INTRODUCTION

One of the most important points in the learning of students is the

type of school, its organization and the way in which issues are resolved

problems. In a school, there are various types of organization, in many

cases are not entirely adequate since those in charge do not deliver

the best benefits for the students' learning, there are also

cases where the organization of a school is unclear, that is to say, it does not exist

norms or guidelines that guide the actions of teachers, students, and parents

of family. In this regard, Santo Guerra (2006) states that:

When we talk about organization, it can refer to 4 meanings: It is said

of an educational organization to refer to any educational center, such as
a discipline or set of knowledge, in a school there is a good or bad one
organization, the elements of the organization are arranged and articulated
conveniently. The term organization is used in a
considerable variety of meanings, of which we will highlight the 2 most
relevant (p. 63)

School management is a process that emphasizes the responsibility of work.

in a team and involves the construction, design, and evaluation of activities.
educational. It is understood as the ability to generate new policies
institutional, involves the entire school community in ways of
democratic participation that supports the performance of teachers and
managers through the development of educational projects suitable for the
characteristics and needs of each school.
It involves generating diagnoses, establishing objectives and
goals, the definition of strategies and the organization of resources
technical and human resources to achieve the proposed goals.
Depending on the focusing, it is possible to identify large areas of the
school management: academic management, managerial management, management

administrative, and community management.

Involved processes:
Support to develop a quality culture in all projects.
carry out, creating awareness of improvement, teamwork and
participation.
Encourage the use of instruments and tools in decision-making
decisions, organization, and monitoring of the processes that are
they are implemented in the institution.

Support in the coordination of projects, with the aim of providing a sense

to the activities in light of the objectives set by the institution
educational. Implementation of management indicators, with the purpose of
visualize the development status of the processes.
Systematization and documentation of all processes, with the
purpose of achieving organizational learnings from mistakes and
consolidate sustainability.
This report contains a total of 6 sections which are:
 Institutional dimension

Teaching practice takes place within an organization. In this

In a sense, the work of the teacher is also a collective task.
built and regulated in the space of the school, place of teaching work.

The school institution represents, for the teacher, the privileged space of
professional socialization. Through it, one comes into contact with knowledge
of the trade, the traditions, the customs, and the implicit rules inherent to the
teaching culture.

It is the living organism that explains the fact that school is not
not just the sum of individuals and isolated actions, but a construction
cultural in which each teacher contributes their interests, skills, projects
personal experiences and knowledge to a common educational action.

The institutional dimension recognizes, in summary, that decisions and the

the practices of each teacher are filtered through this experience of
institutional belonging and, in turn, that the school offers the coordinates
fraternal, regulatory, and professional workplace norms, against the
each teacher makes their own decisions as an individual.

The analysis of this dimension focuses attention on the issues that pose
I manifest the filter that the educational institution represents in practice.
each teacher, and that imprints a collective dimension on individual work:
the norms of behavior and communication among colleagues and
authorities that are built in each school and that in turn are part of
from a professional culture; certain knowledge and teaching practices
that are socialized within the guild and that the teachers are assimilating into
starting from the contact with their colleagues during their time at different schools;
customs and traditions, styles of relationship, ceremonies and rites; models of
management directives that establish certain organizational guidelines in the
school and that influence, among others, the way each teacher
He works in his classroom and in the predominant work criteria.

The entire dynamism of teaching practice in its institutional context

also takes place within the framework of material and regulatory conditions
labor regulations that govern the activities of the school from the administration of
educational system.

The role of the teacher as a professional working in an institution is

cemented in the relationships between the people involved in the process
educational: students, teachers, principals, mothers and fathers.
School management is both an agent and a factor of improvement. For this reason, the
management, the work of the manager, the teacher, and parents marks a
difference, as all studies on the subject show. These must
work together to have good communication.
At the "Vicente Guerrero" school, parents, teachers, and administrators
they participate in the decision-making of the activities that will take place in the
institution. Most parents attend the meetings that
the base teachers are held, for bimonthly meetings in which they give
to know grades, things that arise during the days, the
performance of their children. Likewise, they participate in activities, the
teachers organize themselves (Children's Day, Mother's Day, some events of
utilization that arises, sporting events) Each teacher fulfills
their assigned commissions.

