MAN 5128 Self Assesment and Strategic Development in your own school
MAN 5128 Self Assesment and Strategic Development in your own school
| MAN 5129 - første semester | |
| MAN 5130 - andre semester |
During the last year of the Master’s program a self-evaluation of one’s own school is first conducted. The self-evaluation is subsequently used as the foundation for creating a management strategy for development and change within one’s own school in order to improve pupils’ learning outcomes. As a foundation for the self-evaluation, an analytical tool has been developed. For each of the main topics of the self-evaluation – pupils’ results, management effectiveness, teaching quality and teaching environment – both methodology for self-evaluation and relevant theory and research are looked into. Self-evaluation is used as a foundation for the identification of those aspects of the school’s activities and management that should be improved and developed.
The school should have a high level of ambition with regard to advancing pupils’ development and learning. In the last section of this program we put emphasis on how school leaders can most effectively contribute to this. Students are given a thorough introduction into the use of strategic tools and the management of strategic processes. The pedagogical and organizational conditions necessary for making a good school are given special focus. Here, emphasis is put on the anchoring of change in an organization and in the individual member of the organization. Moreover, focus is put on the leadership skills necessary in order to realize the school’s ambitions.
One of the modules in this program is carried out in California at UC Berkeley and Stanford University. As an integrated element, leadership training is carried out with its point of departure in topics from the specialist modules. Training and instruction are also given in how management can communicate most effectively with staff.
The Norwegian school needs to improve and increase its contribution to pupils’ learning. Through this program, students learn what role effective schools play in pupils’ education and development. The program teaches students how pupils’ learning outcome can be increased, starting with a thorough analysis of its own activities. Moreover, they learn how the school’s internal and external environments can be used to create a school that advances pupils’ learning. They will learn what pedagogical techniques and organizational forms in the school have the greatest impact and how they can, as leaders, best contribute to the development of the school by using these.
Students will learn to assess and appraise the worth of different initiatives, tools and strategies presently available in the school for improving pupils’ learning. They will learn to lead and plan a change in the present situation towards a more effective school. The will also acquire skills in the implementation of practical changes that improve the school.
Students will make the pupils’ need for learning the center of their attention. They will be critically reflective with regard to the situation in their own schools and in Norwegian schools in general. They will involve themselves in an ongoing process of looking for new ways of developing their own school.
- Self-evaluation of your own school
- Methodical framework for self-evaluation
- Self-evaluation of the effectiveness of management
- Self-evaluation of teaching
- Self-evaluation of pupils’ results
- Gathering and organizing data
- Teachers’ work with pupils’ data
- Management’s analysis of pupils’ data
- Stress management and change management
- Strategies and methods for creating a workplace where onself and others are motivated by challenges and heavy loads and master them
- Self-evaluation of the learning environment
- Classroom leadership
- Expectations for learning
- Developing social and pedagogical relationships
- Strategic development of one’s own school
- Strategy theory
- Management of strategic processes in one’s own school
- Teachers’ collaboration and learning organization
- Principles of effective teacher collaboration
- Teacher collaboration in practice
- Teachers’ analysis of their own teaching
- Teaching support and teaching quality
- Management of change and quality development in schools
- Presentation of action plans for increased learning in one’s own school
The program is carried out over seven modules. The scope of the counseling contribution will vary somewhat in the different 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. As a concluding Master of Management program the counseling contribution is estimated at a total of four hours and will be in the form of both written and oral feedback provided recurrently during the program.
In programs that do not have compulsory attendance it is the student’s responsibility to access information provided at the lectures but not at the program’s homepage/Itslearning or other course material.
- You have a Bachelor’s degree – 180 study points/credits – from a college, university or the equivalent. .
- You are at least 25 years of age.
- You have four years of work experience fulltime. For applicants who have a Master’s degree, the requirement is three years.
This is the final program in the Executive Master of Management degree with specialization in school management. With this, participants are required to have completed 60 ECTS in this specialization before admission to this program.
| Assessments |
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Exam category: Submission Form of assessment: Written submission Weight: 80 Grouping: Group/Individual (1 - 2) Duration: 2 Semester(s) Comment: Students are assessed on the basis of a project paper, 80 percent and a individual 72-hour home exam, 20 percent. The project paper can be submitted individually or in groups of up to two students. Both papers must get a passing grade in order for a degree to be awarded. Exam code: MAN51281 Grading scale: ECTS Resit: Examination when next scheduled course |
Exam category: Submission Form of assessment: Written submission Weight: 20 Grouping: Individual Duration: 72 Hour(s) Comment: Students are assessed on the basis of a project paper, 80 percent, and a individual 72-hour home exam, 20 percent. The project paper can be submitted individually or in groups of up to two students. Both papers must get a passing grade in order for a degree to be awarded. Exam code: MAN51282 Grading scale: ECTS Resit: Examination when next scheduled course |
All exams must be passed to get a grade in this course.
| Course code | Credit reduction |
|---|---|
| MAN 2962/2963 | 100 |
| MAN 3029 | 100 |
Programmet sperrer 100% mot MAN 2962/2963 Skoleutvikling I og MAN 3029 Skoleutvikling II .
A course of 1 ECTS credit corresponds to a workload of 26-30 hours. Therefore a course of 30 ECTS credit corresponds to a workload of at least 800 hours.