Sergio Galdames
PhD Educacion. Interesado en Liderazgo Escolar, Carrera Directiva, Generaciones, especialmente Millennials.
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International Researchers in Education (SPIRE) was launched. SPIRE was a student-led project initiated by two of the authors, Sophia and Sergio who were international PhD students at the time. The aim of the project was to support international students during their Master of Arts (MA) programmes and to help them prepare for their dissertations. In addition, it aimed to establish a mutual research community between PhD and MA students.
attracted the attention of researchers around the world. The aim of this study was to
understand the challenges that school leaders face as they per form their work, the nature
of the context in which these challenges arise, the strategies school leaders adopt to deal
with the complexities of their work and the reasons behind these strategies. For this purpose,
we investigated a single case study of a Chilean K8 school achieving extraordinary
success despite its adverse circumstances. Interviews and focus groups were conducted
with the principal, the vice-principal, the teachers, the students and the management team
of the school. The interviews were focused on the challenges experienced by the school
community, and on the strategies implemented in order to face them. The findings are
organized around three key themes: first, the importance of nurturing high expectations
among students and staff; secondly, the importance of enhancing teachers’ morale; thirdly,
the importance of setting and sharing a common vision for a preferred future. These key
themes have been instrumental to the success of the school may be enlightening to other
schools, that are facing comparable challenging circumstances, especially in Chile.
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 reporta 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.
Palabras
International Researchers in Education (SPIRE) was launched. SPIRE was a student-led project initiated by two of the authors, Sophia and Sergio who were international PhD students at the time. The aim of the project was to support international students during their Master of Arts (MA) programmes and to help them prepare for their dissertations. In addition, it aimed to establish a mutual research community between PhD and MA students.
attracted the attention of researchers around the world. The aim of this study was to
understand the challenges that school leaders face as they per form their work, the nature
of the context in which these challenges arise, the strategies school leaders adopt to deal
with the complexities of their work and the reasons behind these strategies. For this purpose,
we investigated a single case study of a Chilean K8 school achieving extraordinary
success despite its adverse circumstances. Interviews and focus groups were conducted
with the principal, the vice-principal, the teachers, the students and the management team
of the school. The interviews were focused on the challenges experienced by the school
community, and on the strategies implemented in order to face them. The findings are
organized around three key themes: first, the importance of nurturing high expectations
among students and staff; secondly, the importance of enhancing teachers’ morale; thirdly,
the importance of setting and sharing a common vision for a preferred future. These key
themes have been instrumental to the success of the school may be enlightening to other
schools, that are facing comparable challenging circumstances, especially in Chile.
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 reporta 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.
Currently, in Chile, public schools are being led by three different cohorts: Boomers (65%), GenX (25%) and Millennials (10%) (Galdames, 2019). Shaped by a turbulent socio-political background, each generation grew up in a unique temporal location. As most Latin-American countries, Chile experienced a long military dictatorship between 1973 and 1990, breaking down these cohorts in before-and-after democracy temporal pockets (Cornejo et al., 2013). Moreover, there is no formal career path for school leaders (just some minor strategies for recruitment) leaving the professional decisions to the discretion of each aspiring headteacher.
The purpose of this paper is to contribute to the discussion about careers, leadership and generation, seeking to understand the influence of generation theory in the career path of public-school headteachers. Under a qualitative approach, I conducted biographical interviews with 28 public school headteachers (9 Boomers; 10 GenX; 9 Millennials), exploring their childhood, their experiences as teachers, their trajectories towards the headship and their ideas about the future. Supported by thematic analysis, the findings indicate a significant difference in the trajectories, motivations, professional development strategies and perceptions about their own future. Considering the imminent exodus of Boomers from the active workforce, these findings aim to expand research and to feed the public policies for school leaders’ careers, acknowledging the unique characteristic and demands of the younger generations.
Saludos
Theoretical Framework: The Chilean educational policy landscape has experience systematic and continues reforms since the early nineties (Mizala, 2007; Raczynski & Muñoz, 2007). However, transformation in the school leadership are recent. The introduction of a public selection process for Heads in 2011 (Chile, 2011) and professional developments programs for current and new school leaders in 2011 (Mineduc, 2011), suggests an increasing recognition of leadership and the potential arrival of new/younger school leaders. Internationally, another body of work have stressed a potential shortage of school leaders (Bush, 2011; Shen, Cooley, & Wegenke, 2004). While there are different reasons explaining this issue, one of the key element is the lack of system capacity to retain and effectively plan the succession school leaders (Jacobson, 2005; Rhodes & Brundrett, 2006). Additionally, recent studies have stressed that younger generations of school leaders are presenting different expectations and demanding new working conditions than older generations (Edge, 2013; Wyn, 2012).
