Instrumente Structurale2007-2013

GUVERNUL ROMÂNIEIMinisterul Dezvoltării Regionale

şi Administraţiei Publice

UNIUNEA EUROPEANĂFondul Social European

ROF

Management instruments - Regula�ons for

Organiza�on and Func�oning (ROF) and

Job Descrip�ons within the Ministry of Educa�on

and Scien�fic Research

Disclaimer:The findings, interpreta�ons, and conclusions expressed in this volume do not necessarily reflect the views of the Execu�ve Directors of The World Bank or the governments they represent. They are en�rely those of the author(s) and should not be a�ributed in any manner to the World Bank, or its affiliated organiza�ons, or to members of its board of execu�ve directors for the countries they represent. The World Bank does not guarantee the accuracy of the data included in this study and accepts no responsibility whatsoever for any consequence of their use. The boundaries, colors, denomina�ons, other informa�on shown on any map in this volume do not imply on the part of the World Bank Group any judgment on the legal status or any territory or the endorsement of acceptance of such boundaries.

This brochure presents a summary of the World Bank team’s Report on Regulations for Organization and Functioning (ROFs) of 17 units selec ted within the Ministry

of Education and Scientific Research (MESR) and School Inspectorates, and 30 job descriptions.

The Report was prepared under the Agreement for Advisory Services for the Development of Administrative Capacity of the MESR.

CONTENTS

I. Conceptual Framework 2

II. Methodology 5

III. ROFforGeneralDirectorateforEducationandLifelongLearning 14

IV. JobDescriptionfortheGeneralDirectorforEducationandLifelongLearning 18

V. ROF for School Inspectorates 22

VI. JobDescriptionsforGeneralInspectors 26

VII. JobDescriptionforHighSchoolDirectors 32

VIII. ExamplesofDifferentObjectivesforMESR’sDirectorates 38

1

I. CONCEPTUAL FRAMEWORK

The report is addressing one of the key recommendations made to the Ministry ofEducationandScientificResearchintheFunctionalReview report (2010) that focused on the pre-university education sector: to redefine andredesigntheROFsofallorganizationalunitsintheMinistry, as well as the jobs of all job holders atthemanagementandexpertlevels.

Inallorganizations,functionsthathaveimportantcharacteristics and/or objectives in common aregrouped together in distinct organizational units,and tasks; similarly, activities thathave importantcommon objectives are grouped together indistinctjobs.

In well-managed organizations, these groupingsare documented in terms of reference and jobdescriptions.

The main objectives of terms of reference fororganizationalunitsaretoensurethatthepurposeand scope of the functions are clear to theirmanagersandstaff.

Equally,themainobjectivesofjobdescriptionsaretoensurethatthepurposeandscopeofeveryjobarecleartoalljobholders.

AlthoughtheactivityundertakenundertheprojectwasaimedatdeliveringROFsandjobdescriptions,the activities involved in the process focusedheavilyalsoontheanalysis,respectivelyon:

• recording information about the functions, orthepurposeandscopeofeveryorganizationalunit,

TherecommendationtoredefineandredesigntheROFs,aswellasthejobsdescriptionswasbasedonthefollowingfindings:

a. the current ROFs andjobsintheMinistry are shaped byanorganizationculture that is highly centralized, hierarchical andlegalisticinnature,

b. their content is not grounded in clear, up-to-dateconceptualframeworks, is missing cleardirectionforaction,anddoesnotyetreflectadvancesin thinking on a large number of work and managementpractices.

2

3

• analyzing the rationale behindthe purpose and the scope, and improvingonit,aswellasperforminga complete analysis of the job, itsrationale,purposeandscope.

In both cases, it was sought firstly toclarify and improve the understandingof the terms of reference and the jobs,secondly, to rationalize, fine-tune and,where necessary, to enrich them, and only then to write a clear and concise ROForjobdescription.

It is important to distinguish alsobetween terms of reference or job des-criptions that are written to serve legalpurposes and those that are written toservemanagementpurposes.

The existing ROFs and job descriptionswithin MESR were written to servepredominantly legal purposes, dealing with what each organizational unit andeachjobholderdoaslegalrequirements.By default, whatever is not written inthemisinterpretedasnotauthorized.

The ROFs and job descriptions weredeveloped as management documents,which required the introduction of newconcepts and new thinking into the analysisprocess,aswellasthewritingofverydifferentdocuments.

Although ROFs relate to whole organizationalunits,and jobdescriptionsrelate to individual jobholders,both are

tools in the hands of management and focus on what it needs to be done, why and how.

As management tools, they are designed todothefollowing:

• Provide direction for action atoperationallevelandexplainit.

• Tell managers what are the res-ponsibilities of their organizationalunits and for what purpose these unitswereestablished.

• Tell both managers and staff whatare their individual responsibilities,specifying what they are broadly expected to do and to achieve, howthey are broadly expected to operate andwhatwilltheybeaccountablefor.

• Help each manager conductperformance appraisals for people and units under him/her and holdsubordinate managers and staffaccountablefortheirperformance.

• Helpeachmanagerdeterminethemixand types of skilled people needed in his/her organizational unit andthe extent to which the unit has a skills’ gap; then use this knowledgeto develop a recruitment plan (ifpossible) or a development plan forexistingstaffneedsthatwillclosetheskillsgapovertime.

• Help each manager develop aknowledge, skills and experience profile for each job, which serves, inturn, in recruitment of staff for thejob, in the conduct of training needs

4

analyses and the development of on-the-job training programs for them, andsometimesindeterminingplacementlevelsinremunerationscales.

ROFsandjobdescriptionsrepresentthestable,longer-termgoalsandresponsibilitiesof organizational units and jobs. They do not contain shorter-term general orquantitativetargetsthataretypicallyfoundinannualobjectives.

Well-managed organizations always use annual objectives in conjunction withorganizational terms of reference and job descriptions, ensuring that they aresynchronized.

5

II. METHODOLOGY

Inperformingthisactivity,allexistingROFsandjobdescriptionswereanalyzed, followedbymeetingswith all general directors, directors and relevantprofessionals for whom the documents were produced.

Incaseswherealargenumberofjobholderswereperforming the same job (inspectors general andhigh schoolheadmasters), theWorldBank’s teammetwithfocusgroups.

SeparatemeetingswereheldforROFanalysisandforjobanalysisdiscussions,inordertoensurethatthe rationale, objectives and scope of activitiesof each organizational unit are well understoodbefore the jobs of people working in them areanalyzed,andtoprovidethenecessarycontextforjobanalysisdiscussions.

All of the job analysis meetings, except for themeetings with general directors, were attendedboth by the job holders and by their managers,

The proposed ROFs ofallMESR’sgeneraldirectorates, directorates and units, as well as all thejobdescriptions,aretreated as management instruments and are designedforinformationpurposes and as guidelines fordeterminingindividualresponsibilitiesandactivities.

They are not designed to serveasinventoriesofactivities,listingeverythingthat is being done in each organizationalunit,orbyeachindividualjobholder.

The process followed in producing the proposed ROFsandjobdescriptionsconsisted of four stages:

1. datacollection

2. data analysis

3. draftingtheROFsfororganizationalunitsandthejobdescriptionsforjobs,andfinally

4. jointreviewofthedrafts.

6

in order to ensure that the team gets an insightnotonlyintohowthejobholdersthemselves conceive of their jobs, butalsohowtheirmanagersconceiveof thejobsandparticularlywhattheyexpectofthejobholders.

