SC students Funds
(annex-VI) 12. Letter No. S.o (SAP) 22/94
7. Financial Procedure for School Councils Subject: School
to Incur Expenditure on Infra-Structural Management Committee
Improvements in School Upto Rs. 13. Letter No. S.o (A - 1) 7 - 21/81 dated
2,00,000/- (annex-VII) 6th August, 1995.
8. Financial Procedure for School Councils Subject: Farough -e- Taleem Fund
to Incur Expenditure on Infra-Structural Setting up of School Management
Improvements in School Upto Rs. Committee
4,00,000/- (annex-VIII)
9. Usage of Farogh-e-Taleem Fund
Specimens and Notifications
(Annex-I)
CASH REGISTER OF GOVT GRANT
Receipt side

Sr. No. Date Cheque No. Amount

Expenditure side

Sr. No. Date Receipt No. Brief description of work Amount utilised

SUMMARY OF ACCOUNTS
Previous Balance:
Present monthly income:
Expenditure during the present month:
Balance:
Amount in bank:
Amount in hand:
TOTAL:

54
Head Teachers’ Guide School Finances

Annex-II
CASH REGISTER OF PRIVATE DONATIONS

Receipt side

Sr. No. Date No. of Receipt issued by school Amount

Expenditure side
Amount
Sr. No. Date Receipt No. Brief description of work
utilised

SUMMARY OF ACCOUNTS
Previous Balance:
Present monthly income:
Expenditure during the present month:
Balance:
Amount in bank:
Amount in hand:
TOTAL:

55
Head Teachers’ Guide School Finances

Annex-III
FTF
CASH REGISTER

Receipt side
Sr. No. Date No. of Receipt issued by school Amount

Expenditure side

Sr. No. Date Receipt No. Brief description of work Amount utilised

SUMMARY OF ACCOUNTS
Previous Balance:
Present monthly income:
Expenditure during the present month:
Balance:
Amount in Bank:
Amount in hand:
TOTAL:

Annex- IV
STOCK REGISTER
Name of Item -------------
Sr. No. Date of Voucher Rate / item Total items Amount Source of expendirture Previous No. of Items Balance Signature
Purchase No. purchased (SC / FTF / Others) Balance write-off in stock
Incharge Head
Stock Teacher

Note: Stock verification may be made on yearly basis

56
Head Teachers’ Guide School Finances

Annex-V
GOVERNMENT OF THE PUNJAB
SCHOOL EDUCATION DEPARTMENT
NOTIFICATION
CONSTITUION OF SCHOOL COUNCILS (SCs)
No, US(F-aid)24-I/99. where as, vide Notification No. SO(SAP) 2-2/94, dated
September, 26th 1994 School Management Committees (SMCs) were constituted for
Elementary and Primary schools in Punjab to ensure community participation in
implementation of SAP in particular and to carry out school development activities in general:-
2. And whereas, in pursuance of Punjab Cabinet decision dated March 2, 2000, The
Government has decided to re-structure the existing SMCs and re-name them as School
Council(s).
3. Therefore, the Word School Management Committees (SMCs) wherever appearing in
Grant No. 15-40000-Social Services-41000- Education-41500-Primary Education 002-Govt,
Elementary Schools Object-60000 transfer payment 640000 grants 64200 Local bodies-64203
Grant in aid to SMCs for M& R of Elementary & Primary Schools-64204 Grant in aid for
instructional material to Elementary & Primary schools Male & Female in the Punjab during
the Financial Years 1997-98, 1998-99 and 1999-2000 shall stand substituted as School Councils
(SCs) and shall hereinafter be operated by the School Council (SC).
4. Constitution and functions of the School Council shall be as follows:-
a) MEMBERSHIP
1. Head Teacher Chairperson
2. 5 Parents Member
3. 2 retired Soldiers/Govt. Servants Member
4. Lambardar Member
5. All other persons making substantial contribution
to the school fund Member
6. 1 school teacher (to be selected by the Head Teacher) Secretary
b) FUNCTIONS
1. School Council would serve as a check on absenteeism
2. Monitor performance of duties by teachers
3. Use of government funds
4. Purchase of furniture and equipment etc.
5. Raising local resources
6. Enhancement of enrolment and reduction in drop outs
c) SELECTION PROCEDURE
The School Council will be selected by teams constituted by the Deputy Commissioners.
These teams shall work under the supervision of Assistant Commissioners. A separate team
shall be constituted for each Markaz consisting of:-
1. Project Manager, LG&RD Department,
2. Senior most Headmaster/Headmistress in the Markaz,
3. Social Welfare Officer,
4. Circle Revenue Officer, and
5. Assistant Education Officer (Male/Female).
The teams will consult the Head teachers and retired government servants, graduates of
the village, retired defence service personnel, parents of school going children and the
Lambardar in a Jalsa-e-Aam. All members of SC shall be female in case of Girls School.
Cont.
57
Head Teachers’ Guide School Finances

