UNIVERSITATEA “LUCIAN BLAGA” DIN SIBIU

DEPARTAMENTUL PENTRU PREGĂTIREA PERSONALULUI DIDACTIC

MASTER: MANAGEMENT EDUCAŢIONAL XI SIBIU
STUDII    POSTUNIVERSITARE

Portofoliu        
                                      Limba engleză

Coordonator:prof.conf.univ.dr.Alexandra Mitrea
AN    II      Semestrul      II

   

Masterand:
David    (Ilea    Daniela Teodora)
Sesiunea :    iunie    2014
 Europass   
Curriculum Vitae

Personal information
First name(s) / DANIELA TEODORA
Surname(s) ILEA
Address(es) 14 Avram Iancu Street, Ocna Sibiului, Sibiu, 555600   
Telephone(s) Mobile:
0749/15 72 88
Fax(es) -
E-mail ilea.daniela@yahoo.es

Nationality Romanian

Date of birth 2 March 1974

Gender Female

Desired employment / Romanian / French teacher

Occupational field     Education and culture

Work experience

Dates September 2010 – September 2011

Occupation or position Substitute teacher
held
Main activities and Educating and coaching children
responsibilities
Name and address of Ocna Sibiului Elementary and Middle School
employer
 Type of business or Education
sector

Dates September 2008 – September 2010

Occupation or position Romanian culture and civilisation teacher
held
Main activities and Educating and coaching elementary and middle school Romanian
responsibilities children
Name and address of Colegio Publico Estepar; Ceip. Ejercito;
employer Ceip. Herrero; Ceip. Juan Ripolles
Castellon – Spain
Type of business or Education and culture
sector

Dates September 2005 – September 2008

Occupation or position Romanian and French tutor
held
Main activities and Teaching Romanian and French
responsibilities
Name and address of “Prisma” Academy, Castellon - Spain
employer
Type of business or Complementary education
sector

Dates September 1993 – September 2005

Occupation or position Tenured teacher
held
Main activities and Educating and coaching children
responsibilities
Name and address of Ocna Sibiului Elementary and Middle School
employer
Type of business or Education and culture
sector

Education and training

 Dates October 2000 – June 2004
Title of qualification Bachelor’s degree in Philology, Romanian – French
awarded
Principal Romanian and French language, literature, culture and civilisation;
subjects/occupational Teaching to middle school and high school pupils
skills covered
Name and type of “Lucian Blaga” University – The Faculty of Letters, History and
organisation providing Journalism
education and training

Dates September 1993 – July 1998

Title of qualification Baccalaureate degree
awarded
Principal Pedagogy, Child psychology, Romanian language teaching
subjects/occupational methods, Mathematics teaching methods, etc. Romanian language
skills covered and Literature;
Teaching to elementary school pupils
Name and type of Pedagogical High School
organisation providing
education and training

Personal skills and

competences

Mother tongue(s) Romanian

Self-assessment Understanding Speaking Writing
European level (*) Listening Reading Spoken Spoken
interaction production
French C Proficien C Proficien C Proficien C Proficien C Proficien
1 t user 1 t user 1 t user 1 t user 1 t user
Spanish C Proficient C Proficien C Proficien C Proficien C Proficient
1 user 1 t user 1 t user 1 t user 1 user
English Indepen Indepen Indepen
B Independ B B B B Independ
dent dent dent
2 ent user 2 2 2 2 ent user
user user user
(*) Common European Framework of Reference for Languages
 Social skills and Communicative, sociable, pragmatical, punctual, team player,
competences adapting to multi-cultural environments, competences gained during
the exercise of my profession

Organisational skills Organisational and communicative skills, organising school events

and competences and extra-curricular activities

Technical skills and Using multimedia devices for informative and educational purposes 
competences

Computer skills and Computer skills, Microsoft Office 2007, internet and e-mail
competences

