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Liderazgo y evaluación
Este documento discute el concepto de liderazgo pedagógico en las escuelas y su importancia para mejorar los aprendizajes de los estudiantes. Propone que el liderazgo debe centrarse en mejorar la enseñanza y evaluar su impacto en la colaboración docente, el clima escolar y los resultados. También analiza formas de evaluar el liderazgo y las necesidades de desarrollo profesional de los directores para cumplir mejor su rol pedagógico.
Liderazgo y evaluación
- 1. Photo by thebarrowboy- Creative Commons Attribution License https://www.flickr.com/photos/48778414@N04 Created with Haiku Deck
- 2. Photo by thebarrowboy- Creative Commons Attribution License https://www.flickr.com/photos/48778414@N04 Created with Haiku Deck Ideas clave • Valor relativo del liderazgo • Hacia un liderazgo pedagógico • Implicaciones importantes: • Evaluación • Generación de capacidades
- 3. El sistema hade hacerse más eficiente
- 4. ¿Cómo se estáhaciendo?
- 5. Photo by joiseyshowaa- Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/30201239@N00 Created with Haiku Deck
- 6. Photo by joiseyshowaa- Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/30201239@N00 Created with Haiku Deck
- 7. Photo by joiseyshowaa- Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/30201239@N00 Created with Haiku Deck Del poder a la autoridad • Dirección escolar • Gestión orientada a l’accountability • Business-like • Participativa • Liderazgo • Rol estratégico y cohesionador • Rol pedagógico
- 8. Photo by mugley- Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/91256982@N00 Created with Haiku Deck
- 9. Photo by mugley- Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/91256982@N00 Created with Haiku Deck ¿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
- 10. Photo by mugley- Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/91256982@N00 Created with Haiku Deck ¿Qué hace la diferencia? • Evaluación orientada a la mejora
- 11. Photo by mugley- Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/91256982@N00 Created with Haiku Deck Score on instructional leadership scale Scoreonadministrativeleadershipscale
- 12. Porcentaje de directores(ISCED 3) que nunca o casi nunca durante el último curso:
- 13. Photo by DarronBirgenheier - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/28502132@N05 Created with Haiku Deck
- 14. Photo by DarronBirgenheier - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/28502132@N05 Created with Haiku Deck La inversión en liderazgo, ¿un pozo sin fondo? • Factores que explican el éxito escolar • Contribución relativa del liderazgo • Entonces, ¿qué se puede hacer?
- 15. Photo by DarronBirgenheier - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/28502132@N05 Created with Haiku Deck Porcentaje de varianza en los resultados explicado por cada factor (Hattie, 2012)
- 16. Photo by DarronBirgenheier - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/28502132@N05 Created with Haiku Deck
- 17. Photo by DarronBirgenheier - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/28502132@N05 Created with Haiku Deck Porcentaje de tiempo, deseado y real, asignado a cada tarea por los directores escolares (UK NUT, 2011)
- 18. Photo by *PsychoDelia* - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/24557420@N05 Created with Haiku Deck
- 19. Photo by *PsychoDelia* - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/24557420@N05 Created with Haiku Deck Dos modelos • Primum inter pares • Y sus riesgos… • Facilitador de CAP
- 20. Responder a lasdemandas reales Necesidades de desarrollo profesional, por orden de prioridad, de los docentes (2012)
- 22. Photo by JulianaCoutinho - Creative Commons Attribution License https://www.flickr.com/photos/10217810@N05 Created with Haiku Deck
- 23. Photo by dullhunk- Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/14829735@N00 Created with Haiku Deck
- 24. Photo by JulianaCoutinho - Creative Commons Attribution License https://www.flickr.com/photos/10217810@N05 Created with Haiku Deck 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?
- 25. Photo by andrewrennie- Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/29712408@N02 Created with Haiku Deck
- 26. Photo by FrAntunes - Creative Commons Attribution License https://www.flickr.com/photos/12285897@N00 Created with Haiku Deck
- 28. Pedir más, darmás Contexto de crisis
- 29. Photo by FrAntunes - Creative Commons Attribution License https://www.flickr.com/photos/12285897@N00 Created with Haiku Deck 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, darmás Apoyo débil Fuerte apoyo Baja exigencia Mayor exigencia Buenos resultados Mejora sistémica Resultados pobres Mejoras idiosincráticas Conflicto Desmoralización Resultados pobres Ahogo
- 32. Molt agraït F.Pedro@UNESCO.org Ya disponibleen: /francescpedro Seguid nuestros trabajos en: @FrancescPedroED /francesc.pedroED
- 33. Photo by BilalKamoon - Creative Commons Attribution License https://www.flickr.com/photos/55255903@N07 Created with Haiku Deck
Notas del editor
- #29 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.
- #31 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.