المؤلفون: Montecinos, Carmen (ORCID 0000-0001-8382-1848), Cortez, Mónica, Zett, Isabel, Chávez, Sofía

المصدر: European Journal of Education. Mar 2023 58(1):36-50.

Peer Reviewed: Y

Page Count: 15

Descriptors: Accountability, High Achievement, Institutional Characteristics, Foreign Countries, Mathematics Teachers, Language Teachers, Spanish, Low Income Students, Secondary School Students, Student Centered Learning, Instructional Leadership, Access to Education, Higher Education, Educational Attainment, Poverty, Public Schools, Standardized Tests, School Effectiveness, Program Descriptions, Trust (Psychology), Cooperation, Decision Making, Educational Policy, Instructional Improvement, Teacher Attitudes, Parent Attitudes, Student Attitudes, Administrator Attitudes

مصطلحات جغرافية: Chile

مستخلص: The qualitative study on which this article reports explored how senior leaders, mathematics and Spanish language teachers (N = 72) in four high-performing, high-poverty, public secondary schools in Chile enact performance-based accountability policies related to standardised assessments. These four public schools were selected because prior to when the study was conducted all were part of the Bicentennial Schools Programme led by the Ministry of Education from 2010 to 2014. The aim of the programme was to develop effective secondary schools to serve low-income students. A thematic analysis of data produced through individual and group interviews and observations of departmental meetings shows that the enactment of performance-based accountability involved two dimensions of learning-centred leadership, distributed among senior leaders and department heads. An aim shared by parents, students, teachers and senior leaders was to ensure students' access to, and completion of, studies in higher education. Attaining good scores in national standardised SIMCE tests was key to meeting the vision. Collective trust among all actors and macro level trust in standardised testing served as a resource for strong collaboration to improve instruction and learning as well as teachers' collective efficacy. The discussion focuses on school-level practices and policy-level decisions that create conditions for the effective use of information produced from standardised assessments. A key point supported by our findings is that successful performance in external assessments is resourced by, and fosters, trust formation in schools.

Abstractor: As Provided

المؤلفون: Montecinos, Carmen (ORCID 0000-0001-8382-1848), Galdames, Sergio, Flessa, Joseph, Valenzuela, Juan Pablo

المصدر: Educational Management Administration & Leadership. Mar 2022 50(2):285-306.

Peer Reviewed: Y

Page Count: 22

Descriptors: Principals, Administrator Education, Disproportionate Representation, Females, Minority Groups, Supply and Demand, Labor Market, Career Development, Individual Characteristics, Educational Policy, Foreign Countries, Educational Administration, Occupational Aspiration, Career Choice, Teachers, Middle Management, Leadership Training, Credentials

مستخلص: This scoping review of the international literature published over the last 50 years in educational leadership and management journals provides a thematic exploration of factors influencing pathways at the pre-entry stage of a principal's career. Findings from a thematic analysis of 68 publications show that attention to prospective principals increased after the year 2000 and this was driven by four main concerns: underrepresentation of women and ethnic minorities, principal supply and demand, the principalship as a school improvement lever, and the expansion of leadership posts in schools. Selected articles addressed three dimensions of the pathways before a person is first appointed to this post: (a) micro (individual's agency), (b) meso (preparation of prospective principals), and (c) macro (policies shaping access to the post). Across time and countries, pathways to the principalship are resourced by individuals' professional orientations and by contextual factors, formal pre-service preparation may be desirable but not always available or required, and policies frame a conceptualisation of the principalship that shapes the two previous dimensions. The internationalization of research on pathways to the principalship has brought to the forefront normative assumptions that should be critically challenged when considering how to recruit, develop, and support prospective school principals.

Abstractor: As Provided

المؤلفون: Zoro, Barbara, Montecinos, Carmen, Castro, Gabriela

المصدر: Compare: A Journal of Comparative and International Education. 2021 51(7):965-983.

Peer Reviewed: Y

Page Count: 19

Descriptors: Administrator Attitudes, Principals, Foreign Countries, Educational Improvement, Novices, Instructional Leadership, School Administration, Conflict, Teacher Administrator Relationship, Trust (Psychology), Public Schools, Epistemology, Emotional Experience, Work Environment

مصطلحات جغرافية: Chile

مستخلص: As policymakers worldwide have intensified regulations and expectations to enhance school principals' work as leverage for school improvement, their jobs have become increasingly stressful. The emotional dimension of leaders' influence has been acknowledged as important yet scantly researched in the Latin American context. In the current article we examine emotional meaning making among 12 novice principals engaged with practical tasks involved in school leadership and management. Data were produced through in-depth interviews conducted at the beginning and at the end of their first year in the position. Findings show that negative emotions predominated and that these were mainly elicited in situations involving conflicts with staff. Just half of these participants used emotions as a resource to build community and relational trust with staff, reporting more positive emotions. These findings are discussed in terms of the implications of how emotions impact principals' practices and interactions with staff.

