Discuss the Important Roles That Specific Individuals Have Within the Educational System.

Ballantine discusses the important roles that specific individuals have within the educational system. Briefly describe the role of school boards, superintendents, principals, and teachers in the school system.

Ballantine elaborates that schools were constituted to foster in each student the knowledge, curiosity, principles, practices and capability that will enable the student find his role and purpose that provides to develop both himself and society for more rewarding objectives. Each school makes decision to provide a variety of programmes to produce the preferred outcomes. These programmes will address the core curriculum composition, teaching technique, and school organization to meet the declared objectives. Virtually all current institutions, inclusive of schools, have the attributes of the Weberian Model of Bureaucracy, which consist of a distribution of labour and specialization, a systematic command of authority, rules and regulations, and a vocation assimilation. Ballantine further asserts that schools are distinctive bureaucratic structures, because of their diverse functions and makeup. As a social system, the school is differentiated by an interrelation with an obviously distinct group of people, segregation from its environment, a multifaceted system of social interactions, and its own exclusive framework. Like all organizations, there is distribution of labour in the school system. Various groups, at different levels perform a prescribed role and work in interrelations to ensure the coherent and smooth running of the school system. School boards have control over schools in the local districts. Members of the school board have affiliation with the school and the community, and have great influence and power over policy making. The prescribed responsibilities of a school board is to appoint the superintendent, decide on the choice of teachers, teacher wages, and curriculum. Members of the boards are frequently selected by the senate and are required to gain sanction from legislators. Each state selects, nominates and assigns specific responsibilities and are prescribed specific authority, depending on individual state laws. Typically, board members are either married whites or white professional males with graduate degrees. There is great discontentment in the choice of board members, as conflict theorists argue that the interest of minority groups are not properly represented. Another discontentment is the allotment and distribution of resources and funds by the school board. School superintendents are appointed by the school board. Superintendents are expected to network with the school board members and the local school administrators, to build rapport and a good working relationship. Superintendents have the responsibility of ensuring the proper utilization of resources and funds, including budgeting. They are responsible for negotiating staff placement terms, such as remuneration and vacation benefits. They frequently meet with school principals and other staff member to review the academic progress of the school and review programmes such as violence prevention and anti drugs. In bigger school districts, there may be several subordinates to the superintendent. In such instances, the responsibilities such as employment terms, curriculum policies and rapport with the community are divided. The amount of power given to a superintendent is based on the size of the community, the number of staff he supervises, the student demography, availability of teachers and needs and the degree of involvement in policy making by the local community and state and federal regulations. School principals are often the go- betweens of the school and board. They manage the funds and resources allotted, ensure a safe school environment, is responsible for the safety of students and all staff members. They are responsible to ensure that school hours are effectively spent, curriculum objectives are met, deployment of teaching staff and class schedules. Principals are expected to handle emergencies or any other businesses in the school, such as conflict resolution among staff members. They ensure discipline and decide on disciplinary actions against students, such as suspensions or expulsion. Principals network with an array of professionals, members of the community, superintendents, students and their parents to ensure that the day to day running is smooth. Principals and teachers work together to ensure that the academic objectives of the school are met. Principals have great control over teacher motivation and performances. Teachers are the main façade of the school. They are the first and crucial contact person in each student’s and parent’s life. They are first point of communication between students, parents and school administrators. It is the teacher’s responsibility to impart knowledge, to socialize students and enrich the learning experience. They influential and significant adult in a student’s school life is the teacher. Teachers are responsible for delivery of effective and enriching lessons. They are expected to motivate students, manage disruptive classroom behaviours, provide a conducive learning environment and maximize the learning potential of each student. They are expected to manage time effectively, so that the curriculum objectives are met. Teachers are expected to maintain a good working relationship with parents and the community to ensure continued support. In some instances, conflict of interest between a teacher and the principal can not only affect the performance of the teacher, but that of the students as well. Conflicts within school staff members affects the academic performance of the school and affects district and state ratings. In sum, the author illustrates the integration of divergent roles and responsibilities performed by a hierarchy of division of labour that is concerted at different levels to the complete the structure of the school system.