The main responsible parties and stakeholders in education of

Your children are the parents, nothing will allow them to better accomplish their

right to control it and influence it that the opportunity

to intervene in the management of educational centers.[CITATION Mar93]

Based on the interviews I conducted with parents, they mentioned to us

that the director only approaches when there are meetings or certain cases where
problems arise. On the days of visits to this school, I was able to
to notice that the director does fulfill some of his functions, receives the
Parents who require certain documents, gather all the teachers.
to deal with matters that are going to be carried out.
It is true when it is said that management requires a person in charge; that for
for the management to be appropriate, the person in charge must have leadership, but
we also know that school management is not limited to the function of the principal,
but relates this to the collaborative work of the staff and the
parents and students so that they can have a good
organization.
School projects

In the interview with the director, he mentioned that for the moment they did not have

with projects but that were in process. The base teachers, all of the
technical council and occasionally parents.
These are made for the needs presented by the students and thus
to have benefits. Building a school project is to challenge determinisms and
to incorporate the school into time, therefore it is to integrate the past, the
the present and the future in a joint perspective to achieve a proactive direction
consistent between what is said and what is done, a bridge between the school
what we have and what we want to build.

Management in the school

School management is a process that emphasizes the responsibility of work in
team and involves the construction, design, and evaluation of what to do
educational. It is understood as the ability to generate new policies
institutional, involves the entire school community in ways of
democratic participation that supports the performance of teachers and
managers through the development of educational projects suitable for the
characteristics and needs of each school.
Management seeks to improve schools, and for this to be effective
distributed. "School management is an agent and at the same time, a factor of
improvement. That's why management, the work of the executive, makes a difference,
as all studies on the subject demonstrate[CITATION Cla08 p 9 l 2058 ].

Types of management in the school

Types of Management:
Technological Management: It is the process of adopting and executing decisions.
about the policies, strategies, plans, and actions related to the
creation, dissemination, and use of technology.
Social Management: It is a comprehensive process of actions and decision-making,
that includes everything from the approach, study, and understanding of a problem, to
the design and implementation of proposals.
Project Management: It is the discipline responsible for organizing and
they manage the resources in such a way that everything can be realized
work required by a project within time and budget
defined.
Knowledge Management: It is a concept applied in the
organizations, which refers to the transfer of knowledge and of
existing experience among its members. In this way, that collection of
knowledge can be used as a resource available to everyone
members of the organization.
Environmental Management: It is the set of procedures dedicated to handling
environmental system based on sustainable development.
Environmental management is the strategy through which the organization of
anthropic activities that affect the environment, with the aim of achieving a
adequate quality of life.
This gives us to understand that for the development of a project, it is necessary
everyone should work together and not just the director, as it is very laborious,
although if it is well made, this brings benefits for everyone
school community.
Quality school
A quality school is one that collectively assumes
responsibility for the learning outcomes of all its students and
commits to the continuous improvement of school performance.
Seek the operation based on standards, sharing their experiences and
driving self-learning processes of its actors.
It is an integrated educational community that promotes equity and guarantees
that learners acquire knowledge, develop competencies,
skills and values necessary to achieve a personal and family life
full, participate in productive work and continue learning throughout
of a lifetime.
At the Ricardo Flores Magón school, there is an adequate organization of
time, which allows for maximum benefit for teaching. There is
classes every weekday scheduled in the school calendar.
The space and the furniture are not sufficient and suitable for the task.
school
The principal and the manager are at the school, their presence is constant and they
they are at the forefront of the institution, but sometimes their influence is noticeable

absence
Not all teachers plan, but there are strategies for monitoring.
work in the classroom.
Teaching and learning are enriched by the use of different
didactic resources, in this case not all students have
materials to work with, only have the textbooks that the government
provides.
In this institution, due to some deficiencies, we cannot say that it is a
quality school and in the interviews conducted with the teacher and the parents
In a family, although there are decisions being made, there isn't always a consensus.

integration.

