Assessment of the competency profile of the head of pedagogy in Chilean educational centers in vulnerable contexts

Montaner, Daniel Villarroel; Sallán, Joaquín Gairín; Bustamante, José Garcés

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SECTION: ARTICLES • Educ. Pesqui. 45 • 2019 • https://doi.org/10.1590/S1678-4634201945201975 copy

Assessment of the competency profile of the head of pedagogy in Chilean educational centers in vulnerable contexts¹ 1 - This article is the product of the doctoral thesis Competencias profesionales del equipo directivo del sector particular subvencionado chileno en contextos vulnerables (VILLARROEL; GAIRÍN, 2014). ^* * English versión by QuickSilver Translate SI.

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This study focuses on the professional competency profile of the head of pedagogy in Chilean schools in vulnerable contexts, identifying its specific competencies associated with domains of fundamental competencies, contextualized within these type of centers and according to the profile that the employer sees fit. This is a qualitative research study of a single case that employs mixed methodology and ethnographic design—including the analysis of three official documents from the Pedagogical Management Committee—a focus group consisting of sostenedores—as well as three questionnaires answered by experts on the topic, and five working sessions with the aforementioned Committee. The results identify four domains: a) pedagogical leadership, referring to guiding and promoting teaching/learning processes for teachers; b) pedagogical-administrative support, as pertaining to coordinating, monitoring, and supporting teachers; c) curricular management of learning processes, as pertaining to monitoring school processes; and d) innovation project management, meaning directing and organizing innovation projects proposed by teachers. The study provides the identification of sixteen professional competencies pertaining to four domains applicable to vulnerable contexts, which were validated by higher education experts and sostenedores. The final profile is rated very high and high by the management entities that participated as a pilot sample during the application of the profile model.

Head of pedagogy; Subsidized education; Vulnerability

The Technical Pedagogical Unit’s (UTP in Spanish) stages of the development	Types or modes of coordination	Actions
Level 1 Control stage	Bureaucratic: focused on instructions: on requirements, forms, and requests for teachers’ reports	• Reviewing teaching plans • Reviewing tests • Reviewing lessons
Level 2 Destabilization stage/ transactions	Occasional and emergent Event organization	• Meetings about guidelines and external forms • Organization of work groups designed according to external regulations. • Various unspecified tasks

Subject	School	Commune	IVE*
O1	Montaner	Hualpén	64,68
O2	Edward	Concepción	41,37
O3	San Patricio	Chiguayante	57,92
O4	Eliecer	Talcahuano	63,23

HEAD OF TECHNICAL PEDAGOGICAL UNIT
DOMAIN I Competencies: Pedagogical Leadership • Planning the collaborative participation of the coordinators of each area of the pedagogical technical tasks derived from the Institutional Educational Project. • Managing, together with section coordinators and teachers, the innovation processes and strategic goals proposed in the Pedagogical Technical Project. • Coordinating the academic and administrative work of section coordinators and teachers. • Launching pedagogical strategies and strategic goals with section coordinators and teachers for the continuous improvement of the Technical Pedagogical area.
DOMAIN II Competencies: Pedagogical-Administrative Support • Offering guidance to section coordinators and teachers in the methodological approaches for learning achievements in accordance with the characteristics of students in vulnerable sectors. • Involving the different levels of the school community in familiarization with activities and projections for units and learning areas. • Supporting the state of progress towards the pedagogical goals of curricular management of vulnerable environments in accordance with the sociocultural reality of the students. • Monitoring pedagogical strategies based on results within vulnerable contexts.
Domain III Competencies: Curricular Management of Learning • Communicating procedures for curricular coverage and programming according to applicable plans. • Managing, together with the area coordinators and teachers, compliance with curricular proposals to be carried out in the classroom. • Training area coordinators and teachers in compliance with subject programs. • Evaluating the progress of the curricular management of vulnerable environments and the achievement of proposed learning-based goals.
Domain IV Competencies: Innovation Project Management • Establishing support networks with institutions for fulfilling the Institutional Educational Project’s strategic goals. • Satisfying the needs and projections of certain academic areas in conjunction with area coordinators and in accordance with the reality of vulnerable contexts. • Prioritizing pedagogical opportunities and resources based on school performance goals in vulnerable contexts. • Monitoring pedagogical strategies based on results within vulnerable contexts.

Category	Subcategory	Focus group Sostenedores	Questionnaire Experts	Documentary analysis and focus group - CJP
Professional competencies of the head of pedagogy	Competency domains	- Pedagogical leadership for teachers. - It is important for the head of the UTP to get along very well with the management team. - He or she also has the responsibility to form part of the team of people that he or she is directing in this whole process.	- They are necessary for transforming the educational center into an environment for catalyzing the changes that influence what makes this context vulnerable and, therefore, requiring a distinct and quality education. -Effectiveness when facing school situations.	- The defined domains constitute an effective field of action for responding to the educational challenges of a vulnerable subsidized private school. - They demand demonstrating confidence and knowledge.
	professional competencies	- They have to have the necessary competencies to be able to act and be an efficient adviser, right ... eh for the process that is ingrained with the Institutional Educational Project’s (PEI in Spanish) goals. - They demand teamwork and collaboration. - The job of forming networks - These are competencies that have to be developed both in vulnerable and non-vulnerable schools because it is the soul, it is the alma mater of success for students.	- Add “in vulnerable contexts,” because we know that there are frequent conflicts in this sector. - While a school that provided pedagogical support from the technical coordination team would be innovative, it seems like a good idea in vulnerable contexts.	- It implies the ability to be adaptive, communicative, and intuitive. - Being restrained and tempered. - Being attentive and collaborative. - In terms of professional competencies, there should be familiarity with the context, flexibility, adaptability, integration. - Being balanced in your group and individual performance.
	Assessment of professional competencies	-Should be able to interpret ... uh ... what direction says in to put it into practice. - It would be good to make a profile for each participant of the management team. - The job is not done right by people who are sitting at a desk . . . it is done with people are doing the actual work . . . this is my role within this school in a vulnerable context. - I think it’s a serious and responsible job.	-The profile constitutes a social commitment to education, to encouraging the social mobility and development of vulnerable social groups. - Establishing attributes would be a contribution. - Depending on the style and leadership competencies that he or she has and the commitment he or she makes with the families and networks. - A clear vocation for pedagogical work under difficult conditions.	- It’s a step towards determining the competencies required to lead educational processes in the sector. - Helps to perform an optimal job. - Requires, among other aspects, the exchange of good practices with managers; the creation of networks at different levels; contextual analyses; community engagement; and continuous training at different levels

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[1] Daniel Villarroel Montaner holds a Ph.D. in Education. He is a collaborating member of the Organizational Development Group - Universitat Autònoma de Barcelona. Barcelona, Spain.

Joaquín Gairín Sallán holds a Ph.D. in Education. Tenured Professor. Universitat Autònoma de Barcelona. Department of Applied Education. Barcelona, Spain.

José Garcés Bustamante holds a Master’s in Education. Institutional Curriculum Specialist at the Centro de Mejoramiento Docente (Center for the Improvement of Teaching). Universidad de Atacama. Copayapu, Chile.