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51.060 - Learning to Improve Professional Development for Distributed Leadership in Chile's Public School Sector
Sun, April 7, 3:40 to 5:10pm, Metro Toronto Convention Centre, Floor: 800 Level, Room 802ASession Type: Symposium
Abstract
This symposium addresses the design of professional development based on the challenges and opportunities confronted when developing leadership capacities across different levels of Chile’s public education system: within schools, among schools and with district leaders. Public schools serve a large proportion of low-income students within Chile's highly segregated educational system. Over three years, leaders have participated in programs designed following Kolb’s experiential learning model. Each professional development course lasts 8 months and is oriented by the following principles: situated learning, collaboration, distributed leadership, systemic coherence, alignment with policy, and contextualization. The discussant will address lessons that can be extracted from these profesional development challenges and opportunities.
Sub Unit
Chair
Papers
Designing Professional Development for Distributed Instructional Leadership Within Schools - felipe aravena, Pontificia Universidad Catolica de Valparaiso; Monica Cortez, Pontificia Universidad Catolica de Valparaiso
Evaluation of a Multiyear Professional Development Program to Strengthen Leadership Capacities in Schools - Germann Fromm, University of Chile; Juan Pablo Valenzuela, Universidad de Chile; Xavier Vanni, Universidad de Chile
Challenges When Preparing School and Intermediate-Level Leaders Within a Territory - Monica Cortez, Pontificia Universidad Catolica de Valparaiso; Daniela Berkowitz, Pontificia Universidad Catolica de Valparaiso; Barbara Zoro, Pontificia Universidad Catolica de Valparaiso; Fabian Campos, Pontificia Universidad Catolica de Valparaiso
Professional Development of Systemic Leaders: Leveraging Leadership Capacity for Collaboration - Álvaro González, Universidad de O'Higgins; Luis Ahumada, Pontificia Universidad Catolica de Valparaiso; Mauricio Pino-Yancovic, Universidad de Chile, Centro de Investigación Avanzada en Educación (CIAE)