Leadership and Management Competencies for School Effectiveness: Experience of the School Management Model of Fundación Chile

Abstract

Leading executives oriented to the institutional-pedagogical management, more than to the daily administrative action, is what motivates the present article. The experience accumulated in the daily contact with schools, shows us that effective directors are those who are fully aware that their actions impact on the activities developed in the class, and consequently, even in adverse circumstances, the vast majority of their actions they will be oriented to promote the organizational conditions necessary for the formation and achievement of quality learning. In a positive rescue of the term, to that directive teacher, I call it "chalk and chalkboard", since it recognizes in the classroom the main focus where all its actions and resolutions are synthesized. What makes the difference in the perception of one director or another? We understand at least three aspects: first, to be recognized as an effective leader by your community; second, develops professional skills that improve their performance and third, their actions and that of the management team, are guided by a management process that plans, tracks and accounts for the results declared in the Educational Project. The three aspects will be the reason for this brief reflection that is part of a broader research process and that we are starting in the framework of the installation of the School Quality Management Model promoted by Fundación Chile.