The school must emerge its own concept of sustainability, offer possibilities for change, favor critical thinking that allows it to conceptualize its autonomy as a school organization.
sustainable-school-organizationsAfter many observations of deterioration and failure caused by internal problems, business organizations generated the flow of organizational learning, conceptualizing itself as the process to face weaknesses and create strengthening them, transforming them into sustainable companies, improving their strategic potential by learning to learn, established in organizational learning. which is sub-divided into: exploration learning and exploitation learning.
The educational center must empower the process of sustainable development to learn to learn, just as it develops in the formative learning of students. Recognizing that it is a slow and gradual process that allows to conduct the knowledge of the school organization, to achieve the full consolidation of its potentialities. As a process, it allows to have a deep, real knowledge of the organization and the environment that surrounds it. By knowing the school organization, it will be possible to determine the internal structure to adapt it to the necessary changes, allowing to efficiently plan and achieve the flowering of the learning of each of its members, the internal relationships, having as a consequence the effectiveness, plus the efficiency; producing effective organizational schools leaders and managers of their own learning.
An unsustainable school organization will be one that causes inconsistencies of service. A sustainable organization will be when it continues indefinitely without exhausting the consistency of its service in the educational process and the resources it needs to function. On the other hand, a sustainable school organization is socially responsible, it transforms the environment into harmonious balance, developing its community, opting for social implications and reconstructions.
The tasks of the school organization are classified as: planning, organization, management, administrative functions, skills, managerial skills, educational quality control and formative evaluation; for its part, the organization of learning will be in charge of: educational process, personal intervention process and group, exploration and exploitation learning; the innovation of the educational process, educational research, approach, understanding and integration of social reconstruction. The school organization and the organization of learning must grow together agreed on management, leadership and vision.
Management is concerned with coherence, order, congruence with formal planning; the design of the organizational structures with the comparison of the results with the action plans. Leadership will address the ways to mobilize change in pursuit of quality results and the processes to achieve them, educational leadership inspires a vision of the future to guide change and overcome obstacles. The intervention for its part will act as a planned interruption of a process to produce a joint change through structured work on individuals. The management, leadership and intervention elements, in synergy, will act in the organization of learning and school organization, advancing together.
Every organization faces risk factors, perhaps the greatest enemy in schools within the transformation process is complacency that conceals frustration and disbelief in the potentialities of collective action and in the background of their own potentialities. For this reason, the school vision has the potential to discover and reveal the mistakes in learning, inefficiency, waste and mediocrity.
The strategic vision within the educational institution is in some way a utopia. In this sense, the leadership collaborates to create a new consensual reality from the communication of that vision. It is a message that redefines the nature of fundamental educational issues, those that are incompatible with the current state of the educational situation, the question is returned to For whom? For what? For when? For where? From whose point of view? It posits itself as a critique of realities and mentalities, it proposes to question the undeveloped potential of educational professionalism in its levels of complacency and predominant indifference to the socially available opportunities. The heart of educational leadership has to do with what a school or person values, dreams,believe and commit.
In an organization that learns to learn, leadership is linked to change or given opportunity when it begins with what is called the principle of creative tension. (FULLAN, 2002) Peter Senge, Kofman. The creative tension arises when the desired vision is clearly identified where one wants and wishes to be, zones of proximal development (VYGOTSKY, 1978), which is contrasted with the current or present reality. Individual groups and organizations, when working with creative tension, learn to use the energy generated in it and use it with their own potential to mobilize the existing reality, towards their visions for the future, without a vision of the future there is no creative tension, but at the same time, the creative tension cannot be born simply from the current reality, it does not reach all the possible analyzes to conceive a vision.
Where we are? Or where do we want to go? This questioning is commonly done by managers; formulating responses from different perspectives, and contexts, however, what is the true reality as a school organization?
Organizational growth is the life stage of organizations, they develop skills and competencies for the creation of institutional value. Growth helps an organization to increase the division of labor, specialization and consequently, develop competitive advantages. The improvement path can become such a powerful tool that if it is carried out in accordance with it, it allows us to identify in what circumstances it is growing or decreasing as a school organization.
A growing organization changes, strategy and culture become successful. If they mold each other, it also takes responsibility for its own learning.
The life cycle of (GREINER 2013). proposes that an organization of any kind goes through five sequential phases of growth during the course of its evolution. However, as it grows, the organizational deterioration that occurs gradually can also be appreciated. (WEITZEL AND JONSSON, 2013) have identified 5 stages that are preventable from the school organization and the organization of learning.
Supervisors and directors with their organizations do not advance because they place the analysis of situations, instead relying on the vision of the future and staying in that analysis, holding any possibility of transformation. Considering that just by understanding reality, people will be motivated to change. So they are quickly disappointed when they discover that individuals and groups resist the changes necessary to modify the reality of the problem. It is not possible to see where the vital energy for the transformation of reality comes from and how to put it into circulation for transformative learning, the energy that arises from showing an important quality path between vision and improvement when compared with the present reality.
This has been one of the great achievements of creative tension; foresee what is going to happen, direct the action with arrangements to a goal thought, evaluated, decided. Intelligence is the power of detachment and liberation, which allows us to go beyond what is given, beyond our limitations, learning results from what advances with resolution, in this way the transformations acquire new properties when we go towards them with new sustenance.
This perspective enables people and organizations not only to feel motivated to change when problems force them, but to warn them permanently. Jointly foresee what they want to happen, resolve logically, go beyond what burdens the school organization. For a long time the school organization remained in a concept that the Greeks call "aporia" to remain closed. Show blindness.
The school organization as a learning community grows from the accumulated experience at the service of learning, it learns to learn. In an advancing school, both students and educational professionals learn. The educational community as a whole captures reality by finding various forms of action that are beneficial for the achievement of the objectives of an entire system, learning, is the change itself. Raising their ability to generate enriched work experiences for all students, teachers, managers, parents. Since this is the true sense of change. The intervention and interaction will strengthen school collegiality, as well as teacher professional development united in an emancipated trident in favor of the education of the students and their school environment.
Process for solving problems;
Organizations have learned that if they want to improve their growth cycle they must face the problems that they face every day and go beyond those they face today.
The school organization must make use of the problem-solving teaching-learning processes taught throughout basic education.
