School Improvement Trajectories in Chile: a case study

Rodríguez, Luis Felipe de la Vega

doi:10.1590/2175-623683185

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OTHER THEMES • Educ. Real. 44 (4) • 2019 • https://doi.org/10.1590/2175-623683185 copy

School Improvement Trajectories in Chile: a case study

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract:

Progress in educational improvement research has generated consensus about the need to pay closer attention to the context within which it develops as well as to the multiple levels and participants involved in it. Within that analytic framework, a study was conducted to identify how the improvement trajectories experienced by schools can help understand their current scenario of strengths and weaknesses. Eight case studies were carried out in different types of Chilean schools, considering their socioeconomic and academic achievement characteristics. First, this study assessed the presence of educational improvement attributes in the schools. Following this, in-depth analyses of the trajectories of the four schools that attained the highest scores in the assessment were conducted. With the results obtained, an explanatory model was generated to describe the educational improvement trajectories of the schools that were analyzed. This model involves three stages (bring order; achieve organization, and improve teaching-learning), each of which includes one main process.

Keywords:
Educational Improvement; Improvement Trajectories; Educational Evaluation; Case Study; Educational Management

Strategic Criteria A. External Improvemente Stimuli	Strategic Criteria B. Improvement-oriented management by the financial backer	Strategic Criteria C. Internal mobilization of improvement
Subcriterion A1. Adequate use of educational pólices. Subcriterion A2. Adequate use of external assitance.	Subcriterion B1. Resource management. Subcriterion B2. Pedagogical leadership.	Subcriterion C1. Acquisition of the strategy. Subcriterion C2. Institutional processes and practices. Subcriterion C3. Capacities and working condition of teams and their members.

Strategic criterion	Assessment instrument
External improvement stimuli	Rubric-based interview with the school's administrative team, triangulated with an interview with key stakeholders in the school's context Analysis of the school's strategic planning Rubric-based interview with the school's administrative team, triangulated with information provided by the Education Superintendency. Questionnaire for the administrative team
Improvement-oriented management by the financial backer	Questionnaire for the administrative team Rubric-based interview with the school's financial backer, triangulated with an interview with key stakeholders in the school's context.
Internal mobilization of improvement	Comparative analysis of the school's institutional educational project and its strategic planning Nonparticipant structured observation Rubric-based interview with the school's administrative team, triangulated with an interview with key stakeholders in the school's context. Interview with school staff, triangulated with an interview with key stakeholders in the school's context.

School	Strategic objective Final result	Strategic criterion A: External improvement stimuli	Strategic criterion B: Management by the financial backer	Strategic criterion C: Internal mobilization of improvement
Autonomous 1	0.67	0.77	0.74	0.61
Autonomous 2	0.68	0.79	0.57	0.72
Emergent 1	0.57	0.66	0.48	0.59
Emergent 2	0.62	0.77	0.58	0.60
Recovering 1	0.60	0.72	0.67	0.52
Recovering 2	0.44	0.46	0.37	0.48
Rural 1	0.55	0.68	0.50	0.53
Rural 2	0.46	0.59	0.30	0.52

School	Positive attributes (strengths)	Negative attributes (weaknesses)
Autonomous 1	Effective strategic use of information from learning measurements, compliance with norms, positive attitude, and effective policies by the financial backer, school normalization achieved, effective ability to respond to contingent events	Low relevance of the school's Educational Project, weak organizational learning, self-evaluation processes, low teacher capacities, low SIMCE scores
Autonomous 2	Effective strategic utilization of information derived from learning measurements, effective use of resources, high relevance of the school's Educational Project, school normalization achieved, efficient work structure	Low resource management agility, ineffective policies and network management by the financial backer, weak organizational learning, weak teachers' professional capacities
Emergent 2	Effective strategic use of information from learning measurements, adequate integration with the technical assistance group working in the school, positive contribution of local policies, strong leadership by the principal's	Weak financial backer's network management, low relevance of the school's Educational Project, weak work structure, deficient self-evaluation processes, weak teacher capacities
Recovering 1	Efficient execution of budget, high management agility, positive contribution of local policies, strong principal's leadership	Weak strategic use of information derived from learning measurements, school normalization not achieved, weak organizational learning, weak work structure, weak teacher capacities, low SIMCE scores

Universidade Federal do Rio Grande do Sul - Faculdade de Educação Avenida Paulo Gama, s/n, Faculdade de Educação - Prédio 12201 - Sala 914, 90046-900 Porto Alegre/RS Brasil, Tel.: (55 51) 3308-3268, Fax: (55 51) 3308-3985 - Porto Alegre - RS - Brazil
E-mail: educreal@ufrgs.br

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[1] Luis Felipe de la Vega Rodriguez is a Ph.D of Educational Sciences at the Pontificia Universidad Católica de Chile. He is a researcher and educational consultant for public and private institutions. ORCID: http://orcid.org/0000-0002-4610-6359 E-mail: ldelaveg@uc.cl