Manager Good

Performance Framework
Managers building school
frame
Good
Performance of
the Manager
Managers building school
4
 Manager Good Performance Framework

CONTENT

PRESENTATION

I. PEDAGOGICAL LEADERSHIP FOR

MANAGEMENT FOCUSED ON LEARNING

1.1 School management in the context of school reform

1.2 Pedagogical leadership
1.3 School Management System Framework for Good Performance of the Director

II. FRAMEWORK FOR GOOD TEACHING PERFORMANCE:

STARTING POINT III. FRAMEWORK FOR GOOD MANAGER

PERFORMANCE

3.1 Definition and purposes

3.2 Construction process
3.3 Structure of the Good Manager Performance Framework
3.3.1 Domains
3.3.2 Competencies
3.3.3 Performances

IV. BIBLIOGRAPHIC REFERENCES

v. ANNEXES

Annex 1: Matrix of domains, competencies and performance descriptors

Annex 2: Report of the educational agents participating in the construction process of the
Manager Good Performance Framework.

5
6
 Manager Good Performance Framework

Presentation
Reforming the school involves transforming the management carried out by managers.
Educational research shows that the pedagogical leadership of the manager is the second
influencing factor in learning achievements after teaching action, that is, it has a real and
undeniable degree of influence on student learning.

This action of the managers is indirect, since it is the teacher who exercises direct
action, however the areas of influence of the manager are key to the improvement of
learning, in the quality of teaching practice, working conditions and the operation of
the school. Therefore, we can affirm that the role of the director in improving the
quality of the school is powerful.

From the current management of the Ministry of Education, the strengthening of

educational institutions within the framework of decentralized, participatory,
transparent and results-oriented management is assumed as a prioritized policy; In this
context, it is vitally important to conceive school management as a system, as a set of
elements that guarantee the achievement of the stated purposes. The main instrument
of this system is the Good Manager Performance Framework , whose construction
process has taken into account both international trends and existing advances in our
country regarding the results-based approach supported by performance.

To ensure a common vision of what it means to be a school leader, it is essential to have a

clear definition of their roles and responsibilities. This description should be based on those
roles that generate the greatest impact on the quality of teaching and learning; as well as
being focused on support, evaluation and accompaniment to the work of teachers seeking to
guarantee quality learning for students.

There is no doubt that this definition is conceived in a context of reform; that requires
the system to generate conditions for change to occur; and to the school leader, the
preparation to face the complexity of said reform; variables that will be addressed as
part of the implementation strategy.

The Manager's Good Performance Framework is the result of the review of evidence
provided by international research, and of a process of reflection and collective
construction carried out by the educational directors - who participated in various
consultation events on good management practices. identified in the educational
institutions of our country - whose contributions give legitimacy to this proposal.

We put this document for your consideration, which due to its dynamic nature will
continue to be nourished by your contributions and suggestions. We hope that it will
become a guiding tool for the evaluation and training processes, and that it will
contribute to the improvement of school management in the school.

7
PEDAGOGICAL
LEADERSHIP FOR
MANAGEMENT
FOCUSED ON
LEARNING

1.1 School management in the

context of school reform
1.2 Pedagogical leadership
1.3 School Management System
 1.1 SCHOOL MANAGEMENT IN THE CONTEXT OF SCHOOL REFORM

In the last hundred years almost all institutions have changed, except school. In
general, the school as an institution maintains its historical structure and is the
social space where the least transformations have occurred. The other element of
analysis of the problem is the low learning results obtained by our country, both in
national and international evaluations. The institutional design of the school has a
structural gap between what we understand is education and the educational
demand of the 21st century.

This situation is reflected in the majority of schools in the country, finding:

• A homogeneous school management with routine teaching practices,

focused on the administrative and detached from learning,
• A school organization rigid in its structure and atomized in its functions,
• Compliance management instruments that are only regulatory and not very functional,
• Participation of family and community only as providers of resources,
• Distrust, subordination and conflict as a style of relationship between the
actors of the educational community,
• Managers with authoritarian or permissive practices,
• A vertical and normative relationship of the educational institution with
the decentralized management bodies.

Education in the country has countless needs and demands, which pose
challenges to us to face them in a coherent and effective manner. However, the
imminent priority is to promote the change that educational processes require for
the effective transformation of the school, in its dynamics, structure and
organization, in order to achieve significant learning results in students and
society. The school constitutes the first and main decentralized instance of the
national educational system (MINEDU, 2003), however, its situation varies
according to the context in which it is located. The majority of schools have
deficiencies and present difficulties that manifest themselves in the poor learning
achievement of their students and in the minimal contribution to their
comprehensive training; which warrants urgent action to encourage it to fulfill its
corresponding function.

The management of schools has been conventionally assumed as a basically

administrative function, detached from learning, focused on the formality of
teaching rules and routines, invariable in each context; It is also based on a
closed, compartmentalized and pyramidal structure, where decisions and
information are concentrated at the top, keeping teachers, parents and students
in a subordinate role, and controlling order through an essentially punitive
system. This approach to school management is based on the certainty that the
mission of the school is to train individuals who accept and reproduce the
hegemonic culture, its beliefs, customs, ways of acting and thinking. (Guerrero,
2012)

10
 Manager Good Performance Framework

The school reform aims to achieve The School We Want , which

symbolizes a set of desirable results, both at the level of student learning
and the school itself. Structural changes are proposed developing:

• A school management model focused on learning; based on the

pedagogical leadership of the management team, which allows the
necessary conditions to achieve the fundamental, desirable and
necessary learning in the students,

• A democratic school organization, relevant to the needs and context of

the school.

• A welcoming school that develops a democratic and intercultural

coexistence among the members of its educational community, as well
as a bond with families and the community.

The proposal of The School We Want is framed in the rights-based

approach, recognizes the demand for results-based management and aims
to achieve quality learning with a sense of inclusion and equity.

The school we want is organized into three components whose synergy will
allow us to achieve the expected results based on quality learning for all
students.

1. Management of pedagogical processes

2. Democratic and intercultural coexistence
3. Link between school, family and community

1. The management of pedagogical processes is defined as the set of

planned, organized and interrelated actions undertaken by a school
group - led by the management team - to promote and guarantee the
achievement of learning.

In this scenario, schools assume the responsibility of managing the change in

pedagogical processes 1 . Within the framework of an ethical and participatory
culture, a common vision of the entire educational community is built that inspires,
guides and accompanies the strengthening of capabilities and the commitment of
its members to create favorable conditions and take responsibility for the
achievement of learning of the and the students. Likewise, the school redefines its
organization to make it more open, informed and democratic, promoting student
leadership and adapting to the needs of its students and the context. In addition, it
continuously and collectively evaluates itself to draw lessons based on its own
experience.

2. Democratic and intercultural coexistence is defined as the set of conditions

that allow the exercise of democratic and citizen participation of students;
promoting the construction of a safe environment,

1 It is based on the premise that the pedagogical processes currently predominant in the school system are parked in their reproductive function and,
despite the efforts of educational policy, they fail to focus on the development of capacities for transformative action on reality, nor on the creative
production of ideas. That is why the commitment is not simply to “improve the effectiveness” of the current pedagogical processes, as they are, but to
change their character, their focus, their orientation.

