Hacia un fuerte liderazgo centrado en el estudiante: afrontar el reto del cambio (Towards a strong leadership centered on the student: facing the challenge of change)
Authors: Robinson Viviane 
Published: January 2019

Based on a review of the origins and practices involved in student-centered leadership, the author emphasizes that in order to lead with a positive impact on student learning and well-being, five dimensions must be considered: establishing objectives in relation to learning, ensuring quality teaching process, being directly involved in the processes of teacher professional development, ensuring a safe environment in the school and involvement with the community to which it adds a “missing sixth dimension”, the leadership of the relationship between the school and the community. In order to promote these dimensions, the author gives an account of the key capabilities that managers should have: the use of relevant knowledge to make leadership decisions, to solve complex problems and to create relationships of trust.ResumoCom base em uma revisão das origens e práticas envolvidas na liderança centrada no aluno, o autor enfatiza que, para liderar com um impacto positivo na aprendizagem e bem-estar do aluno, cinco dimensões devem ser consideradas: estabelecer objetivos em relação à aprendizagem, garantir um processo de ensino de qualidade, estar diretamente envolvido nos processos de desenvolvimento profissional do professor, garantir um ambiente seguro na escola e envolver-se com a comunidade à qual acrescenta uma “sexta dimensão ausente” na liderança da relação entre a escola e a comunidade. Para promover essas dimensões, o autor dá conta das principais capacidades que os gerentes devem ter: usar conhecimentos relevantes para tomar.ResumenA partir de una revisión de los orígenes y prácticas que involucra el liderazgo centrado en el estudiante, la autora subraya que para liderar incidiendo positivamente en los aprendizajes y el bienestar estudiantil, se deben considerar cinco dimensiones: establecer objetivos en relación a los aprendizajes, asegurar proceso de enseñanza de calidad, involucrarse directamente en los procesos de desarrollo profesional docente, asegurar un entorno seguro en la escuela e involucrarla con la comunidad a lo que agrega una “sexta dimensión faltante” el liderazgo de las relaciones entre la escuela y la comunidad. Para poder impulsar dichas dimensiones, la autora da cuenta de las capacidades claves con que debieran contar los directivos: utilizar los conocimientos relevantes para tomar decisiones de liderazgo, resolver problemas complejos y crear relaciones de confianza.Keywords: School leadership, Student-centered leadership, Quality teaching and relationships between the school and the community.Palavras-chave: Liderança escolar, Liderança centrada no aluno, Ensino de qualidade e relações entre a escola e a comunidade.Palabras claves: Liderazgo escolar, Liderazgo centrado en el estudiante, Enseñanza de calidad e relaciones entre la escuela y la comunidad.ReferencesALLISON, D. J. ; ALLISON, P. A. Both ends of a telescope: Experience and expertise in principal problem solving. Educational Administration Quarterly, 29(3), 2003, pp. 302-322.ARGYRIS, C. Theories of action that inhibit individual learning. American Psychologist, 31(9), 1976, pp. 638-654. doi: 10.1037/0003-066X.31.9.638ARGYRIS, C. Overcoming organizational defenses: facilitating organizational learning. Boston, MA: Allyn and Bacon, 1990.ARGYRIS, C.; SCHON, D. A. Organizational learning