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Organización Escolar

1º Grado en Educación Infantil

Facultad de Ciencias Jurídicas y Sociales. Campus de Madrid -

Vicálvaro
Universidad Rey Juan Carlos

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 UNIT 5, CHAPTER 5- ADMINISTRATIVE MANAGEMENT IN THE SCHOOL AND
COMPLEMENTARY SERVICES.
EFFECTIVE SCHOOLS.
4 basic assumptions:

1. A school central purpose is to teach. Success is measured by students´ progress in knowledge, skills
and attitudes.
2. The school is responsible for providing the overall environment in which teaching and learning occur.
3. The most crucial characteristics of a school are the attitudes and behaviors of the teachers and other
staff.
4. The school accepts responsibility for the success or failure.

13 organizational characteristics of effective schools.

1. School- site management and democratic decision making. Taking greater responsibility for
educational problem solving.
2. Support from the district. Identifying and solving significant educational problems. School level
leadership or collaborative problem solving.
3. Strong leadership.
4. Staff ability. A strong cohesive (well- integrated, unified) school culture.
5. A planned coordinated curriculum.

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 • Treats the students´ educational needs holistically.
• Increases time spent on academic learning (the amount of time students spend working on
academic tasks with a high level of success.

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6. Schoolwide staff development. Schools organizational and instructional needs.
7. Parental involvement.
• Homework.
• Attendance.
• Discipline.
8. Schoolwide recognition of academic success.
9. An emphasis on the time required for teaching and learning.
10. Collaborative planning collegial relationships.
11. Sense of community.
• Promote feelings of unity.
• Encourage sharing of knowledge and ideas.
12. Shared clear goals and high achievable expectations.
13. Order and discipline.

TIP LIST.

1. Build community.
Build caring relationships. Greet your students at the door. Get to know one another (strategies and
activities for beginning a new school year).
2. Design a safe, friendly, and well- managed classroom environment.
The right physical environment helps create a positive learning community. Ask students to be
designers of their room.
3. Include students in creating rules, norms, routines, and consequences.
4. Create a variety of communication channels.
5. Always be calm, fair, and consistent.
6. Know the students you teach.
7. Address conflict quickly and wisely.
8. Integrate positive classroom rituals.

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 9. Keep it real.
10. Partner with parents and guardians.

TWO THEORETICAL APPROACHES.

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• Classical organizational or traditional bureaucratic: helps organize and manage the organization.
• Human Resources Development: helps motivate staff.
How leaders structure the work environment to socialize individuals into the organization → affects
how individuals develop perceptions, values, and beliefs concerning the organization.
B= f(p · e). the realm of organizational climate and culture.

WHY DO WE CARE ABOUT SCHOOL CLIMATE?

OUTCOMES FOR STUDENTS. OUTCOMES FOR STAFF.

• Engagement. • Job retention.

• Achievement. • Job satisfaction.
• Attendance and • Performance quality and
Positive School Climate
graduation. program
• Social- emotional implementation.
competency.
• Behavior and discipline
(les bullying).
• Mental health and
overall well- being.

Organizational culture and climate.

Different schools have distinct personalities.

• Organizational climate.
The characteristics of the total environment in a school building.

Renato Tagiuri´s Model. 4 elements.

1. Ecology.
Physical and Material Factors.
- Building and facilities.
- Technology.
2. Milieu.
Human Social System Factors.
- Social dimensions of groups and individual.

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 3. Social System (organization).
Organizational and Administrative Structure Factors.
4. Culture.
The behavioral norms, assumptions, and beliefs of an organization.
Refers to the perceptions of people in the organization that reflect those norms, assumptions, and
beliefs.

Taxonomy of School Climate.

Externally- determined. School- level. Individual- level.

School
School Milieu. Culture.

Peer culture. Sense of

community. Individual
Community
Context. attitudes, Problem
behavior and behavior.
beliefs.

School
Social System.
ecology.

Social organization. Administration management.

Organizational culture.
Tell people in the school what is truly important and how they are to act.

• Shared values: what is important.

• Beliefs/ assumptions: what we think is true.
• Behavioral norms: how we do things around here.

Many variables that can positively affect such outcomes as achievement and motivation of students are in
control of leaders and teachers.

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