Resumen
TECHNICAL ADVISORY FOR THE EDUCATIONAL ATTENTION TO SOCIAL, CULTURAL AND LINGUISTIC DIVERSITY PROGRAM (PATP - PAED)
(PROGRAMA ASESOR TÉCNICO PEDAGÓGICO Y PARA LA ATENCIÓN EDUCATIVA A LA DIVERSIDAD SOCIAL, LINGÜÍSTICA Y CULTURAL PATP - PAED) 1. PROGRAM PURPOSE
Background
In 1998 The Program “Pedagogic Assessor for attention to social, linguistics, and cultural diversity” (PAED for the Spanish abbreviation) starts as a strategy of pedagogic intervention through advices in the classrooms with teachers. Since the knowledge and importance of the school to guarantee the educative results, this Program works on schools and classrooms which are the core of the actions of the entire educative system and of the several national politics, with the objective to make sure of the correct operation looking for reach all the student´s learning and the competencies needed for a personal and social development.
The PATP is oriented for the principles of the educative inclusion (recognizing and attend to cultural and linguistic diversity) which promotes the respect to the differences and try to form the national unity through the recognition of the local, regional and national identity, and the development of attitudes and practices to search freedom and justice for students, trying to encourage and consolidate the indigenous or native tongues and Spanish and try not to impose one or another, the PATP offers a discussion space, the creation and pedagogic exchange among the directives, assessors, teachers or educators in schools of indigenous education, the Program offers opportunities to constant training and achieve educative purposes.
In order to give educative attention to the people on social, linguistic and cultural diversity, in 2011 the PATP grows and add three more components to its objective. A) Develop curricular proposes, b) form and actualize teachers of indigenous education and c) give advice on schools which attend social, linguistic and cultural diversity, that why the PATP becomes PAED, this new program looks for focalize and solve social and cultural problems of more than 10% percent of the Mexican population and indirectly all the country.
Main Objective * Contribute to improve the level of educational achievements of children on indigenous Mexican schools, through appropriate educative attention considering linguistic and cultural differences.
Specifics objectives * Propose mechanisms to improve the practices of the teachers through academic and pedagogic advices. * Visiting schools of indigenous education through PAED in order to promote the work between teachers and others educational figures and the scholar community. * Encourage the training between partners in order to think over the own practices and experiences since the indigenous schools. * Helping to make stronger and more professional to the teachers who act as AAD and the teachers of indigenous education. * Giving support and material to the strengthening of the practices of teachers and AAD.
2. PERSONAL INVOLVED
The PAED has been developed by the Indigenous Education Affairs Department “Dirección General de Educación Indígena DGEI in Spanish”, the (DGEI) is an normative institution responsible of all the provinces or states to provide quality and responsible education to native and indigenous people, so they can get through an educational model considering their mother language and culture as a very important part of their resume, that way, they can participate successfully in the scholar, labor and civic areas, that, due to a demanding and growing society which requires more knowledge in order to increase a social and human development as people and nation in the XXI century.
Indigenous Education Affairs Department (DGEI)
Is a normative institution (which in coordination with other states of México) offer quality elementary education with equity for indigenous people in the context of diversity, considering the language and culture as components of the curriculum, and allows people to develop competences to participate successfully in the society. Some of the specific purposes are:
1. - Contribute to achieve educative goals, to increase the indicators through an educative model for native childhood, considering their language, and culture as a very important part in their resume.
2. - Increase educative quality with equity through a strong relationship with all the provinces.
3. - Count on with enough and competitive staff which have high profile and development, besides having opportunities to get a certification and capacitation.
As a part of the DGEI the Department of training and professional development of indigenous educational teachers (Dirección para la Formación y Desarrollo Profesional de Educación Indígena) and the Department of Modernizing Indigenous educators (Subdirección de Actualización de Docentes Indígenas) are an essential part of the design, and supervising the Program.
The Department of training and professional development of indigenous educational teachers has as main objective, to supervise, control and coordinate the analysis and integration of all the needs that teachers, educators and other educational figures on indigenous education have.
Trying to form a teaching staff of educational and management support with high levels of performance and with access to certification opportunities, initial training, continuous leveling for the development of educational intervention practices culturally and linguistically relevant through articulation and institutional cooperation mechanisms.
At the same time, all the plans and policies from the Department of Modernizing Indigenous educators have a pedagogic and linguistic purpose to modernize and train of all the directive an d technical staff, so it´s objective is to reinforce the diversity of education and keep their mother language.
The main functions and responsibilities of the people involved on the design and operation of the PATP-PAED are: Secretariat of Public Education (Secretaría de Educación Pública SEP) * Supervising and evaluating the function of the PAED. * Monitoring the academic and financial functions of PAED * Making a document in coordination with all the provinces authorities to rule the operation and supervising of PAED.
Indigenous Education Affairs Department DGEI * Making the general rules to develop the PAED on the provinces with indigenous education. * Making the strategies to constant training of teachers, supervise and evaluate the functionality of PAED in coordination with provinces with indigenous education.
Local educative authorities (Autoridades Educativas Locales AEL)
* Making the AAD (Academic advisor on social, cultural and linguistic diversity) selection process in coordination with DGEI, evaluate and supervise the Program. * Promoting the participation of teachers in the Program when there is vacancy as a AAD * Giving advice to the AAD teachers on the different levels (kinder garden, and elementary teachers) of indigenous education. * Supporting the AAD coordinator (CAAD) in the supervising of the functionality of PAED.
The objective of the PAED is supported by the (AEL) of the 24 states of México with the indigenous education system (Baja California, Campeche, Chiapas, Chihuahua, Durango, Guanajuato, Guerrero, Hidalgo, Jalisco, México, Michoacán, Morelos, Nayarit, Oaxaca, Puebla, Querétaro, Quintana Roo, San Luis Potosí, Sinaloa, Sonora, Tabasco, Tlaxcala, Veracruz y Yucatán).
3. IMPLEMENTATION METHOD
The PAED operates through the Academic Assessors of Cultural, Social, and Linguistic Diversity (AAD in Spanish) which provide advices on the schools where teachers of indigenous education works. Before 2011 this educative figures was named Technical Pedagogical Advisor (ATP), since 2011 are AAD.
The AAD is a teacher and a figure who is involved in processes of constant academic training as courses to make their educative practice more effective when they work with the regular teachers. The provinces also make different activities with the AAD like other courses and constant academic work.
The characteristics of the AAD allow involve them in practices and constant training.
The selection of the AAD in every province is made in coordination with the DGEI through exams of professional knowledge on pedagogic affairs and knowledge of the mother or indigenous language (spoken and written). This selection process allows having AAD with experience on indigenous education.
The advices (asesorías) are basically when an AAD visits a school and work with the school teachers about their practices.
Nowadays there are almost 1000 AAD on 24 provinces of México which have the services of indigenous education.
PATP – PAED
The operation of the program has been modified in minor aspects since its inception, next are some of the adjustments and improvements that have been made. In 1998 the Pedagogical Technical Advisor Program (PATP) implemented by the DGEI, is constituted as an educational intervention strategy by advising, recognizing the importance of the school to ensure educational outcomes, operates in schools and classrooms, which is the center of the actions of the education system as a whole and the various national and state policies, to ensure their effective performance and tries all students achieve learning skills for personal and social development.
In 2002, PATP emphasizes the shortcomings of education on indigenous areas are due not only to the irregularity and limitations of services, but also to an inadequate cultural pedagogical approach, that originates in the attempt to reproduce, with precarious conditions, the generic scheme of urban schools as a basic form of educational services.
Therefore, the DGEI has been proposed as general purpose, making the education be offered to girls and indigenous children, is directed to meet with equity and relevance their educational needs and basic learning adopting as a general strategy, the gradual and progressive realization of a bilingual intercultural education model, which responds to the expectations, characteristics, circumstances and educational needs that present girls and indigenous children in each community, with its own characteristics in the academic and ways of operation, from the flexibility and suitability of the current national proposal on basic education.
This model consists of four components in dynamic linking, which are comprised of elements into context, organize and guide the entire educational activity in the school, and the practices and processes that integrate such action. These components are associated with: * The educational purposes. The relationships established between teachers and students will foster the development of basic skills: reading, writing, speaking and listening, logical thinking and creativity, as well as the assimilation of knowledge that allows them to understand the natural and social world, evolution and dynamics. * The teaching-learning processes. Educational practices in the classroom will focus on learning and aimed to respect the dignity of children and youth to prosecute them themselves practicing in a respectful and tolerant of others. In the classroom the teacher will be aware of the social inequalities and cultural differences and provide appropriate treatment to each participant to ensure that everyone can achieve equal educational outcomes. * Teacher training. The teaching professional will feature full command of his area of work, achieve professional autonomy, he will commit to the results of their actions, evaluate himself critically, work collectively and manage their own professional development. Basic education teacher will have the skills that allow organize collective work, design and implement instructional strategies and activities so that learners achieve the aims of education. * The school management. The school community will have the necessary management skills to ensure the timely provision, adequate and sufficient materials, resources and infrastructure needed for regular operation and promote interest and the right of student´s parents to participate in the educational task. In 2003 the program includes new targets • Improve teaching practice and thereby contribute to raising the quality of Indigenous education in the context of intercultural bilingual education. • Provide between education authorities and teachers approach and appropriation of Bilingual Intercultural Education. • To promote collegial work among teachers and create conditions for the interchange between principals and teachers teaching. • Strengthen teacher training in schools and in the Technical Board. • Fostering the school management and encourage principals and teachers encourage the participation and support of the community. • Promoting a positive change in attitude oriented to develop leadership. In 2008 – 2010 2008 • Build a team of technical advisory and coordinating educational ATP program • Promote through counseling, guided by the Bilingual Intercultural Education, the training and support of teachers.