II: theory, method and practice. Reading, MA: Addison Wesley, 1996.BLACK, P.; WILIAM, D. Assessment and classroom learning. Assessment in Education, 5(1), 1998, pp. 7-74.BRANSFORD, J. D.; BROWN, A. L.; COCKING, R. R. (Eds.). How people learn: brain, mind, experience, and school. (Expanded ed.). Washington, DC: National Academy Press, 2000.BRENNINKMEYER, L. D.; SPILLANE, J. P. Problem-solving processes of expert and typical school principals: a quantitative look. School Leadership and Management, 28(5), 2008, pp. 435-468.BRYK, A. S.; GOMEZ, L. M.; GRUNOW, A.; LE MAHIEU, P. G. Learning to improve: how America's schools can get better at getting better. Cambridge, MA: Harvard Education Press, 2015.BRYK, A. S.; SCHNEIDER, B. L. Trust in schools: a core resource for improvement. Nueva York, NY: Russell Sage Foundation Publications, 2002.BRYK, A. S.; SCHNEIDER, B. L. Trust in schools: a core resource for school reform. Educational Leadership, 60(6), 2003, p. 40.BRYK, A. S.; SEBRING, P. B.; ALLENSWORTH, E.; LUPPESCU, S.; EASTON, J. Q. Organizing schools for improvement. Chicago: University of Chicago Press, 2010.DE DREU, C. K. W. Social conflict: the emergence and consequences of struggle and negotiation. In: FISKE, S. T.; GILBERT, D. T. G.; LINDZEY (Eds.), Handbook of social psychology (5th ed., Vol. 2, pp. 983-1023). Hoboken, Nueva Jersey: John Wiley, 2010.ELLETT, C. D.; TEDDLIE, C. Teacher evaluation, teacher effectiveness and school effectiveness. Journal of Personnel Evaluation in Education, 17(1), 2003, pp. 101-128.ELMORE, R. F. School reform from the inside out: policy, practice, and performance. Cambridge, MA: Harvard Education Press, 2004.EPSTEIN, J.; VAN VOORHIS, F. L. More than minutes: teachers' roles in designing homework. Educational Psychologist, 36(3), 2001, pp. 181-194.GRISSOM, J. A. Can good principals keep teachers in disadvantaged schools? Linking principal effectiveness to teacher satisfaction and turnover in hard-to-staff environments. Teachers College Record, 113(11), 2011, pp. 2552-2585.GRISSOM, J. A.; LOEB, S.; MASTER, B. Effective instructional time use for school leaders: longitudinal evidence from observations of principals. Educational Researcher, 42(8), 2013, pp. 433-444. doi: 10.3102/0013189X13510020HART, W.; ALBARRACIN, D.; EAGLY, A.; BRECHAN, I.; LINDBERG, M. J.; MERRILL, L.  Feeling validated versus being correct: a meta-analysis of selective exposure of information. Psychological Bulletin, 135(4), 2009, pp. 555 - 588.KAHNEMAN, D. Thinking fast and slow. Nueva York, NY: Farrar, Straus and Giroux, 2011.KANTER, R. M.; STEIN, B. A.; JICK, T. D. The challenge of organizational change: how companies experience it and leaders guide it. Nueva York: The Free Press, 1992.KOTTER, J. P. Leading change. Boston: Harvard Business Review Press, 2012.LATHAM, G. P., & LOCKE, E. A. Enhancing the benefits and overcoming the pitfalls of goal setting. Organizational Dynamics, 35(4), 2006, pp. 332-340.LE FEVRE, D.; ROBINSON, V. M. J.; SINNEMA, C. Genuine inquiry: widely espoused yet rarely enacted. Educational Management and Leadership. 2014.LE FEVRE, D. M.; ROBINSON, V. M. J. The interpersonal challenges of instructional leadership: Principals’ effectiveness in conversations about performance issues. Educational Administration Quarterly, 51(1), 2015, pp. 58-95. doi:10.1177/0013161x13518218LEWIN, K. (1947). Frontiers in group dynamics: concept, method and reality in social science; social equilibria and social change. Human Relations, 1(1), 1947, pp. 5-41. doi:10.1177/001872674700100103MALEN, B.; CRONINGER, R.; MUNCEY, D.; REDMOND-JONES, D.  