The modern trends in school leadership

The current era witnesses an astonishing and rapid development in modern educational trends, which are passing through a critical and important phase of their evolution amidst a set of political, economic, social, and technological variables, which are expected to bring inevitable changes in various fields and different work domains, including the nature of the leadership role of the school principal, who is expected to change methods and theories to be more capable of facing challenges. This makes familiarity with modern trends in educational leadership a necessity. The leadership role of the school principal is no longer merely managing school affairs routinely or simply maintaining order and ensuring the progress of studies. Instead, the perception of this leadership role has changed, as the modern view emphasizes his role as an educational leader overseeing an educational organization for a community seeking development in a changing and fast-paced world. What we face from challenges in all aspects of our social, economic, political, and educational lives, and what we witness from a rapidly growing change in societal behavioral patterns, along with a wealth of knowledge, rapid communication, and advancing technology, all necessitate a swift assessment of our current situation and planning to keep pace with new developments in accordance with our values, principles, and capabilities. Since we are in the field of education, we feel the importance of change for the better, accelerating the pace of keeping up with updates, and directing change according to our religious, social, and cultural foundations. Perhaps the school is the means to achieve this, and the educational leadership of the school is the direct influence to enhance change and achieve goals. Therefore, we need an experienced principal and a seasoned leader whose motives stem from his acceptance of change, influencing the efficiency and effectiveness of his staff, motivating and encouraging quality work, achieving integration, and fostering creativity and innovation to reach excellence. In light of the rapid development in educational management science, the proliferation of modern leadership experiences and methods, the emergence of total quality management, and the call from specialists to employ total quality in education to achieve high-quality outputs that meet development requirements. The general goal: To equip participants with the latest trends and theories by identifying the specifications of a successful school leader, his negative and positive powers, how to manage crises in the school, discovering the stages of change management, and exploring fields of creativity development. Training module topics: First training session: Concept of school leadership and its requirements - Concept of school leadership. - What distinguishes the leader from the administrator? - Requirements of school leadership. - Characteristics of a successful school leader. - Misconceptions about leadership. - Negative power of the school principal. - Positive power of the school principal. Second training session: Modern trends in school leadership - Time management. - Crisis management. - Change management. - Conflict management. - Creativity management. - Conclusion. - References. Useful administrative instructions and regulations for the trainer: Training methods for training programs: The trainer generally tends to use the following training methods: - Educational workshops (training workshops) - Cooperative learning - Training lecture - Role-playing - Brainstorming workshops Training tools used in programs: - Laptop computer - Data projector - White display screen - Two paper whiteboards - Paperboard stand - Large colored pens - Audio equipment - Transparent adhesive tape Required training hall specifications: 1. A nearby mosque or prayer room, not more than 50 meters away (for women’s and men’s courses, separate prayer spaces are necessary). Prayer times are observed with a break not exceeding 20 minutes including prayer and preparation. 2. Suitable, clean, nearby restrooms (separate for women and men, close to the hall). 3. Organized, appropriate, safe parking for trainees near the hall. 4. Directional signs inside the venue bearing the institution’s name, program, trainer, venue, date, and start/end times. 5. The hall should be spacious, clean, with extra space inside for practical exercises. 6. Seating arrangements should be coordinated with the trainer, with women’s and men’s seats separated according to our Sharia, societal principles, and values. Seating can be in a U-shape, V-shape, or round workshop format, with adjustable and movable tables and comfortable, mobile chairs. The trainer and participants should agree on a seating arrangement that ensures comfort, good eye contact, and ease of movement. 7. Good audio systems with a portable wireless microphone. 8. A table for the trainer’s tools: computer, bags, training materials. 9. A large display screen and large paper whiteboard. 10. Coordination with the hall management to hang explanation papers on a stand or wall. 11. Ensure good ventilation and air renewal. 12. Adequate lighting, preferably white light. 13. No distracting images or ads conflicting with values inside the hall. 14. For courses with a video conference circle for men and women, ensure the readiness of the video circle with two screens (one for training display, the other for trainer’s video), and wireless microphones for communication between the two halls. 15. Smoking inside the training hall, corridors, or restrooms is strictly prohibited. 16. Cleaning staff should organize, clean, and perfume the hall before the training begins and during breaks. 