Background, General Knowledge, Scientific Area, Skill Development

·         have a “glossary” of terms and concepts related to the subject of teaching and to use it correctly on a case-by-case basis – MA2, MA3, MA4

·         distinguish and evaluate concepts that refer to effective school, to the improvement of the school, as well as to the issues of organization and management of education – ΜΑ2, ΜΑ3, ΜΑ4

·         examine and combine school effectiveness models – ΜΑ3, ΜΑ4

·         classify data and parameters of research and approaches for the effective teacher – ΜΑ13, ΜΑ15

·         compose models and construct/reconstruct “scenarios” of effective situation management within the school unit and finally evaluate them – ΜΑ7, ΜΑ8, ΜΑ10, ΜΑ14

·         identify, select and organize techniques and strategies for effective school management – ΜΑ10, ΜΑ12, ΜΑ14

·         judge the usefulness and necessity of the theory in the scientific field that the course deals with for further practice and application – ΜΑ1, ΜΑ2, ΜΑ3

·         write and present individual or group assignment that meets the standards of the scientific technical writing – ΜΑ7, ΜΑ8, ΜΑ14.

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

·       Decision making

·       Teamwork

·       Search, analysis and synthesis of data and information (principles and models)

Purpose, aims, and content of the course

The school unit is one of the most popular research areas with timeless interest because its structural elements, namely students, teachers, and the principal, who play a key role in shaping its identity, are offered for research and there are many aspects and parameters which are explored by the Modern Pedagogy. After all, school effectiveness as well as school improvement,  with which the first is associated, is a much-discussed topic with categories of concepts and issues such as school culture, autonomy, and the way it is administered by its Principal.

In this seminar, a. bodies and functions of the school unit are examined, as well as b. the initiatives that could be developed by teachers and the principal who manages it. Also, c. the most important factors of its effectiveness are presented, with d. emphasis on Principal’s work and the implementation of innovations -e. in close cooperation mainly with teachers and School Counselors/Coordinators of the Educational Work as well as with other Educational Executives- who could contribute to its smooth operation and a harmonious co-existence of all the members in the school class.

Specifically, the topics that are to be developed during  the -at least- 13 sessions are as follows:

·         The school as a social institution

·         Landmarks in the recent history of the school

·         The course of research discussion on the effective school

·         Parameters of school effectiveness

·         Research around the school unit

·         Research around the effective teacher

·         Issues of organization and management of education and in particular of the school unit (educational management and leadership)

·         School management

·         Institutions and bodies involved

·         Cooperation of a school unit with the involved bodies

·         Parental involvement in the educational process and decision-making

·         School self-assessment

b.     With exercise:

In this seminar, students are asked to write and present short assignments on topics that interest them and are related to the thematic units of the course. The methodology can be differentiated according to the needs, particularities, and interests of the audience.

–   in teaching

–   in the presentation of students’ assignments

–   in communication with students

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

a.       Final written exam (70%)

Including:

–        Assignments of problem-solving or/and

–        Questions (short answer or not)  of essay development, open-ended questions or/and

–        Objective tests (e.g., multiple-choice questions)

b.     Planning and presentation of individual or group work assignment/s (30%)

Assessment criteria:

–       Clarity and coherence in the argumentation with adequate documentation of the positions supported

–       Degree of a synthetic or analytical approach of the subject

–       Degree of criticism of the expressed proposals

–       Diligence and effectiveness in the search and use of the literature

–       Diligence and vividness in the final presentation of the assignment

–       Degree of following the standards of the scientific technical writing

–       Thoroughness of the theoretical approach of the subject studied

–       Correct design and implementation of the research plan

–       Plenitude of literature review

–       Adequate bibliographical documentation

Stravakou, P. (2003). O diefthyntis scholikis monadas protovathmias ekpaidefsis os kinitiria dynami leitourgias tis. Mia empeiriki prosengisi [The principal of school unit in primary education as a driving force of its function: An empirical approach]. Thessaloniki: Ekdotikos Oikos Adelfon Kyriakidi.

Anagnostopoulou, M. (2008). To zitima tis peitharchias stin ekpaidefsi. Symvoli stin prolipsi tis apeitharchis symperiforas ton mathiton [The issue of discipline in education: Contribution to the prevention of students’ misbehavior]. Thessaloniki: Ekd. Oikos Adelfon Kyriakidi.

E-book

Alfirević, Ν. Et al. (2016). School Effectiveness and Educational Management | SpringerLink

Additional suggested bibliography

Greek and foreign (Latin alphabet)

Beaudoin, M.N., & Taylor, M. (2015). Creating a positive school culture: How principals and teachers can solve problems together. USA: Skyhorse publishing.

Bellei, C., Morawietz, L., Valenzuela, J. P., & Vanni, X. (2020). Effective schools 10 years on: Factors and processes enabling the sustainability of school effectiveness. School Effectiveness and School Improvement, 31(2), 266-288. doi: 10.1080/09243453.2019.1652191

Brock, S. E., Sandoval, J., & Sharon, L. (2005). Diacheirisi kriseon sto scholeio [Crisis management in school]. Athina: Dardanos.

