training school leaders in chile. quantity, quality and timely josé weinstein head innovation...
TRANSCRIPT
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Training School Leaders in Chile. Quantity, quality and timely
José WeinsteinHead Innovation Center of EducationFundación Chile
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Characteristics of Chile
Population: Total (millions ) 16.572 (Census, 2012)
GDP (current US$)(2011): 281 billion (LatinIndex)
GDP per capita (current US$) (2012): 17.974 (IMF)
Poverty: 14.4 (CASEN 2011)
Students K-12: 3.700.000
Teachers K-12: 170.000
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Chilean student results improved 40 points in Reading between 2000 and 2009, approaching the OECD average.
Chile is the country showing the second largest increase in Reading results between 2000 and 2009. Peru is the country showing the greatest increase (43 points).
Nota: La comparación considera 23 países OCDE que participaron en las tres mediciones
Improvement on international tests: Chile is ranked second among the countries that most improved in Reading in PISA 2000-2009
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Chile is one of the countries that most improved in TIMSS 2011
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Though still far from where we would like to be
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Strengthen the instructional leadership capacity and impact the quality of teaching and learning of school principals and leadership teams in both public and private sector schools.
A main Challenge Improved instructional leadership
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The new situation of the principal…
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Ingvarson (2006)
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DIMENSION PRACTICES
Direction-SettingMaking an effort to motivate others with respect to their own work, establishing a “moral puropose”
Vision (building a shared vision)
Objetives (promoting acceptance of group objetives)
High performance expectations
People DevelopmentBuilding the knowledge and abilities required by the staff to meet the organization goals as well as the commitment and resilience required for ongoing progress in this endeavor.
Individualized attention and support to teachers
Intellectual attention and support
Modeling (ongoing interaction and visibility with teachers and students)
Organization RedesignEstablishing the work conditions enabling the staff to develop their motivation and capacities to the highest possible degree.
Building a collaborative culture
Structuring an organization facilitating work
Developing a productive relationship with families and the community
Connecting the school with its enviroment (and its opportunities)
Instructional (teaching and learning) Management in the schoolManaging classroom practices and supervising what happens inside the classroom
Staffing
Provision of technical support to teachers (supervision, evaluation, coordination)
Monotoring (of teacher practices and student learning)
Avoidance of staff distraction from aspects not at the core of the work
Leithwood School Leadership Model (2007).
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School Leader Practices in Chile
Source: Author’s elaboration according to teacher survey.
Percentage of teachers answering “strongly agree” concerning practices in each of these areas or dimensions.
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Instructional Management :the weakest practices
Source: Author’s elaboration according to teacher survey.
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Coherence and steps in principals’ training
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Models of use and development of standards
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Functional and behavioural standards for principals
Functional Dimensions
Behavioural dimensions
To establish a guiding mission
Flexible management for change
To generateorganizational conditions
Communication
Schoolliving together
Values
Personal development
Links theory and practice
Pedagogical management
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TOTAL MUNICIPAL SUBSIDIZED PRIVATE
NON-SUBSIDIZED PRIVATE
% With a Diploma or Postgraduate Studies
69.7 89.0 56.8 65.4
% With a Master’s Degree
44.2 60.6 31.8 47.9
% With a PhD 4.4 5.0 3.0 8.8
Studies Subsequent to the Initial Professional Degreefor School Principals in Chile: QUANTITY!
Source: Author’s elaboration based on principal survey.
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But not timely…(OECD, 2008)
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To help improve the quality of the Chilean Education developing innovative high impact solutions in the
School System.““
10 years working in education
Strongly linked to the reality of the school
The team of professionals (60) that make up the Education Center is a multi-disciplinary group
3 contributions on training principals: different training models (Master, Diploma, Stages); Passion for leading in the web site; and research and debate
Center for Innovation in Education. Our mission:
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110110Participating
Establishments
Development of teacher and principal skill profiles
Workshops with principals to develop good teaching practices
Skills diagnosis for professional development
Performance Evaluation Systems
Leadership and Management
Skills and promotion of good practices
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An effective leadership of the principal and his (her) team suppose the development of different skills and competencies…
Map of Principal’s Competencies, Fundacion Chile
SKILLS & COMPETENCIES APPROACH
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Leadership and Management
Master on Management and Quality School Leadership
School Management Consultants Course (Chile & Brasil)
Participation in governmental training program “DirectoresDe Excelencia”
Principals’ Induction Course into the Chilean School System
Establishments in process of
improvement
More than
2,300
130130
Directors specializing in Leadership and
Management
More than
1,000People trained
More than
1,850
establishments with seal of
quality
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Master of School Leadership and Management in alliance with University of Toronto (OISE)
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Diploma on Leadership for Learning
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Canadian Internship with the Ontario Institute for Studies in Education
of the University of Toronto
The program have been successfully implemented and, since 2011, more than one hundred school principals have participated…
The focus of the program is to develop instructional leadership skills. 75% of the courses are based on classroom observation in schools, collaborative work, and principal–teacher support
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Educarchile, Chilean educational website
news
Ressources
policies
opinions
Principals’ column
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Professional Development
SkillsCases
Tendencies
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Multiple seminars, books and conferences
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Ending thought: the relationship between programs and policies
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Annex
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A Complex Reality…
Public Schools AdministratorsToday: 345
Public Schools AdministratorsToday: 345
Private Subsidized schools administrators
Today: 3.278
Private Subsidized schools administrators
Today: 3.278
Public SchoolsToday: 1.380.000 students in 6.100 schools
Public SchoolsToday: 1.380.000 students in 6.100 schools
Private subsidized schoolsToday: 1.800.000 students in 4.300 schools
Private subsidized schoolsToday: 1.800.000 students in 4.300 schools
School AdministratorSchool Administrator
17,717,7 1,321,32Number of schools
per school administrator
Number of schools per school
administrator
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System’s rector organism
System’s rector organism
Oversees and enforces sanctions
Oversees and enforces sanctions
Assessing learningoutcomes
Assessing learningoutcomes
Approves curriculum and reports
Approves curriculum and reports
A stronger rol of the State: the new institutional organization
Ministery Of Education
National Council of Educationcurriculum
Agency for
Quality
School
Super-intendency
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“We are all stressed because we have to produce results…” (school principal)
“The results are what count…”
(school principal)
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Apoyo de la Política Pública
Infografía planes de superación
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“ HAZ CAPAZ A TU ESCUELA DE TODO LO GRANDE QUE PASA O HA PASADO POR EL MUNDO”
Gabriela Mistral.
“…MAKE YOUR
SCHOOL
PROFICIENT IN
EVERYTHING
SIGNIFICANT
HAPPENING
OR THAT HAS
HAPPENED
AROUND THE
WORLD”
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Wise (2010)
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West Burnhman (2009)
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National Professional Standard for Principals (Australia)