Esta Postgraduate diploma en Programming in Educational Project Implementation generará una sensación de seguridad en el desempeño de tu profesión, que te ayudará a crecer personal y profesionalmente”

Esta Postgraduate diploma promueve una visión de conjunto que permitirá poner en marcha, o transformar, los proyectos educativos que pretendan constituir la esencia del centro, sean de la índole que sean. Gracias a esta capacitación, los centros educativos serán capaces de edificar, desde el conocimiento científico adecuado, los pilares fundamentales del proyecto educativo teniendo en cuenta todos y cada uno de los factores que deben ser tratados en el proceso de programación e implementación de estos. De no hacerlo así, los centros educativos se ven abocados al vaivén de las modas, a las pérdidas infructuosas de tiempo y dinero, y, lo más importante, a no conseguir un camino lo bastante estable para que los alumnos puedan caminar sobre él y desarrollar todas sus capacidades y potencial.

Este programa es único porque consigue ofrecer las herramientas necesarias para poder edificar este núcleo del centro educativo para que perdure en el tiempo, sea viable, y por supuesto, sea eficiente. Además, el cuadro docente tiene una dilatada experiencia personal y profesional en todo tipo de proyectos educativos, lo que hace que esta Postgraduate diploma no esté desarrollado desde la pura teoría, sino desde las evidencias científicas de las prácticas en todo tipo de centros educativos.

Por otro lado, la modalidad online consigue que los mejores expertos y profesionales de cada uno de los ámbitos de la programación e implementación de proyectos educativos, puedan encontrarse en el elenco de profesores que imparten este experto.

Otro de los motivos que hacen único a este programa es la especialización en todos los ámbitos necesarios para la programación e implementación de proyectos educativos. Mientas otros programas se centran tan solo en algunos aspectos, la capacitación que ofrecemos permite estudiar todos y cada uno de los campos que conseguirán ensamblar la construcción idónea del proyecto educativo.

Esta Postgraduate diploma ofrece una visión de conjunto muy interesante sobre la programación e implementación de proyectos educativos. Así, todo aquel agente educativo que curse este programa obtendrá una de las competencias más útiles dentro de su carrera profesional. Todos y cada uno de los centros tienen sus propios proyectos educativos. En nuestra mano está saber programarlos, gestionarlos, liderarlos o implementarlos, para conseguir los deseados objetivos de aprendizaje de nuestros alumnos.

Actualiza tus conocimientos a través de la Postgraduate diploma en Programming in Educational Project Implementation”

Esta Postgraduate diploma en Programming in Educational Project Implementation contiene el programa universitario más completo y actualizado del mercado. Las características más destacadas son:

• Desarrollo de casos prácticos presentados por expertos en Programación en Implementación de Proyectos Educativos
• Sus contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos, recogen una información científica y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional
• Novedades sobre Programación en Implementación de Proyectos Educativos
• Contiene ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje
• Con especial hincapié en metodologías innovadoras en Programación en Implementación de Proyectos Educativos
• Todo esto se complementará con lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual
• Disponibilidad de los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet

Esta Postgraduate diploma es la mejor inversión que puedes hacer en la selección de un programa de actualización por dos motivos: además de poner al día tus conocimientos en Programming in Educational Project Implementation, obtendrás un título por TECH Global University”

Incluye, en su cuadro docente, a profesionales pertenecientes al ámbito de Programming in Educational Project Implementation, que vierten en esta capacitación la experiencia de su trabajo, además de reconocidos especialistas pertenecientes a sociedades de referencia y universidades de prestigio.

Gracias a su contenido multimedia elaborado con la última tecnología educativa, permitirán al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará un aprendizaje inmersivo programado para entrenarse ante situaciones reales.

El diseño de este programa se centra en el Aprendizaje Basado en Problemas, mediante el cual el educador deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del curso académico. Para ello, el educador contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo de Programming in Educational Project Implementation y con gran experiencia docente.

