Institutional Approaches
Code: 44244 ECTS Credits: 10| Degree | Type | Year | Semester |
|---|---|---|---|
| 4317141 School Leadership for Educational Innovation | OB | 0 | 1 |
Contact
- Name:
- Maria Carme Armengol Asparo
- Email:
- carme.armengol@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
Other comments on languages
The language of communication can be in Catalan or Spanish in function of the personal situation of each one. The materials are in the two languagesPrerequisites
No prerequisites have been established to study this subject
Objectives and Contextualisation
Designing projects and programs that include objectives, regulations and functioning of educational institutions
Designing projects and programs that include objectives, regulations and functioning of educational institutions
Competences
- Adapt to diversity in situations and interlocutors.
- Apply tools to improve planning, management and institutional change.
- Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
- Plan, carry out and evaluate director action plans to promote change and innovation in educational centres.
- Promote the management of diversity of gender and equality.
- Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
Learning Outcomes
- Construct an organisational culture sensitive to issues of gender inequality.
- Design formal frameworks for educational intervention.
- Evaluate the impact of innovation in institutions of formal and non-formal education.
- Identify the possibilities of intervention by senior management in complex situations.
- Locate and apply current rules and regulations in the different educational contexts.
- Participate in meetings and interdisciplinary working groups in a respectful and orderly way.
- Promote actions and projects that focus on building a more equitable society in terms of gender.
- Propose measures for solving organisational problems and dysfunctions in formal and non-formal education.
- Understand the differing types, forms and manifestations of diversity in educational contexts.
- Uphold the value of diversity as an educational resource.
Content
- Educational project and the curricular project
- Rules and regulations of an educational organization
- Preparation, monitoring and evaluation of long-term institutional approaches
- Short-term approaches
- Innovation and improvement approaches. Strategic plans.
- Change processes. The role of management in innovation and constant improvement
- Designing the directive action program. Concept and content of the management program. Management models.
- Benchmarks for developing a differentiated management program: the mediate and immediate context, regulations, and the knowledge of the institution.
- Development, monitoring, and evaluation of the management program
Methodology
This is a blended study with a high percentage of autonomous and supervised work. Each unit lasts for 3 weeks, at this time the student must participate in the discussion forums and solve the activities that are proposed. The reports of the activities delivered by the students, one per unit, consist of different activities defined by the teacher in charge of each unit. At the beginning of each unit, the student receives a rubric with the evaluation criteria and the percentage of its value in the total evaluation of the unit.
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 | |||
| Conferences | 4 | 0.16 | 9, 1, 10 |
| Type: Supervised | |||
| Case studies, exercises and problem solving virtually | 120 | 4.8 | 3, 9, 1, 2, 4, 5, 6, 7, 10, 8 |
| Discussion forum | 5 | 0.2 | 3, 9, 1, 2, 4, 5, 6, 7, 10, 8 |
| Tutoring / Guidance on how to approach personal study | 5 | 0.2 | 3, 9, 1, 2, 4, 5, 6, 7, 10, 8 |
| Type: Autonomous | |||
| Case studies, exercises and problem solving virtually | 46 | 1.84 | 3, 9, 1, 2, 4, 5, 6, 7, 10, 8 |
| Reading papers and reports | 60 | 2.4 | 3, 9, 1, 2, 4, 5, 6, 7, 10, 8 |
Assessment
In the evaluation of the module, the following criteria will be taken into consideration: the quality of the activities carried out, participation in the forums, the learning achieved, the link between the responses and professional practice, and their relevance to the purposes and content of the master's degree.
The average of the final evaluation of the five modules (15% each module) will mean 75% of the final grade and the Master's Final Project the remaining 25%. In order to pass to the presentation and evaluation of the TFM, it is necessary to obtain an average of the modules greater than 5 and have passed more than 80% of the unit. The works must be delivered in the moodle classroom in the established time. The head of the unit must report the result of their correction within a period not exceeding fifteen days after the delivery of the work. At the end of the modules they will be given the opportunity to recover, if necessary, the failed modules.