School resources
It is believed that the operation of schools involves the attention of the
needs related to services, material resources e
infrastructure. Among these are maintenance and physical improvement
of the campuses, the acquisition and repair of furniture, as well as the
purchase of equipment.

The scarcity of economic resources to meet the needs of

the operation of the schools would hinder the execution of works
essential to guarantee the well-being of teachers and students in the
teaching and learning environments, or to provoke that the different
educational actors focus their greatest efforts on fundraising
economic resources to the detriment of their educational tasks.
Regarding the resources in the interviews, teachers and parents of
families emphasize that lack of resources, the deficiency both in infrastructure
as support for the children. Parents have to take from their
own money for cleaning materials, to fix fans, for water
that is consumed inside the classroom, and materials that are required for the
classes.
Project construction
Projects at school are managed through the needs whether it is
from the maintenance of the school, having better classrooms, furniture and
team that these are benefits that students can obtain with such
school projects facilitate the organization of tasks of the
school. Clearly locate the important things: teaching and its
improvement, learning and its improvements.
At this moment, the director does not have any projects lined up, but
The school really does need improvements.

Decision making
The decisions that management teams have to make in relation to the
people management is complex and associated with multiple variables
that will influence both the climate of the organization and the development of the
pedagogical activities. On the other hand, the hiring processes,
evaluation, improvement, and disengagement generally produce
tension, restlessness, and anxiety in teachers, which can be minimized if
managers have clear personnel management policies and
socialized among the teachers. This will benefit the climate, coexistence or
even in the pedagogical processes of the institutions.
Many times the directors (or supporters) do not know well how to face
the problem, and they lack concrete tools that help them to make
determinations. This leads to some decisions being based on
more on intuition, personal perceptions or team judgments, than on
clear evidence or formal criteria, which generates even more
restlessness and resistance in the teaching staff.
For this, meetings or collectives are held where the staff
teachers address problems or different topics. The base teachers for
hold bimonthly meetings to disclose grades. And with the
The parents' committee only holds a meeting once every school century.

Bibliography
Enguita, M. F. (1993). The teaching profession and the chronic school community
from a misunderstanding. Madrid: MORATA.
Making a School a Good School
 ASSESSMENT AND IMPROVEMENT OF SCHOOL MANAGEMENT.

INTERVIEW FOR THE DIRECTOR

How is the organization of the institution?
With 7 groups and 8 staff members, 1 secretary, 1 manager, and a teacher of
physical education.
2. What committees are there in the school and what are their functions?
Punctuality and attendance commissions, hygiene, social action, newspaper
mural, honor board, competitions, surveillance.
What projects exist in the school?
We currently do not have any project.
4. What is the purpose of carrying out projects?
In order to preserve the traditions and customs of the community.
5. Who participates in the development and management of the projects?
The base teachers, all of the technical council and sometimes parents of
family.
6. Does the school have workshops? Which ones?
Handicrafts, marching band.
7. In case there are workshops, the responsible individuals receive some incentive.
economic?
No, and the parents are responsible for the costs of materials.
8. Does the school have government, state, or
municipal elections? Which ones?

The school used to belong to IEEPO, now it belongs to SEP, and they receive
supports of the '100 School' program, lacks ICT
9. Do you have any other type of support for the school, besides
Mention the government programs? Which ones?
Not at the moment,
10. Who is responsible for the expenses generated by the maintenance of the
institution?
From the school sellers, and enrollment fees.
INTERVIEW FOR THE TEACHER.
1. What commissions do you have in the institution? How is that assigned?
commission? For how long is it assigned?
Committees for punctuality and attendance, hygiene, social action, library
school, mural newspaper, honor roll, surveillance and sale of water. It
assign in a group meeting, a school year.
Does the classroom have the appropriate furniture?
No
What are the advantages and disadvantages of working in this institution?
Advantages:
It is a fully organized school.
Its location.
The support of the parents is there.
Disadvantages:
The number of students.
Material shortages.
Do you participate in decision-making in the institution? In what ways?
yes, in the organization of the commissions in the meetings.
5. What rules must teachers, parents, and students follow?
in this educational institution?
Teachers
Attend classes punctually
Make the classes dynamic
Encourage attendance, so that students do not miss for unjustified reasons.
That the students are disciplined
To keep a record of tasks, receipts, and personal documents
the students
Comply with all documents requested by the management of
the school
Attend the technical council meetings
PARENTS
Attend the meetings called by the group teacher.
Support your children with their homework

Do you develop projects for improving the classroom? Which ones?

