Elaboración del Documento de Gestión para las II.EE. unidocente, multigrado y programas de EB

Technical Assistance Session Overview

Introduction and Importance of Attendance

• The session begins with a reminder to register attendance via a shared link for future access to the recording.

• Participants are encouraged to use the chat for any questions or comments regarding the content, which will be addressed at the end of the presentation.

Objectives of the Session

• Sabrina Calle from the Dirección de Gestión Escolar introduces herself and outlines that the session aims to strengthen participants' capabilities in guiding and supervising educational management documents.

• Emphasis is placed on understanding that these documents are not merely administrative requirements but strategic tools for improving educational services in diverse contexts.

Normative Framework for Educational Management Documents

Key Normative References

• The document is primarily supported by Ministerial Resolution 011 (2019), which provides guidelines for updating, monitoring, and evaluating management instruments.

• Additional references include Supreme Decree 006 (2021) outlining school management guidelines and technical norms for the 2026 academic year detailing planning processes in schools.

Role of Specialists

• Specialists must ensure that these norms reach school directors effectively so they can be understood and applied correctly within institutions. This involves using norms as tools to enhance educational quality rather than just compliance.

Distinction Between Management Documents and Instruments

• It is clarified that management documents differ from management instruments; while instruments apply to complete polidocente schools, management documents target unidocente and incomplete multigrade schools as per norm 011.

Purpose and Scope of Management Documents

Target Institutions

• The document serves unidocente institutions, incomplete polidocente multigrade schools, and various educational programs like Prite (for children aged 0–36 months) and Alproní (for cycles one and two). Additionally, it addresses literacy programs for adults over 15 years old who have not completed primary education.

Importance of Document Creation

• Participants are prompted to reflect on why creating a management document is essential, indicating an interactive element where opinions will be gathered through chat responses later in the session.

Importance of Management Documents in Educational Institutions

Promoting Autonomy and Organization

• The creation of management documents fosters the autonomy of educational institutions, outlining their characteristics and goals.

• These documents help organize pedagogical management, eliminating the need for separate documents like the PCI (Curricular Project).

• They encourage reflection and commitment among stakeholders regarding educational practices.

Community Engagement and Support

• Effective management documents promote partnerships with community members, leveraging existing networks for support and shared experiences.

• They define specific activities and tasks organized within an academic period, ensuring clarity in operations.

Addressing Diversity in Education

• Management documents facilitate proposals that cater to student diversity, aiming to remove learning barriers.

• They establish guidelines for creating a positive school climate, emphasizing the importance of interpersonal relationships and communication among staff.

Unique Characteristics of Institutions

• Each institution has unique geographical and contextual characteristics; thus, a single management document cannot be shared across multiple schools.

• Even schools within similar contexts must recognize their distinct human groups served by each institution.

Quality Learning Conditions

• The management document is crucial for schools not part of an educational network to plan according to their specific diagnoses. It ensures quality learning conditions tailored to each institution's needs.

• It serves as an integrative tool that organizes efforts towards achieving results through effective operational management within each educational program or institution.

Structure of Management Documents

• The document integrates various elements from different management instruments: general data, identity, diagnosis (related to PI), annual activity programming (PAT), curriculum plans (PCI), and internal regulations on coexistence.

• This comprehensive approach allows institutions to create a singular yet multifaceted management document that encompasses all necessary components without redundancy.

Considerations for Document Preparation

• Some institutions may face delays in preparing these documents due to staffing issues or geographic challenges; however, it is essential that all processes are followed thoroughly before finalization at the start of the school year.

Actions Prior to Document Preparation

Importance of Community Engagement

• The preparation of the management document cannot occur in isolation; prior actions are essential, such as raising awareness within the educational community.

• Engaging community members is crucial for organized participation, ensuring commitment not only in document creation but also in its implementation and evaluation.

Strategies for Sensitization

• Various strategies can be employed to sensitize the educational community, including workshops, talks, and discussions tailored to the institution's characteristics.

• In smaller institutions with limited parental involvement, collaboration among parents is vital to foster a sense of responsibility towards the management document.

Diverse Communication Methods

• Different methods should be utilized for sensitization efforts, such as mural newspapers or presentations aimed at parents who will support school leadership throughout the year.