11
 welcoming and collaborative. Thus, interpersonal relationships -based on good
treatment- are recognized as interactions that develop between members of the
educational community with an intercultural and inclusive nature with respect to
diversity; strengthening emotional ties from a democratic organizational model
that considers effective communication as a timely and relevant practice. At
school, consensual norms are built and conflict is managed as a learning
opportunity to prevent, address and contain possible situations of contradiction
and/or confrontation. In this way, the development of personal skills and favorable
attitudes is promoted to achieve a climate that benefits the development of
fundamental learning.

3. The link between the school, the family and the community implies that the
school gives a leading role to the other two actors, establishing an alliance that
contributes both to the improvement of learning and to the promotion of local
development. This link is framed in a shared responsibility, therefore, in school
management -focused on pedagogical processes- it is key to strengthen family
participation through various democratic spaces, directing their contributions
towards the achievement of learning and comprehensive training. of the students
from their own role. Likewise, it is promoted that the school has an open attitude
towards the community, as a strategy that allows it to share its resources and
learning to promote actions of mutual collaboration, establishing agreements and
alliances that contribute to the construction of a common development project.
Local knowledge is incorporated into pedagogical processes, thus facilitating joint
and organized work with community members

Therefore, the strategy is to generate and trigger a set of processes in the

field of school management, coexistence and the school's relationships with
parents and the community; directed to:

• Renew and refocus the practices of the actors involved.

• Develop the necessary capabilities.
• Provide protocols and instruments for the development of innovative
actions and routines.
• Establish support, monitoring and evaluation mechanisms for key processes.
• Disseminate relevant information about the meaning of new practices
and the expected results.
• Build basic consensus in relation to the new mission of the school
institution and the characteristics of teaching that are required to achieve
quality learning for all.

1.2 PEDAGOGICAL LEADERSHIP

Every educational institution needs managerial leadership. Person or people
who assume leadership of the organization in relation to the goals and
objectives. School reform requires configuring this role from a pedagogical
leadership approach. A leader who influences, inspires and mobilizes the
actions of the educational community based on pedagogy.

It is a necessary and pertinent option to the school proposal we want; that aspires to
organize and conduct itself based on learning and that to do so,

12
 Manager Good Performance Framework

manage to link teaching work, a welcoming school climate and the

participation of families and the community.
School management, assumed as “a set of articulated actions undertaken by
the management team in a school to promote and enable the achievement
of pedagogical intentionality in and with the educational community” (Pozner,
1995); One of its challenges is to energize the processes to reconstruct and
recover the meaning and value of school life, which entails creating and
recreating a new way of doing school.

A democratic management oriented to institutional change must guarantee

quality teaching and commit to learning. This form of management can be
seen in:

• The exercise of pedagogical leadership, in order to move the educational

institution towards higher teaching standards and enable it to commit to
its results.
• The promotion of the autonomous organization of its students to
generate participation in school life.
• An open, communicative and flexible internal organization, more
democratic in its decision-making procedures.
• The institutionalization of evaluation as a collective teaching practice and
continuous learning from experience; That is, the entire educational
community learns to look at itself and value evaluation as an opportunity to
learn, both from achievements and errors.

The pedagogical leadership of schools becomes, in this scenario, an

important factor for the improvement of education and a priority on the
educational policy agendas.

In this sense, it is important to review the concept of leadership and its

recognition in the school organization. An initial consideration is to configure it as
a phenomenon or quality of the organization and not as an individual trait. In
these cases, the exercise of management as leadership is seen as a distributed,
more democratic, “dispersed” practice throughout the organization; instead of
being an exclusive characteristic of formal leaders, which would precisely mean a
return to the bureaucratic model that we wish to abandon. According to Bolívar
(1997), the critical challenge is to achieve institutional development of schools so
that they function as units of change in which leadership is diffuse because the
group of members of the institution has appropriated it. This leads us to think
about issues such as distribution of power, empowerment, shared decision
making. This is also called distributed leadership, since it is “distributed” vertically
and horizontally in the educational institution.

From this new perspective on leadership, we define the approach to what is today
called pedagogical leadership as “…the work of mobilizing and influencing others to
articulate and achieve the shared intentions and goals of the school” (Leithwood,
2009). . It is the ability of an organization to achieve learning in all its students, without
excluding any. From this definition, it can be deduced that leadership is a quality of the
person who exercises it and can also become a characteristic of the management of
the institution, in which people with leadership - formal or informal - participate in a
process led by the director, coordinating and contributing to the success of the
organization's results and goals.

13
 If leadership is a characteristic of the organization, it is worth asking what sense
there is in the training of managers, that is, those people who until now have
been exercising formal leadership. Indeed, leadership is a quality that the entire
organization can develop as a result of the interaction between leaders, followers
and the specific situation of the organization; however, those in charge of
designing or redesigning the school organization to generate distributed
leadership are those people with managerial positions, those who exercise formal
leadership.

Consequently, we can understand pedagogical leadership as the influence exerted by

the members of an organization, guided by managers and various interest groups, to
move towards the identification and achievement of the objectives and vision of the
educational institution. Murillo (2006) points out that pedagogical leadership, instead of
a transactional dimension 1 , entails a “transformative” work since it is not limited to
working in the existing conditions and with the given goals, but also alters those
conditions of the center and the classroom to improve the education offered and
teaching practices in the classroom.

The successful effects of leadership on student learning (Bolívar, 2010) will depend both on
the leadership practices implemented and on distributed leadership that is clear to which
dimensions of the school to dedicate time and attention.

According to most research, all leadership models refer to the types of practices
that have an impact on student learning. In the research of Kenneth Leithwood
and others (2006), four types of practices have been described in relation to this
topic:

• Establish direction (vision, expectations, group goals)

• Develop staff
• Redesign the organization
• Manage teaching and learning programs

Obviously, if the central objective of leadership is student learning, new leadership

practices must be established; This implies redesigning those structures that make it
possible to improve learning in the classroom, for example: accompanying and
stimulating the work of teachers in class, improving the operating conditions of the
school, promoting teacher participation, among others. To this extent, management
teams create conditions to support effective teaching, for which they redesign work
contexts and professional relationships, which is why they are called to be pedagogical
leaders of the school.

2 The basis of transactional leadership is a transaction or exchange process between leaders and their followers. The transactional leader recognizes
the needs and wants of followers and then clearly explains how they will satisfy those needs and wants in exchange for them meeting specified goals
and completing certain tasks. Therefore, followers receive rewards for their job performance and the leader benefits because they complete tasks.
Varela (2010)

14
 Manager Good Performance Framework

Bolívar (2010) defines effective leadership practices in the following table:

LEADERSHIP PRACTICES MEANING OF THE DIMENSION

Setting goals and expectations It includes establishing important and measurable learning goals, communicating them clearly to the parties, and
involve staff in the process so that clarity and consensus about goals is achieved.

Obtaining and assigning resources Place resources as a priority goal: people, means and time. Clarity about resources that are not being used
strategic way obtaining, a coherent and joint approach to school improvement, critical capacities to obtain resources.

Planning, coordination and evaluation of the Direct involvement in the support and evaluation of teaching through regular visits to classrooms, providing
teaching and curriculum formative and summative feedback to teachers. Focus on the quality of teaching, in particular, on the
learning. Coherence and alignment between classes, courses and different schools.

Promotion and participation in learning and Leadership that not only promotes, but participates directly with teachers in professional development
teacher professional development formal and informal. Greater leadership expertise implies greater influence.

Ensure an orderly and supportive

environment Protect time for teaching and learning by reducing external pressures and interruptions; providing an environment
organized inside and outside the classroom. Relationships of trust and norms that support commitment.