2009 • Help on improving educational practice of teachers of indigenous education, through technical advice, improve the quality of education for indigenous children and improve the level of educational attainment, within the framework of intercultural bilingual education. • Advising Indigenous elementary school teachers in the classroom setting in accordance to current educational policies. • Incorporate and maintain the population of teachers of Indigenous Education as ATP.
2010 • Advising to elementary schools teachers, in both linguistically and culturally. • Visiting indigenous schools through PATP, promoting collegial work among teachers, and community. • Contribute to strengthening the professional profile of the ATP and teachers advised by the program. • Provide technical and material support for the strengthening of the role of ATP and teaching practice of teachers advised by the Program. • Incorporate and maintain the population of Indigenous education teachers as ATP. 2011 ATP - PAED In 2011 the Pedagogical Technical Advisor Program expands its components and changes its name to PAED (Technical Advisor Program for Teaching and Educational Attention Social Diversity, Linguistic and Cultural). It also aligns with the provisions of the National Development Plan and the Education Sector Program. PAED Since 2011 the PATP changed its name to PAED including new components to its design a) developing relevant curriculum proposals for this population, b) professionalize the teaching staff c) advise teachers on schools which presents educational linguistic and cultural diversity, brewing the PAED, whose potential to detonate is the real focus and attention to a problem that has social, political and cultural phenomena, in which are directly involved more than 10% of the population of Mexico and indirectly all the country. The PAED helps to fulfill the provisions of the National Development Plan 2007-2012 which aimed "Raising the quality of education," which notes the need to strengthen the training of teachers, promoting its direct link with the priorities, objectives and educational tools at all levels, also seeks to "reduce regional inequalities, gender and social group in educational opportunities" through efforts to strengthen adult literacy and integrate youth and adult education programs. It also contributes to the fulfillment of the 2007-2012 Education Sector Program, Objective 2 "Expanding educational opportunities to reduce inequalities between social groups, close gaps and promote equality", which in its Strategy 2.5 states that programs and initiatives should strengthen for the attention of children and young indigenous people, updating and training of indigenous language speakers and the training of teachers in indigenous education. The PAED since 2011 is responsible for
a) Develop curricular, pedagogical and evaluation proposals to improve the training needs of teachers, giving academic support; b) To promote the professionalization of teachers, and other educative figures. c) To promote the improvement of teaching practice through technical advisory support. This reaffirms the fulfillment of DGEI regarding: a) constant training of teacher since different perspectives, b) a curricular policy based on social practices of indigenous languages c) ATP specialization and evolution to ADD to achieve assertive intervention.
The PAED is design, based on the Logical Framework Approach (MML in Spanish).
It also aims to solve the lack of appropriate educational care of people with linguistic and cultural diversity that is the subject of geographic dispersion. In this regard, the “CDI institution” data show that in 2005, some 150 000 indigenous families were settled in the peripheries of large cities and only on 20 of the 2500 municipalities there is no ethnic presence. Indigenous people demand an educational model that meets not only in schools that are considered indigenous, but anywhere in the nation where they may be living today. Main objective To help improve the level of educational attainment of children attending indigenous schools by providing education with linguistic and cultural relevance creating appropriate conditions, to improve the quality of education as well as provide the means to access to increased prosperity contributing to personal and national development. Specific objectives • Improve educational services for indigenous children with linguistic and cultural relevance. • Provide technical advice to teachers on classrooms of indigenous education. • Visit schools indigenous education through PAED to promote collaborative and collegial work among teachers, principals and school community. • Contribute to strengthening the professional profile of the ADD and teachers advised by the Program. • Provide technical and material support for strengthening the role of the ADD and the teaching practice of teachers advised by the PAED. • Incorporate and maintain the population of teachers as AAD.
4. SUCCESS FACTORS
One of the main reasons that is credited to the success of the PAED is due to the unfailing organization between the DGEI Indigenous Education Affairs Department, the departments that are responsible for operating the PATP-PAED (The Formation and Development of Indigenous Education Administration and the Department of Modernizing Indigenous Education Educators) and the local educational authorities (AEL in Spanish) who are in charge of the operations and direct interaction with the program coordinators of each entity.
The AEL and the DGEI communicate within to perform every step of the consultant selection process. They manage the delivery of economic aid as well as organizing academic activities (personnel training events, printing material, collaborations with other institutions) for PATP-PAED´s benefit.
These collaborations are vital to the program’s operations due to the fact that every entity has particular characteristics starting with its population and its growing society.
Other success factors have been identified by other institutions like the UPN and CIESAS.
In the next section, some of the success factors that have been publicized by the National University of Education Sciences (Universidad Pedagógica Nacional UPN) and the Social Anthropology Center for Investigations and Upper Studies (Centro de Investigación y Estudios Superiores en Antropología Social CIESAS) were responsible for evaluating the PATP-PAED.
UPN 1. Design.
The program is structured around a specific and clear matter. It was designed with the indigenous education structure in mind. It allows reducing costs by eliminating the need to create another operational organization. Due to its characteristics and its focus, this program contributes to the achievement of strategic objectives of the Development National Program 2007-2012.
The population to which it directs its services is clearly identified. The rules of operation maintain a coherent and logical correlation. Even though it’s complemented with other federal programs that provide indigenous educators with growth and professional development to, the PATP has not been duplicated.
2. Strategic Planning. The program has enough elements to build a strategic plan in short, medium or long term. It also has every condition to become a self-sustaining program. It is possible to foresee that it may open up new sources of funding to supplement the annual federal budget. This would aid expand its coverage to a greater number of educators like ATP and in turn extend to other educators the same way who will address a large amount of indigenous primary schools.
Finally, note that the PATP has incorporated recommendations made by the institutions that have made their PATP assessments in the past three years in order to achieve improvement in its performance.
3. Coverage and Targeting.
In terms of coverage, the program maintains a high level of development that allows it to exceed its goals by over 100%. As far as targeting, the program does not have a method to quantify, neither does it have a strategic strategy in the short, medium or long term but it does have a clear definition of the target population and potential. On the other hand, it is important to note that since the initial operation of the program it registered all procedures and deliveries that inform of the aids given, as well as the beneficiaries’ characteristics. Information monitoring the implementation of the program in terms of its financial and program objectives is also available.
4. Operation.
In general, the Rules of Operation ensure proper operation of the program. The financial support granted to the PATP is consistent with what has been planned and set in its Rules of Operation.
Moreover, the program has enough systematized information to monitor the implementation of their actions.
In addition to the above, the operations evaluation has discovered the need to incorporate a new component: CADEIB, in order to ensure the sustainability of the program. It is also important to include performance indicators that are nonexistent at the moment.
Additionally it must be mentioned that the PATP has no other financial contributions or any cost recovery instruments. With the information provided in this section, it can be said that the PATP has an internal logic consistent enough to ensure its operation.
Adicionalmente a lo anterior, conviene decir que la evaluación de la operación ha puesto en descubierto la necesidad de incorporar un nuevo componente: el CADEIB, con miras a garantizar la sustentabilidad del Programa. También es importante que se incluyan indicadores de eficiencia que por ahora no existen.
5. Perception of the target population.
On the issue of the perception of the target population, the PATP monitors the results of all surveys that focus on the perception educational figures (teachers and administrators) as well as information about the advisory role of ATP in the workplace that caters to the 24 states where the program operates.
6. Results
The program has achieved positive impacts according to two of the three external evaluations. It has been recommended to make adjustments to the Indicator Matrix, to get to know, as accurately as possible, the impact achieved with its development.
CIESAS
Appointing an ATP in each area is a good indicator because it’s person who knows the region, schools and communities that are recognized by the staff working in the area. The decision of naming him or the ATP is made by considering the abilities, skills and potential of the person, their work and professional experience for this role.
During the research conducted, it was observed that there is a real commitment to the work, which facilitates the achievement of the objectives proposed, the ATP carries out their work with professionalism, from planning to evaluating activities and the impact of their work. In the process of preparing for their activities, they investigate and conduct field research in search of material to share with teachers.
The ATP has shown a great capacity for handling the issues that develop responsibility and discipline around the activities. They take initiative to address different issues and propose new strategies for teaching - in addition to providing an atmosphere of criticism and self-criticism.
