Spanish Magazine on the Inspection of Education or Educational Supervision
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Interview with Mr. Miguel Soler Gracia, first and foremost, a Teacher of Secondary Education (Mathematics)
Entrevista a Miguel Soler Gracia.
Copyright (c) 2025 Mª del Rosario Rojas Martín, Guillem Centelles Badenes, Marcos Rodríguez Bravo https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
Reseña del libro "A Inspeção da Educação. Perceções de Diretores de Escolas Públicas" (La Inspección de la Educación. Percepciones de Directores de Escuelas Públicas)
Resenha do libro A Inspeção da Educação. Perceções de Diretores de Escolas Públicas. Autora: Arlete Nogueira. Editorial 5 Livros (Porto, Portugal)
Copyright (c) 2025 Alejandro Lozano García https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
Equity, Equality, and Educational Inspectorate. From Data to Equity and Equality
This article is based on a paper presented at the XVII State Congress of ADIDE Federation held in Cordoba in November 2024, under the title: ‘Equity, Equality and Educational Inspection’. The paper was entitled: ‘From data to equity and equality’. The contents were focused on data from external evaluations (Diagnostic Evaluation and International Evaluations), as well as research data: what educational and organisational practices are considered effective. It is important to note that each of the above points in turn developed along two axes. The first axis, the reading of data: What kind of data does a school and its inspector know, and does it really reflect what is happening in the classroom, is it reliable, and what is the origin and purpose of the data collector? The second axis, actions: What can be done with these data? How can they be interpreted? How useful are they for teaching, organisational, and inspection work? How can they be managed to improve teaching and learning processes, so that students can better develop their competences, their citizenship, and their fulfilment?
Inclusion, Equity, Equality, Evaluation, Inspection, Educational Practices, Data Analysis
Copyright (c) 2025 Maider Ituarte Pérez, Martín Casado Goti https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
Artificial Intelligence Impact on Education
The positive and negative aspects of the impact of artificial intelligence (hereinafter AI) on society are analysed in areas such as health, work, the economy and everyday life, as well as the social and ethical challenges posed by its incorporation into people's lives. The text describes the regulatory frameworks and digital governance strategies at the international, European and Spanish levels. The European Union's Artificial Intelligence Act is highlighted as the world's first comprehensive law on AI. Regarding Spain, a draft bill for the ethical, inclusive, and beneficial use of AI is being discussed. It examines the impacts and challenges of incorporating emerging technologies into education systems and reflects on the transformations brought about by the arrival of AI in teaching, learning and assessment. It describes different points of view, deliberations and proposals that are emerging in this field of study. It also details the role of teachers about AI, how their role is changing, and how they can become facilitators and guides of personalised learning thanks to AI. It presents the challenges that may hinder its effective implementation and some of the main challenges ahead. It concludes with some final considerations on digital equity, ethics, data privacy, and inclusion in access to AI.
Artificial intelligence; education; society; international organizations; regulations; teachers; skills; students; ethics; equity; privacy
Copyright (c) 2025 Santiago Esteban Frades https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
Reseña de La práctica de la orientación educativa y sus desafíos para la comunidad
Reseña de La práctica de la orientación educativa y sus desafíos para la comunidad Coordinadores: Córdoba-Alcaide, F., Romera-Félix, E.M., y Ortega-Ruiz, R. Editorial: Graó Educación
Copyright (c) 2025 Francisco J. Cuadrado Muñoz https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
The Structure of the Latin II Examination in the new P.A.U.: towards a Harmonized Model
This academic year 2024/25, Spain has held its first university entrance exam since the LOMLOE came into force. The recent publication of the regulations governing this exam and the need to adapt its model to the new legal framework have highlighted the convenience of agreeing on common criteria for its design. In this article, I therefore propose to analyse the Latin exam models recently published in all university districts, focusing on their similarities and differences, as well as their adaptation to the current curricula for the subject, and concluding with some reflections and proposals on possible changes that could be introduced in the coming years.
