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Educational Management &

Sustainable Development of ECS
Early Childhood
Education Postgraduate Lesson Four:
Diploma in Education • Duties and roles of a school leader
Educational Management and Sustainable • Staff recruitment and deployment,
Development of Early Childhood Setting
staff training and assessment

The Education University of Hong Kong

Department of Early Childhood Education

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Learning Outcomes
1. Equip the knowledge and understanding
of the Duties and roles of a school
leader (e.g. school principal and head Part 1. Work of a school
teacher) leader (i.e., school
2. Acquire the basic concepts of staff principal)
recruitment and deployment, staff
training and assessment

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Roles of a principal Facilitative leadership

1. Plan: deciding what to do and how to do it
2. Organize: allocating resources in the best way •Emphasize communication
3. Direct: motivating staff to work well •Collaboration and empowerment
4. Control: measuring performance and cost •Power to vs power over

Reference: Facilitating curriculum: Whole school development and the role of school principal. Retrieved from
http://www.google.com.hk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CCQQFjAAahUKEwj779nm7drIAhXmIKYKHWUiATQ&url=http%3A%2F%2Fwww.andrew
s.edu%2F~ggifford%2FEDAL520SU05%2FSum02Chp10%2FPrincipal.ppt&usg=AFQjCNEgy7tjEw0rmD4pT0A0yTDmcR-0cg

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A Facilitative Leader is: A Facilitative Leader is:

1) Collaborative 2) Receptive and flexible
•Provide opportunities for people to work • Actively encourages others to contribute
together • Accepts others’ ideas and feedback in a
•Share the power of decision making non-defensive way
•Promote the value of win-win solutions • Adjusts plans to meet changing needs

Reference: Hollems, D. (2011, June 12). Facilitative leadership. Retrieved from Reference: Hollems, D. (2011, June 12). Facilitative leadership. Retrieved from
http://www.google.com.hk/url?url=http://www.scrc.cc/uploads_news/Facilitative%2520Leadership%2520June%25202011.ppt&rct=j&frm=1&q=&esrc=s&sa=U&ved=0CBgQFj http://www.google.com.hk/url?url=http://www.scrc.cc/uploads_news/Facilitative%2520Leadership%2520June%25202011.ppt&rct=j&frm=1&q=&esrc=s&sa=U&ved=0CBgQFj
AAahUKEwiTgduEn9_IAhViIqYKHZ99DX0&usg=AFQjCNGdg4MNasZIg1-Lgb7m8cD9d3vreg AAahUKEwiTgduEn9_IAhViIqYKHZ99DX0&usg=AFQjCNGdg4MNasZIg1-Lgb7m8cD9d3vreg

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A Facilitative Leader is: Seven Practices of Facilitative Leadership

1. Share an inspiring vision

3) Strategic 2. Focus on results, process and relationship
• Reminds others of the big picture and the 3. Seek maximum appropriate involvement
important goals 4. Facilitate agreement
• Keeps attention focused on high-leverage 5. Design pathways to action
issues and activities 6. Coach for performance
• Provides perspective at critical moments 7. Celebrate accomplishment
Reference: Hollems, D. (2011, June 12). Facilitative leadership. Retrieved from Reference: Hollems, D. (2011, June 12). Facilitative leadership. Retrieved from
http://www.google.com.hk/url?url=http://www.scrc.cc/uploads_news/Facilitative%2520Leadership%2520June%25202011.ppt&rct=j&frm=1&q=&esrc=s&sa=U&ved=0CBgQFj http://www.google.com.hk/url?url=http://www.scrc.cc/uploads_news/Facilitative%2520Leadership%2520June%25202011.ppt&rct=j&frm=1&q=&esrc=s&sa=U&ved=0CBgQFj
AAahUKEwiTgduEn9_IAhViIqYKHZ99DX0&usg=AFQjCNGdg4MNasZIg1-Lgb7m8cD9d3vreg AAahUKEwiTgduEn9_IAhViIqYKHZ99DX0&usg=AFQjCNGdg4MNasZIg1-Lgb7m8cD9d3vreg

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Focus on Results, Process and Relationship

• Facilitative leaders know that achieving

outstanding results is only one dimension
of success.
Part 2. Staff recruitment
• Success should also be measured in terms and deployment, staff
of how the work gets done (process) and training and assessment
the way people treat each other in the
workplace (relationship).
Reference: Hollems, D. (2011, June 12). Facilitative leadership. Retrieved from
http://www.google.com.hk/url?url=http://www.scrc.cc/uploads_news/Facilitative%2520Leadership%2520June%25202011.ppt&rct=j&frm=1&q=&esrc=s&sa=U&ved=0CBgQFj
AAahUKEwiTgduEn9_IAhViIqYKHZ99DX0&usg=AFQjCNGdg4MNasZIg1-Lgb7m8cD9d3vreg

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Staff recruitment Three steps of Human Resource Management Process

1.Identification
and selection of
Safety and health competent Strategic
employees human
resource
planning

2 Adapted and
Compensation and competent
benefits employees with Recruitment and
up-to-date skills, downsizing 縮減開支
knowledge, and
abilities
Selection
Performance
management 3 Competent and
high-performing Orientation
employees who are
capable of
sustaining high
performance over Training and
the long term development