Aumenta tu seguridad en la toma de decisiones actualizando tus conocimientos a través de esta Postgraduate diploma”

Aprovecha la oportunidad para conocer los últimos avances en Programming in Educational Project Implementation y mejorar la capacitación de tus alumnos”

The structure of the contents has been designed by a team of professionals from the best educational centers and universities in the country, aware of the current relevance of innovative specialization, and committed to quality teaching through new trends.

This Postgraduate diploma in Programming in Educational Project Implementation, contains the most complete and up-to-date program on the market”

Module 1. Introduction to the Educational Project

1.1. What Is an Educational Project?

1.1.1. Description

1.1.1.1. Plan the Process to Achieve the Goal
1.1.1.2. Implications of the Process
1.1.1.3. Presentation of Results

1.1.2. Identify the Problem
1.1.3. Address their Cause and Consequences

1.1.3.1. SWOT Analysis
1.1.3.2. Formulation of Actions

1.1.4. Diagnosis of the Problematic Situation

1.1.4.1. Project Location and Situation
1.1.4.2. Time Management
1.1.4.3. Pre-Established Objectives and Goals

1.1.5. Innovative Educational Projects: Where to Start

1.1.5.1. The Best Alternative
1.1.5.2. Study or Diagnosis of the Problematic Situation

1.2. What Is It For?

1.2.1. Generate Changes in the Environments

1.2.1.1. Change Management
1.2.1.2. Verification of the Problem and Its Solution
1.2.1.3. Institutional Support
1.2.1.4. Verification of Progress
1.2.1.5. What Specific Student Population Is Addressed?

1.2.2. Transform and Enable

1.2.2.1. Social Dynamics
1.2.2.2. Delimiting the Problem
1.2.2.3. Topics of Common Interest

1.2.3. Modifying Reality

1.2.3.1. The Operating Unit

1.2.4. Collective Action

1.2.4.1. Implementation of Collective Actions and Activities
1.2.4.2. Spontaneous Activities
1.2.4.3. Structured Activities
1.2.4.4. Collective Action and Socialization
1.2.4.5. Collective Action and Stigmatization
1.2.4.6. Collective Action, Transition and Trust

1.3. Origin

1.3.1. Planning the Process to Achieve an Educational Goal

1.3.1.1. Definition of Objectives
1.3.1.2. Project Justification
1.3.1.3. Relevance of the Project
1.3.1.4. Contribution to the Educational Community
1.3.1.5. Feasibility of Implementation
1.3.1.6. Limitations

1.3.2. Learning Objectives

1.3.2.1. Viable and Measurable
1.3.2.2. Relationship between the Objectives and the Problem Posed.

1.4. Recipients

1.4.1. Educational Projects Implemented in a Specific Center or Institution

1.4.1.1. Student Body
1.4.1.2. Center Needs
1.4.1.3. Teachers Involved
1.4.1.4. Managers

1.4.2. Educational Projects Related to an Educational System

1.4.2.1. Vision
1.4.2.2. Strategic Objectives
1.4.2.3. Political Resources
1.4.2.4. Social Resources
1.4.2.5. Educational Resources
1.4.2.6. Regulatory Resources
1.4.2.7. Financial Resources

1.4.3. Educational Projects that Take Place outside the Educational System

1.4.3.1. Examples:
1.4.3.2. Complementary Approaches
1.4.3.3. Reactive/Proactive
1.4.3.4. Agents of Change
1.4.3.5. Public/Private

1.4.4. Specialized Learning Educational Projects

1.4.4.1. Particular Special Educational Needs
1.4.4.2. Learning as a Motivation
1.4.4.3. Self-Assessment and Motivation
1.4.4.4. They Learn from Research
1.4.4.5. Examples: Improving Daily Life

1.5. Factors

1.5.1. Analysis of the Educational Situation

1.5.1.1. Stages
1.5.1.2. Review
1.5.1.3. Compiling Information

1.5.2. Problem Selection and Definition

1.5.2.1. Progress Check
1.5.2.2. Institutional Support
1.5.2.3. Delimitation

1.5.3. Definition of Project Objectives

1.5.3.1. Related Objectives
1.5.3.2. Work Guides
1.5.3.3. Analysis of Objectives

1.5.4. Project Justification

1.5.4.1. Relevance of the Project
1.5.4.2. Utility for the Educational Community
1.5.4.3. Viability

1.5.5. Solution Analysis

1.5.5.1. Foundation
1.5.5.2. Motive or Purpose
1.5.5.3. Goals or Scope
1.5.5.4. Context
1.5.5.5. Activities
1.5.5.6. Schedule
1.5.5.7. Resources and Responsibilities
1.5.5.8. Assumptions

