Self Assesment and Strategic Development in your own school
During the last year of the Master’s program a self-evaluation of one’s own school is first conducted. The self-evaluation is subsequently used as the foundation for creating a management strategy for development and change within one’s own school in order to improve pupils’ learning outcomes. As a foundation for the self-evaluation, an analytical tool has been developed. For each of the main topics of the self-evaluation – pupils’ results, management effectiveness, teaching quality and teaching environment – both methodology for self-evaluation and relevant theory and research are looked into. Self-evaluation is used as a foundation for the identification of those aspects of the school’s activities and management that should be improved and developed.
The school should have a high level of ambition with regard to advancing pupils’ development and learning. In the last section of this program we put emphasis on how school leaders can most effectively contribute to this. Students are given a thorough introduction into the use of strategic tools and the management of strategic processes. The pedagogical and organizational conditions necessary for making a good school are given special focus. Here, emphasis is put on the anchoring of change in an organization and in the individual member of the organization. Moreover, focus is put on the leadership skills necessary in order to realize the school’s ambitions.
One of the modules in this program is carried out in California at UC Berkeley and Stanford University. As an integrated element, leadership training is carried out with its point of departure in topics from the specialist modules. Training and instruction are also given in how management can communicate most effectively with staff.
- Self-evaluation of your own school
- Methodical framework for self-evaluation
- Self-evaluation of the effectiveness of management
- Self-evaluation of teaching
- Self-evaluation of pupils’ results
- Gathering and organizing data
- Teachers’ work with pupils’ data
- Management’s analysis of pupils’ data
- Stress management and change management
- Strategies and methods for creating a workplace where onself and others are motivated by challenges and heavy loads and master them
- Self-evaluation of the learning environment
- Classroom leadership
- Expectations for learning
- Developing social and pedagogical relationships
- Strategic development of one’s own school
- Strategy theory
- Management of strategic processes in one’s own school
- Teachers’ collaboration and learning organization
- Principles of effective teacher collaboration
- Teacher collaboration in practice
- Teachers’ analysis of their own teaching
- Teaching support and teaching quality
- Management of change and quality development in schools
- Presentation of action plans for increased learning in one’s own school
This is an excerpt from the complete course description for the course. If you are an active student at BI, you can find the complete course descriptions with information on eg. learning goals, learning process, curriculum and exam at portal.bi.no. We reserve the right to make changes to this description.