Table 1: Effective leadership practices. (Bolívar, 2010)

International studies on school effectiveness point out that the principal's
pedagogical leadership is one of the variables that influences school
effectiveness (Sammons, Hillman, & Mortimore, 1998; Scheerens, 1992). For
these, and other authors such as Sergiovanni (1995), the transformational
leadership 2 exercised by principals is one of the common denominators of
effective schools; and they point out that although transformational leadership
has a positive effect on school climate, pedagogical or instructional leadership 3
influences school performance much more (Robinson, Lloyd and Rowe, 2008).

Some studies (UNICEF, 2004; PREAL, 2003) detect three constituent

elements of what they have called the “backbone” of effectiveness, which
group together the different components of the school that enhance good
pedagogical results:

• Pedagogical and institutional management, identifying especially relevant

characteristics such as: (1) professional development of the teacher within the
school,
(2) collaborative framework between directors and teachers through
evaluation and feedback exercises and (3) good use of available human
and material resources.
• Expectations and “future vision”, referring to the confidence that
managers and teachers have (and transmit) in the students' learning
capabilities and possibilities; which translates into high demands for all
school actors.
• Rigorous planning of the pedagogical process in which space is provided
for the individual contribution of teachers.

On the other hand, various international reports show that leadership makes a
difference in the quality of learning. Bolívar (2010) points out that pedagogical
leadership in schools is becoming, in the international context, a first-order factor in
the improvement of education and a priority on the educational policy agendas.
According to Bolívar (2010), good educational leadership is a determining factor in the
quality of education, which is why excellent managers must be selected and trained.

3 Transformational leadership is based on the contribution of school leaders to the achievement of objectives linked to cultural
change and the resolution of organizational problems. It is characterized by being a dynamic process, varying depending on the
situations and generating changes (Coronel, 1995; Leithwood, Tomlinson and Genge, 1996 in Murillo, 2006).

4 Instructional leadership focuses on those practices that have an impact on teachers or the organization and, indirectly or mediated, on student
learning. (…) is related, in a broad sense, to everyone

set of activities (such as supervision) that have to do with the teaching and learning processes. This means going beyond
of the management of present realities to “redesign” them based on those goals. (Bolivar 2012) 15
 1.3 SCHOOL MANAGEMENT SYSTEM
Management, in an area such as the school where educational processes go
through various actions and spaces of the organization; It needs to have a
reference that reorients the work of directors in all its dimensions: from the
classroom to institutional life, from the “strictly pedagogical” to the different
organizational issues that make or do not enable a teaching-learning process
with certain characteristics; moving from administrative work to work focused on
pedagogical processes, and within the framework of a proposal for good
performance.

Evidence, both national and international, reveals that when the director of a
school approaches tasks with pedagogical leadership, that is, when he
orients objectives towards learning, his actions have a positive impact on the
academic performance of students. In our country, most of the functions
attributed by law to directors are of an administrative nature, which does not
promote this type of leadership. This situation is aggravated by the method
of selection or appointment, the unstable employment situation, the diversity
of structures and types of schools, the absence of training and training
proposals, the simultaneity of teacher-principal positions and functions, and
the absence of the pedagogical leadership in its performance, among other
problems.

The access mechanisms and continuity in the managerial function are out of
context since the permanence and length of service of the manager are no longer
a guarantee of good management; This situation is aggravated by the almost
zero recognition of the efforts they make, which has generated a type of
improvisation in the assignment to this important position and function.

In this context, and within the framework of The School We Want , the
creation and implementation of the School Management System is planned
as a policy strategy, understood as the set of organized and related
elements that interact with each other to redefine the function of directors.
turning them into leaders of change.

The School Management System is characterized by the existence of

components that interact with each other; In turn, within each component there is
a set of processes that in sum nourish the entire system.

16
 Manager Good Performance Framework

Figure 1 shows the components and processes that interact within the
School Management System:
Figure 1. School Management System.

To guarantee support in accordance with the substantial importance of the

management function, this system is made up of the following components:

• Manager Good Performance Framework. It tries to recognize the complex role

of the principal: properly exercising leadership and management of the school he
or she directs; role that implies assuming new responsibilities focused on the
achievement of student learning. This component constitutes the platform on
which the others interact, since it provides inputs for the evaluation of access and
performance, as well as for the implementation of training programs through
capabilities and indicators.

Practice has shown that today, school leaders take on a much broader set of
tasks than a decade ago. Principals often express high levels of stress, work
overload, and uncertainty because many of these new school leadership
responsibilities are not explicitly included in their job descriptions. On the other
hand, principals' practices are not explicitly focusing on improving teaching and
learning, but rather, on the traditional tasks of the principal or bureaucratic
administrator.

For management leaders to achieve efficient performance, it is essential that their

responsibilities are well defined and expectations are clearly stated. In this sense,
the Principal's Good Performance Framework is a reference document in the
construction of the school management system, as it configures a performance
profile that allows the formulation of the competencies necessary for its training
and the indicators for evaluation.

17
 • Evaluation of access to management position. It is the
identification of teachers who meet the most suitable requirements
and conditions to fill the position of school director or deputy director.

Current pedagogical trends require an adequate profile to exercise the

managerial function; to this end, the permanent selection process will be
implemented that will allow access to the position for a certain period; Once
the established time has elapsed, active directors will have the opportunity to
be ratified for another similar period through performance evaluation. This
procedure will allow the achievement of the work policy that is being
implemented, as long as it has results translated into student learning.

The selection processes of teachers who apply for a management

position, and the evaluation of directors, will be based on performance
standards established in the Regulations of the Teacher Reform Law and
the Good Performance Framework for the Director. The selection process
will begin during 2013, and the exercise of the function of appointed
directors and deputy directors will begin in 2014, which is when the
special assignment by position will begin to take effect.

The evaluation process to access the organic positions of directors

and deputy directors will consist of two stages: the first will be
qualifying at the national level; and the second, at the local level, for
teachers who achieved the necessary score on the test. Both stages
will be carried out through digitalized media in the centers assigned
for this purpose. The second stage of the teaching evaluation will
consist of the resolution of a practical case of school management.

Each stage of the contest contains a series of activities that imply powers and
responsibilities - exclusive or shared - between the MINEDU and the regional
governments through their decentralized educational management bodies.
Said distribution of powers and responsibilities is applied without prejudice to
the coordination that is necessary for the optimal fulfillment of the objectives
of the contest.

• National Training and Training Program for Directors and

Deputy directors. As a consequence of the implementation of the two
previous components, a continuous, permanent and coherent program
will be launched with the other components of the system. Directive
leadership requires specific skills and competencies that are developed
through the practice of actions that respond to the exercise of functions
and responsibilities of the position, as well as years of teaching
experience. Therefore, the program aims to be a process by which
competencies and capacities are installed, developed, strengthened and
sustained; and performances are shaped in teachers who assume the
role of school director.

The National Training and Training Program for Directors and Deputy
Directors consists of three stages: induction, specialized training and
reinforcement. It is organized and executed based on the legal imperative
established in the Political Constitution of Peru, the General Education Law,
the Teacher Reform Law and other regulations in the sector.