• It’s important to include various stakeholders like teachers and professionals (social workers, therapists) in these discussions about educational programs.

Organizing Educational Community

Structuring Participation

• Organizing the educational community involves forming committees that respect existing structures within schools (e.g., single-teacher vs. multi-grade).

• Key organizations such as CONI and PAFA must be involved alongside other local leaders to ensure comprehensive representation during planning sessions.

Committee Composition

• Committees should consist of diverse representatives: directors lead while including family representatives, students, and administrative staff based on institutional needs (e.g., PRI or PRONI programs).

• For literacy programs, committees may include coordinators and facilitators who play critical roles in guiding educational initiatives effectively.

Preliminary Actions Before Document Creation

Review of Institutional Characteristics

• After sensitizing and organizing participants for document creation, reviewing relevant documents about institutional characteristics is necessary for informed decision-making.

• Directors should gather information regarding socio-economic factors and cultural aspects that influence their institution's context before drafting management documents.

Documentation Guidelines

• A guide available on the director's portal outlines how to review necessary documents without needing exhaustive reading; it emphasizes key points related to management documentation processes.

• Following preliminary actions—sensitization, organization of committees, and document review—the next step involves understanding the structure required for effective management documentation moving forward.

Document Management in Educational Institutions

Minimum Contents of the Management Document

• The management document should be concise and flexible, ideally limited to a few pages to ensure clarity and focus on actionable items within the institution.

• In unidocent schools, directors face significant administrative burdens; thus, prioritization is essential to manage time effectively for student engagement and community involvement.

• Clarity on minimum required elements in the management document is crucial, with additional aspects allowed as annexes if necessary.

Institutional Identity

• The document must include general data about the educational institution such as location, operational model, community members (students and teachers), which will be organized in a provided template.

• Key questions regarding identity—who we are, our vision, mission, principles, and values—should be addressed to establish a solid foundation for the institution's identity.

• Reference documents like PEN (National Education Project) and local educational projects are vital for understanding institutional identity over time. Mission definitions should align with Article 60 of the General Education Law.

Vision and Values

• The vision should reflect the goals of Peruvian education as outlined in relevant documents while ensuring alignment with institutional values derived from Articles 8 of the General Education Law concerning educational principles.

• Core values such as ethics, equity, quality, democracy, interculturality, environmental awareness, creativity, and innovation must be clearly articulated without fabricating information about the school’s operations or ethos.

Diagnosis Section

• The diagnosis is valid for three years; it serves as a foundational reference that can be updated by future directors if necessary. Annual reviews are recommended to keep it relevant.

• This section requires evidence-based analysis through collected data from previous records and interviews with students and parents to create both quantitative and qualitative insights into school performance.

Analysis of Educational Objectives and Institutional Diagnosis

Importance of Accurate Diagnosis

• A precise diagnosis is crucial for understanding the educational institution's current state regarding management commitments, focusing on areas needing improvement rather than just positive aspects.

Setting Clear Objectives

• Objectives must be specific and based on the analysis of results, particularly when there is a decline in certain areas. Institutions should aim for growth by setting achievable goals that focus on students at the beginning stages of their education.

Resource Awareness

• Institutions need to define objectives considering available resources; lacking necessary resources can hinder goal achievement. It's essential to recognize what is realistically attainable given existing constraints.

Prioritization of Goals

• Schools should limit their objectives to ensure manageability: unidocente schools may have two objectives while multigrade institutions could have up to five, each linked to specific management commitments. This prioritization helps maintain focus and clarity in planning.

Annual Planning and Implementation

• The annual programming must include a clear schedule detailing activities, responsible parties, and timelines for achieving set goals. It’s vital that these plans are relevant, measurable, and understood by all stakeholders involved in the educational process.

Planning Educational Activities and Curriculum Diversification

Importance of Defining Activities

• It is crucial to clearly define the responsible activities and resources needed to meet educational goals. This includes filling out necessary columns for accountability.

• A well-defined annual programming schedule must include a specific number of activities to ensure proper implementation and achievement of objectives.

Regular Institutional Activities

• Regular activities such as student enrollment, educational census reporting, participation in school contests, and community calendars must be considered as they require significant time investment.

