MAN 2962/2963 School Development I
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APPLIES TO ACADEMIC YEAR 2016/2017 Norwegian version |
MAN 2962/2963 School Development I
Responsible for the course
Johan From
Department
Department of Communication and Culture
Term
According to study plan
ECTS Credits
15
Language of instruction
Norwegian
Introduction
This is a part-time course in the Master of Management programme. School Development can subsequently be taken as a part-time course or as a part of the Master’s programme.
In School Development I and its continuation, School Development II, the most important factors impacting the quality of the school are reviewed and discussed. The programmes take up framework conditions for the development of a better school and how the school can develop its organization and its pedagogical routines to improve pupils’ learning. In School Development I a model for more effective school development is developed. Knowledge of pupils’ learning obtained through their data can contribute to the development of quality in the interaction of teachers and, in the next phase, to the development of quality in the pedagogical routines of the school in the form of class management, teacher support for the individual pupil and the pupil’s own contribution to his or her learning. Pupils carry out a self-evaluation of their own schools as a basis for identifying which areas of their school’s activities and management can be improved and further developed.
School Development II must be taken as the final programme in the specialization.
Learning outcome
Norwegian schools need to improve and increase their impact on students’ learning. In this program students will gain exposure to a wide range of the most important factors that play a role in pupils’ education. This will contribute to:
· Strengthening goal achievement in schools, especially in the area of learning outcomes
· Providing students with an understanding of possible improvements in the education sector
· Strengthening professional knowhow and developing the practical competence necessary for effective school leadership
Acquired knowledge:
Students will gain understanding about how pupils’ learning can be increased through the development of the school’s internal and external environments.
The students will gain understanding of how schools can utilize internal relationships and external framework conditions to increase pupils’ learning.
Students will gain understanding of the challenges that leaders face when implementing reforms.
Acquired skills:
Students should be able to evaluate and assess the value of different initiatives, policies and interventions with respect to their contribution to pupils’ learning.
Students should be able to plan and lead a change of current practice in order to develop a more effective school.
Students should be able to implement reforms in practice that improve the school.
Orientation/General reflections:
Students will put prime focus on pupils’ need for learning.
Students should critically reflect on the situation in their own school and Norwegian schools in general.
Students should continually seek new ways to develop their own school.
Prerequisites
General admission requirements:180 study credits. 4 years professional experience. For more information refer to the requirements described in the program application.
Compulsory reading
Books:
Earl, Lorna M. og Helen Timperley. 2009. Professional Learning Conversations: Challenges in Using Evidence for Improvement. Dordrecht: Springer Netherlands. Kap 1,2,4,6 og 10
Emmer, Edmund T. og Carolyn M. Evertson. 2012. Classroom Management for Middle and High School Teachers. 9th Edition
Roald, Knut. 2012. Kvalitetsvurdering som organisasjonslæring. Fagbokforlaget. Kap 1, 2, 3, 6
Roald, Knut. 2012. Kvalitetsvurdering som organisasjonslæring. Fagbokforlaget. Kap 1, 2, 3, 6.
Collection of articles:
Ca. 300 sider.
Recommended reading
Books:
Hattie, John. 2013. Synlig læring for lærere: maksimal effekt på læring. Cappelen Damm akademisk
Marzano, R. J. 2003. Classroom management that works. Research Based Strategies for Every Teacher. Alexandria, Virginia, USA: ASCD
Articles:
3/2014. Uro i skolen?. Norsk Pedagogisk tidsskrift.. Side 165- 177 og 190-202.
Course outline
Module 1 – Evaluation of student’s own school.
Methodical system for self-evaluation
Self-evaluation in relationship to current systems
Management’s role in self-evaluation
Module 2 – Use of pupils’ data in teacher collaboration
Gathering and collating data
Teachers’ work with pupils’ data
Organisation theory
Module 3 – Skills training
Mastering stress and change management
Stragegies and methods for creating a workplace where you and those around you are motivated by and master challenges and change
Module 4 – Organizing pupils’ learning
Class management
Behaviour management
Development of social and pedagogical relationships
Computer-based tools
Learning process and workload
The programme is comprised of 4 modules for a total of 75 hours. The scope of the counseling contribution will vary somewhat in the different Executive Master of Management Programs. Personal counseling will be provided, as well as counseling provided during the lectures. Generally speaking, students can expect consultative counseling as opposed to evaluative counseling
Coursework requirements
Examination
The project paper will be written individually or in groups of up to three (3) people and gives 9 credits. In addition, an individual reflection (progress report) will be submitted that gives 6 credits. Both the project paper and the individual reflection (progress report) must be submitted in order to be awarded a certificate
Examination code(s)
MAN 29621 – Essay/individual reflection that that counts 100 % towards the grade in MAN 2962, 6 credits.
MAN 29631 – Project paper that counts 100 % towards the grade in MAN 2963, 9 credits.
Students must receive a passing grade in both courses/examinations in order to pass.
Examination support materials
Re-sit examination
A re-sit examination will be held in connection with the next ordinary examination in this course.
Additional information