Introduction Module 2

The management of coexistence is a task that calls on the entire educational community. As you have already seen in the
previous module, the existence of instruments associated with it is of great relevance for policy and in the
guidelines provided by the Ministry of Education regarding school coexistence.

But it begs the question, how is the learning of coexistence managed? What is required for it?
In the upcoming sections, you will have the opportunity to learn about aspects that transform into supports or
facilitators of effective management in school coexistence. You will be able to approach theoretical elements that
they highlight the importance of leadership, participation, planning and evaluation, and of
network work and how these four elements have an impact on the management of the processes associated with
I work in school coexistence, always keeping in mind the different levels of management proposed by the
policy: institutional, pedagogical, specific situations of coexistence and territorial networks.

Educational Leadership
Each of us has probably had the experience of meeting and relating to leaders who
they have inspired us and enhanced our best qualities, with whom we have managed to establish
relationships of trust and respect. Likewise, we may have had different or contrary experiences to the
mentioned above. Leadership, in any professional field, makes the difference and in education
even more.

Various authors, such as Hallinger and Heck, Spinalle, Cooper, Diamonds, Day, Robinson, Bush, among others,
they have worked on the relevance of leadership in the various processes that take place in the
educational institutions, demonstrating that leadership is a transcendental element in Education,
being, after teaching, the most influential variable in school improvement. Educational leadership has a
significant effect in areas such as motivation, skills, practices, and working conditions in
the roles that teachers perform, which has a positive effect on student learning
(Mineduc, 2015).

By educational leadership, we will understand 'the work of mobilizing and influencing others to articulate and achieve
shared intentions and goals of the school" (Leithwood, 2009, p.20). In one way or another, one of the
great challenges related to leadership is the work to build common narratives, and from there
manage various actions.

The bibliographic development accounts for different leadership styles which can be classified into models.
with similarities and differences among them: instructional leadership, transformational leadership, leadership
distributive, teacher leadership, among others. However, beyond delving into these, it is necessary to provide
count of a series of practices that characterize effective leaders. Through a meta-analysis
carried out by Leithwood et al. (2006), a proposal was made that accounts for four categories of
practices related to the exercise of effective leadership:

[Link] direction: Involves leadership practices that allow focusing individual and collective work.
towards common goals.

[Link] the organization: It involves taking actions to improve the conditions of the organization.
facilitate the exercise of the roles and functions of those who make up the community.

3. Develop people: It involves leadership practices that facilitate the development of capabilities
professionals, along with the real possibility of applying such knowledge.

4. Manage instruction in the school: This category includes those practices that allow for
leaders focus their management on learning and teaching.

These categories contain fourteen practices (see figure 1) that directors and their teams perform.
they guide the process of influence within the framework of the educational institution. In other words, they are practices that
allow for the effective management of the various processes that occur in the educational community, among them
the actions associated with school coexistence.
 Figure 1

Source: CEDLE Report - Leading Schools (2019) based on Leithwood et al. (2006)

The quality of the interrelationships and/or ties established within the framework of educational institutions,
it is another element to consider when it comes to leadership. The results of the Chilean study conducted in the
2009 by the Center for Studies on Education Policies and Practices (CEPPE) indicate that teachers
they value their directors in aspects related to the personal dimension: motivation for work,
honesty, commitment, among others. In addition to the above, the results reveal that the existence of
practices associated with strengthening interpersonal relationships (for example, shared breakfasts)
junto a los encuentros de carácter individual entre docente y director/a, permiten fortalecer vínculos afectivos y
They represent a contribution to management. In this way, we see how the practices associated with themselves
Effective leadership goes hand in hand with aspects related to the construction of harmonious interrelations in the
framework of the educational community.

Below, you will find five leadership practices linked to school coexistence, which will provide
support for the various actions carried out in this area
1. The management and coexistence team calls and motivates the community to improve learning.
school coexistence.

2. The management and coexistence team has a common discourse regarding school coexistence, which is
transmitted to the community.

3. The management and coexistence team promotes and supports the development of their competencies.
educators.

4. The management and coexistence team provides guidelines on the roles and functions of educators, and
oversee the compliance with these.

