School Management Structure: Roles, Planning and Evaluation

Planning and Implementation

Planning sets out who does what, when and where. Evaluation uses questionnaires, observation and other tools. The results of the assessment are included in the Annual Report, together with proposals for improvement.

Governing Bodies

• Coordinator: represents the management team and the head of studies.
• Secretary: designated by the Master. Records the minutes on the school's CDA site, including the duration, attendees and topics discussed.
• Agreements: written records are kept for each cycle, along with informed opinions and meeting decisions.
• Decision-making: decisions are made when required and put to a vote among the professional faculty. Approved proposals are sent to the school council, which issues advice and maintains the maximum level of participation.

Roles and Responsibilities

The school's internal structure defines its functions and regulates coexistence. The school council develops and approves a common opinion and contains organized participation by members. Responsibilities are shared, and there are no definite areas of organization.

Key Documents

• PCE (Educational Project of the Centre): develops the pedagogical framework and coordinates commissions with the management team (MEC), establishing criteria for each cycle. Approved proposals are submitted to the council.
• PAT (Tutorial Action Plan): sets out the criteria for tutorial work, organized by the centre's tutors. It develops commissions, approves the council's proposals and ensures educational coherence with the community, families and students.
• PGA (General Annual Plan): a concrete document covering the course, the PAT, the PLC, the PEC and the PCE, drawn up with the council and the teaching team, with advice on proposals for each cycle.
• Budget: prepared by the secretary and the team, with criteria approved by the council.

Management Instruments

General Aspects

Management instruments are compulsory and stable. They are reviewed annually and do not function alone; they are managed collectively.

Preferred Criteria

Instruments should be realistic, detailed, coherent, clear, open to modification and oriented toward leading the school's work.

Development Stages

Instruments are developed through motivation, planning, execution, adoption, dissemination, implementation and evaluation.

Professional Responsibilities

Professional processes must be defined in format, timing and stability. They include planning, development, execution, approval of projects and guaranteed implementation.

Management Roles (Mintzberg, 1991)

• Interpersonal: figurehead, leader and liaison roles.
• Informational: monitoring, disseminating and acting as spokesperson for important organizational information.
• Decisional: entrepreneur, resource allocator, negotiator and decision-maker.

Leadership

Leadership involves coordinating people and associated projects, cultural management, assessment and innovation. It is skills-based and relies on voluntary acceptance. It involves multiple interventions, including ambassador roles, resource management and the creation of an organizational culture.