Thejointanalysisprovedtobeextremelyuseful,sincemostjobholdersatalllevelsdid not have such discussionswith theirmanagersinthepast.

The entire analysis, as well as thediscussions with the general directors, directors and staff involved in the deve-lopment of ROFs and job descriptions,provided a learning opportunity for theMESR staff and determined a significantshift in people’s approach to their workfrom a highly legalistic approach to amuch more operational/managerialapproach.

In analyzing the terms of reference of the Ministry’s organizational units and thejobs of its staff, the team distinguishedamong four levels of engagement to describewhatanorganizationalunitandajobholderaredoing.

Theseweredefinedasfollows:

Role – A cluster of functions that are linked together to produce a broadly defined, integrated output or result.

Allrelevantfunctionsmustbepresentforaroletobeplayedeffectivelyandfortheoutput/resulttobeproduced. Roles are typically managed in a unifiedway by one manager in one high-levelorganizational unit, such as a GeneralDirectorate.

7

The level of Detail in ROFs and Job Description

ROF

Services

Role

Functions

Tasks

Activities

JobDescriptions

Figure 1

Function – A cluster of tasks that are linked together to produce an integrated, defined output or result.

All relevant tasksmustbepresent fora function tobe carriedoutwell and for theoutput/result to be produced. Functions are typicallymanaged in a unifiedway byonemanagerinonelower-levelorganizationalunit,suchasaDirectorate.

Task – A planned cluster of interlinked activities designed to produce a lower-level output or a result, which typically serves as an input into the performance of a function.

All relevant activities must be present for the task to be effectively completed.Broadly-definedtasksmaybecarriedoutbystaffinalowerlevelorganizationalunitandmanagedbythedirectoroftheunit.

Narrowly-defined tasks are typically carried out and managed by individual job-holders.

8

Activity – a specific action or set of actions that is consciously planned sequenced and carried out by a job holder to produce an output or a result.

The terms ‘role’ and ‘function’ were used to describe what the Ministry and theorganizational unitswere set up to do; ‘task’was usedwhen broadly conceived todescribefurtherwhataunitisdoing,andwhennarrowlyconceivedtodescribewhatajobholderisdoing;‘activity’wasusedtodescribeonlywhatajobholderisdoing.(Figure1)

Furthermore,greateffortsweremadetoensuretheclarityofeachrole,function,taskandactivity.

Clarityimproveswithspecificity,forwhichreason,inordertoachievetherightlevelofspecificity,eachactivity,task,functionandrolewasdescribedbyapplyingthemostrelevant,specificactionverbstothemostrelevant,specificobject.(Figure2)

Structure of ROFs

EachROFfirstbrieflydefinestheroleoftheorganizationalunitintheMinistry.Thenit specifies inmore detail the functions embedded in the role and the broad tasksembeddedinthefunctions.TheROFsdonotdescribesub-tasksandactivitiesthatgointothebroadtasks(whichareincludedinjobdescriptions).

Achieving Clarity in the Description of Roles, Functions, Tasks and Activities

Very Specific Full clarity

Very Specific

Very General

ActionVerb

Object to wich it applies

Figure 2

9

Mission, vision, objectives

All ROFs link the roles of General Directorates to the overall vision, mission and goals of theMinistry as expressed in the education laws andother normative and general statements (such astheNationalPactforEducation).

The first paragraph of each ROF opens upwith areference to the relevant part of the Ministry’svision, mission, or goal, thus providing a contextfortheroleonwhichitfocuses.

Similarly, each job description describes first thefunctions of the organizational unit where it isplaced, linking the job to these functions andprovidingthecontextforthejob.Thenitspecifiesinmoredetailthosetasksforwhichthejobholderis responsible and the key activities involved inthem.

Direct results (outputs)

All ROFs and job descriptions are based on thebasic paradigm thateveryorganizationalunitandjobintheMinistryexiststoproducesomeoutputand that the output need not bematerial (it canbeadraftministerialorder,aproposedbudget,asyllabus,apolicyrecommendationetc.).

Beneficiaries’ expectations

In the context of this paradigm, internal and external clients are assumed to know what they needand tohaveclearexpectationswith respecttotheservicestheyreceive.

The output is always needed as input into another process, product or service.

Itcanbeafinaloutput,whenitleavestheMinistryandisreceivedbyanexternal party or agency; it can also be an intermediate output when the recipient isanotherorganizationalunitoranotherjobholderinsidetheMinistry.

The outputs and the recipients are clearly identifiedintheROFsandinthejobdescriptions.

The outputs are also clearlydistinguishedfromactivitiesandaretreatedas‘services’.

Theunitsandjobholdersthatdelivertheservicesareconceivedas,andreferredtoas,serviceproviders,while the recipients of the servicesareconceivedas,andreferredtoas,‘clients’.

Becausefunctionstypicallyrefer to outputs, they are oftenequatedintheROFswithservices.

10

All ROFs and all job descriptionsspecify what are believed to be the keyexpectations. Furthermore, the basictenet is that organizational units andindividual job holders are responsible tomeet these expectations of their clients,or if theythinkthattheexpectationsareunrealistic,to ‘negotiate’withtheclientsmorerealisticones.

In line with this paradigm, all ROFs and all job descriptions state that theperformance of the organizational unitor the job holder is appraised not bythe extent to which they carry out the activities that need to be carried outin delivering the services, but by theextent to which the services are indeeddelivered and meet the expectations oftheinternalorexternalclients.

A distinction has been made betweenfunctions, tasks and activities that arespecific to a given organizational unit,and functions, tasks and activities thatare generic and common to all or many organizationalunits.TheROFsfocusonlyonthespecificfunctionsandtasks.

The team developed ROFs and thejob descriptions for whole generaldirectorates, in an integrated way. First,the ROF of a given General Directoratewas developed, then the job descriptionof the General Director, then the jobdescriptions of the directors under theGeneral Director and only then the jobdescriptions of the non-managementprofessionalsunderthedirectors.

This made it easier to understand and show how each job level derives itsessence and rationale from the levelabove it, and how all jobs derive theirrationalefromtheROF.

Improvement opportunities and best practices

The ROF and job analyses provided richopportunities todiscuss therationale forwhatorganizationalunitsandjobholdersare doing today, to understand it betterand also to think of what they could do tomorrow.

Together with the Ministry’scounterparts, the team strived to refine,enrich and re-design many terms ofreference and jobs. Then the ROFsand job descriptions were written asdocuments that reflect not only thesituation on the ground today, but alsothesituationasitcouldbeinthefuture.

Wherever it was considered realistic,the proposition was made to add toROFs and job descriptions some clients,services, and service specifications thatare not part of these documents as they are currently conceived, but could beincluded, in accordance with standards of management.

ThisresultedinROFsandjobdescriptionsthat are richer and longer than typical ones, which are not just descriptions,but also detailed performance guidelines for unitmanagers and job holders. Such

11

guidelinesareparticularlyimportantatthistimeduetothemanychangesinthinkingandworkpracticesintroducedbythenewlydesignedROFsandjobdescriptions.

Steps to implement the ROFs and job descriptions

The ROFs and job descriptions presented here (as selection) are drafts.

ThepurposefortheirdevelopmentwastoproposetheMinistrythespecificcontentofROFsfor17unitsand30jobdescriptions,aswellasanoptimumdesignforthem.

