Universitat Internacional de Catalunya
Institutional Organisation and Management
Other languages of instruction: English, Spanish,
Teaching staff
You can request an appointment through this mail mtintore@uic.es
I will be happy to assist you
Introduction
This subject aims to help the students to improve their knowledge related to the organization and management of secondary schools, in a contextualized way. It also aims to improve the organizational and managerial skills of the participants.
We will try to relate theory to practice, especially through the analysis of some institutional documents and the application of the case method to solve problems that may occur in the classroom.
Pre-course requirements
Not required
Objectives
This subject is intended to provide knowledge and develop skills in relation to the following topics:
- Global, national and local educational context
- Concept of organization
- Organization of human, functional and material resources in a secondary school
- Organization of relationships and participation in a secondary school
- School planning through institutional documents
- The Educational Project of Secondary Schools
- Management and Leadership
- Cases of school organization
Competences/Learning outcomes of the degree programme
The aim of this subject is to help develop all the basic, general and transversal competences contemplated in the Master.
The following specific competence will be especially taken into account:
CE4 Identify the regulations and institutional organization of the educational system and quality improvement models applicable to schools
- CB06 - Possess and understand knowledge that provides a basis or opportunity to be original in the development and / or application of ideas, often in a research context
- CB07 - That students know how to apply the knowledge acquired and the ability to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study
- CB08 - That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments
- CB09 - That students know how to communicate their conclusions - and the knowledge and ultimate reasons that support them - to specialized and non-specialized audiences in a clear and unambiguous way
- CB10 - That students know how to apply the learning skills that allow them to continue studying in a largely self-directed or autonomous way
- CE04 - Identify the regulations and institutional organization of the educational system and quality improvement models applicable to schools
- CG01 - Formulate reflective and critical, responsible, ethical and respectful judgments about the various protagonists of the educational process (family, school and society)
- CG02 - Analyze and synthesize the information obtained from different environments in order to solve problems or conflict situations, to identify and define the significant elements that constitute a problem to solve it judiciously and effectively
- CG03 - Integrate and collaborate actively in the achievement of common objectives with other people, areas and organizations
- CG04 - Present ideas orally and in writing, adapting to different communication styles and types of activities
- CG05 - Organize and plan different types of activities, events and situations
- CG06 - Integrate and use Information and Communication Technologies in various fields in an efficient and responsible way
- CG07 - Express themselves in public and make presentations with digital support adapted to the different interest groups of the school context
- CT01 - Critically analyze personal work and use the appropriate resources and strategies for professional improvement
- CT02 - Work in a team and develop attitudes of participation and collaboration as an active member of society
- CT03 - Show ethical and responsible behaviors as a citizen and as a professional
- CT04 - Develop the ability to assess inequalities based on sex and gender, to design mechanisms to achieve real equality, avoiding partial and discriminatory interpretations
- CT05 - Identify strategies to promote gender equality, equity and respect for human rights
- CT06 - Promote inclusive situations and environments for Sustainable Development, creating effective, responsible and inclusive contexts at all levels
Learning outcomes of the subject
1. Identifies the social parameters of the educational system and Secondary education particular context in order to carry out a teaching work consistent with them
2. Adapts the daily teaching work to the social reality where the school is located
3. Manages diversity in the classroom and in the educational center
5. Makes proposals to promote gender equality and non-discrimination in the organizational structures of different institutions: educational, business, social
Syllabus
1. The educational administration and the secondary education center
2. Communication and interaction processes in the educational institution and in the secondary education classroom
3. The Educational Project of the Center in secondary education
4. Context of secondary education: structure and organization
Teaching and learning activities
Online
Teaching methodologies
Theoretical / lecture classes online
Online practical classes
Case method
Resolution of exercises and questions
Activities
Master class online
Practical online class
Study and individual work
Teamwork
Practical seminars
Evaluation systems and criteria
Online
The subject will be evaluated taking into account the participation in the classes and the activities and cases done during the classes
The following evaluation systems will be used:
Open answers exam (30%). This exam will be the last day of the course. 20th December
Submission of classwork online (35%)
Virtual portfolio with a case study (35%)
Bibliography and resources
Antúnez, S. (2000). La acción directiva en las instituciones escolares. Análisis y propuestas. ICE-Horsori
La dirección escolar, elemento clave para la mejora educativa - Dr. Serafín Antúnez Marcos. https://www.youtube.com/watch?v=TPrzUjbgWAY
Antúnez S., y Güell, M. (2019). La dirección de sí mismo. Orientaciones para directores y directoras escolares. Cuadernos de Educación 84- Ed- Horsori
Armengol, C., Feixas, M., Pallarés, R. M. (2000) Seguint el fil de l’organització Barcelona. Servei de Publicacions. Universitat Autònoma de Barcelona.