d) SCHOOL FUND
Every School shall have a school fund to be jointly operated by the Chairperson and one
member to be selected from amongst the private members of the Council. Allocations from
the fund shall be decided by the School Council and the fund shall be audited as
prescribed. The fund shall consist of:-
1. Funds donated by the community with 100% matching grant 'to be provided by the
Government.
2. Funds paid by the students except fees.
3. Non-salary budget of the school.
e) USE OF SCHOOL FUND
The school fund shall be utilized on following:-
1. Provision of free textbooks/stationery to the needy students.
2. Education stipends to the needy.
3. Maintenance and repair of school property.
4. Recruitment of teachers on contract basis where necessary.
5. Purchase of instructional material including computers.
6. Provision of missing facilities such as electricity, water pump, toilets, boundary wall etc.
7. Any other related purpose with the approval of the District Education Coordinator.
5. The District Education Officers (M&F-EE) are directed to have these councils
constituted under the supervision of the concerned Deputy Commissioner and extend all
possible help to complete this exercise by April 15, 2000. Report on completion of exe rise be
sent to this Secretariat through the DPI (EE) Punjab, before April 20, 2000.
Dated Lahore the April 6, 2000 Azhar-H-Shamim
Special, Secretary (Schools)

Annex-VI
GOVERNMENT OF THE PUNJAB
EDUCATION DEPARTMENT
December 30, 2003
NOTIFICATION
No, US(F-aid)24-I/99 Re-constitution/re-activation of the School Councils is being
conduced under the Punjab Education Sector Reform Programme. The district governments
will observe the following guidelines with regard to re-constitution/re-composition of the
School Councils.
1. School councils can be set up for all schools. However, these guidelines are for Primary
and Middle schools only.
2. The functions of the School Council will include ensuring Teacher attendance and
improvement in the overall quality of Schooling.
3. The membership of a School Council shall not be less than seven.
4. Parents shall constitute the majority-more than 50%-of the members of the School
Councils. Mothers will represent parents in girls schools.
5. The Headmaster/Teacher in charge of the school shall be the co-chair and the co-signatory.
6. The School Council must meet at least once in a quarter (i.e. a minimum of four times a

Cont.
58
Head Teachers’ Guide School Finances

year)
7. The School Council shall have a given sum placed at its disposal by the Punjab Education
Sector Reform Programme through the district government, with which among other
expenditures, needs of the school can be met in respect of urgent repairs, procurement
and maintenance of additional facilities, small works, and charges pertaining to a
temporary recruitment or replacement of teachers.
8. The School Council shall supervise the distribution of textbooks that are to be provided
free of cost up to class V under the Punjab Education Sector Reform Programme.
9. The performance of these School Councils will be monitored by the Provincial
Government and the respective District Government.

Khushnood Akhtar Lashari

Secretary Education

59
Head Teachers’ Guide School Finances

Annex-VII

60
Head Teachers’ Guide School Finances

Annex-VII
(Attachmen
t)

