School Leader Diary

Steps

1. Stand at or near the main gate for the first 10 minutes of arrival.
2. Confirm the gate guard is at post, the visitor register is open on the desk and staff on gate duty are present.
3. Watch bus and van drop-off: buses stop inside the marked area, attendants help small children, no child crosses traffic alone.
4. Walk one short loop: reception, ground-floor corridors, toilets, drinking water point.
5. Note anything broken, dirty or unsafe and hand it to the estate in-charge before 8:00 AM.

Steps

1. Check the assembly plan for the day: class or house conducting, theme, thought, news, any special item.
2. Reach the assembly ground 2 minutes early; make sure the sound system works.
3. Keep your own message to 2–3 minutes: one value, one reminder, one appreciation.
4. Watch lines for uniform, posture and any child who looks unwell.
5. After assembly, release classes in order so corridors stay calm.

Steps

1. Take the staff attendance summary from the front office (present, on leave, late).
2. Approve the substitution list made by the timetable in-charge; make sure no class is left unattended.
3. Look at the student attendance summary once class teachers have marked it.
4. Ask the front office to call parents of children absent without information, especially those absent 3 days in a row.
5. Check the day's events and visitors so nothing surprises you later.

Steps

1. Be visible during dispersal for at least 10 minutes: bus line, parent pick-up point, main gate.
2. Make sure small children are handed only to listed parents or authorised persons.
3. Confirm with the transport in-charge that all buses have left with attendants and a head count.
4. Sign letters, leave forms and files waiting on your desk.
5. Write tomorrow's top three tasks (★) in the diary and note any open issue from today.

Steps

1. Invite vice principal, coordinators, exam in-charge, admin head (and HODs if possible). Keep it to 25 minutes, standing or around one table.
2. Start with last week's action list: done, not done, why.
3. Share this week's calendar: tests, events, visitors, deadlines.
4. Give each person one or two clear targets with a day of completion.
5. Close by reading back the action list aloud.

Steps

1. Pick 5–6 teachers this week (rotate so every teacher is covered each month).
2. Read the plan for the coming week: topic, learning outcome, activity, check for understanding, homework.
3. Compare with the syllabus split for the month.
4. Write one strength and one suggestion on the plan or in the feedback sheet.
5. Note teachers who need support and link them to MON-04 or SAT-03.

Steps

1. Visit 3–4 rooms for 8–10 minutes each; enter quietly, do not interrupt.
2. Sit at the back and watch students more than the teacher.
3. Look at the board, one or two notebooks and the students' faces.
4. Ask one student, "What are you learning today and why?"
5. Give the teacher a 2-minute feedback the same day: one thing that worked, one thing to try.

Steps

1. Ask each HOD to bring a one-page progress sheet: class, section, planned chapters, completed chapters.
2. Mark each section green (on track), amber (1 week behind) or red (more than 2 weeks behind).
3. For red sections, agree a recovery plan: extra period, combined revision, or teacher support.
4. Confirm upcoming tests match what has actually been taught.

Steps

1. Open the master timetable and the teacher-wise timetable.
2. Check 2–3 teachers for overload (too many periods or no break) and underload.
3. Make sure library, sports, art, life skills and remedial periods are actually held, not replaced by main subjects.
4. Check that substitution load from last week was shared fairly.

Steps

1. Open the board's official circular page and the state education department page.
2. Add each new circular to the circular log (template T5): number, date, subject, action needed, owner, deadline.
3. Forward the circular to the owner with a short instruction.
4. Check last week's open items: done, pending, overdue.

Steps

1. Ask the exam in-charge for last week's class test or quiz summary.
2. Look at the class average, the lowest 10–15% of students and the questions most students got wrong.
3. List concepts that need re-teaching and the students who need remedial support.
4. Share the list with subject teachers and the remedial coordinator.

Steps

1. Walk the playground, corridors and canteen during the break.
2. Check duty teachers are at their points.
3. In the canteen, check cleanliness, covered food, expiry dates and handwashing area.
4. Notice children sitting alone or being teased; pass names to the counsellor quietly.

Steps

1. Read the coordinators' diaries and the discipline register for last week.
2. Note repeat names, types of incidents and how each was handled.
3. Decide which cases need a parent meeting, a counsellor session or a committee referral.
4. Make sure no physical punishment or humiliation was used in handling any case.

Steps

1. Collect this week's events, tests, holidays, fee dates and reminders.
2. Write one short notice (under 200 words), in English and the local language if needed.
3. Check facts and dates with the coordinator before sending.
4. Send through the school's official channel only (app, SMS or diary note).