Cantón, I. y Pino, M. (2014). Organización de centros educativos en la sociedad del conocimiento.
Castro, M. y Egido, I. (eds.) (2024). Qué sabemos sobre el profesorado. Políticas, evidencias y perspectivas de futuro. Narcea
Del Arco, I. (2014). Organització i gestió dels centres educatius de Secundària. LLeida. ISBN 978-84-617-1973-0
Gairín, J. (2022). Diseño y desarrollo de las organizaciones educativas. Editorial Dykinson.
Gairín, J. (Ed.) (2024). Dirección y liderazgo de los centros educativos. Naturaleza, desarrollo y práctica profesional, Editorial Narcea. ISBN 9788427731592
Gairín, j. y Castro D. (2021). El contexto organizativo como espacio de intervención. Ed. Síntesis
Gairín, J. y Galdames, M. (2024). La participación de los diferentes actores en la gestión educativa en Iberoamérica. Red AGE y EDO Serveis. (see chapter 6 Participation in Spain).
Grau i Martín, E. (2015). L’escola privada i concertada a Catalunya. Una guia pràctica de gestió. Barcelona: Barcanova.
Gurr, D. (2019). Panorama del liderazgo en escuelas de alta complejidad socioeducativa. En: J. Weinstein y G. Muñoz. Liderazgo en escuelas de alta complejidad sociocultural: Diez miradas. pp. 19-70. Santiago de Chile: Universidad Diego Portales.
Fullan, M. (2016). La dirección escolar. Tres claves para maximizar su impacto. Ed. Morata
Fundación Telefónica (2015). Viaje a la escuela del siglo XXI.
Leiva, M.V., Gairín, J., & Guerra San Martín, S. (2019). Prácticas de liderazgo de los directores noveles para la inclusión educativa. Aula Abierta, 48, 3, 291-300
Moreno Sánchez, E. Márquez Díaz, J.R. (2023). Comprender las organizaciones educativas. Pirámide.
Muñoz Moreno, J.L. & Gairín, J. (2022). Diseño y desarrollo de las organizaciones educativas. Editorial Dykinson.
Rincón-Gallardo, S., Villagra, C., Mellado., M.E., & Aravena, O. (2019). Construir culturas de colaboración eficaz en redes de escuelas chilenas: una teoría de acción. Revista Latinoamericana de Estudios Educativos (México), XLIX, 1, 241-272.
Robinson, K., Aronica, L. (2015) Escuelas creativas. Barcelona, Grijalbo.
Tintore, M. (2021). Distribució del lideratge i la visió del centre (28 gener 2021). Laboratori de Transformació Educativa desarrollado por el Departament d’Educació de la Generalitat de Catalunya. Direcció General d'Innovació, Recerca i Cultura Digitals. Sub-direcció General d'Innovació i Formació. Servei d’Innovació, Xarxes i Serveis Educatius. Seminari temàtic “Aprofundim en lideratge en l’organització i la gestió del centre”.
Tintoré, M. (2021), Creació de cultures col·laboratives (17 febrer 2021). Laboratori de Transformació Educativa desarrollado por el Departament d’Educació de la Generalitat de Catalunya. Direcció General d'Innovació, Recerca i Cultura Digitals. Sub-direcció General d'Innovació i Formació. Servei d’Innovació, Xarxes i Serveis Educatius. Seminari temàtic “Aprofundim en lideratge en l’organització i la gestió del centre”.
Tintoré, M. (2021). Relació entre lideratge i resultats (17 març 2021). Laboratori de Transformació Educativa desarrollado por el Departament d’Educació de la Generalitat de Catalunya. Direcció General d'Innovació, Recerca i Cultura Digitals. Sub-direcció General d'Innovació i Formació. Servei d’Innovació, Xarxes i Serveis Educatius. Seminari temàtic “Aprofundim en lideratge en l’organització i la gestió del centre”.
Tintoré, M. (coord). (2010). Manual de Organización de Instituciones Educativas. Un modelo humanista. Furtwagen Editores. ISBN: 978-849-38396.
VVAA (2019). Monográfico “Repensar los tiempos educativos” de Fòrum. Revista d’Organització i Gestió educativa. Mayo 2019.
Video Youtube: La dirección escolar, elemento clave para la mejora educativa - Dr. Serafín Antúnez Marcos. https://www.youtube.com/watch?v=TPrzUjbgWAY