Method: Coming from a qualitative approach, in deep interviews were performed to 9 Heads under 40 years (4 males and 5 females) from government-funded schools in the Global City region of Santiago/Valparaiso (Chile). The interviews explored the following four topics: Educational policies (focusing on leadership); Work-Life balance; collaboration and learning within the school; and Personal career decisions. All interviews were audio recorded. Audios were transcribed and then analyzed using content analysis around the main topics of the study.
Findings: As presented in the title of this paper, all the participants declared leaving the school shortly at the end of their current term (between 1 to 4 years). While most expressed the will to move to another school, others declared an interest in going up in the educational system, usually seeking the role of the local administrator. The main reasons behind this decision differ. Nevertheless, it appears to be a recognition that a school leader’s career has different stages, which includes specific challenges, skills and locations. Most of them refers to the phrase “I think I (will) hit the ceiling here”. There is a desire to learn and to know different contexts, to develop different skills and to achieve greater goals.
When asked about their work-life balance and working conditions, there is a general positive evaluation about their current situation. Most declared that while it is a complex and demanding role, it has better working conditions than teachers do. Most do not take work home nor work on weekends. Additionally, they celebrate having flexibility and autonomy to organize their own time, which allows a better balance.
Contribution: This paper adds to the current body of knowledge, presenting empirical data about young headteachers in Chile. Its findings present implications to research, practice and policies.
Purpose of Study
This study explores the daily actions of newly appointed headteachers in public elementary and secondary schools serving socially vulnerable communities in a central region of Chile.
Methods
The study uses a multiple case study design. Using a shadowing technique (McDonald, 2005), 13 newly appointed Head's were observed during two complete days during their first year in the position. All actions were recorded by a researcher. Using Bristow, Ireson, and Coleman (2007) framework, the activities were later analyzed. A posterior comparative analysis considering school levels was performed.
Findings and Results
Over 2000 distinct actions were identified including more than 460 hours of Head's work. In summary, Heads work day is characterized by diverse and fragmented tasks. The analysis using Bristow's framework shows that these new Heads focused their attention on Management + Administration (41%), followed by External and Internal Stakeholders (40%). While Elementary school's Head centers their work on Management + Administration (42%), followed by External e Internal Stakeholders (36%), secondary's Head focus on External e Internal Stakeholders (48%), followed by Management + Administration (38%).
Conclusion and Recommendations
The study adds to the current literature on novel Heads, characterizing their daily activities and responsibilities from direct observation. Its findings are especially relevant for the Latin-American context as policies are requiring that they spend their time on instructional leadership but the structure and culture of schools seem to market his difficult.
DIRECTORES DE LA GENERACIÓN "MILENIO"
Hace 9 meses Categorías: Investigación
Autores: LUIS AHUMADA-FIGUEROA CARMEN MONTECINOS KAREN EDGE SERGIO GALDAMES
Fecha de Publicación: 14 de Octubre del 2016
Tipo de Publicación: Artículo
Foco Temático: Gestión de datos
El desarrollo de la carrera directiva y el frágil equilibrio de directores y directoras jóvenes entre su vida personal y profesional, son algunos de los aspectos centrales abordado en el proyecto de investigación desarrollada por Luis Ahumada y Carmen Montecinos de LIDERES EDUCATIVOS de la Pontificia Universidad Católica de Valparaíso y por Karen Edge y Sergio Galdames, investigadores del Instituto de Educación de University College London.
of the intermediate level of the educational system as a source of support for the
improvement of teaching and learning in schools. However, this emphasis has
not been replicated in the context of the Chilean school system, although current
legislation require that sostenedores, or local administrators, must play an important
role in school improvement policy. Considering the above, this article reports a study
that aimed to learn about the practices of a team of professionals, called technical
coordinators, working for a Municipal Corporation of an urban district in central
Chile. Through field observations and a questionnaire, six dimensions of practice
developed by technical coordinators were identified. From these results, the key
elements of technical coordinators’ work, which is frequent, focused and personalized,
are discussed. Finally, it is proposed that future research be considered to assess the
impact of the six dimensions of practice identified in the improvement of teaching and
learning, and other lines of research are suggested for further study of the intermediate
level in the Chilean school system.
La iniciativa nace considerando la importancia de la administración local como catalizadora de la mejora de los centros escolares, razón por la que entrega un conjunto de definiciones, acciones y recomendaciones para avanzar en la profesionalización de la gestión y el liderazgo intermedio, abordando los apoyos que se pueden esperar del equipo profesional del sostenedor, los jardines infantiles, escuelas y liceos. Así, al definir un marco de actuación, se orientan los procesos de desarrollo profesional y formación especializada de los equipos del nivel intermedio.
Capítulo 1 Evolución de la estructura de gestión de la educación pública en Chile: Reseña 1980-2017
Capítulo 2 Tendencias y antecedentes sobre la gestión y el liderazgo educativo en el nivel local
Capítulo 3 Marco para la gestión y el liderazgo educativo local: Una propuesta de prácticas de liderazgo intermedio en el territorio