MAN 3029 School Development II
MAN 3029 School Development II
School Development II is the final program of the Masters degree in Schoolleadership.
While the Masters degree in School Leaderships first year gives a broad overview and perspective of schools effectiveness, school management and strategies for school development, School Development I and II to a greater extent put focus on the pedagogical, institutional and social conditions for making a school in which pupils learn more. In these programmes the most important factors that impact the schools quality are reviewed and discussed. School Development I focuses on the pedagogical and didactic conditions for schools effectiveness, while School Development II takes up the institutional and social conditions for the effectiveness of the school.
In this programme, both the organizational and social conditions for effective school development are taken up. Topics in focus are the schools culture, cooperative relationships within and between schools, the school as an arena of learning and the societys framework conditions for school development, accountability and technology. The programme includes a study period at UC Berkeley.
The Norwegian school needs to improve and increase its contribution to pupils learning. Through this program, students receive a broad introduction to the most important topics with regard to the role effective schools can play in the education of its pupils. This will contribute to:
Strengthening the schools ability to attain the goal of increasing pupils learning outcomes
Giving students an understanding of the possibilities for improving effectiveness in the educational sector
Strengthening the knowledge understanding and knowledge practice necessary for management of effective schools
Knowledge:
Students will acquire knowledge of how the schools internal and external environments can be developed in order to create a school that increases pupils learning.
Students will acquire knowledge of how schools can expand their teaching capacity through the utilization of internal environments and external framework conditions.
Students will acquire knowledge of the challenges management faces in implementing the practical changes necessary to move in this direction.
Students will be able to evaluate and assess the worth of different initiatives, methods and measures that have been implemented in the school in order to improve the learning outcomes of pupils.
Students will be able to lead and plan changes in the present situation of the school in the direction of a more effective one.
Students will be able to initiate changes that move in this direction in a more effective fashion.
Students will be able to put focus on pupils needs and demands with regard to learning outcomes as a central focus.
Students will be able to critically reflect on the situation in their own schools and in Norwegian schools in general.
Students will search progressively for new ways to develop their own schools.
Strategic development of your own school
Methodical systems
Strategic theory
Management of strategic processes in your own school
Pupils learning support
Teaching for increased learning
Self-regulation
Pupils involvement in their own learning
Organizational conditions for increased learning
Recruitment
Resource allocation
Norms for learning
Teaching support and teaching quality
(takes place in California)
Use of observation protocols
The school leaders social network
Use of data for pupils learning
The principals influence on pupils learning
Pupil performance
Presentation of action plans for increased learning in your own school
The programme is carried out over four 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. The counseling contribution is estimated at two hours per student taking the Master Programme as a standard program. In the concluding Master of Management programme, the counseling contribution is estimated at six hours in total, divided between written and oral feedback during the course of the programme.
The program requires access to a PC/Mac. Software that converts html to pdf is also necessary. “It’s learning” is a central learning platform, and students will also bring into use other digital tools.
This is the final course in the Master of Management in School Leadership. Students write a project paper for 15 study points. This can be done individually or in groups of up to 2 students.
Bachelor degree, corresponding to 180 credits from an accredited university, university college or similar educational institution. The applicant must be at least 25 years of age. At least four years of work experience. For applicants who have already completed a master’s degree, three years of work experience are required
General admission requirements: 180 study points, 4 years working experience. See general admission requirements.
| Assessments |
|---|
Exam category: Submission Form of assessment: Written submission Weight: 100 Grouping: Group/Individual (1 - 2) Duration: 1 Semester(s) Comment: This is the final course in the Master of Management in School Leadership. Students write a project paper for 15 study points. This can be done individually or in groups of up to 2 students. Exam code: MAN 30291 Grading scale: ECTS Resit: Examination when next scheduled course |
| Course code | Credit reduction |
|---|---|
| MAN 5128 | 100 |
Dette programmet sperrer 100% mot MAN 5128 Selvevaluering og strategisk utvikling av egen skole.
A course of 1 ECTS credit corresponds to a workload of 26-30 hours. Therefore a course of 15 ECTS credit corresponds to a workload of at least 400 hours.