HUMAN RESOURCES MANAGEMENT:

 The goals are to hire, retain and motivate personnel. This is accomplished through planning, selection, etc. and is carried out
by the school’s governing and coordinating bodies. The management of human resources is an essential factor for the
effectiveness of the school is functioning, as it contributes to taking advantage of the potential of each person/teacher. To
analyse human resources management we can take into consideration three different perspectives  vertical structure,
horizontal and staff structure.
 Government in public schools  article 139 LEC says that public schools must have at least head teacher, teachers’ assembly,
management team and school council.

1. VERTICAL STRUCTURE 

Collegiate and participatory governing bodies

A. School council  is the main body of community participation in school governance. (Members: representatives of parents’
association, repre of teachers, repre of students, headmaster, head teacher, secretary, repre of town council and repre of non-
teaching staff ). Functions: participate in the head teacher’s selection, promote the maintenance of school facilities, write
proposals, participate in pupil’s admission according to the regulations, approve and assess LEC and analyse school evolution.
B. Teachers’ assembly functions: draw up proposals for school projects including the annual planning, make proposals in
relation to pedagogical innovation, choose the representatives in the school council, analyse academic performance and make
proposals for the school coexistence.

Unipersonal governing bodies

A. Head teacher  functions: represents the authority of the school, makes proposals to improve school, mediates conflict, is the
responsible of the pedagogical supervision, leads the staff of the school, communicates the school needs and coordinates the
school activities.
B. Head of studies  functions: design timetables in collaboration with teachers, coordinate academic activities and extra-
curricular activities, coordinate academic ceremonies and substitute the head teacher in case of illness or absence.
C. Secretary  functions: deal with books and documents, prepare the schools’ budget and maintain administrative relations with
the regional direction.

Executive governing body

A. Management team  it is formed by the head of studies, the head teacher and the secretary. Their main responsibility is to
accomplish the management project.

2. HORIZONTAL STRUCTURE

Coordination bodies Can be diverse according to each school and its’ needs. Has some advantages (makes the organization of
tasks possible and helps to professional development of each teacher) but also has disadvantages (teachers have different opinions
and there is a lack of time)

A. Pedagogical commission
B. Educational teams  review their own activities, ensure that what has been established in each area is coherent with the cycle
and promotes continuous teachers’ training.
C. Tutors’ team

3. STAFF STRUCTURE 

Ad hoc Teams  Teams that organize themselves around a specific need or problem, which needs to be solved within a limited
period. Once the problem or need has been resolved, the team is dissolved.

External Support Teams  Created by the educational administration

Other Committees  for example ICT (or Communications)

 It has some advantages (allows teachers integration and promotes research) but it also has disadvantages (there are different
ideologies among teachers, there is lack of time and lack of legal obligation)
MATERIAL RESOURCES MANAGEMENT:

1. SPACE  It is an educational tool that has to adapt to the development stages, to group and to proposals of objectives. The is
not a direct relationship between learning spaces, their use and student learning outcomes but learning spaces can produce
conditions that improve student learning (if they feel more comfortable their learning is more effective)
2. Architectural design: characteristics: The city council gives the building or provides the land according to the needs and pays
for maintenance and services.

 Characteristics the space must have:

A. Location  stable ground, away from industries and from natural environment if it is possible
B. Orientation  south south-west to have sun
C. Acoustics  without outside loud noise
D. Natural lightning  and ventilation
E. Heating  minimum of 19-21 degrees

3. Architecture design : process  designed by architectures and interior designers (not by teachers)
4. Participation of teachers and students  If teachers and students are involved in the design there can be a change for the
better in pedagogical practices
5. Ability to change over time  Often spaces need to change their usage over time and a good design initially enables this without
an extra burden. Poor conditions relates to negative outcomes on students and teachers, and student engagement increases in
newer, well-designed buildings
 CERI  An international agreement of innovative experiences and approaches in educational approaches.

 Aspects of design that can impact on teacher practice and student learning outcomes:
1. Environmental impacts The environmental conditions are factors such as noise, temperature, air quality, ventilation and
lighting
2. Design process  A participatory or ‘generative design’ process will improve teacher practices and in turn will benefit
students’ learning experiences

 Powerful learning environments should be according to the 7 principles of learning  make learning the focus (the student is
the centre of his own learning) ensure that learning is social and collaborative, motivate students to learn, be sensitive to
individual differences, use assessments (not only value their learning by doing exams, but by different types of assessment and
giving them so feedback to improve)

 Design of spaces in a school include  Designing learning spaces around people (coordination), Supporting multiple types of
learning activities (individual activities), Enabling connections (cooperation), Accommodation information and
communication, Comfort, safety and functionality and Reflecting institutional values.  Indoor air quality, Temperature and
humidity, Ventilation and airflow and Thermal comfort helps To not get ill building syndrome

 DISTRIBUTION OF SPACES IN SCHOOLS

1. Linear distribution: 2. Nuclear 3. Mixed

Furniture:

1. Features  Lightness, Safety, Resistance and endurance, Cost and maintenance (Efficient), Hygiene, Aesthetics, Multipurpose
and Stackable (Maximize space)
Tangible costs that need to be considered  Price of acquisition, Quality/durability (repair costs and future prices) and Waste
(environmental and costs)
2. FURNITURE DISTRIBUTION: There’s a Relation between furniture distribution and its’ influence on learning. There is no
ideal model but the traditional model is probably not the most appropriate.

