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	<title>School of Educators &#187; Duties</title>
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	<link>http://schoolofeducators.com</link>
	<description>A perfect resource for Principals, Coordinators, Heads and Teachers</description>
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		<title>Duties of a Principal</title>
		<link>http://schoolofeducators.com/2012/02/duties-of-a-principal/</link>
		<comments>http://schoolofeducators.com/2012/02/duties-of-a-principal/#comments</comments>
		<pubDate>Sun, 26 Feb 2012 10:18:29 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Duties]]></category>
		<category><![CDATA[Principal]]></category>
		<category><![CDATA[duties of a principal]]></category>
		<category><![CDATA[duties of a school principal]]></category>
		<category><![CDATA[Head of the School Duties Powers and Responsibilities]]></category>
		<category><![CDATA[school principal duties]]></category>
		<category><![CDATA[school principal job]]></category>
		<category><![CDATA[school principal power]]></category>
		<category><![CDATA[school principal work]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=3676</guid>
		<description><![CDATA[Head of the School- Duties, Powers and Responsibilities       i.        Head of the School/Principal will be the ex-officio. Hony. Secretary of the School Managing Committee. ii.        Will function as, the Head of the office of the school under his charge and carry out all administrative duties required of a head of office. iii.        Be the drawing and disbursing officer for the employees of the school except that in the case of an unaided school, he may perform only such function, as drawing and disbursing officer as may be specified in the instructions issued by the Society. iv.        Be responsible for the proper maintenance of accounts of the school, school records, service books of teachers, and such other registers, returns and statistics as may be specified by the Society/Board. v.        Handle official correspondence relating to the school and furnish, within the specified dates, the returns and information required by the State Government/Board. vi.        Make all payments (including salaries and allowances of teachers and other non-teaching staff) in time and according to the instructions governing such payment. vii.        Ensure that the tuition fees, as levied, are realised and appropriately accounted for and duly appropriated for the purpose for which they were levied. viii.        Make purchases of stores and other materials required for the school in accordance with the rules governing such purchases and enter all such stores in stock register and shall scrutinize the bills and make payments. ix.        Conduct physical verification of school property and stock at least once a year ...]]></description>
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		</item>
		<item>
		<title>Improving the Training of School Administrators</title>
		<link>http://schoolofeducators.com/2011/07/improving-the-training-of-school-administrators/</link>
		<comments>http://schoolofeducators.com/2011/07/improving-the-training-of-school-administrators/#comments</comments>
		<pubDate>Mon, 18 Jul 2011 06:52:25 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Administration]]></category>
		<category><![CDATA[Articles]]></category>
		<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[Duties]]></category>
		<category><![CDATA[Leadership]]></category>
		<category><![CDATA[Principal]]></category>
		<category><![CDATA[Professional Development for Teachers]]></category>
		<category><![CDATA[Special educational needs]]></category>
		<category><![CDATA[Teachers]]></category>
		<category><![CDATA[Training]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2665</guid>
		<description><![CDATA[Among the meager benefits of the, &#8220;No Child Left Behind&#8221; legislation has been the additional &#8220;training&#8221; that has been provided for practicing classroom teachers and school administrators. Additional training for classroom teachers has, deservedly, received a lot of attention because of the improved learning that it is likely to enable teachers, to facilitate for their students. Additional training for school administrators ( school principals and school superintendents and school teachers ) should also receive a lot of attention because of the improved effectiveness, with which it is likely to enable them, to operate their schools and school systems. Reportedly, some school administrators have been somewhat resistant to, and/or resentful of, mandates that they be provided with additional training. It is understandable how some, veteran, school administrators might consider that their ages, years of experience, accumulated knowledge and authority make them needless of additional training or preparation for their jobs. Hopefully, however, these persons will realize that rapid changes in, and increased vicissitudes of, school operations make it necessary for all school personnel to get the most up-to-date preparation and training that can be provided. The need for practicing school teachers and school administrators to get continual training is, in and of itself, a monumental change that needs to be recognized and acknowledged. The need of some practicing school administrators for improved training and preparation, in some specific areas, has escaped the notice of some persons, but is painfully evident to others. One particular area of needed improvement, in the training ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Teachers must realize that teaching and school administrator roles are different</title>
		<link>http://schoolofeducators.com/2011/07/teachers-must-realize-that-teaching-and-school-administrator-roles-are-different/</link>
		<comments>http://schoolofeducators.com/2011/07/teachers-must-realize-that-teaching-and-school-administrator-roles-are-different/#comments</comments>