The conclusions about the PATP in the states in which it operates, are shown in relation to the following sections:
a) The performance of the ATP's in their assessments,
b) The focus on intercultural bilingual approach,
c) Teaching performance of educators advised,
d) The ATP's specific demands of the program,
e) The overall development of PATP in indigenous regions, and finally,
f) The recommendations made under the foregoing analysis.
a. The performance of the ATP's in its advisory
Teachers that put more emphasis on language development are recognized actors in the region. The importance they give to the indigenous language and their literacy skills are differentiating aspects of the intercultural bilingual education system. It is also true that there are schools where teachers and parents who are more willing to use their indigenous languages than other communities. However, we also noted the existence of interesting spaces where initially they rejected the use of indigenous languages in school.
There are interesting processes that also have to do with certain attitudes or explicit recognition towards the ATP's. Precisely because it’s a type of peer counseling, the same type of communication is essential between both parties. In most cases, positive communication between teachers and the ATP, based on respect, recognition of the work, the conceptual and methodological management of the ATP and mutual trust is required to work on any doubts or difficulties. It was not so in all cases, but it is relevant to point out that teachers do expect and accept more recommendations from ATP's when they acknowledge him as a person with educational elements, and when the ATP develops a democratic and participative relationship among teachers. Moreover, we observed interesting dynamics related to new knowledge and teaching-learning techniques that the ATP's wish to develop with teachers. Some are strategies that are directly linked to the recent education reform and other skills, others deal directly with overcoming a traditional educational model. The change in this area is substantial. Some of the issues that have been observed on educational innovation are:
- The emphasis on programming, planning and evaluation of their activities. All ATP's give a substantial importance in the programming and planning of their activities, linking this closely with planning and programming processes and dialogue participation of teachers. A form of advocating change in relationships between different hierarchical levels in education and help build the counseling of ATP as peer counseling. Significantly, there have been cases where these relationships extend horizontally and encourage participation to students and parents.
- The same content taught: the expected learning outcome, skills to be developed in the classroom, motivation of students in the teaching-learning process, etc.. Repeatedly, teachers expressed they expected something innovative in the advice they received.
b. The attention to intercultural bilingual approach.
There are particular experiences of ATP showing an interesting future work and display routes to direct efforts.
- It is important to note that the vast majority of ATP speaks the language of their advised, teachers, that means they are located linguistically, are neighbors in the region and live in it. This has proven to be an essential factor in building mutual trust between ATP and teachers and community members.
- There are characteristics of many school contexts in indigenous areas, where despite the dominance of shared linguistic codes the indigenous language is relegated to the private sphere spaces, private and not in the areas of public interaction or formal as it is the same school space.
- There are misplaced teachers in areas and there are also linguistic communities and parents who sometimes refuse to bilingual education process.
- The remarkable effort of a lot of ATP and also some teachers to strengthen literacy processes in indigenous languages, many of them by personal motivations and self-taught learning processes.
- The following are contributions of teachers to the teaching-learning process linked to the debate on intercultural school in indigenous regions.
a) Positive conception of cultural diversity and community context of children b) Recovery of traditional knowledge of communities with interviews with older people (information about medicinal plants, oral tradition, etc.) c) A very important and suggestive approach to parents with more inclusive and democratic processes in making decisions about the school and overall process with the emphasis on consensus building relationships increasingly democratic and participatory, d) Recognition of existing discrimination process towards indigenous languages and cultures, e) or the recognition of intercultural school as one that meets community’s needs.
c. The teaching performance of teachers advised.
It was observed that teachers apply some of the methods and strategies that were in their advisory and others who follow traditional playing considerably class. Secondly, it is clear how the classroom is still the place of confrontation of theory; it is the place where the application of it remains, in general, under a low presence. It’s also observed that the PATP has highlights in relation to the content of the advice, to planning and programming, as well as the management and development of democratic and consensual practices. However, these strategies are not yet permeated by all teachers.
More specifically we can highlight the following:
- The progress observed show teachers are interacting in different areas. The ATP's in its advice show great diversity in relation to the importance given to bilingual or multilingual approach and the importance of contextualized knowledge of children and other strategies and methods that have to do with alternative pedagogies and the new approach to the competency-based education reform.
d. About the specific demands of the ATP's the program
The main demands of the ATP's of Program are
- Almost all ATP's have, in addition to its role as a consultant, other administrative, or teaching actions . This has been reiterated by all ATP's as an important and meaningful limiting of the program.
- Also the ATP's request sufficient material resources to do their jobs (from computer equipment, computer equipment, Internet access to support for their movements), as well as sufficient financial resource.
- They ask for greater institutional support to offer courses and continuous training relevant to their needs.
With specific reference to intercultural bilingual program show us the following notations:
- The need for structural change in intercultural bilingual education in which the experience of teachers and communities has value, because they are who know the specific problems of their work environment and the region.
- It requests a review of the textbooks in order to incorporate knowledge of the communities where indigenous children live.
- It is also noted that indigenous people must be in charge of training teachers of all levels.
- For the same complexity of the construction of intercultural bilingual approach is requested that this issue be taken up not only on the advice offered by the PATP.
e. The overall development of the PATP in indigenous regions.
As already noted, the development and application of PATP is favorable in schools and communities evaluated, to strengthen the supervision of Professors under a bilingual and intercultural approach, despite the enormous limitations and problems of social, economic, political and cultural existing in workplaces, coupled with geographical dispersion and marginalization in which there are various communities, a situation that hinders the movement of teachers and ATP's to fully comply with the program. There are also important determinants of the existence of high rates of illiteracy and unschooled population in these indigenous regions, located in the states (and municipalities) that have increased poverty and social marginalization nationwide. Also, the work of teachers and ATP's faces various shortcomings in school infrastructure, limiting the development of the activities, and the application of tools and important technological elements.
5. BEST PRACTICES
Technical and pedagogical adviser as promoters for the improvement continuing improvement based on education standards.
As part of a side project in coordination with other educational institutions such as the Center of Educative Studies (CEE in Spanish) and Educative Heuristic (HE) a pilot project was designed and proposed to improve indigenous education schools based on standards, several ATP from different states participated in this project with favorable results.
The general model of this proposal:
1) As a starting point, the establishment (construction, legitimation, validation, piloting, and defining) of standards or referents.
2) Building evidence about what students and teachers must know and know how to do.
3) The evidence is built in evaluation situations, auto, co and evaluation of teaching practice.
4) Based on this evidence, teachers make a planning process of continuous improvement, for the curricular case that can be class planning, selections of materials and application of dynamic evaluation methods, for teacher performance, pathways for improvement based on the strengths and weaknesses in teaching practice individually or collectively, and for school management, collegiate improvement paths, which specify goals and resources to achieve them.
5) Continuous improvement processes are tracked in student learning, provided by teachers, principal and parents, in teaching performance, by teachers, principals, ATP, supervisors and federal education and in school management by students, teachers, principals, ATP, supervisors and secretaries of education.
If we analyze the continuous improvement model based on standards from the supporting actors, it can be said that the curriculum standards serve students to identify the contents and the performance you can expect from the school, and to be with it responsible for their learning throughout their transit on the school.
Meanwhile, teacher performance standards provide teachers with criteria for developing, with other teachers, the principal, reflections on their classroom practice, and undertake improvement processes; directors, criteria to engage in teacher performance to atp and supervisors, elements to accompany and monitor teachers' work towards improving their quality.
Finally, school management standards are supportive of the student's commitment to their own learning, to the parent, in their direct involvement in the educational process, for the teacher, who shares the planning and development strategies from the school (including his own training) for the director, who provide elements to boost activities in a climate of trust, commitment and cooperation, for ATP and supervisors, whose activities support assessment and monitoring, and for state and federal education systems, who regulate the ways of management schools.
The ATP promoting continuous improvement in Indigenous Education schools
In October 2009, the Centre for Educational Studies (CEE), Educative Heuristics and Integrated Services Assessment and Educational Measurement (SIEME) conducted a training course with technical and pedagogical advisors from the DGEI from Chihuahua, State of Mexico, Hidalgo, Guerrero, Jalisco, Morelos, Puebla, Queretaro and Veracruz, with the aim of promoting the pilot implementation of the continuous improvement model of Indigenous Education schools based on curricular standards, teacher performance and school management . In the training course participants agreed that ATP participant would implement the improve model in a minimum of two and maximum four schools in the months of November and December 2009, and handed over the evidence of the work done to their trainers.
State | ATP trained | ATP who sent results | Visited schools | Chihuahua | 9 | 9 | 32 | Estado de México | 10 | 7 | 28 | Guerrero | 11 | 7 | 23 | Hidalgo | 11 | 10 | 36 | Jalisco | 4 | 2 | 3 | Morelos | 1 | 1 | 3 | Puebla | 11 | 9 | 33 | Querétaro | 6 | 6 | 17 | Veracruz | 10 | 9 | 36 | total | 73 | 60 | 211 |
Based on ATP Program, this chapter focuses on report what was done to promote improvements in teacher performance in the classrooms based on standards.