ThenextstepsthatcouldbetakentoimplementtheWorldBank’sproposalsareto:

• ReviewallROFs,acceptorchangetheircontentandapprovethem• Conduct in each General Directorate a discussion of its new ROF – the General

Directortomeetwithhis/herentirestafftoacquaintallwiththenewROF• DevelopnewROFsforallorganizationalunitsthatwerenotincludedintheproject• Review and finalize the job descriptions of the directors in each General

Directorate • Reviewandfinalize the jobdescriptionsof all experts and counselors forwhom

jobdescriptionshavebeendone• Develop jobdescriptionsforall jobholderswhose jobswerenot included inthe

project• ImplementthenewROFsandjobdescriptionsby:

a. introducingannualobjectivesforeachGeneralDirector,directorandstaffmemberderivedfromandbasedonthecontentoftheROFandthejob

12

descriptions,andb. introducingperformancecriteriafromtheROFsandjobdescriptionsintothe

annualperformanceappraisalofallmanagersandstaff.

List of departments for which ROFs and job des criptions were proposed

Departments Job Descriptions

GeneralDirectorateforEducationandLifelongLearning

GeneralDirectorforEducationandLifelongLearning

Directorate for Monitoring and EducationalEvaluation(withintheGeneralDirectorateEducationandLifelongLearning)

DirectorforMonitoringandEducationalEvaluationSpecialtyInspector(Mathematics)

DirectorateforProgrammesandLifelongLearning(withintheGeneralDirectorateforEducationandLifelongLearning)

DirectorforProgrammesandLifelongLearningSpecialtyInspector(VET)SpecialtyInspector(Extracurricularactivities)

General Directorate for Management, HumanResourcesandNationalSchoolNetwork

General Director for the Management, HumanResourcesandNationalSchoolNetwork

DirectorateforContinuosTraining(withintheGeneralDirectorateforManagement,HumanResources,andNationalSchoolNetwork)

DirectorforContinousTrainingCounselorfor„Definitivat”Examination

DirectorateforNationalSchoolNetwork(withintheGeneralDirectorateforManagement,HumanResources,andSchoolNetwork)

DirectorfortheNationalSchoolNetworkInspectorfortheNationalSchoolNetwork

GeneralDirectorateforEducationintheLanguagesofEthnicMinorities

GeneralDirectorforEducationintheLanguagesofEthnicMinorities

13

Departments Job Descriptions

DirectorateforMinorities DirectorforMinorityEducationExpertforMinorities

Unit for Strategies and Public Policy Director for Strategies and Public Policies UnitExpertforPolicyReview,DevelopmentandMonitoring(PublicManager)ManagementExpert(CounselorforEuropeanAffairs)

PressOffice(withinUnitforStrategiesandPublicPolicy)

CounselorforCommunicationandPublicRelations

GeneralDirectorateforInternationalandEuropeanAffairs

GeneralDirectorforInternationalandEuropeanRelationsCounselorforEuropeanAffairs1CounselorforEuropeanAffairs2CounselorforInternationalAffairs

GeneralDirectorateforHigherEducation GeneralDirectorforHigherEducationDirectorateforUniversityManagement DirectorforUniversityManagement

CounselorforHigherEducation(type1A)Senior Counselor

SchoolInspectorate-General General InspectorSchool Inspectorate – Financial Management Compartment

Chief Accountant

SchoolInspectorate–HumanResourcesCompartment

DeputyGeneralInspectorforHumanResources Management

SchoolInspectorate–AdministrativeCompartment

HighschoolDirectors(Headmasters)

III. ROF for the General Directorate for Education and Lifelong Learning (LLL)

The roleof theGeneralDirectorate for Educationand Lifelong Learning comes in the form offive services, delivered either to the Ministryor directly to the Inspectorate, regarding the following key responsibilities:

• To ensure the creation andmaintenance of acomprehensive national policy and strategyenvironment, as well as a ‘methodologicalenvironment’, that is conducive to efficientandeffectiveoperationoftheschoolsandtheinspectorates;

• To carry out other functions that cannot bedevolved to lower levels of governance, orde-concentrated to local field offices (such asproduction of a national curriculum and theaccreditation of schools, the developmentandorganizationofnationalexaminationsandcompetitions);

MECS’broadvision,which is embedded in its educationlaws,includesthemodernizationoftheeducationsysteminRomania, among others, throughcomprehensiveoperationalde-concentrationandsomedecentralization,while guaranteeing access to relevant,qualityeducationtoall.

These measures transfer the daily running and management of the schools to headmasters and school boards and the daily management of the county schools’networkstothelocalauthoritiesandthecountyinspectorates.

However,theyleavesomekeyresponsibilitiesinthehandsoftheMinistry’sheadoffice,aswellasseveralcentralagenciessubordina-tedtotheMinistry.

The General Directorate forEducationandLifelongLearning,includingtheDirectorate for Monitoring andEducationalEvaluationand the Directorate for ProgramsandLifelongLearningplaysasignificantroleintheMinistry’sperformance of these responsibilities.

14

15

• Tomobilizefinancialresourcesfortheschools and the local authorities forthe implementation of these policiesand strategies, and allocate these resourcesoptimallyandequitably;

• Toexercisegeneraloversightovertheschool system, the Inspectorate and thelocalauthoritiesthatplayaroleinthe system; and

• To provide themwith administrative,technical and professional support in carrying out the functions that weredevolvedtothem,wherenecessary.

In this context, the services of LLL referto:

1. Helping the Ministry in the creationof the right policy, strategy and methodological environment for pre-

university education, respectivelydevelop and submit to theMinistry’s top management policy/methodology proposals which aim at improving the performance of theinspectorates and, through them, the performanceoftheschools.

The key tasks involved in thedevelopmentoftheseproposalsinclude:

• conducting and/or reviewing eva-luation studies on the general stateof pre-university education in thecountry,

• developing a policy/methodologyagenda which determines what needs to be further explored and in what priority order,

• researching the policy/methodologyissues on the agenda, and weighing

16

alternativesforaddressingthem,and• drafting the policy/methodology proposals or reviews and submitting them for

considerationtotopmanagement.

2. CurriculumDevelopmentSupportandEndorsement

LLL is a provider of assistance to twoMinistry subordinated agencies in charge ofdeveloping the curricula for the schools: the Instituteof EducationSciences,wherethe National Curriculum Center is located (developing the curricula for academicschools),andtheNationalcenterforVocationalEducationandTrainingDevelopment(where the curricula of vocational, technical and other specialized non-academicschoolsaredeveloped).

The service consists of three types of tasks: the coordination of the nationalcommissions forsubjectmatter, theprovisionofexpertisethroughtheparticipationof senior inspectors in the work of national commissions and the review andendorsementofthecurriculumonceitisdeveloped.

3. Overseeingtheoperationoftheschoolsandtheinspectoratesaswellastherolebeingplayedbythelocalauthoritiesintheschoolsystem

Inthepublicadministrationandmanagementcontext,thefunctionofoversightreferstotheauthorityofasuper-ordinateagencytocontroltheoperationofasubordinateone with the aim of ensuring compliance with its policies, strategies, plans, programs and values. Control, in turn, consists of two tasks: monitoring and the taking ofcorrectiveactionwhennecessary.

The oversight service focuses directly on the operation of the inspectorates –particularlyonhowtheycarryouttheinspectionsintheschoolsandhowtheyhandlecurricular,didacticalandadministrative issues thatarise.The inspectorates, in turn,provide the directorate an oversight service that focuses directly on the operationof the schools, conducting both specialized inspections that assess teachers, andinstitutional inspections that assess schools as a whole. In both cases, inspectionsconsistofsystematicandthoroughmonitoringandshouldbefollowedbycorrectiveactionwhereneeded.