Artistic skills and Vocal and instrumental skills (I play the guitar and the flute),
competences organising school pageants, artistic programmes, traditional
Romanian dances and traditions
Other skills and Attending trainings for obtaining the completed teaching degree and
competences the secondary teaching degree;
Attending all training course organised by Sibiu County School
Board;
Attending training courses organised in Madrid by “Casa Corpului
Didactic” Călărași;
Participation in an international project of teaching Romanian
language, culture and civilisation organised by the Education
Ministry of Romania (Spain);
Participation in a Spanish language course organised by Cervantes
University in Valencia and obtaining the D.E.L.E. Diploma –
internationally recognised Spanish teaching diploma
Driving licence Driving licence for automobiles, B category

TEMA 1
Use the past tense simple or the past tense continuous of the verbs given in brackets
according to the meanig:
1. I went to school yesterday when I saw a house on fire.
2. He met her as he was crossing the bridge.
3. The mouse was hiding while the cat was watching.
4. l told him he should not read while he was eating.
5. He was running in the street when he fell and broke his leg.
6. She did not like to play while others were working.
7. When l got up this morning it was so late that the sun was shining high in the sky.
8. l was feeling ill when you came to see me, but l felt better when you left.
9. He did not see me as he was reading a book when l came into the room.
10. l shouted to him to stop, but at the moment he was running too fast to hear.
11. She did not go out because the rain was falling.
12. As l was going to the museum yesterday, a man refused to pay his ticket on the
tram; so the conductor refused to go on, and waited until the inspector came.
13. Mike was reading a letter when father opened the door.
14. We were having lunch when the telephone rang.
15. As the sun set, we went to the chalet.
16. What was she wearing when you saw her?
17. l was very surprised because nobody was waiting for me.
18. We started our conversation while we were looking at that painting.
19. What were they doing when they heard that noise ?
20. My friends arrived just as the train was leaving the station.

Answer the following questions using the appropriate present tense. Work on the model:
What time does Martin get up? (usually; today)
Well, he usually gets up at 6, but today he is getting up much later.

1. Where do they spend their week-ends? (in the country; at home)

- Well, they usually spend their week-ends in the country, but today they are spending it
at home.
2.Where do you work? (in a factory; in an office)
- Well, I usually work in a factory, but today I am working in an office.
3. Where does Alice sleep? (at home; in a big hotel)
- Well, Alice usually sleeps at home, but today she is sleepin in a big hotel.
4. Who helps your daughter with her homework? (I; my husband)
- Well, I usually help my daughter with her homework, but today my husband is helping
her.
5. How does your son go to the University? (by tram; by our neighbour's car)
- Well, he usually goes by tram, but today he is going by our neighbour's car.
6. What do your children drink in the morning? (milk; tea)
- Well, my children usually drink milk in the morning, but today they are drinking tea.
7. What does your grandfather read? (history books; a thriller)
- Well, my grandfather usually reads history books, but today he is reading a thriller.
8. When does Maggie do the shopping? (in the morning; in the afternoon)
- Well, Maggie usually does the shopping in the morning, but today she is going in the
afternoon.
9. Where do your children play? (in the garden; in their room)
- Well, my children usually play in the garden, but today they are playing in their room.
10. What TV programmes does your sister watch? (films; a play)
- Well, my sister usually watches films, but today she is watching a play.

TEMA 2
A. Choose the right answer.
At 11 o'clock yesterday morning, John was sitting in the waiting room at the doctor's.
Next to him was a woman with a very large thumb.
'How did you do that?' John asked.
'I was hanging a picture on the wall and l hit my thumb by mistake.'
'Oh dear. How long have you been waiting for the doctor?'
'About an hour, and my thumb is hurting a lot.'
B. Put the verb in brackets () in the correct tense.
Mary usually takes a bus to the office but today she drove because she is late. Last
night her manager telephoned her and asked her to be at the office at 8.30 a.m. for an
important meeting.
'I was never late for a meeting in my life. Why did my mother forgot to wake me this
morning?'

