Role of the Director of School A Unit in the present Chilean Education

Role of the director of a school unit in the present role of the Chilean education director of a school unit in the present Chilean education. "Learn to listen and answer today ... tomorrow?. By Cristian Flores Escalona. * August - 2008.

At a time when the subject of education is the owner of the big national newspapers, the focus is on them, which lead (level transformational) and managed (operational level) an educational community. The responsibility of every director of college education with your organization is very important. He is a key to the success of an educational institution. A director must lead the change. Jean Lebrecht (2007), educational consultant says that "the primary role of the headmaster is to provide leadership and professional management for a school unit. This is to create a solid basis for achieving high standards in all areas of school work?. The development of competitive strategies within an organization is in the hands of the central conductor, ie the academic authority. Therefore, all these tasks to be undertaken, add five criteria of action, which allow you to grow in their role. These are: understanding your school, observe classes, attend to the symbols, rituals, lead by example, manage the moral purpose and teamwork.

When you point to understand the school, we refer to the broad condition of listening and note the educational context, this will help you understand the times and internal rhythms of his school. In this way, you will see the best educational environment and climate. This instance is also known by the name of "managing itinerant?, Since the guide is moved by all sections of the establishment, school runs, talks and takes an active role. From a formal perspective, we find at this stage the evaluation and supervision. As for the observation of classes, is considered an essential activity of the educational manager, and to look at the teaching of their intended task, will propel him to reflect, and decide to lead projects that promote and improve not only student learning, but also the professional performance of teachers. This aspect I consider it essential to promote change processes. In relation to the symbols, rituals and example, the director must be a permanent reference throughout the school. He grows, tends and protects the rites and symbols in which the concept of community building. An example of this action in schools, is the creation of the honor roll and conducting graduation galas each day with a ceremonial baroque.

Another action that is considered essential, it is basically intended to promote moral, ie, which "allows inspire and lead the organization towards achieving education a long-term competitive advantage?. (Nikos Mourkogiannis, 2006). Moral purpose is a value that appeals to the innate sense that people have about what is right and what is valuable, this is the basis of change in education. Finally, all efforts are focused on promoting teamwork. Under the current paradigm of the Chilean educational system, it is essential to promote teamwork to achieve institutional goals and objectives. The motto "United we stand?, Thus resulting in a synergy that enriches the entire educational environment, promoting a common discourse, constructive, coherent and effective. Furthermore, if we build a team with high commitment, the results will be better.

Les Choristes by Christophe Barratier.

In the film Les Choristes director Christophe Barratier, shows how a group of motivated students by their teacher, managed to become a great sublime chorus of voices. For me this story which is inspired by the management of a passionate leader to educate and worried until the finer details in the learning of all students.

The idea that prevails in recent years in the Chilean education, is to professionalize the role of director, ie, investing in training people in charge of schools. Thought in 2000 and in Britain, took shape in an institution called the National College for School Leadership, whose mission is to develop school leadership. The results have been exceptional. The organization works to support future educational leaders and that these have a high positive impact through its management both inside and outside their schools.

The Ministry of Education of Chile, said three powers of the directors of educational establishments, these are: the pedagogical, administrative and financial, although the latter two can be delegated. In addition, the agency explicit management action areas, including leadership, curriculum management, resource management and management of the institutional climate and coexistence. I will dwell in the leadership, being a fundamental concept related to the development of skills and competencies that allow for directionality and coherence to school projects. In the framework of good management (Ministry of Education, 2005) indicates that "leadership is seen as the personal and professional development of a director and management team, aimed at coordinating the efforts of the leading educational community?. In this sense, the skills involved are shown primarily on the ability of the director and his team to guide school actors to achieve the goals. It should be noted that school leadership is not a unique feature of the director but that "it is desirable to find all the actors who take responsibility for a task or help to create visions of change?. Leadership in the words of John Adair "means understanding and common purpose.

Without it there can be no effective leadership?.

A director is not exempt from having problems in their learning community, so you should be able to resolve conflicts, mediating between the various actors. (Internal level: teachers, parents, guardians and students at the outer level: local authorities, community and government). Other relevant aspects in which the director must be stopped are the keys to how we learn, the concept of competition, progress maps and levels of achievement.

In the area of ​​leadership for change, we find the following topics: the ethical end, understanding change, build relationships, create, share knowledge and produce consistency. It is in this area that are the main tensions that a principal must face, especially in the ongoing quest to improve teaching. It requires a competent scholar in the broadest sense of the word. If a learner fails one or two teachers, this situation is individual, but if they fail many, the problem is exercising leadership. In this sense, it promotes the formation of professional teams to share their teachings and that each member be enriched by the experience of another. It is concluded that the acquisition of knowledge is a social process. On the other hand, the teachers' union is characterized by fostering good relationships.

Another aspect that generates tension is the lack of consistency. Enter a vicious circle is detrimental to an entire educational corporation. Keeping a stiff speech, outdated and stagnant, not built. The production aims to maintain a consistent balance between what is said and what is done inside and outside a school organization. Sometimes those who lead an academic institution not care to understand and to understand the change, simply introduce strong activating resistance mechanisms. An effective manager attacking incoherence, promotes an ethical end, includes the change, build relationships and share knowledge.

Finally, we must understand that the role of a director is not only working to reach agreements or mediating between the actors, but is an ongoing challenge, a commitment that involves explicit and seek the support of all the vision and mission of the community learning.

"Commitment to Learning?.

* Cristian Flores EscalonaProfesor of Castilian. Chile.Licenciado Catholic University in Education. Chile.Magíster Catholic University in Education. Metropolitan University Educación.Doctor Science in Education. © University Academy of Humanism Cristiano.Diplomado in Educational Leadership. © Catholic University in The Grange School.Editor Chile.Profesor Literature. Pohemia editions.

Bibliography

- Adair, John, not bosses but leaders: The path to success, Confemetal Foundation, Madrid, 2004 .- Fullan, Michael, Hargreaves, Andy, The school that we want, Editorial Routledge, London, 1999 .- Lebrecht, Jean, Leadership , ethos and participation in schools, Bogota, 2007 .- Ministry of Education, Framework for Good Leadership, Professional Development Criteria and Performance Evaluation, Ministry of Education, Santiago de Chile, 2005.