Roman Capaul & Hans Seitz 
School Management, Leadership and Improvement [PDF ebook] 
Theoretical Foundations and Recommendations for Practice

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

Dr. Martin Keller, Director of School Management and School Development at the Institute of Business Education and Educational Management at the University of St.Gallen (IWP-HSG), mediator for professional con!icts, lecturer at the University of St.Gallen.