University entrance exam, Baccalaureate subjects, Latin II, examination model, comparative analysis, structure and common criteria, curriculum, methodology
Copyright (c) 2025 Agustín Montañés Gallardo https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
Suspension of Duties as a Provisional Measure in a Disciplinary Procedure for Teaching Staff
In a disciplinary sanctioning procedure, the suspension of the procedure, the suspension of the implicated official as a provisional measure, or both situations may occur. The suspension of a disciplinary procedure may be motivated by the need to obtain a prior judicial ruling, whose proven facts in a final judgment bind the Administration in the disciplinary sanctioning procedure. If the Administration, through its competent bodies, suspends an official from duties as a precautionary measure, it must adhere to a series of legal principles. The process of reasoned legal justification requires the competent authority to assess the indications, elements, and circumstances surrounding the adoption of the precautionary measure, granting it an appearance of legitimacy through the justification of adopting such restrictive measures and grounding this decision in legal causes. Furthermore, the decision must be legally argued by analyzing the potential damages and harm that may arise as a consequence of the delay in the final resolution.
Teaching staff, administrative sanctioning procedure, provisional or precautionary measures
Copyright (c) 2025 María Cinta de Vargas https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
The PISA Report: Equity in the Education System
PISA is an international programme promoted by the OECD that assesses the key competencies of 15-year-old students every three years, with an emphasis on how they apply their knowledge in real-life contexts. The study analyzes not only the academic performance of participating countries, but also other elements, such as equity, which are key to achieving a quality education system. This paper will describe how PISA analyzes educational equity from the perspective of inclusion (access and minimum performance) and justice (influence of socioeconomic background, gender, or immigration status). Furthermore, this paper explores the policies and structures that countries can develop in their education systems to promote equity, such as access to quality early childhood education, the development of socio-emotional competencies, and the professional development of teachers. It also examines those that hinder equity, but remain common practices in many countries, such as grade repetition or segregation.
PISA, performance, equity, educational policies, inclusion, justice
Copyright (c) 2025 Carmen Tovar Sánchez https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
Motivation of the Competence-based Evaluation through Rubrics and Assessment scales. Practical and Regulatory Aspects
This article explores the significance of rubrics and rating scales as essential instruments for competency-based assessment within the educational system, in alignment with current educational legislation. It considers the advantages of these tools in promoting an objective, transparent, and continuous evaluation process, consistent with the competency-based model that supports the development of key competences in pupils. The discussion further addresses the right of students to a fair and impartial assessment, referencing relevant legal frameworks, including administrative regulations and rulings from both the Supreme Court and the Constitutional Court. The article underscores the importance of providing justification for grades, serving a dual purpose: to uphold students’ rights and to encourage their active engagement and academic progress. In addition, the article examines the challenges and practical difficulties associated with implementing such assessment tools, highlighting the pressing need for appropriate teacher training and the cultivation of an assessment culture geared towards ongoing improvement within the classroom.
Student evaluation; educational qualifications; educational indicators; educational legislation; educational quality
Copyright (c) 2025 Olivia Vanesa García Rojas https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
Equality, Equity, Public Administration and School Inspectorate
Equality and equity continue to be inseparable and controversial concepts in democratic societies, and even continue to be the subject of interest and controversy in social networks and political debates, due to the interpretations they give rise to and the lack of consensus in their definition. In recent decades, public administration has become more sensitive to the need to efficiently apply these principles, which also affect the exercise of educational inspection and supervision. Therefore, it is necessary to adopt a coherent and proven European inspection model that allows for the evaluation and supervision of the equity and quality of educational centers and the improvement of the entire system.
Equality, equity, public administration, school inspection
Spanish Education Inspectorate (CIE): Access and Training
The aim of this essay is to reflect on the selection and training of education inspectors in Spain. The selection of officials for the Education Inspectorate is first discussed, reflecting and analysing from various perspectives including the necessary training, the meritocratic system, the tribunals and examinations, and offering innovative proposals to ensure that selection processes attract and retain the best talent as far as possible. Secondly, the objective is strategic planning, for a fully flexible and adaptive training to develop their specific skills and abilities so that they can face current and future challenges, characterized by a linear movement in many aspects (classical opposition) but exponential in others (IA). Finally, in order for these new Inspectors of education to comply with the principles of effectiveness and efficiency in the 21st century, a modular training is proposed in the form of a dynamic combination of traditional values and skills required by the present environment.