1.5.6. Action Planning

1.5.6.1. Corrective Action Planning
1.5.6.2. Work Proposal
1.5.6.3. Sequence of Activities
1.5.6.4. Delimitations of Deadlines

1.5.7. Work Schedule

1.5.7.1. Work Breakdown
1.5.7.2. Communication Tool
1.5.7.3. Identify Project Milestones
1.5.7.4. Blocks of the Set of Activities
1.5.7.5. Identify Activities
1.5.7.6. Development of a Business Plan

1.5.8. Specification of Human, Material and Economic Resources

1.5.8.1. Human
1.5.8.2. Project Participants
1.5.8.3. Roles and Functions
1.5.8.4. Materials
1.5.8.5. Resources
1.5.8.6. Project Implementation
1.5.8.7. Technologies
1.5.8.8. Necessary Equipment.

1.5.9. Assessment

1.5.9.1. Process Evaluation
1.5.9.2. Results Evaluation 

1.5.10. Final Report

1.5.10.1. Guide
1.5.10.2. Limitations

1.6. Agents Involved

1.6.1. Students
1.6.2. Parents

1.6.2.1. Families 

1.6.3. Professors

1.6.3.1. Educational Guidance Teams
1.6.3.2. Faculty of the Center

1.6.4. Managers

1.6.4.1. Centers

1.6.5. Society 

1.6.5.1. Social Services
1.6.5.2. Municipal
1.6.5.3. Associations
1.6.5.4. Service-Learning Volunteering

1.7. Contents

1.7.1. Identity Marks

1.7.1.1. Micro to Macro
1.7.1.2. Contribute to the Educational Community

1.7.2. Features

1.7.2.1. Ideological
1.7.2.2. Teachings
1.7.2.3. Units.
1.7.2.4. Schedules
1.7.2.5. Installations
1.7.2.6. Professors
1.7.2.7. Managers

1.7.3. Objectives and Commitments

1.7.3.1. Goals and Objectives
1.7.3.2. Involvement of the Educational World

1.7.4. Specific Values

1.7.4.1. Broad Beans
1.7.4.2. Conduits that Promote

1.7.5. Methodology

1.7.5.1. Attention to Diversity
1.7.5.2. Working on a Project A Basis
1.7.5.3. Thought-Based Learning
1.7.5.4. Digital Learning

1.7.6. Organizational Structure

1.7.6.1. Fundamental Objective
1.7.6.2. The Mission
1.7.6.3. Theory, Principles and Values
1.7.6.4. Purposes and Strategies for Change
1.7.6.5. Pedagogical Conception
1.7.6.6. Community Environment

1.8. Objectives

1.8.1. Teachers

1.8.1.1. Counselor-Coordinator
1.8.1.2. Collaborate in Modernization

1.8.2. Pedagogical Approaches

1.8.2.1. Effectives
1.8.2.2. Rate
1.8.2.3. Design
1.8.2.4. Develop
1.8.2.5. Putting Methods into Practice

1.8.3. Training Needs

1.8.3.1. Ongoing Training
1.8.3.2. Pedagogies
1.8.3.3. Digital Learning
1.8.3.4. Educational Collaboration
1.8.3.5. Methodological Strategies
1.8.3.6. Educational Resources
1.8.3.7. Exchanging Experiences

1.9. Results

1.9.1. What Will Be Assessed?

1.9.1.1. How Will the Examination Be Conducted?
1.9.1.2. Who Will Be in Charge of Carrying It Out?
1.9.1.3. When Will the Analysis Take Place?
1.9.1.4. SMART Analysis: Relevance, By Addressing Significant Issues

