In this course, we present the school as the main scenario for teaching: its structure, resources, operational keys, the relational 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.

In collaboration with the other subjects of 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. Relates the elements and levels that comprise the administrative context of educational centers.



E2. Analyze the social and institutional contexts of educational centers in order to propose or critically design adequate 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. Proposes actions and strategies to place the educational organization in such 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. Identifies the places where explicit written institutional goals are collected as well as other environments in which present and future proposals for action emerge. Identifies the objectives hidden in the explicit or implicit proposals.

2. Identifies and analyzes proposals for institutional self-evaluation and external evaluation from a broad perspective.

3. Studies and assesses good practices in educational centers.

4. Proposes or designs 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, being sensitive 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. Analyzes concrete cases on 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. Analyzes the levels of participation in the educational center and designs proposals to improve them.

THEME 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.

THEME 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.

THEME 3. THE SCHOOL INSTITUTION AS AN ORGANIZATION. The institutional planning documents. Priority learning goals. Human resources: students, teachers, family members, administration and services personnel, and diverse agents of the environment. Material resources: space and didactic material. Functional resources. Relationships in the organization, coexistence and participation in the school organization.

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

THEME 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 Context eGela of the UPV / EHU. This virtual course establishes the methodology and materials to be used, including the selection of required readings. This selection of readings from the basic and in-depth bibliography proposed below.



a) Continuous evaluation

Continuous evaluation will be the priority type of evaluation. It is composed 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 different presentations and small practices. In the theoretical sessions there will be a presentation of new contents, sometimes with the help of reflection exercises, 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, etc. 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 work 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 timetable of the course for guidance on any doubts and questions raised in the work.

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





b) Final evaluation

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



In both continuous and final evaluation, 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, and if the health situation requires it, the course is prepared for the online format in both the continuous and final evaluation. 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.

EVALUATION

a) Continuous evaluation.

Interdisciplinary work: 16%.

Group portfolio: 24%.

Final test: 60%.



b) Final evaluation

Individual portfolio: 40%.

Final exam: 60%.



Students evaluated through 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.

• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 44
  • Realization of Practical Work (exercises, cases or problems) (%): 40
  • Modular work (%): 16

In accordance with the UPV-EHU Student Evaluation Regulations (see Article 8), students have the right to waive the continuous evaluation system. Those interested in doing so, will ask the teacher for the existing template for this purpose and will submit it within the terms and conditions established in the aforementioned regulations. If so, these will be the blocks that will be taken into account and the weighting that corresponds to each one:

-TIM (16%).

-Examination (84%).



Regardless of the evaluation system by which the student chooses (continuous or final evaluation) and the call in which he/she is (ordinary or extraordinary):

-in order to carry out the correction of the evaluation activities-tests, it will be required to cover some minimums in relation to oral and written expression (presentation, format, grammatical correctness, ...) correctly cite the sources of information used and maintain a respectful attitude.

-The protocol on academic ethics and prevention of dishonest or fraudulent practices in evaluation tests and academic work at the UPV/EHU will be taken as a reference for action.

-In order to pass the course, the following TWO CONDITIONS must be fulfilled:

1ª. To reach 40% of the maximum grade in the exam.

2ª. Fulfilled the previous condition, the partial qualifications of the different blocks will be added and the result will have to be equal or superior to 50% of the maximum qualification of the subject (5.00 points).

Failure to take the exam will result in the grade of "no-show" (see article 12 of the UPV-EHU Student Evaluation Regulations).

If the ordinary exam is not passed, the student will have to participate in the extraordinary exam. The grades of the blocks passed in the ordinary exam will be kept for the extraordinary exam, as long as the student does not request otherwise to the teacher, in writing and before publishing the minutes of the ordinary exam.



If the student does not pass the extraordinary exam, the grades of the blocks passed will not be kept for the following academic years.

For the correct development of this subject a course has been created in the Virtual Learning Environment Egela of the UPV-EHU. This course specifies the methodology and the mandatory materials to be used, including a selection of compulsory readings derived from the basic and in-depth bibliography proposed below.

Basic bibliography

Alvarez, M. (2010). Liderazgo compartido. Buenas prácticas de dirección escolar. Madird: Walters Kluwers.