Yes, in educational pedagogy.
STUDENTS
Wear the uniform.
Attend classes daily.
Be punctual.
Respect the spaces and materials of the institution.
Hygiene.
Complete the work
7. What process is followed to appoint directors, secretaries general,
parents' committee and student committee?
Based on a key, or depending on the union delegation or seniority,
union meeting, parents' meeting.
8. How do they organize themselves to carry out the different activities at school?
Each commission has its work plan and we all support in the various
activities proposed by the commissions.
9. What are technical advice?
It is a committee made up of the director and the teaching and administrative staff.
and management responsible for planning and executing common decisions for
the proper functioning of the institution and the attention to the student.

10. What role do technical advice play in the development of the school?
Meetings and groups, gathering teachers to address problems or
different reasons.
11. What matters are discussed in the technical council meetings?
the activities that take place in each session of the technical council are
they program according to the priorities for educational improvement based on
the specific needs that are present in the institution.
How is the parents' committee formed? What is its function?
A general meeting of parents is called and they themselves make up the
new committee. Carry out activities for the improvement of the institution,
care for the institution, also to cover some expenses.
13. Do they usually suspend classes at the institution? For what reasons? How?
Do they notify about these suspensions?

For dates that are marked in the school calendar or meetings

called by the delegation.
14. How do you organize events like May 10 and the day?
of children?
The social action committee is responsible for organizing the event on the 10th.
May together with parents and support from school staff.

INTERVIEW FOR THE STUDENT

Do they buy their own teaching materials?
Yes, our parents buy.
Are your parents on the parent committee?
No
3. Do you have a group leader in the classroom?
Not this year.
4. Do they provide support to buy water (bottle) inside the classroom?

Yes, everyone has to cooperate.

Who is in charge of cleaning the room?
The mayor
6. How do you feel about being in a school like this?
Well, since I can be with my friends.
7. What do you like most about this institution?
Come to study.
8. How do you take care of your school? How do your teachers take care of it?
Your school?
Not throwing trash, not breaking the plants.
9. Do you participate in all the events organized by the school? Why?
Sometimes, because my mom cannot come to the gatherings.
10. How are civic acts developed in your school?
Each teacher takes turns every week and they choose who will pass.
Do they participate in dances? How do they organize to participate?
Yes, those of us who participate the most are the ones from 4, 5, and 6.

Are you enrolled in any sport or workshop at your school? Which one? Why?
Yes, in the English workshop.
13. What rules must students respect in this educational institution?
Wear the uniform.
Attend classes daily.
Be punctual.
Respect the spaces and materials of the institution.
-Hygiene.
Fulfill the tasks
Conduct.
14. For what reason are classes suspended in this institution?
For Children's Day.

The organizational dimension.

The teachers and administrators, as well as the students and parents,

they develop their educational activity within the framework of an organization, together
with other colleagues, under certain institutional norms and requirements, and not
in the fallacy of a glass bell jar such as the classroom.

This dimension provides a framework for the systematization and analysis of the
actions referred to those aspects of structure that in each center
educational account for a style of functioning. Among these aspects is
consider both those who belong to the formal structure (the organizational charts,
the distribution of tasks and the division of labor, the use of time and
spaces) like those that make up the informal structure (links and styles
in which the actors of the institution give body and meaning to the structure
formal, through the roles assumed by its members).

In this dimension, it is pertinent to value the development of capabilities.

individuals and collectives and the facilitation of structural conditions and
organizational for the school to be able to decide, autonomously and
competent and without losing sight of their educational purposes, the
transformations required for the evolution of the school context.

