Educational systems worldwide have increased the responsibilities and tasks of principals, seeking to improve schools’ performance. As a result, the role of principals has become increasingly challenging and stressful, having a negative... more
Educational systems worldwide have increased the responsibilities and tasks of principals, seeking to improve schools’ performance. As a result, the role of principals has become increasingly challenging and stressful, having a negative impact on principals’ attraction and retention, job satisfaction as well as their mental and physical health. This paper explores how a group of 21 Chilean school principals working in the Valparaiso Region experience stress, based on individual semi-structured interviews about their subjective experiences in their role. Findings suggest that principals consider their work to be challenging, associated with several demanding situations in their schools which contribute to feeling stress. Stressors identified by principals can be organized into three groups: work-related, such as dealing with bureaucratic pressures and lack of support from municipal authorities; relationship-related, such as managing relations with a wide range of school actors and the emotional burden of interacting with them; and time-related, such as being always available to solve problems and feeling isolated in this task.
Research Interests:
Performance-based accountability systems that rank schools based on their effectiveness produce ‘winners’ and ‘losers’. Substantial evidence has pointed to the (side)effects of these classifications, particularly in the most disadvantaged... more
Performance-based accountability systems that rank schools based on their effectiveness produce ‘winners’ and ‘losers’. Substantial evidence has pointed to the (side)effects of these classifications, particularly in the most disadvantaged communities. Whilst previous studies have compared schools under different effectiveness categories within and between countries, this qualitative study takes a cross-case comparison approach to analyse education policies, grey literature and previous research evidence to explore the mechanisms that construct ‘failing’ schools in three notable high-stakes accountability systems worldwide: Chile, the USA and England. After describing (1) the identification and classification of ‘failing’ schools; (2) the instruments used to justify these classifications; and (3) who make these judgements, we conclude that the construction of ‘failing’ schools serves the competition and differentiation required for maintaining neoliberal hierarchical and unequal market-oriented regimes. Instead of disciplining only ‘failing’ schools, these labels also provide a caution for the whole school system.
Research Interests:
This essay explores the effects of school buildings closure during the COVID-19 pandemic on Chilean teachers’ and principals’ professional role and values, highlighting implications for reconceptualizing educators’ professionalism for the... more
This essay explores the effects of school buildings closure during the COVID-19 pandemic on Chilean teachers’ and principals’ professional role and values, highlighting implications for reconceptualizing educators’ professionalism for the post-pandemic era.
Competing versions of Chilean educators’ professionalism during the pandemic are analyzed based on government guidelines, national teachers’ association statements, news reports and testimonies from teachers and principals collected from webinars.
The guidelines that the Ministry issued after school building were required to close motivated educators to challenge a version of professionalism founded on New Public Management (NPM) policies, which mandate external control and emphasize students’ academic outcomes. Challenging the dominant NPM perspective of professionalism, educators advocated for professional autonomy as well as students’ and communities’ wellbeing.
This essay offers insights into how the Chilean school system’s response to the crisis evidenced competing notions of educators’ professionalism. As the pandemic continues to be an ongoing phenomenon, four implications for reconceptualizing educators’ professionalism are drawn, which could inform and offer guidance to practitioners and policymakers in the post-pandemic era.
Competing versions of Chilean educators’ professionalism during the pandemic are analyzed based on government guidelines, national teachers’ association statements, news reports and testimonies from teachers and principals collected from webinars.
The guidelines that the Ministry issued after school building were required to close motivated educators to challenge a version of professionalism founded on New Public Management (NPM) policies, which mandate external control and emphasize students’ academic outcomes. Challenging the dominant NPM perspective of professionalism, educators advocated for professional autonomy as well as students’ and communities’ wellbeing.
This essay offers insights into how the Chilean school system’s response to the crisis evidenced competing notions of educators’ professionalism. As the pandemic continues to be an ongoing phenomenon, four implications for reconceptualizing educators’ professionalism are drawn, which could inform and offer guidance to practitioners and policymakers in the post-pandemic era.