 Students Placement and distance between them and the teacher contribute in their learning, as those located closest to the front
and the centre are most typically involved in the class.

3. RECOMMENDATIONS BASED ON ERGONOMIC STUDIES:

A. Awareness of the correct sitting position to prevent skeletal deformities, especially between 11 and 16.
B. Tables and chairs of different sizes to accommodate large and small and big sizes
C. Combine sitting and semi-sitting position. switch activities. Ensuring comfort and promote correct posture.
D. Observe environmental conditions in relation to the physical and psychological maturity of the student to improve the
development of school

4. Movement empowers learning  Furniture that is easily moved allows for a classroom to serve multiple teaching and learning
styles. Furniture physically interacts with the Student, so you need to support movement and circulation to positively impact a
students ability to maintain concentration, and actively engage their minds into the lesson.

School material:

1. Didactic → any kind of material done with the aim of facilitating teaching and learning ( for example a computer programme
to facilitate operations in chemistry)
2. Educational resource → In a context is used for an educational purpose (plastic bottles for bowling)
3. Curricular material → For students to help teachers in the planning, development and curriculum evaluation (maps, geometric
shapes)

Curriculum Material types:

A. Paper support  Limits the content in a procedimental and attitudinal way. Text books, note books, work sheets... Allow
working individually or in groups
B. Static projections  Help elaborate and build the contents and show the phases of specifyc procedural contents. Slides,
pictures,... Complement and clarify the teacher’s explanations
C. Imatge in motion  A previous and post work needs to be done before viewing. Films or video recordings. Allows to show the
reality as it is.
D. Computer suport  Variety of multimedia materials that ilustrate The reality in a visual. Allows an open dialog. Individual or
group work

Analysis and selection

Use material with an objective → Check to match for educational goals, contents that go with the goals, activities to see the
progression, and learning requirements so they are meaningful.

FUNCTIONAL RESOURCES

 Atypical (managing time ≠ managing people or materials)

 Equal (the same amount of time, decide how to manage it), inelastic (nor extended or
 reduced)
 Indispensable (we may lack some material resources but if we do not have time, we
 cannot do anything)
 Essential (teachers can be replaced, but not time)
 Unavoidable.

General principles

1. Schedule → How the hours are divided and structured. Educational and leisure time. (Horari lectiu, no lectiu, aperture,
closure)
 2. School day → Amount of hours devoted to school time in a day, Department d’Educació establishes the amount. Same in
all Autonomous communities. (How many hours for each subject, and when)

Calendar → According to the year, and days of school.

 There are some facts that have to be considered in the school calendar (resting days favour performance, excessive leisure
is negative and lack of knowledge so it encourages cultural activities, changing biological rhythms during weekends
promote fatigue on Mondays, Social and cultural traditions during the week disturb the planning, More hours ≠ better
performance)

1. Intensive timetable: advantages  Facilitate long-term activities, Concentrate on school time and increase your free time,
Allow concentration on working hours for teachers, Better organisation for extra-curriculum hours, Better self-distribution of
free time and there is no necessary commuting (going home and returning)

Disadvantages  Long hours cause a lack of attention, Lack of coordination time for teachers (lunchtime), Reduce real-time
learning due to the need for more breaks, Enhances teachers to work in other places (non-exclusive), Influence negatively
underprivileged sectors (students that can’t have a focus place at home) and Disrupts family schedules (work not adapted to this
timetable).

Conditioning factors in the schedule:

1. Biological factors  Central days of the week aret he most productive. Be careful with educational transitions and puberty,
Programming considering levels of attention, Resting after eating (especially with toddlers) Alternating types of learning
activities (both hemispheres), Distributing subjects depending of how demanding are (fatigue, concentration…)

2. Pedagogical factors  Number of subjects according to curriculum, Methods to organize contents (interdisciplinary)
Grouping students, An active and attractive methodology, Time and types of tasks, Vertical organization (cycles, levels)

3. Sociological factors  Climate, Regulations and political factors, Geographical context (bus, cars), Families employment
situation and Social and cultural traditions and needs.

Types of schedule

1. Rigid  Mechanic and uniform

2. Collaborative  Created by teachers and students
3. Rational  Mixed between rigid and collaborative
4. Block  Working by projects (teachers establish the same schedule during a big part
5. of the day for the same level)