In this course, we present the school as the main scenario for teaching: its structure, resources, key operational aspects, relation system, evaluation and innovation. The subject broadens the perception of the professional environment from the perspective of individual teaching in the classroom in a shared educational and institutional project.

Together with the other subjects in the same semester, it will contribute to the development of an interdisciplinary project.

COMPETENCES AND LEARNING OUTCOMES

E1. Identify the main characteristics of educational centers as organizations.

1. Differentiate the dimensions that make up the organizational structure of an educational center.

2. Identify the features that differentiate educational centers from other types of organizations.

3. Relate the elements and levels that comprise the administrative aspects of educational centers.



E2. Analyze the social and institutional contexts of educational centers in order to propose or critically design appropriate educational and organizational actions.

1. Identify the essential characteristics that define the current social context (knowledge society and sociocultural context) and the institutional context (educational system and educational administration) of the current educational centers and their fundamental challenges.

2. Propose actions and strategies to place the educational organization in these environments, designing intervention proposals.



E3. Reflect on the institutional goals of educational organizations according to the changes in their social context, paying special attention to school innovation, improvement and evaluation.

1. Identify the places where explicit written institutional goals are centralized, as well as other environments in which present and future proposals for action emerge. Identify the objectives hidden in the explicit or implicit proposals.

2. Identify and analyze proposals for institutional self-evaluation and external evaluation from a broad perspective.

3. Study and assess good practices in educational centers.

4. Propose or design specific proposals for innovation and improvement of the objectives and achievements of educational organizations.



E4. Define the groupings, the material and functional resources, as well as the manifest – or hidden- structures at the service of the educational project of the center, and evaluate them critically in relation to this purpose.

1. Differentiate the basic organs of government, participation and coordination of an educational center, their competences and general functions, showing sensitivity to the role that each one of them occupies individually and collectively for the achievement of an institutional collective project.

2. Design or present proposals for the improvement of the structures and relational climate in the center.



E5. Identify and analyze the components of the existing culture(s) in the educational centers as elements that provide understanding and direct the activity of the educational center, paying special attention to its relational aspect (internal and external) as well as to the processes of participation of the educational agents in the center.

1. Analyze concrete cases about the reality of the centers, identifying some of the cultural features and proposing possible steps for the establishment or change of certain elements in the culture of the centers.

2. Analyze the levels of participation in the educational center and design proposals to improve them.

SYLLABUS

UNIT 1. THE MEANING OF EDUCATIONAL CENTERS AS ORGANIZATIONS General characteristics of organizations. Educational centers as organizations. Theoretical traditions in social research and their interpretation in the educational organization.

UNIT 2. THE SOCIAL CONTEXT AND ENVIRONMENT OF SCHOOL ORGANIZATIONS. The school in the Information Society. The educational system and the educational administration. The close social environment and the educational center.

UNIT 3. THE SCHOOL INSTITUTION AS AN ORGANIZATION. Institutional planning documents. Priority learning goals. Human resources: students, teachers, family members, administration and service personnel, and various agents from the community. Material resources: space and didactic material. Functional resources. Relationships within the organization, coexistence and participation in the school organization.

UNIT 4. SCHOOL IMPROVEMENT AND INSTITUTIONAL EVALUATION. The traditions of school improvement. The processes of improvement and innovation in the educational organization. Quality and equality. Internal institutional evaluation, external institutional evaluation (audits). Different models of institutional evaluation.

UNIT 5: CHALLENGES OF SCHOOL ORGANIZATION: IMMIGRATION, MARGINALIZATION, RURAL SCHOOLS.

METHODOLOGY

The course will have a regular structure based on a theoretical session with the whole group and a practical session with two subgroups per week. In these sessions, we will focus on the understanding and integration of the content, and student participation will be very important. To address the subject properly, a course has been created in the Virtual Teaching-Learning Platform eGela of the UPV/EHU. This virtual course sets out the methodology and materials to be used, including the selection of required readings. This selection of readings from the basic and in-depth bibliography is listed below.



a) Continuous evaluation

Continuous evaluation will be the priority type of evaluation. It is made up of theoretical and practical sessions. The theoretical sessions will last two hours. Although focused on the whole group, in these sessions the teacher will combine presentations and small practical sessions. In the theoretical sessions, there will be a presentation of new contents, sometimes with the help of reflection exercises, and at other times, the activities will aim to deepen the content of the session and clarify doubts.

