Training School Leaders in Chile. Quantity, quality and timely José Weinstein Head Innovation Center of Education Fundación Chile.

Training School Leaders in Chile. Quantity, quality and timely

José WeinsteinHead Innovation Center of EducationFundación 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

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

Chile is one of the countries that most improved in TIMSS 2011

Though still far from where we would like to be

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

The new situation of the principal…

Ingvarson (2006)

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).

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.

Instructional Management :the weakest practices

Source: Author’s elaboration according to teacher survey.

Coherence and steps in principals’ training

Models of use and development of standards

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

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.

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 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:

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

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

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

Master of School Leadership and Management in alliance with University of Toronto (OISE)

Diploma on Leadership for Learning

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

policies

opinions

Principals’ column

Professional Development

SkillsCases

Tendencies

Multiple seminars, books and conferences

Ending thought: the relationship between programs and policies

Annex

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

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

“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

“ 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”

Wise (2010)

West Burnhman (2009)

National Professional Standard for Principals (Australia)