1.9.2. Global

1.9.2.1. Areas
1.9.2.2. Dimensions

1.9.3. Reliability

1.9.3.1. Reflex
1.9.3.2. Measurements
1.9.3.3. Supporting Objective Evidence

1.9.4. Accuracy

1.9.4.1. Editorial Staff
1.9.4.2. Introduction

1.9.5. Operability

1.9.5.1. Measurement
1.9.5.2. Feasible Results
1.9.5.3. Consensus Assumed and Shared

1.10. Conclusion

1.10.1. Digitization
1.10.2. Collaboration
1.10.3. Transformation

Module 2. Programming Phase of the Educational Project: Holistic Analysis of the Situation

2.1. Social Analysis

2.1.1. Globalization
2.1.2. State and Society
2.1.3. Contemporary Politics and Ideologies
2.1.4. Social Changes
2.1.5. Information and Knowledge Society
2.1.6. The Welfare Society, Realities and Myths
2.1.7. Work and Employability
2.1.8. Citizen Participation
2.1.9. Diagnosis of the Social Context
2.1.10. Challenges of Contemporary Society

2.2. Psychological Analysis

2.2.1. Notes on Learning Theories
2.2.2. Dimensions of Learning
2.2.3. Psychological Processes
2.2.4. Multiple Intelligences
2.2.5. Cognitive and Metacognitive Processes
2.2.6. Teaching Strategies
2.2.7. Teaching Styles
2.2.8. Educational Needs and Learning Difficulties
2.2.9. Thinking Skills
2.2.10. Counseling and Guidance

2.3. Cultural Analysis

2.3.1. Theories on Culture
2.3.2. Culture and Cultural Evolution
2.3.3. Culture Components
2.3.4. Cultural Identity
2.3.5. Culture and Society
2.3.6. Traditions and Customs in Culture
2.3.7. Culture and Communication
2.3.8. Culture and Cultural Educational
2.3.9. Interculturality and Integration
2.3.10. Crisis and Challenges in Culture

2.4. Technological Analysis

2.4.1. ICTs and New Technologies
2.4.2. Innovation and Development
2.4.3. Advantages and Disadvantages of New Technologies
2.4.4. Impact of ICTs in the Educational Field
2.4.5. Internet Access and New Technologies
2.4.6. Digital Environment and Education
2.4.7. E-learning and B-learning
2.4.8. Collaborative Learning
2.4.9. Video Games and Education
2.4.10. ICT and Teacher Training

2.5. Ethical Analysis

2.5.1. Approach to Ethics
2.5.2. Ethics and Morals
2.5.3. Moral Development
2.5.4. Principles and Values Today
2.5.5. Ethics, Morals and Beliefs
2.5.6. Ethics and Education
2.5.7. Educational Ethics
2.5.8. Ethics and Critical Thinking
2.5.9. Training in Values
2.5.10. Ethics and Project Management

2.6. Business Analysis

2.6.1. Business Planning and Strategy
2.6.2. Mission and Vision of the Organization
2.6.3. Organizational Structure
2.6.4. Administrative Management
2.6.5. Management
2.6.6. Coordination
2.6.7. Control
2.6.8. Resources

2.6.8.1. Human
2.6.8.2. Technologies

2.6.9. Supply, Demand and Economic Environment
2.6.10. Innovation and Competition

2.7. Analysis of the Center's Goals and Objectives

2.7.1. Definition of Goals and Objectives
2.7.2. The Center’s Goals
2.7.3. General Objectives
2.7.4. Specific Objectives
2.7.5. Plans and Strategies
2.7.6. Actions and Campaigns
2.7.7 Expected Results
2.7.8. Indicators of Achievement

2.8. Analysis of Students and Family Context

2.8.1. Characteristics of the Student's Environment
2.8.2. The Socialization Process
2.8.3. Family Structure and Dynamics
2.8.4. Educational Involvement of the Family
2.8.5. The Student and Their Reference Groups
2.8.6. Educational Inclusion and Family
2.8.7. Attention to Diversity
2.8.8. Coexistence Plan
2.8.9. Self-Regulation and Independence
2.8.10. Performance Factors

