School Organization and Management

Lectures
Alexandre Ventura
Department of Educational Sciences University of Aveiro
Issues to be addressed (1)
II. School Organization and Educational Administration 1. Organization and Manag
ement of Schools Portuguese 1.1. From April 25 to 74 days to our 1.2. The reform
s of school organization: Guiding Principles 1.3. Autonomy, Administration and M
anagement of public institutions of education and training (1998) 1.4. Autonomy:
educational project and Rules 1.5. School management, local participation and l
ocal contexts 1.6. Organisation and management of private schools
Issues to be addressed (2)
2. The Administration of Education Systems 2.1. Importance and functions 2.2. Mo
dels: centralized, decentralized, concentrated and deconcentrated 2.3. Trends in
educational administration reform 3. The Administration of the Portuguese Educa
tion System 3.1. The Portuguese education system 3.1.1. Guiding principles 3.1.2
. Structure, organization and objectives 3.2. Levels of administration: central,
regional and local level 3.3. The school system: types of educational and train
ing 3.4. Evaluation and inspection of education 3.5. Training teachers and educa
tors and teaching careers
1.4. Autonomy: educational project and Rules
Phases of projects
Identification of the problem formulation of initial project objectives and prio
rities of the plan Preparation Operations Evaluation
Script projects
Phase 1: Design Phase 2: Implementation Phase 3: Completion / evaluation / disse
mination
Costa (2006: 135)
Stage 1: Design
Problem clarification and rationale for the Purposes global problem (solutions)
Existing Facilities Feasibility Plan Project (written)
Project plan
Title and Identification Problem Rationale Objectives Strategies and methodologi
es Activities Participants (individuals, groups, organizations) financial and ma
terial resources organizational structure (coordination, management) Assessment
Schedule (times, forms) Disclosure Bibliography Appendices
Costa (2006: 135)
Stage 2: Implementation
Core of project awareness, involvement, motivation and articulation of the vario
us elements Possible formation mechanisms for resource management information an
d communication devices to improve the design or implementation strategies of ne
gotiation and conduct of proceedings
Phase 3: Conclusion / Evaluation / Dissemination
Initial evaluation process and final effectiveness, efficiency, consistency, rel
evance Accountability Report Dissemination of good practices for replication
Educational Project
Historical background:
- Private Education (DL 553/80) - Public Education (DL 43/89; Order 8/SERE/89; D
L 172/91)
Ideals and Educational Project
School educational project
as an instrument of autonomy "document that establishes the direction of the sch
ool, prepared and approved by its board of directors and management to a horizon
of three years, which made explicit the principles, values, goals and strategie
s according to which the school proposes to meet the educational function. "
(Article 3 - Conditions of Autonomy, Administration and Management)
School educational project
organizational functions possible identity negotiation strategy leadership visib
ility self-training (criterion) institutional assessment planning
Costa (1998)
Structure of the school educational project
Who are we? Where are we? What do we want? How do we act? How we organize oursel
ves? How do we evaluate progress? Definition of school Characterization of conte
xt Overall objectives / targets Development strategies organizational structure
devices monitoring / evaluation
Costa (1996)
Index Education Project
THE PROFILE
1. ABOUT 2. WHERE WE ARE INSTALLED 3. HOW TO FEEL 4. Who else is there
THE AMBITIONS
1. CONVICTIONS 2. PRIORITIES FOR ACTION 3. PATHS OF CONDUCT
A REFLECTION
1. EVALUATION OF THE PROJECT
IMPLEMENTATION
1. OPERATION 2. DISCLOSURE
School syllabus project
"The development strategies of the national curriculum in order to tailor it to
the context of each school, are the subject of a proposed school curriculum, des
igned, approved and valued by its board of directors and management."
Decree-Law No. 6 / 2001 of January 18, Article 2
Rules
as an instrument of autonomy
"A document that defines the regime of operation of the school of each of its ad
ministrative and management structures of educational guidance and educational s
upport services, as well as the rights and duties of members of the school commu
nity."
Decree-Law No. 115-A/98, Article 3
Contacts
Alexandre Ventura Department of Educational Sciences University of Aveiro Campus
Santiago 3810-193 Aveiro PORTUGAL 234 370 637 234 370 353 234 370 200 e-mail: v
entura@dce.ua.pt personal web page: http://www.dce .ua.pt / faculty / ventura