4. ProvidingtheInspectoratewithadministrative,technicalandprofessionalsupportincarryingoutthefunctionsthatweredevolvedtothem

17

The ability of inspectorates to carry out their role effectively depends on severalfactors,twoofwhicharetheclarityofexistingpolicies,strategiesandmethodologies,and the knowledge and skills of the inspectors. In this context, LLL provides theinspectorates a support service under the form of expert advice and constructivefeedback when they are being inspected, and of training decisions based on well-conductedtrainingneedsanalyses.

5. Examinations’ReviewandSupportService

LLL reviews the examinations and endorses them as a service to theMinistry andhelps administer the examinations as a logistical service to theNational Center forAssessmentandExaminationsCenter.Inreviewingtheexaminations,theGDfocuseson two key aspects: the extent towhich the examinations syllabimatch the syllabitaught at school and the extent to which the level of comprehension required ofstudenttocorrectlyanswertestquestionsmatchesthelevelofcomprehensionaimedatinschool.

6. Helping theMinistrymobilizeandallocatefinancial resources to the schools fortheimplementationofpoliciesandstrategies

The design and development of project proposals, and their submission to therelevantintermediarybodiesandECagenciesisaservicethatthedirectoratedeliversto theMinistry. The expectations are that the directorate will generate ambitious,but fully implementableproject ideas,develop the ideas into fullprojectproposals,submittheproposalstotherelevantfundingsourcesandobtainthefunding,andalsothatitwilldeveloppartnershipswithrelevantagenciesinthepublic,privateorcivicsector.

IV. Job Description for the General Director for Education and Lifelong Learning (LLL)

Working towards the achievement of each ofobjectivesoftheGeneralDirectorateforEducationand Lifelong Learning is regarded as a servicedelivered to some recipients, or customers,primary and secondary. TheMinistry as a whole,represented by the under-secretary for pre-university education, the Secretary of State andthe Minister, the county inspectorates and a number of external agencies may be regarded as suchbeneficiaries.

TheGeneralDirectorisresponsibleforthedeliveryoftheseservicesbytheGeneralDirectorateto itscustomers, and for meeting their expectations.However,hisprimaryroleistoleadthedeliveryofservicesbytheGeneralDirectorate,whiletheroleofthetwodirectorsistomanagetheirproductionanddelivery.

GeneralInformation

Directly reports to: The Under Secretary of State for Pre-UniversityEducation

Number of Directorates and people reporting directly: two directorates andastaffcomplementof26.

Occupationalbackgroundofdirectreports:educationspecialists.

The broad functional area of operation:pre-universitygeneraleducation.

TheperformanceofLLLdirectorate and its director are assessed based on how well they meet the beneficiaries’expectations.

In the case of its director, theevaluationismorespecific,anditisbasedonhowhe/shefulfilledtheleadershiptasks-existence of a mission and vision,theirqualityandthe engagement of people towardsthem.

18

19

To be a leader, the General Director needs to continually think of how he/she can improve the services that his/herGeneralDirectorateisdeliveringtoitscustomers, both in terms of scope and in termsofquality.

Therefore, to provide leadership theGeneral Director needs to do the following:

• Develop a vision and formulate amission for it, thus providing his/herpeoplecleardirectionforaction;

• Ensure that the Directors and staffclearly understand the vision andmission;

• Demonstrate his/her commitment tothe vision and mission, not only bywords but also, and predominantly, by providing the resources people needtofollowhis/herdirection;and

• Monitor his/her directors anddirectorates at a general level andkeep themon track, i.e., ensure they

arefollowingthedirectiongiven.

The services provided by the GeneralDirector are in connection with theserviceshis/herdirectorateprovides:

1. Developing policy proposals that willhelp the Ministry create the right policy environment for pre-universityeducation

Toprovideleadershipforthisservice,thefirsttaskthattheGeneralDirectorneedstoaccomplishistodevelopthevisionandthemissionforit.

To develop a vision, the director needstoreviewthepolicydevelopmentservicebeingdeliveredtodayandformaconceptof how it could or should be tomorrow, i.e.,sometimeinthefuture.

TodevelopamissiontheGeneralDirectorneeds to strategize and plan how to get the policy development service fromwhereit istoday,towherehe/shewants

20

ittobeinfuture,thatistodecidewhattypesofactivitieswillindeedgettheservicetowhereitshouldbe,assignresponsibilities,specifyoperationaltargetsandprovideatimeframeforcarryingthemout.

Toensurethatthedirectorsandstaffclearlyunderstandthevisionandthemission,theGeneralDirectorneedstocontinuallycommunicateandarticulatethevisionandthemission, taking every opportunity to remind the people of both and providingadditional insight. Furthermore, to gain the commitment of the directors and staffto the vision and mission, the General Director has to demonstrate his/her owncommitmenttothem,byprovidingapersonalexampleandbyresourceallocation.

Themost importantresourcesathis/hercommandarehis/herbudget,his/herowntime and the time of his/her people. The GD must demonstrate commitment byensuringthatthebudgetrecommendationshe/shemakesreflectthevisionandthemission,bydevotingenoughofhis/herowntimetofollowupontheimplementationof the mission, and by ensuring that people in the General Directorate get the right timetofocusonthemission.

2. Exercisingoversightovertheschoolsystemandtheinspectorates

The same key leadership tasks apply to this service: the General Director needsto provide his/her directors and staff direction for action, develop a vision and a

21

missionfortheservice,communicatethemwelltothedirectorsandstafftogaintheirunderstandingandcommitment,anddemonstratehis/herowncommitmenttothem.

Theoversight serviceprovidedby theGeneralDirectorate focuseson theoperationoftheinspectorates–particularly,butnotonly,onhowtheyoverseeandinspecttheschools. The Directorate’s General inspectors oversee the inspectors who conductthematicandspecialinspectionsintheschools.

Todo their jobwell theyneedtohaveaconceptual frameworkof,andavision for,what is good teaching and good school management, because what they appraise the school inspectors on, is how well they, in turn, determine whether a teacher is teachingwellandaheadmasterismanagingaschoolwell.

Formulatingtheconceptual frameworkandthevision forgoodteachingandschoolmanagement isonepartof theGeneralDirector’sfirst leadership task.Theother isformulating a conceptual framework and vision for what is an effective inspectionvisit.

3. Providing the inspectorates with administrative, technical and professionalsupport

The ultimate objective of the MESR is to improve the performance of theinspectoratessothatovertimetheneedforandthecostofoversightarenotashighastheyaretoday.

Effectively,whatthismeansisthattheinspectoratesaredoingsuchagoodjobthattheschoolsareperformingbetter.Todoagoodjobmeanstocarryoutthethematicandspecialtyinspectionsefficientlyandwell.‘Efficiently’means,inturn,todomoreand better inspectionswith the same level of resources, or even less. ‘Well’ refersto the quality of inspectionswhichmeans, again in turn, how good they are (a) atdiagnosingweaknessesand(b)howgoodtheyareatprescribingcorrectiveaction.

Theperformanceof theGeneralDirector in leading this service is appraisedby theextent to which its directoratemeets these expectations as to ensure (1) that theinspectorates are not encumbered with complex, inefficient methodologies ofinspection that do not contribute to their performance and may actually detractfrom it, (2) that all inspectors understand verywell allmethodologies and (3) thatall inspectors are trained well, not just to follow the procedures, but to diagnoseweaknessescorrectly,providethebestadviceandtakethemosteffectivecorrectiveaction.