2.9. Analysis of Educational Agents

2.9.1. Definition of Educational Intervention Agents
2.9.2. The Role of the Educational Mediator
2.9.3. Civil Society and Organizations
2.9.4. The Educational Community
2.9.5. The Teaching Staff
2.9.6. The Managers
2.9.7. Responsibility of the Mass Media
2.9.8. Leadership and Education
2.9.9. Learning Environments
2.9.10. Integration and Participation Strategies

2.10. SWOT Analysis

2.10.1. The SWOT Matrix
2.10.2. Weaknesses
2.10.3. Threats
2.10.4. Strengths
2.10.5. Opportunities
2.10.6. Successful Pairs
2.10.7. Matching Pairs
2.10.8. Reaction Pairs
2.10.9. Risk Pairs
2.10.10. Lines of Action and Strategy

Module 3. Integration Phase of the Educational Project in the Center

3.1. Applicable regulatory framework. General Considerations and Contents of the Educational Project

3.1.1. General Considerations 
3.1.2. School Organization

3.1.2.1. General Considerations
3.1.2.2. Theoretical Approaches to School Organization
3.1.2.3. Organizational Components in Schools

3.1.3. Definition and Characteristics
3.1.4. Values, Objectives and Priorities for Action Based on the Center’s Identity.
3.1.5. Common Basic Aspects for the Implementation of the Curriculum
3.1.6. Pedagogical Lines
3.1.7. Content of an Educational Project
3.1.8. Aspects to Take into Account

3.2. Tutorial Action Plan

3.2.1. General Considerations
3.2.2. Objectives
3.2.3. Tutor

3.2.3.1. Tutorial Functions
3.2.3.2. Tutoring Assignments
3.2.3.3. Organization of Tutorials

3.2.4. Cycle Coordination

3.2.4.1. Election of the Coordinator
3.2.4.2. Cycle Functions
3.2.4.3. Duties of the Coordinator

3.2.5. Reinforcements
3.2.6. Events and Activities

3.2.6.1. In Relation to Students
3.2.6.2. In relation to families
3.2.6.3. In Relation to the Teaching Staff and Organization of the Center
3.2.6.4. In Relation to Other Educational Agents

3.2.7. Student Evaluation

3.2.7.1. Instruments
3.2.7.2. Phases
3.2.7.3. Qualification Criteria
3.2.7.4. Promotion of the Student Body

3.2.8. Teacher evaluation Assessment of Other Educational Agents
3.2.9. Assessment of the Tutorial Action Plan
3.2.10. Aspects to Take into Account

3.3. Truancy plan

3.3.1. General Considerations
3.3.2. Definition of Absenteeism
3.3.3. Absenteeism Typology
3.3.4. Program Objectives
3.3.5. Procedures for Action

3.3.5.1. Preparation Phase
3.3.5.2. Intervention Phase
3.3.5.3. Evaluation Phase

3.3.6. Punctuality Record
3.3.7. Justification for Absences and Punctuality
3.3.8. Summons and Minutes
3.3.9. Referral Letter and Report
3.3.10. Aspects to Take into Account

3.4. Plan of Attention to Educational Inclusion

3.4.1. General Considerations
3.4.2. Organizational Measures
3.4.3. Access Adaptations
3.4.4. Significant Adaptations
3.4.5. Personal Resources
3.4.6. Material Resources
3.4.7. Agents Involved
3.4.8. Protocols to Be Followed by the Tutor/School With Students
3.4.9. Follow-up of the Action Plan
3.4.10. Aspects to Take into Account

3.5. Coexistence and Equality Plan

3.5.1. General Considerations
3.5.2. Diagnosis of the State of Coexistence in the Center
3.5.3. Objectives
3.5.4. Organizational and Operational Criteria
3.5.5. Performance models

3.5.5.1. Model of Action Oriented to Prevention and to Achieving a Climate of Equality and Equal Opportunities
3.5.5.2. Action Plans

3.5.5.2.1. In the General Organization and Planning of the Center
3.5.5.2.2. In the Area of Tutoring
3.5.5.2.3. In the Field of Educational Guidance
3.5.5.2.4. In the Area of Common Space Activities
3.5.5.2.5. At Family Level