Reconstituting schools: “Testing” the “theory of action”. Educational Evaluation and Policy Analysis, 24(2), 2002, pp. 113-132. doi: 10.3102/01623737024002113MUMFORD, M. D.; ZACCARO, S. J.; HARDING, F. D.; JACOBS, T. O.; FLEISHMAN, E. A. Leadership skills for a changing world: Solving complex social problems. The Leadership Quarterly, 11(1), 2000, pp.11-35. doi: 10.1016/S1048-9843(99)00041-7.NEWMANN, F. M.; SMITH, B.; ALLENSWORTH, E.; BRYK, A. S. Instructional program coherence: what it is and why it should guide school improvement policy. Educational Evaluation and Policy Analysis, 23(4), 2001, pp. 297-321.NYE, B.; KONSTANTOPOULOS, S.; HEDGES, L. V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26, 2004, pp. 237-257.PATALL, E. A.; COOPER, H.; ROBINSON, J. C. Parent involvement in homework: a research synthesis. Review of Educational Research, 78(4), 2008, 1039-1101. doi: 10.3102/0034654308325185PATTON, M. Q. Essentials of utilization-focused evaluation. Newbury Park, CA: Sage Publications, 2011.PAYNE, C. M. So much reform, so little change: the persistence of failure in urban schools. Cambridge, MA: Harvard Education Press, 2008.PROCHASKA, J. O.; DICLEMENTE, C. C.; NORCROSS, J. C. In search of how people change: applications to addictive behaviors. American Psychologist, 47(9), 1992, 1102-1114. doi:10.1037/0003-066X.47.9.1102ROBINSON, V. M. J. Problem-based methodology: research for the improvement of practice. Oxford, Inglaterra: Pergamon Press, 1993.ROBINSON, V. M. J. From instructional leadership to leadership capabilities: Empirical findings and methodological challenges. Leadership and Policy in Schools, 9(1), 2010, pp. 1-26. doi:10.1080/15700760903026748ROBINSON, V. M. J. Student-centered leadership. San Francisco, CA: Jossey Bass, 2011.ROBINSON, V. M. J. Single and double loop learning. In: PHILLIPS, D. (Ed.), Encyclopedia of Educational Theory and Philosophy.  Thousand Oaks, CA: Sage, 2014a, pp. 754-756.ROBINSON, V. M. J. Theories of action. In: PHILLIPS, D. (Ed.), Encyclopedia of Educational Theory and Philosophy.  Thousand Oaks, CA: Sage, 2014b, pp.  807-810.ROBINSON, V. M. J.; DONALD, R. (2014). On-the-job decision making: Understanding and evaluating how leaders solve problems. In: CHITPIN, S.; EVERS, W. (Eds.), Decision Making in Educational Leadership: principles, policies, and practices. Londres, Inglaterra: Routledge, 2014, pp. 93-108.ROBINSON, V. M. J.; HOHEPA, M.; LLOYD, C. School leadership and student outcomes: identifying what works and why. Informe final al Ministerio de Educación. Auckland, Nueva Zelanda: Auckland Uniservices, 2008.ROBINSON, V. M. J.; LE FEVRE, D. M. Principals' capability in challenging conversations: the case of parental complaints. Journal of Educational Administration, 49(3), 2011, pp. 227-255. doi:10.1108/09578231111129046ROBINSON, V. M. J.; LLOYD, C.; ROWE, K. J. The impact of leadership on student outcomes: an analysis of the differential effects of leadership type. Educational Administration Quarterly, 44(5), 2008, pp. 635-674. doi:10.1177/0013161X08321509ROBINSON, V. M. J.; MEYER, F.; LE FEVRE, D. ; SINNEMA, C. Leaders’ problem-solving capability: exploring the quick-fix mentality. Artículo presentado en la REUNIÓN ANUAL DE LA ASOCIACIÓN ESTADOUNIDENSE DE INVESTIGACIÓN EN EDUCACIÓN, Chicago, 2015.ROBINSON, V. M. J.; SINNEMA, C. E. L.; LE FEVRE, D. From persuasion to learning: an intervention to improve leaders’ response to disagreement. Leadership and Policy in Schools, 