V. ROF for School Inspectorates

The responsibilities of the inspectorates as ma-nagers of the county school networks include the following:

• To ensure that there are schools for all children - open, operational, being managed by theirheadmasters,anddeliveringinstruction;

• Tomonitorandcontroltheiroperation;• To give them didactical and administrative

support; • To facilitate the relationships between

local authorities and the schools and thecollaborationbetweenthelocalauthoritiesandtheMinistryatthelocallevel;and

• To test debutants who are seeking to obtain definitivat and holders of definitivat who areseekingpromotiontograde2or1.

Each of these broad responsibilities representsservices that the inspectorates, as service-provi-ders, deliver to their clients - the children,represented by their parents, on the one hand, and,ontheotherhand,theMinistry’sheadoffice,

TheNationalEducationLaw1/2011describestheMESR’svision–thedesiredoutcomeoftheeducationdeliveredinRomanianschools-asasocially-integrated, harmonious Romanian society made ofindividualswithautonomouspersonalities,whoneverthelessshareacommonsystemofvalues.

It elaborates on the desired outcomes,saying(a)thatthissocietywillbeeducationallyonanequalfootingwithall member countries of theEuropeanUnion,(b)thatitwillhaveabaseofcapable,efficientandhighlycompetitivehumanresourcesand(c)thatitwillachieveboth of these outcomes by managing all of its resources withmaximalefficiency.

Among the main strategies that the Ministry will follow inachievingitsvision,oneisthedevolutionof responsibility and accountability in key areas fromtheMinistry’sheadofficetotheschoolsandtheschoolinspectorates.

Inotherwords,itmovesthe management of individualschoolstotheschoolsthemselvesandthemanagement of the county school networks to the inspectorates.

22

23

includingseveraldirectorates.

1. Managing the County’s School Net-work: Ensuring that the schoolsare there, open, being managed by their headmasters, and deliveringinstruction

Managing the county schools network is a service that the inspectorates deliverto clients and the key tasks involved indeliveringare:

a. to make sure that all children of schoolagehaveaschooltogoto,

b. to make sure that all schools at county levelarewellequipped,

c. to make sure that all schools there haveheadmasters,teachersandallcategoriesofnon-teachingstaff,andaredeliveringinstruction,and

d. to organize, coordinate, and manage alargenumberofeducation-relatedactivitiesthatcannotbecarriedoutbyeachschoolindividually,orbyMinistrystaffatheadoffice.(forexample,coordinationand,

whenrequired,administrationand management of high school admissions,nationalexaminations,vacantteachingpositions,attendingtogiftedchildrenaswellaschildrenwithlearningandotherdisabilities).

What beneficiaries expect from theinspectorates is to ensure that the schools will be within a reasonable distance from the students’ homes, thatthey will have the required number ofteachersintherightmixofsubjects,andthatallschoolswillbewellmanaged.

By ‘well managed’ they mean that allteachers will attend school and deliverrelevant, quality instruction and that allchildren of school agewill attend schoolfor the full duration of compulsoryeducation, and as many as possible willstay in school beyond the compulsory period, engage in learning and graduate fromhighschools.

The performance of the inspectorates in delivering this service is appraised

24

by the extent towhich they aremeeting the expectations of theMinistry and theexpectations of the parents,where these are similar, aswell as finding reasonablecompromisesthatareacceptabletoboth,wheretheirexpectationsaredifferent.

2. MonitoringandControllingtheOperationoftheSchools

Monitoring is included among the services delivered by the inspectorates to theMinistry in the context of its move to decentralize the education system, whichmovedtowardsaschool-basedmanagement.

The expected outputs of the monitoring service are monitoring reports submittedto theMinistry; theexpectedoutcomesare improvements in theMinistry’spoliciesand strategies, since the reports should provide information to help the Ministryassess how its policies and strategies are working and to adjust, refine or correctthem. The Ministry expects the inspectorates to monitor, through thematic andspecial inspections, the availability of all types of resources to the schools, thecomplianceofallschoolswiththenationalcurriculum,thequalityofinstructionandthe performance of the teachers in the classroom, as well as the quality of school administration.

25

3. ProvidingDidacticalandAdministrativeSupport

Monitoring is also carried out for identifying areas where advice and support isrequired, or at the request of the headmasters and teachers, when the Ministry is introducing new policies, particularly new methodologies, and needs to explainthem.Theoutputsoftheservicearetraining,coachingandadvicesessionswiththeheadmastersandtheteachers(delivered intheformofformalspecialty inspectionsorinformaldiscussions).Theexpectedoutcomesareimprovedschooladministration,improved teaching practices and improved problem-solving, all of which result, inturn,inimprovedlearning.

4. FacilitatingCooperationandCollaborationwithLocalAuthorities

TherolegiventolocalauthoritiesintheEducationLawisverysignificant,consistingof some elements of general oversight through the appointment of headmasters,theprovisionofphysicalresourcesandthemanagementand/orinvolvementin,theimplementationofsomespecific,specializedprovisionsofthelaw.ThesuccessoftheMinistry’snationaleducationstrategydependstosomeextentonthewillingness,aswellastheability,oftheseauthoritiestocooperateorcollaborate.

The role of the inspectorates is therefore to work on both at local level, throughcontinual communication with the local authorities as well as the schools for thepurpose of educating both sides, helping each side explain its point of view andunderstandtheotherside’spointofviewand,wherenecessary,helpingbothresolveconflicts.

5. TestingDebutantandPermanentTeachers

Testing debutant teachers,who seek the definitivat, and holders of definitivatwhoseek promotion to grades 2 and 1, is an important service that the inspectoratesdelivertotheMinistry.Thetestsarepracticaltestsintheclassroom,conductedintheform of special inspections. They focus on the application of knowledge of subjectmatterintheclassroom,primarilyondidacticalskillsandbehaviorofteachers.Passing the tests allows the debutants and teachers to sit for further theoreticalexaminations. The outputs of this service are the practical test conducted and theinformationonresultsthatisdeliveredtotheMinistry.Theoutcomeoftheserviceistoencourageasmanyteachersaspossibletoapplyforthetests.

VI. Job Description for General Inspectors

Each of the broad responsibilities of theInspectorates represents a services that they, asservice-providers, deliver to their clients - thechildren, represented by their parents and the Ministry’s head office, represented by the under-secretaryforpre-universityeducation.

GeneralInspectorsareresponsibleforthedeliveryof these services by the inspectorates underthem to their customers, and for meeting theircustomers’ expectations. However, their primaryrole is to lead the delivery of services by theirinspectorates,whiletheroleofthethreereportingdirectors is to managetheproductionanddeliveryoftheseservices.

To be a leader a General Inspector needs to continually think of how he/she can improve theservices that his/her inspectorate is delivering toits customers, both in terms of scope and in terms ofquality,respectivelyto:

• Developavisiononhowtoimprovetheserviceand formulate a strategy and a mission for achievingit,thusprovidinghis/herpeoplecleardirectionforaction;

• Ensure that the Directors and staff clearlyunderstandthevisionandmission;

• Demonstratehis/hercommitmenttothevisionand mission, not only by words but also, and predominantly, by giving the directors andstafftheresourcestheyneedtofollowhis/herdirection;and

• Monitorhis/herdirectorsanddirectoratesatageneralleveltokeepthemontrack,i.e.,ensurethattheyarefollowingthedirectiongiven.

