Characteristics of educational leadership pdf
- Characteristics of educational leadership pdf
- How is a school principal chosen?
- What is expected of a school principal?
- Who performs school management?
- School management and educational quality
- Who chooses the director?
- Who chooses the director of a charter school?
- How many years can a principal be at a school?
- Examples of school management problems
- What is expected of managers?
- What is expected of a manager?
- What should be the profile of an educational director?
- Gestión pedagógica
School management is one of those fields that is becoming increasingly professionalized. Let us remember that professionalization is a clear indicator that the best qualified person is performing the work for which he or she was trained for a considerable amount of hours.
Therefore, we are no longer talking about amateurs or people engaged in activities outside the profession for which they studied. We have the guarantee of someone responsible and who has all the necessary knowledge so that the clients, in this case the families, can count on her.
In an increasingly competitive market and especially in the field of education, companies in this field need highly qualified personnel, starting with us school directors.
In the same way that governmental and private institutions require teachers to keep up to date in pedagogy and psychology to improve student learning, school administrators need to stay at the forefront of school administration and management.
How is a school principal chosen?
The director. The selection of the director in public schools is carried out through a process in which the educational community and the educational administration participate in a merit-based competition in which the school’s career civil servant teachers participate.
What is expected of a school principal?
A school administrator is expected to perform administrative functions, but also – and above all – leadership, curricular and teaching meetings, in addition to maintaining interactions with students, teachers, families and the community.
Who performs school management?
It is the set of tasks carried out by the actors of the educational community (principal, teachers, support staff, parents and students), linked to the fundamental task assigned to the school: to generate the conditions, environments and processes necessary for students to learn …
School management and educational quality
The importance of school management derives from the fact that its main objective is to achieve quality learning, i.e., it is related to decision-making, teamwork, process quality, leadership and practices within the educational community, in the pedagogical, community and administrative spheres.
In this line, training in school management is a relevant contribution to the improvement of the quality of education, since those who increase their knowledge in this line will acquire the tools that in the current scenario are essential to manage school organizations effectively; otherwise, it only leaves room for improvisation or the application of experience, which is not necessarily what is required, but a greater degree of professionalization in school management.
The voices of four outstanding international and national panelists gave life to the I Seminar “Gender in the Social Sciences”, organized by the Extension and Communications Department of the Faculty of Social Sciences. Their reflections revolved around the challenges involved in mainstreaming the gender approach in university academia.
Who chooses the director?
The directors general are appointed and removed by Royal Decree of the Council of Ministers, at the proposal of the head of the Ministry or the President of the Government.
Who chooses the director of a charter school?
In charter schools, the election of the director “shall depend directly on the prior holder, following a report from the school board of the center, which shall be adopted by an absolute majority of its members. “Therefore, it will depend on the School Council as it has been doing so far.
How many years can a principal be at a school?
The same candidate may be a director for a maximum of three consecutive terms (12 years).
Examples of school management problems
My work has led me to visit schools throughout Ecuador: on the coast and in the Galapagos Islands, in the inter-Andean region and in the Amazon. Each with different characteristics and even different school calendars! During each visit, certain questions always come to mind: What are these schools doing to strengthen learning with the resources they have? What good practices have I learned from my experience that schools in the region could follow to improve their management? I have identified six, which I detail below.
1) Establish clear goals for authorities and teaching staff, allowing them to have a broad vision of the learning that is intended to be achieved by students; that is, to define learning achievement objectives and the actions that will be taken regarding how to achieve them.
2) Understanding the environment where the educational community develops is necessary to analyze the strategies to be implemented to achieve quality learning. This includes knowing the characteristics of the communities, their social interactions and customs in order to better target learning resources.
What is expected of managers?
Managers are expected to have an important technical and professional background that enables them to: Develop a clear understanding of institutional achievements and problems, as a team with school members. …. To have a background of techniques for collective decision making in participatory groups.
What is expected of a manager?
The most important competencies in a manager are problem solving, time management, leadership and interpersonal skills, and their importance depends on the type of organization. To measure them correctly, there are specialized tests.
What should be the profile of an educational director?
It is a manager who has a pedagogical leadership because he has clarity about the educational purposes, the curriculum and the way in which they can be achieved in their particular context and conditions, so that in addition to being distinguished by his knowledge and experience, he is also distinguished by his treatment, example and qualities….
Resumen: La literatura sobre la eficacia y la mejora de los centros escolares ha puesto de manifiesto el papel fundamental que desempeña el director en la organización de prácticas pedagógicas sólidas en los centros y en el aumento de los resultados de aprendizaje. Se revisa la investigación actual sobre cómo el liderazgo educativo es un factor importante para mejorar los resultados. Hasta ahora, tanto en Chile como en España, los directores no han podido influir en la mejora de la práctica docente; sin embargo, las orientaciones de la investigación actual y de las políticas educativas potencian ahora el liderazgo pedagógico. La gestión para el aprendizaje debe ir más allá del liderazgo de los directores de escuela, para ampliar y avanzar hacia una perspectiva distribuida, a través del liderazgo de los profesores y de las comunidades profesionales de aprendizaje. Discutimos las serias limitaciones que tiene el liderazgo escolar actual para diseñar entornos orientados a mejorar el aprendizaje de todos los alumnos.
El cambio en el siglo XXI es crear escuelas que aseguren, a todos los estudiantes en todos los lugares, el éxito educativo, es decir, una buena educación (Darling-Hammond, 2001). Los centros educativos deben garantizar a todos los alumnos los aprendizajes imprescindibles y la dirección de la escuela está para hacerlo posible, centrando sus esfuerzos en dicha meta. A su servicio se han de poner la autonomía, los apoyos y recursos suplementarios. Sucede que, así como, cuando la dirección se limita a una mera gestión administrativa las responsabilidades sobre el aprendizaje del alumnado quedan diluidas; cuando se enfoca desde un liderazgo para el aprendizaje, esta responsabilidad es central. Por eso, una agenda próxima en la mejora del ejercicio de la dirección es entenderla como un “liderazgo para el aprendizaje”, que vincula su ejercicio con el aprendizaje del alumnado y los resultados del centro escolar.