School Organization and Management: Roles and Responsibilities
1. Student Classification
· Upon admission and registration at the center, we proceed with student classification.
· Students are assigned a stage, cycle, course, and group, taking into account their personal differences and educational needs.
· Classification aims to:
- Form similar groups based on age, school achievement, domains, skills, and appropriate teaching methods.
- Facilitate teaching in nearby age groups.
- Maximize educational attainment gains.
- Tailor courses based on students’ knowledge, goals, methodology, time, space, and resources.
2. Student Grouping
· Students are pooled and distributed into groups.
· Grouping can be addressed in two dimensions:
- Vertical (age and above)
- Horizontal (for courses)
· It can refer to education, teaching, the center, and classrooms.
Vertical Organization
· Concerns the organization of educational standards in the education system, encompassing teaching, schooling, and pupils.
· Establishes a gradation between levels of education obtained in titles and certificates.
· Orders graduation by:
- Knowledge cycles and courses
- Schools
- Student classification and grouping
· Vertical organization of students within the college can be based on:
- Knowledge and requirements for learning
- Didactic organization of content
- Students’ progress from entering school until completion
In that way, we assess; here comes directly methodology. It must be borne in mind, and also, the student must know their progress and to choose, test yourself, always depending on all of the methodology used.
· Grouping students leads to:
- Graduated teaching
- Non-graduated teaching
- Multigrade
- Graduation cycles
3. Organization of Teaching
Graduated Teaching
· The most widely used system today.
Principles:
- Divides student progress into academic levels during a cycle.
- Divides each stage of education into multiple levels and grades.
- Assigns learning objectives and content to each level.
- Uses the promotion of the group collectively and simultaneously.
- Does not usually encourage collaborative work among teachers.
- Does not encourage more individual methodological strategies (not taking into account the progress of free students).
- Chronological age is the basis for classification.
- Degree professors are self-sufficient and teach all areas; specialists are rarely involved.
Organization:
- Director: Representative of the school, liaising with parents, teachers, and the School Board.
- Secretary: Responsible for administrative matters.
- Bedel
- Teaching: One teacher per grade or one per year.
Advantages for the education system, students, and schools:
- Easier student organization, providing individual attention. Facilitates classroom management.
- Simplifies teaching organization.
- Facilitates planning and administrative control.
Limitations:
- Does not foster collaboration among teachers for planning, evaluation, etc.
- Seeks uniformity.
Non-Graduated Teaching
· A way to regulate student progress to ensure continuous and free promotion for each individual, respecting individual differences. Encourages learning based on the student’s learning rate. This system emphasizes identification, unlike the former.
Principles:
- Free student progress.
- Promotes collaboration among teachers. One teacher, the teacher organizing content, involves you in planning to learn, making it non-uniform.
Organization:
Different for each student.
Advantages:
- Assessment is more long-term.
- Attends to individual differences, allowing learning at one’s own pace.
Limitations:
- Requires significant planning and adjustment.
Graduation by Cycles
(Content related to graduation by cycles is missing)
1. Typology of Functions
- Directive Operation: School Board, Management
- Role of Management: School Board, Directorate, Secretariat, Committees, Associations
- Advisory Role: Faculty, departments, Cycle teams, SPC
- Coordination Function: Chief of Studies, Departments, Cycle Equipment, SPC
- Technical Function: Chief of Studies, Departments, Cycle Equipment, CCP (goes along with coordination, are the driving forces)
- Executive Function: Address, Secretariat/Administration
1. Functions and Roles in Middle School
The management team, selected by the educational community, presents relevant information from a series of projects, which determine the choice of such equipment. It consists of:
Director:
- Represents the center in local or autonomous meetings.
- Maximum responsible for the school.
- Presides over the School Board.
Head of Education:
- Head of teachers from the center.
- In charge of cycle and level coordination (schedules, substitutions, parent meetings, etc.).
- Responsible for coordinating and carrying out the PCC (Project Curriculum Center) and the PAG (Annual General Program) (annual, reading project, diversification plan, etc.).
Secretary:
- Responsible for overseeing and safeguarding all center documentation.
- Elaborates the economic and budgetary management of the center.
1. Composition of the Cloister
- Director
- All teachers at the center
2. Composition of the School Council
- Director
- Head of Studies
- Secretary
- Alderman
- Representative of the parents
- Students
- Representative of teachers
- Representative of Services and Administration
3. Differences and Similarities between the Powers of the Faculty and the School Board
Similarities:
- Both must meet to discuss the candidacy for leadership and their team. They must, therefore, meet and discuss the draft direction.
- Both have to know the measures for living and functioning.
- They must know how to perform conflict resolution.
Differences:
School Board:
- Decides on student performance.
- Is aware of conflicts and decides on solutions.
- Approves the PGA.
- Promotes and maintains the facilities, operation, and improvement for the quality of the school.
Faculty:
- Carries out experimentation and educational research.
- Handles all curriculum teaching matters.
- Informs about arrangements for the center.
- Elects representatives for the school board.
- Elaborates and agrees on follow-up.
- Elaborates project proposals.
- Performs coordinating education.
4. Competencies of the Chief of Studies (ROC, Article 34)
This figure is part of the management team. It is one member of the government, which is assigned the following powers:
- Replaces the director in their absence.
- Exercises leadership of teachers.
- Coordinates and ensures that activities are carried out (both for students and teachers):
- Academic
- Orientation
- Complementary
- Develops schedules in collaboration with relevant bodies (taking into account the PGA) and ensures strict compliance.
- Coordinates the work of cycle equipment.
- Coordinates and directs the action of the poles.
- Coordinates development activities for teachers.
- Arranges academic events.
- Encourages the participation of different stakeholders of the school community.
- Participates in the development of the proposed educational project and the PGA, along with the rest of the team.
- Favors coexistence in the center and ensures that the requirements in the rules of the internal system and criteria set by the school board are met.
- Organizes attention and care of pupils during breaks and other teaching activities.
5. Competencies of the Secretary (ROC, Article 35)
It is part of the management team and is given during the same mandate as the director:
- Manages the administrative system of the center.
- Acts as secretary of the collegiate bodies of government of the center and keeps the minutes of meetings, both faculty and school board.
- Custody the books and records of the center.
- Expedites certificates.
- Makes the general inventory of the center and keeps it updated.
- Custody and provides teaching materials (computer, audio-visual, etc.).