Practical sessions for small groups. These sessions last two hours, and the activities that will take place will be related to the content described in the theoretical sessions. Different types of activities are carried out, such as dialogic reading or analysis of case studies. Students will work mainly in small groups, although there will also be activities for individuals and large groups.

Each term students will have to do a group project in the module. They will have two weeks during the term to do the module work in class, and they will have the support of the teacher during the course for guidance on any doubts and questions raised in the project.

Tutorials. With the tutoring schedule, and especially in the second term, fixed schedules will be established for the groups to follow up the work set outside the classroom.





b) Final exam

Students evaluated in the final exam will have to carry out an individual project through the readings and exercises proposed by the teacher. Students who choose the final exam may raise questions based on their work during tutorial sessions.



In both continuous evaluation the and final exam, students will work on the readings, videos, explanations by the teacher, explanations by the students, group work by the students, etc. needed for the development of the students' competences.



In any case, if the health situation requires it, the course is prepared for the online format in both the continuous evaluation and final exam. In this case, classes and tutorials would be taught through the Blackboard Collaborate platform and use would be made of the online resources (eGela, e-mail) that the UPV/EHU makes available to the academic community.

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 40
  • Team projects (problem solving, project design)) (%): 40
  • Lan Modularra (%): 20

EVALUATION

a) Continuous evaluation.

Interdisciplinary work: 20%.

Group portfolio: 60%.

Final test: 20%.



b) Final evaluation

Individual portfolio: 40%.

Final exam: 60%.



Students evaluated in the final evaluation have the opportunity to take the final exam with a value of 100%, if they so indicate.



Article 8 of the UPV-EHU Evaluation Regulations states that students have the right to refuse continuous evaluation. Anyone wishing not to do so should complete the form provided and send it to the teacher, within the established period and conditions.

SECOND CALL

If the student does not pass in the first call, they will have to take part in the second/extraordinary call. The parts of the subject the student passed in the first call will be considered for the second call if the student does not express the contrary in written and before marks are published.

If the student does not pass in the extraordinary call, the partial marks will not be considered the following school year.

The materials used will be the following:
- eGeLa
- A dossier composed of academic papers.
- Videos.
- Articles and news related to the topic.

Basic bibliography

ANTUNEZ, S., GAIRIN, J. (2006). La organización escolar. Práctica y fundamentos. Bartzelona: Grao.

ANTUNEZ, S. (1993). Claves para la organización de centros escolares. Bartzelona: ICE-Horsori.

BOLIVAR, A. (1999): Cómo mejorar los centro educativos. Madril: Síntesis

BUJAN, K.; ARAMENDI, P. (2005). Eskola-antolaketa. Bilbo: UEU.

CARDA R.M. eta LARROSA F. (2007). La organización del centro educativo: manual para maestros. Alicante: Club Universitario

GAIRÍN, J. (1996). La organización escolar: contexto y texto de actuación. Madril: La Muralla.

GAIRIN J. eta DARDER P. [Koor.] (1997). Ikastetxeen antolamendua: oinarrizko alderdiak. Leioa: UPV/EHU.

GAIRÍN, J. eta DARDER, P. (1994). Organización y Gestión de centros educativos. Bartzelona: Praxis.

GATHER, M., MAULINI, O. (2010). La organización del trabajo escolar. Una oportunidad para repensar la escuela. Bartzelona: Grao.

GONZALEZ M. T. (KOORD.) (2003): Organización y Gestión de centros escolares. Dimensiones y procesos. Madril: Pearson Educación.

HARGREAVES, A. (2008). El liderazgo sostenible. Siete principios para el liderazgo en centros educativos innovadores. Madril: Morata.

LORENZO, L. (2011). Organización de centros educativos. Modelos emergentes. Madril: La Muralla.