		<pubDate>Sat, 16 Jul 2011 04:27:02 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Administration]]></category>
		<category><![CDATA[Articles]]></category>
		<category><![CDATA[Duties]]></category>
		<category><![CDATA[Leadership]]></category>
		<category><![CDATA[Principal]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2662</guid>
		<description><![CDATA[Teachers transitioning to school administrator roles have factors to consider that teachers who decide to stay on teaching in a classroom may not need to be concerned with. These factors determine a happy transition or a sad failure that will be a detriment to the teacher&#8217;s future happiness, self-esteem and confidence in a profession he or she once loved so much. Teachers must realize that teaching and school administrator roles are different tracks albeit in the same location. While teachers are more concerned with one or a few classes of students, school administrators deal with whole school approaches, decision-making and the public. Teachers have the opportunity to impact students on a one-on-one basis whereas school administrators deal with matters that impact the student population and the opportunity to come face to face with individual students are much fewer. To make the transition a happier one, teachers must not view the transition as a dead end. Transitioning to a school administrator role should be viewed as temporal. While some rise in ranks, others may prefer to return to classroom teaching and focus on teaching rather than administrative roles. Both teachers and administrators play different but important roles in ensuring a successful and healthy school environment. Teachers should never look upon going back to being teachers as a form of demotion. Rather, with the experience of administration behind them, these teachers become more valuable staff as even if they had not been excellent administrators they would have gained more experience in management ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Factors to consider for teachers transitioning to school administrator roles</title>
		<link>http://schoolofeducators.com/2011/07/factors-to-consider-for-teachers-transitioning-to-school-administrator-roles/</link>
		<comments>http://schoolofeducators.com/2011/07/factors-to-consider-for-teachers-transitioning-to-school-administrator-roles/#comments</comments>
		<pubDate>Fri, 15 Jul 2011 05:24:35 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Administration]]></category>
		<category><![CDATA[Articles]]></category>
		<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[Duties]]></category>
		<category><![CDATA[Leadership]]></category>
		<category><![CDATA[Principal]]></category>
		<category><![CDATA[Professional Development for Teachers]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2659</guid>
		<description><![CDATA[Teachers often think that they can do a better job as a principal than their current supervisor is doing. So the decision awaits the classroom teacher. Should the teacher make the transition from classroom teacher to principal? Although one factor may be the increased salary, the teacher needs to take into consideration the demands and requirements of this position. Working with the school board For the most part a teacher works primarily with students and fellow teachers. If one becomes a principal, it will mean increased time at school board meetings and carrying out the decisions that are made by the school board. Sometimes these policy decisions are unpopular with staff and students. The principal needs to be able to coordinate the decisions of the school board with the opinions of the staff and students to create a positive learning environment. Before becoming a principal it is essential to consider whether working with individuals from the community is desirable. Working with the superintendent The principal will work closely with the superintendent of schools to provide the best possible learning environment and quality education for the students in that district. Despite the fact that the principal will have many executive capabilities within the school district, the superintendent will make the final decision on many matters. One needs to consider the factor of closely working with other administrators in this position. Working with teachers A major transition is going from being a member of the teaching staff to being the superior to ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>The  best job in the world</title>
		<link>http://schoolofeducators.com/2011/07/the-best-job-in-the-world/</link>
		<comments>http://schoolofeducators.com/2011/07/the-best-job-in-the-world/#comments</comments>
		<pubDate>Mon, 11 Jul 2011 04:11:52 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[Duties]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2652</guid>
		<description><![CDATA[Teaching is a sacred job that has to be done with every sense of responsibility. It is a calling and should be done with the deepest level of commitment. To be a good and successful teacher requires passion, aptitude and training. In my experience as a teacher for more than a decade, I have observed that a good teacher will always be remembered by the students or pupils he has taught. Teaching with the heart will always leave indelible mark on the heart of the students. Below are some of the attributes that by experience and practice, I have seen make a good teacher : *Exhibits Enthusiasm – a good teacher will naturally exhibit passion for the job. Students can feel the excitement and can easily detect the teacher&#8217;s love for the job and the subject. This is because whatever you are not excited about, you cannot excel in it. *Highly prepared – A good teacher is thoroughly prepared for the class. He knows the subject matter and prepares his lesson plan daily. Preparation precedes good performance. When a teacher is poorly prepared, he fumbles, gets agitated and delivers the lecture haphazardly. *Always punctual – a good teacher always arrives on time, begins and ends class on time, expects and encourages students to arrive on time. We have heard of teachers who will tell students not to enter their class after they are in the class when they also come late for the class. A good teacher must as golden ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Patience is required every day and in every way within any classroom</title>