C. Complete the questions.

MARK: What's your job?
PETE: I'm an engineer wiTh National Telephones.
MARK: How long have you been working for that company?
PETE: About 9 months.
MARK: Do you like it?
PETE: No, not really. I preferred my old job.
MARK: What was that?
PETE: l was a gardener.

CHRIS: Have you ever had an accident?

ANNE: Yes, once a few years ago.
CHRIS: How did it happen?
ANNE: l was driving too fast.
CHRIS: Was it a bad accident?
ANNE: Not very bad. I broke my arm but the other driver was OK.
CHRIS: Why are you driving so fast now?
ANNE: I'm not! This is my normal speed in a town.

TOM: Why are you staring at me?

RUTH: Because you've got a bit of tomato ou your face.
TOM: Where is it?
RUTH: On the right of your nose.
TOM: Have I got it or is it still there?
RUTH: It's still there.

TEMA 3
TYPE II
USE THE VERBS IN BRACKETS IN THE CORRECT FORM!
1. I would finish my work much earlier if you helped me.
2. If l were you l would go there at once.
3. The kids would be disappointed if it rained in the afternoon, too.
4. If you knew the truth, you would not be so happy.
5. Mother would help you if you asked her.
6. We would understand her much better if she spoke more slowly.
7. She wouldn't accept that job even if the manager offerred it to her.
8. If you won the first prize, you would get a lot of money.
9. What would happen if you pressed that button?
10. l'm sure Mary would play the piano much better if she practised every day.

TYPE III
1. The man would have died if the doctor had not arrived in time.
2. If father had been at home, he would have answered the phone.
3. The tourists wouldn't have got lost if they had taken a map.
4. Your brother would have won the race if his horse had not lost one of its shoes.
5. If you had come to the party, you would have had a very good time.
6. Mary wouldn't have married that man if she had not Ioved him so much.
7. They would not have been angry with her if they had known the truth.
8. If Tom had been attentive, he wouldn't have asked that question.
9. These photographs would have been better if you had been more careful.
10. If l had remembered her address l would have called on her.

TEMA 4
15. CHANGE THE FOLLOWING SENTENCES INTO THE PASSIVE. OMIT THE BY-
PHRASE WHEN THE ACTIVE SUBJECT IS A PRONOUN OR THE WORD "PEOPLE":
1. The teacher explained a new lesson.
A new lesson was explained by the teacher.
2. Nobody has seen that man here.
That man has not been seen here.
3. They must buy a new car.
A new car must bee bought by them.
4. People often consult me.
I am often consulted.
5. She will advise him to go there.
He will be advised to go there by her.
6. Why should mother open that door?
Why should that door be opened by mother.
7. Everybody will know this rule.
This rule will be known by everybody.
8. People never forget such things.
Such things are never forgotten.
9. The pupils must finish all the exercises.
All the exercises must be finished by the pupils.
10. My brother will have to write a composition.
A composition will be written by my brother.

19. COMPLETE THE FOLLOWING SENTENCES WITH THE VERB IN BRACKETS IN

THE PRESENT CONTINUOUS, PASSIVE VOICE, ACCORDING TO THE MODEL.
1. The composition will be ready soon. It is being written.
2. You will eat soon. Lunch is being served.
3. We can't go to work by car today. It is being repaired.
4. We shall eat apples soon. They are being picked.
5. They will soon move to a new house. It is being built.
6. Mary can't wear the new dress. It is just being made.
7. The tea is ready. It is being drank.
8. We can have breakfast soon. The table is being laid.
9. l shall understand this text soon. The new words are just beign explained.
10. The cake is not ready yet. It is just being baked.

Theories of Educational Management

Educational management is a field of study and practice concerned with the operation of
educational organizations. Educational management has to be centrally concerned with
the purpose or aims of education. These purposes or goals provide the crucial sense of
direction to underpin the management of educational institutions. Unless this link
between purpose and management is clear and close, there is a danger of
“managerialism... a stress on procedures at the expense of educational purpose and
values”. “Management possesses no super-ordinate goals or values of its own. The
pursuit of efficiency may be the mission statement of management – but this is efficiency
in the achievement of objectives which others define”.

