This version of the course guide is provisional until the period for editing the new course guides ends.

Logo UAB

Educational Supervision and Inspection

Code: 101643 ECTS Credits: 6
2024/2025
Degree Type Year
2500261 Education Studies OT 4

Contact

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

Teaching groups languages

You can view this information at the end of this document.


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.


Activities and Methodology

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

 

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.


Assessment

Continous 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

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 on January 13, 2025.
  • A pass in a written test on January 20, 2025.
  • Design and presentation of a Supervision project of an educational center. Presentation on November 25, 2024.

The written test will take place on January 20, 2025, and the recovery of the test will take place on January 27, 2025. In order to recover the written test, it is necessary to have obtained a score of no less than 3.5.

Completion of all practical activities is essential to pass the subject. If the practical activities remain pending, they can be handed in before December 16, 2024. Under no circumstances can they be recovered when no practical activity has been passed throughout the semester.

Attendance is mandatory. In no case can it be less than 80% of the sessions. The vouchers only serve to explain the absence; they are not an exemption for the 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.

In the event that the student does not appear for the final individual written test neither submit the Supervision Project of an educational center, it will be considered that he or she does not provide sufficient evidence for the evaluation, and the subject will be qualified as non-evaluable.

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 activitycan bereturned (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 (2019, 7th version). See: https://ddd.uab.cat/pub/recdoc/2016/145881/citrefapa_a2016.pdf

Single Evaluation. The student must hand in and take the written test on January 15, 2025, and the recovery of the test will take place on January 27, 2025:

  • Practical activities (document analysis, solving cases...) that must be collected in a learning folder, with a weight of 20%
  • Design and presentation of an educational center supervision project, with a weight of 30%
  • Passing a written test in order to accredit and guarantee the achievement of the objectives and learning outcomes, with a weight of 50%

The same recovery system will be applied as for the continuous assessment. The review of the final grade follows the same procedure as forthe continuous assessment.

For more information on the general evaluation criteria and guidelines of the Faculty of Education Sciences, you can consult the following link : https://www.uab.cat/web/estudiar/graus/informacio-academica/avaluacio/en-que-consisteix-l-avaluacio-1345725434468.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. 

 

 


Bibliography

Administration et Éducation (2005). Número monográfico: L'inspection en questions, Núm. 4 (108).

ALCALÀ, M.L. (2016) ¿Debe ser la inspección impulsora de la innovación en los centros educativos?. Avances en Supervisión Educativa, nº 26, diciembre 2016.

ÁLVAREZ, E., PÉREZ, R. (2010). Radiografías de la Inspección Educativa en el Comunidad Autónoma de Asturias. Revisión crítica con intención de mejora, Bordón 62 (1). Págs. 9 - 28

ANTÚNEZ, S. (2009). La Inspección educativa y la evaluación de la formación permanente de los profesionales de la educación escolar, Avances en Supervisión Educativa. Revista electrónica. Núm. 10. Mayo.

Disponible en

 http://www.adide.org/revista/images/stories/pdf_10/ase10_art08.pdf

ANTÚNEZ, S., SILVA, P., (2013). La Inspección educativa. Educar 49.1 UAB.
 
ARNIJAR, J., (2022). El Supervisor educatiu : una figura per a la millora professional del docent. UAB
 
Disponible en:

https://bibcercador.uab.cat/permalink/34CSUC_UAB/1eqfv2p/alma991010692575706709

BRUGGEN, J. C. van (2010) Inspectorates of Education in Europe; some comparative remarks about their tasks and work. Standing International Conference of Inspectorates (sici). Abril,2010. Bruselas

CARNICERO, P. (IP.), ANTÚNEZ, S., LÓPEZ, J. J. y SILVA, P. (2010). Formación de los Supervisores de Educación Primaria en México: Análisis de Necesidades. Investigación. AECID Referencia de la concesión: REF. A/019899/08Duración: desde 2009 hasta 2010.

CAMACHO, A (2014) Funciones y quehaceres de los inspectores de Educación en Baleares. Un estudio de casos. Tesis doctoral. Barcelona: Universitat de Barcelona.

CARRON, G. y De GRAUWE, A. (2003). Cuestiones de actualidad en supervisión: una revisión de la literatura. París, UNESCO- International Institute for Educational Planning.

CASANOVA M. (2014). Control un aval de calidad. Cuadernos de Pedagogía, 441, 67-69.

COLOM, M. (2011). El paper de la inspecció en el marc del nou Decret d’Autonomia. Fòrum. Revista d’organització i gestió educativa, 25, 13-14.

DE GRAUWE, A. (2006) L'État et l'inspection scolaire. Analyse des relations et modèles d'action. Tesis Doctoral. Institut d'Études Politiques de Paris.

DEL POZO, A. (2016). El sistema educatiu del segle xxi en un món líquid. Lliçó inaugural del postgrau “Expert universitari en Gestió i Direcció d’Organitzacions Educatives (GEDIOE) (p.15). Lleida.

ESTEBAN FRADES, S. (2014). La inspección de educación. Historia, pensamiento y vida. Oviedo: KBK Ediciones ( en Asociación con ADIDE de Castilla y León ). 

Esteban Frades, S. (2019). La supervisión educativa como función principal de la Inspección. Características y propósitos. Aula, 25, 27–58. https://doi.org/10.14201/aula2019252758

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

GALICIA MANGAS, F. (2019). La inspección de educación en la Unión Europea. Aula 25, 129-146

Gardezi, S., McNamara, G., Brown, M., & O’Hara, J. (2023). AUGE Y CONVERGENCIA DE LOS SISTEMAS DE INSPECCIÓN ESCOLARES. Supervisión 21, 68(68).