A. The technical educational advisor as promoter of continuous improvement based on standards of school management and curricular standards.
The following describes, briefly, the work of ATP trained by the CEE, and SIEME, based on curricular and performance standards, and management standards for indigenous schools. For each of these two components is presented briefly, the contents of their approach, and then describe the process and results of the work of the ATP.
1. Based on curricular standards.
The curricular standards are based on the profile of graduates of Basic Education (elementary school), and resume, among other elements that guide the learning expected at the end of this level, the "life competences". For the design of the proposed curricular standards has been considered the curricular map, that means the organization and the dosage of the content to be covered in each training cycle.
2. School Management Standards
In school management standards "raised the attributes of a simple environment for teaching and learning, where teaching performance are induced in continuous process of analysis, reflection and review, in order to track progress on time to the learning of students " Management Standards for indigenous schools represent the parameters of educational work at school organization considering relevant aspects of community involvement and more emphasis than standards of “regular” (not indigenous) schools, because the community factor is especially relevant in this type of school.
The 17 management standards of Indigenous Education schools are grouped into five areas: school leadership, the collective performance of the teaching staff, learning management, performance of statutory bodies support and involvement of family and community. The particularity of Indigenous Education schools is the inclusion of community participation to boost school work towards achieving their learning objectives.
Results of the application of school management standards with ATP.
Technical and pedagogical advisers convened by the DGEI to implement improvement model based on standards agreed in regard to school management standards, making the instrument application with the participation of teachers and principals . This application, carried out by 60 ATP in November, and at that moment was reported the application of 549 questionnaires to teachers in 187 schools of Indigenous Education of the nine participating states. Among the schools that participated in the implementation of school management standards, 94% are located in areas with a level of high or very high marginalization, as the indicator of the National Population Council (CONAPO in Spanish). The 78.19% of schools (147 total) are located in rural, and report a higher percentage at the level of very high deprivation. By relating the levels of marginalization of the participating schools with test results in their applications of “enlace test” 2007-2009, there was a statistically significant association of progressive linear increase in all levels of marginality, except in the "middle" whose schools have achieved above average results in the three years of application of the test.
In 100 of the participating schools, only one teacher responded to the questionnaire of management standards, and in 23 of them, only two teachers. In all other schools applied three to 15 questionnaires, based on the number of teachers who make their collective. This may denote that on schools with two teachers and one teacher some school management standards can´t be applied such as referring to operation of the school board, since the rules to regulate the work of these groups indicated their training in the schools with a minimum of four teachers.
The level of the quality of school management, assessed with the 17 standards set by the total number of teachers who answered the questionnaire had a mean of 6.66 on a scale of 1 to 10, with a standard deviation of 1.44. No significant relationship was found between the quality of school management and the level of social marginality of the schools, or with the “enlace test” results in the participating schools.
Considering that in this year of application management standards only involved teachers, (unlike other applications that have participated ATP, supervisors, principals, parents and students, in which each group of respondents usually "correct" valuations of the others), there is a distribution to higher values, with a range of 1.5 and reaches 9.9, indicating that self-assessment was not taken seriously by a group of informants. A. The ATP as promoter of continuous improvement based on teacher performance standards.
Since the component of teacher performance standards, the improved model based on standards is intended to promote reflection and evaluation processes from common elements (references) on some issues of Mexican teacher practice. It also seeks to encourage individual and collective processes of reflection and evaluation, identifying real needs and collective training and, above all, the establishment of continuous improvement processes of teaching practice and school.
The teacher performance on classrooms is evaluated with the support of five categories, on which are grouped references or constitutive features of teaching practice in the classroom:
• Planning, preparation of the what, the how and the why of the class, with the goal of fostering student learning (content selection, goals, strategies, evaluation mechanisms).
• Managing the classroom environment, or the building of a correct environment conducive to learning (teacher-student and student-student, and group management).
• Curricular management, or knowledge and implementation of the knowledge that integrate subject content (knowledge of subject content, ability to relate the content of all subjects as well as subjects with everyday situations and context of students).
• Didactical management, knowledge and implementation of the set of methodological knowledge and actions aimed at promoting student learning (presentation of the aims and content of class, individualized attention to students, group organization, didactic resource use, use of time and type of teaching strategies).
• Assessment, or actions performed by teachers and students in order to express ratings by systematization of relevant evidence on the processes and outcomes of student learning (evaluation processes between students and assessment of student performance and feedback of knowledge).
Feedback about improvement model
The ATP observed that the model for improvement, is a much needed tool in schools, but requires time to work properly because the time to launch the project is very limited and sometimes ATP are involved on other functions.
• They also said that they would have liked the process of monitoring and observing changes in the teacher had been included in the project.
• They expressed the importance of the evaluation starts at the beginning of the school year, so the process can be tracked and develop the improvement path.
• They expressed their willingness to continue with the videotapes (recordings), their lack of equipment (recording equipment) and the resources for inputs.
• They considered necessary to include a reference to the indigenous language.
• They shared their difficulty for writing an improvement plan widespread on school, from the analysis of the work of a single teacher.
• They said they would wait to have the financial resources to develop the project and materials for teachers.
• Finally, they said that require a better support and monitoring to implement the model.
Proposals on the future model improvement in schools
Finally, ATP that promoted the launch of the improved model schools extend the proposal raised other grades and groups that advise schools, and other schools and levels, and that they be provided a second advisory to see the strengths and weaknesses observed in the implementation of the proposal.
6. STRENGHTS AND WEAKNESSES
The PAED as a social development program is subject to periodically evaluation (of its design, performance and results) by specialized institutions in these actions. This is how the National Council for the Evaluation of Social Development Policy (CONEVAL in Spanish) is responsible for developing evaluations for this program by specialists and institutions (universities, consultancies). These assessments identify the strengths and weaknesses of the programs in order to make constant improvements to it.
The last assessment to PAED (Consistency and Results Evaluation 2011-2012) by the College of Mexico (COLMEX in Spanish) provides significant information concerning the detection of strengths and weaknesses of the program.
Identification of strengths and weaknesses in six areas of PAED | FORTALEZAS | DEBILIDADES | DESIGN | Care pedagogical skills of teachers of Indigenous education through peer support, generating a multiplier effect. | The program has a limited diagnosis of needs, skills and practices of teachers. | PLANNING AND RESULTS ORIENTATION | Institutionalized the practices of the recommendations made by external evaluations. | There is little space for the exhibition of PAED strategic planning in particular. | COVERAGE AND TARGETING | Satisfactory progress in achieving coverage goals. | No weaknesses were identified. | OPERATION | Control over training process of AAD. | Internal mechanisms for evaluation and monitoring are, mostly informal. | PERCEPTION OF POPULATION | Some institutional mechanisms exist to measure the perception of teachers and advisers counseled about the program. | No weaknesses were identified. | MEASUREMENT RESULTS | The PAED has made three types of external evaluations between 2008 and 2011 that have provided a number of recommendations, which the program has recovered. | None |
OTHER RELEVANT INFORMATION AS DATA SPECIFIC INDICATORS
The PAED performance indicators fall into one Project Planning Matrix (MIR in Spanish) and are constructed under the focus of the logical framework approach according to the criteria issued jointly by the National Council for Evaluation of Social Development Policy (CONEVAL in Spanish) and the Ministry of Finance and Public Credit (SHCP in Spanish).
The PAED in 2012 and 2013 has a Project Planning Matrix which is shown below: Project description | Performance indicators | GOALAnnually | Measures the percentage of indigenous primary schools that improve their overall score (average of Spanish and mathematics options) in the ENLACE test. | Percentage of indigenous primary schools that improved their score in the ENLACE test. | PURPOSE
Annually | Measures improving educational care of children with language and cultural relevance, as a result of established curricular proposals index, the index of training and advisory index. | Index of improved educational services for children with language and cultural relevance. | OUTPUTS
Monthly | Measures the percentage of advice that are provided to teachers of Indigenous Education. | Percentage of advisory or counseling conducted by the ADD of the program to Indigenous elementary school teachers. | ACTIVITY 1
Monthly | Measures the amount of indigenous elementary schools that received some counseling and advisory visit. | Percentage of indigenous elementary schools receiving advisory visits by PAED. | ACTIVITY 2
Monthly | Measures the percentage of Indigenous elementary school teachers advised by the (PAED). | Percentage of elementary school teachers advised by the PAED indigenous. | ACTIVITY 3 monthly | Measures the amount of kinder garden level schools that received some counseling and advisory visit. | Percent of indigenous kinder garden schools receiving advisory visits by PAED. | ACTIVITY 4
Monthly | Measure the percentage of Indigenous teachers of kinder garden level advised by the (PAED). | Percentage of Indigenous kinder garden level teachers advised by the PAED. | ACTIVITY 5 Annually | Measures the percentage of AAD incorporated in training processes and or upgrade. | Percentage of AAD on professionalization processes and or training. |
(PROGRAMA ASESOR TÉCNICO PEDAGÓGICO Y PARA LA ATENCIÓN EDUCATIVA A LA DIVERSIDAD SOCIAL, LINGÜÍSTICA Y CULTURAL PATP - PAED) 1. PROGRAM PURPOSE
Background
In 1998 The Program “Pedagogic Assessor for attention to social, linguistics, and cultural diversity” (PAED for the Spanish abbreviation) starts as a strategy of pedagogic intervention through advices in the classrooms with teachers. Since the knowledge and importance of the school to guarantee the educative results, this Program works on schools and classrooms which are the core of the actions of the entire educative system and of the several national politics, with the objective to make sure of the correct operation looking for reach all the student´s learning and the competencies needed for a personal and social development.