GeneralInformation:

Directly reporting to: The Under Secretary of State for Pre-UniversityEducation

Number of Directorates and total staff under the GIs: three directorates and astaffcomplement

Occupational background of direct reports:pre-universityeducation,human resources, administrativeandfinancialmanagement. Broad functional areas of operation: management ofcountypre-universityschool systems and the inspectionofschoolsinthese systems

Work experience:

• 20yearsofteaching,ofwhich at least 5 years as Grade1teacher

• Atleast20yearsofschool work, of which atleast15asGradeIIteachersand10yearsasheadmaster

• Atleast10yearsascounty inspector

• Leadership,supervisory,andadministrativeskills

26

27

1. Ensuringthatthereareschoolsforallchildren-open,operational,beingmanagedbytheirheadmasters,anddeliveringinstruction

Toprovide leadership for thisservice, thefirst task that theGIneedstoaccomplishis todevelop thevision, strategyandmission for it.Todevelop these, theGIneedsto review the current situation in the county schools, set medium to long-termobjectivesforabetterservice,andthenformulatewaystoachievetheseobjectives.

The types of questionsthattheGeneralInspectorneedstoaddressinconductingthisleadershiptaskare:

What is the situation with respect to teacher absenteeism? Is there a need to reduce it? If so, how can it be reduced, by how much should it be reduced and by

when?

What is the situation with respect to student absenteeism? Is there a need to reduce it? If so, how can it be reduced, by how much should it be reduced and by

when?

What is the school drop-out rate? How many students do not complete their mandatory schooling? How many students complete their mandatory schooling but

do not continue and complete high school? What can the inspectorate do to improve the situation in each of these areas? By how much should the situation improve and

by when?

How well does the inspectorate organize, coordinate, administer and manage education-related activities such as high school admissions, national examinations,

Olympiads, home schooling for children with special needs, filling of vacant teaching positions etc.? Is there room for improvement? How can it be achieved and by when

must it be achieved?

Do all children of school age have a school to go to that is reasonably close to their homes? If not, what can the inspectorate do about it? By when should this

objective be achieved?

Are there still in the county network school units considered to be too small and therefore unable to deliver quality instruction, or financially not viable? If yes, what

can be done about them by the inspectorate? By how much and by when should their number go down?

What is the current situation with respect to the physical facilities, the furniture and equipment in the schools? Does it meet the required norms and

standards as set by the Ministry? If not, what can the inspectorate do about it and by when should these norms and standards be met?

28

What is the current situation with respect to the teaching force? Do all schools have all the teachers that they need in all subjects? If not, what can

be done by the inspectorate to help resolve this shortage? By when should it be resolved?

What percentage of all teachers in all schools in the county could and should have received the definitivat and/or Grade 2 and 1, but have not? What can the inspectorate do to speed up and facilitate the process? By when should

x% gain the definitivat, and/or Grade 2, and/or Grade 1?

How supportive are the relationships of the schools with the local authorities? Are local authorities in the county doing their best to meet their obligations towards the schools? Where is improvement required, how and

by when should it be achieved?

Toensurethatthedirectors,school inspectorsandallotherstaffclearlyunderstandthe vision, the strategies and the mission, the General Inspector needs tocommunicateandarticulatethemcontinually,takingeveryopportunitytoremindthepeopleofthem,andprovidingadditionalinsight.

To gain the commitment of the directors and staff to the vision and mission, theGeneralInspectorhastodemonstratehis/herowncommitmenttothem,byensuringthatthebudgetrecommendationshe/shemakesreflectthevision,strategiesandthemission,bydevotingenoughofhis/herowntimetofollowupontheimplementationofthemissions,andbyensuringthatpeopleintheinspectorategettherighttimetofocusontheirmissions.

TheMinistryexpectstheinspectoratestomakesignificantprogressovertimeineachoftheareasillustratedabove.TheGeneralInspector’sperformanceappraisalfocusesonhowhe/sheiscarryingouthis/herleadershiptasks.

2. Monitoringandcontrollingtheoperationofallpre-universityschoolunits in thecounty

In the context of the Ministry’s decentralization strategy, monitoring what isgoing on in the schools is a long-standing service delivered by the inspectorates,with the purpose to inform the Ministry of what is taking place in the schools, to take preventive, as well as corrective action based on the information obtained

29

in the monitoring and also to identify areas where schools need pedagogical andadministrativesupport.

The types of questions that the General Inspector needs to address are illustrated below.

Should the inspectorate monitor only what the Ministry is requiring it to monitor or also additional areas that may help the GI improve his/her

inspectorate’s performance?

How should the inspectorate operate with limited financial and human resources? Should it inspect all the school, devoting equal time and equal

resources to all of them, or should it differentiate among schools and divide more time and resources to some than to others? If so, what criteria should

be used to differentiate among them? What strategy should the inspectorate have to cope with its limited resources and still achieve its goals?

How well does the inspectorate carry out its monitoring currently? Does it provide full and reliable information on matters such the availability of all types of resources to the schools, the compliance of all schools with the national curriculum, the quality of instruction, and the quality of school

administration?

3. Providingdidacticalandadministrativesupport

Themain clients for this service are the headmasters and teachers in the schools.Supportisneededwhentheyarefacingdifficultissuesandneedexpertadvice,whenthe Ministry is introducing new policies methodologies which require explanationand demonstration, and when monitoring identifies administrative, curricular anddidacticalweaknessesthatcanberemoved.

Thesupportisprovidedintheformoftraining,coachingandadvicesessionswiththeheadmastersandtheteachers,delivered intheformof formalspecialty inspectionsorinformaldiscussions.

ThetypesofquestionsthattheGeneralInspectorneedstoaddressinconductingthisleadershiptaskare:

30

How effective are the inspections carried out by the inspectorate currently? Can inspectors gather more or better information In conducting inspections

currently are the inspectors who work for the inspectorate able to successfully identify issues of concern? Are they taking timely, effective

corrective action when issues are flagged by the monitoring system? Are they successful at resolving flagged issues?

Does the inspectorate conduct follow up on inspections with in-depth analyses of county-wide performance as well as multi-year trend analyses?

How good is the performance of inspectors currently at identifying when a given school needs help, even if the headmaster and the teachers are not

asking for it? How good are the inspectors at diagnosing poor instructional practices and prescribing effective remedies for them? Can they be better?

What can be done to help inspectors improve their own knowledge and skills and to perform better during inspections? Has their training been effective?

Can it be more effective?

Can clear indicators of performance be identified to help appraise the performance of inspectors? If so, what are they and how can they be

introduced in the future?

How good are the information-dissemination and guidance activities delivered by the inspectorate to the county schools when new

methodologies are introduced? Have they resulted in good understanding of the methodologies as well as buy-in by headmasters and teachers?

4. Facilitating the relationships between local authorities and the schools and thecollaborationbetweenthelocalauthoritiesandtheMinistryatthelocallevel

Local authorities play an important role in the education system, including theprovision of physical resources and the management and/or involvement in, theimplementation of some specific, specialized provisions of the law. This requiresmuch cooperation between the Ministry and authorities, which depends on twofactors: common interest and a relationship of trust. Common interest has to bedemonstratedandtrusthastobegained,atthelocallevel.

