Transcript Training School Leaders in Chile

Training School Leaders in Chile.
Quantity, quality and timely
José Weinstein
Head Innovation Center of Education
Fundación Chile
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
Improvement on international tests:
Chile is ranked second among the countries
that most improved in Reading in PISA 2000-2009
Nota: La comparación considera 23 países OCDE que participaron en las tres mediciones
 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).
Chile is one of the countries that most improved
in TIMSS 2011
Trends in TIMSS 8th grade achivement 1999-2011
Mathematics and Science
510
490
470
461
450
430
420
413
410
390
392
416
387
370
350
1999
Mathematics
2003
Science
2011
TIMSS scale centerpoint
Though still far from where
we would like to be
A main Challenge
Improved instructional
leadership
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.
The new situation of the
principal…
Role definition: a
pedagogical leader
More powers and
resources(SEP)
More requests
and goals to
achieve
Ingvarson (2006)
Leithwood School Leadership Model (2007).
DIMENSION
Direction-Setting
Making an effort to motivate others with respect to
their own work, establishing a “moral puropose”
PRACTICES
Vision (building a shared vision)
Objetives (promoting acceptance of group objetives)
High performance expectations
People Development
Building 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
Organization Redesign
Establishing the work conditions enabling the staff to
develop their motivation and capacities to the
highest possible degree.
Building a collaborative culture
Intellectual attention and support
Modeling (ongoing interaction and visibility with teachers and
students)
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 school
Managing 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
School Leader Practices in Chile
Percentage of teachers answering “strongly agree” concerning practices in each of these areas or dimensions.
Source: Author’s elaboration according to teacher survey.
Instructional Management :
the weakest practices
The principal releases teachers from
activities that may distract them from their
work (IM)
26%
The principal encourages teachers to take
part in exchange networks with other
schools so as to improve the teachinglearning process (OR)
23%
After classroom observation, the principal
gives them feedback and suggestions to
improve their lessons (IM)
During the last year, the principal has
helped them planning their teaching work
considering the students' individual needs
(DP)
The principal observes their lessons
frecuently (IM)
Source: Author’s elaboration according to teacher survey.
20%
17%
13%
Coherence and steps in
principals’ training
Training for
principals
Profesional
Standards for
leadership
Steps on
profesional career
Models of use and development
of standards
Self-driven model
Externally regulated model
Voluntary
qualification
Government
Professional
self development
Principals’
standards
Principals’
standards
Regulation of
the principal’s
function
Selection
processes
Performance goals
and evaluation
Training
offer
Training
system
Professional
associations
Functional and behavioural
standards for principals
Functional Dimensions
Behavioural
dimensions
To establish a guiding
mission
Flexible management
for change
To generate
organizational
conditions
Communication
School
living together
Values
Personal development Links theory and
practice
Pedagogical
management
Studies Subsequent to the Initial Professional Degree
for School Principals in Chile: QUANTITY!
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
Source: Author’s elaboration based on principal survey.
But not timely…(OECD, 2008)
“
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 multidisciplinary 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:
Leadership and Management
Skills and promotion of good practices
 Development of teacher and principal skill profiles
 Workshops with principals to develop good teaching practices
480
Principals
 Skills diagnosis for professional development
 Performance Evaluation Systems
More than
6.150
Teachers evaluated on
their skills
110
Participating
Establishments
SKILLS & COMPETENCIES APPROACH
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
Leadership and Management
More than
1,000
More than
1,850
Directors specializing
in Leadership and
Management
People trained
 Master on Management and Quality School Leadership
 School Management Consultants Course
(Chile & Brasil)
More than
2,300
Participation in governmental training program “Directores
Establishments in
De Excelencia”
process of
improvement
Principals’ Induction Course into the Chilean School System
130
establishments
with seal of
quality
Master of School Leadership and Management
in alliance with University of Toronto (OISE)
Diploma on Leadership for Learning
Competencies
Assessment
1
Current
school context
and
educational
change
5
Instructional
support
4
2
Monitoring
teaching for
improvement
School
leadership
(OISE)
Professional
Development
Plan
Work with
teachers
3
Team building
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
Educarchile, Chilean educational
website
news
Ressources
opinions
policies
Principals’
column
Professional Development
Cases
Skills
Tendencies
Multiple seminars, books and conferences
Ending thought: the relationship
between programs and policies
Policies give
context and
conditions for
programs
Programs
concretise policies
and can influence
policies. Forms of
scaling up…
Annex
A Complex Reality…
School Administrator
Public Schools Administrators
Today: 345
Public Schools
Today: 1.380.000 students in 6.100
schools
17,7
Private Subsidized schools
administrators
Today: 3.278
Private subsidized schools
Today: 1.800.000 students in
4.300 schools
Number of schools
per school
administrator
1,32
A stronger rol of the State:
the new institutional organization
Oversees and
enforces sanctions
System’s rector
organism
Ministery
Of Education
Superintendency
School
Approves
curriculum
and reports
Assessing learning
outcomes
Agency
for
Quality
National
Council of
Education
curriculum
“We are all stressed
because we have to
produce results…” (school
principal)
“The results are what
count…”
(school principal)
Apoyo de la Política Pública
 Infografía planes de
superación
“…MAKE YOUR
SCHOOL
PROFICIENT IN
EVERYTHING
SIGNIFICANT
HAPPENING
OR THAT HAS
HAPPENED
AROUND THE
WORLD”
“ HAZ CAPAZ
A TU ESCUELA
DE TODO LO
GRANDE QUE
PASA O HA
PASADO POR
EL MUNDO”
Gabriela Mistral.
Wise (2010)
West Burnhman (2009)
National Professional Standard for
Principals (Australia)