The problem-solving teaching and learning processes are based on cognitive analysis, inspired by work on reasoning (MAYER AND WITTOCK, 1996), Bransford et al, 1999, Baxter and Glaser 1977; Vosniadou and Ortony 1989) as well as the fundamental work of Poyla (1945). Organizations and individuals undertake, represent and solve problems in real time and dynamically, they can reach a solution in a way that transcends narrow linearity. In fact, today, most of the information about the cognitive system of humans supports the idea that it is a parallel, rather than a linear, information processing system.
Whoever solves the situation must be highly trained and prepared, in addition to having tools to facilitate and speed up the procedure. Problem solving is usually one of the best paid jobs in any industrial genre, however, it is not easy to find the cause or causes that generate lack of control, so the time factor becomes a highly important variable that must be taken into account, due to the large monetary losses that could be generated. In the school organization, what are the variables that should be taken into account more?
Classification of Problems
Before trying to solve problems, it is necessary to classify them.
- Reasoning Problems; To solve these types of problems, the use of logic and reasoning is required, where most of the time it is necessary to apply mathematical tools for their resolution. Difficulty Problems; This type of problem is characterized by having knowledge of the answer, however, there are usually oppositions or difficulties in executing it. Conflict Problems; They are the ones we have because of the opposition of the will of others, either because they don't understand us or because they are animosity against the projects (ESPÍNDOLA, 2005).
Once the type of problem is detected, it is necessary to do a careful analysis, breaking down each of the seven steps of the problem solving process (Anderson 2004) in an organization:
1.- Define the Problem; Information must be collected on the different elements involved and the way they are related. In this step, the personnel in charge must define the limitations and restrictions that it has to solve the situation.
2.- Identify the Alternatives; Some creative ideas are developed that can solve the assumption, exploring all kinds of possibilities, no matter how unrealistic they may be.
3.- Determine the Criteria; Select the criterion or criteria that will be used to evaluate the alternatives. It should be taken into account that regardless of the alternative that is chosen, it must meet the objective.
4.- Evaluate the Alternatives; It consists of making an analysis of the alternatives that can be productive and achievable, since some are usually attractive, but putting them into practice can be impossible or counterproductive.
5.- Choose an Alternative; Once all the possible alternatives have been evaluated, the one that is believed to be convenient should be chosen. This decision can be difficult, however, there are certain tools that can facilitate the operation.
6.- Implement the Decision: The implementation of the previously made decision requires resources and a person to direct the way in which it will be implemented.
7.- Evaluate the Results; An evaluation of the implemented decision is carried out, to determine if the change is meeting the proposed objectives, since if not, the entire problem-solving process must be applied once again, until the objective is met.
Teaching the process of solving mathematical and science problems in students inside the classroom (PISA 2003)
1.- Understanding of the problem; It involves how students understand the text, diagram, formula or table and formulates deductions based on them; how they relate information from various sources; as demonstrated by understanding relevant concepts; and how they use their own knowledge to understand the information.
2.- Description of the problem; It involves the way in which students identify the variables of the problem and their interrelationships; how they decide which variables are relevant, organize, consider and critically evaluate contextual information.
3.- Representation of the problem; It involves how students construct tubular, graphic, symbolic, or verbal representations or apply an external representation to the solution of the problem, and how they switch between the different representation formats.
4.- Resolution of the problem; It involves making decisions, analyzing or designing a system to achieve certain objectives (in the case of the type of analysis and design of systems or diagnosing and proposing a solution.
5.- Reflection on the problem; It involves the way students examine their solution and seek clarification or additional information; how they evaluate their solution from different perspectives in an attempt to restructure the solutions and make them more technically or socially acceptable; and how to justify them.
6.- Transmission of the solution of the problem; It involves the way in which students select the appropriate media and representations to express and communicate their solutions to an external audience.
The importance of this process is to help students to systematize their knowledge and skills in such a way that they transfer their capacities from one setting to another and that they use their knowledge to deal with the problems of decision-making, analysis and design of systems and treatment of dysfunctions., interdisciplinary problem-solving work will encompass in many cases the notion of “life skills”. This table 1. Help the School Technical Council (CTE's) to develop as an organization and give strength to the development of its strategies by opting for a better improvement route
| Decision making | Analysis and design of systems | Treatment of dysfunctions |
| Understand a situation | Understand the information and associated requirements | Understand the characteristics of a system and its malfunction as well as the demands of a task. |
| Identify relevant constraints | Identify the parts | Identify the causal links between variables |
| Present the possible alternatives | Present relationships between the parties | Represent the operation |
| Make decisions between alternatives | Analyze or design a system that reduces relationships | Diagnose the malfunction |
| Check and evaluate the decision | Check and evaluate the analysis | Check and evaluate the diagnosis and solution |
| Communicate or justify the decision | Communicate the analysis and justify it | Communicate or justify the conclusion. |
| OECD / PISA 2003. |
The key competencies, abilities, capacities, attitudes are multifunctional and multidimensional and allow school organizations to manage and master higher orders of complexity. This process allows any organization to handle complex situations actively and thoughtfully. In particular, it helps individuals move from dualistic views of their environments or conjunctures to positions of strategic vision that reveal diverse and sometimes conflicting interpretations of events and contexts. This requires various metal processes. (DeSeCo):
- Recognize and analyze models, establish analogies between lived situations and new ones (manage complexity) Perceive situations, discriminating between irrelevant and relevant characteristics (perceptual dimension) Select the appropriate means to achieve certain objectives, assess the differences possibilities that they offer, make judgments and apply them (normative dimension) Develop a social orientation, trust others, listen and understand the positions of others (cooperative dimension) Make sense of what happens to ourselves and others in life, perceive and describe the world, our place in it and the place we would like to be (narrative dimension)
One of the fundamental elements to carry out the planning process is decision making Choosing between one alternative or another is one of the most difficult tasks for any administrator, due to the complexity that problems often arise within an organization, without However, difficult problems do not always happen, but they can also appear repetitively and as a consequence they tend to be easier, giving the opportunity to learn to learn in different ways.
Decision making
The decision-making process must be a thoroughly studied method that allows the alternative to be successfully reached. Although it seems easy, few administrators apply the steps that are necessary and often fail, causing their companies to lose large amounts of money for having taken the wrong alternative.
