School Management, Leadership and Improvement

Roman Capaul, Hans Seitz and Martin Keller have developed their own school management model based on their many years of experience in the training of school management members and on the basis of the St. Gallen management model. Their work shows the reader fundamental connections, answers the central questions of school management and school development and contains numerous practical recommendations for action for everyday school management.



Table of contents

Part IFoundations21

1 Introduction23

1.1 How do we arrive at an appropriate understanding of the school (model conception)?24

1.2 What actually makes for a good school (school effectiveness)?26

1.3 What basic requirements does school leadership have to fulfill

(school development and management of school operations)?33

2 Tue St.Gallen Management Model for Schools37

2.1 Tue external world of the school — levels of consideration and stakeholders38

2.2 Tue internal world of the school — tasks of school leadership40

Part IIExternal world of the school49

3 Developments in the external world of the school51

3.1 Overview of developments in the outside world52

3.2 Basic ideas of public management65

3.3 Basic concepts of impact monitoring70

4 Tue school and its stakeholders99

4.1 In!uences and demands from society100

4.2 In!uences and demands from the education system104

4.3 In!uences and demands from the immediate school environment106

Part IIIStructuring forces113

5 Strategy (school development concept, school program)115

5.1 Positioning of the school — concept for school development119

5.2 Guiding principles122

5.3 School program132

5.4 Action plans145

6 Structure149

6.1 Meaning and purpose of structure and organization150

6.2 Organizational problems and their causes151

6.3 Organizational concepts156

6.4 Procedure (organizational methodology)170

6.5 Organizational and management models of a school173

6.6 Organizational structures174

6.7 Organizational instruments176

6.8 Mistakes in the design of organizational and management structures182

6.9 Selected organizational questions182

6.10 Analysis questions to review the organization188

7 Culture193

7.1 School culture and school climate193

7.2 Leadership culture235

Part IVProcesses263

8 Management processes265

8.1 Fundamentals of employee management265

8.2 Management of the school leadership team286

8.3 Leadership work by teachers290

8.4 Human resource management and the teaching staff301

8.5 Self-management (managing oneself)335

8.6 General management functions350

9 Core processes373

9.1 Overview: Input-process-output continuum375

9.2 Curriculum375

9.3 Lessons379

9.4 Examinations408

9.5 Educational standards413

10 Support processes421

10.1 Finances421

10.2 Risk management435

10.3 School law439

10.4 Information and communication457

10.5 Digitalization486

10.6 Knowledge management511

Part VDevelopment modes521

11 Optimization (quality management and evaluation)523

11.1 Research traditions525

11.2 School effectiveness research and school improvement526

11.3 Indicators of school quality528

11.4 Current research threads to improve school effectiveness531

11.5 Meta-study by John Hattie532

11.6 Understanding quality management533

11.7 Concepts of quality management536

11.8 Quality development543

11.9 Organization of quality development566

11.10 Meta-evaluation568

11.11 Implementation of a quality concept568

12 Innovation573

12.1 Initial situation and problem575

12.2 Concept of innovation576

12.3 Characteristics and basic principles of innovations577

12.4 Educational change581

12.5 Sequence (phases of the innovation process)582

12.6 Critical events in the innovation process586

12.7 Tue Concerns Based Adoption Model as a guide587

12.8 Tue promoter model as a guide603

12.9 Value alignment605

12.10 Competencies of change facilitators607

12.11 Organizational energy615

12.12 Project management618

Part VIAppendix631

13 Afterword633

14 Inspiration for everyday leadership639

15 Index641