61
Head Teachers’ Guide School Finances

Annex-VIII

62
Head Teachers’ Guide School Finances

Annex-IX
NO.SO(A-II)2-5/2003
Government of the Punjab
Education Department
(School Wing)
USAGE OF FAROUGH-E-TALEEM FUND
(To be expended by Head of the Institution after observing all codal and
procedural formalities) with approval of school council
1. Purchase of Science equipment of all types.
2. Purchase and repair of sports articles of all types.
3. Expenses to hold games contests. Refreshment of players. Conveyance expenses of
sports. Accommodation and meals expenses for sports.
4. Minor work of play ground (Cleanliness & Level etc if required), availability of water of
ground.
5. Purchase of library books, magazines, newspaper and periodicals, library and reading
room related expenses.
6. Expenditure of Examinations “printing of question papers, purchase of duplicating
machine and related material.
7. Purchase of audio visual aids.
8. Installation of telephone (internet provision to Computer Science 9th 10th, ICS classes).
9. Purchase of geometry box, charts, maps, block board/White Boards, Duster, Display Board.
10. Purchase of Plants for Tree Plantation/plower Pots.
11. Expenses for holding of competitions of Co-Curricular Activities i.e. Drama, Debates,
Speech, Essay Writing etc.
12. Expenses of Students & Class Incharge for trips to historical and geographical places, (no
subscription will be taken from students)
13. Fee for Scouting/Girl Guiding, Expenses of related items and accommodation of Students,
Incharge Teacher, Headmaster
14. Purchase of Medicines
15. Appointment of Doctor & Dispenser as part time,
16. Treatment of Poor and deserving students.
17. Purchase of sanitation related articles.
18. Health related Charts
19. Weight machine
20. Holding of Parents Day expenses
21. National & Islamic celebration days expenses
22. Furniture of Library and related items.
23. Annual Prize Distribution Ceremony expenses
24. Educational Distinction and sports prizes
25. First Aid and related articles
26. Articles relating to cleanliness in the school
27. Purchase of equipment relating First Aid
28. Books for deserving poor students, stationery, purchase of uniform and shoes, payment of
fee etc
29. Purchase of optical and toys for poor students

Cont.

63
Head Teachers’ Guide School Finances

30. Purchase of seeds and plants for school ground and other ordinary purchase.
31. Help for Students of SOS Village and Hospital.
32. Prize in form of articles (Towels/Vests) or prize bonds on occasions like Eid Milad-ul-
Nabi/Pakistan Day etc.
33. Printing of Certificates etc, for giving to students on the above occasions.
34. Expenditure required in form of repair etc. in the libraries/purchase of fans, curtains and
any other type of expenditure required in the libraries.
35. Binding of books of libraries.
36. Purchase of National Leader/National Heroes Photos.

Any other type of expenditure required for the welfare of the students and upkeep of the
school with permission of school council.

Annex-X

Copy of letter No .S .O (A-I) 7-21 / 81 –IV Government of the Punjab, Education

Department, dated 20th , May, 2003 addressed to all District Coordination officers and
Executive District Officers, (Education) in the Punjab.

SUBJECT: FREE EDUCATION IN GOVERNMENT SCHOOLS UP TO CLASS X

I am directed to invite your attention to this Department's Order of even number

dated 6th, February, 2003 on the cited subject and to intimate to you that the instructions
issued vide the afore mentioned letter concerning waiver of tuition and re-admission fee is
applicable to all Governments and as well as Municipal Schools in the Punjab.

1. Strict compliance of the instructions is requested.

sd/-
(Zubair Ahmad Shad)
Section Officer (A-I)

Head Teacher’s Activities Frequency

Keep the record of financial management (as receipts, cashbook, stock As an when required
register, bank account statement, etc.) and administrative activities (as
notification of school council, register of meeting proceedings, etc.)

64
Head Teachers’ Guide

14 Quality Education:
Initiatives And Expectations
Introduction
This unit briefly discusses some new initiatives taken at the primary level and focuses on the role of
the head teacher in successfully implementing and sustaining them.

Case Study

Outcomes

The head teacher will be able to:

 understand the new initiatives taken
by the School Education
Department / Govt. of Punjab for the
improvement of overall quality of
education to cope with the
International Educational Standards.
In this unit each initiative is briefly
highlighted to indicate areas where head
teachers need to put in maximum effort.
These new initiatives are interlinked and are
crucial to bring about long term benefits to
the students and ultimately to the nation.
Following are some of the new initiatives
taken in the recent years and are discussed
briefly:
1. Early Childhood Education (ECE)
2. The Child Friendly Schools (CFS)
3. Curriculum Reforms
4. English Medium Schools Initiative
5. Continuous Assessment of Students'
Learning
6. Continuous Professional
Development (CPD) Frame Work
7. School Reform Road Map