Research Interests:
The public education system in Chile was reformed in 2017, introducing networking as a principle for governing and improving schools. Between 2018 and 2025, 70 Local Public Education Services (SLE) will replace 345 municipalities as the... more
The public education system in Chile was reformed in 2017, introducing networking as a principle for governing and improving schools. Between 2018 and 2025, 70 Local Public Education Services (SLE) will replace 345 municipalities as the intermediate level of the new system. SLEs are mandated to lead the formation of networks to support the improvement of schools. This paper presents a qualitative case study exploring how professionals from one SLE in lead the formation of mandated networks. Findings from 20 in-depth interviews were analysed using the network formation model proposed by Segato and Raab ([2019]. “Mandated Network Formation.” International Journal of Public Sector Management 32 (2): 191–206.). School networks were configured by SLE professionals, introducing hierarchical elements into their coordination. SLE professionals acknowledged a tension between guiding networks to produce horizontal and collaborative relationships and coordinating school networks vertically as functional units to support and supervise schools. In the discussion we argue that this tension emerged from SLE professionals’ mindset where prior experiences with vertical and centralised coordination, associated with hierarchical governance, predominated over new forms of horizontal
and distributed leadership, associated with network governance.
and distributed leadership, associated with network governance.
Research Interests:
La relevancia del liderazgo para el mejoramiento del aprendizaje de los estudiantes es innegable, pero los estudios advierten de una crisis global en el reclutamiento y retención de directores debido a las complejidades asociadas al... more
La relevancia del liderazgo para el mejoramiento del aprendizaje de los estudiantes es innegable, pero los estudios advierten de una crisis global en el reclutamiento y retención de directores debido a las complejidades asociadas al cargo. En Chile, la selección directiva favorece el reclutamiento de candidatos externos por sobre la promoción interna, lo que conlleva dificultades derivadas de la inserción en una cultura escolar nueva, en un contexto de alta rotación directiva. Este artículo presenta una mirada alternativa y, a través de un estudio de casos cualitativo, analiza la trayectoria de 10 directores de establecimientos municipales elegidos por Alta Dirección Pública (ADP), luego de un proceso de promoción interna. Los resultados se organizan utilizando el marco propuesto por Moorosi (2010): Anticipación, los futuros directores son identificados tempranamente, ejercen liderazgo de manera informal y acceden a oportunidades de aprendizaje profesional; Adquisición, los futuros directores acceden a puestos de liderazgo formal, desarrollando conocimientos profesionales y aumentando su visibilidad frente a la comunidad escolar; y Desempeño, los directores enfrentan la transición al cargo y deben manejar las relaciones con otros actores relevantes. A partir de estos hallazgos, se discuten cinco lecciones acerca de la promoción interna de líderes escolares de modo que complemente el reclutamiento externo en una futura carrera directiva en Chile.
Research Interests:
There is a vast body of knowledge supporting the critical role of principal for school improvement and improved students’ learning outcomes. While, there is increasing evidence addressing the lack of interest in the principalship,... more
There is a vast body of knowledge supporting the critical role of principal for school improvement and improved students’ learning outcomes. While, there is increasing evidence addressing the lack of interest in the principalship, training and preparation has been identified as a potential enhancer for principalship interest. The purpose of this paper is to identify and analyse the relation between teacher’s interest in assuming a principalship and leadership preparation using a quantitative approach. A sample of 220 school teachers with no formal leadership responsibilities responded an online survey and their answers were analysed with descriptive, Pearson correlation and analysis of variance statistics. The findings indicated that age, professional training and opportunities to exercise leadership were relevant variables in understanding the level of interest of teachers. Implications for research and practice are discussed.
Research Interests:
This paper sets out the main findings of the International Instructional Systems Study (IISS), conducted by the UCL Institute of Education and funded by the Center on International Education Benchmarking (CIEB). The study examined the... more
This paper sets out the main findings of the International Instructional Systems Study (IISS), conducted by the UCL Institute of Education and funded by the Center on International Education Benchmarking (CIEB). The study examined the instructional systems and intended curricula of six ‘high performing’ countries and two US states. The study ultimately focused on nine specific aspects of those systems: the aims of the education system; how centralised or decentralised management of the instructional system is; principles and methods of accountability; what compulsory and optional subjects are included in the programmes of study; the degree to which curriculum is organised by discipline or integrated across disciplines; whether curriculum is common or differentiated; how twenty-first century skills are embedded in the curriculum; the clarity and content of curriculum for secondary vocational pathways; and how assessments are created and what stakes they have and for whom.