		<link>http://schoolofeducators.com/2011/07/patience-is-required-every-day-and-in-every-way-within-any-classroom/</link>
		<comments>http://schoolofeducators.com/2011/07/patience-is-required-every-day-and-in-every-way-within-any-classroom/#comments</comments>
		<pubDate>Fri, 08 Jul 2011 04:27:49 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[Duties]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2644</guid>
		<description><![CDATA[You might have two or three degrees and still have no ability to teach. You could be the most intelligent man or woman alive, but in a classroom full of students, you&#8217;d never survive. Good teachers are born that way, and a college degree is simply icing on the cake. The key to being a good teacher will revolve around the teacher&#8217;s ability to find and maintain the following character traits. 1. Patience: Patience is required every day and in every way within any classroom full of youthful minds who will use their ingenuity to test your patience every day and in many ways. Any teacher who assumes that a room full of children will be eager to sit quietly and listen to the teacher teach, will be surprised by the rude awakening that children don&#8217;t work that way. Don&#8217;t go into teaching unless you&#8217;ve been blessed with the ability to patiently keep teaching, even when it appears that no one is listening. You will need to patiently guide the child to where he or she needs to be and find new and improved ways to maintain their attention, not to mention the ability to patiently re-teach. 2. Extra Sensory Perception: Good teachers have ESP when it comes to children and this gives them the ability to read child like minds. They intuitively know why children do the things they do, and know what to do to help children improve. They see the potential long before it arrives, so they ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>A good teacher relate to caring</title>
		<link>http://schoolofeducators.com/2011/06/a-good-teacher-relate-to-caring/</link>
		<comments>http://schoolofeducators.com/2011/06/a-good-teacher-relate-to-caring/#comments</comments>
		<pubDate>Wed, 08 Jun 2011 05:57:39 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[Duties]]></category>
		<category><![CDATA[Leadership]]></category>
		<category><![CDATA[Teachers]]></category>
		<category><![CDATA[teaching and learning]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2581</guid>
		<description><![CDATA[Benjamin Lomax All the characteristics of a good teacher relate to caring. This means caring out their subject matter, caring about their students, and caring about the world. We have created a world where it is certainly not profitable to be a teacher financially, so the motivation to be successful must come from the heart. There is a small but consistent progression of people who every year leave behind their careers in other fields to become teachers, usually taking sizable losses in income, but feel they want to contribute to making the world a better place. CARING ABOUT THE WORLD This is a pretty vague characteristic, but it is what makes those who would be successful in other more materially rewarding professions seek out teaching instead. They must have a desire to fill their soul and not their pockets. Very &#8220;Age of Aquarius&#8221; I know, but this is the greatest characteristic that contributes to talented individuals with lots of options choosing to share their talents with future generations. CARING ABOUT STUDENTS This characteristic is above and beyond the contribution to the future. This is caring about individuals who have not yet closed their mind, as so many adults have. In this era, talking down to students and dictating subject matter is completely ineffective (and was always the characteristic of a poor teacher). This characteristic contains all the wildly varying qualities that can be cited as contributing to good teaching; patience, respect, sense of humor, and so many others. Those who ...]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>How principals can build relationships with students</title>
		<link>http://schoolofeducators.com/2011/05/how-principals-can-build-relationships-with-students/</link>
		<comments>http://schoolofeducators.com/2011/05/how-principals-can-build-relationships-with-students/#comments</comments>
		<pubDate>Sat, 28 May 2011 04:41:40 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Administration]]></category>
		<category><![CDATA[Articles]]></category>
		<category><![CDATA[Duties]]></category>
		<category><![CDATA[Leadership]]></category>
		<category><![CDATA[Principal]]></category>
		<category><![CDATA[Students]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2558</guid>