18
 Manager Good Performance Framework

• Allowances and incentives . It is the process through which the

motivation to occupy a direction is promoted, generating perspectives
for professional development, and consequently, improving the
quality of the educational service to make it sustainable over time.
The following are considered:

- Leadership and social recognition; which implies revaluing the

figure of the director in the community and the country.
- Opportunity for professional training (obtaining an academic
degree as a product of specialization, the appointment process
itself, certification).
- Financial recognition for assignment to function, provided for in
the new Teacher Reform Law; which will be recorded in the
corresponding regulations.
- Access to collegiate spaces for professional and social development. As a
starting action, the Advisory Committee of Leading Directors is installed.

19
II. FRAMEWORK
FOR GOOD
TEACHING
PERFORMANCE:
STARTING POINT
 The Good Teacher Performance Framework has its origins in the proposal of the
Interinstitutional Board of Good Teacher Performance promoted by the National
Council of Education (CNE). After two years of work, the preparation of the final
version was in charge of the General Directorate of Teaching Development, and it was
approved in January 2012 through Ministerial Resolution No. 0547-2012-ED.

The Good Teaching Performance Framework has among its specific purposes:

• Establish a common language, between teachers and citizens, to

refer to teaching processes.
• Promote teachers' reflection on their own educational practice, building a
shared vision of teaching.
• Promote the social and professional revaluation of teachers.
• Guide and provide coherence to the design and implementation of training
policies.

The Good Teaching Performance Framework is structured into domains,

competencies and performances (MINEDU, 2012a). The domains are the four
large categories in which the competencies are grouped. (See figure 2)

Domain I: It relates to preparation for teaching.

Domain II: describes the development of teaching in the classroom and school.
Domain III: refers to the articulation of school management with
families and the community.
Domain IV: It includes the configuration of teaching identity and
the development of their professionalism.

Figure 2. Domains of the Good Teaching Performance Framework (MINEDU,

2012a).

For the development of these four domains, nine suggested competencies

have been built.

22
 Manager Good Performance Framework

As established - technically and normatively - being the director of an educational

institution is a possibility within the teaching career. The regulations of the Teacher
Reform Law No. 29944 (MINEDU, 2013) in this regard states: "The teacher can
access other positions in the areas of work performance by competition and for a
period of three years." One of these positions is that of director of an educational
institution; To apply for it, the teacher must be located between the fourth and eighth
teaching scale. This definition alludes to and highlights the pedagogical nature of the
position since the manager has teaching training; In this sense, the Good
Performance Framework for Managers constitutes a fundamental complement to the
Good Teaching Performance Framework since it recovers - from the latter - the
domains, competencies and performances that are general and common to the
teaching career (regardless of the position). that the teacher has been performing),
and adds the domains, competencies and specific performances that correspond to
the exercise of the position of director.

Domain IV, Development of professionalism and teaching identity, is

transversal to both frameworks and describes the process of training and
development of the professional community of teachers and the practices
that characterize it. The development of professionalism and ethics in the
profession are, in essence, fundamental for the exercise of the managerial
position, which is why the Manager's Good Performance Framework - being
a policy instrument articulated to the Good Teacher Performance Framework
- does not It does not explicitly consider them but also subscribes and
promotes them, assuming them as transversal domains to all the manager's
daily tasks.

The Good Teaching Performance Framework identifies two competencies and

five key performances for this domain (See Figure 3). They refer to systematic
reflection on their pedagogical practice, that of their colleagues, working in
groups, collaborating with peers and participating in professional development
activities. It includes responsibility for the processes and results of learning and
the management of information on the design and implementation of educational
policies at the national and regional level (MINEDU, 2012a).

23
 Figure 3. Domain IV. Good Teaching Performance Framework (MINEDU, 2012a).

Domain 4
Development of professionalism and teaching identity

Competencies Performances

Competition 8 Performances

Reflect on your practice and 36. Reflect in professional communities about your
institutional experience; and develop pedagogical and institutional practice and learning for all
continuous learning processes their students.
individually and collectively to 37. Engage in meaningful development experiences
build and affirm your identity and professional, in accordance with your needs, those of the
professional responsibility. students and those of the school.
38. Participate in the generation of high-level educational policies
local, regional and national, expressing an informed opinion
and updated on them, within the framework of their work
professional.

Competition 9 Performances
He exercises his profession from an
ethic of 39. Act according to the principles of ethics
teaching professional and solves practical
respect for fundamental rights dilemmas and
of people, demonstrating regulations of school life based on them.
honesty, justice, responsibility and 40. Act and make decisions respecting rights
humans and the principle of the highest good of
commitment to its social function. the child and
the teenager.

The content of this domain is disaggregated and developed into the

competencies established for the training processes, thereby achieving the
specificity that the development of professionalism and identity in the school
manager requires. As part of the training process, the skills and resources
that favor the proper exercise of their position will be strengthened.

24
Manager Good Performance Framework

25
 III.FRAMEWORK
FOR GOOD
MANAGER
PERFORMANCE

3.1 Definition and purposes

3.2 Construction process
3.3 Structure of the Good Framework
Manager Performance
3.3.1 Domains
3.3.2 Competencies
3.3.3 Performances
26
Manager Good Performance Framework

27
 3.1 DEFINITION AND PURPOSES
The Manager's Good Performance Framework is a strategic tool for the reform of
the educational institution that is framed within the teacher development policies
prioritized by the education sector. In the Multiannual Sector Strategic Plan
(PESEM) 2012, it is proposed for the field of management: “That educational
institutions assume the responsibility of managing the change in pedagogical
processes, focusing the entire organization on learning” (MINEDU; 2012b , 52);
Hence, the first result of the reform of the educational institution in this area refers
to the need to have selected, trained and organized managers. Thus, the Good
Manager Performance Framework becomes a strategic tool for implementing a
comprehensive managerial development policy.

It is important to point out that the achievement of the proposed domains and the
development of competencies will be carried out gradually because managers require
a certain amount of time to acquire new knowledge, develop capabilities and awaken
new motivations. Therefore, the Manager's Good Performance Framework, as a policy
tool, suggests inputs for the evaluation of access, ratification and implementation of
training programs through the competencies and performances it presents.

The purposes that determine the scope of this document are:

1. Establish a shared vision of pedagogical leadership focused on learning,

which revalues the importance of the management role in the school.
2. Identify the practices of an effective manager, guiding the professional
development of managers.
3. Guide the selection processes, performance evaluation, training and
professional development of managers.

In its structure, the Director's Good Performance Framework defines the

domains, competencies and performances with their corresponding
descriptors, which characterize effective school management that reinforces
the leadership of the country's basic education directors.

28
 Manager Good Performance Framework

3.2 CONSTRUCTION PROCESS

The Manager's Good Performance Framework has followed a basically participatory
construction route that has considered various stages, among them are: the review
of national and international experiences, the review of evidence and research and
the constant feedback of the preliminary proposals - in spaces of dialogue and
discussion - with different educational actors.

A first work reference was the document “Criteria for Good School
Management Practices” (MINEDU, 2012c), which made it possible to
identify national educational institutions that develop, or have developed,
successful experiences and good school management practices; in
addition to helping to contrast the identified criteria with national and
international studies that present evidence on this topic.