Research Interests:
In Chile, within the context of the Preferential School Subsidy law (SEP), schools receive support for the design and implementation of their school improvement plans from Educational Technical Assistance (ATE) agencies. Based on a case... more
In Chile, within the context of the Preferential School Subsidy law (SEP), schools receive support for the design and implementation of their school improvement plans from Educational Technical Assistance (ATE) agencies. Based on a case study on the relationship between a university-based ATE and a municipal primary school this paper addresses the topic of teacher professional development in Chile. Although the case study did not intend to directly investigate the topic of teacher professional development it was systematically highlighted by the participants of the study. Consequently, this paper looks back at the findings of the case study and discusses the role of ATE as a strategy for school-based professional development. Finally, a theoretical reflection is presented on the tension between two practical orientations that could characterise ATE’s approach to school-based professional development in this and similar cases.
Research Interests:
La investigación internacional sobre reforma y cambio educativo ha puesto de manifiesto la importancia del nivel intermedio como una fuente de apoyo para el mejoramiento de la enseñanza y el aprendizaje en los centros escolares. Sin... more
La investigación internacional sobre reforma y cambio educativo ha puesto de manifiesto la importancia del nivel intermedio como una fuente de apoyo para el mejoramiento de la enseñanza y el aprendizaje en los centros escolares. Sin embargo, este énfasis no se ha replicado en el contexto del sistema escolar chileno, a pesar de que la normativa vigente establece que el sostenedor educacional debe ejercer un rol importante en la política de mejoramiento escolar. Considerando lo anterior, este artículo un estudio que buscó conocer las prácticas de un equipo de profesionales, los coordinadores técnicos, pertenecientes a una corporación municipal de una comuna urbana de la zona central de Chile. A través de observaciones en terreno y un cuestionario, se identifican seis dimensiones de prácticas desarrolladas por los coordinadores técnicos en el trabajo con los establecimientos educativos. A partir de los resultados, se discuten las claves del trabajo de los coordinadores técnicos, que es frecuente, focalizado y personalizado. Finalmente, se propone considerar en futuras investigaciones la evaluación del impacto de las seis dimensiones de prácticas identificadas en el mejoramiento de la enseñanza y el aprendizaje, y se sugieren otras líneas de investigación para profundizar en el estudio del nivel intermedio en el sistema escolar chileno.
Research Interests:
El aprendizaje organizacional es un elemento clave para el desarrollo de las organizaciones. Las organizaciones escolares no están ajenas a este desafío y actualmente enfrentan un contexto altamente dinámico y demandante de políticas... more
El aprendizaje organizacional es un elemento clave para el desarrollo de las organizaciones. Las organizaciones escolares no están ajenas a este desafío y actualmente enfrentan un contexto altamente dinámico y demandante de políticas educativas que ponen énfasis en la capacidad de aprendizaje de los centros escolares. Así, la investigación sobre aprendizaje organizacional en contextos educativos requiere de instrumentos validados que permitan dar cuenta de las especificidades de los centros escolares como organizaciones. En este estudio se adaptó y validó una escala de aprendizaje organizacional para centros escolares en una muestra de 119 escuelas de de administración pública en Chile (N= 1.545). Los resultados indican un modelo estructural de tres factores: cultura de aprendizaje, claridad estratégica y aprendizaje grupal. Estos factores mostraron ser predictores de ciertas dimensiones del desempeño educativo, medido según el Sistema Nacional de Evaluación del Desempeño Educativo (SNED). Se discuten estos resultados a la luz de la literatura sobre mejoramiento escolar.
Research Interests:
Research Interests:
This paper presents a qualitative case study of the 'Leading Principals in Vulnerable Schools' project, which aims to support a small group of newly appointed principals in disadvantaged Chilean schools, inquiring how does this project... more
This paper presents a qualitative case study of the 'Leading Principals in Vulnerable Schools' project, which aims to support a small group of newly appointed principals in disadvantaged Chilean schools, inquiring how does this project promotes school improvement and probing into the assumption that school leadership is key. Three topics emerged from the data analysis: (i) the leadership and effectiveness assumption; (ii) normalization, disciplining and innovation; and (iii) achieving and sustaining 'success'. As a result the theory of change and improvement of this project is outlined, in order to critically analyze the current policy strategy of external support for school improvement in Chile, and to problematize the assumption that leadership is critical for school improvement.
