🦄💫4° SEM32 WORD PLANEACIÓN PROYECTOS DARUKEL 23-24.docx
Liderazgo pedagógico y evaluación escolar
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Ideas clave
• Valor relativo del liderazgo
• Hacia un liderazgo pedagógico
• Implicaciones importantes:
• Evaluación
• Generación de capacidades
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• Tareas de administración y gestión
• Llevar la “tiendecita”
• Gestionar recursos económicos y humanos
Autonomía escolar,
descentralización
• Una nueva cultura de la evaluación
• Planificación estratégica, puesta en
práctica, evaluación
• Importancia indicadores
Rendición de cuentas
• Lo que cuenta es el aprendizaje
• Una comunidad profesional en desarrollo
• Énfasis en los resultados de aprendizaje
Mejorar aprendizajes
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Del poder a la autoridad
• Dirección escolar
• Gestión orientada a l’accountability
• Business-like
• Participativa
• Liderazgo
• Rol estratégico y cohesionador
• Rol pedagógico
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¿Cómo definirlo?
• Centrado en mejorar los
aprendizajes – y acreditarlo
• Su impacto es mesurable:
• Más colaboración entre docentes
• Mejor clima escolar
• Mejor reconocimiento de la innovación
• Mejores resultados
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¿Qué hace la diferencia?
• Evaluación orientada a la mejora
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Score on instructional leadership scale
Scoreonadministrativeleadershipscale
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La inversión en liderazgo,
¿un pozo sin fondo?
• Factores que explican el éxito
escolar
• Contribución relativa del liderazgo
• Entonces, ¿qué se puede hacer?
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Porcentajedevariaciónexplicadoporcadafactor
Estudiantes
Docentes
Familia
Pares
Escuela Liderazgo
Porcentaje de varianza en los resultados
explicado por cada factor (Hattie, 2012)
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0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9
Definir objectivos y expectativas
Asignar recursos estratégicamente
Asegurar condiciones materiales
enseñanza de calidad
Liderar formación y desarrollo docentes
Garantir un entorn endreçat i segur
Effect size (Robinson, 2011)
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0 5 10 15 20 25 30 35 40
Trebajo burocrático
Interacción con estudiantes
Liderazgo estratégico
Desarrollo docentes
Infrastructura escolar
Otras tareas
Deseado Real
Porcentaje de tiempo, deseado y real, asignado a cada tarea por los directores
escolares (UK NUT, 2011)
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Dos modelos
• Primum inter pares
• Y sus riesgos…
• Facilitador de CAP
20. Responder a las demandas reales
Necesidades de desarrollo profesional, por orden de prioridad, de los docentes (2012)
21.
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La evaluación ordena
• evaluación de los aprendizajes
• Falacia de McNamara
• evaluación de los docentes
• Entrar en el aula para mejorar, no fiscalizar
• ¿Qué incentivos?
• evaluación de las capacidades
institucionales
• Incluyendo el liderazgo:
• ¿Quién evalua al evaluador?
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27.
28. Pedir más, dar más
Estándares:
competencias
Presión interna
y externa
Apoyo
Contexto de crisis
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Reformar para encontrar un
nuevo equilibrio
• Reconsiderar las competencias
• ¿Qué apoyo para la mejora?
• ¿Qué incentivos?
• Desarrollar las capacidades
• Formación y red
• Carrera profesional
• Aumentar la significación
• Decisiones relevantes
• …Pero sometidas a escrutinio
30. Pedir más, dar más
Apoyo débil
Fuerte apoyo
Baja
exigencia
Mayor
exigencia
Buenos resultados
Mejora sistémica
Resultados pobres
Mejoras idiosincráticas
Conflicto
Desmoralización
Resultados pobres
Ahogo
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Notas del editor
Let me summarise this by contrasting the dimensions of challenge and support in the following diagram: Where our ambitions are low and teachers and schools are poorly supported, nobody would expect much.
But increasing the challenges through new standards, new tests, new school inspection, new publication of school test scores and so on without backing them up with a better support often just leads to conflict and demoralisation. Among OECD countries, we find countless tests and reforms that have resulted in giving schools more money or taking money away from them, developing greater prescription on school standards or less prescription, making classes larger or smaller, often without measurable effects.
On the other hand, strong support systems without clear ambitions tend to just strengthen schools that are already good while not raising performance systemically.
The point is that it is the combination of challenge and support that characterises the best performing education systems.
Let me summarise this by contrasting the dimensions of challenge and support in the following diagram: Where our ambitions are low and teachers and schools are poorly supported, nobody would expect much.
But increasing the challenges through new standards, new tests, new school inspection, new publication of school test scores and so on without backing them up with a better support often just leads to conflict and demoralisation. Among OECD countries, we find countless tests and reforms that have resulted in giving schools more money or taking money away from them, developing greater prescription on school standards or less prescription, making classes larger or smaller, often without measurable effects.
On the other hand, strong support systems without clear ambitions tend to just strengthen schools that are already good while not raising performance systemically.
The point is that it is the combination of challenge and support that characterises the best performing education systems.