Civil servant, selection, initial training, permanent training, skills
Copyright (c) 2025 Fernando Tébar Cuesta https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
Disadvantaged Areas and Educational Inspectorate: A Work Experience in the Polígono Sur Neighborhood of Seville, 2019–2024
Spain is home to a large number of socially deprived areas in which a fair share of the academic population needs educational support. Public or political debate rarely takes interest in these disadvantaged groups of students, and their situation is seldom addressed by those in charge of educational policies. As a consequence, school failure, school dropout, and school segregation keep being common among these underprivileged communities. This article describes the work and experiences of two school inspectors based in one of Spain's poorest and most marginalized urban areas: Seville's Polígono Sur.
Experience of Education Inspectorate; Compensatory education; School inspection experiences; Social and educational vulnerability; School segregation
Copyright (c) 2025 Rafael Bermudo del Pino https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
School Coexistence in Spain: Current Challenges and Opportunities for Improvement through Good Practices
School coexistence is a fundamental pillar for the development of safe, inclusive and respectful educational environments. In Spain, both the Ministry of Education and Vocational Training and the regional administrations have promoted various strategies to improve coexistence in educational centers. This article analyzes national and regional regulations, government initiatives and teacher training programs aimed at preventing bullying and peaceful conflict resolution. Strategies for more effective and unified management are also proposed, highlighting the key role of educational inspection in monitoring and improving school coexistence as well as examples of good practice projects that can serve as inspiration. Finally, Current challenges are examined, such as inequality in the implementation of policies, the lack of specialized resources and the need for greater coordination between administrations, centers and families. These limitations underline the need for more inclusive and precise strategies to maximize the impact of indicators on education.
School coexistence, Educational regulations, Educational inspection, European projects, Erasmus
Copyright (c) 2025 María Goretti Alonso de Castro https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
Some data on the decline of Classical Languages in Secondary and Baccalaureate Education
For some years now, there has been a worrying decrease in the offer of some of the classical subjects in Secondary schools, which have been pushed out of the education system for a number of different reasons. In order to understand the situation, surveys have been carried out since the 2018-19 academic year, coordinated by the sections of the Spanish Society for Classical Studies (SEEC) and other organizations integrated in the platform Escuela con Clásicos (EcC). The percentage of teachers in Andalusia who have completed the survey for the academic year 2024-25 is so significant that the information obtained is reliable and reflects the real situation in the schools. The conclusions are alarming: the presence of Classical Culture is residual, Greek is living a decline in the educational offer, and Classical Mythology has not managed to be present in a significant number of schools. Only Latin seems, for the moment, to be escaping this decline.
Greek (classical); Latin; Classical Culture; Secondary education, curriculum.
Copyright (c) 2025 Javier Almodóvar García https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
School curriculum and educational equity
Equity, as a principle of the education system, affects its main areas, such as the curriculum. Hence, the opportunity to link curriculum and equity, in connection with the participation in the 17th State Congress on Education Inspection of the Association of Education Inspectors (ADIDE), "Equity, Equality, and Educational Inspection," held in Córdoba in November 2024. Four aspects are, therefore, of interest: educational equity in the different theories of curriculum; prescribed curriculum design models and the equitable adaptation of teaching; equity and basic education in the education system; as well as the influence of curriculum presentations, teachers' expectations of students, and the paradigm of social justice. These issues are significant in order to provide some ideas and reflections on their contribution to equity. This, as a general conclusion, must seek equal educational opportunities for academic success, completely opposed to the inequitable reproduction of personal and social inequalities of origin, achieving equal opportunities for access to education, but without adequate educational responses, mainly in compulsory education.
