School Management and Leadership Programme

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Presentation transcript:

School Management and Leadership Programme

Objective To strengthen management and leadership skills with an emphasis on development and improvement of the practices of the management teams at different levels within the school system. Establecimientos Con sello de calidad Owners (2009) Schools (2002) Kindergarten (2010) three systems of quality Leadership and Management

110 Participating 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

Application of the Model School Management and Quality Award Establecimientos Con sello de calidad +60 Establishments Participate in Brazil Leadership and Management 130 establishments with seal of quality Establishments in process of improvement

Leadership and Management  Masters in Management and Quality School Leadership  School Management Consultants Course (Chile y Brazil)  Participation in training program for Directors For excellence  Directors Induction Course into the Chilean School System Establishments in process of improvement More than 2, Directors specializing in Leadership and Management More than 1,000 People trained More than 1,850 establishments with seal of quality

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

What research shows OISE research has described some effective school leadership practices that contribute to the quality of teaching and learning in schools: Leithwood et al. (2006) Core Leadership PracticesManagerial behaviour Setting DirectionsMotivating and inspiring Clarifying roles and objectives Planning and organizing Developing PeopleSupporting Developing and mentoring Recognizing Rewarding Redesigning the organizationManaging conflict and team building Delegating Consulting Networking Managing the Teaching Programme Monitoring teaching

What research shows Simalarly, international research has revealed that promoting learning and supervising teaching has a real influence on students outcomes (Robinson, 2007). Interestingly, our reserach evidence has shown that practices involving supervising and evaluating instruction are not a significant part of the repetoire of chilean school leaders. Based on these studies and having the conviction that school leaders must be instructional leaders, we have implemented the Diploma in Leadership for learning.

Diploma in Leadership for Learning Competencies Assessment 1 Current school context and educational change 2 School leadership (OISE) Professional Development Plan 3 Team building Work with teachers 4 Monitoring teaching for improvement 5 Instructional support

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