65
Head Teachers’ Guide
1. Early Childhood Education (ECE)
On 9th September 2009, the Govt. of Pakistan
approved the new National Education Policy.
This is the first time in the history of Pakistan
that an education policy contained a full section
on Early Childhood Education. This is
encouraging. The new National Education Policy
2009 has recognized the importance of ECE and
taken a number of policy actions, including
additional budget, teachers and assistants for
ECE. Policy actions also include interactive
environment, including play, rather than focus
on regimes that require rote-learning.
Early Childhood Education (ECE) relates to
early learning of young children and consists of
activities or experiences that are meant to affect
developmental changes in children before they
enter into formal class, grade or primary school.
Significance of ECE
Good quality Early Childhood Education has
important long term benefits for a child. The
early years are critical for the acquisition of
concepts, skills and attitudes because they lay
the foundation for lifelong learning.
The National Curriculum for ECE aims to:
Ÿ provide for the holistic development of
the child, which includes physical,
social, emotional, cognitive and moral
development
Ÿ develop critical thinking skills
nurture tolerance and respect for
66
Quality Education
diversity
Ÿ provide knowledge and understanding
of Islam and Islamic society
Ÿ develop understanding and respect for
the beliefs and practices of the other
religions
Ÿ create in children a sense of citizenship
within the community, country and the
world
Ÿ foster in children a sense of self reliance,
independence and positive self image
Ÿ equip child with lifelong learning skills
Ÿ provide opportunities for active learning
Ÿ provide opportunities for self-initiated
play and decision making
2. Child Friendly School (CFC)
The school is a significant personal and social
place in the lives of its students. A child-
friendly school ensures every child an
environment that is physically safe,
emotionally secure and psychologically fit.
Children are natural learners, but this
capacity to learn can be undermined and
sometimes destroyed. A child-friendly school
recognizes, encourages and supports children's
growing capacities as learners by providing a
school culture, teaching behaviours and
curriculum content that are focused on learning.
Head Teachers’ Guide
Basic Characteristic of a Child
Friendly School
Ÿ It is a child-seeking school — actively
identifying excluded children to get
them enrolled in school and include in
learning, treating children as subjects
with rights and state as duty-bearers
with obligations to fulfill these rights,
and demonstrating, promoting, and
helping to monitor the rights and well-
being of all children in the community.
Ÿ It is a child-centered school — acting in
the best interests of the child, leading to
the realization of the child's full
potential, and concerned both about the
"whole" child (including health,
nutritional status, and well-being) and
about what happens to children — in
their families and communities - before
they enter school and after they leave it.
Above all, a rights-based, child-friendly school
must reflect an environment of good quality
characterized by several essential aspects.
Tips to Make your School Child Friendly
Ÿ Children with disabilities sometimes
find it difficult to get to school. Try to
organize transportation to school and
make school accessible.
Ÿ When a child with a disability first comes
to your school, talk with the family
67
Quality Education
member who is with the child and ask
about any problems and difficulties
that the child may have.
Ÿ Promote peace, dignity, tolerance,
freedom, equality and solidarity,
physical and mental health and well
being.
Ÿ Build learning environments and
processes that allow children to
develop the knowledge and skills they
will need in life.
Ÿ Children must be encouraged to
actively participate in making important
decisions that affect their lives in school
and community.
Ÿ Take care of child's social, emotional,
physical and psychological needs.
Ÿ Be helpful and positive towards learners.
Ÿ Guide learners towards their personal
strengths while pointing out their areas
for development very carefully.
Ÿ Introduce learning from easy to difficult.
Ÿ Remember everyone learns in different
ways.
Ÿ Do not expect from all students to react
in the same way.
3. Curriculum Reforms
Revision of existing National Curricula and
Development of new National Curricula in all
subjects was undertaken by the Federal Ministry
of Education. Similarly, scheme of studies for
Early Childhood Education to Higher Education
was also reviewed and revised keeping in view
the Islamic Teachings and Ideology of Pakistan,
cultural and religious sensitivities in the country
and emerging trends like human rights
education, population and development
education, environmental education, disaster
and risk management, preventive education
against HIV/AIDS and other fatal diseases, peace
and value education, inclusive education,
preservation of cultural heritage, inter faith
harmony, citizenship and other related issues.
Head Teachers’ Guide Quality Education