Taking into account the above, there is a first classification of decisions, which can be:
- Non-Scheduled Decisions: Non-scheduled decisions, or also called non-routine decisions, are those that arise when a problem becomes too complex or when the administrator seldom faces them. Scheduled Decisions: Scheduled decisions are usually repetitive, that is, a similar problem has already existed previously and is resolved according to a specific process previously established.
"A properly planned and structured organization reduces the amount of possible unscheduled decisions through its culture, to help managers to be proactive when faced with a particular problem (DUBRIN, 2000)", however, most of the CTE's lack systematization to make decisions, because in almost all cases, it is the administrative of the institution who makes the decisions, preventing the staff from getting involved and learning to solve problems.
Decisions at Hierarchical Levels
Whenever decision-making at hierarchical levels is taken into account, it is defined that the higher the position, the decisions become more complicated and of greater weight. Decisions are also described from the point of view of the school organization, where they can be "Global, Functional, Departmental or Operational" (MAPCAL, 1995).
- Global Decisions; They are those decisions that are made and that impact the entire sector, zone, such as the identity of a sector or school zone, the entire educational system, etc. Functional decisions; Those that refer to the great functions that exist in the school, such as knowledge production, asset management, human development of the school community, managerial and teaching functions. Departmental decisions; They are those that are related to the activities carried out inside each classroom, progress or decline of the indicators and internal educational standards of the classroom, delegations (tutorials among students), etc. Operational decisions; They are directly linked to the activities carried out by the teaching staff on a daily basis,choice of teaching procedures and ways or means of linking learning to the community context.
In the same way that we teach our students to make decisions, can we also use it to apply it in the school organization or in the organization of learning? Below are examples of subjective and objective diagrams to systematize information, problem classification, and decision-making:
Subjective diagrams:
Ishikawa diagram (View PDF)
It is a graphic representation that the students logically organize and in order of greater importance the potential causes that contribute to creating a specific effect or problem:
- Identify the unsatisfactory result that we want to eliminate, the effect of the problem Place it on the right side of the diagram, as clearly as possible and draw a horizontal arrow pointing towards it Determine all the main factors or causes that contribute to producing this effect unwanted Locate the main factors or thorns of the horizontal arrow Identify the sub causes or main factors Write these causes in the corresponding branches of the main branches Thoroughly analyze the diagram, assessing whether all causes have been identified (especially if they are relevant) Select the most probable causes and assess the degree of global impact it has on the effect,which will allow to draw final conclusions and provide solutions Perform the same procedure on the right side noting the solution strategies for each of the main cases Once the strategies have been written down on the diagonal arrows, write down the suggested activities to eliminate the effect.
Diagram of the five why?
"One way to motivate good decision making under conditions of great uncertainty is to make people think more broadly and deeply about problems, rather than based on a superficial understanding and an initial response. In each problem, employees learn to ask Why? not just once, but five times.
The first because generally produces a superficial explanation of the problem and each subsequent because examines in a more profound way the causes of the problem and the potential solutions (DAFT, 2006).
Tree diagram
It is a possible representation of the decision processes involved in inductive classification tasks. Attributes are used to create partitions of sets
1 the nodes of the tree correspond to the names or identifiers of the attributes, while the branches of a node represent the possible values of the attribute associated with the node. The sheets are already classified sets
The tree construction strategy consists in selecting at all times that attribute that is potentially most useful for classification, understanding as such the one that promises to generate the best tree from this moment on (MORENO, 1994).
SWOT MATRIX
The SWOT Matrix analysis the most important part of this analysis in the school organization is the evaluation of the strengths and weaknesses, the opportunities and the threats, as well as the drawing of conclusions about the attractiveness of the situations of the object of study and the needs to learn.
Brainstorming / Filtering
Brainstorming is a tool that is used to generate ideas through a consensus between several individuals to deal with a specific issue or problem. The generation of ideas will help generate a series of alternatives that will serve to make a decision as a group to solve a problem. This process consists of a series of steps, where in addition to generating ideas, a filter must be made to choose the best of them, which will later become one, which will be applied to compose or improve a situation within a organization. (COSTUMENO, 2007).
GOWIN'S V DIAGRAM,
The Gowin V diagram is based on the heuristic simple and efficient tool to guide decision making and to explain in a practical way how people arrive at a judgment or solve a problem. Usually a heuristic operates when a problem is complex or the problem contains incomplete information. In general, a heuristic can be considered as a shortcut to active mental processes and is therefore a measure that saves or conserves mental resources. Heuristics work effectively in most circumstances, however they can also lead to systematic errors in decision making or judgment development. The ideation of heuristic solutions often starts from reasoning by analogy.
Within school organizations, heuristic strategies behave as organizational resources of the resolution process, which especially contribute to determining the way to solve the problem addressed. There are two strategies: Starting from what is given to carry out the reflections that will lead to the solution of the problem Work forward; Work backwards, firstly, what is sought is examined and, based on the knowledge that one has, possible intermediate results are analyzed from what can be deduced, until reaching the data.
It must contain at least 6 elements: 1.- central question, 2.- keywords based on theories, principles and concepts, 3.- procedures, 4.- observations, 5.- results, 6.- conclusions.
This procedure can be considered subjective - objective because in some moments it can use statistical treatments.
Target diagram:
Pareto chart
Pareto analysis is an ordered quantitative comparison of items or factors based on their contribution to a certain effect. The objective of this comparison is to classify these elements or factors into two categories: the few vital (very important elements in his contribution) and many trivial (the few important elements in it). 20% of the causes are responsible for 80% of the problem.
This diagram allows to identify elements that have more weight or importance within a group; This effect is known as conceptualizing and prioritizing; It also helps to unify criteria, that is, it focuses and directs the efforts of the work group components towards a common priority objective; In addition, it is used to clarify decision-making based on data and facts in an objective way, expanding a vision of the entire problem.
It is important to take care that the data must be collected from facts, not opinions; Also, avoid controversial calculations or assumptions.
All the instruments used to collect data must have sufficient, true, timely and contextualized validity, since the quality of the information will depend on it. Focusing on better decision making.
Once they have answered what, why, why, the how will come;
Organizational change is the process by which organizations move from one state to another in order to increase efficiency. The goal of planned organizational change is to find new and better ways to use resources, skills, capacities and competencies, increase organizational capacity, create value, and identity. The first changes before an external appears is to start by strengthening the development of the functions of the school organization.
The supervisory function and managerial skills such as foresight and generators of learning to improve the organizational life cycle.