Antúnez, S., Gairin, J. (2006). La organización escolar. Práctica y fundamentos. Barcelona: Grao.

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

Bernal ,J., Cano, J., Lorenzo, J. (2014). Organización de los centros educativos. LOMCE y políticas neoliberales. Zaragoza.Mira editores ,S.A.

Bujan, K.; Aramendi, P. (2005). Eskola-antolaketa. Bilbo: UEU.

Cantón, I., Pino, M. (Coord.) (2014). Organización de centros educativos en la sociedad del conocimiento. Madrid: Alianza.

Carda R.M. y Larrosa F. (2007). La organización del centro educativo: manual para maestros. Alicante: Club Universitario.

Connoly, M; Eddy-Spicer, C.; & Cruse, J. (2019). The SAGE Handbook of school organization. SAGE.



Fernández Enguita, M. y Terrén, E. (2008). Repensando la organización escolar. Crisis de legitimidad y nuevos desarrollos. Madrid: Akal.

Gairin, J. y Darder, P. (1994). Organización y Gestión de centros educativos. Barcelona: Praxis.



Garcés, M. (2020). Escuela de aprendices. Galaxia Gutenberg.

Gather, M., Maulini, O. (2010). La organización del trabajo escolar. Una oportunidad para repensar la escuela. Barcelona: Grao.

González M. T. (coord.) (2003): Organización y Gestión de centros escolares. Dimensiones y procesos. Madrid: Pearson Educación.

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

King, R. (2017). The sociology of school organization. Routledge.

Lorenzo, L. (2011). Organización de centros educativos. Modelos emergentes. Madrid: 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. Recuperada el 25/05/2015:

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

Santamaría, R.M., Navarro, A. (2012). Organización y planificación escolar. Madrid: Editorial Síntesis.

San Fabián, J.L. y Granda, A. (2013). Autoevaluación de centros educativos. Madrid: Síntesis.

Santamaría, R.M. y Navarro, A. (2012). Organización y Planificación Escolar. Madrid: Editorial Síntesis

Santos Guerra, M.A (coord.) (2001): Organización y Gestión Escolar. Barcelona: Cisspraxis. Biblioteca Básica del Profesorado.

Trillo, F. (coord.) (2002). Evaluación de programas, estudiantes, centros y profesores. Barcelona: Praxis.

Valverde Berrocoso, J. (coord..) (2015). El proyecto de educación digital en un centro educativo. Madrid: Síntesis.

In-depth bibliography

AINSCOW, M. y WEST, M. (2008). Mejorar las escuelas urbanas. Liderazgo y colaboración. Madrid: Narcea.
APPLE, M. W., y BEAN, J. A.(2007). Escuelas democráticas. Madrid: Morata
ELBOJ, C., PUIGDELLÍVOL, I., SOLER, M., VALLS, R. (2002). Comu-nidades de aprendizaje, transformar la educación. Barcelona: Graó.
FERNANDEZ ENGUITA, M. y TERREN, E. (2008). Repensando la organización escolar. Crisis de legitimidad y nuevos desarrollos. Madrid: Akal.
MARTIN-MORENO CERRILLO, Q. (2000). Bancos de talento. Participación de la comunidad en los centros docentes. Madrid: Sanz y Torres.
MORIN, E. (2001). Los siete saberes necesarios para la educación del futuro. Barcelona: Paidós.

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 Cuad4ernos 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

Leyes y Decretos
Decreto 175/2007 por el que se establece el currículo de la Educación Básica y se implanta en la CAPV (16/10/2007)
Decreto 97/2010 por el que se modifica el Decreto 175/2007 (30/03/2010)
Ley de la Escuela Pública Vasca (23 de junio del 2008)
Ley Orgánica de Educación (8 de mayo del 2006)
Ley Orgánica 8/2013 de 9 de diciembre para la mejora de la calidad educativa (LOMCE) http://www.boe.es/BOE/dias/2013/12/10/pdfs/BOE-A-2013-12886.pdf
Ley Orgánica 2/2006, de 3 de mayo (BOE del 4 de mayo), de educación (LOE). Ley Orgánica 8/2013, de 9 de diciembre (BOE del 10 de diciembre), para la mejora de la calidad educativa (LOMCE). Luengo, F. (2006).