GERVER, R (2016) Conferencia. En el XIV Congreso nacional de Inspectores de Educación: innovar en educación. Valladolid. 19, 20 y 21 de octubre de 2016. Adide-Federación.

GONZALEZ, M. (2011). La inspecció educativa: una professió clau per a la millora del sistema. La revista de l’AIEC, 29-30.

Disponible en http://ecoledoctorale.sciencespo.fr/theses/theses_en_ligne/degrauwe_socio_2006/degrauwe_socio_2006.pdf

HODGINS, D. W. (2006) "ThePrincipal as Instructional Leader: A Handbook for Supervisors", Journal of Educational Administration, Vol. 44 Iss: 5, pp.528 - 531. Publisher: Emerald Group Publishing Limited.

i Rubio, J. S. (2023). La evaluación de centros y planes de mejora: Actuaciones de la inspección educativa en Cataluña. Avances en Supervisión Educativa, (40).

IIPE- UNESCO (2007). Reforming school supervision for quality improvement. Disponible en (7 módulos)

http://www.iiep.unesco.org/es/desarrollo-capacidades/training/training-materials/school-supervision.html

Jardon, E. (2023). La inspección francesa de la clase al sistema educativo. Supervisión 21, 70(70).Jardon, E. (2023). La inspección francesa de la clase al sistema educativo. Supervisión 21, 70(70).

JIMENEZ, J. (2014). Una nueva i vieja inspección. Cuadernos de Pedagogia, 441, 58-62.

LEIVA, M. V. (Ed). (2014). Asesoramiento educativo. ¿Qué necesitan nuestra escuela?. Viña del Mar: Altazor. 

Lera, J. L. E. (2023). Análisis normativo sobre evaluación de centros en España en relación con las funciones de la inspección educativa. Avances En Supervisión Educativa, (39).

MONTERO, A. (1997). "Inspección educativa y función asesora", en MARCELO, C. y LÓPEZ YÁÑEZ, J. (Coords.). Asesoramiento curricular y organizativo en educación. Barcelona: Ariel. Págs. 314-327

PAVON, A. (2010). La supervisión educativa para la Sociedad del Conocimiento. Madrid: La Muralla.

PERUCCA, B. y DAVIDENKOFF, E. (2003). La République des enseignants. Paris: Editions Jacob-Duvernet.

RAMO, Z. (1999). ¿Para qué los inspectores? Barcelona: Praxis.

RUL, J. (2002)."Inspección de educación profesionalización versus politización, Organización y Gestión Educativa, Revista del Fórum Europeo de Administradores de la Educación, n. 3, mayo-junio; págs. 50-53

SILVA, P. (2008b) La Inspección Escolar en Cataluña. Un Estudio de Casos. En Avances en Supervisión Educativa. Octubre. Núm. 9.

Disponible en http://adide.org/revista/index.php?option=com_content&task=view&id=279&Itemid=62

SOLER, E. (2002) La Inspección en las distintas concepciones y sistemas pedagógicos: características y funciones. TesisDoctoral. Disponible en http://eprints.ucm.es/tesis/19911996/S/5/S5006701.pdf

SOLER, E. (2002a). El ego de los inspectores, Organización y Gestión Educativa, revista del Forum Europeo de Administradores de la Educación. Vol. 10, núm. 1. Págs. 16-20.

SOLER, E. (2002b). La visita de inspección: encuentro con la realidad educativa. Madrid: La Muralla.  

SPILLANE, J. (2006). Distributed ledership. San Francisco: Jossey-Bass.

STANDAERT,R. (2001) Inspectorates of Education in Europe. A critical analysis. Leuven (Bélgica): http://www.sici-inspectorates.eu/Members/Inspection-Profiles. Ed. Academische Coöperatieve Vennootschap cvba (acco).

TEIXIDÓ, P. (1997). Supervisión del Sistema Educativo. Barcelona: Ariel

TERIGI, F. (2010) Los sistemas nacionales de inspección y/o supervisión escolar. Revisión de literatura y análisis de casos. Paris: IIEP/UNESCO

Disponible en http://www.iipe-buenosaires.org.ar

TOMÀS,M i ESPINÓS, J.L : (1999): Temes bàsics de Supervisió d'Institucions educatives. Servei de publicacions. UAB

URUÑUELA, P. (2008). Los Retos profesionales de la Inspección Educativa para la Aplicación de la LOE, en Avances en Supervisión Educativa. Mayo. nº 8. Disponible en http://www.adide.org/revista/index

Vázquez-Cano, E. (2023). Modelos de evaluación de centros educativos en Europa. Inspiración para un replanteamiento del modelo español. Avances en Supervisión Educativa, (40).

VERA, J. (2005). El marco jurídico de lainspección de educación. Avances en supervisión educativa, 1

VERA, J. (2014). Supervisión e inspección, a través del tiempo. Cuadernos de Pedagogia, 441, 63-66.

WILES, J.,& BONDI, J. (1996). Supervisión. A guide to practice. New Jersey: Merill.

VIÑAO, A. (1999) La inspección educativa: análisis socio-histórico de unaprofesión. Bordón, vol. 51, 3, p.251-264

 

 

 

 


Software

No specific software is used.

Language list

Name Group Language Semester Turn
(TE) Theory 4 Catalan first semester morning-mixed