Goldring, E., Huff, J., May, H., & Camburn, E. (2008). School context and individual characteristics: What influences principal practice?. Journal of Educational Administration, 46(3), 332-350.

Iordanidis, G. (2014). Diacheirisi sygkrouseon sto scholeio [Conflict management in school]. Thessaloniki: Despoina Kyriakidi.

Kanidou, Z. (2021). Epikoinoniakes dexiotites diefthynton scholikon monadon: Apopseis ekpaideftikon kai diefthynton defterovathmias ekpaidefsis [School principals’ communication skills: Secondary teachers and principals’ point of view]. Thessaloniki: Afoi Kyriakidi Ekdoseis a.e.

Kassotakis, M. (2018). Axiologisi ton scholikon monadon kai ton ekpaideftikon protovathmias kai defterovathmias ekpaidefsis [The assessment of schools and teachers of primary and secondary education]. Athina: Ekdoseis Grigori.

Stamatis, P. (2011). Epikoinonia stin ekpaideftiki kai dioikitiki diadikasia [Communication in the educational and managerial process]. Athina: Diadrasi.

Stravakou, P. (2003). O diefthyntis scholikis monadas protovathmias kai defterovathmias ekpaidefsis: Theoritiki analysi kai empeiriki dierevnisi [Τhe school principal in primary and secondary education: Theoretical analysis kai empirical investigation]. Thessaloniki: Ekdotikos Oikos Adelfon Kyriakidi.

Stravakou, P. (2008). O diefthyntis scholikis monadas: I optiki ton foititon [The school principal – university students’ perspective]. Epistimes Agogis, 1, 149-162.

Stravakou, P. (2013). Symvoli sti chartografisi tou pediou tis organosis kai dioikisis stin ekpaidefsi: Porismata erevnon gia to ergo kai tin epilogi tou diefthynti tis scholikis monadas [Contribution to mapping the terrain of organization and management in education: Research findings regarding the work and selection of school principal]. Sto: M. Kougiourouki, P. Stravakou, & K. Chatzidimou (Epim.), Paidagogikes kai didaktikes erevnitikes meletes-Timitiko afieroma stin kathigitria Eleni Ef. Taratori-Tsalkatidou (p.p. 329-344). Thessaloniki: Ekdotikos Oikos Adelfon Kyriakidi a.e.

Stravakou, P., & Lozgka, E. (2017). Scheseis goneon kai ekpaideftikon: Mia poiotiki erevna [Relationships between teachers and parents: A qualitative research]. Sto: K. Sarafidou (Epim.), Praktika 6ou Panelliniou  Synedriou tis Etaireias Epistimon Agogis Dramas, Drama, 24-25 Noemvriou 2017 me thema:  “Sygchrones Taseis kai Praktikes sti Diacheirisi tis Scholikis Taxis” (p.p. 832-840).  Drama: Etaireia Epistimon Agogis Dramas.

Stravakou, P. (2018). Oi axiakoi prosanatolismoi diefthynton scholikis monadas: Erevna [School principals’ value orientations: Research]. Paidagogiki Epitheorisi, 35(65), 143-159.

Stravakou, P. (2019). Selecting school principals in Greece in the last fifteen years: A theoretical approach. Journal of Journal of Advances in Education and Philosophy, 3(8), 277-282.

Stravakou, P. (2020). Parental involvement in the school unit: A case study. Saudi Journal of Humanities and Social Sciences, 5(2), 75-80. doi: 10.36348/sjhss.2020.v05i02.006

Taratori, E. (2009). Scholiki Axiologisi [School assessment]. Thessaloniki: Afoi Kyriakidi Ekdoseis A.E.

Taratori-Tsalkatidou, E., Tsalkatidis, T., & Tsalkatidou, M. (2007). Epistimoniki Technografia (2^nd ed.) [Scientific technical writing]. Athina: Atrapos.

Zavlanos, M. M. (2017). I poiotita sti didaskalia, sti mathisi kai sti dioikisi [The quality in teaching, learning, and management]. Athina: Ath. Stamoulis.

Relevant scientific journals (Greek and foreign)

·        Kinitro

•    Paidagogiki Epitheorisi

•    Epistimes tis Agogis

•    Nea Paideia

•    Ekpaideftika

•    Mentoras

•    Educational Management Administration & Leadership

•    Higher Education Management and Policy

•    Improving Schools

•    International Journal of Educational Management

•    Management in Education

•    Organizational Research Methods

•    Quality Assurance in Education

•    School Leadership and Management

•    Educational Research Quarterly

•    Educational Research for Policy and Practice

•    Education Journal

The examination will be performed through MS TEAMS. The link will be sent to students via e-class exclusively to the institutional accounts of those who have registered for the course and have learned the terms of distance education.

Students will have to log in to the examination room through their institutional account, otherwise, they will not be able to participate. They will also take part in the examination with a camera which they will have switched-on during the examination. Before the beginning of the exam, students will show their identity to the camera, so that they can be identified.Each student should answer 4 questions. Each of the questions is scored with 2.5. Students’ overall grade in the course results from the aggregation of the oral examination (70%) and the execution (writing and presentation) of written assignments (optional) as scheduled at the beginning of the semester (30%).