Calendarization Challenges

• Effective use of time during academic weeks is essential; thus, proposed schedules should be disseminated and monitored for adherence.

• Natural events like seasonal rains can disrupt planned activities, necessitating flexibility in scheduling based on regional conditions.

Curriculum Diversification Considerations

• The curriculum must reflect the unique characteristics of the student population and their environment (geographical location, economic factors).

• Failure to consider these aspects may lead to inadequate responses to students' needs, resulting in unequal opportunities for development.

Community Engagement in Curriculum Development

• Engaging educational community members through discussions can help gather valuable insights that inform curriculum diversification.

• Collecting data about students’ characteristics is vital for tailoring the educational plan effectively.

Comprehensive Competency Planning

• Annual programming should encompass all competencies relevant across different education levels without omission.

• Clarity regarding tutoring intentions within the educational organization is important for families and authorities involved in the community.

Reflective Teaching Practices

• Educators need to reflect on their teaching methods based on their training experiences rather than relying solely on traditional practices.

• Addressing diagnostic results related to learning outcomes and social coexistence will enhance socio-emotional support throughout the academic year.

Instructional Strategies Alignment

• The planning process should also address how teaching will occur while considering students' learning processes.

• Reflection among educators about effective teaching models is necessary for achieving optimal learning outcomes.

Curriculum Competencies and Educational Models

Importance of Curriculum Competencies

• The discussion emphasizes the need for educational models that align with curriculum competencies, focusing on collaborative work, autonomous learning, and research.

• The effectiveness of these learning models is contingent upon the teaching methods employed by educators, which should aim to foster positive changes in student learning.

Organizational Aspects of Education

• Educators must assess their learning models while keeping curriculum approaches in mind; this includes organizing spaces, resources, materials, and time effectively.

• A conducive climate for learning is essential; minimum conditions such as adequate furniture and educational materials are necessary for efficient educational service delivery.

Family Engagement and Support Systems

• Activities involving families should be scheduled within the school day to address various situations affecting students; collaboration with families is crucial.

• Schools should define themes for family engagement throughout the year, ensuring clarity on responsibilities and scheduling among staff.

Monitoring At-Risk Students

• Continuous monitoring of students at risk of leaving the education system is vital; interventions may include tutoring and guidance systems.

• An alert system can help identify students at risk of study interruption while promoting tailored pedagogical strategies to retain them in education.

Building Positive Relationships

• Establishing effective communication channels with students fosters positive emotional connections and a sense of belonging within the educational institution.

Evaluation of Learning Outcomes

Normative Framework for Evaluation

• Two key norms guide evaluation practices: defining what to evaluate (objectives), particularly focusing on competencies and complex levels.

• The purpose behind evaluations centers on contributing to student development through comprehensive assessment aligned with curricular goals.

Understanding Student Competencies and Community Norms

Importance of Information for Decision-Making

• The information gathered about student competencies is crucial for making informed decisions that enhance both learning and teaching processes.

Establishing Community Norms

• Clear community norms are essential as they foster a positive school climate when understood by the entire educational community. These norms should reflect and promote institutional values.

• Norms guide the behavior of all members within the educational community, ensuring everyone adheres to shared expectations such as punctuality.

Promoting Participation and Cooperation

• Involving families and the broader educational community in creating these norms is vital for fostering commitment and cooperation among all stakeholders.

Steps to Develop Community Norms

• When formulating community norms, it’s important to follow guidelines outlined in legal frameworks, such as those specified in Supreme Decree 004 from 2018, which addresses school coexistence management.

• Identifying personal and sociocultural characteristics of students is key; this diagnostic process helps understand current coexistence dynamics within the institution.

Analyzing Positive and Negative Aspects

• Recognizing both positive aspects (to maintain) and negative aspects (to address) of school coexistence is critical for establishing effective norms that contribute to a healthy school environment.

Formulating Effective Ideas for Norm Creation

• Ideas for norms should be generated through collaborative assemblies or meetings, ensuring an engaging atmosphere conducive to sharing experiences related to school life. Selected ideas should focus on social connection, mutual respect, learning development, care, and motivation.

Implementation and Communication of Norms

• Once established, these norms must be communicated effectively throughout the educational community via visible postings or digital formats to ensure understanding and compliance among all members. Continuous review of adherence to these norms is also necessary for maintaining a positive environment.