5. The management team and the coexistence team promote and ensure formal instances for work.
collaborative.
Participatory management
It seems evident to suggest that school coexistence involves all the actors of a community.
educational and we know that in practice (for various reasons) it is often not so simple or 'natural'
promote the participation of all members of an educational institution. However, we know
also that it is practically impossible and, by the way, contradictory, to try to manage coexistence with
a small circle of people. Managing coexistence requires and is strengthened by participation and is
one of the main actions that the management team is called to enhance,
fostering the co-responsibility of the actors.

But what does participatory management really entail? What kind of participation do we want and for what purpose? Is it the
Is the number of people attending an event an indisputable indicator that participation is optimal?

We will answer these questions in the next section.

So, what do we mean when we talk about participation?

According to the Ministry of Education (2019), coexistence must be characterized by democratic participation and
collaborative, that facilitates the construction of a sense of belonging based on a positive identification
with the educational community, its culture and the activities that take place in it.
This democratic and collaborative participation aims to:

The construction and implementation of a common and shared project, which is aimed at training
the integral development of students as a central purpose.

Promote relationships of responsibility and solidarity with the environment and society, which are
they express themselves in concrete actions of caring for others, public goods, and the environment.

The existence of opportunities for the expression of opinions, deliberation, and debate
based on ideas, the construction of agreements, and the respect for these by everyone
community.

Active and responsible involvement in the formal participation spaces that exist, such
such as the School Council, Teachers' Council, Student Center, Class Directives, Center of
Parents and Guardians and Local Public Education Council.

The participation described here is a central element and part of the 4 modes of coexistence proposed by the Policy.

Ways of Living Together

The four modes of coexistence proposed by politics (respectful treatment, inclusive relationships, democratic participation and
conflict resolution in a peaceful and dialogued manner) should be expressed in the way one participates daily
each actor in the different instances and spaces of the establishment. This is why the educational community faces the
challenge of recognizing and evaluating the ways in which actors currently participate in the different instances of life
school, and learn the ways of coexisting and participating that politics proposes.

The educational policy proposes the active participation of everyone in the decisions of the school community, according to their
role, rights and duties, and in the context of what is established by its PEI. Participation is a right and a duty of everyone.
the members of the community. Thus, from a more operational perspective, to manage participatively the learning of the
Coexistence requires considering the needs, perspectives, and opinions of the different members of the community.
educational, both for planning, design, monitoring, and evaluation. For this, a crucial strategy is the
formation of school councils and coexistence teams, which are made up of representatives from the
different tiers. A genuine participatory management will involve organizing the institution so that this team
have a joint and systematic work that allows for constant feedback on the processes associated with
school coexistence.

In addition to the above and from the training focus that characterizes the work in coexistence, it is worth mentioning that managing
from a participatory approach requires the development of certain skills such as active listening, decision-making
perspective, systemic thinking, among others. In this way, a relevant action will be to notice how developed
are and plan actions for them. That is to say, it will be essential to provide instances of self-evaluation and/or
joint evaluation, mainly in the school coexistence team, but also in the rest of the community
educational.

Participatory practices for school coexistence

Managing the learning of school coexistence participatively will involve that in educational communities
evidence the following practices:

1. Generation of formal spaces for participation in school coexistence topics for each level.

2. Existencia de mecanismos para levantar necesidades de la comunidad en torno a la convivencia

5. Knowledge of school coexistence plans and projects by the educational community.

Planning and evaluation

Within the framework worked, an element as important as leadership and participation corresponds to the
the need for sustained planning and evaluation over time of the processes associated with learning of the
school coexistence. It is the systematization of these, one of the practices that will support management, also
to promote proactive action, distancing themselves from reactive management that focuses their actions
only in the repair.

Planning corresponds to a technical component of the change and/or improvement process of the
educational communities, in which the objectives to be achieved and the associated strategies are described.
Therefore, its design, implementation, and evaluation are some of the keys to success in any change process.
or school improvement. In other words, it is not enough to simply design a work plan around the
coexistence, but rather the monitoring and systematization of the process are crucial, especially to go
noticing the generated changes or those that are necessary. It is this continuous process that will give the
possibility for the educational community to transform into a learning institution.