The process of deciding on the aims of the organization is at the heart of educational
management. In some settings, aims are decided by the principal, often working in
association with senior colleagues and perhaps a small group of lay stakeholders. In
many schools, however, goal setting is a corporate activity undertaken by formal bodies
or informal groups.

School aims are strongly influenced by pressures from the external environment. Many
countries have a national curriculum and these often leave little scope for schools to
decide their own educational aims. Institutions may be left with the residual task of
interpreting external imperatives rather than determining aims on the basis of their own
assessment of student need. The key issue here is the extent to which school managers
are able to modify government policy and develop alternative approaches based on
school-level values and vision. Do they have to follow the script, or can they ad lib?

Distinguishing Educational Leadership and Management

The concept of management overlaps with two similar terms, leadership and
administration. “Management” is widely used in Britain, Europe, and Africa, for example,
while “administration” is preferred in the United States, Canada, and Australia.
“Leadership” is of great contemporary interest in most countries in the developed World.
School leaders experience tensions between competing elements of leadership,
management and administration. Irrespective of how these terms are defined, school
leaders experience difficulty in deciding the balance between higher order tasks
designed to improve staff, student and school performance (leadership), routine
maintenance of present operations (management) and lower order duties
(administration).

Administration is not associated with “lower order duties” in the U.S. but may be seen as
the overarching term, which embraces both leadership and management. Leadership,
means to influencing others actions in achieving desirable ends. Managing is
maintaining efficiently and effectively current organisational arrangements. Both
managing and leading are important and no special value should be attached to either
since different settings and times call for varied responses. Leadership and
management need to be given equal prominence if schools are to operate effectively
and achieve their objectives. “Leading and managing are distinct, but both are important.
The challenge of modern organisations requires the objective perspective of the
manager as well as the flashes of vision and commitment wise leadership provides”.

The English National College for School Leadership.

The contemporary emphasis on leadership rather than management is illustrated starkly
by the opening of the English National College for School Leadership (NCSL) in
November 2000. NCSL's stress on leadership has led to a neglect of management.
Visionary and inspirational leadership are advocated but much less attention is given to
the structures and processes required to implement these ideas successfully.

The Significance of the Educational Context

Educational management as a field of study and practice was derived from management
principles first applied to industry and commerce, mainly in the United States. Theory
development largely involved the application of industrial models to educational settings.
As the subject became established as an academic field in its own right, its theorists and
practitioners began to develop alternative models based on their observation of, and
experience in, schools and colleges. By the 21st century the main theories, featured in
this chapter, have either been developed in the educational context or have been
adapted from industrial models to meet the specific requirements of schools and
colleges. Educational management has progressed from being a new field dependent
upon ideas developed in other settings to become an established field with its own
theories and research.

Conceptualising Educational Management

Leadership and management are often regarded as essentially practical activities.
Practitioners and policy-makers tend to be dismissive of theories and concepts for their
alleged remoteness from the “real” school situation. The application of theories by
practicing administrators is a difficult and problematic undertaking. Indeed, it is clear that
theories are simply not used very much in the realm of practice. This suggests that
theory and practice are regarded as separate aspects of educational leadership and
management. Academics develop and refine theory while managers engage in practice.

The theory-practice gap stands as the Gordian Knot of educational administration.

Rather than be cut, it has become a permanent fixture of the landscape because it is
embedded in the way we construct theories for use. The theory-practice gap will be
removed when we construct different and better theories that predict the effects of
practice.

The Relevance of Theory to Good Practice

If practitioners shun theory then they must rely on experience as a guide to action. In
deciding on their response to a problem they draw on a range of options suggested by
previous experience with that type of issue. However, it is wishful thinking to assume
that experience alone will teach leaders everything they need to know.