The school management function plays a fundamental role in the working life of teachers and its effectiveness, a revolution in the school management model in recent years has seen the conversion of a basically bureaucratic administration into a management paradigm for teaching, in the one that the directors of the center develop the role of leaders (TALIS., 2009). The behavior of the managers and the teaching style visualize the presence of new trends in school management and their impact on teachers.
The administrative direction is distinguished by actions aimed at managing accountability before the interested parties and establishes managing administrative procedures, for its part, the educational direction is characterized by actions aimed at supporting or improving teacher training and setting objectives. of the school, professional and curricular development. School directors tend to be more prominent educational leaders when they consider innovative teaching practices important in school evaluations.
However, these are not the only functions that must be developed within organizations (KATZ & KAHN, 1966), which converge with the actions aimed at developing educational centers as organizations:
Productive functions; manage and improve the efficiency of educational processes in such a way that more institutional value is created, among them we can find learning operations, teaching control and teaching quality control.
Actions that we can observe in this function:
- Guarantee of educational quality, teaching and learning process, Continuous improvement of teaching and educational practice, Formative evaluation, Achievements of indicators and standards, Definition of strategies and their application, Efficient critical, improvement, alternative routes, Monitoring, Communities autonomous learning, accountability and educational control.
Maintenance functions; This feature enables the organization to keep safe and healthy work environments in operation. Your areas, improve your educational skills.
Actions that we can observe in this merger:
- Sustainable environments, Professional self-training, Prevention, Contingency plan, Control of healthy environments, Care and management of attitudinal changes, Development of emotional competencies, Contingency plan
Adaptive functions: allows organizations to adjust to changing environments for long-term planning
Actions that we can observe:
- Academic exchanges, Collegiality, New programs, Learning to learn, Work culture, Negotiation, Prediction and future vision process and alternative solutions.
Administrative functions: facilitates the control and coordination of the activities as a whole. Establishment of educational strategies and policies.
Actions that we can observe in this function:
- Guarantee the educational service, Inter-institutional coordination, Improvement strategies and organizational risk, School lag, Educational inclusion, Internal policies, Accountability, Technology management, Regulatory frameworks, School control.
Educational functions: improve teaching-learning processes with the intention of achieving national and international indicators and standards.
- Exploratory learning, Exploitation learning, Development of superior skills in students, Development of professional skills, Intervention process, Human development, Professional development, Educational research, Educational innovation, educational creativity, Leading, Metafunctions, Facilitating educational relationships with the work environment, organizational climate, negotiation process.
As each of these functions are performed, 4 management skills will be developed: human, conceptual, technical, and design.
None of the functions and managerial skills are inherent to the place of performance, that is to say the same can exercise the skills and functions in the classroom, a direction or supervision. However, each level will have its relevance of action.
Nature of educational organizational learning
Since decision-making happens in an uncertain environment, it is not surprising that many of the decisions that educational organizations make are wrong or that at some point they end where they are least expected, due to states of uncertainty or lack of systematization, of course, allow the school as an organization to adapt to the environment and, sometimes, with results that exceed the most eccentric dream of supervisors, school organizations survive and prosper when supervisors and directors together with their collegiate make consensual decisions with correct systematization processes, sometimes through skill and sound judgment, at other times through opportunities, if the directors together with their colleagues want to make good successful decisions,they must put in place a system that helps members improve their ability to learn new adaptive behaviors, and eliminate inefficient or obsolete ones.
One of the most important processes that help educational organizations make better programmed decisions, learn to choose decisions that will allow them to adapt, modify and change their environment to increase the probability of sustainability of the school as an organization, is organizational learning, a process through which supervisors and directors seek to improve the desire and capacity of each of the members of the educational community to understand and manage the school as an organization and its environment, making decisions that increase the continuous and effective way of learning, in the Organizational learning is currently a vital process for educational administration due to the accelerated pace of changes that affects the interior of each educational center.
The educational authorities of middle management must strive to develop and improve new skills, key competencies to improve their functions that will give competitive advantages to each of the teachers in their charge, to achieve this it is convenient to carry out an intervention process, consequently the supervisors and Directors must understand how educational organizational learning occurs and the factors that favor and prevent those that put at risk the achievements of students, teachers, parents.
For this, two main types of learning strategies have been classified (MARCH. 1981) exploration and exploitation, the exploration school organizational learning includes the search and experimentation of new types or forms of activities, as well as educational processes to increase the effectiveness school. This process houses two moments: research and educational innovation, within the classroom, in addition to integrating interdisciplinary teams and school organizational strategies.
Exploitation learning involves the entire collegiate to learn various ways of how to improve educational strategies and / or school activities, as well as the educational procedure in each of the subjects of the school curriculum to increase effectiveness. In both cases, the observation of the teaching practice will become one of the main sources in the construction of school identity.
Exploratory learning is a more radical learning strategy than exploitative, although both should be used together to increase educational organizational effectiveness.
To motivate organizational learning, it is necessary to develop it at the four levels individually, group, organizational, and inter-organizational without neglecting each other.
Intervention in educational centers as a process of change and learning.
To overcome the traces that have deteriorated the managerial functions, it is necessary to start by being aware and changing the imaginary about the problems, this cannot be solved with a single intervention, the interventions must be systematic and comprehensive, contributing to the centers being more dynamic schoolchildren, pedagogical practices more in line with the needs and with better academic results.
The professionalization that is emerging enables the recognition of various functions for the support and supervision teams, these integrated functions articulate the pedagogical and academic policy with a view to improving the learning of all, the school management function is a unit of orientation and intermediation between the different hierarchical levels of the educational system; It is presented as a support and endorsement in decisions of vital importance for the achievement of educational quality; seeks collective work for the development of joint programs; Its theoretical and practical work is linked to the achievement of its mission that is oriented to the learning of the students.
Thus, the directive function is an instance of liaison or intermediation, it links the different educational levels between authorities and educational public policies, with directors and teachers, students and parents of the schools.
The supervisory task is to advise orient the work of the schools, therefore it is necessary to develop skills, competencies and knowledge, which will allow achieving a sustainable collective work with responsibility and commitment between educational actors and the community.
Motivate organization learning individually
Organizational change is normally aimed at improving efficiency at one or more of four different levels: in human resources, in functional resources, in technological competencies, or in organizational competencies.