“School management practices are the set of actions that, as a result of the
identification of a need, are systematic, effective, efficient, sustainable, flexible,
designed and carried out by the members of the educational institution, and that, in
addition to satisfying the needs and expectations of the students, represent an
evident improvement in the achievement of learning, in an ethical and technical
framework, aligned with its mission, its vision and its values. These practices should
serve as a reference for others and facilitate the improvement of their processes.”
(MINEDU, 2012c)

The preliminary document was submitted for consultation in all regions of the
country, with one thousand eight hundred and ninety people participating in this
process, including directors of educational institutions, specialists from the
Regional Directorates of Education and specialists from the MINEDU. This first
national consultation process allowed for the preparation of a document called:
Matrix of criteria for good school management practices: Structure into
components, criteria and practices. The components were taken from the
proposal of The school we want, they are: Pedagogical management, Democratic
coexistence and Link of the school with the family and community. Each
component was disaggregated into a set of criteria, and these in turn were
disaggregated into a total of ninety-one practices. The Pedagogical Management
component grouped the largest number of practices (48), while the other two
grouped half. (See figure 4).

29
 Figure 4. Good school management practices according to component
(MINEDU, 2012c)

60
48
50

40
30
22
21
20

10

0
Pedagogical leadership School, family and Coexistence
community democratic

Table 2 shows the categories in which pedagogical leadership practices are

grouped.

Table 2. Categories of pedagogical leadership

PEDAGOGICAL LEADERSHIP EXERCISE 12

School organization 12

Pedagogical support 8

Ethical behavior 5

Promotion of self-assessment and continuous learning 5

Promotion of healthy lifestyle and risk management 6

The “Criteria of Good School Management Practices” point out a path for the
formulation of the
normative guidelines that allow visualizing, classifying and judging the
implications of the management exercise in an educational institution. In this
specific case, each component has a set of criteria that group together
observable actions called practices.

From the formulation and review of the “Criteria of Good Practices of

School Management”, the first version of the Good Performance Framework of the
School was prepared
Directive, which was reviewed and put into a consultation process in various spaces
, such as: the Consultation Network of Leading Managers, the regional
consultation process that included the participation of one thousand six
hundred and five managers from all regions; the review by national experts
in educational matters and the opinion of the school management expert
María Victoria Angulo of the Network of Transformative Leaders of Principals
of Colombia.

30
 Manager Good Performance Framework

3.3 STRUCTURE OF THE FRAMEWORK

FOR GOOD MANAGER
PERFORMANCE
The Manager's Good Performance Framework is structured in two
domains, seven competencies and twenty-one performances (See figure

Figure 5. Concepts of mastery, competence and performance.

DOMAIN

Set of competencies that make up a specific area of the

act managerial. They are interdependent, since each of them
influences the development of the other as part of a whole.

COMPETENCE

Know-how in context, which implies commitments, willingness to

perform tasks or fulfill responsibilities with quality, reasoning,
management of certain conceptual foundations and understanding
of the moral nature and social consequences of their decisions.

PERFORMANCE

Observable action carried out by managers and that shows the

domain of competition.

31
 3.3.1 DOMAINS
The domains defined in the Good Manager Performance Framework are
understood as a set of 6 competencies that make up a specific area of managerial
action; and refer to the performances essential to carry out the school reform
process. The relationship between the domains is dynamic, that is, they are part
of an integrated and integrative whole of the manager's activities; Furthermore,
they are interdependent since each influences the development of the other as
part of an interconnected whole.

The domain Management of conditions for the improvement of learning, covers

the competencies of the manager aimed at building and implementing the school
reform, managing the conditions to raise the quality of the teaching-learning
process through planning, promotion of democratic and intercultural coexistence
and the participation of families and community; systematically evaluating the
management of the educational institution.

The domain Guidance of pedagogical processes for the improvement of learning,

includes the six competencies focused on enhancing the development of teaching
professionalism, and implementing systematic support to the teaching process
carried out by teachers.

3.3.2 COMPETENCES
The competencies that make up the domains are understood as “know-
how in context, which implies commitments, willingness to do things with
quality, reasoning, management of conceptual foundations and
understanding of the moral nature and social consequences of their
decisions” ( Ministry of Education, 2012a, 17).

This definition can help to better understand managerial action. First of all, it
shows its uniqueness; since certain actions of a manager can contribute to the
improvement of the organization and learning in a specific school, but are not
necessarily appropriate for another school. That is why it is said that managerial
action is contextual, each school has its own culture, climate and capacity for
change that it has developed due to a certain history, and that needs to be
understood. This definition assumes know-how in a given context.

Secondly, competition is a “know-how” with excellence, using systematic and

orderly means; and maintaining constant reflection and self-evaluation
(rationality). Leadership is built by leading and resorting in the process to our
experience, the knowledge acquired and the sense of community to build
change in the school.

Thirdly, competence has an ethical accent since educational

transformation implies always keeping in mind the commitment and
moral responsibility of teaching, purposes that must radiate all
managerial competences.

The proposed competencies are six and are distributed between the two
domains (See Figure 6).

32
 Manager Good Performance Framework

Figure 6. Domains and competencies of the Good Manager Performance Framework

Competition 1
Domain 1 Conducts institutional planning in a participatory manner based on
knowledge of pedagogical processes, the school climate, the
Management of conditions for the
characteristics of the students and their environment; orienting them
improvement of learning towards the achievement of learning goals.

It covers the skills carried out by the

manager to build and implement the Competition 2
school reform, managing the conditions Promotes and sustains the democratic participation of the various
for actors of the educational institution and the community in favor of
the improvement of learning through learning; as well as a school climate based on respect,
planning, the promotion of encouragement, mutual collaboration and recognition of diversity.
democratic and intercultural
coexistence and the participation of
families and the community; and Competition 3
Promotes operating conditions that ensure quality learning for all
systematically evaluating the
students, managing human, material, time and financial resources
management of the educational
institution. with equity and efficiency; as well as preventing risks.

Competition 4
Leads evaluation processes of the management of the educational
institution and accountability, within the framework of continuous
improvement and achievement of learning.

Competition 5
Promotes and leads a learning community with the teachers of your
educational institution based on mutual collaboration, professional
Domain 2 self-assessment and continuous training; aimed at improving
pedagogical practice and ensuring learning achievements.
Guidance of pedagogical
processes to improve
learning Competition 6
Manages the quality of pedagogical processes within your educational
It includes the competencies of the institution, through systematic support and joint reflection, in order to
manager focused on the development of achieve learning goals.
teaching professionalism and
the process of systematic support for
teachers to improve learning.

33
 2.3.3 PERFORMANCES
It is the observable action or actions carried out by managers that demonstrate
the dominance of the competition. In this definition three conditions can be
identified: (1) observable performance (2) in correspondence with a responsibility
and (3) achievement of certain results (MINEDU, 2012a). Evidence on
compliance or non-compliance with performance can be collected through
qualitative sources (observation, interviews) or quantitative sources (perception
surveys, questionnaires, checklists, etc.). Given the contextual nature of the
competence (as noted above in the definition), most performances are evaluable
with in situ observation.

The Manager's Good Performance Framework presents twenty-one (21)

performances (See figure 7).

Figure 7. Structure of the Manager's Good Performance Framework.

34
Manager Good Performance Framework

35
Domain 1
Management of the
conditions
for the improvement
of
the learnings
Competition 1
Conducts institutional planning in a participatory manner based on
knowledge of the pedagogical processes, the school climate, the
characteristics of the students and their environment, and with
orientation towards the achievement of learning goals.

Performance 1. Performance 2.