The School Coexistence Management Plan is a good instrument that represents planning and
evaluation. In this sense, it incorporates 4 central stages, common to any school improvement process:

1. Diagnosis
Lo primero es determinar un estado ideal o deseado: ‘dónde estamos y dónde queremos llegar’, es decir,
to carry out a diagnosis of the current characteristics of coexistence and the characteristics that are desired
intending around the learning of this. The process must be carried out in a participatory and reflective manner,
considering the analysis of qualitative and quantitative data. In addition, it will be essential to have in
consider elements such as the PEI, the indicative performance standards, and the PME, which
they will guide the diagnosis process. Some key questions for the Management Plan at this stage
they can be:

What are the main needs of our community in school coexistence? What learnings?
the actors of the community are needed to achieve the ways of living together that are promoted in the
PNCE and the PEI? How is the type of coexistence that we want to achieve promoted and modeled? How?
is it being taught to live together?

2. Planning
A second element to consider, having clear the current state (where we are) and the desired state
(where we want to go) is the planning, which must clearly state objectives, indicators,
goals, strategies, and actions (to move from the current state to the desired state), in addition to
specify the responsibilities associated with them and the necessary resources. That is, at this stage it
they establish the specific objectives to be addressed in the Management Plan and the actions to be taken to
reach them. In other words, this planning will constitute the work plan of the coexistence team.
throughout the year, which must be consistent with the actions of the PME in its annual phase.

Some key questions include:

What ways of living together do we want to intend and improve this year? Through what teaching actions,
What resources and time do we need to achieve these objectives of learning and management?

3. Implementation and monitoring

This stage consists of executing the planned actions and monitoring the established indicators.
ensure the compliance of activities, in addition to notifying the need to make adjustments and/or take
decisions regarding this. To do this we ask ourselves:

When, who is/are and how will the monitoring of the planning be done?

4. Evaluation
The following figure represents the processes involved in a Planning and Evaluation cycle:

Articulation of instruments

The National School Coexistence Policy offers suggestions for evaluation in the area of coexistence.
considering the articulation of the different management instruments. For example, in the Strategic Phase of
SME, for the assessment of coexistence, it is proposed:

1) Analyze your relationship with the PEI

2) Self-evaluate the School Coexistence Management Plan, including questions such as: how much and how has
contributed to the improvement of coexistence in the establishment? How has the Management Plan
achieved to improve relevant processes of coexistence? How have they been promoted and taught?
Ways of living proposed by the PNCE?

3) Self-evaluate the implementation of the related curricular proposal, for example: evaluate instances
pedagogical contexts where such content is taught and learned; articulation of the OAT related to
school coexistence with the learning objectives of the subjects; implementation of the subject program of
orientation; among others.

4) Analyze qualitative and quantitative results: analysis of the IDPS, perceptions collected through
instruments such as surveys, interviews or others; analysis of the participation levels of the stakeholders of the
community; violence situations; processes before the Supereduc related to the use of the Regulation
Internal; among others.

5) Analyze the strengths and opportunities for improvement: based on the information gathered in the points
Previous ones identify the main strengths and opportunities for improvement in the area.

The data that emerges from this evaluation, along with a reflective analysis of it, will become valuable.
information that will strengthen the work done, develop a new plan, as well as
represent a learning opportunity for the educational community.
2. The planning in school coexistence is linked with other plans of the school.
3. Coexistence planning is constantly monitored, ensuring its implementation.
4. The school systematically evaluates its projects on school coexistence, considering indicators.
of result and process.
Network Management
The concept of a network refers to a system of links that exists between people, groups, and organizations in the
that a social support exchange occurs. In the National Policy, it refers to the 'territorial networks of
school coexistence" as instances of meeting and collective learning about practices and strategies of
work, which, through its articulation, transform into a network of collaboration for achieving goals and
need of the educational community.
In this regard, territorial networks seek to develop articulated and systemic management competencies in
the different levels of the structure (regional-provincial-community), in order to propose spaces of
joint construction of action areas, principles, and communal policies, enriching and deepening the
action of the National Policy, but with a territorial sense (Mineduc, 2015). In addition, it allows for complementing
available resources in the territory where the schools and other organizations are located to strengthen the
teaching and learning processes of the school community. In this way, the territorial networks are a
strategy of the National School Coexistence Policy (2019) to support and make sustainable over time
the plans for managing school coexistence.
Another concept is network intervention, which addresses the psychosocial support that an individual may require.
the group to respond to their needs and difficulties. Generally, the emphasis of the network intervention
it focuses on partnering with other entities or professionals -either public or private- who co-participate in
the intervention with children and adolescents, such as the Health system, the Rights Protection system
from Childhood, entities of Sports, Recreation, Art and Culture, among others.
A relevant factor in network intervention consists of avoiding over-intervention of the population, okay
to say, to have a multiplicity of similar actions with the same group or with the same people, which
it is not only inefficient in terms of resources (time, economic, human resources), but also
little effective, as different uncoordinated interventions can even be iatrogenic (against their own
fines). In this sense, the articulation that the school achieves with its networks becomes relevant in terms of
of the detected needs.