Human Resources:We recognize that human resources are the most important value of any organization, the distinctive competencies of an educational organization are based on the skills and abilities of each of the teachers; since these abilities and capacities give competitive advantages to the educational organization. The supervision must continually review its procedures to find the most effective way to motivate and organize the teaching staff, in order for them to acquire and use their skills, the change efforts will include 1.- a new investment in training and development of activities, for teachers to acquire new skills and abilities; 2.- socialize teachers in the organizational culture 3.- change the norms and functional values to motivate an educational workforce with different abilities,multicultural skills, competencies and sense; 4.- A constant analysis of the work in which the promise systems work. 5.- Change the composition of the team to one of senior management to improve learning and decision-making in the technical council.
Functional resources: each organizational supervisory function needs to develop procedures that allow it to manage the particular environment it faces. As the environment changes, organizations offer to transfer resources to functions in which it is possible to create the greatest value, vital educational functions grow in importance, while obsolete functions diminish. Each teacher has their own functional resources and these can be adapted and / or modified, recycled until they generate their own functional style.
Management functions can improve the value created by their functions by changing their structure, culture and technology, changing from a functional structure based on cross-functional teams and self-management.
Technological skills; Technological competencies give the organization an enormous capacity to change itself and explore new opportunities for educational service or teaching process, the ability to develop new teaching strategies and modify existing ones, increase quality and improve confidence, Technological importance prevails in the redesign of educational activities to capitalize on strengths.
Organizational skills: through the design of the organizational culture, the school takes advantage of its human and functional resources to take advantage of technological opportunities, organizational change often includes a modification in the relationships between individuals and functions, in order to increase its ability to create value. Changes in culture occur at all levels of authority including attention to students, change in work group relationships, improved integration, and change in culture by modifying to senior management supervision.
The four levels where change can occur are obviously interdependent; Usually it is impossible to change one without modifying another.
- Comprehensive systematic model tools, educational management instruments and personal growth. Feedback; Signaling, Mirror and interpretation.
Results; only facilitate the development of existing competencies, it also generates new abilities, competencies; likewise, promote understanding for the unlocking of the brakes that hinder their development. Learn to learn.
In the process of personal intervention, the Transition of the educational model (KOLB and FRY 1975), the levels of competence and awareness are appreciated. In addition to observing creative thought processes (PETERSON, 1996)
FIRST MOMENT; awareness of the need to change; In the first moment, attitudes in transition can present some painful moments due to the subconscious states, defensive barriers that appear as part of the process can also be observed, the objective of this first moment is to take it from an unconscious - incompetent state II to a state of CI consenting - incompetent.
The transition of attitudes are appreciated with the theory of Cognitive dissonance (FESTINGER. 1975) when we have thoughts against positions or contradictory to each other it produces psychological discomfort and to avoid it we put mechanisms to make it return to coherence and resolve our own discrepancies, the degree Discomfort will depend on the amount of contradictory thoughts and the importance that they are given, we can also weigh particular logics that will help reduce cognitive disturbances. (Concrete experience) the ability to handle objections will be of vital importance. Cognitive dissonance can appear in any of the four moments.
Simple learning is part of the planned process, it is developed through the Kolb and Fly model or Kolb circle through experience, at the time of learning four different capacities are put into play:
Concrete Experience Capacity (CE): being able to engage fully, openly and without prejudice in new experiences.
Reflective Observation Capacity (OR): being able to reflect on these experiences and observe them from multiple perspectives.
Abstract Conceptualization Capacity (AC): being able to create new concepts and integrate their observations into logically sound theories.
Active Experimentation Capacity (EA): being able to use these theories to make decisions and solve problems
Learning can begin at any of the four points, although the most common is to start with a specific experience. More than a circle, cognitive progression should be understood as a spiral that passes successively through each of the four types of activities. As a development of this model, the authors proposed a table of cognitive styles, given that it was not usual for the different individuals to be equally capable in the four types of activity, four styles could be distinguished according to their competences, they were more inclined towards one type of activity or other:
Divergent: Combines CONCRETE EXPERIENCE and REFLECTIVE OBSERVATION.
Strong imaginative ability, interested in subjects with broad cultural interests.
Assimilator: Combines ABSTRACT CONCEPTUALIZATION and REFLEXIVE OBSERVATION
Strong ability to create theoretical models, excellent inductive reasoning, more concerned with abstract concepts than with people.
Convergent: Combines ABSTRACT CONCEPTUALIZATION and ACTIVE EXPERIMENTATION
Strong in practical application of ideas, has highly focused non-emotional interests.
Adapters: Combine CONCRETE EXPERIENCE and ACTIVE EXPERIMENTATION
Risky, good ability to solve immediate problems intuitively.
SECOND MOMENT. Transitioning from an incompetent conscious state to a competent conscious state, It implies identifying the useful knowledge and competencies of those that are not, implies a process of unlearning and learning, acquiring new competences, a process of dissonance or resistance. Behavioral habits can put personal performance at risk and consequently that of the team.
THIRD MOMENT. The transfer goes from a conscious - competent state. At this moment, the new acquired skills, knowledge, attitudes and personality traits can be observed, as a whole the strongest points of convergent and adaptive learning .
Also in this transitory period we can determine what type of learning has been developed (ÓCCONOR. 1998), its meaning and the usefulness it has for the person (MARCH 199)
Simple learning. Options such as actions are undertaken with this learning developed by own mental models or problem solving by association. Using concrete skills.
Generative Learning; The reorganization of mental structures and transforming the old ones, emerging new types of actions, attitudes and behaviors, we will be able to observe ways to learn to learn, Question the presuppositions, observe and do things differently.
FOURTH MOMENT of an unconscious state - competent. This process will conclude in the automation and improvement of the processes, one of the most optimal states in which we can appreciate the growth, development and maturation of attitudes, skills, concepts and procedures, however, the process does not end here, at this very moment it will be the preamble for a new cycle due to the vertiginous changes that are experienced daily.
Group intervention process or school group
The intervention process within the school begins with identifying the learning factors as well as improving the teaching and learning results of the students, focusing on the important characteristics that make up in addition to inferring in the forms of effective learning, favoring the degree of confidence of the community and the ways to encourage them, the development of favorable environments for learning.
