COD 2008 - D039

Successful School Management: A comprehensive analysis of solid leadership strategies

Managers, prospective managers and teachers interested in acquiring and developing useful managerial skills of immediate application in the processes of managing schools effectively.

5 sessions, start: 20-Aug

Course detail

Year: 2008
Level: Distance
Language: English
Status: Ended
Lugar: A distancia
Facilitator/s: María Silvia Stagnaro MA
Print course
ESSARP Schools
ARS
Exams Schools
ARS
Non affiliate
Free of charge

Sessions

Sessions Dates Schedule
1 20 August 2008 Online session
2 27 August 2008 Online session
3 03 September 2008 Online session
4 10 September 2008 Online session
5 17 September 2008 Online session

Facilitator/s

María Silvia Stagnaro

M.A. Language and Literature in Education, E.S.O.L., University of London. Lecturer in Methods II at I.E.S. en Lenguas Vivas "J. R. Fernández". Head of English Department at Northlands School. Director of Studies at P.A.E. Lenguas Vivas. Tutor of the modules on Materials Design (Module 4). Evaluation (Module 8) and Practicum (Module 10) for the Diploma in English Teaching of the University of London. Tutor of the module on Selection, Analysis, Evaluation and Development of material (Module 10) for the Academic Programme of Tertiary Level Teachers (E Circuit) of the I.E.S. en Lenguas Vivas "J. R. Fernández"
Managers, prospective managers and teachers interested in acquiring and developing useful managerial skills of immediate application in the processes of managing schools effectively.
The aim of the course is to investigate the multiple and varied aspects involved in the successful management of schools and to develop useful tools and instruments that can be easily and immediately applied in the process.
Module 1: The manager as a school leader. Leading with vision. School culture and needs: key issues. Leadership in the school organization.

Module 2: The successful school leader: effects on student learning, curriculum and staff. Successful leadership practices: setting directions, developing people, developing the organization. Responding productively to challenges and opportunities.

Module 3: Recruitment. Induction. New leadership models. Formative leadership: definition and principles. The principal as a leading learning officer. Mistakes educational leaders make. Leading a group of teachers ("leading a group of leaders"). Asking the right questions. Analyzing answers.

Module 4: Advising and supporting teachers. Developing a staff development policy. Designing an evaluative development scheme. Observing teachers, giving productive feedback. Setting up an appraisal system.

Module 5: Strategies used by leaders: hierarchical, transformational and facilitative strategies. Choosing the right strategy. Leaders helping groups to construct new learning. Leading, not following.

All modules include the development and explanation of a theoretical perspective followed by reflective, exploratoty and action research tasks. Some of the tasks require hand-ins.
Covey, S. (1989) The Seven Habits of Highly Effective People: restoring the character ethic. Fireside, Simon & Schuster.
Bartlett, L. (1990) Teacher development through reflective teaching. In Richards and Nunan (eds.), 1990. Second Language Teacher Education. Cambridge University Press.
Emerson, C. & Goddard, I. (1993) Managing Staff in Schools. Heinemann.
Everard, K. B. & Morris, G. (1996) Effective School Management. P. C. P.
Fidler, B. (1989) Staff appraisal – theory, concepts and experience in other organizations and problems of adaptation to education. In Richies, C. & Morgan, C (eds). Human Resource Management in Education. Open University Press.
Freeman, D. & Richards, J. (eds) (1996) Teacher Learning in Language Teaching. Cambridge University Press.
Lange. D. (1990) A blueprint for a teacher development program. In Richards and Nunan (eds.) (1990) Second Language Teacher Education. Cambridge University Press.
Nunan, D. & Lamb, C. (1996) The Self-directed Teacher. Cambridge University Press.
Richards, J. & Lockhart, C. (1994) Reflective Teaching in Second Language Classrooms. Cambridge University Press.
Richards and Nunan (eds.) (1990) Second Language Teacher Education. Cambridge University Press.
Richards, J. (ed.) (1998) Beyond Training. Cambridge University Press.
Roberts, J. (1998) Language Teacher Education. Arnold.
Schön, D. (1987) Educating the Reflective Practitioner. Jossey-Bass Publishers.
Skehan, P. (1998) A Cognitive Approach to Language Learning. Oxford University Press.
Wallace, M. J. (1991) Training Foreign Language Teachers. Cambridge University Press.
Wallace, M. J. (1996) Structured Reflection: The role of the professional project in training ESL teachers. In Freeman, D. & Richards, J. (eds) 1996. Teacher Learning in Language Teaching. Cambridge University Press.
Wallace, M. J. (1998) Action Research for Language Teachers. Cambridge University Press.
Wallace, M. J. (2000) The case for case studies. In IATEFL Research & Teacher Development SIG. vol special joint issue. Pp. 12-18
White, R., Martin, M., Stimson, M. & Hodge, R. (1991) Management in English Language Teaching. C. U. P.
Widdowson, H.G. (1990) Aspects of Language Teaching. Oxford University Press.
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