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Recruiting and Selecting: Usual recruitment methods Advertisements

Employee
referrals

College Usual
recruitment Advertising
recruiting
methods

computerized
databases
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Advertisement Recruiting and Selecting (cont)

Selection
1. Hong Kong Professional Teachers’ Union:
• Specific person
https://www.hkptu.org/vacancy

2. Mingpao Jump: • Past performance records / abilities,

http://jump.mingpao.com/cfm/index.cfm experiences, and personality
3. Classified Post: conform to the job requirements.
http://www.classifiedpost.com/hk/category/education-jobs/1 • ‘Right’ person for the ‘Right’ job
4. Job Hunting: Labour Department  improve employee performance
JobHunting.pdf
• Past performance  best indicator
 future performance
(Mosley, Pietri & Megginson, 1996, p.301-306) 18

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Recruiting and Selecting (cont) Recruiting and Selecting (cont)

Usual selection steps
• Preliminary interview
The Selection Process

• Biographical inventory 1.selection criteria  job requirements

• Testing
2.complete an application form
• In-depth interview
3.screening interview
• Checking of performance references
 identify the more promising candidates
• Physical examination (if legally permitted) 4. additional information
• Personal Judgment  for the position
(Mosley, Pietri & Megginson, 1996, p.301-306) 19 20

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Recruiting and Selecting (cont) Recruiting and Selecting (cont)

5.Formal interviews
 the principal
Factors that affect an employee’s performance
• Personal background
6. The information
 checked and verified

7. Physical examination

8. On the basis of the results of previous

steps either offered or has not been
selected (Mosley, Pietri & Megginson, 1996, p.301-306)
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Recruiting and Selecting (cont) Recruiting and Selecting (cont)

Factors that affect an employee’s performance Factors that affect an employee’s performance
• Aptitudes能力傾向 and interests • Attitudes and needs

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(Mosley, Pietri & Megginson, 1996, p.301-306) (Mosley, Pietri & Megginson, 1996, p.301-306)

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Recruiting and Selecting (cont) Recruiting and Selecting (cont)

Factors that affect an employee’s performance Factors that affect an employee’s performance
• Analytical and manipulative abilities • Skills and technical abilities

(Mosley, Pietri & Megginson, 1996, p.301-306) 25 (Mosley, Pietri & Megginson, 1996, p.301-306) 26

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Recruiting and Selecting (cont)

Class activity
2.5 Factors that affect an employee’s performance
• Health, energy and stamina 毅力 •Pros and cons for internal promotion?

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Recruiting and Selecting (cont) Recruiting and Selecting (cont)

• Motivate employees
Potential advantages of Internal Promotion
 responsible positions
• Improve morale • better promotion prospects
 attraction of better external applicants
• Improve the quality of selection  the strengths
• Assure that existing employees  fully
and weaknesses of internal applicants are usually utilized

better known

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Recruiting and Selecting (cont) Interviewing

Potential disadvantages of Internal Promotion
• Applicants may not be available inside the organization 1. Techniques
• Internal sources 
2. Modes of interview
the inbreeding of ideas
• Current employees  lack new ideas

(Mondy & Premeaux,1995, p.281)

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Interviewing Interviewing (cont)

Techniques 4. To achieve the positive first impression
1. Understand that the interview aims 5. Develop positive speech and body language
2. Consider sound preparation techniques
3. Utilization of skill and psychometric testing 6. Bring structure and comprehensiveness to the
interview

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Interviewing (cont) Interviewing (cont) Modes of interview

7. Understand the differences between permanent and
temporary / contract staff Group
8. Consider which types of questions are illegal, and
alternative approaches for covering sensitive issues
Patterned
Modes of In-depth
interview

Non-
directive
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Group interview
The group interview is broken into four parts:
First segment  Each one shares about himself/herself.
Second segment  group discussion on a controversial
issue in education
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Pre-School Teacher Job Interview
Before the interview, you have to clarify with yourself:
• How to convince the interviewers that you really want the
job?
• What should you expect in a second interview?
• How do you use the first interview to help you in the
second interview?
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Pre-School Teacher Job Interview
To be an interviewee / interviewer
•How are you qualified for this position?
•How has your education prepared you for this
position?
•What are your strengths? What are your
weaknesses?
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Third component  problem solving situation
➨interact with each other to reach a group
consensus
Fourth area  individual reflection ➨ candidate
critiques the interview process, the performance of
peers and his/her personal performance in the
process.
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Pre-School Teacher Job Interview
Before the interview, you have to clarify with yourself:
• How do you handle telephone interviews?
• How do you juggle試圖應付multiple job offers?
• How do you turn down a job offer?
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Pre-School Teacher Job Interview
To be an interviewee / interviewer
•How do you feel your strengths and weaknesses in
a classroom setting?
•How would you try to encourage parent
involvement?
•What are your career goals?
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Pre-School Teacher Job Interview To be an interviewee / interviewer

To be an interviewee / interviewer •How do you answer behavioral/situational questions?