13(3), 2014, pp. 260-296. doi:10.1080/15700763.2014.922997ROBINSON, V. M. J.; TIMPERLEY, H. S. School improvement through theory engagement. In: LAI, M. K.; KUSHNER, S. (Eds.), A developmental and negotiated approach to school self-evaluation. (Vol. 14, pp. 163-177). Bingley, Inglaterra: Emerald Group Publishing Ltd., 2013.ROBINSON, V. M. J.; WALKER, J. C. Theoretical privilege and researchers' contribution to educational change. In: GAFFNEY, J. S.; ASKEW, B. J. (Eds.), Stirring the waters: the influence of Marie Clay (pp. 239-259). Portsmouth, NH: Heinemann, 1999.SEIJTS, G. H.; LATHAM, G. P. Knowing when to set learning versus performance goals. Organizational Dynamics, 41(1), 2012, pp. 1-6. doi:10.1016/j.orgdyn.2011.12.001SINNEMA, C. E. L.; LE FEVRE, D.; ROBINSON, V. M. J.; POPE, D. When others’ performance just isn't good enough: educational leaders’ framing of concerns in private and public. Leadership and Policy in Schools, 12(4), 2013, pp. 301-336. doi:10.1080/15700763.2013.857419SINNEMA, C. E. L.; ROBINSON, V. M. J. The leadership of teaching and learning: implications for teacher evaluation. Leadership and Policy in Schools, 6(4), 2007, pp. 319-343. doi:10.1080/15700760701431603SINNEMA, C. E. L.; ROBINSON, V. M. J. Goal setting in principal evaluation: Goal quality and predictors of achievement. Leadership and Policy in Schools, 11(2), 2012, pp. 135-167. doi:10.1080/15700763.2011.629767SPILLANE, J. P.; REISER, B. J.; REIMER, T. (2002). Policy implementation and cognition: reframing and refocusing implementation research. Review of Educational Research, 72, 2002, pp. 387-431. doi:10.3102/00346543072003387TIMPERLEY, H. S. (2005). Instructional leadership challenges: the case of using student achievement information for instructional improvement. Leadership and Policy in Schools, 4(1), 2005, pp. 3-22. doi:10.1080/15700760590924591TIMPERLEY, H. S.; ALTON-LEE, A. Reframing teacher professional learning: an alternative policy approach to strengthening valued outcomes for diverse learners. In: KELLY, G.; LUKE, A.; GREEN, J. (Eds.), Review of Research in Education (Vol. 32, pp. 328-369). Washington, DC: Sage, 2008.TIMPERLEY, H. S.; WILSON, A.; BARRAR, H.; FUNG, I. Teacher professional learning and development: best Evidence Synthesis Iteration. Retrieved from Wellington, Nueva Zelanda, 2007.TJOSVOLD, D. The conflict-positive organization: it depends upon us. Journal of Organizational Behavior, 29(1), 2008, pp. 19-28.TJOSVOLD, D.; MORISHIMA, M.; BELSHEIM, J. A. Complaint handling on the shop floor: cooperative relationships and open-minded strategies. International Journal of Conflict Management, 10(1), 1999, pp. 45-68.VAN VOORHIS, F. L. Interactive homework in middle school: effects on family involvement and science achievement. Journal of Educational Research, 96(6), 2003, pp. 323-340.VAN VOORHIS, F. L. Reflecting on the homework ritual: assignments and designs. Theory into Practice, 43(3), 2004, pp. 205-212.VAN VOORHIS, F. L.; SHELDON, S. Principals’ roles in the development of US programs of school, family, and community partnerships. In: R. A. MARTINEZ GONZALES & S. J. WANG, M.-T., & HOLCOMBE, R. (2010). Adolescents' perceptions of school environment, engagement and academic achievement in middle school. American Educational Research Journal, 47(3), 2004, pp. 633-662.ZACCARO, S. J.; MUMFORD, M. D.; CONNELLY, M. S.; MARKS, M. A.; GILBERT, J. A. Assessment of leader problem-solving capabilities. The Leadership Quarterly, 11(1), 2000, pp. 37-64. doi: 10.1016/S1048-9843(99)00042-9