School Curriculum Salient Features of New

In formal education, a school curriculum is the set of National Curricula 2006
courses, and their content, offered by the education Ÿ Student-Centred standards based
department or by the school. It is a means through curricula with detailed Learning
which objectives of education are achieved. Outcomes directed to meet the
standards.
Ÿ What to do
Ÿ In line with the international standards
 How to do All about teaching and Ÿ Focus on development of attitudes and
}
 When to do learning values towards various subjects and
Ÿ Where to do not just transfer of knowledge
Ÿ Encourage use of educational
The National Educational Curricula have been technologies
revised on the following framework:
Ÿ Outline student assessment and
1. Competencies / Strands evaluation strategies to go beyond
Key learning areas of the subject are called rote-memorization
competencies or strands. Ÿ Intend to make learners creative,
2. Standards constructive, communicative and
A standard defines the competency. Each
reflective individuals
competency has different number of standards. Ÿ Emphasise strongly on values for
3. Benchmarks peaceful co-existence, unity in
Benchmarks further elaborate the standards. A diversity, and development of positive
benchmark progresses through developmental attitudes towards fellow human beings
levels. through respect and tolerance
4. Students’ Learning Outcomes (SLOs)
SLOs are built on the descriptions of the Comparison of Curriculum Approaches
benchmarks. Each benchmark has different
number of student learning outcomes. Standard Based
Traditional Approach
Approach

CURRICULUM FRAMEWORK Based on content & Based on Standards

topics
Focus on objectives Focus on SLOs
Strands
(Student Learning
Outcomes)
Teacher Centred Student Centred
Standards
One way approach Variety of Approaches
Assessment of content Assessment of content
Benchmarks knowledge and simple skills, deeper
understanding understanding,
reasoning and
Students’ Learning Outcomes application
Promote memorization Promote thinking

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Head Teachers’ Guide
4. English Medium
Schools Initiative
One cannot deny that for our people to progress
in life, especially in the globalized world of today,
English is very important. There is need to teach
English since the wealth of knowledge of the
world is in English and it is through this
knowledge that one can truly make headway in
the scientific and technological areas.
The English Medium of Instruction
aims to:
Ÿ Develop all four skills of language i.e.
speaking, listening, reading and writing
Ÿ Support learning of other subjects
Ÿ Develop communicative competence
i.e. ability to use English for functional
purposes i.e. for business, travel and
social interaction
Ÿ Integrate learning i.e. making links
within subject teaching to help
promote deeper understanding
Ÿ Provide more chances for professional
development and growth
Ÿ Provide a boost to the Education
System at the grass root level
Ÿ Strengthen students’ conceptual
learning through parallel
implementation of 3 core subjects i.e;
English, Mathematics and Science in
English
Ÿ Improve overall quality and standard of
education
Support from head teachers
To make English Medium Schools Initiative a
success, head teachers need to do the
following things:
Ÿ Create an environment for
acceptance to change
Ÿ Structure and manage teacher
support mechanisms
Ÿ Create optimal opportunities
for student learning
Ÿ Ensure efficient resource management
69
Quality Education
Ÿ Devising mechanisms for monitoring
and follow up of teaching and learning
5. Continuous Professional
Development (CPD)
The DSD has developed a decentralized
approach for effective implementation of the
CPD framework. All CPD activities are planned
and executed at the district level in the line
with government policy of devolution. Support
networks have been created to provide in-
service training, follow-up pedagogical support
and mentoring to the primary school teachers.
To this end, each support district has been
divided into clusters of schools. Each cluster
consists of 25 to 30 schools within a radius of
15 to 17 Kilometers on average. In a cluster
maximum 75 schools can be attached. Cluster
center is housed in centrally located high
school or higher secondary school. These
centers are called Cluster Training and Support
Centers (CTSCs). In each CTSC, two districts
Teacher Educator (DTEs) are deployed on
average however maximum five DTEs can be
placed at one cluster. The norm for allocation
of posts of DTEs is 15 schools per DTE.
Research has shown that professional support
system for teachers must be designed around
the actual needs and experience of teachers.
Components of CPD
In CPD framework, each individual has to
perform following seven functions which are
called the components of CPD Model:
Ÿ Mentoring
Ÿ Training (continuous professional
development)
Ÿ Reporting
Ÿ Coordination
Ÿ Monitoring
Ÿ Assessment
Ÿ Management
Head Teachers’ Guide Quality Education