•What are you doing to achieve your career e.g. A parent comes to pick up their child and notices
goals? a bite received by another child. They become angry
and demand to speak to the other child's parents.
•What do you say when you don't know the How will you handle the situation?
answer? •What's the best way to close the interview?
Summarize by emphasize your qualifications as they
apply to this job. Also cover anything you missed
from your opening.

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Staff Orientation
Formal Orientation Program:
Teacher Training and Development • Large preschool usually have a formal orientation program
and Assessment which explains these features of the preschool: history,
services, general policies and practices, organization
(divisions, departments, and geographic locations),
benefits (insurance, retirement, and vacations), safety and
other regulations.

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Staff Orientation Staff Orientation (cont)

Formal Orientation Program: Orientation Day:
•To help newcomers to understand more the culture •To visit school and meeting of
of organization and any organizational policies are in colleagues and staff.
practice.
•To get know with the physical
environment and people there.

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(Koontz, H. & Weihrich, H., 1990, p.244-245) 48

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Staff Orientation (cont) Staff Orientation (cont)

Pair up with Senior Mentor: Opportunity of Questioning and Expression of Feelings
•New employees will usually • To provide new employees with an opportunity to ask
encounter new values, new questions and express their feeling.
personal relationships. • To help to make clear the query for the environment,
school policy, practice and the people he or she is going to
•A senior mentor helps work with.
newcomers to go through
the hard time, shorten the
time for adaption and make
it smoothly.
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In Sum
•Human resource management process
•Staff recruiting and selection techniques :
a. Recruiting
b. Screening
c. Interviewing
d. Staff orientation

51 Reference: Tips for school managers . Retrieved from http://www.edb.gov.hk/attachment/en/sch-admin/sbm/sbm-

forms-references/tips%20for%20school%20managers_eng.pdf

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The Gap Concept

Expected Curve

1,000 Cars Gap

200 Cars
Performance/ Actual Curve
Results
800 Cars

Time
In training terms, we need to develop programs
Reference: Tips for school managers . Retrieved from
http://www.edb.gov.hk/attachment/en/sch-admin/sbm/sbm-
to fill the Gap
forms-references/tips%20for%20school%20managers_eng.pdf Reference: Training and development: Training as a management skill / Training and developing your staff 54

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Staff development
• Staff development, sometimes called continuing
education, in-service training or professional
development (Stout, 1996)
• Ongoing professional development enhances teachers’
knowledge by keeping them up-to-date on new
Information on how students learn, technology tools for
the classroom, curriculum resources, pedagogical skills etc
• Staff development has impact on student achievement,
allows teachers to be more effective in educating students
• Staff development is closely linked with school self-
evaluation and improvement plans
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Importance of staff development
1. acquire new knowledge and skills
2. improve teachers’ professional knowledge, skills and
attitudes
3. develop a sense of belonging, self-confidence, sense of
achievement, enhance morale and enthusiasm
4. promote close collaboration among teachers
5. better understand the strengths and weaknesses of an
individual
6. enhance the quality and reputation of the school
admission
7. enable students to receive the optimal learning
experience
Reference: Wong, T. K. S. : Lecture notes
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Conclusion
• Different stage of career will need different kinds of
training
• Different staff development program will serve
different purpose
• Need to uplift the morale of teachers and develop an
effective team
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The Staff development cycle
Reference: Chapter 2: How to lead staff development. Retrieved from https://us.sagepub.com/sites/default/files/upm-binaries/32321_Chapter_2.pdf
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Staff assessment
Assess
• Teaching skills (including lesson plans, communication
skills, interaction skills, creative teaching etc)
• Professional attitude (including responsibility, work
attitude and enthusiasm, care for children, self-
evaluation/reflection etc)
Purposes
• Help teachers improve teaching and enhance
professionalism
• Quality assurance
Reference: Wong, T. K. S. : Lecture notes
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References
• Daft, R. L. & Marcic, D. (2009). Understanding Management : (6th ed). Australia : South-Western.
• David,T.G. & Nicholas,S.K.Pang. (2003).Leadership and Management in Education. The Chinese University
of Hong Kong.
• Ebbeck, M & Waniganayake, M (2007). Early Childhood Professionals: Leading today and tomorrow.
Australia: Elsevier.
• Education Bureau and Social Welfare Department (2006). Operation Manual for Pre-primary Institutions.
Retrieved January 9, 2015 from http://www.edb.gov.hk/attachment/en/edu-system/preprimary-
kindergarten/overview/Operation%20Mannal_eng.pdf
• Koontz, H. & Weihrich, H. (1990). Essentials of Management (5th ed.). New York: McGraw-Hill.
• Mondy, R. W. & Premeaux, S. R. (1995). Management : Concepts, Practices and Skills (7 th ed.). New Jersey:
Prentice Hall.
• Mosley, D. C., Pietri, P. H & Megginson, L. C. (1996). Management, Leadership in action (5th ed.). USA:
HarperCollins College Publishers.
• Richard, P. (2007). Introduction to Management (4th ed). NY : Palgrave Macmillan.
• Smith, A. (1999). Managing Staff in Early Years Settings. New York: Routledge
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