		<description><![CDATA[The perception has always been that if the principal knows your name, it means that you are in trouble far too often. This does not have to be the case. The principal does not have to be the feared presence behind the closed door in the office. The principal must make an effort to get to know the student body of his or her school, and to be a face in the crowd at every given opportunity. If the principal wants to build closer relationships with students, then he or she should follow some tried and true strategies. If a principal wants to build closer relationships with the student body, then they must make themselves known throughout the school. At every turn, the principal should make themselves visible, by walking the hallways at lunch, sashaying into classrooms from time to time and including themselves in discussions. Simply by getting out there, the principal can build closer relationships with the students. Due to time constraints, a principal cannot spend as much time as they would like mingling in the hallways, but a few minutes spent in the cafeteria during the lunch hour is beneficial.The principal spends the better portion of their day buried beneath piles of paperwork, peering up from files only to cast judgment on a student. The principal rarely gets to see students other than the ne&#8217;er-do-wells and recalcitrant students that infiltrate the office on a daily basis. If a principal wishes to build a closer relationship with students, ...]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Duties of School&#8217;s Vice Principal</title>
		<link>http://schoolofeducators.com/2010/06/duties-of-schools-vice-principal/</link>
		<comments>http://schoolofeducators.com/2010/06/duties-of-schools-vice-principal/#comments</comments>
		<pubDate>Tue, 29 Jun 2010 04:15:44 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Administration]]></category>
		<category><![CDATA[Duties]]></category>
		<category><![CDATA[Forms and Reports]]></category>
		<category><![CDATA[Job Description]]></category>
		<category><![CDATA[Principal]]></category>
		<category><![CDATA[duties of a vice principal]]></category>
		<category><![CDATA[school vice principal]]></category>
		<category><![CDATA[vice principal]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2222</guid>
		<description><![CDATA[An assistant principal, sometimes called a vice-principal or Deputy Principal, assists a principal in the general governance and leadership of a school. Experience as an assistant principal is often a prerequisite for advancement to a principalship. Assistant principals are often responsible for student discipline, classroom observations, teacher evaluation and supervision, facilitating parent meetings, maintaining schedules, and handling logistical matters. Additionally, assistant principals frequently serve as testing coordinators, training staff on procedures related to standardized assessment, as well as accounting for testing materials.  In addition to these duties, assistant principals are instructional leaders. With the advent of site-based management, assistant principals are playing a greater role in ensuring the academic success of students by helping to develop new curricula, evaluating teachers, and dealing with school-community relations—responsibilities previously assumed solely by the principal. An assistant principal works directly under the principal and helps coordinate, direct and plan the academic or auxiliary activities of the school. The assistant principal manages the teachers, counselors, staff and students on a daily basis. Along with the principal, they review and approve or recommend modifications to new or existing programs and then submit their proposals to the school board. They prepare or oversee the maintenance of attendance records, personnel reports, planning and other activities. The assistant principal coordinates or directs the use of the high school facilities. An assistant principal meets with staff and parents to discuss policies, educational activities and a students learning or behavioral problems. He or she provides counsel and guidance to students regarding ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>School Coordinator&#8217;s Role and Responsibilities</title>
		<link>http://schoolofeducators.com/2010/06/school-coordinators-role-and-responsibilities/</link>
		<comments>http://schoolofeducators.com/2010/06/school-coordinators-role-and-responsibilities/#comments</comments>
		<pubDate>Thu, 24 Jun 2010 04:15:34 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Duties]]></category>
		<category><![CDATA[Job Description]]></category>
		<category><![CDATA[academic]]></category>
		<category><![CDATA[job profile of school coordinator]]></category>
		<category><![CDATA[responsibilities]]></category>
		<category><![CDATA[role of school coordinator]]></category>
		<category><![CDATA[school]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2219</guid>
		<description><![CDATA[School Coordinators (SC) are teachers or administrators who volunteered on behalf of their schools to ensure that the Field Experience is conducted in accordance with the tenets School. School Coordinators play a key role in making schools programmes successful. They are responsible for driving the programme, and ensuring it is integrated into the wider practice of the school. School Coordinators will be members of the school’s senior leadership team, and will be accountable to the principal. They will influence the thinking and practice of colleagues and other stakeholders across the school community. Role of School Coordinators The School Coordinator plays a key leadership role in welcoming and supporting Student Teachers, meeting with Student Teachers and Mentor Teachers. The School Coordinator&#8217;s role includes: Developing a creative learning community across the school to have knowledge, understanding and enthusiasm for creative teaching and learning as a key to raising achievement, aspiration and motivation to build a community of creative learning practice across the school, involving all departments as appropriate to involve parents, Governors and other members of the community extensively throughout the programme to develop, through dialogue with the wider school community, an enquiry based approach which addresses a range of issues relevant to the broader developmental needs of the school and its learners and is linked to the school improvement plan to facilitate the long-term development of creative teaching and learning at a structural and systemic level, using the Creative School Development Framework and other resources to establish a Creative Partnerships programme plan ...]]></description>
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