As we know, educational management is a process aimed at strengthening the educational projects of institutions, which helps to maintain institutional autonomy, within the framework of public policies, and which enriches pedagogical processes in order to respond to educational needs. local, regional.
That is why this essay gives a brief description of educational management, its importance in educational institutions, the development of the curriculum in each context and above all the pedagogical methods used by the teacher in the classroom that can serve as support. For any problem that arises in the classroom or in the institution itself, something that is emphasized is that the teacher has the ability to manage elements that favor both students and teachers.
With this, the objective of raising the quality of the service together with the quality of teaching happens today at a time when everything revolves around the thinning of the state, decentralization as one of its expressions significantly touches the educational field, the management that occurs in One of the various institutions, is given according to the development that each of the functions in the institution currently has, how they act and provide support in daily life in this way as this helps in every aspect in context.
All this for the improvement of quality in the country, lies in the strengthening of the secretariats of education and educational establishments; in its administrative bodies and pedagogical system, to generate changes and provide added value in knowledge and development of skills to students.
Starting from educational management, which is a fundamental element, since it combines with the interpretation and analysis of the characteristics, contextual conditions and participation of the environments for the offer of services; where there is a need to understand the development of the curriculum taking into account the dimensions that are presented in practice, as much as the students receive and understand it.
Mediante lo cual el profesor debe de mostrar una forma colegiada entre su conocimiento y su práctica profesional, y su adaptación en contextos escolares. De este modo una gestión educativa, busca ampliar el conocimiento, y ver la realidad de esta manera, busca articular las metas y lineamientos que el mismo sistema y concreciones de la actividad escolar. En otras palabras, lo que pretende es que todo vaya de la mano con los elementos ya mencionados, por ejemplo que el profesor tenga la capacidad de poder gestionar elementos que favorezcan tanto a los alumnos y docentes; que actualmente son muy importante los contenidos, los métodos, la enseñanza y el aprendizaje que se suscitan como pocas disciplinas.
It is worth mentioning that it is necessary to work with appropriate theoretical models in one way or another that can serve as support for any problem that arises within the institution. But without leaving the teacher behind where he ceases to be an object of confrontation with respect to his ideal and becomes a teacher who knows what he has to do in the institution without ignoring the rules already established.
With the double quality of the professional and salaried employee, the different versions are understood with the teaching that is given in the magisterium and discover the appropriate contexts for the transmission of both values and knowledge and according to their relationships and daily practices, they are the ones who carry out the mode to be from schools. Like the subject, the school can be reconstructed in another way and thus broaden its understanding; its content, just as the forms are as heterogeneous as the “whole” subjects that make it up are complex, and as these are developed at various levels of practice, the school in turn makes a conjugation with the various dimensions of social action, thus transferring the homogeneity of the establishments that predominate in the pedagogical disciplines and administration.
With this it is clear that the modes of school existence are not in a normative body but in the technical, material and social conditions, those in charge of becoming everyday. The monitoring of the professional and working subject allows, to identify in the structure of the institution, the existence of three types of regulations that in their daily work synthesize the rules to remain in it: one is technical-pedagogical and another is administrative and the last one is labor; Only when analyzing it, allows them to be separated, that is why the so-called professional evaluation attends to the behaviors that express the commitment of teachers with the criteria and local policies of the directors, it is normally independent of the technical competence that is demonstrated in the classroom;it is there where the incidence in the curricular domain and in the quality of the service emphasizes.
The objective of raising the quality of service together with the quality of teaching happens today at a time when everything revolves around the thinning of the state, decentralization as one of its expressions significantly touches the educational field, the logic of the centralizer movement is still established in the division or separation of the administrative with the pedagogical.
When talking about management, it does not only imply that it only focuses on schools, although as it should be mentioned it is like the places where there is more, but it does not begin or end in that establishment, there are different political discourses that focus their attention on quality teaching.
What is mentioned:
In other words, the management that occurs in the different institutions, arises according to the development that each one currently has in the functions in the institution, how they act and provide support in daily life, in this way this helps in every aspect in context in which it is being raised, so regularly if it is done this way; it can have more performance and good results. As each of the parts of the institution evolve, the teacher in a few words becomes the student's guide.
For this it is important that the teacher with research and innovation on what is pedagogical management. Which there are three fields of study, one of them focuses on how the teacher must first understand how the curriculum is raised in practice, the organization it has for the development and application in institutions in a real way and how the students experiment with this field of study; In the second field, it seeks the derivations of how the thinking and behavior of each of the teachers is, in this way how they individually understand their professionalism in the different contexts in which they find themselves; and finally each of the experiences and practices that deviate from the evaluation of innovation within the school context,In short, they are the results of each of the students together with the teachers.
With this, innovation is a felt need in existing educational systems that always highlights their dissatisfaction with their function in the absence of fulfillment of promises; on the other hand, innovation experiences are very good occasions to understand the true essence and workings of the school system. But the most important thing that “provoked” innovation requires making explicit the project that the system has to serve, in a few words, the functions it must fulfill.
As it is the tradition of social research to explain the isolation of educational systems to social changes, obviously this occurs in all social institutions, schools change, go through internal transformation processes and their union with culture, society, economy and society. foreign policy.
As we know, the school has its own history and each one can make its own, due to these "natural" changes they are slow and accompany those that occur in our personal lives, in this way we see them as quasi-natural processes, because teachers are part of This is why it is not always easy to become aware and detach.
The experiences of innovation provoked, both in programs, are elaborated to be implemented in the whole system or in some tables, affecting them totally or in their elements, this means that all the experiences collected are important throughout our career as this helps us to be more effective for development within the institution. We can say that all this already mentioned serves us, since management is characterized by a vision of some certain possibilities within the organization or institution in which it is located, it is worth mentioning that each one has a different situation, which is why it can achieve a categorical end.
To this he mentions:
There are 2 types of management that are considered important, within this; school management, it is understood that students spend more time and we as teachers must see what things the student is really not interested in and because it is the lack of attention and the pedagogical that is more humanistic because as everything the mission of the institution must be seen, as is the classroom, and as are the spaces of formal education. It is conditionally linked to the quality of teaching and its responsibility persists in the teachers who are in front of the group, within this perspective, pedagogical management is seen in the Strategic Educational Management Model (MEGEE),what this model proposes is to develop school leadership so that there is better cohesion and is more collective through their work and the incorporation of parents that is more equitable.
And in another way also the plans and evaluations in the learning of the students are and have a meaning and continuous improvement in the practices of both the teacher and the students.
In this way we can say that the objectives, strategies, practices and in the same way the cultures that occur in educational organizations are improved; which, as already mentioned, does not occur only in public institutions but also in other institutions.
Within the institutional management, which is another of the important managers, we can mark that it is the one that occupies the most policies, the innovation of projects and programs, among other points that are beneficial for all institutions. It is important that this institutional management be equitable and that it does not take place in little, if not in all matters professionally, in schools and that in itself what is focused on is administrative, managerial, political, personal, economic actions -budgetary.
These purposes are the ones that most interest the aforementioned management. According to what you mention
In other words, they are the restorations of things that in their time served but as events in society change, this must evolve according to the needs that each institution has and arises.
Just as the different important fields of instruction within an institution are innovated and managed, so to speak, in the school, the study plans that each school, for example; their hidden curriculum which is also restructured according to the things they need or the study plan that the teacher or the school is using, what the teacher should do is adapt it to the context so that their strategies are more efficient and students have more learning and be of quality.
Finally, in the institutions that are found, they will be immersed in the innovation of new things and ready to manage, so that our institution has more efficiency and is beneficial for society and for us as teachers who will be within it.