Copying or plagiarism, in any type of evaluative test, constitutes a crime and will be penalized with a 0 as a grade for the course, losing the possibility of recovering it. A work or activity will be considered "copied" when it reproduces all or a significant part of the work of another partner. A work or activity will be considered "plagiarized" when a part of an author's text is presented as its own without citing the sources, regardless of whether the original sources are on paper or in digital format. http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html
To pass this course, the student must show good general communicative competence, both orally and in writing, and a good command of the language or the vehicular languages that appear in the teaching guide. Linguistic correction, writing and formal presentation aspects will be taken into account in all activities. Students must be able to express themselves fluently and correctly and must showahigh degree of understanding of academic texts. An activity can be returned (not evaluated) or suspended if the teacher considers that it does not meet these requirements.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Participation and implication in the forums posed and in the sessions of follow-up of the units | 10% | 1 | 0.04 | 4, 5 |
| Personal reflection regarding the learnings realized in the module and resolution of complementary activities | 10% | 1 | 0.04 | 3, 9, 1, 2, 4, 5, 6, 7, 10, 8 |
| Preparation and development of the activities of application | 40% | 4 | 0.16 | 3, 9, 1, 4, 5, 10, 8 |
| Preparation and development of the activities of development | 40% | 4 | 0.16 | 3, 9, 1, 2, 5, 6, 7, 10 |
Bibliography
AA.VV. (1998). Un proyecto de centro para atender a la diversidad. Colección Educación y Reforma. Madrid: S.M.
Ainscow, M. y Hopkins, D. (1994). Creating the conditions for school improvement. London: David Fulton Publishers.
Antúnez, S. (1987). El Proyecto Educativo. Barcelona: Graó.
Blanco, J.L., Miguel, V. y Crespo, J.L. (2017). Plan estratégico de salud escolar y estilos de vida saludable (2016-2020). Madrid: Ministerio de Educación, Cultura y Deporte, Subdirección General de Documentación y Publicaciones.
Blejmar, B. (2018). Gestionar es hacer que las cosas sucedan. Buenos Aires: Noveduc.
Booth, T. y Ainscow, M. (2015). Guía para la educación inclusiva. Madrid: FUHEM.
Busquets, L. (Coord.) (1996). El centre autònom: element nuclear i bàsic del sistema. En Organització del centre escolar. Universitat Oberta de Catalunya.
Caballero, P. (Dir.). (2015). Sistema educativo y descentralización territorial. Madrid: Iustel.
Centro Nacional de Innovación e Investigación Educativa en España. (2017). Plan estratégico de convivencia escolar. Madrid. Secretaría General Técnica. Centro de Publicaciones. Ministerio de Educación, Cultura y Deporte.
Departament d’Ensenyament (2013). Documents per a l’organització i la gestió dels centres. Barcelona:Generalitat de Catalunya.
Díaz-Gibson, J., Civís, M., Longás, J. i Riera, J. (2018). Projectes d’educació educativa comunitaria: ingredients d’èxit i reptes. Barcelona: Fundació Jaume Bofill.
Déz Navarro, M.C. (2019). Caramelos de violeta. Hacia la dulce metamorfosis de nuestras escuelas. Barcelona Graó.
Estebaranz, A. (2000). Didáctica e innovación curricular. Universidad de Sevilla: Servicio de Publicaciones.
Gadotti, M. y Román, J.E. (Coord.). (2015). Autonomía de la escuela. Principios y propuestas. Barcelona: Octaedro.
Gairín, J. (1991). Planteamientos institucionales en los Centros educativos. Curso de formación para equipos directivos. Unidad Temática 2. MEC, Madrid: Subdirección General de Formación del Profesorado.
Gairín, J. (1992). Proyecto curricular en el marco de una escuela renovada. Orientaciones teórico- prácticas para la elaboración de Proyectos curriculares. Madrid: Ministerio de Educación y Ciencia: Subdirección General de Formación del Profesorado, 97- 192.
Gairín, J. (1996). La organización escolar: contexto y texto de actuación. Madrid: La Muralla.
García Carbonell, N., Martín Alcázar, F. y Sánchez Gardey, G. (2017). Dirección estratégica de recursos humanos. Fundamentos y perspectivas teóricas. Madrid: Pirámide.
López Torres, L., Prior, D. y Santín, D. (2017). Análisis del impacto de los programas de mejora de la calidad educativa en centros escolares públicos. Madrid: Fundación Europea Sociedad y Educación.
Marcelo, C. y Estebaranz, A. (1999). Cultura escolar y cultura profesional: los dilemas del cambio. Educar, (24),47-69.
Martín Bris, M. y Sebastián Heredero, E. (2017). Hacia un modelo educativo de calidad y transformador. Madrid: Fundación Santillana.
Oficina Internacional de Educación y UNESCO (2017). Herramientas de formación para el desarrollo curricular. Una caja de recursos. Ginebra: UNESCO International Bureau of Education.
Ramos, M.A. (2018). Gestionando la diversidad: Modelo para la gestión-dirección pedagógica de un centro educativo de enseñanza secundaria implantado en un entorno de gran diversidad. Independently published.
Sancho Gargallo, M.A. (2015). La autonomía de la Escuela Pública. Madrid: Iustel.
Valverde, J. (2015). El proyecto de educación digital en un centro educativo: guía para su elaboración y desarrollo. Madrid: Síntesis.
Software
It does not require of a specific software