Currículo escolar, equidad educativa, teorías sobre el currículo, modelos de diseño del currículo, educación básica, presentaciones del currículo, expectativas docentes, justicia social
Copyright (c) 2025 Antonio Montero Alcaide https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
The Initial Evaluation of Students: The Training Role of the School Inspector
This article highlights the importance of initial evaluation in the Spanish educational system. It emphasizes that quality and equitable education is essential to improve academic results and reduce school dropout rates. The Education Inspectorate plays a crucial role in this process, acting as a factor of quality and equity. The author proposes a practical model of initial evaluation focused on competency-based learning, which includes phases such as coordinating the teaching team, gathering information, and adopting teaching strategies. Additionally, it emphasizes the need for a defined procedure for initial evaluation and the proactive role of the Education Inspector in advising and promoting equality and equity in education.
Initial evaluation, competency-based learning, Education Inspectorate, pedagogical advice, formative assessment
Copyright (c) 2025 ANTONIO FRANCISCO FERRANDEZ NORTES https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
Spanish Rural Schools in the 2023 and 2024 Reports of the National Education Council
The objective of this article is to recognize the importance of the reports on the Spanish education system produced annually by the State School Council (CEE, hereafter) to better understand rural schools based on the 2023 Report on the State of the Education System for the 2021-2022 School Year and, based on data analysis, propose modifications to the report's preparation. Since 1986, 37 reports have been published with references to education in rural areas, but using data isolated from a report can be misleading and minimize the importance of rural schools. The CEE uses data from other official sources, and if these do not consider rural areas, it is difficult to find references to them in the reports. The 2023 and 2024 Reports, which contain references to rural schools at the state level (legal framework, data, and proposals), have been analyzed, but an in-depth analysis and follow-up of the proposals are lacking. The 2023 Report has reduced its critical focus, especially by omitting the dissenting opinions and the need for a rural school plan requested in eight of the last eleven reports. In 2024, the dissenting opinions have been reinstated and the proposals on rural areas from the previous year are repeated, but the increase in the rural/urban educational gap and the lack of rural data (in external evaluations or on the promotion of rural education that current legislation claims to promote) are not addressed. Finally, proposals for improving the report are offered.
Rural school, State School Council, Spain
Copyright (c) 2025 Rogeli Santamaría Luna https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
School Management and Leadership in Aulas Ocupacionales of the Region of Murcia
This contribution, derived from a doctoral thesis (Cutanda-López, 2019), addresses the roles of management and leadership in a school re-engagement programme. Taking an ecological approach to school risk as a starting point, it highlights the importance of leadership inclusive and for social justice as a way of transformation and improvement. It is based on a Mixed Method Approach - Multilevel Nested Convergent Multilevel Design of Qualitative Dominant Method (DIACNIV) - with information derived from semi-structured interviews with the administration staff involved in the programmes analysed. The results place administration at the crossroads of different levels, which makes management vs. leadership functions prevail: macro (emergency reforms - homogenised - insufficient), meso (structural and cultural barriers), and micro (deficiencies in teacher and management training). It is worth concluding that it is necessary and difficult to move towards a project based on moral commitment and collective responsibility, driven by inclusive leadership.
Inclusive education; social inclusion; social justice; leadership; educational programs
Copyright (c) 2025 María Trinidad Cutanda-López, María Begoña Alfageme-Gonz´alez https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
Spartan Scytale: a Cryptographic Device applied to Greek Classroom in Secondary Education
In order to remark the fact that subjects of Classical Languages suit perfectly to the new LOMLOE framework, this paper reviews the term scytale from a philological perspective and as an educational resource with numerous and profitable possibilities. We deal with its etymology, its wide significance of the term and its use in the most representative Greco-Latin authors who mention the scytale. In addition, we focus on its pedagogical application in the classroom, providing ideas in order to produce a project or a “learning situation”, widely tested in our daily teaching practice. According to the pedagogical principles of LOMLOE, this paper shows the extraordinary teaching possibilities of scytale as well as its suitability to achieve the “key competencies” and many of the stage objectives.
scytale; cryptography; Ancient Greek teaching; Secondary scholarship; LOMLOE.