For an intervention to be effective within schools it is necessary to consider these premises:
- That it responds to the needs felt by the change of the entire school community That it involves the entire educational community in the activity of planning and implementing the change process That the culture of the school is modified as a result of the intervention That the autonomy of the technical council is achieved.
Other interesting factors that must be addressed in the intervention process,
- Begin where the school organization is, Intervene with the energy that the school organization has, Intervene not beyond what is required.
In this way, the intervention must be focused with the school's own resources, build efficient and pertinent varied information, in addition to freeing the choice of alternatives so that the school organization decides where to go, as well as generating self-responsibility for its own organization.
Intervention process
| Exploration | Visualize problems |
| Entry | Establish mutual commitments and expectations |
| Diagnosis | Define the areas where the problem prevails |
| Planning | Establishment of action and difficulties of attitudes |
| Action | Execution of previously planned steps |
| Evaluation | Review the results determine the level of intervention and needs for future action |
| termination | Close the intervention. |
In the collection of information, the first moment of knowledge of the current situation of the system used by the organization to promote education is generated and later it is returned so that it can be used in solving problems.
It is important to return the information collected by feedback or Push-Pull, the data collected is used to establish training and development programs.
The new teaching systems will appear as part of the administrative process, they will act on the systems of human resources, functional resources, technological competencies, and organizational competencies, intervening in all areas, strengthening the functions and managerial abilities.
Levels of intervention:
| Intervention level | Strategy | Intervention level | Strategy | |
| Improve people's efficiency | Career life planning | Improve the efficiency of human teams and groups | Confrontation meetings | |
| Function performance analysis
Action- reflection- action |
Specialized sessions to form groups | |||
| Team building | ||||
| Confrontation | Education- confrontation | |||
| Help from a third person | ||||
| Counseling, education and / or training to increase skills and knowledge | ||||
| reflexivity | ||||
| Understand group processes | Feedback | Unstructured group training | Groups t | |
| Confrontation meetings | Awareness groups meeting groups | |||
| Groups t | confrontation | |||
| Awareness groups | Cases and simulations | |||
| Articulation with processes | Communities of practice | |||
| Knowledge of the current situation | Feedback | Ways in which work is done | Socio-technical systems | |
| Survey feedback | Just in time | |||
| Sessions with related groups | Total quality control | |||
| Help from a third party | Work design |
Description of strategies
Life and career planning (present and future)
Defining vital professional goals is essential to improve people's future.
Education systems try to provide teachers with opportunities for ongoing professional development, in order to fully prepare them for their work and retain high-quality teaching staff. (TALIS 2009) The degree of satisfaction and security in their educational performance is high when the educational system or teachers invest in professional development activities better face the challenges of teaching and adapt more easily to changes.
Areas to cover:
- With myself, internal communication With my family inner development of people With my work with their educational work With the world and its nature.
Feedback (feedback)
The information of an individual, or group of the entire organization. The data is returned to the person or group that genders in order to diagnose problems and solution. Or raise awareness of the current situation.
The formative evaluation of teachers and the return of information from it is reflected in the conviction of their own teaching skills, that is, when teachers perceive that their work elicits answers, the greater their confidence in their ability to face challenges of teaching, however this relationship is not always visible when other factors are considered, indicating that these third elements also intervene in their performance, at some moments, teachers reported higher levels of self-sufficiency after having received the evaluation and return of information by accelerating innovative practices. (TALIS, 2009)
It is convenient to respect 14 rules to obtain objective information and without personal involvement. In other words, follow the rules, but not rigorously in order not to lose information.
- Descriptive Specific and concrete Targeted modifiable behaviors Timely, here and now Group verified Self-described Group verified Helping relationship Requested or negotiated Positive or negative Eye contact Adult adult Consistent Take or leave.
Group T
Laboratory for meaningful learning and the repercussions of one's own behavior and that of others, as well as the dynamics and process of group behavior. Concentrate the group's own energy.
The supervisors or supervisors, directors or directors transmit theoretical aspects
Emphasis on the here and now
Emphasis is placed on personal growth and creativity through verbal and non-verbal activities
Focuses on common and aware educational data
It promotes the transfer of values, skills, knowledge and attitudes.
Meeting group
It originates from applied social psychology. Its focuses on personal and group therapeutic actions, where its members use themselves; the directors do not give any theoretical information, it is emphasized in the here and now; emphasis on personal growth and creativity through verbal and non-verbal activities; her approach is approved and experimented with new behaviors of teachers, there is little discussion in the transfer of knowledge.
TEAM BUILDING (TEAM BUILDING)
Event planned with directors and directors or supervisors or supervisors, teachers and designed to improve the way of doing the task by the group, as well as to recognize the resources of the group members.
It is important to visualize it as a continuous process and not as a single event; Participate in the collection of information from the group activity of a plant of male and female teachers; Diagnose the current situation and generate alternative actions; Generate commitments.
It can be applied when there are feelings of discomfort on the part of a supervisor to directors or from directors to teachers. It arises in changes in the team or in an environment, there are functions and interdependent.
Socio-technical system
Focused on technical and social systems: recognizing that it is necessary to operate together to achieve desired objectives, its objective is to optimize the relationship between the organization's technology to increase the educational quality at work.
For example: progress in learning and acquisition of knowledge. They are interconnected parts that function as a whole; It changes if new strategies are added or removed.
Its behavior depends on the overall structure. Contemplate the whole and the parts, as well as the connections between the parts, and study the whole to understand the parts. Each system has an optimal size and if it increases or decreases significantly without undergoing any other changes, it is very likely that it will stop working. That the process of knowing is intangible, it is also directed by a reinforcing feedback loop. The greater the knowledge, the more we learn, because we can establish more connections with what we already know and, thus, we broaden and deepen our knowledge.
Whenever there is a difference between the current state of the system and the desired state, the compensation feedback will move the system in the direction of the desired state. The teams hold joint meetings to assess the current state to the desired state.
Pro-feeding: describes the anticipated effect of the future, which has not yet taken place; generates the cause of the present that otherwise would not have occurred. In other words, feeding creates premonitions that are fulfilled.
Learning of the organization through the socio-technical system, We create our mental models. We make mental models from the social customs, culture and ideas of adults important to us during childhood. Then we continue to train and maintain them according to our experience of life, in four different ways:
Elimination. We are selective about our attention. While we are awake our senses do not stop receiving stimuli, and it would be impossible to pay attention to everyone and handle so much information; what we do is select and filter the stimuli according to our state of mind, our interests, our concerns and our general state of clarity.