Diagnoses the characteristics of Participatively design the

the institutional, family and social school management instruments
environment that influence the taking into account the characteristics of the
achievement of learning goals. institutional, family and social environment;
setting learning goals.
It identifies the characteristics of its
educational institution in terms of Calls on educational actors to
pedagogical processes, the school jointly formulate and readjust
climate, as well as the influence of the school management instruments,
family and social environment, among analyzing the characteristics of the processes
other relevant aspects, assessing the pedagogical and school climate, as well as
importance of this information as input for of the institutional, family and social environment and
school planning. Conduct a reflective formulating in consensus the vision, mission
analysis regarding the strengths, and institutional and learning goals.
weaknesses and needs of your Set goals, objectives and indicators
educational institution to improve based on the learning achievement of
pedagogical processes. Characterizes the students. Communicate and spread the
the particular conditions of the reality of nature, content, tasks and results
your educational institution to anticipate that contemplate the management instruments
and predict institutional improvement and designed to promote identification
learning objectives. of the educational community with the school.

38
 Manager Good Performance Framework

Competition 2
Promotes and sustains the democratic participation of the various
actors of the educational institution and the community in favor of
learning, as well as a school climate based on respect,
encouragement, mutual collaboration and recognition of diversity.

needs and individualities of people in

Performance 3. attention to diversity. Avoid any type of Performance 6.
discrimination. Provides spaces for the
Promotes spaces and mechanisms integration of the educational Promotes the organized participation
for participation and organization of institution's staff that foster a work of families and other community
the educational community in environment favorable to dialogue, entities to achieve learning goals,
decision-making and development of teamwork and based on the recognition of their
actions planned for the fulfillment of efficient performance. It transmits to cultural capital.
learning goals. the educational community its high
expectations of students, teachers, He knows the reality of his students'
He leads his school in a collaborative and administrative team, generating families and establishes democratic
manner, exercising pedagogical commitment in the search for efficient relationships with mothers and fathers,
leadership and promoting performance in achieving learning. revaluing their role as educational
mechanisms of participation and agents of their daughters and sons and
organization of the educational in the management of the school. It
community, generating conditions for Performance 5. encourages the organized participation
achieving the established results. of families and the community,
Motivates the school group in Manage strategies for the developing their capacities in various
establishing goals for school prevention and peaceful processes in school management
improvement by focusing on learning. resolution of conflicts through through classroom committees, APAFA,
dialogue, consensus and CONEI or other school spaces. It
Performance 4. negotiation. recognizes and values the sociocultural
context in which the school is located,
It generates a school climate based Identifies and analyzes conflict and its importance in the educational
on respect for diversity, collaboration situations, and proposes process of its students. Recognizes
and permanent communication, alternatives for peaceful solutions potential allies in the local context for the
facing and resolving existing to them, promoting their resolution development of the school
barriers. through dialogue, consensus and and the achievement of learning.
negotiation or through the most Establish alliances and agreements
Establish positive interpersonal relevant strategies. with authorities and actors in your
relationships. Demonstrates and to the nature of the conflict and the community to improve learning.
promotes good treatment in interpersonal circumstances. Assume an assertive Participatively evaluates the alliances
relationships and in the interactions that and empathetic attitude in handling and agreements established based on
occur in the educational institution. Show conflictive situations. Promotes the learning achievements obtained
respect, solidarity and empathy in your conflict management as a learning and the needs of the school.
interaction with other people. Take into opportunity in the educational
account the community.

39
Competition 3
Promotes operating conditions that ensure quality learning for all
students, managing human, material, time and financial resources
with equity and efficiency; as well as preventing risks.

lessons, scheduling of the school year, Promotes a culture of prevention in

Performance 7. the school day and their work schedules. the school community based on its
Supervises and encourages compliance own actions, establishing strategies to
Manages the optimal use of with effective hours in class, promoting a mitigate possible risks and threats
available infrastructure, equipment culture that could affect the school and
and educational material, for the good use of time. Implement ensure the safety and integrity of the
benefit of quality teaching and the proposals that allow recovery of members of the educational
achievement of students' learning unmet work times. community. Jointly formulates actions
goals. aimed at addressing possible threat
situations, establishing
Identifies and communicates the Performance 9. responsibilities,
infrastructure needs for equipment and and taking into account available
materials demanded by the school. Manages the optimal use of financial resources.
Clearly identifies available resources, resources to benefit the learning
optimizing their use for the benefit of goals set by the educational
students. It motivates in the educational institution under a results-oriented Performance 11.
community the good use and exploitation approach.
of the educational material provided by Directs the administrative and/or
the sector: texts and workbooks, Identify and communicate the sources support team of the educational
technological equipment, concrete that generate financial resources for the institution, guiding its performance
material, learning routes, evaluation kits school. Learn basic concepts about towards achieving institutional
and others. financial administration as a tool for objectives.
management. It incorporates into the
planning instruments, costs and budgets Get to know the school's administrative
Performance 8. aimed at achieving established results and/or support team, identifying and
and goals. integrating staff strengths and
Manages the optimal use of time in the weaknesses to generate synergies and
educational institution in favor of professional development
learning, ensuring the fulfillment of Performance 10. opportunities. Trust in the possibilities
goals and results for the benefit of all of learning and efficient performance of
students. Manages the development of the administrative and/or support staff
prevention and management of
Plan the appropriate use of time in strategies for risk situations that the school. Identifies staff training
different activities, ensuring that they are ensure the safety and integrity of the needs, organizing and managing
aimed at achieving learning. Promotes members of the educational learning spaces.
commitment in teachers regarding community.
compliance with hours

40
 Manager Good Performance Framework

Competition 4
Leads evaluation processes of the management of the
educational institution and accountability, within the framework
of continuous improvement and achievement of learning.

accounts such as: exhibitions, meetings, in a way that ensures that all students
Performance 12. panels, etc. -that involve parents- to make learn. Calls the school group to a regular
public the school's results and the students' self-observation review, to evaluate
Manages the information produced by learning. They implement some mechanisms if the objectives set by the school have
the school and uses it as input in to obtain points been met in a specific period, agreeing on
institutional decision-making in favor from the community's point of view, using decisions aimed at improving the
of improving learning. the information collected to improve processes developed in the school.
school management. Develops actions
It develops mechanisms that facilitate the aimed at avoiding situations that
generation and access of knowledge by encourage corruption (improper use of
educational actors, and that allow the positions, sale of notes, nepotism,
sharing of information on school life impunity, among others). Promotes
generated through various sources. processes of joint reflection in the
Promotes an organizational culture aimed at educational community about corruption
sharing knowledge and cooperative work in and its consequences at the school,
favor of continuous improvement. Uses locality and country level, promoting a
relevant and timely tools for processing and culture of transparency.
organizing information that contribute to
institutional decision-making in favor of
improving learning. Systematizes the Performance 14.
information presented by the various
institutional work teams about the progress Conducts self-assessment and
of school management. continuous improvement
processes in a participatory
manner aimed at achieving
Performance 13. learning goals.

Implements strategies and Recognizes that to improve the quality of

mechanisms for transparency and student learning, your educational
accountability of school management institution needs to reflect on the goals it
to the educational community. intends to achieve, identify and prioritize
the challenges that need to be overcome
Assume the importance of making public to achieve them, and implement
the achievements of the educational institutional mechanisms that allow it to
institution. Designs, organizes and direct its actions toward permanent
implements various transparency and improvement. pedagogical process
accountability mechanisms

41
Domain 2
Guidance of
pedagogical
processes to
improve learning
Competition 5
Promotes and leads a learning community with the
teachers of your educational institution; which is based
on mutual collaboration, professional self-assessment
and continuous training; aimed at improving pedagogical
practice and ensuring learning achievements.