31

InthiscasethejoboftheGeneralInspectorisnotjusttolead,i.e.,todevelopavisionabouttherelationshipwiththelocalauthorities,tosetobjectivesandstrategizehowto go about achieving them and bywhen. It is also to implement his/her strategyand carry out the activities involved in it, by continually communicating with theauthorities.His/herperformance isappraisedbyhis/hersuccessatgettingthe localauthorities to showa genuine interest in the schools, toparticipateproductively inlocal educational discussions and planning and, most importantly to provide thephysicalandfinancialresourceswhichtheyareobligedbylawtoprovide.

5. Testingdebutantandpermanentteachers

The purpose of this service is testing debutant teachers, who seek the definitivat,and holders of definitivat who seek promotion to grades 2 and 1, and consists ofencouraging and helping teachers to prepare and sit for the examinations, andconductingthepracticalteststheyneedtopassbeforetheycansitforthetheoreticalones. The types of questions that the General Inspector needs to address in conductingthisleadershiptaskare:

How many teachers in the county’s pre-university schools are progressing in their personal development, at what pace and how many are preparing for the

practical test and/or theoretical examinations? What have been the trends in the last ten years? Are these numbers in line not just with current methodologies, but also with the Ministry’s expectations? If not, what can the inspectorate do

about it? Is it necessary for it to encourage more candidates, and assist them, to prepare faster and better? If so, what strategy, what action, should be followed, what targets should be set for this action, and by when should these targets be

achieved?

How reliable have been the current special inspections and practical tests, say, in the last ten years? Have they provided good indicators of the prospects of

those who pass to also pass the theoretical examinations? How many candidates, who got the clearance to sit for the different examinations, didn’t pass these

examinations? Have the inspectorates been passing candidates who should not have passed? Should the practical tests be improved and, if so, how?

What percentage of the candidates taking the practical tests in the last ten years failed the tests? What percentage took the test a second or third time? How many have failed the third time and are still teaching? Do these numbers suggest a need to better select new teachers at entry into the system? Do they suggest a need to

provide candidates more assistance in preparing for the tests?

VII. Job Description for High School Directors (Headmasters)

There is consensus in much of the world today withrespecttotheobjectivesofpublichighschooleducation, particularly with respect to what kindofgraduatesshouldthehighschoolsproduce.

Some of the most commonly-spokencharacteristicsthathighschoolsshoulddevelopintheirstudentsincludethefollowing:

• High-level literacy, numeracy and ICTcompetency which prepares them for further studies and/or enter the world of work andsuccessfully undertake further training;

• Ability to access, gather, understand and analyzeinformation;

• Ability to acquire new knowledge and skills at a reasonable pace, so as to meet the demands of a rapidly changing society;

• Abilitytoapplyexistingknowledgeandskillstonewsituations;

• Ability (and a predisposition) to solveproblems.

• Abilitytocommunicateeffectivelyinmorethanone language;

• Abilitytoworkaspartofateam,developingasensitivity to other people’s needs and pointsofviewandcooperatingeffectivelywiththem;

• Ability to establish social and personal relationships,basedonrespect,understandingand care for people;

• A senseof self-worthand self-esteem,aswellasafeelingofconfidenceinone’sabilities;

• Care and respect for all people and tolerance fordiversityandindividualism;

• Careandrespectfortheenvironment.

GeneralInformation

Directly reporting to: The SchoolAdministrationCouncil

Number of Department under the Director and the number of people reporting directly: four departments andupto4managersheadingthem(Secretariat,Finance/Accounting,Administration).

Education background:

• BAorBScdegree(ifpre-Bologna)andMA/MScdiploma(ifpost-Bologna),whichincludesadidacticalmodule

• Formal,post-graduatetraining in pedagogy

• Formal,post-graduatetraining in management, preferably management ofeducationinstitutions.

Work experience:

• Atotalof15yearsofteaching experience, of which at least 5 in a high schoolandofwhich8asa Grade I teacher

• At least 5 year experience as headmaster of a secondary school, or 8yearsincarryingoutmanagerial/academictasks, such as department chairman,ortask-teamleader in high schools

32

33

There is also much agreement among educationists around the world todaythat to produce graduates with such characteristics there is a need for aneffective teaching/learning environment,inwhichteachersaremotivatedtoteachand students are motivated to learn –bothwilling towork hard and still enjoyteachingandlearning.

Insucha learningenvironment, teachersare enthusiastic, inspirational andknowledgeableand:

• Theyvaluestudents,approachallwiththe conviction that they can learn,and help all reach their maximum potential;

• Theysethighexpectationsandpursuehigh academic and social standards;

• They give all students opportunitiesto follow their curricular and extra-curricular passions;

• They promote an inquisitivemind, independent thinking and a willingness to question dogmas anddoctrines;

• They reward students both for trying andforachieving;

• They formeffectivepartnershipswithparents; and

• Theydevelopinstudentsthequalitiesof self-discipline and teach themsuccessfully to take responsibility for theirownlearning.

High Schools in Romania are noexception from seeking to achievethese characteristics. However, there isa difference between the objectives ofindividualhighschoolsandtheobjectivesof the high school education system asa whole. In Romania, the high schooleducation system is characterized by aseries of particular objectives, which include:

• Toenrollamuchhigherproportionofcurrent graduates of the secondary schools

• To keep all of those who are enrolled inschool for thedurationof thehighschool period

• To greatly improve the quality of

34

instructiondeliveredtothestudentsandraisetheirlearningachievements;and• To channel many more graduates to tertiary institutions, while also improving

greatlythetransitionfromschooltoworkfor thosewhodonotpursuetertiaryeducation.

Romanianschoolsareserviceprovidersandtheyhavedirectandindirectcustomers,as well as stakeholders. Students and their parents are considered to be the highschools’ direct customers, communities and local authorities where the schoolsare locatedare thehigh schools’ indirect customers.TheMinistryofEducationandScientificResearch,byvirtueof itsmultifacetedrole inhighschooleducation, isthehigh schools’ direct stakeholder,whereas the general public, by virtueof its role infinancinghighschooleducationthroughtaxmoney,isanindirectstakeholder.

Under these circumstances, the job of all high school directors is to work towards the achievement of the universal, as well as the particular objectives described above, and to develop the most effective teaching and learning environment in their schools,whiletryingtoreconcileandmeettheexpectationsoftheircustomersandstakeholders.

Key Tasks High School Directors are Responsible for

1. Leadingandmanagingschools

These are two distinct, but closely-related, functions. Each director leads theschools as a whole, and manages resources and operations. The resources that directors manage include money, infrastructure, teachers, other educationworkers and administrators. The operations that they manage are the curricular and extracurricular activities taking place in the school on a daily basis, as wellas non-curricular activities such as communicating with parents, liaising with thecommunities where they are located, reporting to a variety of public bodies andrepresentingtheschoolsinthem.

Directors are the executive managers of schools and the job description therefore focuses on their role both as leaders and managers.

2. Leadership

Tobealeader,thehighschooldirectorneedstocontinuallythinkhowtheteaching/learningenvironmentinhis/herschoolcanbeimprovedandcarryoutthefollowingleadership tasks:

35

• Developavision/missionforhis/herschool,aswellasastrategytohelpachieveit,thusprovidingallteachers,managersandstaffacleardirectionforaction;

• Ensure that all teachers, managers, staff as well as students and their parentsknowof,andclearlyunderstand,thevision/missionandthestrategy;

• Gain thecommitmentof teachers,managersandstaffto thevision/missionandstrategy, as well as the commitment of parents to help the school educate their children;

• Demonstratehis/herowncommitmenttothevision/missionandthestrategy,notonlybywordsbutalso,andpredominantly,byhis/herownbehavior,includingthewayhe/sheallocatesresources;

• Monitor the teachers,managers and staff and keep them on track, i.e., ensuretheyarefollowingthedirectiongiven.