Building. One of our strongest and most useful models is when the effects of the world respond to certain patterns and have a meaning, what happens is that sometimes we launch the first meaning that comes to mind or we invent it. We tend to make a link between probable cause and possible effect by building a story that we want to be true.
Distortion. Distortion occurs when we change the experience, amplifying some parts and diminishing others. It is the basis of both creativity and paranoia. It is easy to reinterpret experiences to support certain preconceptions.
Generalization. Through generalization, we create our mental models by taking an experience as representative of a group of experiences. Generalization is a basic part of learning and how we apply our knowledge to different situations. We recognize something that we already know and then we know how to handle it.
One occurs in the moment and the other through time. The first type uses feedback in each specific situation. Single knot learning
This is the second type of learning in which our mental models come into play.
We let the feedback influence our mental models and even transform them. The extra loop can be reinforcing if it strengthens our previous mental models and leads us to follow the same direction we had, or compensation if it leads us to rethink the double knot learning mental models.
Intervention process an opportunity to learn to learn during the teacher's professional development of pedagogical practice.
Teaching practice.- It is the activity carried out by a person at the time of carrying out a teaching-learning process.
Educational Practice.- It is the action carried out by a teacher at the time of carrying out an educational process (which is very different from the teaching-learning process) that is broader since it encompasses the three spheres of integral education: Knowledge, skills and attitudes and values.
Pedagogical Practice: It is when all those skills and knowledge offered by the science of education, which is Pedagogy, are put into play. Rec uerda that can be taught without using pedagogy but with poor results,then the use of pedagogy guarantees good or better results.
Below are 5 strategies for developing pedagogical practice.
The Action-Reflection-Action model is inspired by the pedagogical scheme developed by Kolb (1977)
Teaching is thought from the Action-Reflection-Action model, since the learning of competencies occurs by progressive approaches, where the subject advances in a circle that starts from experience or conceptualization, and that must always go through the reflection and the experience of that reflection. Indeed, it is known that adults learn more easily when they can resort to their experience and when they clearly establish relationships between that experience and the new situations that the subject must face (UNDURRAGA & ARAYA, 2001).
The use of transversal didactic strategies: cases and simulations
Adult learning is greater when divergent cognitive processes are used and when they process the learning material through various strategies (UNDURRAGA, 2001). Among them, the case studies and simulations stand out.
The use of cases is intended to consider a specific problem through the debate of a previously surveyed and written circumstance (GORE, 1998). It allows the direct approach of the problems that appear in the professional situations that are going to work.
The cases fulfill the functions of triggers and promoters of reflection from action. For example, it can be seen how, from a story about the communication of an educational reform, the basic problems of communication processes are constructed.
Cases must have certain characteristics to fulfill the functions mentioned above. On the one hand, each case must have an optimal length and complexity. In principle, it should not be too long or too complex, since it is about including them in short-term activities. But, on the other hand, it must account for the complexity of reality. Likewise, it is necessary to take into account the appropriate sequence in the use of the different cases that are considered. It is convenient, for example, to start with a case from the educational field that is not directly attached to the daily work practice of the participants. If it is very close, the case does not allow the distance necessary for the cognitive reflection that the construction of a competence requires. If on the contrary,the case is very far from the subject's work context, risks lack of interest for analysis, reflection and transfer. the first case should produce a sense of familiarity but not a direct identification with daily practice. As the training process progresses, and especially towards the end, it seems advisable to use cases closer to the daily practice of the participants in order to favor the transfer processes once the reflection is finished. In an ideal work process, it would be convenient to include “self-reflection” exercises towards the end in which each participant works with their work situationthe first case should produce a sense of familiarity but not a direct identification with daily practice. As the training process progresses, and especially towards the end, it seems advisable to use cases closer to the daily practice of the participants in order to favor the transfer processes once the reflection is finished. In an ideal work process, it would be convenient to include “self-reflection” exercises towards the end in which each participant works with their work situationthe first case should produce a sense of familiarity but not a direct identification with daily practice. As the training process progresses, and especially towards the end, it seems advisable to use cases closer to the daily practice of the participants in order to favor the transfer processes once the reflection is finished. In an ideal work process, it would be convenient to include “self-reflection” exercises towards the end in which each participant works with their work situationIn an ideal work process, it would be convenient to include “self-reflection” exercises towards the end in which each participant works with their work situationIn an ideal work process, it would be convenient to include “self-reflection” exercises towards the end in which each participant works with their work situation
Simulations are a resource to promote the formation of competences by creating situations related to others in which it is not possible to intervene or that cannot be observed without specific prior training. Simulations are analogies of reality (Gore, 1998) that allow working by reducing the risks of interventions by professionals who are still not very competent in real situations or by generating fictitious situations to which professionals in training are not usually subjected.
Among the characteristics of the simulations, three stand out: simulation as a space for the exploration of daily practice, simulation as a space for the collective construction of knowledge and simulation as a space for the promotion of meanings.
In addition, simulations are suitable for observing the performance and learning processes themselves. In the context of various simulations, circular feedback techniques can be used, where each group assesses the simulated professional performance of their peers from checklists and the results of the observations are discussed as a team to promote reflection and analysis of the actions that took place and produce alternatives for improvement.
Simulations become learning spaces if they allow one to observe one's environment and "observe" oneself. In this sense, simulations also become spaces for the shared elaboration of knowledge (GORE, 1998).
It is not only necessary to learn to clearly present a curriculum proposal, to resolve conflicts or to lead work teams and lead change processes. It is also necessary to learn how to use these tools to guide the management of educational systems and institutions towards two types of goals: macro-policies –the achievement of equity and efficiency in the use of resources– and micro-policies –the promotion of more and better learning in all students from the same institution –. Both in the use of cases and in the use of simulations, the role of the trainer is central, since he is the one who guides and guides the selection and design of these strategies. For this reason, some authors warn about the potential manipulative use that can be made. Indeed,Cases and simulations can be constructed to manipulate or train competent, autonomous and thoughtful professionals. In any case, this tension between manipulation or training always exists, also in relation to classical training, supported in particular on the transmission of training.
The use of specific teaching strategies for each competence
Adults in a learning situation must use various channels of exploration and practice to promote the development of cognitive and emotional dimensions. But, in addition, the competences have specific characteristics that seem to demand particular didactic strategies for the formation of each one of them.
