School Organisation 11-29-2011

The Counselling System Three levels 1. Classroom or group of students. 2. School or educational institution. 3. School system. In the case of both pre-primary and primary education, counselling is entrusted to the: Sector Counselling Teams or School Counselling Units. Guidance Teams... Have an interdisciplinary composition. 1. Pedagogues 2. Psychologists or psycho-pedagogues. 3. Social workers. In Early Care Teams there can also be Teachers specialised in Therapeutic and Language and Hearing Pedagogy. A specialised network, is established according to the specific needs of the school population concerned. 1. Early Educational Psycho-pedagogical Counselling Teams Responsibilities General Counselling in pre-primary education. Monitoring the development of children during this stage of education. The Early Care Team provides the family with 1. Initial information on their childs disability. 2. Counselling about the most suitable psycho-educational intervention. 2. General Educational and Psycho-pedagogical Counselling Teams and/or School Counselling Units Most Autonomous Communities have General Educational Counselling Teams, although some Communities, have Counselling Units within pre-primary and primary education schools. Counselling services, in collaboration with class teachers, establish the measures which must be taken in the school in order to cater for students with specific educational needs and also carry out the relevant monitoring.

3. Specific Educational and Psycho-pedagogical Counselling Teams These Teams 1. Cater for students with motor, visual and hearing disabilities or serious development disorders. 2. Work at the provincial level. 3. Cover all the educational stages. 4. Concerning pre-primary education, their functions complement those of General and Early Care Teams. Primary Education: Students

Table 4.12: Number of schools providing primary education, specific special education schools and percentage of public schools. Curso 2007/08

Table 4.14: Percentage of schools providing non-university mainstream education1 according to school size (number of pupils) and ownership. School year 2007/08

Source: Las cifras de la educacin en Espaa. Estadsticas e indicadores. Edicin 2010. Office of Statistics, Ministry of Education.

Defining and Describing Organisational Culture and Climate Different schools have distinct personalities due to the particular social system of each school This social system has a CLIMATE Organisational Climate The characteristics of the total environment in a school building.

Renato Tagiuris Model Four elements comprising climate: 1. Ecology a. Physical and material aspects i. Building and facilities. ii. Technology. 2. Milieu a. Social dimensions of groups and individuals. i. Race, gender, socioeconomic level of students. 3. Physical Social System (Organisation) a. Organisational and administrative structure of the organisation. i. Patterned relationships of groups and individuals, support services, supervision,... 4. Culture a. The behavioural norms, assumptions, and beliefs of an organisation. Taxonomy of School Climate

Research on Organisational Culture, 1981 Theory Z: A New Alternative by William Ouchi

Research on Organisational Culture, 1982 In Search of Excellence by Tom Peters Resarch showed that successful organisations, including schools, had a consistent theme: The power of values and culture in these corporations rather than procedures and control systems, provides the glue that holds them together, stimulates commitment to a common mission, and galvanises the creativity and energy of their participants.