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2022/2023

Educational Supervision and Inspection

Code: 101643 ECTS Credits: 6
Degree Type Year Semester
2500261 Education Studies OT 4 1

Contact

Name:
Empar Garcia López
Email:
empar.garcia@uab.cat

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
No
Some groups entirely in Catalan:
Yes
Some groups entirely in Spanish:
No

Prerequisites

 Educational Supervision and Inspection, as a opcional subject in the fourth year of the degree in Pedagogy, belongs to “Management in training and in socio-educational institutions”. It has as its subject of reference: Education and educational contexts; Organisation and groups; Organizational development of educational institutions, , that are taught in the first, second and third years. It requires a minimum level of achievement in those subjects. It is advisable to have competemces in the evaluation of centres, programmes and projects.

Objectives and Contextualisation

It is a 4th year subject that intends to complete the training of professionals to act in two big fields in a complementary way: training in organizations and directing and leading educational institutions.

For that matter, it answers the general objectives established in the profile of Pedagogy Bachelor’s Degree, which are: assessing institutions, fostering development in organizations, managing resources and staff, applying strategic plans, designing and developing training activities.

It draws from the educational basis studied in previous years, and it has as references contents related to Education and Educational Contexts, The Organization and Groups, Design, Monitoring and Evaluation of Plans and Programs, Directing and Leading Educational Institutions, Organizational Development of Educational Institutions, Educational Innovation.

  •  Understand and analyse aspects that shape educational and institutional situations in contexts of formal and informal education.
  •  Design, develop and evaluate processes, projects, programmes and activities for use in educational and training contexts.
  •  Inform and advise people, institutions and organisations about educational and training aspects, for change and improvement.
  •  Orient the institutions to achieve the improvement of the processes and the elements of the organization.
  •  Know different realities of supervision and advice in schools in Europe.

 

 

 

Competences

  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Adopt ethical behaviour and attitudes and act according to the ethical principles of the profession.
  • Apply educational counselling, guidance, consultation and mediation strategies and techniques in professional fields and educational and training institutions and services.
  • Evaluate policies, institutions and educational systems.
  • Introduce changes in the methods and processes of the field of knowledge to provide innovative responses to the needs and demands of society.
  • Make prospective and evaluation studies of the characteristics, needs and demands of training and education.
  • Supervise education and training plans, programs, centres and professionals.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.

Learning Outcomes

  1. Analyse a situation and identify its points for improvement.
  2. Apply the principles of professional ethics to the definition and development of educational supervision and inspection activities.
  3. Communicate using language that is not sexist or discriminatory.
  4. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  5. Design plans for territorial educational management.
  6. Explain the explicit or implicit code of practice of one's own area of knowledge.
  7. Identify interesting areas of analysis for educational supervision and inspection.
  8. Identify situations in which a change or improvement is needed.
  9. Identifying and applying the most appropriate inspection and supervision strategy to the different territorial realities and education centres.
  10. Produce a monitoring plan for a school.
  11. Produce an action plan for educational inspection for a particular territorial area.
  12. Producing reports on territorial educational situations or those of training centres.
  13. Propose new ways to measure the success or failure of the implementation of innovative proposals or ideas.
  14. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
  15. Propose viable projects and actions to boost social, economic and environmental benefits.
  16. Propose ways to evaluate projects and actions for improving sustainability.
  17. Selecting and applying models, strategies and instruments of educational supervision.
  18. Using the usual supervision techniques.
  19. Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.

Content

BLOCK I. Nature and sense of educational supervision

1. Conceptual approach to the meaning and sense of supervision in the educational field.

2. Organization and purposes.

3. Functions and attributions of the educational inspection; tools to develop them.

BLOCK II. Educational supervision and inspection for the change and improvement of schools.

4. Supervision and evaluation of schools and educational services, within the framework of school autonomy.

5. Advice to educational centers and services in the processes of management and educational transformation.

6. Advice on the exercise of the teaching function and the managerial function.

7. Development of evaluation processes in educational centers and services.

BLOCK III. Educational supervision in Europe: educational systems and models of educational inspection. Comparative study.

8. Organization and purposes.

9. Functions and attributions.

10. Decentralized, centralized systems and dependent on local authorities.

Methodology

Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19

The methodological approach, under the principle of the methodological strategies, should facilitate active involvement and the construction of the learning process by the students themselves.

The teacher, in this methodological approach, will offer constant support to the students, and the required resources necessary for their process of learning. The tutorials, in this context, will be a basic part of working methodology.

