This presentation is aimed at providing an idea of how to promote successful educational management, it is a new idea because it is based on the current experiences of new schools.
Educational management has emerged as an engine that drives changes in the educational system in the country, in turn is the source of innumerable mechanisms for the transformation of educational processes aimed at improvement, seeking to achieve high standards that allow visualizing the achievements in school. Management has become the axis of educational reforms.
This implies assuming change as an educational transformation, thus encompassing elements such as: interaction with the community, the teaching role and function, as well as the role of the student.
So it seeks to achieve that over time, adapt to the changes that are taking place in this demanding society, also without leaving aside the requirements of the Mexican educational system that has presented too many shortcomings to reflect an education of quality, that education that has been sought for years, that we already know the insufficiencies that are had but not worked on. Because when you want to improve there are many excuses that avoid generating change, one of these is that there are no economic resources to meet the needs and that will happen every six years.
Therefore, on the following pages, important points such as; which is educational management, function of institutions, functions of teachers and managers, elements that make up a quality institution. And in general, the duty must be of a school to meet the quality standard, with which it is expected to achieve and be able to appear on the list published by the OECD of the countries with the highest educational quality.
The educational management requires rigorous processes of diagnosis, planning, monitoring, evaluation and recognition of significant experiences related to improving educational quality. All of these phases are critical on the road to quality development and effective function in the educational environment.
The diagnosis consists of identifying the educational needs that are being presented, the planning are particular steps to reach a desired goal, the monitoring refers to giving continuity to the plans previously elaborated, the evaluation on the other hand is the process where they are detected the insufficiencies and achievements obtained from said management and the recognition of significant experiences refers to the final analysis carried out by educational agents regarding the positive results achieved.
Educational management is conceived as a process aimed at strengthening institutional educational projects, which help to strengthen institutional life within the framework of public policies and that enriches pedagogical processes in order to respond to local and regional needs.
Therefore the neglect by the institutions of the support programs are usually the key to the internal lack of school control, such are reflected in programs known by the basic institutions, such as "quality school" and "full-time school". These only work for certain cycles and are not given continuity to continue growing in search of improvements.
However, when we say “continuity” we are not referring to the stagnation of a program in a certain institution, but rather to the process of continuous innovation that must be followed to see itself as a program dedicated not only to the pursuit of educational quality but also to the strengthening of institutions that are governed by public policies.
For this reason, educational institutions must know where they are going through a vision, mission and institutional values, which allow defining the objectives and the pedagogical strategy. At the same time, a study plan that reflects the objectives of the institution should be dispensed with.
In accordance with the foregoing, it must be understood that educational institutions are not only buildings where you go to work or study. Institutions are a group of people and goods promoted by public or private authorities, whose purpose is to provide education. So institutions are a space where teaching-learning processes and coexistence between different actors (students, teachers and parents) occur.
The improvement of the institution as a whole and from each of the management areas, requires planned, systematic and intentional actions within a management scheme that turns it into an autonomous organization, guided by joint purposes, common values, goals and clearly established and shared objectives.
Now, the school is the space where the teaching-learning process that teachers teach and that students acquire develops. This is a very common concept to define what the school is about, however, today the school is more than that, it is an open space where teachers and students build their own learning based on a cooperative system where the curriculum is no longer the basis of teaching, now the needs, ideologies, customs, of the students do matter and make the teacher look for strategies so that in some way their multiplicity of students can acquire the expected knowledge without the social problems that they bring with them hinder at this time of self-construction.
For this reason, the school must be a favorable factor in all senses so that the maturing student (psychologically speaking) has all the facilities for intellectual development that he needs and that he alone cannot achieve.
In this regard, Tapia (2003) points out: «turning the school into an organization focused on the pedagogical, open to learning and innovation; to abandon certainty and promote actions to attend to the complex, the specific and the diverse; that it substitute the practices that do not allow it to grow, that it seek professional advice and guidance, that it dedicate collective efforts to enriching activities, that it concentrates the energy of any educational community ».
For this, it is necessary to first observe what the student thinks and expects from school. From this role of students, the authors, we can say that students, above all when we are children, we try that the school is pleasing to the eye, that the infrastructure does not frighten children; there are schools that more educational establishments seem to be a kind of prison for prisoners. In addition, each of the classrooms must have something that makes them feel at home and not as if they were in a strange place that only causes them fear or mistrust, the colorful walls, the decorated desks, open windows, etc.
The equipment of materials (didactic) appropriate for the management of teaching is an important element in the construction process carried out by the students and a necessary resource for teaching practice.
It is important that children see in school a place where they always want to go with their own interest, without manipulation from parents or teachers.
Management, another terror of children who are punished inside the school. This concept that is held about it must be changed from the mind of children, it is no longer necessary to think of the direction as the maximum dictatorship where they will receive the punishment for their bad behavior, but rather the children must come to the understanding that a Attention is not bad, on the contrary it makes us learn something new. For this reason, we must remove the famous phrase “to the address” that causes so much emotional lack of control in children.
Just as the classrooms make the student feel comfortable in classes, the school must provide the rest of the basic services to the student, which provide safety and hygiene.
In the eyes of some people, it seems that some of these aspects that we mention are also in the process of learning construction. However, the evidence confirms the contrary, by way of criticism we say that it is necessary to take a look at the result of the schools in the north of our country, which, in addition to being adequate to the climate of their region, have all the materials, services and infrastructure needed for education.