3.5.5.3. Model of Action With Respect to Students Who Behave in a Manner Contrary to the Rules of Coexistence
3.5.5.4. Model of Action With Respect to Students Who Behave in a Way That Is Seriously Detrimental to the Center’s Coexistence

3.5.6.  Follow-up of the Action Plan
3.5.7. Action Protocol for Situations of Violence Among Peers
3.5.8. Action Protocol for Aggressions against Teachers
3.5.9.  Other Action Protocols
3.5.10.  Aspects to Take into Account

3.6. Transition Plan between Stages

3.6.1. General Considerations
3.6.2. Personnel Involved 
3.6.3. Promotion
3.6.4. Objectives
3.6.5. Methodological Guidelines
3.6.7. Assessment
3.6.8. Follow-up Meetings
3.6.9. Aspects to Take into Account

3.7. Reading Promotion Plan

3.7.1. General Considerations
3.7.2. Analysis of the Needs in the Field of Reading in the Center
3.7.3. Objectives
3.7.4. Strategies to Achieve the Objectives
3.7.5. Methodology
3.7.6. Proposed Activities
3.7.7. Resources
3.7.8. Evaluation of the Reading Plan
3.7.9. Templates
3.7.10. Aspects to Take into Account

3.8. School Welcome Plan

3.8.1. General Considerations
3.8.2. General Objectives
3.8.3. Responsibilities
3.8.4. Newly Arrived Students

3.8.4.1. General Aspects

3.8.4.1.1. Before Incorporation

3.8.4.1.1.1. Registration, Information and Preparation

3.8.4.1.2. Incorporation

3.8.4.1.2.1. Welcome
3.8.4.1.2.2. Incorporation into the Classroom

3.8.4.1.3. Subsequent to Incorporation

3.8.4.1.3.1. Initial Assessment and Determination of Needs
3.8.4.1.3.2. Coordination of Educational Agents
3.8.4.1.3.3. Follow-up Planning

3.8.4.1.4. Follow-up and Possibilities
3.8.4.1.5. Process Evaluation

3.8.4.2. New Students Arriving at the Beginning of the Course Once the Course Has Started
3.8.4.3. Newly Arrived Students after the Start of the Course
3.8.4.4. Newly Arrived Students With No Knowledge of the Language.

3.8.5. Newly Recruited Teaching Staff

3.8.5.1. General Aspects
3.8.5.2. Newly Arrived Teaching Staff at the Beginning of the School Year
3.8.5.3. Newly Arrived Teaching Staff After the Start of the Academic Year

3.8.6. Non-Teaching Staff

3.8.6.1. General Aspects
3.8.6.2. Non-Teaching Staff Newly Arrived at the beginning of the Academic Year
3.8.6.3. Non-Teaching Staff Arriving at the Beginning of the Course

3.8.7. Model Student Welcome Plan
3.8.8. Template for the Teacher Welcome Plan
3.8.9. Model Welcome Plan for Non-Teaching Staff
3.8.10. Aspects to Take into Account

3.9. Internal Regulations

3.9.1. General Considerations
3.9.2. Student Enrollment in the School
3.9.3. Check-in and Check-Out Times
3.9.4. Absence and Substitutions

3.9.4.1. Student Absences and Substitutions
3.9.4.2. Absence and Substitutions of Teaching and Non-Teaching Personnel

3.9.5. Medication Administration Protocol

3.9.5.1. General Criteria
3.9.5.2. Health Protocol
3.9.5.3. Foreseeable and Non-Foreseeable Emergencies
3.9.5.4. First Aid Kit
3.9.5.5. Medication Administration
3.9.5.6. Annexes

3.9.6. Accident Protocol

3.9.6.1. General Criteria
3.9.6.2. Mild and Severe Situations

3.9.7. Protocol Regarding Extracurricular and Complementary Outings
3.9.8. Protocol for the Management of the Center’s Spaces and Facilities