The PATP is oriented for the principles of the educative inclusion (recognizing and attend to cultural and linguistic diversity) which promotes the respect to the differences and try to form the national unity through the recognition of the local, regional and national identity, and the development of attitudes and practices to search freedom and justice for students, trying to encourage and consolidate the indigenous or native tongues and Spanish and try not to impose one or another, the PATP offers a discussion space, the creation and pedagogic exchange among the directives, assessors, teachers or educators in schools of indigenous education, the Program offers opportunities to constant training and achieve educative purposes.
In order to give educative attention to the people on social, linguistic and cultural diversity, in 2011 the PATP grows and add three more components to its objective. A) Develop curricular proposes, b) form and actualize teachers of indigenous education and c) give advice on schools which attend social, linguistic and cultural diversity, that why the PATP becomes PAED, this new program looks for focalize and solve social and cultural problems of more than 10% percent of the Mexican population and indirectly all the country.
Main Objective * Contribute to improve the level of educational achievements of children on indigenous Mexican schools, through appropriate educative attention considering linguistic and cultural differences.
Specifics objectives * Propose mechanisms to improve the practices of the teachers through academic and pedagogic advices. * Visiting schools of indigenous education through PAED in order to promote the work between teachers and others educational figures and the scholar community. * Encourage the training between partners in order to think over the own practices and experiences since the indigenous schools. * Helping to make stronger and more professional to the teachers who act as AAD and the teachers of indigenous education. * Giving support and material to the strengthening of the practices of teachers and AAD.
2. PERSONAL INVOLVED
The PAED has been developed by the Indigenous Education Affairs Department “Dirección General de Educación Indígena DGEI in Spanish”, the (DGEI) is an normative institution responsible of all the provinces or states to provide quality and responsible education to native and indigenous people, so they can get through an educational model considering their mother language and culture as a very important part of their resume, that way, they can participate successfully in the scholar, labor and civic areas, that, due to a demanding and growing society which requires more knowledge in order to increase a social and human development as people and nation in the XXI century.
Indigenous Education Affairs Department (DGEI)
Is a normative institution (which in coordination with other states of México) offer quality elementary education with equity for indigenous people in the context of diversity, considering the language and culture as components of the curriculum, and allows people to develop competences to participate successfully in the society. Some of the specific purposes are:
1. - Contribute to achieve educative goals, to increase the indicators through an educative model for native childhood, considering their language, and culture as a very important part in their resume.
2. - Increase educative quality with equity through a strong relationship with all the provinces.
3. - Count on with enough and competitive staff which have high profile and development, besides having opportunities to get a certification and capacitation.
As a part of the DGEI the Department of training and professional development of indigenous educational teachers (Dirección para la Formación y Desarrollo Profesional de Educación Indígena) and the Department of Modernizing Indigenous educators (Subdirección de Actualización de Docentes Indígenas) are an essential part of the design, and supervising the Program.
The Department of training and professional development of indigenous educational teachers has as main objective, to supervise, control and coordinate the analysis and integration of all the needs that teachers, educators and other educational figures on indigenous education have.
Trying to form a teaching staff of educational and management support with high levels of performance and with access to certification opportunities, initial training, continuous leveling for the development of educational intervention practices culturally and linguistically relevant through articulation and institutional cooperation mechanisms.
At the same time, all the plans and policies from the Department of Modernizing Indigenous educators have a pedagogic and linguistic purpose to modernize and train of all the directive an d technical staff, so it´s objective is to reinforce the diversity of education and keep their mother language.
The main functions and responsibilities of the people involved on the design and operation of the PATP-PAED are: Secretariat of Public Education (Secretaría de Educación Pública SEP) * Supervising and evaluating the function of the PAED. * Monitoring the academic and financial functions of PAED * Making a document in coordination with all the provinces authorities to rule the operation and supervising of PAED.
Indigenous Education Affairs Department DGEI * Making the general rules to develop the PAED on the provinces with indigenous education. * Making the strategies to constant training of teachers, supervise and evaluate the functionality of PAED in coordination with provinces with indigenous education.
Local educative authorities (Autoridades Educativas Locales AEL)
* Making the AAD (Academic advisor on social, cultural and linguistic diversity) selection process in coordination with DGEI, evaluate and supervise the Program. * Promoting the participation of teachers in the Program when there is vacancy as a AAD * Giving advice to the AAD teachers on the different levels (kinder garden, and elementary teachers) of indigenous education. * Supporting the AAD coordinator (CAAD) in the supervising of the functionality of PAED.
The objective of the PAED is supported by the (AEL) of the 24 states of México with the indigenous education system (Baja California, Campeche, Chiapas, Chihuahua, Durango, Guanajuato, Guerrero, Hidalgo, Jalisco, México, Michoacán, Morelos, Nayarit, Oaxaca, Puebla, Querétaro, Quintana Roo, San Luis Potosí, Sinaloa, Sonora, Tabasco, Tlaxcala, Veracruz y Yucatán).
3. IMPLEMENTATION METHOD
The PAED operates through the Academic Assessors of Cultural, Social, and Linguistic Diversity (AAD in Spanish) which provide advices on the schools where teachers of indigenous education works. Before 2011 this educative figures was named Technical Pedagogical Advisor (ATP), since 2011 are AAD.
The AAD is a teacher and a figure who is involved in processes of constant academic training as courses to make their educative practice more effective when they work with the regular teachers. The provinces also make different activities with the AAD like other courses and constant academic work.
The characteristics of the AAD allow involve them in practices and constant training.
The selection of the AAD in every province is made in coordination with the DGEI through exams of professional knowledge on pedagogic affairs and knowledge of the mother or indigenous language (spoken and written). This selection process allows having AAD with experience on indigenous education.
The advices (asesorías) are basically when an AAD visits a school and work with the school teachers about their practices.
Nowadays there are almost 1000 AAD on 24 provinces of México which have the services of indigenous education.
PATP – PAED
The operation of the program has been modified in minor aspects since its inception, next are some of the adjustments and improvements that have been made. In 1998 the Pedagogical Technical Advisor Program (PATP) implemented by the DGEI, is constituted as an educational intervention strategy by advising, recognizing the importance of the school to ensure educational outcomes, operates in schools and classrooms, which is the center of the actions of the education system as a whole and the various national and state policies, to ensure their effective performance and tries all students achieve learning skills for personal and social development.
In 2002, PATP emphasizes the shortcomings of education on indigenous areas are due not only to the irregularity and limitations of services, but also to an inadequate cultural pedagogical approach, that originates in the attempt to reproduce, with precarious conditions, the generic scheme of urban schools as a basic form of educational services.
Therefore, the DGEI has been proposed as general purpose, making the education be offered to girls and indigenous children, is directed to meet with equity and relevance their educational needs and basic learning adopting as a general strategy, the gradual and progressive realization of a bilingual intercultural education model, which responds to the expectations, characteristics, circumstances and educational needs that present girls and indigenous children in each community, with its own characteristics in the academic and ways of operation, from the flexibility and suitability of the current national proposal on basic education.
This model consists of four components in dynamic linking, which are comprised of elements into context, organize and guide the entire educational activity in the school, and the practices and processes that integrate such action. These components are associated with: * The educational purposes. The relationships established between teachers and students will foster the development of basic skills: reading, writing, speaking and listening, logical thinking and creativity, as well as the assimilation of knowledge that allows them to understand the natural and social world, evolution and dynamics. * The teaching-learning processes. Educational practices in the classroom will focus on learning and aimed to respect the dignity of children and youth to prosecute them themselves practicing in a respectful and tolerant of others. In the classroom the teacher will be aware of the social inequalities and cultural differences and provide appropriate treatment to each participant to ensure that everyone can achieve equal educational outcomes. * Teacher training. The teaching professional will feature full command of his area of work, achieve professional autonomy, he will commit to the results of their actions, evaluate himself critically, work collectively and manage their own professional development. Basic education teacher will have the skills that allow organize collective work, design and implement instructional strategies and activities so that learners achieve the aims of education. * The school management. The school community will have the necessary management skills to ensure the timely provision, adequate and sufficient materials, resources and infrastructure needed for regular operation and promote interest and the right of student´s parents to participate in the educational task. In 2003 the program includes new targets • Improve teaching practice and thereby contribute to raising the quality of Indigenous education in the context of intercultural bilingual education. • Provide between education authorities and teachers approach and appropriation of Bilingual Intercultural Education. • To promote collegial work among teachers and create conditions for the interchange between principals and teachers teaching. • Strengthen teacher training in schools and in the Technical Board. • Fostering the school management and encourage principals and teachers encourage the participation and support of the community. • Promoting a positive change in attitude oriented to develop leadership. In 2008 – 2010 2008 • Build a team of technical advisory and coordinating educational ATP program • Promote through counseling, guided by the Bilingual Intercultural Education, the training and support of teachers.