The methology will be used in the large group’s face-to-face activities will consist of master classes, where the teacher assumes an active role and the students are involved in the process. The goal of these activities is the introduction of contents and instructions for doing individual or group activities. In this way, the teacher, as well as giving them relevant information, helps them in their own process of constructing knowledge.

In the large group sessions practical activities will be organised, as individual or small group exercises in the classroom throughout the course. There, they will analyse documents, resolve cases or practical activities, in order to work with the content and matters in more detail and to combine individual work with group activities.

The practical activities will be submitted to the teacher for marking. Students must then revise and improve them and include them in a portfolio to be submitted at the end of the course. In a final document in the portfolio, students must include a reflection about their own learning process for the subject.

 The combination of methodologies and the teacher’s monitoring should allow the students to develop analytical and critical strategies. In short, to “learn to learn”.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
On-site, big group. 42.5 1.7 7, 17
Type: Supervised      
Supervision's project, practices. 33 1.32 5, 11, 10, 9, 12
Type: Autonomous      
Reading and study 74.5 2.98 2, 9, 18

Assessment

Assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19

The evaluation system for this subject takes place in two stages.

Continuous evaluation will be carried out with a for the purpose of training, and will allow us the tracking of the student’s apprenticeship process, in order to guide them. It will also help us to take decisions about the pace and timing of the subject.

There will also be a summative evaluation, in order to check the students’ level of learning, taking as reference the proposed competences and objectives.

The evaluation system will consist of two kinds of evidence of learning:

  • The carrying out of practical activities (document tests, case resolutions, etc.), during the course of the subject and presented in the student portfolio at the end of the course.
  • A pass in a written test.
  • Design and presentation of a Supervision project of an educational center. Presentation on November 28, 2022.

The final text of synthesis will be held on January 16, 2023, and the recovery of the test will be done on January 30, 2023. In order to be able to recover the final test of synthesis, it must have taken a score not less than 3,5.

Attendance is compulsory. The supporting documents only serve to explain the absence, in no case do they exempt from attendance. 

Feedback of every evaluation activity will be given in two weeks after their submission. 

The marks obtained in each of the evaluating activities will be delivered to the students by publishing results in Moodle or in the classroom. Once the grades have been delivered, the students will be able to review the grade in the hours that the teachers have for tutoring.

Linguistic correction, writing and formal presentation aspects will be taken into accountin all activities. Students must be able to express themselves fluently and correctly and must show a high degree ofunderstanding of academic texts. An activity can be returned (not evaluated) or suspended if teachers consider that it does not meet these requirements.

Copying or plagiarism, both in the case of work and in the case of exams, constitute a crime that may represent failing the subject:

• A work, activity or exam will be considered to be “copied” when it reproduces all or part of another partner's work.

• A work or activity will be considered “plagiarized” when a part of a text by an author is presented as its own without citing the sources, regardless of whether the original sources are on paper or in digital format (more info at: http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_0 1.html).

It is recommended to follow the APA regulations (2010, 6th version). See: https://ddd.uab.cat/pub/recdoc/2016/145881/citrefapa_a2016.pdf

For more information on the "Criteria and general guidelines for the evaluation of the Faculty of Education Sciences" approved by the COA on May 28, 2015 and modified at the Faculty Board on April 6, 2017, you can consult:https://www.uab.cat/web/estudiar/guia-del-pdi-1345732500524.html

Every individual situation that doesn’t fit with this guide must be communicated to the teacher responsible, to offer if it’s pertinent, complementary evaluation without forgetting the evaluation’s philosophy presented in this guide. 

 

 

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Attendance, participation and involvement in big grup classes (individual and group activities). 10% 0 0 2, 3, 5, 7, 14
Final test. Individual. 50% 0 0 2, 3, 8, 16, 13, 14, 12, 17, 18
Pattern and presentation of supervision's and inspection's Project (individual and grup activity ) 30% 0 0 2, 5, 11, 10, 7, 9, 17
Portfolio. Individual. 10% 0 0 4, 1, 2, 3, 6, 7, 9, 16, 14, 15, 17, 19

Bibliography

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Disponible en

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FEMENÍA MILLET, O. (2015). Inspección, supervisión, evaluación y calidad en un centro educativo de enseñanza secundaria obligatoria. Madrid: Ediciones Diaz de Santos. 

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Software

No specific software is used.