This process involves a learning and experimentation experience for

who participates in it. Causing the conscious modification and
autonomously decided, both regarding practices and structures
organizational aspects of the school as well as the perceptions of the administrators,
teachers and students about their roles, commitments, and responsibilities in the
complex task of educating new generations.

The fundamental aspect lies in facilitating the achievement of educational goals.

through systematic and sustained effort aimed at modifying the
conditions in learning and other internal, organizational, and
social climate. Therefore, it is necessary to talk about improvement,
innovation and improvement of educational processes in institutions
schoolchildren, taking as a reference the degree of achievement and practice of
the values we consider educational from our ethical dimension and
professional.

In this sense, the reflection on the organization, on its flexibility, on

the dynamics of organizational change must be placed in the foreground and not
relegated to a second.

In addition, organizations that educate need to develop characteristics

like rationality and collegiality but fundamentally flexibility,
which requires processes of raising awareness about the need for change,
structures capable of changing autonomously and swiftly and more
people with open attitudes to promote and carry out adaptations and
significantly specify the educational intentions of the schools.

The best designs and curricular projects, if they do not take into account the
organizational context where they will be developed and if they are not addressed
demands for change that must be implemented in organizations, no
They will have improvement and transformation.

Structural aspects of the organization

It refers to the complex arrangement of positions that the elements occupy.

of the organization, the distribution of the workplace, the function, the
commitment, responsibility in the tasks or activities that are carried out.
Changes have been made in the theories of organizations, seeking to
flexible, horizontal, thus the school tries to recover creativity
personal and the possibility of providing answers to new problems
usual. These new organizations have a greater ability to work
with uncertainty.

B) The school and its structure

The school in general is a hierarchical and traditional type of organization.
what is done to its internal functioning and to its relationship with the context;
Jobs are associated with "positions" that are accessed through
merit. There are teaching positions, management, teachers, professors, assistants and
non-teaching - administrative, janitorial.
Each actor must be clear about the tasks they must develop for
the achievement of the objective and to foster the bond between them, there is a
power distributions that enable its operation, it has a system
of regulations that govern organizational life.

Task distribution

At school, assignments are generally given on an individual basis.

others seem to belong to everyone and no one at the same time (actors
school activities, extracurricular activities, etc.). In organizations that
they define their common project, the need arises to distribute tasks aiming
to the global commitment.
All tasks are essential for the school to fulfill its function.

System of norms

The rules can be meaningful and necessary, shared and upheld.

perhaps with the commitment of everyone, or they can be imposed on the
basis of sanctions.

The space in the school

Space is usually understood as the physical realm in which events occur.

the events, or also as the 'place in the mind' that is dedicated to
a certain person or circumstance. Other times this concept is used
to refer to the importance that something or someone acquires, it can
enlarge, reduce, close, gain and lose, negotiate, that is, not
It is something given once and for all in none of the cases. It conditions.
the behavior patterns of the actors, by inhabiting the same implies a
personal history, a feeling of belonging.

The weather: meaning and distribution

It is a synonym for schedule, timetable, appearing in relation to fixed divisions:

class and recess, schedules, school calendar number of class days
necessary or that are lost, the teacher thinks about their tasks in relation to time
assigned, time and its distribution are loaded with meanings and
they assign hierarchies to the actors based on the seniority they possess in
institution, rethinking time is not just a matter of schedules; it's about
to start considering time in relation to its use: a time
of what, for what, and depending on what, its flexibilization allows conceiving the
subjective learning times of the students.
CONCLUSIONS

The educational system entails scaling its administration in a way

efficient and effective due to the shared leadership of the administrator in the school,
assign, know, and responsibly fulfill the roles of those who
Intervening in the school process is a task with awareness.

Living the school world that the educational institution presents from
different dimensions framed in a school project is being in
a constant evaluation of it as well as being evaluated by everyone
constructively) and knowing how to manage or contribute to this is part
fundamental.

It is commonly considered that educational administration starts from the top.

and it comes to only being fulfilled as a requirement in school and the classroom or what it is
task akin only to the executive; change this idea from its causal origin root
among the protagonists of the educational institution is essentially to transform the
school.