Research Interests:
The invitation to this session on schooling, segregation and inclusion in Chile is prompted by the following question proposed by the conveners: Would it be possible to sustain and to project a primary and secondary educational system... more
The invitation to this session on schooling, segregation and inclusion in Chile is prompted by the following question proposed by the conveners:
Would it be possible to sustain and to project a primary and secondary educational system that meets high quality standards, without relying so much on existing measurement and selection processes?
In order to discuss the question posed for this session, and in keeping with the idea that we are talking about transforming a school system, I think it is necessary to look at how these specific processes of measurement and selection are embedded in the Chilean school system. For this presentation, I propose that selection processes are embedded on system strategies related to Access and Opportunities, while measurement processes are embedded on system strategies related to Pathways and Gatekeepers. I want to address these two strategies in light of recent evidence produced by Chilean researchers, in order to make the case for an inclusive school system as a condition for achieving and sustaining high quality standards in education
Would it be possible to sustain and to project a primary and secondary educational system that meets high quality standards, without relying so much on existing measurement and selection processes?
In order to discuss the question posed for this session, and in keeping with the idea that we are talking about transforming a school system, I think it is necessary to look at how these specific processes of measurement and selection are embedded in the Chilean school system. For this presentation, I propose that selection processes are embedded on system strategies related to Access and Opportunities, while measurement processes are embedded on system strategies related to Pathways and Gatekeepers. I want to address these two strategies in light of recent evidence produced by Chilean researchers, in order to make the case for an inclusive school system as a condition for achieving and sustaining high quality standards in education
Research Interests:
For decades, school effectiveness and improvement research has influenced global education reforms, focusing on students’ and schools’ performance, while intervening school and system level factors (Hopkins et al., 2014). External critics... more
For decades, school effectiveness and improvement research has influenced global education reforms, focusing on students’ and schools’ performance, while intervening school and system level factors (Hopkins et al., 2014). External critics have questioned this rationale on methodological, theoretical and political grounds, indicating that effectiveness and improvement researchers act as “textual apologists” (Slee, Weiner & Tomlinson, 1998). In this presentation, enticed by recent fieldwork experience in schools, I move from the apologetic position and attempt to think with theory (Jackson & Mazzei, 2012) about effectiveness and improvement research, particularly its process of knowledge production and my own role in that process.
Research Interests:
This paper presents a case study where the relationship between the staff of a Chilean municipal school and advisors from a university-based Educational Technical Assistance (ATE) provider has been explored. The aim of the study was to... more
This paper presents a case study where the relationship between the staff of a Chilean municipal school and advisors from a university-based Educational Technical Assistance (ATE) provider has been explored. The aim of the study was to understand how this relationship influenced the implementation of the school’s improvement plan (PME), and inductively analyse emerging issues that may be relevant for similar schools. Using a mixed methods approach, I looked at the participants’ perceptions of the external support. The results suggest that the process of external support in this case was dynamic and included various negotiation stages between participants. Four elements emerged during the analysis of data: (i) aim of the technical assistance, (ii) implementation of the technical assistance, (iii) roles and relationship with external agents, and (iv) contribution of the technical assistance to the improvement plan. These results are discussed to reflect how they can be relevant for other disadvantaged schools in urban contexts that are receiving external support and I suggest a set of principles and practical orientations underpinning this strategy of external support, as a base for exploring further the contribution of ATE to the improvement of disadvantaged schools in Chile
Research Interests:
This paper presents the results of an empirical work for developing a collaborative research agenda between schools and universities. This initiative is grounded on the necessity of considering the community as a planning agent, and not... more
This paper presents the results of an empirical work for developing a collaborative research agenda between schools and universities. This initiative is grounded on the necessity of considering the community as a planning agent, and not only as an object of research or recipient of school improvement policies. In order to attain this goal, an invitation was sent to all school communities that had previously participated in various investigations conducted by researchers from a regional Chilean University. Using “Open Space” methodology, these school communities were invited to working sessions to generate issues deemed by them as relevant to improving schools in four research areas: school leadership, science and mathematics teaching and school climate and ethos. In the three sessions, 55 school leaders, teachers, students and parents shared and discussed the knowledge generated from previous studies these areas. Data produced were analyzed inductively, emerging three main pathways for a research agenda: issues about inter- and intra-group relationships within school communities; factors influencing teachers’ work and performance; and issues related to school management.