PD: ProgammeProgamme DirectorDirector performance indicators (KPIs) given

in the letter.
Ÿ Arrange systematic co-curricular
RPM: RegionalRegional ProgrammeProgramme ManagerManager
activities, according to academic
calendar.
Ÿ Ensure maintenance of school
facilities like safe drinking water,
furniture, toilets, building ,
LTEs: LeadLead TeacherTeacher EducatorsEducators cleanliness through school councils
and staff.
Ÿ Ensure 100% implementation of
English medium scheme in schools.
RN: ResearchResearch NetworkNetwork Ÿ Ensure monthly and periodic tests of
students on prescribed formats for
preparation of PEC and Board
DTSC: DistrictDistrict TrainingTraining andand SupportSupport CenterCenter
Examinations.
Ÿ Conduct census of schools, staff and
facilities.
Ÿ Work jointly with head teachers and
Networking of CPD teachers for the achievement of
targets.
DSD PD

Mentoring Areas Max. Time

Head DTSCs RPM Scheme of work (Taleemi
TEs LTEs & 30 minutes
RN Members
Calendar)
Lesson plan 30 minutes
CTSC CTSC CTSC Head Activity-based teaching and
30 minutes
learning
25 25 25
Schools Schools Schools 2 DTEs / CTSC Use of support material
(Blackboard, Low cost/no cost 30 minutes
Functions of DTEs materials)
Ÿ Ensure Universal Primary Education Interaction with students 30 minutes
campaign through 100% enrollment
at Primary and Elementary levels. Classroom management 30 minutes
Ÿ Ensure zero drop-out at Primary, Students' assessment 30 minutes
Elementary and Secondary levels.
Ÿ Ensure 100% attendance of the staff Homework 30 minutes
and report daily absenteeism
through e-mail to district and Note: All areas should be addressed during
provincial authorities. one visit.
Ÿ Ranking of schools, head teachers
and teachers on results and key

70
Head Teachers’ Guide
Ranking Indicators for Primary School
Ranking indicators
Enrolment increase 10%
1. (0.5 mark for each %) &
dropout 0% (0% 5 marks, 1%
4.5 marks, 2% 4 marks, 3%
marks, 4% 3 mark, 10% or
greater 0 marks)
Percentage of attendance for
2. students above 80% and for
staff above 90%
Percentage of monthly test
3. record results communication 10
above 50%
Percentage of average marks
4. obtained by each student in
school above 50%
5. Competition/PT
Cleanliness percentage of
6. students, staff and institution
+ plantation
Ranking indicators
7. AV Aids + HW checking
Ranking of students and
8.
staff displayed
Use of library books + Science
3+2+5
11. Kit + Display of students work
Maintenance of school
10. facilities like drinking water,
furniture, toilets, building
6. Continuous Assessment of
Students' Learning
This initiative is part of DSD’s continuous
professional support for teachers through
continuous mentoring. Main purpose is to
record students’ academic achievements
through monthly assessment.
Objectives of Monthly Assessment Initiative:
Ÿ to motivate teachers for the
Quality Education
implementation of SLOs based
Taleemi Calendar
Marks Total Ÿ to judge progress of students on SLOs
Ÿ to provide feedback to teachers and
parents on students’ achievement
Ÿ to identify issues of curriculum and its
5+5 10 coverage
Ÿ to mentor teachers on assessment
Ÿ to analyze issues of enrollment,
dropout and student attendance
5+5 10 Continuous Assessment Process:
Ÿ During the first eight working days of
each month DTE conducts a monthly
10 test in class 3, 4 & 5.
Ÿ He/she completes assessment activity
in two neighbouring schools in one day
10 10 according to plan.
Ÿ He/she provides answer sheets to other
2x5 10 schools for marking. (Each school
receives other school’s papers for
2+3+ marking).
10
3+2 Ÿ After collection DTE makes 10%
rechecking using software provided by
Marks Total DSD.
Ÿ He/she enters marks in CTSC File and
2x5 10
provides result to school before 15 th of
5+5 10 every month.
Ÿ Head teacher's working is assessed on
the basis of indicators provided in CTSC
10 File.
Head teachers are required to provide full
2+2+4 10 support, cooperation and guidance for proper
+2 implementation of the assessment process.
Total 100 Benefits of Continuous Assessment
Initiative:
Ÿ provides motivation to the teachers to
enhance student learning
Ÿ strengthens student learning as it is
based on SLOs
Ÿ acknowledges and celebrates student
achievement
Ÿ earns prestige for the school where
students are doing well
Ÿ evaluates and assesses curriculum gaps
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Head Teachers’ Guide Quality Education