Copyright (c) 2025 Martín Páez Martínez https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
Equity in the planning of the Educational Inspectorate
The communication presents the research conducted on the regulatory corpus related to work plans and general action plans of educational inspection (IE) in the Spanish State. The object of the study is to quantify the percentage of institutional action planned by EI focused on equity and its specific educational dimension. A qualitative methodology, typical of descriptive-comparative studies, is employed, along with a hemerographic technique for comparative legislation analysis. The inquiry method has two main phases. It begins with the technical and prior definition of a repertoire of indicators to delineate the concept and proportion of equity from the perspective of the Inspection's work. Then, the actions of the IE that directly or indirectly correspond to the aforementioned equity indicators are examined and quantified. This calculation and tabulation of equity actions are systematized using the categorization of nine types of activities (taxonomy) and a catalog of ten references or fields that group them. Based on the obtained data, categorized by Autonomous Communities, a global context for the Spanish State is assessed and deduced. Values and figures that support the conclusions and proposals.
Equity, equality, quality, inclusion, educational inspection, planning, model, educa-tional system
Copyright (c) 2025 Tomás Secadura Navarro, Ana María Barbero Alcalde, Antonio Jesús Del Saz Ortega Villaizan, Gema Úbeda-Portugués Ávila https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
Methodological Perspectives in the Teaching of Subjects Related to the Classical World
The current rules in the Spanish education system establish the teaching of Classical Culture and Latin in Compulsory Secondary Education (Educación Secundaria Obligatoria), and Latin and Greek in Baccalaureate (Bachillerato). In this article, we try to study the different methodological approaches that have been used by teachers until the present time. We have proceeded to review them: from the so-called traditional methodology to the active methodologies. The final part of the article focuses on the most innovative strategies such as the use of the flipped classroom, project-based learning (PBL), gamification or cooperative learning, don’t forgetting at all the use of didactic resources such as the use of new technologies and Artificial Intelligence in the teaching of Latin, Greek and Classical Culture. The conclusion reached is the need to make use of all the didactic resources and active methodologies available to teachers, always encouraging critical thinking.
Active methodologies; flipped classroom; PBL; gamification; cooperative learning; Internet; Artificial Intelligence; teaching resources
Copyright (c) 2025 Susana Sancho Montés https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
Early School Dropout and the Role of the Education Inspectorate in the Fight for Equality of Opportunity. The Catalan case
This article addresses the issue of early school dropout (AEP, by its Spanish acronym) as the result of accumulated inequalities, with a particular focus on the Catalan context. Its aim is to contribute to the reflection on the role that the Education Inspectorate can play in preventing AEP, beyond its regulatory function, especially in local contexts. To this end, it proposes an integrated reading of data, analysis and relevant practices. The article adopts a clearly propositive stance and is oriented towards strengthening local-level action through the collaboration between educational inspection services and municipal authorities. Strategic challenges and institutional guidelines are presented, emphasizing that addressing AEP requires a structural and nuanced approach, one that is committed to equity and grounded in a deep understanding of local dynamics.
Early school dropout, educational equity, dropout prevention, secondary education, education inspectorate, local education policies, Catalonia
Copyright (c) 2025 Rosalina Alcalde Campos https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
The School as a Protective Factor against Suicidal Behaviour in Childhood and Adolescence
The article highlights the relevance of schools as a key pillar in the prevention of adolescent suicide. In the face of risky behaviors, it highlights the demand for the implementation of protocols that respond to them, as well as the relevance of teacher training to identify and act on the prevention of suicide, under the provisions of the Organic Law. 8/2021, of June 4, on comprehensive protection of children and adolescents. The text analyzes different risk factors for suicidal behavior, such as bullying, as well as support factors in adolescence. It highlights the importance of evaluating the effectiveness of the implementation of the protocols, as well as the difficulties associated with their activation. Finally, the article analyzes differentiating aspects in the activation of protocols for the prevention of suicidal behavior in adult students, as well as the role of educational inspection as a guarantor of the protection of rights.