Research Interests:
In this paper I present a case study where the relationship between a Chilean municipal school and a provider of ‘educational technical assistance’ (ATE) has been explored. Using mixed methods, I studied the relationship between the... more
In this paper I present a case study where the relationship between a Chilean municipal school and a provider of ‘educational technical assistance’ (ATE) has been explored. Using mixed methods, I studied the relationship between the school staff and external agents during a programme of external support. Four key topics emerged as relevant: (i) the purpose of technical assistance; (ii) the implementation of technical assistance; (iii) the role and relationship with external agents; and (iv) the contribution of technical assistance to the improvement plan. Finally, I identify facilitators and obstacles for initiating a process of school improvement with external support.
Research Interests:
The ideological debate around compulsory education in Chile has shaped the education system to the way it is today and is of critical relevance to understand the massive discontent of 2011. I will address this debate through the review of... more
The ideological debate around compulsory education in Chile has shaped the education system to the way it is today and is of critical relevance to understand the massive discontent of 2011. I will address this debate through the review of three historical periods; first, between 1860 and 1970, during the formation of the “teaching state”, disputed by advocates of “educational freedom”; second, between 1973 and 1989, when neoliberal post-welfare reforms were imposed by the military dictatorship; and third, between 1990 and 2010, where democratic governments have tried to compensate the effects of market and choice policies in education. Finally, I will summarise the ideological debate and explore its influence in the advocacy of a new equity agenda in Chile.
Research Interests:
Waissbluth erra groseramente en su conclusión al sentenciar que la movilización de los profesores busca defender los derechos de los “futuros profesores mediocres”, “de un titulado de pedagogía que no sepa sumar fracciones”, como él... more
Waissbluth erra groseramente en su conclusión al sentenciar que la movilización de los profesores busca defender los derechos de los “futuros profesores mediocres”, “de un titulado de pedagogía que no sepa sumar fracciones”, como él describe despectivamente. Si bien este menosprecio a los profesores no es nuevo en el discurso de Waissbluth, sorprende el irracional vínculo entre su diagnóstico y posterior conclusión: dado que los programas de pedagogía son en su mayoría poco selectivos y entregan una pobre formación profesional, la responsabilidad recae en los profesores en formación, de certificar sus capacidades profesionales.
Research Interests:
¿No sería mejor concentrarse en apoyar técnica y pedagógicamente a las escuelas en vez de en la parafernalia que hoy se despliega para hacer públicos los resultados SIMCE? ¿Estará dispuesto el MINEDUC o la Agencia a dejar de “tirarse pa’... more
¿No sería mejor concentrarse en apoyar técnica y pedagógicamente a las escuelas en vez de en la parafernalia que hoy se despliega para hacer públicos los resultados SIMCE? ¿Estará dispuesto el MINEDUC o la Agencia a dejar de “tirarse pa’ la foto” pretendiendo parar un gol del que ellos mismos son responsables?
Research Interests:
Los resultados de la prueba PISA son una enorme oportunidad para mirar lo que hacen otros países y discutir sobre las urgencias del sistema escolar chileno. Aquí se propone terminar con cuatro políticas que caracterizan profundamente la... more
Los resultados de la prueba PISA son una enorme oportunidad para mirar lo que hacen otros países y discutir sobre las urgencias del sistema escolar chileno. Aquí se propone terminar con cuatro políticas que caracterizan profundamente la educación chilena y estructurar un modelo en torno a una sola gran meta central: que todos los estudiantes, independientemente de su género y su clase social, puedan acceder a una educación de calidad.
Research Interests:
Quizás, lo más importante del legado de Sebastián Piñera en educación es el despertar de la ciudadanía y el convencimiento de que las cosas no pueden seguir como están. Ciudadanos con rostro, nombre y apellido, y no inútiles subversivos o... more
Quizás, lo más importante del legado de Sebastián Piñera en educación es el despertar de la ciudadanía y el convencimiento de que las cosas no pueden seguir como están. Ciudadanos con rostro, nombre y apellido, y no inútiles subversivos o violentistas encapuchados. Niños y jóvenes, padres y madres, abuelos, mujeres y hombres que salieron a la calle para exigir otra educación.