and issues
District Provision of free
Ÿ provides guidance to teachers on 

effective curriculum coverage and Management Textbooks

completion  School visits
Meeting of district review
7. School Reforms Roadmap


committee
Roadmap goals and indicators Facilities and  Functioning of school
Quality education for all is the top most Resources facilities
priority of the Government of Punjab. In order  School cleanliness
to realize the vision of a prosperous Punjab,  Non-Teaching Staff
the Government of Punjab launched the presence
'School Reforms Roadmap' in April 2010 that Others Curtailing illegal fee

has three goals: Progress of Up-gradation

Ÿ Every child is enrolled in school of schools
Ÿ Every child is retained in school  Progress of missing
Ÿ Every child learns and makes facilities
progress  Reduction of Audit Paras
Since the Reforms aim to achieve  Transfer of SC Funds into
transformational change at the school level, bank accounts of School
head teachers will play the most crucial role in Councils
the success of these reforms. The provincial
leadership including the Chief Minister and Every district has been provided its own target
the Chief Secretary are personally monitoring for each of the above indicators. All 36 districts
the progress of each district against the of Punjab are being ranked based on the
Roadmap on a monthly basis. Head teachers progress towards the target on each indicator.
are expected to work together with the EDO's
team to ensure progress against the following CHIEF MINISTER’S

indicators of the Roadmap: SCHOOL REFORMS ROADMAP

Quality
100% 100% Education
Ranking Enrolment Retention
of Districts
Transparent

Achievement  Achievement in PEC Transfers

Examination Recruitment
- Mathematics on Merit

- English
Capacity Upgradation
Building of of Schools
Managers Missing
- Urdu Facilities

- Science
Quality Free
Computer
Teacher Quality Teacher presence
Assessment
Textbooks
Education (PEC) PEEF
 Teachers’

 DTE visits Guides

 Teacher guide presence Permanent

jobs for
Teachers

and use
Enrolment and Enrolment attendance gap GOVERNMENT OF PUNJAB


Attendance Increase in School SCHOOL EDUCATION DEPT.



Enrolment (School Census)

Cont.

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Head Teachers’ Guide Quality Education

Role of Head Teacher:

The head teachers influence most of outputs
of the Roadmap. Head teachers are
responsible for meeting the district targets for
the indicators they directly influence. Below is
a list of indicators where the contribution of
the head teacher is vital along with best
practices that effective head teachers perform
to ensure progress on the respective indicator.

Indicators of School
Reforms Roadmap

Indicator What do effective head teachers do?

Achievement in PEC Encourage teachers to design and conduct weekly assessments for
Examination students based on SLOs
- Mathematics Review the design and conduct of weekly assessments

- English Monitor results of weekly assessments to identify areas for

- Urdu improvement
- Science Continuously improve student learning by focusing on weak areas

Teacher presence Continuously assert the importance of teacher presence in staff

meetings
Monitor attendance of each teacher and praise the most regular

teachers in the assembly

Hold late comers and absent teachers accountable

Teacher guide presence Report to DTEs if teacher guides are not available
and use Continuously assert the importance of using teacher guides to

teacher
Display on chart the Taleemi calendar in each classroom and ensure

teachers follow it
Review teacher diaries weekly to check use of teacher guides

Student Attendance Create an attractive atmosphere in school including:

- Good teaching quality
- Extra curricular activities (e.g. sports)
- No corporal punishments
Follow up with parents of habitually absent students in parent

teacher meetings
Cont.

73
Head Teachers’ Guide Quality Education

Indicator What do effective head teachers do?

