In Peru, the role of principals has been traditionally associated with administrative duties at school. However, in recent years the Ministry of Education of Peru (MINEDU) has been promoting an education reform oriented towards the improvement of school management, which implies empowering principals in their role as pedagogical leaders. This reform has become even more critical considering the poor principal performance both in the results of the National Principal evaluation and in the national school management indicators (MINEDU,2018), showing that for the most part, principals in the country are still unclear about the best practices to improve their pedagogical leadership strategies. Given this scenario, the MINEDU launched in 2019 a principal instructional mentoring pilot programme for government schools, aimed at strengthening principals´ leadership skills. The programme promotes the use of school evidence to enhance pedagogical practice, school planning and collaborative work. The programme has now been implemented nationwide and its design has been adapted to address the new challenges posed to principals in the scenario of home school learning faced by COVID-19. By using programme monitoring and evaluation data, the study will explore the influence of the programme on principal’s performance. Our findings show that the MINEDU mentoring programme has been significantly successful in enhancing principal skills to effectively support pedagogical practice, the creation of professional learning communities and school planning. These preliminary results show the relevance of developing further studies to better understand the importance of developing programs that use school evidence and data to improve the school management.
Pamela Valdivieso Matta, Ministry of Education, Peru
Stream: Educational policy
This paper is part of the ACE2020 Conference Proceedings (View)
View / Download the full paper in a new tab/window