Research Interests:
El área de Desarrollo de Capacidades de Liderazgo Sistémico y Aprendizaje en Red de LÍDERES EDUCATIVOS se ha interesado por desarrollar un estudio de seguimiento de los egresados del Diplomado en Liderazgo Sistémico y Aprendizaje en Red... more
El área de Desarrollo de Capacidades de Liderazgo Sistémico y Aprendizaje en Red de LÍDERES EDUCATIVOS se ha interesado por desarrollar un estudio de seguimiento de los egresados del Diplomado en Liderazgo Sistémico y Aprendizaje en Red (LISI), con el fin de sacar lecciones para realizar ajustes al programa. Desde 2016 a la fecha, LIDERES EDUCATIVOS ha formado a tres cohortes de directores, jefes de UTP y otros líderes educativos que participan en redes escolares, en las regiones de Valparaíso, Metropolitana, O’Higgins y Biobío. Transcurridos unos meses desde el final del Diplomado, se realizó un estudio de seguimiento para conocer en qué medida los líderes sistémicos han podido aplicar lo aprendido en el programa en sus establecimientos y redes.
Research Interests:
Ver nota tecnica 4 (pag 40) y nota tecnica 5 (pag 58)
Research Interests:
Teniendo en mente la importancia de las redes escolares como estrategia de mejora, es que este documento ofrece una propuesta para observar el trabajo en red en cuatro dimensiones. Estas dimensiones permiten enfocarse en distintas ‘caras’... more
Teniendo en mente la importancia de las redes escolares como estrategia de mejora, es que este documento ofrece una propuesta para observar el trabajo en red en cuatro dimensiones. Estas dimensiones permiten enfocarse en distintas ‘caras’ de las redes escolares para establecer la mejor forma de entregarles apoyo y acompañamiento. De esta manera, se espera que las redes puedan generar conocimiento y desarrollar acciones colaborativas teniendo como horizonte la promoción de una educación inclusiva y de mayor calidad.
Research Interests:
Una figura que aparece clave para desempeñar el rol de acompañamiento a las redes escolares es la del líder sistémico. Sin embargo, en Chile aún es escasa la literatura que aborde explícitamente este tema y que defina un marco de... more
Una figura que aparece clave para desempeñar el rol de acompañamiento a las redes escolares es la del líder sistémico. Sin embargo, en Chile aún es escasa la literatura que aborde explícitamente este tema y que defina un marco de actuación del liderazgo sistémico. El propósito de este escrito es pues avanzar en la definición de este marco conceptual y aporta con un marco de actuación que facilite la comprensión de las prácticas de liderazgo que desempeña o debería desempeñar este líder sistémico. Para ello se revisarán una serie de conceptos tales como: sistema, liderazgo sistémico, prácticas de liderazgo sistémico, identidad y sentido de pertenencia. Esperamos que esto sea un aporte para el trabajo en red y para el aprendizaje lateral así como también para la formación de líderes sistémicos en nuestro país.
Research Interests:
En esta nota técnica se presentan cinco experiencias de sistemas escolares que han desarrollado políticas e iniciativas de liderazgo sistémico y redes escolares: Bélgica (Comunidad Flamenca), Escocia, Australia (Estado de Victoria),... more
En esta nota técnica se presentan cinco experiencias de sistemas escolares que han desarrollado políticas e iniciativas de liderazgo sistémico y redes escolares: Bélgica (Comunidad Flamenca), Escocia, Australia (Estado de Victoria), Austria e Inglaterra. Al igual que en Chile, en algunos de estos casos la política de redes escolares es reciente y las estrategias de liderazgo sistémico se encuentran en su etapa inicial de implementación, enfatizando espacios de formación de directores. El desarrollo del liderazgo sistémico, en estos casos, es entendido como una capacidad que permite movilizar una reforma a gran escala.