17. Ventilate the hall an hour before the start by opening all windows to refresh air, oxygen, and energy, and do so periodically during each break. 18. Organize trainees’ notebooks and chairs, ensuring their condition before and during the training. 19. The organizing body and course management prepare a list of trainees’ names for easy acquaintance and trainer familiarity. 20. Print trainee cards bearing the training organization’s logo, success skills logo, program name, and attach them to the trainer’s chest; they are received from the course secretary at the hall entrance and returned after the trainee leaves for attendance and discipline control. 21. Use light-colored, calm decor colors inside the hall. 22. Remove excess chairs beyond the number of trainees, periodically. 23. Provide two high chairs for the trainer to be visible during applications and sitting. 24. Ensure a printer is available for printing urgent training forms. 25. Place a reception table outside the hall for welcoming and coordinating arrivals, departures, and inquiries. 26. A welcoming stand outside the hall bearing the institution’s name, logo, program, trainer, venue, date, and times, welcoming participants. 27. A large advertising board inside the hall behind the trainer with the institution’s name, logo, program, trainer, venue, and date. 28. Welcome and motivational posters at entrances and corridors leading to the course venue. 29. Regularly check the cleanliness, scent, and sterilization of restrooms, with welcoming signs for trainees. (Refer to attachments — ideal design for training hall) Catering: A buffet for trainees twice daily, including water, fresh juices, pastries, tea, coffee, cappuccino, and cake (with attention to renewal, innovation, and presentation). Also, place the following items on each trainee’s table: - A large, fresh, cold, original, bottled water. - A clean glass cup beside the water bottle. - A new, full box of tissues on each trainee’s table. - A selection of refreshing candies that melt in the mouth and contain natural sugars to help energize. Notebooks and educational materials: The trainer will provide the course booklet to the course coordinator within 72 hours, including (progressive course overview, scientific material, course exercises), which are the intellectual property of the trainer, bearing the Success Skills logo, and should be properly photographed and packaged. The trainer’s name, logo, website, and contact numbers should be prominently displayed on the cover. (Refer to attachments — training bag covers). These are professionally printed and packaged at the organizer’s expense, with the printing cost deducted from the course revenues. Methods of evaluating and assessing training programs: 1. Evaluation tools by the trainer and course management: Training is a performance gap filler, and for the training program to succeed, a system of factors contributes to its success: trainer, course management, services, training hall, training bag, training objectives, trainees, internal and external training environment. The course is evaluated before, during, and after, with a pre-course meeting to confirm trainees’ needs, objectives, review the program, and assign tasks (see attachments — evaluation meeting, pre-meeting objectives). Daily meetings are held after each day’s training for 30 minutes with the trainer, course management, and coordinator to review the day’s program and discuss improvements (see attachments — daily evaluation meeting). A final evaluation meeting is held after the course for one hour to finalize the assessment and include recommendations for improvement (see attachments — final evaluation meeting). The initial evaluation relies on expectation charts and trainee experience forms (see attachments — expectation chart and experience form), filled out before the course. During and after, evaluation depends on observation, measurement, daily trainee evaluation forms, and a evaluation board. 2. Evaluation tools by trainees: - Experience forms (see attachments). - Daily and final evaluation forms (see attachments). - Daily evaluation board (see attachments). - Suggestion box (see attachments). These evaluation tools are periodically studied and analyzed using Excel daily (see attachments). Conditions for passing any training program: To receive a certificate of completion, the participant must: - Attend at least 90% of the total training hours. - Actively participate in all training activities. - Pass the training assessments designed by the trainer. Regulations to consider during organizing the training: 1. The trainer is the team leader in the training program and acts as the team chief, with the right to request everyone to double effort and productivity. 2. The course coordinator or manager holds a briefing session with the trainer at least one day before the program, explaining participant backgrounds, training needs, main issues, and their religious, sectarian, cultural, economic, social, and occupational backgrounds. 3. A daily end-of-day session is held to evaluate each training day, including the trainer, course manager, and coordinator, to review feedback and improve the next day (see attachments — daily evaluation meeting). 4. Smoking inside the training hall, corridors, or restrooms is strictly prohibited, especially for the administrative, marketing, and training team. 5. All training, administrative, and marketing team members must respect prayer times and perform prayers in congregation with trainees, as they serve as role models. Prayer will be observed immediately after the call, with no delays or interruptions. 6. Entry to the hall is restricted to authorized persons only, with prior permission from the trainer, serving the training program, and at the trainer’s sole discretion.