Steps

1. Open the enquiry register: new enquiries, visits done, follow-ups pending.
2. Check every enquiry has been called back within 48 hours.
3. Read reasons noted for families who did not join (fees, distance, transport, facilities).
4. Agree follow-up calls for the week with the front office.

Steps

1. Pick 2–3 stories for the week (an activity, an achievement, a teacher practice).
2. Assign one staff member to collect photos and a short write-up.
3. Make sure parental consent exists for any child's photo; avoid full names with photos.
4. Approve the final post before it goes live.

Steps

1. Tell the teacher a day in advance (planned observation) or use an unannounced slot once a term.
2. Read the lesson plan before entering.
3. Observe the full period using the observation rubric: opening, explanation, student activity, questioning, checking for understanding, closure.
4. Note timings: how long the teacher talks versus how long students work.
5. Look at 3–4 notebooks during the student activity.

Steps

1. Meet privately, never in front of students or other staff.
2. Ask the teacher first: "What went well? What would you change?"
3. Share two strengths with evidence.
4. Agree one focus area and one practical strategy to try.
5. Fix a date for a short follow-up visit (within 2 weeks).

Steps

1. Pick 2–3 classes and take 3 notebooks per subject at random (one strong, one average, one weak student).
2. Look at the last 3 weeks of work.
3. Check dates, regular correction, quality of teacher comments and whether students corrected mistakes.
4. Look at portfolios or project files for the same students.
5. Share findings with the class teacher and HOD.

Steps

1. Check the homework diary or online homework record of 2 classes for the past week.
2. Count subjects and estimated time per day.
3. Check that homework links to class work and is checked next day.

Steps

1. Visit one remedial group during its period.
2. Check attendance against the remedial list (from MON-07).
3. Ask 2–3 students to show what they practised.
4. Ask the teacher what progress they see.

Steps

1. Visit the library during a class period.
2. Check issue register: which classes borrow, how often.
3. Ask the librarian about new books, newspapers and magazines.
4. Check that every class has a library period in the timetable.

Steps

1. Meet the special educator or counsellor for 20 minutes.
2. Review the list of children with learning or other needs and their support plans.
3. Check that class teachers know the accommodations (seating, extra time, simple instructions).
4. Plan parent communication where needed.

Steps

Walk junior block during lunch; check children are eating, washing hands and supervised; check water bottles are refilled.

Steps

1. Keep fixed meeting slots (for example Tuesday and Friday, 1:15–1:45 PM) and share them with parents.
2. Read the student's record before the meeting (attendance, marks, discipline notes).
3. Listen first, then explain facts; involve the class teacher if needed.
4. End with an agreed next step and a review date.

Steps

1. Visit one science or computer lab.
2. Check the practical record of the class against the practical list for the term.
3. Check safety: fire extinguisher, first-aid box, chemicals labelled and locked, gas and electric points safe.
4. Ask the lab assistant about broken equipment and consumables.

Steps

1. Meet the student council or a group of class monitors (fortnightly is enough).
2. Ask what is working and what is not: toilets, water, canteen, behaviour, events.
3. Give them one task for the next two weeks (for example, a cleanliness drive or reading week).

Steps

1. Meet the transport in-charge briefly.
2. Check one bus: first-aid box, fire extinguisher, GPS and camera working, attendant present, speed governor, route chart with student list.
3. Check driver and attendant documents are valid (licence, verification, medical fitness) — follow your state transport rules.

Steps

1. Choose one block (rotate: junior block, senior block, labs and library, playground and boundary).
2. Walk with the estate in-charge and the safety committee member.
3. Check exits, stairs, railings, windows, electrical boards, fire extinguishers and signage.
4. Photograph each problem and list it with a deadline.

Steps

1. Check the CCTV monitor: all cameras live, recording, and stored for the period your board or state requires (check the current circular).
2. Read the visitor log (T1) for the week: entries complete, time out written, ID seen.
3. Check that visitors wear passes and are escorted beyond reception.
4. Confirm vendor and contract staff are on the verified list.

Steps

1. Meet the office superintendent, accountant and front office staff for 20 minutes.
2. Go through pending letters, certificates, data requests and portal work.
3. Check parent complaints received at the front office and how they were handled.

Steps

1. Pick 10 student files at random across classes.
2. Check admission form, birth certificate, previous school TC, photos, ID numbers and parent contact.
3. Check that the admission and withdrawal register matches the files.
4. Check spelling of names and dates of birth, especially for Classes 9 to 12 where board registration uses them.

