SZ6653 School Management

Faculty of Education
Spring 2025
Extent and Intensity
0/0/.3. 2 credit(s). Type of Completion: z (credit).
In-person direct teaching
Teacher(s)
Mgr. Jarmila Bradová, Ph.D. (lecturer)
doc. Mgr. Jana Kratochvílová, Ph.D. (assistant)
Guaranteed by
Mgr. Jarmila Bradová, Ph.D.
Department of Education – Faculty of Education
Supplier department: Department of Education – Faculty of Education
Prerequisites (in Czech)
!NOWANY( SZ6053 School Management , SZ6654 Inclusive Education )
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The aim of the course is to make students familiar with basic topics of classroom and school management. Students will understand basic theories and terms related to school management and they will become familiar with Czech and foreign literature relevant to the subject. They will orientate themselves in the main educational legislation and be able to apply it in their practice. They will learn to work with the case study method in a team with an analysis of management processes in a selected school or school facility. The students will present results of their analysis both in written and oral form using appropriate professional terms and concepts.
Learning outcomes
Learning outcomes After completing the course, the student will be able to: • define basic terms of classroom and school management, • characterize Czech and foreign educational policy, • characterize current legislative and curricular documents, • discuss selected topics in the context of current educational legislation, • describe individual parts of management and recognize specifics of classroom and school management, • elaborate the SWOT analysis of a selected school.
Syllabus
  • Main topics (syllabus) Module: Educational management (first teaching block) 1. Educational management, administration and management of education. Basic terms and theories. 2. Trends in education in the European Union and the world. 3. Educational policy of the Czech Republic. Strategies and programmes of educational development, curricular documents. 4. European projects focused on educational development and support of European strategies. 5. School legislation valid in the Czech Republic: School laws, the law about pedagogical employees. The Charter of Fundamental Rights and Freedom. The Convention on the Rights of the Child. The European Charter for Parents, Teachers, etc. 6. Financing of education and schools in the Czech Republic (in the context of the EU and other countries). Accountability. 7. Evaluation of educational systems. Module: School management (second teaching block) 8. General and pedagogical management. Administration, management and leadership of a school. Distributed school management as one of the trends. 9. Main management processes: decision making, organization, control. An example of innovation implantation into schools, management of the change process. 10. School culture and climate from their management perspective. 11. Quality of schools and management of pedagogical processes. Management of development-educational projects in schools. 12. Management of human resources in schools. Organizational learning (collegial support, teachers’ cooperation, cooperation on more levels, etc.). Education of managers. Other professional growth of pedagogical employees. 13. Management of external relationships of schools (cooperation, networking, partnership of schools and other organizations, etc.). School marketing. 14. School evaluation and self-evaluation. ********************************************************************************************************************************************************************************************************************************* Drago-Severson, E. (2004). Helping teachers learn: Principial leadership for adult growth and development. Thousand Oaks: Corvin Press. EURYDICE: https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Main_Page Hargreaves, A., & Fink, D. (2006). Sustainable leadership. San Francisco: Jossey-Bass. Leithwood, K., Jantzi, D., Steinbach, R. (1998). Organizational learning in schools. Lisse: Swets & Zeitlinger. Macbeath, J. E., & McGlynn, A. (2002). Self-evaluation: what's in it for schools? London: Routledge. Macbeath, J. E., & Mortimore, P. (2001). Improving school effectiveness. Buckingham: Open University Press. School legislation: www.msmt.cz Senge, P. M. (2001). Schools that learns. London: N. Brealey.
Literature
  • Macbeath, J. E., & Mortimore, P. (2001). Improving school effectiveness. Buckingham: Open University Press.
Teaching methods
The course is taught in lectures with guided group discussions, where, after reading related literature and reflecting on their pedagogical experience (especially related to their teaching practice), students discuss the specific topics and their current views in schools and education. On the basis of recommended literature, students prepare for the lessons and they also present a particular topic in front of the learning group. The course is supported by e-materials about the specific topics and can be found on is.muni.
Assessment methods
A written test focused on school legislation, which is realized on-line. Portfolio task: a case study of a school facility management (pre-school, primary school, secondary school) with emphasis on management of processes in the organization, description of individual parts of management, recognition of educational management specifics and their comparison with selected approaches from general management, study of ealuation documents and selection of one field for the SWOT analysis. (It can be realized in e.g. faculty schools, where students have their teaching practice in the master programme.) Group work (teams of three members). To gain the credit, a test in school legislation must be passed (pass mark 70 %) and group work in a form of the portfolio task must be accepted by the teacher. The criteria for assessing the portfolio task are: quality of the professional placement of the selected topic (40 %), quality of analyses and conclusions (40 %), and the formal aspect of a presentation of a case study (20 %).
Language of instruction
English
Further comments (probably available only in Czech)
Study Materials
Information on the extent and intensity of the course: 4 hodiny.
Listed among pre-requisites of other courses
The course is also listed under the following terms Autumn 2017, Autumn 2018, Autumn 2019, Spring 2020, autumn 2020, Spring 2021, Spring 2022, Spring 2023, Spring 2024.
  • Enrolment Statistics (Spring 2025, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2025/SZ6653