School leadership and management involves leadership, administration, and management working in tandem. Effective school leadership requires guiding the school community towards goals, motivating others, and having both pedagogical knowledge and problem-solving skills. Leadership is most effective when distributed amongst staff and involves developing trust and participation across the school. Training for educational leaders focuses on development models like coaching, mentoring, and benchmarking good practices.

1. THE SCHOOL MANAGEMENT
AND EDUCATIONAL
LEADERSHIP
Paola García Alcolea
Mª Dolores Ortega Coy
Andrea Martínez Díaz
María Lizán Moreno

2. 1. SCHOOL LEADERSHIP CONCEPT.
“Any kind of leadership implies a social influence
process where other people or groups exert intentional
influence by other people or groups to plan activities and
relationships in a group or in an organization.”
leadership is based on goals where it is hoped to a process
of influence to guide.

3. “Managers do things well, while leaders do the right thing”

4. 3 ASPECTS:
LEADERSHIP
ADMINISTRATATIONMANAGEMENT
Successful centres need
an effective leadership,
management and an
administration
they’re intertwined.

5. SCHOOL LEADERS= including, but not limiting to school
headmasters
 GUIDE AUTHORITY not in
one
person,
 It is distributed between
different people inside and
out centre.

6. 2. ¿What do we understand as
school leadership?
Leadership= associated with companies.
(controversial)
it is associated leadership with an individualist
and elitist sight in relation with team work, of
educative institutions.

7.  Directive leadership it’s been getting more complex:
 More responsibilities
 Responsible for the improvements of the results in the
centre.
IN MANY COUNTRIES
1.GLOBALIZATION
2.NECESSITY OF HAVING A COMPETITIVE EDUCATIVE
SYSTEMS
3.ASSUMPTION THAT HEADMASTERS HAVE A KEY ROLE
IN THE SUCCESS OF THE EDUCATIVE REFORMS

8. Leadership in school
ORIENTEMOTIVATE

9.  LEADER MUST HAVE AUTHORITY
came from the people with you work and who recognise it
without obligation
Centre’s direction could practise leadership, but
leadership can be practise by someone without a
directive function.
 Leadership is more efficient if it doesn’t fall back only
into the headmaster.

10. with teamwork
RECOGNISE THE
BETTER
DEVELOPMENT
HEADMASTER MUST
HAS THE QUALITY OF
SYSTEM
COMMUNITY
SCHOO
L
CREW

11. 3. Educative leadership kinds.
 1. Have a large pedagogical knowledge about the process of
teaching-learning. It links the curricular and pedagogical
knowledge with the administrative and management
dimensions.
 2. Know how to solve the problems of the centre.
 3. Encourage the trust with the crew, families and students.

12. 3.1. Pedagogical leadership.
 A pedagogical leadership implies that the
competences of direction must to be oriented to create
conditions and promote contexts that improve the
process of teaching-learning.
Pedagogical leadership is sawn as the second factor most
important in the student’s learning, after the work in the
classroom.

13. DISTRIBUTED LEADERSHIP
Who directs such organizations shouldn’t aspire to expand his
base of power influenced by the number of followers
Focuses on professionally empowering teachers to perform
multiple functions of leadership
What he need is to promote people ready to take responsibility,
ready to exercise micro-leaderships that guide, motivate and
induce changes on projects and innovations

14. MORAL LEADERSHIP: COMMUNITY CENTRE
Best effects
Main
functions of
all educational
centers
To foster optimal
conditions so
that their
students achieve
quality learning
The Centre is a space
for coexistence and
introduction to
community life in
which democratic
values are present
The potential for transferring of leadership produces best its
effects when there is a climate of active trust in which the
different members feel that they are part of a community at
the Centre

15. MORAL LEADERSHIP: COMMUNITY CENTRE
To perform these
two functions well
The centre needs a
set of values shared
by all
The educational continuity
that ensures consistency in
the way of dealing with
conflicts and tensions

16. WHO PARTICIPATE IN SCHOOL LEADERSHIP
Director: Is the person is responsible for the
operation of the school, which depends on the
structures of Government in the country.
The head of studies: is the person who is in charge
of directing everything concerning students school
schedules, coordinates the improvement of faculty,
coordinates and organizes the tutors, etc.
The Secretary: is the one who leads
the administration of the Centre, the
economy of the Centre, etc.

17. DIMENSIONS FOR A COMPETENT
LEADERSHIP
CHARISMATIC DIMENSION.
The leader is appealing, so it
facilitates other people to feel
comfortable being with him or
her or them.
EMOTIONAL DIMENSION.
Treat everyone with respect,
kindness, consideration and must
recognize its merits and qualities.
Defends and promotes the dignity
of every person.