Abstractor: As Provided

المؤلفون: Montecinos, Carmen, Cortez, Mónica, Valenzuela, Juan Pablo, Zett, Isabel, Zoro, Barbara

المصدر: In Teaching and Teacher Education July 2022 115

المؤلفون: Montecinos, Carmen, Cortez, Mónica, Zoro, Bárbara, Zett, Isabel

المصدر: Educational Management Administration & Leadership; May2024, Vol. 52 Issue 3, p520-540, 21p

مصطلحات موضوعية: SCHOOL improvement programs, EDUCATIONAL leadership, SCHOOL principals, SCHOOL administration, DECISION making, PROFESSIONAL education

مستخلص: The current study examines senior school leaders' theories of action driving their decision-making around how they manage departments and distribute leadership to department heads. Based on a thematic analysis of transcripts of interviews with the principal, head of the curriculum unit, and two department heads from nine high schools, four approaches for managing departments were identified: (a) quasi self-managing units; (b) hierarchical managerial control; (c) participatory management; and (d) transitioning from hierarchical control to incipient participatory management. All approaches, to varying degrees, involved hierarchical managerial control and, to a greater or lesser extent, department heads participated in decision-making. At the centre of the distinct patterns for the distribution of leadership associated with each management model was a concern for aligning teachers' improvement priorities. These approaches are examined through a distributed leadership lens in terms of their potential affordances and constraints for strengthening the contributions of departments to school improvement processes. The main conclusion is that variations in how senior leaders manage departments for the distribution of leadership need to be understood in the context of a school's history and culture. [ABSTRACT FROM AUTHOR]

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المؤلفون: Montecinos, Carmen, Ahumada, Luis, Galdames, Sergio, Campos, Fabián, Leiva, Maria Verónica

المصدر: Education Policy Analysis Archives. Sep 2015 23(87).

Peer Reviewed: Y

Page Count: 29

Descriptors: Foreign Countries, Public Schools, Principals, Educational Policy, Declining Enrollment, Neoliberalism, Performance Contracts, Interviews, Enrollment Management, Marketing, Commercialization, Governance, Entrepreneurship, Barriers, Longitudinal Studies, Case Studies, Elementary Schools, High Schools, Elementary Secondary Education, Professional Autonomy

مصطلحات جغرافية: Chile

مستخلص: Public education in Chile has been steadily losing students as a result of the implementation, for the last 35 years, of a market model. In this paper we exemplify how a structural problem (public schools' declining enrollment) created by neoliberal educational policies is transformed into an individual problem to be managed by the public school principal. Principals must sign a performance-based contract that specifies sanctions and incentives for meeting enrollment targets. The current paper examines, through data produced by in-depth interviews and shadowing, how 19 principals worked toward that target. Findings show that to manage enrollment principals spent, on average, 24% of their time performing marketing tasks. Principals, thus, have developed an entrepreneurial self, which is promoted by quasi-market school governance models. Through this entrepreneurship they manage various threats that represent barriers to the possibilities for meeting enrollment targets.

Abstractor: As Provided

المؤلفون: Montecinos, Carmen (ORCID 0000-0001-8382-1848), Cortez Muñoz, Mónica, Campos, Fabián, Godfrey, David

المصدر: Professional Development in Education. 2020 46(4):677-690.

Peer Reviewed: Y

Page Count: 14

Descriptors: Faculty Development, Pilot Projects, Peer Evaluation, Foreign Countries, Networks, College School Cooperation, Partnerships in Education, Administrator Attitudes, Student Attitudes, Teacher Attitudes, Learning Processes, Outcomes of Education, Public School Teachers, Institutional Characteristics, Teacher Characteristics, Instructional Leadership, Teamwork, Teacher Collaboration

مصطلحات جغرافية: Chile

مستخلص: This article presents findings from the implementation of a pilot study of a professional development model, Schools Inquiring and Learning with Peers (SILP) in Chile. SILP includes a network learning setting involving a cluster of three schools supported by university partners that conduct peer reviews and a school learning setting involving school teams in conversations to mobilise new leadership for learning practices. The notions of joint practice development and multivoicedness in professional conversations are the essence of these processes. Data produced through the review process, understood as voices, enabled participants to incorporate the perspectives, conceptual horizon, and intentions of administrators, students, and teachers who need to collaborate for teaching to produce learning. Across schools we observed common learning as well as important differences. These differences show that by taking an active role in making sense of their participation in a professional development programme, learners achieve outcomes that may be much more meaningful than what program designers prescribed. As facilitators we learned with participants about their specific contexts, expanding the affordances they and we envisioned for the use of new tools that became available through their participation in SILP.

