Management in Context (MIC) Essay Example | Topics and Well Written Essays - 3500 words

Management in Context (MIC) - Essay Example These reforms originated in urbanized developed economies, whose supporting leaders were under force to keep downward levels of community duty and expenditure, while maintaining elevated stages of welfare and other community services (Manning 1996). A noteworthy feature of the reforms was the conviction that the state had develop into too great and over-committed, and that the marketplace offered better mechanisms for attain the efficient provide of possessions and services (World Bank, 1996, 1997). The public management meadow is in the middle of a theoretical and experiential upheaval concerning the position played by networks in the release of public services. The increase of civic/private cooperation in the civic sphere has throw doubt on the image of the modern bureaucracy as a hierarchical arrangement of incompetence. I continue the procedure of examining management belongings through civic/private networks by discovers the frequently discussed but uncommonly tested plan of time within a system. Much of the management journalism treats networking as a one-shot occurrence, ignoring "executive experience" differences crossways organizations, but this learn treats the relationships shaped over time as a dangerous element of system management achievement (Hasenfeld, Y., and Steinmetz, D. 1981, 83-101). What Are The Main Characteristics Of Bureaucratic Management The traditional representation of community administration is based on the bureaucracy conjecture. It is characterized as "an administration under the official control of the supporting leadership, based on a severely hierarchical replica of bureaucracy, staffed by enduring, neutral and nameless officials, motivated only by the community interest, portion any governing gathering equally, and not causal to policy but simply administrating those strategies decided by the politicians." The conventional model of administration was a development compared to the previous one, which was regarded as the substitute of personal administration with an unfriendly organization based on rules. Indeed these were middle concerns of academics such as Aristotle in ancient Greece, Confucius in antique China, and Machiavelli in medieval Italy. But the beginning of the campaigner, bureaucratic state, in spite of its earlier parallels, is in put into practice an fundamentally twentieth century occurrence. The characteristics of this bureaucratic state were set out the majority obviously by the German sociologist Max Weber in 1920, with physically powerful echoes of previous writings by the American Woodrow Wilson (Hughes, 1998): 1. There be supposed to be a clear division among politics and administration, and consequently distinct roles for political selected (normally elected) and condition officials (normally selected). 2. Administration should be unremitting and conventional, operating on the foundation of printed, unambiguous system 3. Administrators should be enlisted on the basis of qualifications, and be supposed to be skilled professionals 4. Organization should reproduce a functional separation of employment, and a hierarchical agreement of tasks and

Formative and Sumative Evaluations Essay Example | Topics and Well Written Essays - 5000 words

Formative and Sumative Evaluations - Essay Example The methods of actual teaching and of evaluating teachers are also affected by these advancements. With the changing world, the need to adapt methods of measuring teachers' performance was seen as necessary. "As the technological age continues to render traditional classroom practices obsolete, many educators are still untrained and apprehensive when it comes to technology integration. Therefore, a paradigm shift is needed that requires more than just a quick-fix staff development solution, especially since the No Child Left Behind Act stipulates that educators must be "highly qualified" by the end of the 2005-06 school year. This leads to the expectation that teachers will create learning environments which challenge and broaden their students' comprehensive use of technology" (Janice M. Hinson, 2005). However, recent studies show that although computers and internet are highly accesible to the teacher, with the figure reaching 99%, only 39% are found to have integrated the use of technology in their lesson. Of these figure, only 33% feel that they are preapred to integrate technology tot heir teaching, while the other 66% felt that they are somewhat prepared or not at all.(NCES). "So, it should come as no surprise that while many principals want to improve technology integration in their schools, they just do not know how or where to begin. They realize that to promote meaningful technological changes, their teachers must be given opportunities to acquire the skills needed to use technology and then apply them in the context of the curriculum" (Multimedia Schools, 2003). "However, technology professional development is usually delivered by district-level personnel as "one-size-fits-all" workshops that focus on techniques for using software packages and management tools. These workshops often are not part of a cohesive improvement plan; thus, instructional changes are not adopted or sustained over time" (Janice M. Hinson, 2005). Teacher Evaluation is a very important practice that helps ensure this development among teachers. It is very important so that ineffective teacher evaluation systems are seen to be more costly than effective ones. (Sawa, 1995) This statement edifies the importance of a sound and truthful evalutation technique. A Brief History It has been known that the appraisal of teachers is as old as teaching itself (Sawa, 1995). However, formal teacher's evaluation was traced to have begun at the turn of the 20th century to about 1980 (Robert F. McNergney). It's history might be divided into three overlapping categories: (1) The Search for Great Teachers; (2) Inferring Teacher Quality from Student Learning; and (3) Examining Teaching Performance (Robert F. McNergney). "Arvil Barr's 1948 compendium of research on teaching competence noted that supervisors' ratings of teachers were the metric of choice. A few researchers, however, examined average gains in student achievement for the purpose of Inferring Teacher Quality from Student Learning. They assumed, for good reason, that supervisors' opinions of teachers revealed little or nothing about student learning. Indeed, according to Medley and his colleagues, these early findings were "most discouraging." The average correlation between teacher characteristics and student learning, as measured most often by achievement tests, was zero. Some characteristics related positively to student