RIVAS FLORES, J.I.; LEITE MÉNDEZ, A.E. Y CORTÉS, GONZÁLEZ, P. (2011). Paradojas y conflictos entre las culturas del profesorado, las familias y los estudiantes en el contexto escolar. Revista de Educación nº 356, pp. 161-183. 2015/05/25ean berreskuratua:

http://www.revistaeducacion.educacion.es/re356/re356_07.pdf

SANTAMARIA, R.M., NAVARRO, A. (2012). Organización y planificación escolar. Madril: Editorial Síntesis.

SAN FABIÁN MAROTO, J.L. (2014). Evaluar programas socioeducativos en tiempos de crisis. Un enfoque organizativo. Oviedo, Editorial Trabe.

SAN FABIAN, J.L. eta GRANDA, A. (2013). Autoevaluación de centros educativos. Madril, Síntesis.

SANTOS GUERRA, M.A (KOORD.) (2001): Organización y Gestión Escolar. Bartzelona: Cisspraxis. Biblioteca Básica del Profesorado.

TEJADA FERNANDEZ, José (1998). Los agentes de la innovación en los centros educativos. Profesores, directivos y asesores. Malaga: Aljibe.

TRILLO, F. (Koord.) (2002). Evaluación de programas, estudiantes, centros y profesores. Bartzelona: Praxis.

VALVERDE BERROCOSO, J. (coord..) (2015). El proyecto de educación digital en un centro educativo. Madrid, Síntesis.

In-depth bibliography

AYUSTE A., FLECHA R., LOPEZ F. (1999) Planteamientos de la pedagogía crítica. Comunicar y transformar. Bartzelona: Graó
DIEZ E., MARTÍ F., PERIAÑEZ R. (1995): Estructurar las organizaciones: 18 casos prácticos de análisis de problemas y búsqueda de soluciones. Madril: Síntesis.
ELBOJ C., PUIGDELLIVOL I. et al. (2002) Comunidades de aprendizaje. Transformar la educación. Bartzelona: Graó
FANTOVA F. (1997). Borrando Fronteras.Vol.5. Quito (Ecuador), CECADIS.
LÓPEZ J., SÁNCHEZ M. (2002): Análisis de organizaciones educativas a través de casos. Madril: Síntesis.
SAN FABIAN, J.L. eta GRANDA, A. (2013). Autoevaluación de centros educativos. Madril: Síntesis.

Legeak eta Dekretuak
175/2007 Dekretua, urriaren 16koa, Euskal Autonomia Erkidegoko Oinarrizko Hezkuntzaren curriculuma sortu eta ezartzekoa.
97/2010 Dekretua, martxoaren 30koa, Euskal Autonomia Erkidegoko Oinarrizko Hezkuntzaren curriculuma sortu eta ezartzeko den Dekretua aldatzen duena.
1/1993 Legea, otsailaren 19koa, Euskal Eskola Publikoari buruzkoa.
3/2008 Legea, ekainaren 13koa, Euskal Eskola Publikoari buruzko Legea bigarrenez aldatzekoa.
Ley Orgánica 2/2006, maitzaren 3koa, de Educación.
Ley Orgánica 8/2013, abenduaren 9koa, para la mejora de la calidad educativa (LOMCE) http://www.boe.es/boe/dias/2013/12/10/pdfs/BOE-A-2013-12886.pdf

Journals

Comisión Europea. Dirección General de Educación y Cultura
http://ec.europa.eu/dgs/education_culture/index_en.htm
Consejo Escolar de Euskadi.
http://www.hezkuntza.ejgv.euskadi.net/r43573/es/contenidos/informacion/did2/es_2053/d2_c.html
Revista Cuadernos de Pedagogía.
Euridyce Network. Red de los sistemas educativos europeos y las políticas educativas de la UE.
http://eaca.ec.europa.eu/education/eurydice/index_en.php
Hik Hasi. Euskal Heziketarako Aldizkaria.
Revista Aula de Educación Infantil, Ed. Graó.
Revista Guix d´Infantil, Ed. Graó.
Revista Organización y Gestión Educativas.

Web addresses

Consejo Escolar de Euskadi.
http://www.hezkuntza.ejgv.euskadi.net/r43573/es/contenidos/informacion/did2/es_2053/d2_c.html

Hezkuntza Saila (Eusko Jaurlaritza)
http://www.hezkuntza.net