2009 • Help on improving educational practice of teachers of indigenous education, through technical advice, improve the quality of education for indigenous children and improve the level of educational attainment, within the framework of intercultural bilingual education. • Advising Indigenous elementary school teachers in the classroom setting in accordance to current educational policies. • Incorporate and maintain the population of teachers of Indigenous Education as ATP.
2010 • Advising to elementary schools teachers, in both linguistically and culturally. • Visiting indigenous schools through PATP, promoting collegial work among teachers, and community. • Contribute to strengthening the professional profile of the ATP and teachers advised by the program. • Provide technical and material support for the strengthening of the role of ATP and teaching practice of teachers advised by the Program. • Incorporate and maintain the population of Indigenous education teachers as ATP. 2011 ATP - PAED In 2011 the Pedagogical Technical Advisor Program expands its components and changes its name to PAED (Technical Advisor Program for Teaching and Educational Attention Social Diversity, Linguistic and Cultural). It also aligns with the provisions of the National Development Plan and the Education Sector Program. PAED Since 2011 the PATP changed its name to PAED including new components to its design a) developing relevant curriculum proposals for this population, b) professionalize the teaching staff c) advise teachers on schools which presents educational linguistic and cultural diversity, brewing the PAED, whose potential to detonate is the real focus and attention to a problem that has social, political and cultural phenomena, in which are directly involved more than 10% of the population of Mexico and indirectly all the country. The PAED helps to fulfill the provisions of the National Development Plan 2007-2012 which aimed "Raising the quality of education," which notes the need to strengthen the training of teachers, promoting its direct link with the priorities, objectives and educational tools at all levels, also seeks to "reduce regional inequalities, gender and social group in educational opportunities" through efforts to strengthen adult literacy and integrate youth and adult education programs. It also contributes to the fulfillment of the 2007-2012 Education Sector Program, Objective 2 "Expanding educational opportunities to reduce inequalities between social groups, close gaps and promote equality", which in its Strategy 2.5 states that programs and initiatives should strengthen for the attention of children and young indigenous people, updating and training of indigenous language speakers and the training of teachers in indigenous education. The PAED since 2011 is responsible for
a) Develop curricular, pedagogical and evaluation proposals to improve the training needs of teachers, giving academic support; b) To promote the professionalization of teachers, and other educative figures. c) To promote the improvement of teaching practice through technical advisory support. This reaffirms the fulfillment of DGEI regarding: a) constant training of teacher since different perspectives, b) a curricular policy based on social practices of indigenous languages c) ATP specialization and evolution to ADD to achieve assertive intervention.
The PAED is design, based on the Logical Framework Approach (MML in Spanish).
It also aims to solve the lack of appropriate educational care of people with linguistic and cultural diversity that is the subject of geographic dispersion. In this regard, the “CDI institution” data show that in 2005, some 150 000 indigenous families were settled in the peripheries of large cities and only on 20 of the 2500 municipalities there is no ethnic presence. Indigenous people demand an educational model that meets not only in schools that are considered indigenous, but anywhere in the nation where they may be living today. Main objective To help improve the level of educational attainment of children attending indigenous schools by providing education with linguistic and cultural relevance creating appropriate conditions, to improve the quality of education as well as provide the means to access to increased prosperity contributing to personal and national development. Specific objectives • Improve educational services for indigenous children with linguistic and cultural relevance. • Provide technical advice to teachers on classrooms of indigenous education. • Visit schools indigenous education through PAED to promote collaborative and collegial work among teachers, principals and school community. • Contribute to strengthening the professional profile of the ADD and teachers advised by the Program. • Provide technical and material support for strengthening the role of the ADD and the teaching practice of teachers advised by the PAED. • Incorporate and maintain the population of teachers as AAD.
4. SUCCESS FACTORS
One of the main reasons that is credited to the success of the PAED is due to the unfailing organization between the DGEI Indigenous Education Affairs Department, the departments that are responsible for operating the PATP-PAED (The Formation and Development of Indigenous Education Administration and the Department of Modernizing Indigenous Education Educators) and the local educational authorities (AEL in Spanish) who are in charge of the operations and direct interaction with the program coordinators of each entity.
The AEL and the DGEI communicate within to perform every step of the consultant selection process. They manage the delivery of economic aid as well as organizing academic activities (personnel training events, printing material, collaborations with other institutions) for PATP-PAED´s benefit.
These collaborations are vital to the program’s operations due to the fact that every entity has particular characteristics starting with its population and its growing society.
Other success factors have been identified by other institutions like the UPN and CIESAS.
In the next section, some of the success factors that have been publicized by the National University of Education Sciences (Universidad Pedagógica Nacional UPN) and the Social Anthropology Center for Investigations and Upper Studies (Centro de Investigación y Estudios Superiores en Antropología Social CIESAS) were responsible for evaluating the PATP-PAED.
UPN 1. Design.
The program is structured around a specific and clear matter. It was designed with the indigenous education structure in mind. It allows reducing costs by eliminating the need to create another operational organization. Due to its characteristics and its focus, this program contributes to the achievement of strategic objectives of the Development National Program 2007-2012.
The population to which it directs its services is clearly identified. The rules of operation maintain a coherent and logical correlation. Even though it’s complemented with other federal programs that provide indigenous educators with growth and professional development to, the PATP has not been duplicated.
2. Strategic Planning. The program has enough elements to build a strategic plan in short, medium or long term. It also has every condition to become a self-sustaining program. It is possible to foresee that it may open up new sources of funding to supplement the annual federal budget. This would aid expand its coverage to a greater number of educators like ATP and in turn extend to other educators the same way who will address a large amount of indigenous primary schools.
Finally, note that the PATP has incorporated recommendations made by the institutions that have made their PATP assessments in the past three years in order to achieve improvement in its performance.
3. Coverage and Targeting.
In terms of coverage, the program maintains a high level of development that allows it to exceed its goals by over 100%. As far as targeting, the program does not have a method to quantify, neither does it have a strategic strategy in the short, medium or long term but it does have a clear definition of the target population and potential. On the other hand, it is important to note that since the initial operation of the program it registered all procedures and deliveries that inform of the aids given, as well as the beneficiaries’ characteristics. Information monitoring the implementation of the program in terms of its financial and program objectives is also available.
4. Operation.
In general, the Rules of Operation ensure proper operation of the program. The financial support granted to the PATP is consistent with what has been planned and set in its Rules of Operation.
Moreover, the program has enough systematized information to monitor the implementation of their actions.
In addition to the above, the operations evaluation has discovered the need to incorporate a new component: CADEIB, in order to ensure the sustainability of the program. It is also important to include performance indicators that are nonexistent at the moment.
Additionally it must be mentioned that the PATP has no other financial contributions or any cost recovery instruments. With the information provided in this section, it can be said that the PATP has an internal logic consistent enough to ensure its operation.
Adicionalmente a lo anterior, conviene decir que la evaluación de la operación ha puesto en descubierto la necesidad de incorporar un nuevo componente: el CADEIB, con miras a garantizar la sustentabilidad del Programa. También es importante que se incluyan indicadores de eficiencia que por ahora no existen.
5. Perception of the target population.
On the issue of the perception of the target population, the PATP monitors the results of all surveys that focus on the perception educational figures (teachers and administrators) as well as information about the advisory role of ATP in the workplace that caters to the 24 states where the program operates.
6. Results
The program has achieved positive impacts according to two of the three external evaluations. It has been recommended to make adjustments to the Indicator Matrix, to get to know, as accurately as possible, the impact achieved with its development.
CIESAS
Appointing an ATP in each area is a good indicator because it’s person who knows the region, schools and communities that are recognized by the staff working in the area. The decision of naming him or the ATP is made by considering the abilities, skills and potential of the person, their work and professional experience for this role.
During the research conducted, it was observed that there is a real commitment to the work, which facilitates the achievement of the objectives proposed, the ATP carries out their work with professionalism, from planning to evaluating activities and the impact of their work. In the process of preparing for their activities, they investigate and conduct field research in search of material to share with teachers.
The ATP has shown a great capacity for handling the issues that develop responsibility and discipline around the activities. They take initiative to address different issues and propose new strategies for teaching - in addition to providing an atmosphere of criticism and self-criticism.
