By Larry Smith
The position of college principals and their government employees has replaced quickly and greatly over the past decade. they're now required to be not just top educators but additionally potent company people. the truth is, despite the fact that, that almost all tuition leaders have little if any formal education for those enterprise roles, and extremely restricted own adventure in coping with those issues. The goal of the booklet is to aid tuition leaders in constructing the certainty, wisdom and talent of industrial procedures that they should practice this ‘new’ position successfully.
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Additional resources for The Business of School Leadership: A practical guide for managing the business dimension of schools
2. Overseeing expenditure to ensure the amount spent does not exceed the amount allocated, at the level of the whole school and at the level of individual units, projects and activities. Detailed financial planning (such as for capital works) should be delegated to professional financial planners. Similarly, leave the detailed recording and reporting of the monetary transactions of your school, and the 14 Understanding the financials 15 development of the fine detail of the budget, to a qualified and experienced accountant—your school’s financial officer.
We cannot stop it, slow it down, save it for a rainy day, or in any way create more time than we have. What we can manage is our own behaviour. We can manage the way in which we prioritise and schedule our tasks, we can develop systems for dealing with routine matters, we can learn to delegate and we can learn to say no—and mean it. The important thing is to make time our servant, rather than our master. How are you spending your time? Before you can take control of your time, you must understand first how you are currently spending it.
Concentrate on what you do best—providing educational leadership to the school and its community. One of the most consistent messages from the principals interviewed was that school principals want to be leaders, not managers. They see their role as providing direction and motivation, and ensuring that all the necessary systems to support the educational and management needs of the school are in place and working. They do not want to engage in the more mundane processes of management, other than at a broad level.