Four Dimensions of Educational Management
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ScribdTranslationsFour Dimensions of Educational Management
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ScribdTranslationsDIMENSIONS OF EDUCATIONAL MANAGEMENT/ANALYSIS
INSTITUTIONAL
Educational Management recognizes four basic dimensions for its
realization
A) Pedagogical Dimension
B) Organizational Dimension
C) Administrative Dimension
D) Community Dimension
Pedagogical Dimension:
It is the most relevant component since it gives meaning and context to
the function of the school. It refers to the set of proposals and practices
of teaching and learning essential to achieve the objectives that the
institution aims to achieve and that society demands. The proposals are
they are made explicit and formalized through projects produced from the different
actors of the institution (institutional and classroom curricular project). In them
the teaching contents are established and defined, their organization and
sequencing, the resources and strategies, the criteria and forms of evaluation.
Manage this dimension or in other words, carry out the management
pedagogical-curricular then implies emphasizing the function it must fulfill
the school, that is to say, the transmission of knowledge and skills to everyone
students, in the best possible way, adapting the proposals to their interests
and needs, ensuring quality and equity in learning. In
In summary, the pedagogical-curricular dimension refers to the main function of the
schools, that is, education, as well as the activities of
continuous teacher training that is developed by directors and teachers, such as
instances that feedback the educational practice. Now we will seek to
to present a clearer idea of its two essential elements:
1- The Institutional Curriculum Project: requires establishing processes of
elaboration, application and monitoring of each of its elements.
These elements are: I. The objectives for each cycle and/or year. II. The
Teaching contents: they are the result of a selection process.
in which it is established what knowledge, within the universe of
knowledge (cultural, disciplinary, artistic, sports, etc.) are
relevant and prioritized, in coordination with the school context.
III. The pedagogical proposal in which it is possible to identify
diversification of teaching strategies in relation to the
different disciplines and/or areas (curricular spaces) which favor
access to meaningful learning, through multiple channels and
suitable for different individual possibilities. IV. The resources
didactic tools for the service of learning and teaching. V. The program of
formative assessment that ensures monitoring regarding the way
how students are learning and achieving their learning
considered basic and relevant. VI. The way in which attention is given to the
Special Educational Needs along with the clarification of the
guidelines that govern the school to address enrollment retention
and the achievement of a higher quality of education.
2- The second element of the pedagogical-curricular dimension is: The
training or continuous education for teachers, which implies
increase the professional competencies of managers and teachers to
starting from the reflection on daily practice and the contribution of knowledge
externals, in a climate of respect and collaboration. Continuous training
It is assumed then: I. Form Management Teams and Teams
of collaborative work, focused on reflection about knowledge and the
pedagogical practice. II. Develop different activities of
training, updating, and improvement in service. The
institutions that provide teacher training and professional development should
to link up to jointly build training projects
continues, suitable for the needs and priorities of the directors and
teachers, in the economy of efforts and use of resources.
Organizational Dimension:
It constitutes the support of the school's organization as it articulates the
functioning of people and work teams. They are part of this
organizational dimension: I. The management of time and space
institucional. II. La resignificación y contextualización de las competencias
priority educational initiatives established by educational policies and their
incorporation into the institutional project of the school. III. The definition of
the conditions that the school provides to the student for admission, evolution and
outflow of the same and the assumption of a collective commitment referred to it
definition. IV. The best utilization and coordination of resources and of
human potential. V. The construction of a democratic work environment,
cooperative and participatory that facilitates communication and the achievement of a climate
necessary coexistence for the establishment of shared directions and
solidly established.
Administrative Dimension:
The administrative dimension refers to the forecasting, distribution and
articulation of resources; to the coordination and articulation of people
that integrate the institution; and to the design of control mechanisms of the
compliance with the rules established from the different levels of
system government and those agreed upon in the institution. Certainly,
es un modo de imaginar y/o representarse el futuro de manera que sea factible
anticipate goals, actions, and resources. The pedagogical utilization of the
resources and infrastructure, the generation of new proposals for
teaching, the development of strategies aimed at recovery of
enrollment and retention require a dynamism for which achievement is made.
unavoidable to expand the institutional margins of decision and action. For
Hello, to fully develop educational management it is very important that
the administrative component is integrated into the global set of all
the aspects of the school. However, this type of management cannot
to be decreed or transferred since it must attend to aspects specific to each
institution.
Community Dimension:
This aspect specifically refers to the connection of schools with
other associations, institutions, companies, and other organizations of the
community, with the aim of coordinating tasks, activities, and actors and building
joint projects. For this, it is necessary for the school and its people to transcend
the walls of the institution and open its doors to the community, with the intention
to cooperate, participate, and take advantage of what the different institutions of the
area they offer. The relationships that schools establish with the community
they could promote the establishment of networks made up of people and
organizations that demonstrate common interests and needs. But it is not
it's easy to establish this relational plot as it requires knowing the territory that
surrounds the school, participates in the events and projects that are taught in the
local society, generate spaces for progressive and inclusive involvement.
In other words, it is about the school being able to embrace the local environment,
taking advantage of both their own possibilities and needs as well as those of the
of the environment.