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COLLEGE OF ARTS AND SCIENCES

UNIVERSITI UTARA MALAYSIA


No. Information on Course

1. Course Name : SCHOOL MANAGEMENT AND SUPERVISION

2. Course Code: SGDU5033

3. Name(s) of Academic Staff: ASSOC. PROF. DR. MOHD. HASANI DALI

4. Rationale for the inclusion of the course in the programme:


This is a compulsory course for all M.Sc. students who have proposed a research inquiry
that is qualitative based for their dissertation.

5. Semester/Year Offered: 1/1

6. Total Student Learning Time Face to face Online SLPA TLT


(SLT) Learning

TL = Traditional Lecture TL T P SCL/O A OL OA


T = Tutorial
P = Practical
SCL/O = Student Centred
Learning/Others
A = Assessment
12 12 - 18 85.7 121.1
OL = Online Learning
OA = Online Assessment
SLPA = Self Learning
Preparation and Assessment
TLT = Total Learning Time

7. Credit Value: 3

8. Pre-requisite (if any): Nil

9. Objective(s) of Course :
After completing this course, students should be able to:

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1. understand the concepts of school management
2. identify the elements, aspects, functions, and responsibilities of school management
3. explain functions and responsibilities of school principals as organizational managers
4. outline the types, systems, and the important aspects of school supervision.
10. Course Learning Outcomes:
Upon completion of the course, students are able to
1. relate the important concepts of effective school management in involving the
physical and human resources in school as a learning organization
(C2, P1, A2)
2. describe the various characteristics of effective school , aspects, functions, and
responsibilities of school management (C1, P1, A1)
3. analyse the functions, informational, interpersonal and decisional roles of school
principals in school management and administration (C4, P1, A3)
4. evaluate the important aspects of school supervision involving a cycle of systematic
planning, observation, diagnosis, change, and renewed planning (C4, P1, A3 ).

11. Transferable Skills:


Communication, critical thinking, problem solving, team work, professional ethics,
managerial and leadership skills

12. Teaching-learning and assessment strategy:


Mixed method between teacher-centred and student-centred. Continuous assessment.

13. Synopsis:
This course focuses on school management and supervision as an integral part of the
whole process of educational management. It offers students an in-depth study of the
various aspects of management and supervision of a school involving its physical
resources, human resources (teachers, students, staffs and parents), and activities
(teaching and learning), culture and organizational environmental characteristics. In
addition, topics on principalship and school effectiveness are also discussed.

14. Mode of Delivery:


Lectures, group discussions, individual presentations.

15. Assessment Methods and Types:


Coursework 60% (quiz 10%, individual (30%) and tasks/assignments - article review
(20%))
Examination: 40%

16. Mapping of the course/module to the Programme Aims

Programme Aims Course Learning Outcomes

1 2 3 4

2
The programme aims to produce
educators who are professionally
competent and intellectually,
spiritually, emotionally,
physically and socially balanced    
and able to apply the knowledge
and skills acquired and conduct
research in the related fields.

17. Mapping of the course/module to the Programme Learning Outcomes

Course Learning Outcomes


Programme Learning
Outcomes

1 2 3 4
To demonstrate knowledge and
deep understanding of concept
and theories of the professional
disciplines concerned   
(Curriculum and Instruction).

Apply the skills of designing


lessons and managing and    
evaluating teaching and learning.

Demonstrate concern, warmth


and empathy in their relationship    
with students and society and
fulfill their social responsibilities.
Develop communication and
team skills such as collaborating
and networking to function    
effectively in professional and
multicultural settings.

Apply the skills of designing


managing, evaluating and    
conducting educational research.
Apply creative and critical    
thinking skills and problem
solving strategies in dealing with
key issues in a variety of
situations.

3
Incorporate managerial and    
entrepreneurial skills suitable for
teaching profession.

Integrate a wide range of    


resources and technology in
teaching and learning.

Engage in lifelong learning for    


continuous professional self-
development.

Show exemplary leadership in    


various organizational levels.

18. Content outline of the course/module and the SLT per topic

Learning Face to Face


Topic/Weeks Outcomes SL TLT
L T P

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1.0 Introduction to school 1, 2
management
 Definition of management
 Define the term of school
management
 The nature of managerial 1 1 1 3
work.
 Functions and roles approaches
to what managers do.
 How managers learn to
manage.