18. ANTICIPATORY
DIMENSION.
See advance the most
appropriate strategies
and activities more
effective, as well as
predict the
consequences or
effects.
PROFESSIONAL
DIMENSION.
Promote the achievement
of goals and educational
objectives and facilitate the
availability of the necessary
resources and the use of
precise strategies to this
institution and its members
to achieve the highest
quality of education.
PARTICIPATORY
DIMENSION.
The leader shows that the best
way of encouraging individuals
and groups towards a smart and
collaborative work is to
encourage them to offer their
efforts along with others on
projects in which they are
committed for having
participated.

19. CULTURAL
DIMENSION.
Promote the consolidation
of the particular culture or
specific profile of the
institution.
THE FORMATIVE
DIMENSION.
The leader cares about its
own education and
training and try to
promote the continuing
education of persons on
which exercises its
leadership.
THE
ADMINISTRATIVE
DIMENSION:
Has to do with the purely
administrative routines
and the fulfillment of
bureaucratic activities.

20. 4. TRAINING TO LEADERSHIP
DEVELOPMENT.
The Educational Leadership
in the school contex is not a
personal issue but is
something about equipment
and community, at School
it´s understood as a system.
Pricipal Competences
are broad pedagogical
knowledge about the
process of teaching and
learning, problem
solving and relational
trust.
Its main function should
be to seek cohesion of all
elementents of the
educational organization
to occur in a commun
form.

21. Leadership must be
based on models of
distributed, persuasive,
transformational,
situational, ecosystem-
based, moral and
pedagogical leadership.
For this kind of
leadership is essential
to establish both
internal and external
netwoork shares, and
boost the
development of the
leader rather than
their training.
They use training
methods based on
educational
principles of
guidance,
mentoring and
support.

22. BENCHMARKING.
Benchmarking or good practices. It is a tool aimed at the
action or change that involves learning, knowledge
management and adaptation of excellent practices.
The steps in a Benchmarking process would be:
 Planning.
 Analysis of current performance and future of our
organization.
 Integration of the data obtained in the context.
 Action.
 Maturation.

23. MENTORING.
Mentoring, where the mentor is someone with more
knowledge, skills and experience that comes into
contact with another who needs them for growthA
process mentoring of these characteristics is
developed as follows:
 Identification, assessment and guidance to the person
 Analysis of the perception of the mentee;
 Establishment of review meetings progress
 Impact assessment.

24. COACHING.
Coaching, which is conceived as a formative
experience underpinned by mutual trust between
mentor and mentee.
Must follow these steps:
 Establish a relationship with the other.
 Listen to their proposals.
 Accept and appreciate the other.
 Learn and share information with others.
 Watch your value system.
 Seek convergence between learning and life known.
 Prioritize important.
 Act for the development of personal and professional
project leader.

25. Finally, Learning leadership must also take into
account the gender variable, only looking to achieve
effective leadership is one that is contextualized,
depends on the role to play and the identity of who is
and who is to include both features more rational and
transactional leadership male as the female emotional
and transformers.

26. TRUE OR FALSE QUESTIONS
1. Leadership is mainly a headmaser’s competence.
2. The potential for transferring of leadership produces
best its effects when there is a climate of active trust.
3. If we are at an educational institution, you must treat
everyone with respect, kindness, consideration and
must recognize its merits and qualities.
4. The The Educational Leadership in the school contex
is a personal issue.
5. Leadership must be based on models of distributed,
persuasive, transformational, situational, ecosystem-
based, moral and pedagogical leadership

27. OPTION QUESTIONS
1. School leadership must:
a) Oriente
b) Motivate
c) Both are correct
2. In the leadership, the participation is mainly made by:
a) The Director, the Deputy Director and the Secretary
b) The Director, the Head of Studies and the Secretary
c) The Director, the Head of Studies and the Deputy
Director

28. 3. The administrative dimension handle:
a) Routines
b) Activities
C) Both
4. In Educational Leadershi, they use methods based on:
a) educational principles of guidance, mentoring and
support.
b) Planning, analysis and integration.
c) Identification, Establishment of review meetings
progress, impact assessment.

29.  5. What is Coaching?
a) It is a tool aimed at the action or change that involves
learning, knowledge management and adaptation of
excellent practices.
b) Coaching, which is conceived as a formative
experience underpinned by mutual trust between
mentor and mentee.
c) Mentoring, where the mentor is someone with more
knowledge, skills and experience that comes into contact
with another who needs them for growth.