Performance 15. Performance 16. favorable work environment that helps

to the personal and professional
development of
teachers, promoting self-assessment and
Manages opportunities for continuous It generates spaces and continuous improvement.
training of teachers to improve their mechanisms for collaborative
performance based on the work between teachers and
achievement of learning goals. reflection on pedagogical Performance 17.
practices that contribute to the
It identifies the professional development improvement of teaching and the It stimulates the initiative of teachers
needs of its team of teachers, based on a school climate. related to pedagogical innovations and
recognition of both the strengths and research, promoting their
weaknesses of their practice, providing It recognizes the importance of implementation and systematization.
spaces for reflection, training and training collaborative work among teachers,
within the educational institution; with the generating spaces for the integration of Strengthens and supports teachers'
purpose of improving their performance in capabilities, the exchange of experiences initiatives by favoring the conditions for
relation to their daily pedagogical practice. and reflection on pedagogical practices the implementation of innovation and
to improve learning. Promotes a research projects focused on learning;
promoting the systematization of
pedagogical improvement and innovation
experiences developed by teachers.

44
 Manager Good Performance Framework

Competition 6
Manages the quality of pedagogical processes within
your educational institution, through systematic
support and joint reflection, to achieve learning goals.

inquiry and knowledge of the

Performance 18.* diversity existing in the Performance 21.
classroom and relevant to it.
Guides and promotes the Monitors and guides the learning
participation of the teaching team in Develops actions related to teachers' evaluation process based on clear
the curricular planning processes, reflection on the importance of criteria consistent with the learning
based on the guidelines of the incorporating collaborative and inquiry that is desired to be achieved,
National Curricular Policy and in learning into their daily practice, as well ensuring timely communication of
coordination with the regional as recognition of the diversity that exists results and the implementation of
curricular proposal. in the classroom as a fundamental improvement actions.
element to promote the achievement of
Know and critically analyze the Fundamental learning for all. students. Monitors and guides the application of
Learning required by the National Curricular evaluation methodologies that consider
Framework, as well as the other elements of the particularities and differences of
the curricular system, including the regional Performance 20. students, proposing relevant forms of
curricular framework, progress maps and evaluation aimed at measuring both the
learning routes. Reflect with the teaching Monitors and guides the use of processes and the results of teaching
team on the importance of collecting and methodological strategies and resources, and learning. Encourages teachers to
incorporating the diverse local realities, as well as the effective use of time and use evaluation results to provide
culture and knowledge of the community in educational materials, based on the feedback
the curricular programming to contextualize achievement of students' learning goals the students' learning, and also, to
the development of pedagogical processes. and considering attention to their reflect on their own pedagogical
It facilitates the definition of contents and specific needs. performance.
goals of curricular programming at the
institutional level, based on knowledge of the Monitors and guides teachers in the
pedagogical processes, the characteristics of application of strategies and methodological
the students and the challenges faced at the resources relevant to their daily pedagogical
learning level, guiding its effective, flexible practice, considering the learning that
and relevant use by part of teachers in their students must achieve at the end of each
daily pedagogical work. grade, the optimal use of time and
educational material in the classroom as
supports of the learning process. teaching,
Performance 19. prioritizing activities that promote
collaborative and inquiry learning.
Promotes a teaching practice based on
collaborative learning, for

*In 2014, the Ministry of Education will release the Curricular Framework so that it can be analyzed by
educational institutions and come into effect in 2015. post.

45
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IV. ANNEXES
Annex 01:Matrix of domains, competencies and
performance descriptors.

FRAMEWORK FOR GOOD MANAGER PERFORMANCE

MATRIX OF DOMAINS, COMPETENCES, PERFORMANCES AND DESCRIPTORS

to. MANAGEMENT OF CONDITIONS FOR THE IMPROVEMENT OF LEARNING

PERFORMAN
DOMAIN COMPETENCES CE

MANAGEMENT OF THE 1. Drive in a manner 1. Conducts institutional planning on the

CONDITIONS FOR participatory planning basis of knowledge of pedagogical processes, school climate,
THE IMPROVEMENT OF the characteristics of the students and their environment; and directs it
THE institutional on the basis of towards
LEARNINGS knowledge of the processes achievement of learning goals.
pedagogical, school climate,
the characteristics of the 2. Design school management instruments in a participatory manner
It covers the skills carried
students and their environment; taking into account the characteristics of the institutional environment,
out by the director to build
and
and implement the school family and social; setting learning goals.
guides her towards achieving
reform, managing the
learning goals.
conditions for the
improvement of learning - 2. Promotes and sustains 3. Promotes spaces and mechanisms for organization and participation
through planning, the democratic participation of the school collective in decision-making, and in the development of
promotion of democratic of the various actors of actions planned to meet the learning goals.
and intercultural the educational institution and
coexistence and the
the
community in favor of 4. Generates a school climate based on respect for diversity,
participation of families and
learning, as well as a climate collaboration and permanent communication.
the community. -
school based on respect, Manage strategies for the prevention and peaceful resolution of
y systematically 5. conflicts
evaluating the encouragement, collaboration through dialogue, consensus and negotiation.
management of the mutual and recognition of
educational the diversity. 6. Promotes the organized participation of families, and other entities
institution. of the community, to achieve learning goals based on
recognition of their cultural capital.

3. Favors the conditions 7. Manage the optimal use of infrastructure, equipment and material
operations that ensure educational available, for the benefit of quality teaching and the
quality learning in achievement of student learning goals.
each and every student,
managing with equity 8. Manages the optimal use of time in the educational institution in favor
and resource efficiency of learning, ensuring compliance with goals and results
human, material, for the benefit of all students.
time and financial; as well as 9. Manages the optimal use of financial resources for the benefit of the
preventing risks. learning goals set by the educational institution, under a
results-oriented approach.

10. Manages the development of prevention and management strategies

risk situations that ensure the safety and integrity of the
members of the educational community.
11. Directs the administrative and/or support team of the educational
institution
orienting their performance towards achieving institutional objectives.

4. Lead processes of 12. Manages the information produced by the school and uses it as
management evaluation input into institutional decision-making in favor of improvement
the educational institution and of learning.
accountability in the
continuous improvement 13. Implement transparency and accountability strategies and mechanisms
framework
and the achievement of learning. accounts on school management before the educational community.

14. Conducts self-assessment and continuous improvement processes in a

participatory manner, guiding them to achieve learning goals.
48
 Manager Good Performance Framework

b. GUIDANCE OF PEDAGOGICAL PROCESSES FOR THE IMPROVEMENT OF LEARNING

PERFORMAN
DOMAIN COMPETENCES CE

GUIDANCE OF 5. Promote and lead a 15. Manage continuing training opportunities for
PEDAGOGICAL PROCESSES learning community teachers, aimed at improving their performance in
FOR THE IMPROVEMENT OF with his teachers function to the achievement of learning goals.
LEARNING educational institution, based
in mutual collaboration, 16. Generate spaces and mechanisms for work
It includes the competencies of professional self-assessment and collaborative among teachers, and reflection
the manager focused on the
continuous training; oriented to about the pedagogical practices that contribute to
development of teaching improving teaching and school climate.
improve pedagogical practice and
professionalism and the
ensure learning achievements. 17. Stimulate related teacher initiatives
process of systematic support
for teachers to improve
to pedagogical innovations and research, and
learning, from an approach of
promotes its systematization.
respect for diversity and 6. Manage the quality of the 18. Guide and promote team participation
inclusion. pedagogical processes inside teacher in curricular planning processes,
from your educational institution to from the guidelines of the curricular system and in
through accompaniment articulation with the regional curricular proposal.
systematically to teachers and
joint reflection. 19. Promotes a teaching practice based on
collaborative and inquiry learning; and the
knowledge of the diversity existing in the classroom and
that is relevant to it.