Steps

Visit 3–4 rooms; focus this week on one theme (for example questioning, use of the board, student talk).

Steps

1. Visit the store room with the store keeper.
2. Pick 5 items and match physical stock with the stock register.
3. Check issue slips for the past week.
4. Review pending purchase requests and quotations.

Steps

1. Visit all toilets on one floor (girls, boys, staff, accessible toilet).
2. Check water, soap, cleanliness, lighting, doors and locks.
3. Check the cleaning schedule sheet on the door.
4. Check sanitary pad dispenser and disposal in girls' toilets.

Steps (as MON-08)

1. Walk the playground, corridors and canteen during the break.
2. Check duty teachers are at their points.
3. In the canteen, check cleanliness, covered food, expiry dates and handwashing area.
4. Notice children sitting alone or being teased; pass names to the counsellor quietly.

Steps

1. Visit the health room or infirmary.
2. Check first-aid stock and expiry dates; check the stretcher and wheelchair.
3. Read the sick-room register for the week: who came, why, what was done, whether parents were told.
4. Check the list of children with allergies, asthma, epilepsy or diabetes is with class teachers.

Steps

1. Visit one sports and one club or art period.
2. Check attendance, safety of equipment and the activity plan.
3. Ask students what they enjoy and what they would like.

Steps

1. Pick 3–4 staff files.
2. Check appointment letter, qualification copies, ID, police verification with date, service book and training record.
3. Check the leave register: balance, pattern of leave (for example Mondays and Saturdays), approvals.

Steps

1. Open the work order list from CORE-1 and WED-01.
2. Mark each item: done, in progress, needs purchase, needs management approval.
3. Physically check 2 items marked "done".

Steps

1. Meet the exam in-charge and coordinators.
2. Review the test calendar for the next 4 weeks.
3. Confirm syllabus for each test matches teaching done (from MON-04).
4. Agree seating, invigilation and result deadlines.

Steps

1. Take 2–3 submitted question papers.
2. Compare with the blueprint: chapters, marks, question types, difficulty.
3. Check the balance of easy, medium and hard questions and of recall, application and reasoning.
4. Check language, printing errors and answer key.

Steps

1. Take 5 checked answer sheets from one recent test (different teachers if possible).
2. Re-check 2–3 answers per sheet against the marking scheme.
3. Look at totalling, missed answers and quality of comments.

Steps

1. Check marks of the last test are entered in the ERP or register for all sections.
2. Compare 5 random entries with answer sheets.
3. Check attendance data in the ERP matches the class register.

Steps

1. Meet class teachers of board classes.
2. Review each student's last two test results, attendance and practical or project status.
3. Group students: on track, needs support, at risk.
4. Plan extra classes, mentor allocation and parent contact for at-risk students.

Steps

1. Meet the counsellor or wellness teacher.
2. Review cases from the week (without sharing private details beyond need).
3. Plan group sessions: exam stress, friendship, online safety, puberty education by age.

Steps

1. Check the career guidance calendar: talks, aptitude activities, college or skill information.
2. Check that Class 10 students and parents get subject-choice guidance before Class 11 admissions.
3. Collect a list of entrance exam dates relevant to your students from official sources and share with Class 11–12.

Steps (as MON-08)

1. Walk the playground, corridors and canteen during the break.
2. Check duty teachers are at their points.
3. In the canteen, check cleanliness, covered food, expiry dates and handwashing area.
4. Notice children sitting alone or being teased; pass names to the counsellor quietly.

Steps

1. Get a list of students absent 3 or more days in the last 2 weeks or below 75% for the month.
2. Check if the class teacher has spoken to parents.
3. Call or meet parents of the most worrying cases.

Steps

1. Review the list of students with high ability in academics, sports or arts.
2. Check what extra challenge they get: olympiads, projects, leadership roles, competitions.
3. Plan one opportunity for them this month.

Steps

1. With the data operator, open the board's school data portal (for CBSE: OASIS/SARAS and the exam portals; for state boards: the state portal) and UDISE+.
2. Check staff list, student strength, infrastructure and contact details are up to date.
3. Note anything that changed this month (new staff, staff left, new rooms) and update.

Steps

1. Check ramps, rails, accessible toilet and seating for children with special needs.
2. Check that exam and classroom accommodations agreed in TUE-07 are being given.

Steps

1. Meet coordinators, admin head, transport and estate in-charge.
2. Review this week's action list (from MON-01): closed and open items.
3. Go through next week's calendar and confirm readiness for each event.

Steps

1. Ask the accountant for: total due, collected, pending, number of families pending.
2. Look at long-pending cases and known hardship cases.
3. Agree polite reminders through parents only, never through children in class.
4. Decide which families the principal or management should speak to personally.