The conclusions about the PATP in the states in which it operates, are shown in relation to the following sections:
a) The performance of the ATP's in their assessments,
b) The focus on intercultural bilingual approach,
c) Teaching performance of educators advised,
d) The ATP's specific demands of the program,
e) The overall development of PATP in indigenous regions, and finally,
f) The recommendations made under the foregoing analysis.
a. The performance of the ATP's in its advisory
Teachers that put more emphasis on language development are recognized actors in the region. The importance they give to the indigenous language and their literacy skills are differentiating aspects of the intercultural bilingual education system. It is also true that there are schools where teachers and parents who are more willing to use their indigenous languages than other communities. However, we also noted the existence of interesting spaces where initially they rejected the use of indigenous languages in school.
There are interesting processes that also have to do with certain attitudes or explicit recognition towards the ATP's. Precisely because it’s a type of peer counseling, the same type of communication is essential between both parties. In most cases, positive communication between teachers and the ATP, based on respect, recognition of the work, the conceptual and methodological management of the ATP and mutual trust is required to work on any doubts or difficulties. It was not so in all cases, but it is relevant to point out that teachers do expect and accept more recommendations from ATP's when they acknowledge him as a person with educational elements, and when the ATP develops a democratic and participative relationship among teachers. Moreover, we observed interesting dynamics related to new knowledge and teaching-learning techniques that the ATP's wish to develop with teachers. Some are strategies that are directly linked to the recent education reform and other skills, others deal directly with overcoming a traditional educational model. The change in this area is substantial. Some of the issues that have been observed on educational innovation are:
- The emphasis on programming, planning and evaluation of their activities. All ATP's give a substantial importance in the programming and planning of their activities, linking this closely with planning and programming processes and dialogue participation of teachers. A form of advocating change in relationships between different hierarchical levels in education and help build the counseling of ATP as peer counseling. Significantly, there have been cases where these relationships extend horizontally and encourage participation to students and parents.
- The same content taught: the expected learning outcome, skills to be developed in the classroom, motivation of students in the teaching-learning process, etc.. Repeatedly, teachers expressed they expected something innovative in the advice they received.
b. The attention to intercultural bilingual approach.
There are particular experiences of ATP showing an interesting future work and display routes to direct efforts.
- It is important to note that the vast majority of ATP speaks the language of their advised, teachers, that means they are located linguistically, are neighbors in the region and live in it. This has proven to be an essential factor in building mutual trust between ATP and teachers and community members.
- There are characteristics of many school contexts in indigenous areas, where despite the dominance of shared linguistic codes the indigenous language is relegated to the private sphere spaces, private and not in the areas of public interaction or formal as it is the same school space.
- There are misplaced teachers in areas and there are also linguistic communities and parents who sometimes refuse to bilingual education process.
- The remarkable effort of a lot of ATP and also some teachers to strengthen literacy processes in indigenous languages, many of them by personal motivations and self-taught learning processes.
- The following are contributions of teachers to the teaching-learning process linked to the debate on intercultural school in indigenous regions.
a) Positive conception of cultural diversity and community context of children b) Recovery of traditional knowledge of communities with interviews with older people (information about medicinal plants, oral tradition, etc.) c) A very important and suggestive approach to parents with more inclusive and democratic processes in making decisions about the school and overall process with the emphasis on consensus building relationships increasingly democratic and participatory, d) Recognition of existing discrimination process towards indigenous languages and cultures, e) or the recognition of intercultural school as one that meets community’s needs.
c. The teaching performance of teachers advised.
It was observed that teachers apply some of the methods and strategies that were in their advisory and others who follow traditional playing considerably class. Secondly, it is clear how the classroom is still the place of confrontation of theory; it is the place where the application of it remains, in general, under a low presence. It’s also observed that the PATP has highlights in relation to the content of the advice, to planning and programming, as well as the management and development of democratic and consensual practices. However, these strategies are not yet permeated by all teachers.
More specifically we can highlight the following:
- The progress observed show teachers are interacting in different areas. The ATP's in its advice show great diversity in relation to the importance given to bilingual or multilingual approach and the importance of contextualized knowledge of children and other strategies and methods that have to do with alternative pedagogies and the new approach to the competency-based education reform.
d. About the specific demands of the ATP's the program
The main demands of the ATP's of Program are
- Almost all ATP's have, in addition to its role as a consultant, other administrative, or teaching actions . This has been reiterated by all ATP's as an important and meaningful limiting of the program.
- Also the ATP's request sufficient material resources to do their jobs (from computer equipment, computer equipment, Internet access to support for their movements), as well as sufficient financial resource.
- They ask for greater institutional support to offer courses and continuous training relevant to their needs.
With specific reference to intercultural bilingual program show us the following notations:
- The need for structural change in intercultural bilingual education in which the experience of teachers and communities has value, because they are who know the specific problems of their work environment and the region.
- It requests a review of the textbooks in order to incorporate knowledge of the communities where indigenous children live.
- It is also noted that indigenous people must be in charge of training teachers of all levels.
- For the same complexity of the construction of intercultural bilingual approach is requested that this issue be taken up not only on the advice offered by the PATP.
e. The overall development of the PATP in indigenous regions.
As already noted, the development and application of PATP is favorable in schools and communities evaluated, to strengthen the supervision of Professors under a bilingual and intercultural approach, despite the enormous limitations and problems of social, economic, political and cultural existing in workplaces, coupled with geographical dispersion and marginalization in which there are various communities, a situation that hinders the movement of teachers and ATP's to fully comply with the program. There are also important determinants of the existence of high rates of illiteracy and unschooled population in these indigenous regions, located in the states (and municipalities) that have increased poverty and social marginalization nationwide. Also, the work of teachers and ATP's faces various shortcomings in school infrastructure, limiting the development of the activities, and the application of tools and important technological elements.
5. BEST PRACTICES
Technical and pedagogical adviser as promoters for the improvement continuing improvement based on education standards.
As part of a side project in coordination with other educational institutions such as the Center of Educative Studies (CEE in Spanish) and Educative Heuristic (HE) a pilot project was designed and proposed to improve indigenous education schools based on standards, several ATP from different states participated in this project with favorable results.
The general model of this proposal:
1) As a starting point, the establishment (construction, legitimation, validation, piloting, and defining) of standards or referents.
2) Building evidence about what students and teachers must know and know how to do.
3) The evidence is built in evaluation situations, auto, co and evaluation of teaching practice.
4) Based on this evidence, teachers make a planning process of continuous improvement, for the curricular case that can be class planning, selections of materials and application of dynamic evaluation methods, for teacher performance, pathways for improvement based on the strengths and weaknesses in teaching practice individually or collectively, and for school management, collegiate improvement paths, which specify goals and resources to achieve them.
5) Continuous improvement processes are tracked in student learning, provided by teachers, principal and parents, in teaching performance, by teachers, principals, ATP, supervisors and federal education and in school management by students, teachers, principals, ATP, supervisors and secretaries of education.
If we analyze the continuous improvement model based on standards from the supporting actors, it can be said that the curriculum standards serve students to identify the contents and the performance you can expect from the school, and to be with it responsible for their learning throughout their transit on the school.
Meanwhile, teacher performance standards provide teachers with criteria for developing, with other teachers, the principal, reflections on their classroom practice, and undertake improvement processes; directors, criteria to engage in teacher performance to atp and supervisors, elements to accompany and monitor teachers' work towards improving their quality.
Finally, school management standards are supportive of the student's commitment to their own learning, to the parent, in their direct involvement in the educational process, for the teacher, who shares the planning and development strategies from the school (including his own training) for the director, who provide elements to boost activities in a climate of trust, commitment and cooperation, for ATP and supervisors, whose activities support assessment and monitoring, and for state and federal education systems, who regulate the ways of management schools.
The ATP promoting continuous improvement in Indigenous Education schools
In October 2009, the Centre for Educational Studies (CEE), Educative Heuristics and Integrated Services Assessment and Educational Measurement (SIEME) conducted a training course with technical and pedagogical advisors from the DGEI from Chihuahua, State of Mexico, Hidalgo, Guerrero, Jalisco, Morelos, Puebla, Queretaro and Veracruz, with the aim of promoting the pilot implementation of the continuous improvement model of Indigenous Education schools based on curricular standards, teacher performance and school management . In the training course participants agreed that ATP participant would implement the improve model in a minimum of two and maximum four schools in the months of November and December 2009, and handed over the evidence of the work done to their trainers.
State | ATP trained | ATP who sent results | Visited schools | Chihuahua | 9 | 9 | 32 | Estado de México | 10 | 7 | 28 | Guerrero | 11 | 7 | 23 | Hidalgo | 11 | 10 | 36 | Jalisco | 4 | 2 | 3 | Morelos | 1 | 1 | 3 | Puebla | 11 | 9 | 33 | Querétaro | 6 | 6 | 17 | Veracruz | 10 | 9 | 36 | total | 73 | 60 | 211 |
Based on ATP Program, this chapter focuses on report what was done to promote improvements in teacher performance in the classrooms based on standards.