For this, it is fundamental that as a community we respond, how are we implementing the work in
red?, where are we focusing resources?, are we taking advantage of the potential that work offers us?
red?

Conceiving the levels of prevention for intervention results in a useful framework for analyzing and/or rethinking the
network work carried out by the community:
In most educational communities, network management focuses on the two highest levels,
representing a significant support in working with students who are in high-risk situations and
complexity and require focused work. However, what often happens is
that the universal level is diminished. The bet is precisely to allocate greater effort in
prevention and promotion, being this the starting point, and not just focusing on intervention once
we already have a situation of greater complexity that warrants, for example, the use of action protocols
due to the presence of violent behaviors.

Suggested intervention practices in networks for school coexistence

A continuación, te presentamos diferentes prácticas que se relacionan con la Gestión en Red:

1. Diagnosis of needs and resources:

- Identify needs and research possible issues within the community.

- Identify the internal resources that would contribute to its resolution and/or approach, taking into account the
previously indicated levels: universal, selective, and individual.

2. Network Mapping:

- Identify the available networks in health, sports, community, artistic or others.

- Guide the search according to the detected needs and focusing on those networks that provide
socioeducational and inclusive approach (not just clinical and/or traditional).
- Build relationships with an emphasis on common goals.

- Leadership and proactivity of the educational community in network work.

- Planning means identifying objectives, responsibilities, deadlines, and other relevant aspects to achieve.
with defined goals. It is recommended to have protocols and flowcharts that guide management.

4. Monitoring and evaluation of network work:

- Define periodic instances that allow for the review of the execution of planned actions, in such a way
way to make adjustments in the march if the work requires it.

- Have evaluation instances to verify the achievement of objectives.

Finally, it is important to state that network management connects with all other supports. In this
sense, the collective raising of needs (related to participatory management support) is part of
a planning process (planning and evaluation support), which requires decision-making by
part of the School with a view to those objectives (Leadership support).

Based on what has been reviewed, let us pause for a reflection:

Imagine that you apply the newly presented contents in your educational institution: how
Would the mapping of the community networks be left? What level (universal, selective, or individual)?
Does the greatest work concentrate on support networks? How can we manage that support better?
way?

Bibliography Module 2
Basic Resources
Ahumada-Figueroa, L; Pino, M. González, A. and Galdames, S.

2016

Technical report: Framework for systemic leadership and network learning: the challenges of the
collaboration in competitive contexts.

Educational Leaders. Leadership center for school improvement.

[Link]

Alcaide, F. and Ortega-Ruiz, R.

2015

Building coexistence to prevent violence: An inverted pyramid model.

Huellas, Magazine of the Observatory on Violence and Coexistence in Schools in Peru.

[Link]
303882227_Building_coexistence_to_prevent_violence_A_reverse_pyramid_model
Citizen Peace Foundation. Peace Educate Program.

Cea, P.; García, L; Nail, O. and Paredes, D.

2018

Participatory management in leaders for addressing school coexistence in institutions

municipalized educational.

Ibero-American Journal of Education.

[Link]

Center for Studies on Policies and Practices in Education (CEPPE)

2009

Executive leadership practices and learning outcomes. Towards concepts capable of guiding the
empirical research.

Reice. Ibero-American Journal on Quality, Effectiveness, and Change in Education.

[Link]
Learning towards concepts capable of guiding empirical research - Jose Weinstein - Ceppe [Link]

Leithwood, K.

2009

How to lead our schools? Contributions from research.

Chilean Foundation.

[Link]

Ministry of Education

2016

Management of School Coexistence Participation

[Link]
[Link]

Ministry of Education of Chile

2019

National School Coexistence Policy. Coexistence is something we all do.

[Link]
[Link]
Supplementary Resources

To deepen the topic of this module, we suggest some complementary resources, which
you will be able to access through thisdocument.