Chapter 1 #8 Organizing School Duties - What and How Did We Reform?

Table of Contents Remake 'Toward a Whiter School'

(Approx. 1800 characters)

As I mentioned in the previous example, the post-reformschool duty organization at the school where I worked is as follows.
Standing Committees = Research Promotion, Student Guidance, Special Activities, Physical Education
Four Committees = Academic Achievement, Special Needs, Information Education, Health
Special Committees = Entrance/Graduation, Cultural Events, Athletic Events
In addition, academic affairs and individual subjects/non-subject areas are assigned.

I intentionally wrote 'post-reform' because it was not in this form when I first arrived.

The first thing I tackled upon arrival was organizing these duties.
The key points of the reorganization are as follows.
1. Things that had become mere formalities with little actual work
2. Things that were complicated because similar tasks were scattered among different people
3. Things where the workload has surged due to contemporary issues
I spent half a year reviewing these while consulting with senior staff, presented them by the third term, and organized the next year's educational plan based on the new duty structure.

The tree diagram I showed last time was created by me to match the post-reform structure, but in fact, this tree diagram does not show how much work each individual teacher is responsible for, or the amount of their burden.
Therefore, what I created was a

table that shows what each person is responsible for

The following is the situation at the time I arrived.

It is obvious at a glance.
It became quite wide...
The roles with colors in each subject are roles that come with events.
'Moral Education' manages the event called the Moral Education Class District Open Lecture in the second or third term.
'Library' handles book reports after summer vacation.
'Calligraphy' handles the New Year's calligraphy exhibition from the end of the year through the third term.

I think you can understand to some extent, but depending on the person, some are responsible for three or four subjects or non-subject areas, while others only have two.

Some are responsible for two or three academic affairs tasks, while others only have one.

Since the workload varies depending on the subject or academic affairs task, it doesn't necessarily mean it's exactly two or three times as much, buta sense of unfairness lingers.

In particular, please look at the homeroom teacher for 6th Grade Class 1 at the top.
They are in charge of the grade headfor the 6th grade.
They are in charge of the Special Activities headand are also in charge of 'Special Needs' as a non-subject area, which is colored.
This refers to the 'Special Needs Education Coordinator'.
In other words, the Special Needs Education Coordinator, who deals with contemporary issues, is casually assigned as one of the non-subject areas.
Instead, their academic affairs task is only 'Desks/Chairs', so it looks like their burden is reduced.
However, a sense of unfairness lingers...

Please look at the column for the four committees.
'Information', 'Health', and 'Academic Achievement' have contemporary issues.
As for what the 'Evaluation' committee was doing, its main work was reviewing report cards and parent surveys. It was certainly difficult in the year when evaluation criteria changed significantly and report cards were heavily revised, but after the form was decided, it was just a matter of minor revisions.
There was no longer a need for it to be a single committee.

More than that, there is a great need for special needs education currently.
It is not a workload that can be done by one or two people assigned as one of the non-subject areas.

I organized this and did it like this from the following year. ↓↓↓

Can you see that it has become much cleaner?

Teachers belong to one of the standing committees and one of the four committees.
For every committee, we ensure that one person from the lower grades, middle grades, upper grades, and specialized subjects (this is called an 'island' in industry jargon) joins.

The heads were also dispersed as much as possible. The reason why three heads are written for 5th Grade Class 2 is that 'Olympics/Paralympics' and 'Supplementary Lessons' only have routine work, so I decided to have the 'Academic Achievement' person handle them, but I wrote them down because if I didn't, it would be unclear who was in charge, so it looks like three on the surface. Special committees belong to

either cultural events or athletic events and either entrance or graduation.

Academic affairs tasks were also generally assigned to two people each, and I reduced the types and organized them so that each person only had to handle one type. For example, the tasks that were divided into four: 'Guidance Records', 'Transfer Out', 'Transfer In', and 'Moving/Survey' were combined into 'Guidance Records/School Register' and handled by three people. Meetings only need to be held once, and since related work is not scattered, there are no omissions. Details in #10. Of course, there are differences in weight depending on the work due to the person's ability, years of experience, etc., but I think there is a sense of fairness in the number of tasks assigned. On the right outside the frame, I also indicated the number of classes taught. It is important to
visualize the workload

in this way to


ensure a sense of fairness
.

And with the system set up like this, next time,
it continues to '#9 Finally, Reducing Meetings'=^_^=

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