A. The technical educational advisor as promoter of continuous improvement based on standards of school management and curricular standards.
The following describes, briefly, the work of ATP trained by the CEE, and SIEME, based on curricular and performance standards, and management standards for indigenous schools. For each of these two components is presented briefly, the contents of their approach, and then describe the process and results of the work of the ATP.
1. Based on curricular standards.
The curricular standards are based on the profile of graduates of Basic Education (elementary school), and resume, among other elements that guide the learning expected at the end of this level, the "life competences". For the design of the proposed curricular standards has been considered the curricular map, that means the organization and the dosage of the content to be covered in each training cycle.
2. School Management Standards
In school management standards "raised the attributes of a simple environment for teaching and learning, where teaching performance are induced in continuous process of analysis, reflection and review, in order to track progress on time to the learning of students " Management Standards for indigenous schools represent the parameters of educational work at school organization considering relevant aspects of community involvement and more emphasis than standards of “regular” (not indigenous) schools, because the community factor is especially relevant in this type of school.
The 17 management standards of Indigenous Education schools are grouped into five areas: school leadership, the collective performance of the teaching staff, learning management, performance of statutory bodies support and involvement of family and community. The particularity of Indigenous Education schools is the inclusion of community participation to boost school work towards achieving their learning objectives.
Results of the application of school management standards with ATP.
Technical and pedagogical advisers convened by the DGEI to implement improvement model based on standards agreed in regard to school management standards, making the instrument application with the participation of teachers and principals . This application, carried out by 60 ATP in November, and at that moment was reported the application of 549 questionnaires to teachers in 187 schools of Indigenous Education of the nine participating states. Among the schools that participated in the implementation of school management standards, 94% are located in areas with a level of high or very high marginalization, as the indicator of the National Population Council (CONAPO in Spanish). The 78.19% of schools (147 total) are located in rural, and report a higher percentage at the level of very high deprivation. By relating the levels of marginalization of the participating schools with test results in their applications of “enlace test” 2007-2009, there was a statistically significant association of progressive linear increase in all levels of marginality, except in the "middle" whose schools have achieved above average results in the three years of application of the test.
In 100 of the participating schools, only one teacher responded to the questionnaire of management standards, and in 23 of them, only two teachers. In all other schools applied three to 15 questionnaires, based on the number of teachers who make their collective. This may denote that on schools with two teachers and one teacher some school management standards can´t be applied such as referring to operation of the school board, since the rules to regulate the work of these groups indicated their training in the schools with a minimum of four teachers.
The level of the quality of school management, assessed with the 17 standards set by the total number of teachers who answered the questionnaire had a mean of 6.66 on a scale of 1 to 10, with a standard deviation of 1.44. No significant relationship was found between the quality of school management and the level of social marginality of the schools, or with the “enlace test” results in the participating schools.
Considering that in this year of application management standards only involved teachers, (unlike other applications that have participated ATP, supervisors, principals, parents and students, in which each group of respondents usually "correct" valuations of the others), there is a distribution to higher values, with a range of 1.5 and reaches 9.9, indicating that self-assessment was not taken seriously by a group of informants. A. The ATP as promoter of continuous improvement based on teacher performance standards.
Since the component of teacher performance standards, the improved model based on standards is intended to promote reflection and evaluation processes from common elements (references) on some issues of Mexican teacher practice. It also seeks to encourage individual and collective processes of reflection and evaluation, identifying real needs and collective training and, above all, the establishment of continuous improvement processes of teaching practice and school.
The teacher performance on classrooms is evaluated with the support of five categories, on which are grouped references or constitutive features of teaching practice in the classroom:
• Planning, preparation of the what, the how and the why of the class, with the goal of fostering student learning (content selection, goals, strategies, evaluation mechanisms).
• Managing the classroom environment, or the building of a correct environment conducive to learning (teacher-student and student-student, and group management).
• Curricular management, or knowledge and implementation of the knowledge that integrate subject content (knowledge of subject content, ability to relate the content of all subjects as well as subjects with everyday situations and context of students).
• Didactical management, knowledge and implementation of the set of methodological knowledge and actions aimed at promoting student learning (presentation of the aims and content of class, individualized attention to students, group organization, didactic resource use, use of time and type of teaching strategies).
• Assessment, or actions performed by teachers and students in order to express ratings by systematization of relevant evidence on the processes and outcomes of student learning (evaluation processes between students and assessment of student performance and feedback of knowledge).
Feedback about improvement model
The ATP observed that the model for improvement, is a much needed tool in schools, but requires time to work properly because the time to launch the project is very limited and sometimes ATP are involved on other functions.
• They also said that they would have liked the process of monitoring and observing changes in the teacher had been included in the project.
• They expressed the importance of the evaluation starts at the beginning of the school year, so the process can be tracked and develop the improvement path.
• They expressed their willingness to continue with the videotapes (recordings), their lack of equipment (recording equipment) and the resources for inputs.
• They considered necessary to include a reference to the indigenous language.
• They shared their difficulty for writing an improvement plan widespread on school, from the analysis of the work of a single teacher.
• They said they would wait to have the financial resources to develop the project and materials for teachers.
• Finally, they said that require a better support and monitoring to implement the model.
Proposals on the future model improvement in schools
Finally, ATP that promoted the launch of the improved model schools extend the proposal raised other grades and groups that advise schools, and other schools and levels, and that they be provided a second advisory to see the strengths and weaknesses observed in the implementation of the proposal.
6. STRENGHTS AND WEAKNESSES
The PAED as a social development program is subject to periodically evaluation (of its design, performance and results) by specialized institutions in these actions. This is how the National Council for the Evaluation of Social Development Policy (CONEVAL in Spanish) is responsible for developing evaluations for this program by specialists and institutions (universities, consultancies). These assessments identify the strengths and weaknesses of the programs in order to make constant improvements to it.
The last assessment to PAED (Consistency and Results Evaluation 2011-2012) by the College of Mexico (COLMEX in Spanish) provides significant information concerning the detection of strengths and weaknesses of the program.
Identification of strengths and weaknesses in six areas of PAED | FORTALEZAS | DEBILIDADES | DESIGN | Care pedagogical skills of teachers of Indigenous education through peer support, generating a multiplier effect. | The program has a limited diagnosis of needs, skills and practices of teachers. | PLANNING AND RESULTS ORIENTATION | Institutionalized the practices of the recommendations made by external evaluations. | There is little space for the exhibition of PAED strategic planning in particular. | COVERAGE AND TARGETING | Satisfactory progress in achieving coverage goals. | No weaknesses were identified. | OPERATION | Control over training process of AAD. | Internal mechanisms for evaluation and monitoring are, mostly informal. | PERCEPTION OF POPULATION | Some institutional mechanisms exist to measure the perception of teachers and advisers counseled about the program. | No weaknesses were identified. | MEASUREMENT RESULTS | The PAED has made three types of external evaluations between 2008 and 2011 that have provided a number of recommendations, which the program has recovered. | None |
OTHER RELEVANT INFORMATION AS DATA SPECIFIC INDICATORS
The PAED performance indicators fall into one Project Planning Matrix (MIR in Spanish) and are constructed under the focus of the logical framework approach according to the criteria issued jointly by the National Council for Evaluation of Social Development Policy (CONEVAL in Spanish) and the Ministry of Finance and Public Credit (SHCP in Spanish).
The PAED in 2012 and 2013 has a Project Planning Matrix which is shown below: Project description | Performance indicators | GOALAnnually | Measures the percentage of indigenous primary schools that improve their overall score (average of Spanish and mathematics options) in the ENLACE test. | Percentage of indigenous primary schools that improved their score in the ENLACE test. | PURPOSE
Annually | Measures improving educational care of children with language and cultural relevance, as a result of established curricular proposals index, the index of training and advisory index. | Index of improved educational services for children with language and cultural relevance. | OUTPUTS
Monthly | Measures the percentage of advice that are provided to teachers of Indigenous Education. | Percentage of advisory or counseling conducted by the ADD of the program to Indigenous elementary school teachers. | ACTIVITY 1
Monthly | Measures the amount of indigenous elementary schools that received some counseling and advisory visit. | Percentage of indigenous elementary schools receiving advisory visits by PAED. | ACTIVITY 2
Monthly | Measures the percentage of Indigenous elementary school teachers advised by the (PAED). | Percentage of elementary school teachers advised by the PAED indigenous. | ACTIVITY 3 monthly | Measures the amount of kinder garden level schools that received some counseling and advisory visit. | Percent of indigenous kinder garden schools receiving advisory visits by PAED. | ACTIVITY 4
Monthly | Measure the percentage of Indigenous teachers of kinder garden level advised by the (PAED). | Percentage of Indigenous kinder garden level teachers advised by the PAED. | ACTIVITY 5 Annually | Measures the percentage of AAD incorporated in training processes and or upgrade. | Percentage of AAD on professionalization processes and or training. |
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