For training in leadership competence, for example, it would seem necessary to use supported resources on personal qualities difficult to transmit and learn in the classroom. The use of cases of educational leaders is proposed, then, to identify the characteristics that transformed them into what they are.
In addition, to overcome the limitations of "studying" cases, it is proposed to observe other leaders in their contexts of action, to study their self-perception and the perception that other people have of them as leaders.
This theoretical reconstruction of the attributes of leadership is compared with the practical experience of practicing managers (supervisors, directors) through interviews that deal with their conception and practice of leadership. Comparing the literary discourse on leadership with the discourse of managers allows us to approach this competence in a more concrete way.
Another alternative is to take the case of a person that the participant recognizes as a leader and delve into those characteristics that make him such for him.
This representation is then compared with what the literature says and with the discourse of practicing managers.
The set of these resources and their teaching is associated with the development of ethical discernment, a competence that is linked to the promotion of values. In fact, the original project contained the proposal to propose a module for professional training in values. However, addressing this proposal requires assuming a greater complexity and more experience in the training of professionals for management and educational policies. As an anticipation of future developments, it can be proposed that in the context of the notion of competences as "resources for knowing how to act", the teaching of ethical discernment for management and educational policy be conceived linked to the generation of an awareness about the decision to take, the action to follow and the anticipation of the consequences of that decision.
The articulation with the work processes of the participants
The closest connection between professional performance processes and the competencies that are being taught is of utmost importance. If the teaching strategy is disconnected from the work context, there are fewer opportunities for transfer to the learning process itself.
We consider this to be vital to understanding the complexity of decision making. In addition, remote work phases are proposed in which the participants must return to their workplaces, select a particular professional problem or situation and use some of the analysis or intervention resources that are proposed in the module. This experience is then shared with the rest of the colleagues in order to follow up on the acquisition of competence.
Regarding training programs, complementary training instances can be promoted that are included in work situations; for example, participation in a cross-cutting project, writing a professional book or article, carrying out a new specific mission, alternating responsibilities in workplaces, internships and residencies - the latter with a long history in training professional-
The development of reflexivity
In order to strengthen the capacity for transfer, it is necessary to include the development of reflexivity, that is, reflection on action and on one's own reflection (SCHÓN, 1992). The way of acting is always based on theories that guide action and it is necessary to work on these theories in order to produce changes in the ways of acting.
The development of reflexivity is one of the most arduous challenges of the training task linked to work practices. Subjects are not aware of the theories that guide their actions, which is why it is very difficult to work on this level of knowledge, since it implies a very rare practice of self-reflection in training spaces.
One of the most common ways to develop reflexivity is reflection on action. In this sense, the modules always take into account the professional situations of the participants as work material.
A second step towards reflexivity is linked to reflection in action. Cases are also presented where participants must return to their work environments, detect and work on a problem that has previously been seen and resolved in various ways.
A third moment, the most complex, has to do with reflection on reflection of action. It is at this point that, according to (SCHÓN, 1992), the change in action theories is achieved. This element must be taken into account when thinking about the proposal that each teacher makes based on the inputs provided by the module.
- Gardner reveals the persistence of certain "misconceptions" even in individuals who have completed their formal education. They affect the way we understand what happens inside or outside of us, but they also affect the way we face and solve problems.
Reviewing the theories that guide action and working on them is essential to promote changes but, above all, to build moments of reflection that allow the participant to transfer to situations of their daily practice and, based on them, advance in their modification.
The promotion of "communities of practice"
The inclusion of teaching practices that tend to develop what (E. WENGER 1998) calls “communities of practice” is suggested. This organization of pedagogical work strengthens the development of teamwork, a resource necessary for professional performance.
The creation of classroom situations that are close to this notion allows building relationships in which the peculiar way in which the participants “negotiate” the joint venture can be seen, construct the work criteria, develop their repertoire of symbols and tools.
Building communities of practice within educational institutions can be challenging. However, it is very important to attend from the very formation of groups and their integration techniques before placing them in the process of problematization.
- The development of communities of practice takes time and, therefore, is incompatible with the claim to develop extensive and comprehensive curricula; The rules of the game of a community of practice may not be compatible with those of the school in which we are inserted, and we may involuntarily tend to resign the former based on them; Preserving the community of practice from institutional logic - that is, allowing it to develop according to its own logic - does not imply keeping it isolated; on the contrary, the community is enriched when, without being “alienated”, it can find in the institution itself or in other practices of the institution new perspectives and new resources.
There is no doubt that the transformation of the profile of management and educational policy professionals will not arise exclusively from the application of a series of modules for the training of their competences. In reality, the application of all the proposed modules may take a maximum of five weeks.
In all cases, these are toolboxes to be used in periods of intensive work, in coordination or as a complement to a regular training program in education, which includes countless opportunities for the acquisition and processing of information, conceptualization and, in some cases, research. It is one more component of what could be a vast career plan, which can also be used to provide on-the-job training opportunities for professionals already working in education policy and management. It is also an innovation in process, open to analysis, criticism and enrichment.
Pedagogy advocates greater professionalization and highlights the research capacity of this line of thought and action as classroom researchers.
The research process is one of the strongest tools to develop a sustainable school organization. The educational professional can approach the educational reality from different perspectives, as well as use various research models, collecting information through a wide variety of techniques. This diversity is due to different conceptions and ways of interpreting social reality, which is based on the different answers that can be given to the questions posed from the dimensions.
The object of action research is transformation and educational social change. The social dimension is the one that offers the evaluative frame of reference that should guide the change. Research on the practice should be projected in its transformation, fundamentally influencing the change of people and groups.
The dynamics of change are subject to research, action and training. Reflection must necessarily be accompanied by action and you loved the vertebrae of the formation process.
This requires a correct 6-step process.
1.- staff preparation. Descriptive observation, focused observation
2.- change of attitude and openness. Selective observation
3.- planning and systematization
4.- job exchange
5.- organization of the publication.
6.- closure.
The learning circle is accompanied from various perspectives. Participatory research (K. Lewin, 1946) critical action research (Habermas. Kemmis 1983) collaborative research (Castle, J. 1997. Clark C. 1996) in all processes members of the participating group work on their own problems, at the same time They are research subjects and investigated under the socio-critical paradigm.
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