Steps

1. Check petty cash book against cash in hand and bills.
2. Sign approved bills; question unclear ones.
3. Compare month-to-date spending with the budget.

Steps

1. Open the committee register (list in Part E).
2. For each committee, check: members current, last meeting date, minutes signed, next meeting date.
3. Remind conveners of meetings due this month.
4. Make sure committee names and contacts are displayed on notice boards and the website where required.

Steps

1. Open the school website's disclosure page.
2. Check each item against the latest format given in the board's circular: school details, affiliation documents, safety certificates, fee structure, academic calendar, SMC and PTA lists, results, staff details, infrastructure.
3. Note expired certificates or outdated lists and get them replaced.

Steps

1. Open the certificate tracker: fire safety, building safety, water testing, health and sanitation, society or trust registration, recognition, land and lease, lift and electrical, vehicle documents.
2. Highlight any expiring within 90 days.
3. Assign who will apply for renewal and by when.

Steps

Revisit 3–4 teachers given suggestions earlier; look only for the agreed improvement; appreciate progress.

Steps (as MON-08)

1. Walk the playground, corridors and canteen during the break.
2. Check duty teachers are at their points.
3. In the canteen, check cleanliness, covered food, expiry dates and handwashing area.
4. Notice children sitting alone or being teased; pass names to the counsellor quietly.

Steps (as TUE-09)

1. Keep fixed meeting slots (for example Tuesday and Friday, 1:15–1:45 PM) and share them with parents.
2. Read the student's record before the meeting (attendance, marks, discipline notes).
3. Listen first, then explain facts; involve the class teacher if needed.
4. End with an agreed next step and a review date.

Steps

1. Read the complaint register and suggestion box entries for the week.
2. Check each entry: acknowledged, action taken, closed, reply given.
3. Escalate serious cases to the relevant committee.

Steps

1. Review next week's events: special days, competitions, trips, visitors.
2. For each, check the lead teacher, student list, materials, timing, safety and parent permission.
3. For any trip outside campus, make sure written parent consent, staff ratio and transport are confirmed.

Steps

1. Draft staff circulars (duties, meetings, deadlines) and parent notices (events, holidays, tests).
2. Number each circular and record it in the circular log (T5).
3. Sign and schedule them for Monday.

Steps

1. Each HOD and coordinator gives a 3-minute report.
2. Compare with targets set on Monday.
3. Agree next week's academic priorities.

Steps

1. Review staff attendance and late arrivals for the week and month.
2. Note patterns (frequent Monday or Saturday leave, repeated late arrival).
3. Speak privately with staff concerned; record the talk.

Steps

1. Look at common needs from the week's observations.
2. Plan one short in-house session (30–45 minutes) for the coming week or fortnight.
3. Update each teacher's training hours. For CBSE schools, every teacher and the principal need at least 50 hours of continuous professional development a year (part through board or government programmes, part school-organised) — check the current rule.

Steps

1. Week 1: attendance and admission registers. Week 2: stock, library and lab registers. Week 3: fee, cash and accounts registers. Week 4: safety, visitor, transport and health registers.
2. Check entries are complete, dated and signed; cuttings initialled.
3. Sign with date and remark.

Steps

Pick 5 student files; check report cards, health record, counselling notes (if any), achievements and parent contact details; note missing items for the class teacher.

Steps

Walk corridors and 4–5 classrooms; check boards show current theme, timetable, student work, emergency numbers and committee contacts; remove old material.

Steps

1. Check the drill calendar: when the last fire or evacuation drill was held and when the next is due (follow the frequency in your board and state safety guidelines).
2. Review the last drill report: time to evacuate, problems found, fixes done.
3. Check the emergency contact list and the evacuation map in each block.

Steps

Meet club in-charges; check participation numbers, activities done, upcoming competitions and display of work.

Steps

Open the school improvement plan; mark each goal as on track, lagging or done; agree one step for each lagging goal. (For CBSE schools, link this with the school's self-assessment against the board's quality framework, SQAAF.)

Steps

1. Keep it to 40 minutes with a written agenda shared on Friday.
2. Start with appreciation of staff and students.
3. Share 2–3 key points from the week (observations, results, safety).
4. Share next week's plan and duties.
5. Leave 5 minutes for staff questions.

Steps

Review complaints and quality of each service; check contract end dates; check that vendor staff are police-verified.

Steps

Fix assembly themes and conducting classes for next week; finalise Monday's huddle agenda; list the top three priorities for the week.