20. Monitors and guides the use of strategies and

methodological resources, as well as the effective use
of time and educational materials, depending
of achieving the learning goals of the
students and considering the attention of their
specific needs.

21. Monitors and guides the evaluation process of the

learning based on clear and coherent criteria
with the learning that is desired to be achieved, ensuring
timely communication of results and
implementation of improvement actions.

49
 Annex 02: Report of the educational agents participating in the
construction process of the Manager's Good Performance
Framework.

Year 2012
PARTY
EVENT REVIEW ORIGIN PLACE DATE NUMBER
CIPANTS
Within the framework of the construction of the
WORK TABLE proposal GROUP I Center June 20th 66
WITH SPECIALISTS school we want ; was developed -in two groups- Directors of Recreational (08:30 am to
OF THE MINISTRY
OF the “Workshop for directors of educational institutions educational institutions Huampani 17:30 pm)
EDUCATION public in a high-risk context.” from Lima and Callao.
In this space, it was made known the
preliminary document on Good Criteria GROUP II Center July 18 58
School Management Practices , which was analyzed Directors of Recreational (08:30 am to
by the directors, who made the contributions educational institutions Huampani 17:30 pm)
corresponding. from Lima and Callao

Space for analysis, debate and contributions to the

TABLE OF document Specialists of the CENAREBE July 25 20
I WORK WITH preliminary on Good Practice Criteria MINEDU National Center (08:30 am to
SPECIALISTS OF THE School address. (DIGEDD, DIGEBR Level of Resources 17:30 pm)
Initial and Primary,
MINISTRY OF Important contributions were received, both to the DIECA, Basic education
EDUCATION structure as well as the criteria and practices of the DIGEBA, DIGEIBR, Special
proposal. DITOE, OAAE, DESP)
UNESCO, IPEBA

This space made it possible to inform, analyze and

WORKSHOP FOR consult DRE Specialists Center July, 01 222
SPECIALISTS specialists on the advances developed by and UGEL Recreational (2:30 p.m. to
OF INSTANCES the General Directorate of Development of Institutions Huampani 18:00 pm)
MANAGEMENT Educational (DIGEDIE) regarding the proposal of The
CENTRALIZED School we want.
TO LEVEL In this context, it was made known to the
NATIONAL specialists -at the national level- the document
preliminary Criteria for Good Management Practices
School who received contributions and
suggestions.

DREL – Regional Directorate of Education

UGEL – Local Educational Management Unit
DIGEDD - General Directorate of Teacher Development DIGEBR -
General Directorate of Regular Basic Education - Initial and Primary Level
DIECA - Directorate of Community and Environmental Education DIGEBA
- General Directorate of Alternative Basic Education
DIGEDIE - General Directorate of Development of Educational
Institutions DIGEIBR - General Directorate of Intercultural Bilingual and
Rural Education DITOE - Directorate of Tutoring and Educational
Guidance OAAE - Office of Support for the Administration of Education
DESP - Directorate of Higher Pedagogical Education
IPEBA - Peruvian Institute for Evaluation, Accreditation and Certification of the Quality of Basic Education
UNESCO - United Nations Educational, Scientific and Cultural Organization
50
 Manager Good Performance Framework

PARTY
EVENT REVIEW ORIGIN PLACE DATE NUMBER
CIPANTS
CONSULTATION
WORKSHOP Consultation space for the directors of all the GROUP I Directors
REGIONAL regions.
Tumbes 55 19 423
Knowledge of the preliminary document on September
Huánuco 58
Criteria for Good School Management Practices (08:30 am to
by directors, at the national level, Piura 73 12:00 pm)
allows you to collect your contributions and thus
give it legitimacy
social to the school reform proposal. Ancash 61

San Martin 55
The processing of information collected in
The consultation has made it possible to carry
out a first Lambayeque 68
classification of practices into three groups:
initial, intermediate and advanced. Freedom 57

GROUP II Directors

Arequipa 61 02 426
October
Ica 62 (08:30 am to
Junin 66 12:00 pm)

Loreto 58

Mother of God 44

Pasco 70

Ucayali 65

GROUP III Directors

Apurimac 65 16 of 392
October
Ayacucho 58 (08:30 am to
Cajamarca 70 12:00 pm)

Cusco 71

Fist 66

Tacna 62

GROUP IV Directors

Amazon 56 29 219
October
Huancavelica 42 (08:30 am to
Lima provinces 51 12:00 pm)

Moquegua 70
WORKSHOP WITH Within the framework of the pilot plan to improve
DIRECTORS the Institutions DREL 21 of 39
OF THE DREL AND DREC IN organizational climate, the General Directorate
THE of Educational of Lima September
Teaching Development (DIGEDD) has been
PILOT PLAN FRAMEWORK working and Callao DREL
OF IMPROVEMENT OF
THE with a set of educational institutions
ORGANIZATIONAL
CLIMATE focused. DIGEDIE was invited to this space
OF THE DIGEDD to develop the query, making use of the Regional direction 24 of 25
same instrument of regional consultation and of Education of the September
collecting the corresponding contributions. Callao - DREC DREC

SUMMARY
222 DRE and UGEL Specialists
20 MINEDU Specialists
1,524 Directors of educational institutions
TOTAL: 1890 People consulted
51
Year 2013
PARTY
EVENT REVIEW ORIGIN PLACE DATE NUMBER
CIPANTS

FIRST From the identification of the institutions Directors of Center 20, 21 and 22 60
educational with successful and/or innovative
MEETING practices of institutions Recreational February
OF THE School Management; A Network of Directors was educational at the
NETWORK established level Huampani
DIRECTORS Leaders of these schools. national
LEADERS
The purpose of the network is to constitute a space
consultation and validation of the proposals made
from DIGEDIE, as an advisory committee.

WORKSHOPS Consultation space for the directors of all the GROUP I Directors
CONSULTATIO
N regions. Its purpose is the review, analysis
and contribution to this document and to the matrix
REGIONAL of Junin 70 07 to 11 346
domains, competencies and indicators. May
Huancavelica 67
The aforementioned workshops are being
developed San Martin 68
currently. The report presented corresponds
to the activities carried out until the month of June Piura 71
from 2013.
Ucayali 70

GROUP II Directors

Apurimac 65 21 to 25 411
May
Arequipa 70

Amazon 67

Loreto 68

Freedom 70

Lambayeque 71

GROUP III Directors

Tacna 59 04 to 08 479
June
Ica 72

Ancash 70

Cajamarca 67

Tumbes 70

Huánuco 67

Fist 74

GROUP IV Directors

Mother of God 61 02 to 03 369

July
Ayacucho 45

Pasco 63

Lima provinces 52

Moquegua 76

Cusco 72

SUMMARY
1,665 Directors of educational institutions
TOTAL: 1,665 People consulted
TOTAL: Year 2012 + Year 2013 = 3,555 People consulted
54
Managers building school