Adolescence; suicide; self-destructive behavior; school coexistence; risk factors; support factors; protocols
Copyright (c) 2025 CARMEN DELGADO MORAL https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
The Internationalization of Education Inspectorate through the Erasmus+ Programme
The Erasmus+ programme serves as a crucial strategy for the internationalisation of inspectorates of Education in Spain, fostering the modernisation of inspection services and enhancing educational quality from a European perspective. However, the General Action Plans across Spain's Autonomous Communities promote participation in Erasmus+ unevenly, resulting in limited involvement in Erasmus+ projects. Despite this, Educational Inspection Services have engaged in various Key Actions through multiple structures, enabling collaboration with European inspectors on a range of topics. This study examines how different administrations encourage participation in Erasmus+ for Inspection Services, reviews experiences within the European context, and evaluates proposals for the dissemination and exchange of results obtained from these projects.
Erasmus ; inspectorates; internationalization; European cooperation; dissemination; result exchange
Copyright (c) 2025 Lola Martinez Pomet https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
Observations on the Application of the LOMLOE Assessment in the Hight School after its Implementation
The evaluation system, as introduced by Organic Law 3/2020, of 29 December, which amends Organic Law 2/2006, of 3 May, on Education, is based on a challenging curricular architecture aimed at providing evaluation with a competency-based nature. For this approach to be successful, we need to change both the methodology and the evaluation procedures themselves, so that all of them reflect the aforementioned competency-based nature. Once completed the implementation of the curriculum of the so-called LOMLOE, it is appropriate to point out some technical incidents which we have detected while applying the evaluation system of this law (specifically, we refer to the grading procedures of the competences developed by Castile and León) and which can endanger not only the competency-based system itself, but also the decisions that, in the case of High School Level, a teaching team must make based on the result of the evaluation of the competences themselves.
Educational curriculum; LOMLOE; Evaluation; Key competences; Evaluation criteria; High School Level
Copyright (c) 2025 Eduardo Sánchez Liendo https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
XVII State Congress Adide Federation: “Equity, Equality and Educational Inspection”
Review of the XVII State Congress Adide Federation, held in Códoba on November 13, 14 and 15, 2024, on the theme of “Equity, Equality and Educational Inspection”.
Copyright (c) 2024 Cristóbal Barea Romero https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
Entrevista a el exdirector D. Jerónimo Morales Barroso
Interview with the former Principal Mr. Jerónimo Morales Barroso, from Tenerife (Spain)
Copyright (c) 2024 Marcos Rodríguez Bravo, Mª del Rosario Rojas Martín https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
Entrevista a la exdirectora Dª María del Rosario Miguel Ortega (Guadalajara)
Entrevista a la exdirectora Dª María del Rosario Miguel Ortega (Guadalajara). Mª del Rosario Miguel Ortega nace en Guadalajara en el año1962. Licenciándose en Ciencias Matemáticas en el año1987. Los inicios de su carrera profesional son como Profesora de matemáticas desde el año 1987. Durante los cursos 1987/1988 y 1988/1989 su trabajo lo desempeña en la provincia de Soria, el primer curso en el Instituto Politécnico (Soria) y el segundo curso en el Instituto Antonio Machado (Soria). A partir del curso 1989/1990 desempeña su labor en diferentes institutos de la provincia de Guadalajara, trabajando en este curso escolar en el Instituto Brianda de Mendoza de la propia capital. Posteriormente, y a lo largo de diez cursos escolares, su desempeño se produce en el: IES San Isidro de Azuqueca de Henares. A partir del curso 2001/2002, y hasta el curso escolar 2014/2015, ejerce como directora del IES Profesor Domínguez Ortiz (Azuqueca de Henares). Las líneas de trabajo más representativas que el centro desarrolla a lo largo de sus mandatos han tenido que ver con la adscripción del instituto a distintos programas Internacionales y lingüísticos: Comenius “Unidos pero Diferentes”, ‘Democrazy' y POETRY; Programa Iberoamericano de Cooperación Escolar Diálogo entre Culturas; Programas ERASMUS, en diversas modalidades; Experiencias innovadoras en la enseñanza y aprendizaje de lenguas (Premio Sello Europeo de las Lenguas otorgado por Agencia Nacional Sócrates en 2006); Implantación de la sección Bilingüe de Francés en curso 2008-2009. Otra línea de acción promovida en el instituto está relacionada con la mejora de la convivencia y participación del alumnado, reconociéndose el trabajo de las alumnas y alumnos mediadores en los Premios del Día de la Enseñanza. En el centro se impulsaron otros programas como el Proyecto Interculturalidad para la Convivencia, el Proyecto Aula abierta, o la creación, en 2010, del Equipo de Igualdad dedicado al fomento de la igualdad, el respeto por la diversidad y la buena convivencia entre el alumnado. Una tercera línea de trabajo destacable fue la de Recuperación del Patrimonio Pedagógico a través de la creación del Aula-Museo, siendo este un espacio educativo y cultural que recrea un aula antigua, logrando en 2005 el Premio de Innovación e Investigación Educativa de Castilla-La Mancha. Desde el curso 2015/2016 al curso 2018/2019 pasó a desempeñar la labor de Jefa de Estudios en el mismo Instituto, que en este cuatrienio sigue avanzando en algunos de los logros que se iniciaron en años anteriores, siendo más significativas la Implantación en el curso 2016/2017 del bachillerato en francés Bachibac. En 2016 se reconoce al IES Profesor Domínguez Ortiz como Instituto Histórico de Castilla la Mancha. Después de años de trabajo, el centro fue reconocido como tal gracias, principalmente, al Aula Museo en la que se realiza un recorrido por la educación en los últimos siglos. En 2019 el Ministerio de Asuntos Exteriores francés otorga el sello Label Franc Education, que reconoce la calidad y la excelencia de la enseñanza del francés a los centros con sección bilingüe y participan en la promoción de la lengua y la cultura francesas. Además de los logros anteriores, son señas de identidad de este instituto la coordinación con los centros educativos de Azuqueca y participación activa en los programas ofertados por otras instituciones como pueden ser el Ayuntamiento, la biblioteca municipal, la Universidad de Alcalá de Henares,… Mención aparte, y debido al trabajo desarrollado a lo largo de los diferentes años en el Instituto Profesor Domínguez Ortiz se le otorga, en el año 2016, el Reconocimiento de la Enseñanza que cada año concede el Ayuntamiento de Azuqueca de Henares. Posteriormente, en el año 2022 recibe el premio del Día de la Enseñanza de la Comunidad Autónoma de Castilla-La Mancha por su trayectoria profesional. Mª del Rosario Ortega Miguel fue socia fundadora de ADIG (Asociación de Directivos de Guadalajara) en 2012 y presidenta de la misma desde febrero de 2013 hasta octubre de 2019. En Septiembre de 2019 es nombrada Coordinadora de Asesores en la Delegación de Educación, Cultura y Deportes de Guadalajara.
Copyright (c) 2024 Mª del Rosario Rojas Martín, Marcos Rodríguez Bravo https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
The voice of principals: interviews with representatives of unions and organizations involved in school management.
Interviews on school management in Spain made to the following associations and unions related to education and its management: ANPE (National Association of Teaching Professionals); CCOO-FE (Education Federation of Comisiones Obreras); CGT (Education Federation of Confederación General de Trabajadores); CSIF (Independent and Civil Servants Union); FEAE (Federation of the European Forum of Education Administrators); FEDEIP (Federation of Principals and Managers of Public Pre-school and Primary Education Centers); STEs-Intersindical (Union of Education Workers); UGT-SP (General Union of Workers).
Copyright (c) 2024 Alejandro Lozano https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES
Reseña del libro "El sueño del porvenir. Magisterio y escuela rural en la provincia de Teruel (1900-1931)" de Mª Lourdes Alcalá Ibáñez y José Luis Castán Esteban
Reseña del libro: Alcalá Ibáñez, M.L. y Castán Esteban, J.L. (2021). El sueño del porvenir. Magisterio y escuela rural en la provincia de Teruel (1900-1931). Caligrama Ediciones / Diputación Provincial de Teruel, Instituto de Estudios Turolenses
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