Teachers sometimes explain their decisions as just “common sense.” However, such
apparently pragmatic decisions are often based on implicit theories. When a teacher or
a manager takes a decision it reflects in part that person’s view of the organization. Such
views or preconceptions are coloured by experience and by the attitudes engendered by
that experience. These attitudes take on the character of frames of reference or
theories, which inevitably influence the decision-making process.

Theory serves to provide a rationale for decision-making. Managerial activity is

enhanced by an explicit awareness of the theoretical framework underpinning practice in
educational institutions. There are three main arguments to support the view that
managers have much to learn from an appreciation of theory, providing that it is
grounded firmly in the realities of practice:
1. Reliance on facts as the sole guide to action is unsatisfactory because all evidence
requires interpretation. Theory provides “mental models” to help in understanding the
nature and effects of practice.
2. Dependence on personal experience in interpreting facts and making decisions is
narrow because it discards the knowledge of others. Familiarity with the arguments and
insights of theorists enables the practitioner to deploy a wide range of experience and
understanding in resolving the problems of today. An understanding of theory also helps
reduces the likelihood of mistakes occurring while experience is being acquired.
3. Experience may be particularly unhelpful as the sole guide to action when the
practitioner begins to operate in a different context. Organizational variables may mean
that practice in one school or college has little relevance in the new environment. A
broader awareness of theory and practice may be valuable as the manager attempts to
interpret behaviour in the fresh situation.

Of course, theory is useful only so long as it has relevance to practice in education.

There is a distinction between theory-for-understanding and theory-for-practice. While
both are potentially valuable, the latter is more significant for managers in education.
The relevance of theory should be judged by the extent to which it informs managerial
action and contributes to the resolution of practical problems in schools and colleges.

The Nature of Theory

There is no single all-embracing theory of educational management. In part this reflects
the astonishing diversity of educational institutions, ranging from small rural elementary
schools to very large universities and colleges. It relates also to the varied nature of the
problems encountered in schools and colleges, which require different approaches and
solutions. Above all, it reflects the multifaceted nature of theory in education and the
social sciences: “Students of educational management who turn to organisational theory
for guidance in their attempt to understand and manage educational institutions will not
find a single, universally applicable theory but a multiplicity of theoretical approaches
each jealously guarded by a particular epistemic community” (Ribbins, 1985, p. 223).

The existence of several different perspectives creates a “conceptual pluralism: a

jangling discord of multiple voices.” Each theory has something to offer in explaining
behaviour and events in educational institutions. The perspectives favoured by
managers, explicitly or implicitly, inevitably influence or determine decision-making.

The Characteristics of Theory

Most theories of educational leadership and management possess three major
characteristics:
1. Theories tend to be normative in that they reflect beliefs about the nature of
educational institutions and the behaviour of individuals within them. Simkins (1999)
stresses the importance of distinguishing between descriptive and normative uses of
theory. “This is a distinction which is often not clearly made. The former are those which
attempt to describe the nature of organisations and how they work and, sometimes, to
explain why they are as they are. The latter, in contrast, attempt to prescribe how
organisations should or might be managed to achieve particular outcomes more
effectively”.
2. Theories tend to be selective or partial in that they emphasize certain aspects of the
institution at the expense of other elements. The espousal of one theoretical model
leads to the neglect of other approaches. Schools and colleges are arguably too
complex to be capable of analysis through a single dimension.
3. Theories of educational management are often based on, or supported by,
observation of practice in educational institutions. Observation may be used in two ways.
First, observation may be followed by the development of concepts, which then become
theoretical frames. Such perspectives based on data from systematic observation are
sometimes called “grounded theory.” Because such approaches are derived from
empirical inquiry in schools and colleges, they are more likely to be perceived as
relevant by practitioners. Secondly, researchers may use a specific theoretical frame to
select concepts to be tested through observation. The research is then used to “prove”
or “verify” the efficacy of the theory.