3. Management

TheDirectorshavetocarryoutalargenumberofmanagementtasks.Someofthesetasksaregeneric,commontothemanagementofallresourcesandoperations,whileothersarespecifictogivenresourcesoroperations.Commonkeytasksinclude:

• Develop an overall plan for the school, focusing on all the resources andoperations;

• Divide all work into tasks and components and allocate them among the fourdepartmentsaswellas thecross-departmentalcommittees,workinggroupsandconsultativeteams;

• Set objectives for each of these department, committee, working group andteams,specifyingwhattheyhavetodo;

• Coordinatetheiractivities;• Take action to enhance the professional development of all department heads,

teachersandothereducationandnon-educationstaff;• Motivatealltodotheirbestatwork;• Followupontheinstructionsgiventothemandmonitortheiractivities;• Providefrequentfeedbackandtakecorrectiveactionwhenevernecessary.

Tobeeffectiveincarryingoutthesetasksdirectorshavetobasetheirschoolingplansonthevisionsandmissionsthattheyhadformulated,toclearlyprioritizewhatneedstobedone,andthendevelopambitious,butfeasible,schoolingplans.

Moreover, they have tomotivate their people – particularly the teachers, but alsoall other education and non-educationworkers - and set professional developmentobjectivesforallofthem.The most important message here is that the Ministry is

36

not responsible for their personal development; it can help, but the responsibility is theirs.

Finally, directors need to be in the classroom, not just to teachnowand then, butto observe their teaching staff at work,monitor their performance, as well as theperformanceof the students andensure that correctiveand supportiveactionsaretakenassoonasperformanceissuesaredetected.

Directorshavealsoanumberofresource-specificandoperation-specificmanagementtasks.Whenmanagingresources,theirfocusshouldbeontheavailabilityanduseofeach resource;whenmanagingoperations, their focus shouldbeonhow toputallresourcestoworktogetherinthebestwayineachoperation.

4. ManagingtheSchool’sresources

Financial ResourcesAlltasksrelatedtofinancialresourcesarecarriedoutintheFinanceDepartmentandaimatobtainingresourcesandincreasingtheiravailability.

Withrespecttotheavailabilityoffunds,theMinistryandtheInspectorateexpectthedirector to submit budget proposals that are in line with requirements, but also in linewith the school’s vision andmission, particularly its educational objectives andpedagogicalpriorities.Evenmore,theyexpectthedirectortobesuccessfulatraisingextra-budgetaryfundsfromparents, localgovernment,theprivatesector.Asforthe

37

use of funds, the director is responsible for making sure that all school funds are managed,usedandcontrolledwell.

Human resourcesAll activities related to the availability and use of human resources – teachers,auxiliary staff and administrative staff - are managed by the director. He/she isresponsible formanaging the staff selectionand thehiringprocess, aswell as stafftrainingandperiodicalappraisal.Throughthesehumanresourcesactivities,directorsareexpected to improve the compositionandqualityof the teaching force in theirschools,andthusalsotheachievementoftheirstudent,overtime.

Material ResourcesMaterial resources include durable assets such as land, buildings and facilities,instructional furniture, equipment, office supplies etc. and, as is the case with allother resources, the focus is onavailability anduse. Inmanaging this function, thedirectorisexpectedtoensurethattheschoolswillhaveallmaterialresourcesintherightquantities,rightspecificationsandattherighttime,i.e.,whenneeded,andthatalltheresourceswillbeingoodoperatingconditions,allowingforfullutilizationandsafeforuse.

5. ManagingtheDailyOperationoftheSchool

The most important, challenging and time-consuming thing directors manage isthedaily operationof the school - the curricular, extracurricular andnon-curricularactivities taking place in the school inside and outside the classrooms on a dailybasis.Thistaskconsistsofarichandvariedmixofactivities,whichincludeclassroomvisits and observations, checking on the implementation of the schooling plan andthe syllabi, checking on the attendance of all teachers, staff and enrolled students,discussionswithteachers,students,parentsandinspectors,briefingsandothers.

6. Developingtheschool’steachingculture

A final criterion for appraising the performance of a school director is the extenttowhichhe/shehasmanaged todevelop apositive teaching culture in the school.A school’s teaching culture is defined as the sum total of the values, beliefs andattitudesheldbytheteachingstaffatschoolinrelationtotheirteachingjobandhasaprofoundimpactonstudents’behaviorandachievement.This cannot be done effectively by training or issuing formal instructions, but byexample,throughthewaydirectorsmanagethedailyoperationsoftheirschoolsanddelivermessagesthatreflectthedesirablevalues,beliefsandattitudes.

38

VIII. Examples of different objectives for MESR’s directorates, included in the proposed ROFs

Develop national policies, strategies, methodologies and plans in its two areas of operation - the management of the local Schools’ networks and

the management of human resources in the schools – as well as review, and comment on, policies, strategies, methodologies and plans that are proposed

by other units in the Ministry

Provide key inputs into the Ministry’s broad process of resource allocation and annual budgeting, related to the size and structure of the county school-

networks

Exercise oversight over county inspectorates and schools with respect to the management of human resources and the school networks

Manage the national teachers’ examinations for the definitivat, Grade I and Grade II

Support the inspectorates in managing the schools’ networks and carrying out their own monitoring and support role

Develop and ensure the implementation of national-level, long-term human resources plans.

(General Directorate for Management of Human Resources and the National School Network)

Policy and strategy development within the Ministry

Monitoring of the implementation of these policies and strategies once they are developed and introduced

Support to other units in the Ministry, as well as external ministries and agencies when they themselves develop policies/strategies that are either

within the education area or peripheral to it but can influence, or be influenced by, the education system

Provision of information, commentary and advice on Ministry’s policies and strategies to internal customers and external stakeholders

(Unit of Strategies and Public Policy)

39

The regulations of organization and functioning and job descriptions presented in this brochure represent only a selection for information purposes. The complete proposals prepared by the World Bank’s team can be found at the Public Policy Unit of MESR.

Help the Ministry ensure that Romanian institutions of higher learning have a policy environment that is highly conducive to providing relevant, high-

quality education

Help the Ministry in the allocation of resources to, and funding of, Institutions of tertiary education

Oversee the implementation of the Ministry’s national tertiary education policy by institutions of higher education and, where necessary, support

these institutions

Represent the Ministry in external forums and meetings that concern tertiary education.

(General Directorate of Higher Education)

Monitor trends in the delivery of education in EU countries and ensure that the Ministry’s leaders, managers and staff are aware of these trends;

Help the Ministry increase the volume and quality of the its participation in international dialogue and its collaboration with European and other ministries and agencies of education on education-related research and

policy development work;

Help the Ministry and Romanian institutions of higher learning, spread the message that Romania has up-to-date, cutting-edge knowledge and expertise

in its higher education and research institutions, making it worthwhile for foreign students to enroll in them and for foreign researchers to collaborate

with them.

Help the Ministry conduct its interaction with ministries and agencies of foreign governments, as well as multilateral agencies in the EU, and other

regions of the world, functioning as the Ministry’s ‘foreign affairs’ arm

(General Directorate for International and European Affairs)