Standards are nothing more than the minimum and maximum levels desired, or acceptable, of quality that the result of an action, activity, program, or service must have, in other words, it is the technical standard that will be used as a parameter of the quality.
That said, national standards do not allow us to lie if we look for the cause of this immense gap within a "democratic" country. One of the main causes is this, inequality.
However, national and international standards require "educational quality" at all hours, but do not provide the elements that are needed. To give a clear example: if I need a cake to stay consistent, delicious and flavored with vanilla, here and in China I will need the vanilla flavoring.
Development planning can be viewed from different perspectives and given different names in each country, as a consequence of the diversity of its origins, of the self-assessment and analysis based on the school, the development of the curriculum and the political will necessary to achieve A greater responsibility in the improvement of the centers and of the educational systems themselves, the truth is that an economy of the schools is beginning to be sought so that in a framework of joint responsibility the educational results are improved.
In this regard, the World Bank "has been very interested in standardized school administration as a movement that has taken great force in the last decade as a strategy for governments to meet the goals of education for all." Understanding this, we believe that the administration of the institutions are not being correct, because currently there are institutions that do not receive any type of support from the educational authorities, which are in charge of attending to the needs of each of the institutions and power offer an education that is for all those people who have the interest and the will to excel. Barrera-Osorio (2010)
A decentralized educational administration represented by principals, teachers, parents and other members of the school community is then sought. Since school management can be carried out not only by the school director but also by the other actors already mentioned.
As you already know, school management means the participation of all local actors in search of improvements or goods for your school.
According to Lorea (2003), school management is understood as the set of tasks carried out by community actors (director, teacher, support staff, parents and students) related to the fundamental task assigned to them. to school: generate the conditions, environments and processes necessary for students to learn in accordance with the aims, objectives and purposes of education.
But it must be clarified that educational change does not depend on involving only local agents, but also the change must emanate from the pedagogical management where the main actor is, the one who lives in the flesh to make the process of learning construction educational.
The teacher is an element that is usually the most criticized and questioned and criticized by the rest of society for their performance in the classroom. However, there are two positions that frame this controversy, the first refers to the lack of dedication of teachers who do not seek to innovate their own teaching process and fall into the daily routine for staying in their comfort zone and this is usually what causes the social boo.
Flexible practices are the proposals that the MGEE makes to teachers regarding the forms and purposes of their daily practice that, beyond settling for achieving a set of curricular contents, must ensure that students develop competences that allow them to integrate and develop fully in the subsequent educational levels, these give us to understand that teachers should be in constant change, better the teaching of chairs, where students feel free to learn, that freedom that gives them more encouragement to continue improving in the learning construction, the more dynamic and interesting the classes are the student's academic performance and causes great satisfaction in the teacher. As a teacher, you must take advantage of all the educational recreation spaces, the ICTs, to improve your training as a teacher, you never stop learning and updating yourself.
The second position is due to the bureaucratic regime in which the teacher has been involved due to the multiplicity of activities that the system imposes on them. Therefore teaching your children is a time that you must share with the filling of official documentation, charge of schedules, updates which require but offer them to us. For what has already been mentioned, the teacher must carry out the pedagogical management, to adapt the curriculum and modify the didactic plans to the needs that arise in each different educational context.
Rodríguez (2009) mentions that for Batista pedagogical management is the coordinated task of actions and resources to enhance the pedagogical and didactic process that teachers apply collectively, to direct their practice towards the fulfillment of educational purposes.
Deepening the concept "pedagogical management" implies dealing with relevant issues, such as the concretion of educational purposes, the application of curricular approaches and teaching styles, as well as the consideration of the forms and rhythms of student learning, therefore, the definition of the concept beyond thinking about the physical and material conditions of the classrooms; they focus on a level of specificity that seeks to create an effective relationship between theory and educational practice.
Pedagogical management is linked to the quality of teaching and its responsibility lies mainly with the teachers in front of the group, for Zubiría (2006) the concept that each teacher has about teaching is what determines their ways or styles of teaching, as well as the alternatives offered to the student to learn. For Harris (2002) and Hopkins (2000) school success lies in what happens in the classroom, and this is the most important factor in terms of learning outcomes, hence the way learning experiences are organized can make the difference in the results of the students in relation to their cognitive and socio-affective development.
conclusion
Although pedagogical management is an arduous and complex process to carry out due to all the fields that it must cover at the pedagogical, school and institutional level, it does not mean that it is an impossible process to execute.
Rather, it requires a lot of dedication and the intention to make improvements, seeking not only to comply with international quality standards, but rather to meet the needs of the school itself where the need arises.
As a suggestion, we can propose that a change is possible if an organization is achieved between the system and the educational agents that intervene in the school. An organization that has as a principle the same feeling in all members and that is directed to the end that is sought, that ultimately, although with different names, educational quality is sought.
It goes without saying that teachers must be constant seekers of solutions to the anomalies that the curriculum has in general, for the improvement of their own school.
For this reason, we propose that all agents involved in education should work together in each of their corresponding responsibilities, because a vision as great as the achievement of quality is not a job that is carried out by parts or sections, but rather, a holistic and unitary effort at the same time. That with effort and love for the work that is placed in their hands they are able to form the subject that is capable of facing the new challenges of today's society that is increasingly invading the lives of new generations.
So we do not mean by this to say that the school will no longer change, on the contrary, we reiterate that the opportunity to make our school better is always latent, therefore we encourage all actors in the educational field, especially teachers Because this is not a losing battle, it is a war that we have to win, because we all do education.