Abstractor: As Provided

المؤلفون: González, Álvaro (ORCID 0000-0001-6225-0409), Ehren, Melanie (ORCID 0000-0002-8159-7675), Montecinos, Carmen (ORCID 0000-0001-8382-1848)

المصدر: School Leadership & Management. 2020 40(5):425-443.

Peer Reviewed: Y

Page Count: 19

Descriptors: Public Education, Educational Administration, Networks, Administrative Organization, Foreign Countries, School Administration, Educational Change, Educational Improvement, Case Studies, Governance, Instructional Leadership, Elementary Secondary Education, Teacher Attitudes, Administrator Attitudes

مصطلحات جغرافية: Chile

مستخلص: The public education system in Chile was reformed in 2017, introducing networking as a principle for governing and improving schools. Between 2018 and 2025, 70 Local Public Education Services (SLE) will replace 345 municipalities as the intermediate level of the new system. SLEs are mandated to lead the formation of networks to support the improvement of schools. This paper presents a qualitative case study exploring how professionals from one SLE in lead the formation of mandated networks. Findings from 20 in-depth interviews were analysed using the network formation model proposed by Segato and Raab ([2019]. "Mandated Network Formation." International Journal of Public Sector Management 32 (2): 191-206.). School networks were configured by SLE professionals, introducing hierarchical elements into their coordination. SLE professionals acknowledged a tension between guiding networks to produce horizontal and collaborative relationships and coordinating school networks vertically as functional units to support and supervise schools. In the discussion we argue that this tension emerged from SLE professionals' mindset where prior experiences with vertical and centralised coordination, associated with hierarchical governance, predominated over new forms of horizontal and distributed leadership, associated with network governance.

Abstractor: As Provided

المؤلفون: Cortez, Mónica^Aff4, Campos, Fabián^Aff4, Montecinos, Carmen^Aff4, Rojas, Jorge^Aff5, Peña, Marcela^Aff6, Gajardo, Jorge^Aff5, Ulloa, Jorge^Aff5, Albornoz, Charles^Aff6

المساهمون: Ehren, Melanie, Series Editor^Aff1, Maag Merki, Katharina, Series Editor^Aff2, Godfrey, David, editor^Aff3

المصدر: School Peer Review for Educational Improvement and Accountability : Theory, Practice and Policy Implications. :245-266

المؤلفون: Galdames, Sergio, Montecinos, Carmen, Campos, Fabián, Ahumada, Luis, Leiva, María Verónica

المصدر: Educational Management Administration & Leadership. Mar 2018 46(2):318-338.

Peer Reviewed: Y

Page Count: 21

Descriptors: Foreign Countries, Beginning Principals, Readiness, Educational Change, Barriers, Elementary Schools, Public Schools, Low Achievement, Change Strategies, Institutional Characteristics, Educational Policy, Leadership Responsibility, Poverty, Longitudinal Studies, Administrator Attitudes, School Personnel, Educational Administration, Interviews

مصطلحات جغرافية: Chile

مستخلص: In a context characterised by triple sources of accountability demands, principals in Chile are required to mobilise change to raise performance indicators. School improvement is a complex endeavour--a complexity that is intensified for newly appointed principals, particularly when placed in a high-poverty, ineffective school. This article explores changes introduced by newly appointed principals placed in elementary public schools that were struggling (n = 4) and in schools that were sinking (n = 5). Findings show that all participants converged on actions to promote changes in: staffing, redesigning the organisation, and managing instruction. The quality of the actions, however, differed by type of school, highlighting the importance of defining policies for strengthening school leadership that take into account differences among schools. Induction will provide needed support at the individual level, but it might be insufficient support if other measures at the district level fail to create conditions, such as staffing, so the arrival of a new principal is indeed an opportunity to reverse a downward trajectory of an ineffective, high-poverty school.

Abstractor: As Provided