3.9.8.1. General Criteria
3.9.8.2. Security and Surveillance of the Center
3.9.8.3. Concierge
3.9.8.4. Common Areas
3.9.8.5. Classroom
3.9.8.6. Use of Information Technology
3.9.8.7. Others

3.9.9. Mentoring Meetings
3.9.10. Aspects to Take into Account

3.10. Project of Projects

3.10.1. School Lunchroom Educational Project
3.10.2. Emergency Plan
3.10.3. Innovation Project
3.10.4. Textbook Reuse, Replacement and Renewal Program
3.10.5. Improvement Plan
3.10.6. Curricular Project
3.10.7. Linguistic Project
3.10.8. Educational Marketing Plan
3.10.9. Teacher Training Plan
3.10.10. TIC Project
3.10.11. To Learn More

Module 4. Implementation Phase of the Educational Project: Key Factors for an Efficient and Effective Educational Project

4.1. Educational Leadership How Many of Us Are There?

4.1.1. General Considerations
4.1.2. Theories That Bring Us Closer to the Figure of the Leader
4.1.3. Essential Leadership Competencies
4.1.4. Leadership Models
4.1.5. European Trends in Educational Leadership
4.1.6. Tools for Effective and Efficient Leadership
4.1.7. Phases to Become a Leader
4.1.8. Social Skills
4.1.9. Emotional Skills
4.1.10. Aspects to Take into Account

4.2. Preparation. Who Are We?

4.2.1. General Considerations
4.2.2. Definition of the Educational Project
4.2.3. Relationship of the Educational Project with Other Documents
4.2.4. Implications of the Educational Project
4.2.5. Process Definition
4.2.6. Performance Planning
4.2.7. Proposal
4.2.8. Examples of Planning the Process of Elaboration of an Educational Project
4.2.9. Aspects to Take into Account

4.3. Situation Analysis. Where are we?

4.3.1. General Considerations
4.3.2. Process Definition
4.3.3. Analysis of the Center

4.3.3.1. Center Analysis Sheets

4.3.4. Analysis of the Environment

4.3.4.1. Environmental Analysis Sheets

4.3.5. Model Report from the Management Team to the Different Educational Agents
4.3.6. Educational Project Survey
4.3.7. Aspects to Take into Account

4.4. Sensitization. Why Do We Need Everyone?

4.4.1. General Considerations
4.4.2. Process Definition
4.4.3. Performance Planning
4.4.4. Proposal
4.4.5. Examples of Planning the Awareness-Raising Process of an Educational Project
4.4.6. Aspects to Take into Account

4.5. Production. What Do We Want?

4.5.1. General Considerations
4.5.2. Process Definition
4.5.3. Principles, Values and Signs of Identity of the Center
4.5.4. Basic objectives. Priorities
4.5.5. Approval and Validation
4.5.6. Broadcast
4.5.7. Templates
4.5.8. Aspects to Take into Account

4.6. Implementation. How Do We Do It?

4.6.1. General Considerations
4.6.2. Process Definition
4.6.3. Templates
4.6.4. Aspects to Take into Account

4.7. Monitoring and Assessment Which Way Do We Go?

4.7.1. General Considerations
4.7.2. Process Definition
4.7.3. Validity and Revision
4.7.4. Templates
4.7.5. Aspects to Take into Account

4.8. Redesign of the Educational Project. Shall We Continue?

4.8.1. General Considerations
4.8.2. Process Definition
4.8.3. Aspects to Take into Account

4.9. Coordination of Unipersonal and Collegiate Governing Bodies. How Are We Going to Coordinate?

4.9.1. General Considerations
4.9.2. Process Definition
4.9.3. Single-Member Bodies
4.9.4. Collegiate Governing Bodies
4.9.5. Aspects to Take into Account

4.10. Participation of the Different Educational Agents. How Are We Going to Participate?

4.10.1. General Considerations
4.10.2. Process Definition
4.10.3. Participation and Management Model
4.10.4. Family Involvement
4.10.5. Teacher Participation
4.10.6. Non-Teaching Staff Participation
4.10.7. Student Participation
4.10.8. Involvement of the Environment
4.10.9. Aspects to Take into Account

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