Enrolment and Improve quality of teaching
Retention Improve facilities and outlook of classes

Conduct door to door campaign for enrolment with teachers

Contact mosque imams to create awareness about improvements

Use School Council meetings to engage community in efforts to

increase enrolment
Hold monthly parent teacher meetings to strengthen relationship

with parents
Increase access of students to teachers and head teachers

Functioning of Facilities Consult DEOs or peer head teachers to fully understand codal
formalities with respect to spending of funds
Ensure available funds (FTF and SC funds) are fully utilized on non-

functional facilities
School Cleanliness Emphasize the importance of cleanliness through use of posters in
schools
Set example for others by throwing litter in the dustbin through

self-act
Non-teaching Staff Behave politely with non-teaching staff and encourage them to
presence attend regularly

Curtailing Illegal fees Appoint a student in each class to report any incidence of illegal fee
collection by teachers (in any form)

Progress of up-gradation Submit timely report to EDO once student strength reaches the
of Schools level required for up-gradation

Progress of Missing Ensure Farough-e-Taleem and School Council funds are fully
Facilities utilized for minor expenditures
Send timely report to EDO for missing facilities requiring major

expenditure

Merit Based Recruitment and Transfers of Recruitment Committees: ZERO POLITICAL

Human Resource (HR)
All Education Managers, Executive District
Officers, District Education Officers and Deputy
District Education Officers will be selected on
merit by Search Committees.
All recruitments of Teachers and Education
Managers are purely on merit through PPSC and
QUOTA
The placement of selectees of PPSC and
promoted officers is being ensured on merit
and seniority basis as far as practicable near to
their homes without any extraneous pressure.
All placements, postings and transfers will be
based on merit through transparent policies.

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Head Teachers’ Guide Quality Education

The tenure of selection of offices will be teachers have also been upgraded for this
linked with achievement of targets and purpose.
performance. Incentives for EDOs and DCOs
Incentives for teachers Districts and District Officers will be ranked on
One billion rupees have been allocated for the the Roadmap indicators
best performing teachers. Besides this, one Ÿ Periodic review meetings will be
thousand cash prizes of Rs. 50,000 have been chaired by the Chief Secretary, Punjab
given to the teachers who produced 100% to oversee the ranking
results in their respective subjects. To motivate Ÿ In every quarter two months additional
teachers for the good performance Punjab salary will be given to 5 best performing
Government has regularized 109,000 contract DCOs and 5 EDOs (Education) as reward.
Ÿ There will be Special Annual Ranking of
teachers. Pay scales of Primary and Elementary
officers as well as annual rewards.

Achievement in
PEC Exams.
SC funds Transfer Enrolment
to SC account

Audit Paras Free

Reductions Textbooks

Progress in Management
Facilities visits

Teachers School Reforms Roadmap DTE

Preference visit
Indicators

School District Review

Upgradation Committee

No illegal School
fee Facilities

Non-Teaching School
Staff Teachers Cleanliness
Guide

75
Head Teachers’ Guide

Glossary
Words Meanings Words Meanings
accessible approachable discrepancy difference between
accustomed used to two things
acknowledge accept, admit dropout to leave without
acquisition achievement, finishing
gaining
adopt accept elaborate to detail
alterations changes errands tasks
apprehensions doubts evolutionary progressive
appraisal evaluation changes
argue to express
excluded not to be
disagreement
included
assess evaluate harassment abuse
attitude behavior towards
working harbor to hide
-
autonomy self sufficiency harmonious balanced
benchmark anything needless useless
taken/used as
numbness without
point of reference sensation, lack or
biases prejudices feeling
boost to improve open minded free from
carry out perform, prejudice and
complete receptive to new ideas
catalogue list of items palpitation fast and irregular
CFS Child Friendly heart beat
School
chanting recite in singing peer companions as
voice group
chaos confusion potential ability
collaborative where students pursuing following
cooperate with rebellious one who resists
each other openly and
complementing to praise fights
conceptual related existing rebuke to speak harshly
concepts rectify to amend
conducive desirable reluctant hesitant
considerable significant rote learning repetition of
corporal physical something so that
punishment punishment it is remembered,
critical, very often without
crucial important comprehension
delegate one who is
strategy mode of action
assigned some submissive tending to submit
work (surrender); obedient
demoralize to discourage subservient inactive, passive
deregulation removal of tackle deal with
control/regulation transition moving from one
diminish to finish stage to an other
discourtesy rudeness,
violence hostility
disrespect

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