2.0 Education Management Model


1, 2, 3 2 1 1 4
2.1 The Formal Model
2.2 The Collegial Model
2.3 The Political Model
2.4 The Subjective Model
2.5 The Ambiguity Model
2.6 The Cultural Model

3.0 School as an organization 1,2,3 2 1.5 2 5.5

3.1 Definition of school


3.2 School as a social system
3.3 School as a learning organization
3. 4 Organizational management
3.5 Organizational culture

4.0 School-based management 1,3,5 2 1.5 2 5.5


system

4.1 Definition of school-based


management (SBM)
4.2 Principles of (SBM)
4.3 Key issues regarding SBM

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5.0 Management at the school level 1,2,3 2 1.5 2 5.5

5.1 Management of school discipline


5.2 Management of school funds
5.3 Management of resources
5.4 Curriculum and instructional
management

6.0 Tahawadic approach in school 1,3 2 1.5 2 5.5


management
6.1 Implication of Tahawadic
approach to principals

7.0 Effective school 1,2,6 2 1.5 2 5.5


7.1 Definition of effective school
7.2 Characteristics of an effective
school
7.3 Management of resources in
effective schools
7.4 Researches on effective schools

8.0 Improving Instructional 2,3 2 1.5 2 5.5


Management

8.1 Resisters of school improvement


8.2 Improving personnel
8.3 Components of effective lessons
8.4 Elements for effective
supervision of instruction

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3,5 2 1.5 2 5.5
9.0 Principalship

9.1 Definition of principalship


9.2 Functions and responsibilities of
a school principal
9.3 Tasks and roles
9.4 Characteristics of an effective
principal

3,5,10 2 1.5 2 5.5


10.0 Seven habits of effective
principals

10.1 The habit of personal vision


10.2 The habit of personal leadership
10.3 The habit of personal
management
10.4 The habit of interpersonal
leadership
10.5 The habit of communication
10.6 The habit of creative
cooperation
10.7 The habit of self-renewal

2,6,7 2 1.5 2 5.5


11.0 School Supervision

11.1 Definition of school supervision


11.2 Inter relationship between
management and supervision
11.3 The importance of supervision

2,4,7 2 1.5 2 5.5


12.0 Supervision of teaching and
learning

12.1 Types of supervision


12.2 Interpersonal approaches to
supervision
12.3 Observation tools and
techniques
1 1 2 4
13.0 Presentation case study and 1,5,7
article review

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13.1 Individual
13.2 Group
24 18 24 66

Assessment Face to Face SL TLT

Course work 60% 32.4 72.5 104.9

Final examination 40% 3 13.2 16.2

Total Notional Hours 35.4 85.7 121.1

Credit Hours 3.0

References:

1.0 REFERENCES

Beach, D.M., & Reinhartz, J. (2000). Supervisory leadership: Focus on instruction. Boston:
Allyn & Bacon.

Cunningham,W.C., & Cordeiro, P.A. (2000).Educational administration: A problem-


based approach. Needham Heights, MA: Allyn & Bacon.

Glickman, C.D., Gordon,S.P., & Ross-Gordon, J.M. (2004). Supervision and instructional
leadership: A developmental approach (6th ed). Boston: Pearson.

Green, F. (2000). The headteacher in the 21st century, London: Pearson Education.

Lunenburg, F.C., & Ornstein, A.C. (2000). Educational Administration: Concepts


and practice (3rd ed). Belmont, CA: Wadsworth Publishing Co.

Matthews, L.J., & Crow, G.M. (2003). Being and becoming a principal: Role
Conception for contemporary principals and assistant principals, Boston,
MA: Pearson Edu .Inc.

Mohd Rizal Muwazir Mukhhazir, Rusnah Muhamad, & Kamaruzaman Noordin. (2006).
Corporate social responsibility disclosure: A tawhidic approach. Jurnal Syariah,
14(1). 125-142.

Sergiovanni, T.J. (2001). The principalship: A reflective practice perspective, 4th.


ed. Needham Heights, MA: Allyn and Bacon.

Smith, R. (1995). Successful school management, New York: Cassell.

Sullivan, S., & Glaanz, J. (2000). Supervision that improves teaching: Strategies
and techniques, Thousand Oaks, CA: Corwin Press Inc.

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Ubben, G.C., Huges. L.W., & Norris, C.J. (2001). The principal: Creative leader
for effective schools, Boston: Allyn and Bacon.

Journal of School Management and Supervision

Journal of School Leadership Management and Supervision

Journal of Educational Administration

Grading Points

Numerical Marks Alphabet Grades


84.45- 100.00 A
79.45- 84.44 A-
74.45- 79.44 B+
69.45- 74.44 B
64.45- 69.44 B-
59.45- 64.44 C+
54.45- 59.44 C
49.45- 54.44 C-
44.45- 49.44 D+
39.45- 44.44 D
0.00- 39.44 F

(Please use the latest grading system)

KEY:

L – Lecture

T- Tutorial

P – Practical

O - Others

SL – Self Learning

TLT – Total Learning Time

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