Understanding the School’s Organizational Structure and Educational Framework
School Organizational Structure and Educational Framework
Governing Bodies
The governing bodies are divided into two categories:
- One-person bodies: Director, Head Teacher, and Secretary.
- Colleges: Management Team (faculty), School Board (Director, Head Teacher, Secretary, parent representatives, student representatives, teacher representatives, and a representative of the ayuntamiento).
Coordinating Bodies
These bodies include:
- Tutor
- Cycle Equipment: Responsible for organizing and developing the cycle of teachings.
- Guidance Department: In charge of diagnosis, information, advice, monitoring of experience, and research.
- Teaching Committee: Reviews and develops curriculum projects and proposes curricular changes.
Management Team
Composed of the Director, Head Teacher, and Secretary. This team ensures the proper functioning of the school, studies and submits proposals to the Faculty and School Board, suggests evaluation methods, develops the educational project proposal, and encourages school life.
Director
Functions:
- Represents the educational administration.
- Coordinates all school activities.
- Exerts pedagogical direction.
- Ensures compliance with laws.
- Promotes coexistence and collaboration with families.
- Fosters internal and external evaluations.
- Convene and preside over academic events and meetings.
- Oversees the implementation of plans and programs.
Director of Studies
Functions:
- Leads teachers in academic matters.
- Replaces the principal in case of absence.
- Coordinates academic activities.
- Develops academic schedules.
- Coordinates cycle equipment and tutor activities.
- Promotes coexistence and ensures disciplinary procedures.
- Organizes student care during non-school activities.
- Prepares the annual program of complementary and extracurricular activities.
School Board
This body includes representatives of parents, students, and teachers. Primary school students may be represented with voice but without vote.
Competencies:
- Decides on student admissions.
- Resolves conflicts and enforces corrections.
- Establishes guidelines for the educational project.
- Approves and evaluates programming and activities.
- Analyzes and evaluates the school’s performance.
- Chooses the Director.
Teaching Staff
Responsible for planning, coordination, decision-making, and information on all educational aspects. Presided over by the Director.
Responsibilities:
- Make proposals for the educational project.
- Decide criteria for curriculum development.
- Approve educational criteria for schedules and evaluations.
- Elect representatives for the School Board and liaison with staff and resources.
Tutor
Functions:
- Participates in developing the tutorial action plan.
- Coordinates student evaluations.
- Addresses learning difficulties.
- Facilitates student integration.
- Guides and advises students on educational opportunities.
- Collaborates with the guidance team.
- Provides information to parents, teachers, and students.
- Facilitates cooperation between teachers and parents.
Educational Project
This project, aimed at the entire educational community, serves as a benchmark for developing the educational process. It should be short, easy to manage, and adaptable to changing needs.
Key Aspects of the Educational Project
- Defines the specific configuration of the center.
- Outlines the main objectives of the school community.
- Proposes an organization that facilitates the achievement of those objectives.
Development Process of the Educational Project
- Raise awareness about the project’s importance.
- Form a representative committee.
- Draft the project.
- Gather feedback from various stakeholders.
- Finalize the draft based on feedback.
- Submit the draft to the School Board for approval.
- Adapt the project annually based on needs.
- Disseminate the project effectively.
Curriculum Project
This project involves the teaching staff defining educational intervention strategies. It must be approved by the entire teaching staff and aligns with the general programming presented to the School Board.
Purposes of the Curriculum Project
- Coordinate curricula across different levels.
- Relate curriculum activities to the environment.
- Ensure consistency with other educational frameworks.
- Serve as a framework for departmental curricula.
Elements of the Curriculum Project
- Analysis of socio-contextual variables.
- Analysis of student psychological variables.
- Priorities, objectives, and goals.
- Sequencing of content and assessment criteria.
- Selection of methodologies, resources, and materials.
- Care Plan for Diversity.
- Assessment Plan.
- Teacher Training Plan.
- Guidance Plan.
Development Process of the Curriculum Project
- Coordinate and streamline the analysis of key aspects.
- Analyze the socio-cultural reality of students.
- Define priorities and criteria for sequencing.
- Develop the elements of the project.
- Apply and evaluate the project as a working hypothesis.
Plan of Action Tutorial
This plan emphasizes the personal, individualized, comprehensive, and diverse character of education.
Principles of the Tutorial Action Plan
- Personalization: Developing the personality of each student.
- Individualization: Addressing the individual characteristics of each student.
- Integration: Educating the whole person.
- Diversification: Adjusting teaching to students’ needs.
Overall Objective of the Tutorial Action Plan
- Contribute to the personalization of education.
- Adjust teaching to individual characteristics.
- Highlight guiding aspects of education.
- Support the development of socialization skills.
- Contribute to interaction between the educational community and the environment.
- Foster the development of thinking skills.
- Encourage personal growth and values.
General Rules of Procedure (RRI)
This document regulates the organization of coexistence and functioning within the school. It should be updated annually and include arrangements for ensuring compliance with the coexistence plan.
Aspects Included in the RRI
- Human resources.
- Rules of operation (school calendar, schedules, entry/exit rules).
- Rights and duties of users.
- Intake policy.
- Hygienic and sanitary standards.
- Participatory development proposals.
Annual General Programming (PGA)
This document lists the objectives, procedures, and techniques for the school’s actions for one year. It aligns with the Educational Project and the RRI.
Purpose of the PGA
- Propose alternatives for organizational work.
- Set specific proposals for organization and functioning.
- Align with the Educational Project.
- Evaluate progress at the end of the school year.
- Bind the entire educational community.
- Structure the organization of the center.
- Serve as a flexible and adaptable document.
Prerequisites for a Good PGA
- Continuous review.
- Participation and consensus from the school community.
- Coordination between the Educational Project and the PGA.
Elements of the PGA
- Introduction.
- Overview of the center.
- Analysis of baseline data and general objectives.
- Governing bodies, tutoring, and counseling.
- Organization of teachers and students.
- Center times and criteria for development, assessment, and recovery.
- Supplementary and extracurricular activities.
- Resources, materials, and spaces.
- School services.
- Parent-teacher associations.
- Economic management plan.
- Plan to inform the educational community.
- Textbooks and other materials.
- Memory management.
- Permanent teacher training plan.
- Monitoring and evaluation plan.
Annual Report
This document provides a scientific assessment of the school’s performance, highlighting successes and failures to improve future performance. It should not be confused with a quality assessment.
Purpose of the Annual Report
- Provides solutions for improvement.
- Serves as a public document for the school community.
- Reflects on the achievement of specified goals.
- Allows reflection on the global development process.
Types of Reports
- Summative Report: Combines contributions from different bodies.
- Comprehensive Report: Based on unitary assessment.
- Functional or Mixed Report: Combines global and specific approaches.