Establishing Harmonious and Democratic Relationships

Guidelines for Behavior and Corrective Measures

• The aim is to achieve harmonious, democratic, and intercultural relationships that help meet institutional objectives through established behavior guidelines and corrective measures.

• These coexistence norms will include behavioral guidelines and corrective measures outlined in the internal regulations. However, only a specific section of these regulations should be considered in the management document.

Resources for Management

• A portal for directors was introduced, which contains various management resources essential for strategic dimensions. This includes technical standards for the 2026 school year and school management guidelines.

• The updated guide for school management elaborates on how to create and implement the management document, detailing minimum content requirements necessary for its development.

Importance of Diagnosis in Management Document

• The diagnosis is highlighted as a crucial part of the process since it lays the foundation for setting goals, objectives, and subsequent activity programming. It emphasizes that thorough analysis leads to effective planning.

• Templates are provided within annexes to assist with priority settings, goals, activity timelines, and structure of the management document itself. These templates are available post-assistance completion along with satisfaction surveys.

Steps in Conducting a Diagnosis

• A step-by-step guide is available on how to conduct a diagnosis effectively; this includes identifying necessary inputs and processes involved in evaluating results as well as environmental conditions surrounding educational institutions. Suggestions on information sources are also included.

• Resources accessible via the director's portal can be shared with their respective directors to enhance understanding of these processes among staff members.

Closing Remarks & Next Steps

• Attendees were reminded to register their attendance to receive session recordings and materials via email after completing a satisfaction survey linked in the chat during the session closure remarks.

• Upcoming technical assistance sessions related to management instruments were announced, set to begin shortly after this meeting; details have been disseminated through regional managers and social media platforms like Facebook for wider reach among participants.

Consultation Block Initiation Starting the Q&A Session

Introduction to Questions

• The session begins with a transition to the consultation block, led by specialist Sabrina after Yomaria's introduction.

Inquiry on Unidocent Schools and Management Documents

• A question arises regarding unidocent schools that are not organized into educational networks and their ability to create management documents. It is clarified that these institutions must adhere to specific guidelines when part of an educational network.

Multigrade Classrooms and Management Documentation

• Another inquiry addresses a scenario where a school has mixed-age classrooms (ages 3, 4, and 5). It is confirmed that this setup qualifies as an incomplete multigrade classroom, necessitating the creation of a management document tailored to its context.

Timing for Document Preparation

• Participants ask about the timeline for preparing or updating management documents. It is emphasized that this should occur during the first block of management weeks, allowing adequate time for diagnosis and goal setting. This process requires careful planning due to its complexity.

Updates on PRONI Documentation

• A question about updates on the Unique Management Document (DU) for PRONEI indicates ongoing collaborative efforts with another department to ensure timely updates are shared through official channels. This information will be disseminated among specialists soon.

Components of Management Documents Key Elements in Educational Management

Distinction Between Management Instruments and Documents

• The speaker reiterates that management documents differ from instruments designed for complete polidocent schools; they cater specifically to unidocent, multigrade schools without educational networks. Important elements from existing instruments may still be relevant in crafting these documents.

Essential Components of Management Documentation

• Key components include:

• General data about the school’s identity.

• Vision, mission, values, and principles.

• Diagnostic assessments guiding annual objectives and goals.

These elements align closely with what is typically found in institutional plans (PI).

Annual Activity Programming

• The annual programming of activities must also be included but will not encompass all aspects outlined in broader planning tools like PAT; only select sections are necessary for inclusion in the management document.

Curriculum Planning Considerations

• For curriculum-related content (PCI), essential components such as curricular diversification, study plans, resource organization, tutoring development, educational guidance continuity, and evaluation processes should be succinctly integrated into the document while maintaining brevity.

Internal Regulations Overview

• Regarding internal regulations within schools:

• Only essential coexistence norms should be documented.

• These norms need to be concise and easily understood by all stakeholders involved.

This section may also include behavioral guidelines and corrective measures as needed.

Final Remarks Closing Thoughts

Accessing Resources

• The speaker encourages participants to utilize public access resources available on the director's portal for further support materials aimed at enhancing school management practices across various institutions. Contact information is provided for any additional inquiries or clarifications needed post-session.