Orientism Management Strategy for Entrepreneurial Mindset in the School Governance

Background

Around the beginning of the twentieth century, as schools grew from one-room schoolhouses into schools with multiple grades and classrooms, the need arose for principals/headmasters ¹ to manage these more complex organizations, responsible for a range of sectors, such as:

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  To manage financial operations

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  To supervise building maintenance

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  To schedule students, their incoming and outbound orientation

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  To manage numerous personnel (administrative, teaching and maintenance staff)

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  To deal with public relations

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  To keep watch school policy regarding discipline

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  To coordinate the instructional program

The management role included some curriculum and instruction supervision.

Until the early 1980s, school management was the primary role played by principals. But, increasingly, the role of principal changed from school manager to school instructional leader, and finally to the school reform leader. This is because, in a society characterized by hyperactive dynamic shared knowledge, continuously subject to reviews and discussions, cross media based, with multiple confused reference points and overload of information, the school reform leader becomes a catalytic agent:

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  To interpret innovative education policy

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  To define new contextualized educational needs

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  To improve didactics, based on flexible learning and computational thinking ²

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  To select specialized educational human resources, techniques and technology of support, which are creative and at the state of the art of the development.