Research Interests:
En los últimos 10 años se observa un gran interés por el rol de los líderes sistémicos como agentes que movilizan a comunidades de aprendizaje inter-escolares. Los países o sistemas de alto desempeño están implementando políticas públicas... more
En los últimos 10 años se observa un gran interés por el rol de los líderes sistémicos como agentes que movilizan a comunidades de aprendizaje inter-escolares. Los países o sistemas de alto desempeño están implementando políticas públicas para instalar o fortalecer el trabajo inter-escolar, que requiere del desarrollo de esta capacidad de liderazgo especializada. En esta nota se presenta un conjunto de lecciones para la formación de líderes sistémicos en Chile que se desprenden de un análisis de experiencias de formación en liderazgo de países como Escocia, Bélgica (Región Flamenca), Finlandia, Australia (Estado de Victoria), Austria, Singapur, Inglaterra, España, Hong Kong, México, y Uruguay. A su vez, se ha tomado en consideración la experiencia en Chile del programa piloto de formación de “Liderazgo Sistémico y Aprendizaje en Red” desarrollado por LIDERES EDUCATIVOS, durante el segundo semestre de 2016 en dos regiones del país.
Research Interests:
El sistema de educación chileno ha experimentado cambios importantes en las últimas décadas que implican grandes desafíos para los establecimientos educacionales. Recientemente, el Ministerio de Educación ha implementado una estrategia de... more
El sistema de educación chileno ha experimentado cambios importantes en las últimas décadas que implican grandes desafíos para los establecimientos educacionales. Recientemente, el Ministerio de Educación ha implementado una estrategia de apoyo en red que implica una transformación cultural desde la competencia hacia la colaboración. Considerando que la orientación del mejoramiento educativo en nuestro país pone énfasis en la mejora individual de las escuelas y liceos, en un contexto de competencia por matrícula, esta estrategia puede no rendir los frutos esperados si no va acompañada de una orientación de mejora sistémica que promueva la co-responsabilización, apoyo colectivo y una cultura de trabajo colaborativa entre los establecimientos de una misma red.
En la presente nota técnica, se propone la necesidad de complementar y, eventualmente, transitar desde una orientación de mejora centrada en los establecimientos a una orientación de mejora sistémica. Para ello, primero, se delinea y problematiza la actual orientación del mejoramiento educativo en Chile, donde prevalece un foco en el mejoramiento individual de las escuelas y liceos pero que convive con estrategias que buscan introducir el trabajo en red. Luego, se describe la evidencia internacional sobre el potencial de las redes escolares como estrategia de mejora, enfatizando el monitoreo que LIDERES EDUCATIVOS ha realizado al funcionamiento de las Redes de Mejoramiento Escolar (RME) en Chile. Finalmente, se resaltan las oportunidades y desafíos que presenta la estrategia de redes escolares, como una forma de facilitar el tránsito hacia una orientación de mejoramiento sistémico en nuestro país.
En la presente nota técnica, se propone la necesidad de complementar y, eventualmente, transitar desde una orientación de mejora centrada en los establecimientos a una orientación de mejora sistémica. Para ello, primero, se delinea y problematiza la actual orientación del mejoramiento educativo en Chile, donde prevalece un foco en el mejoramiento individual de las escuelas y liceos pero que convive con estrategias que buscan introducir el trabajo en red. Luego, se describe la evidencia internacional sobre el potencial de las redes escolares como estrategia de mejora, enfatizando el monitoreo que LIDERES EDUCATIVOS ha realizado al funcionamiento de las Redes de Mejoramiento Escolar (RME) en Chile. Finalmente, se resaltan las oportunidades y desafíos que presenta la estrategia de redes escolares, como una forma de facilitar el tránsito hacia una orientación de mejoramiento sistémico en nuestro país.
Research Interests:
En este Informe Técnico presentamos un acercamiento a la indagación colaborativa en el contexto del trabajo en red entre establecimientos educacionales, desde una perspectiva teórico-práctica. Primero se revisan fundamentos, principios y... more
En este Informe Técnico presentamos un acercamiento a la indagación colaborativa en el contexto del trabajo en red entre establecimientos educacionales, desde una perspectiva teórico-práctica. Primero se revisan fundamentos, principios y valores de la indagación colaborativa y luego se presentan sus principales fases. A continuación, se realiza una breve revisión de dos experiencias para ejemplifcar el uso y resultados de esta metodología. Finalmente, se discuten las posibilidades y limitaciones de utilizar la indagación colaborativa para generar aprendizajes en red en el sistema educativo chileno