The Ministry of Public Education, through the Undersecretariat of Basic Education, makes available to schools and the Technical School Council, which has a collegiate and professional body that plans and organizes its actions in a consensual manner to face the challenges educational programs from the school itself, this is normatively supported by the following basic precepts:
The 3rd Constitutional Article: consists of strengthening the management autonomy of the schools with the aim of improving their infrastructure, buying educational materials, solving basic operating problems and fostering participation conditions for students, teachers and parents, under the leadership from the principal, get involved in solving the challenges each school faces.
This is an important article that the agencies that make up the improvement path should know and know the role they will play within the school, for this it is necessary that these guidelines such as: The school director, the School Technical Council, the School Supervision, the School Board of
Social Participation and the Parents Association are necessary to get involved in the needs, to observe that the resources used are for the benefit of the school to guarantee greater quality and equity in the educational service.
With these normative elements and from the current vision of work in basic education, where the school becomes the center of the educational task and exercises its autonomy in management, the School Technical Council has the support that allows it to make joint decisions to promote school improvement; strengthen students' learning; build healthy, peaceful and violence-free school coexistence environments; and reduce educational backwardness and school dropouts. These decisions are organized and carried out based on the School Improvement Route.
Taking into account that it is a tool for the teaching group to organize actions that strengthen the capacities of the school to improve student learning and the professional development of teachers both individually and as a work team, in addition to establishing a vision shared of what is needed or should be modified in the school through the generation of concrete and verifiable commitments and actions.
For this reason, the School Improvement Route is a dynamic approach that makes clear the management autonomy of schools, it is the management system that allows the school to organize and systematize its improvement processes. As new actions or unforeseen events or circumstances arise in the school and in each group, it is important that the CTE review the route to identify and analyze the need to rethink or reschedule tasks and commitments, minimizing the result.
In this way, the school improvement route is defined as a resource that the technical council must try to take into account so that it does not lose its function as a support tool in the organization, management and the counter that exists in the actions that the school collective has decided to carry out in favor of their school.
Considering that the improvement path includes the following processes for a good operation.
- Planning: It is the systematic process that leads the CTEs to have a diagnosis of their educational reality, based on objective evidence that allows them to identify needs, establish priorities, set verifiable objectives and goals, as well as strategies for the improvement of the educational service.
- Implementation: This is the implementation of the strategies, actions and commitments that are established in the improvement path. Accountability: It is the practice in which the school director, with the support of the teachers, prepares a targeted report to the members of the school community who contemplate the educational, school management, administrative and financial results; This report will be known to the educational authority, through school supervision.Evaluation: It is the systematic process of recording and compiling data (qualitative & quantitative) that `` allows obtaining valid and reliable information to make decisions in order to improve you activate it
Likewise, the School Improvement Route must be a management system to which the CTE continually returns so that it does not lose its role as support in the organization, direction and control of the actions that the school group has decided to carry out in favor of their school, considering that the true value of the School Improvement Route is achieved when it is translated into concrete actions in classrooms and at school, when things happen, and not when there is a document with which teachers do not identify and only serves as a requirement for a record.
In this way it is possible to identify when the school looks at itself, the aspects in which the institution has, that is; their needs in which they lack, the economic resources they have, having a vision from the problems that the school brings with it, as well as taking into account the internal and external factors of their reality, is supported by information that allows them to analyze, reflect, identify and prioritize their educational needs, so that from these they make decisions that allow their resolution.
However, it is necessary to ask ourselves what is going to be achieved, since this element will be reflected in the union that exists in the school technical council to foresee that the objectives that the school proposes for the improvement of the institution be fulfilled that is; that can be achieved, and in this way that the entire student community can understand, the actions during the school year.
To contribute to the achievement of these purposes, the Performance Evaluation of personnel with management functions takes as a starting point the documents Profile, parameters and indicators of personnel with management and supervision functions.
The purpose of the Performance Evaluation of the management function is to: Assess the performance of personnel with management functions
In Basic Education to guarantee a level of sufficiency in those who exercise this function and thus ensure a quality educational service for girls, boys and adolescents.
- Identify training needs of personnel with management functions in Basic Education, which allows the generation of systematic continuous training actions according to their induction period and technical assistance aimed both at improving their performance in the management function and at their professional development. Regulate the directive function, insofar as the Performance Evaluation will serve as the basis for defining the processes of promotion in the function and professional recognition of the personnel with management functions in Basic Education.
There is the evaluation of the performance of personnel with management functions as part of the director's functions, he must carry out review, orientation, classroom visits and advice to his teachers, which must be described within the curriculum. Likewise, it is necessary for the school director to mention communication and bonding strategies with the community, with parents, government agencies or other external supports to strengthen student learning.
It is also necessary that the principal lead together with his other work group decisions that take into account the different characteristics that are required for the best school operation, such as the normative character, recognize the knowledge and skills of the directors in service, retrieve information on conditions as part of the evaluation process.
At this stage, the director leads him to prepare writing in which he designs, analyzes, justifies, supports and makes sense of the actions chosen that argued about the route of improvement, to meet the main educational needs detected in the diagnosis, developing that enthusiasm for carry out projects that help to improve the institution, both in structures, materials and pedagogically.
Despite the fact that every academic organization requires an improvement path that helps to improve the school, with actions and commitments, once the objectives and respective goals have been set, the School Technical Council, as already mentioned, needs to be in order to attend to the educational priorities determining some criteria, responsibility, which will allow you to clearly indicate who or who will be the participants responsible for carrying them out, the resources are focused on educational and financial materials, costs are what the amounts of such actions are established that the required in such a way that it can be assumed by the resources of the school in a certain time to realize the benefits of the same having the continuity of the classes.
In conclusion, the improvement route has been one of the resources that the school needs for a good integration and / or education, developing that motivation in the students that leads them to make decisions to carry out activities to delay said problems that exist within the classroom, therefore a leader is needed within the school who provides information to others, who displaces that enthusiasm called "educational spirit" by generalizing in them a positive attitude.
We know that in an educational institution, a critical use of knowledge is needed that starts from the current problems existing in it, likewise that analysis and reflection must be expanded by integrating teams that help develop educational projects that generate benefits.
Not forgetting that the parents of families are also the ones indicated to integrate with their children and give proposals or alternatives to solve the internal needs in the school, in this case for the director it will be very helpful in carrying out programs and having a vision every day for managing resources.
New strategies are also acquired, such as guidance, counseling and follow-up in teachers, as well as personal ties with the advisors of each student, which will allow an environment of school coexistence, as part of the requirements in teachers it is necessary to observe the professional profile, if there is participation and collaboration in the training of the individual.
Subsequently, the educational challenges are normatively supported in articles such as “Article 3 of the Constitution” where the school obtains its own autonomy considering those objectives that the institution tends to improve, this is how the union of all the organizations to combat obstacles is emphasized that the school faces under the leadership of the director, given that he is an important factor that must have linear characteristics to correctly exercise his role.
Inside a classroom, the idea of giving continuity in an objective and quality way to education is perceived, but first we must ask ourselves: What am I doing so that it has positive results? It is there that the individual must worry about activating the improvement path, since if it does not advance, then the knowledge that the teachers provide you will not help the student's learning to take it into practice in a pleasant space for them.
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