El Rosario School of Itagüí

🏛️ Structure and School Government

The academic and administrative structure of El Rosario School of Itagüí, as well as its system of school government and participation, are based on the institutional philosophy and the guidelines established by the General Education Law. All leadership and participation bodies have functions and responsibilities aimed at ensuring the achievement of the purposes of the educational project.

3.1. Organizational Chart

• President and legal representative of the Society.
• Board of Directors.
• Principal’s Office.
• Academic Council.
• Coexistence Committee.
• General Coordination of the School (with academic and coexistence functions).
• Group coordinators or homeroom teachers.
• Area coordinators.
• Area teachers.
• Parents’ Council.
• Student Council.
• School Student Representative (Personero).

3.2. Governing Bodies

3.2.1. Board of Directors

It is the highest school governing authority. It has a participatory and decision-making character, with the primary purpose of supporting, guiding, and permanently evaluating the Institutional Educational Project of El Rosario School of Itagüí.

3.2.1.1. Composition

• The Principal, who presides over it.
• A representative of the teaching staff, elected by majority vote.
• A student representative (11th grade).
• A parent representative, elected by the Parents’ Council.
• An alumni representative.
• An administrative staff representative.
• A representative of the organized productive sectors in the area of influence.

The following also attend as permanent guests, with voice but without vote:

• The Head of the Academic Secretariat (Technical Secretariat of the Board).

Occasionally, any member of the educational community may be invited if their presence is relevant and necessary for the development of the agenda.

3.2.1.2. Functions

In relation to the operation of the Institution:

• Make decisions that benefit or solve institutional problems.
• Guide and establish guidelines for the preparation, adoption, and evaluation of the PEI, Coexistence Manual, Evaluation System, curriculum, and study plan.
• Set criteria for the allocation of available school places.
• Participate in staff evaluation and make recommendations to the Board.
• Establish its own regulations.

In relation to the Educational Community:

• Serve as the final authority to resolve conflicts among members of the School.
• Defend the rights of the educational community.
• Design incentive programs for students and the institution.
• Establish criteria for cultural, sports, recreational, and student integration.

3.2.2. Principal’s Office

It is the highest executive authority of the School. It represents the institution before the Department of Education and directs the school according to the policies established in the PEI. The Principal’s Office is responsible for executing the decisions of the Board of Directors.

Functions:

• Guide the execution of the institutional project and apply school government decisions.
• Preside over the Board of Directors, Coexistence Committee, Academic Council, and Student Council.
• Convene and support the Parents’ Council.
• Promote continuous improvement of educational quality.
• Coordinate institutional evaluation and improvement strategies.
• Represent the School before educational authorities and institutional partners.
• Facilitate communication channels among the different bodies.
• Exercise coexistence functions assigned by law.
• Apply State provisions regarding educational services.
• Validate documents and certificates issued by the Academic Secretariat.
• Report to the Board of the Society of Saint Vincent de Paul.
• Other complementary functions assigned by the PEI.

3.2.3. Academic Council

Guides and leads teamwork and implements institutional pedagogical policy. Plans, directs, executes, and controls administrative-pedagogical management with teachers.

3.2.3.1. Composition

• The Principal.
• The Head of Pedagogical Coordination.
• Coordinators of basic and complementary areas.
• The School Counselor.

3.2.3.2. Functions

• Guide the development of the curriculum and study plan.
• Define and socialize the school calendar.
• Monitor and adjust academic processes according to established achievements.
• Coordinate internal activities and educational field trips.
• Decide on student promotions.
• Address student complaints regarding evaluation.
• Coordinate pedagogical strategies with the Coexistence Committee.
• Provide analysis regarding student continuity in the institution.
• Participate in teacher performance evaluation.
• Participate in institutional evaluation.
• Record its actions through official minutes.

3.2.3.3. Operation

The Academic Council will meet once a month, with a schedule defined by the same Committee according to institutional needs.

3.3. Administrative–Pedagogical Instances

3.3.1. Pedagogical Coordination

Guides the performance of the teaching staff and leads projects that contribute to the continuous improvement of the teaching-learning process.

Functions:

• Supervise the study plan and school calendar.
• Ensure compliance with teaching duties and provision of resources.
• Manage school coexistence according to the Coexistence Manual.
• Coordinate extracurricular workshops.
• Coordinate Academic Council sessions.
• Coordinate curriculum evaluation and adjustments.
• Lead general teachers’ meetings.
• Attend the School Coexistence Committee.
• Design teacher training plans.
• Systematize the educational experience.
• Produce and disseminate the Weekly Agenda.
• Participate in teacher selection and induction.

3.3.2. Academic Area Coordination

Facilitates the sequencing of learning across different grades and monitors competency achievements by levels.

Functions:

• Monitor compliance with the area study plan.
• Lead improvement of pedagogical processes in their discipline.
• Report curriculum adjustment needs.
• Recommend topics for teacher training.

3.3.3. Group Coordination

Carried out by a teacher who guides and directs the group in academic and coexistence matters.

Functions:

• Provide continuous academic and coexistence support to students.
• Communicate group needs to Pedagogical Coordination.
• Guide students according to the Coexistence Manual criteria.
• Maintain fluid communication with parents.
• Design strategies with School Counseling for specific cases.
• Report special educational needs.
• Coordinate strategies with group teachers.
• Organize student records.
• Lead meetings and activities with parent representatives.
• Coordinate educational field trips and collective activities.

3.4. Representation and Participation Bodies

3.4.1. School Student Representative (Personero)

Represents the voice and participation of students in decision-making related to school life. The student representative is an 11th-grade student elected democratically.

Functions:

• Lead actions for the benefit of the educational community.
• Act as mediator in school conflicts.
• Process complaints regarding violations of rights.
• Submit necessary requests to protect student rights.

3.4.2. Student Council

A participation body that meets by call of the Principal to analyze aspects of institutional life.

3.4.2.1. Composition

• The Principal (presides).
• Two teacher representatives (preschool/primary and secondary/high school).
• One student from each group from 3rd to 11th grade.

3.4.2.2. Functions

• Propose alternatives to improve learning and the school environment.
• Coordinate institutional projects.
• Participate in evaluation of school processes.
• Share institutional updates with student groups.

3.4.3. Parents’ Council

Made up of representatives from each group elected at the first parents’ meeting.

Functions:

• Contribute to cordial relationships among parents, students, and teachers.
• Facilitate communication between parents and school government bodies.
• Promote the Parents’ School.
• Develop cultural, recreational, and training activities.
• Support activities for resource acquisition.
• Participate in the construction of the PEI and Coexistence Manual.
• Elect a representative to the Board of Directors.
• Serve as a consultative body for institutional projects.
• Participate in institutional evaluation.

3.4.4. Group Meetings

Held during the first month of the school calendar and at the end of each academic period, in order to strengthen the family-school relationship and report on the group’s status.

3.4.5. Teachers’ Meetings

A space to analyze general aspects of school life or specific situations. It is a participatory and supportive scenario within the School’s governing system, in compliance with training objectives and the Rosarista Annual Operational Plan (POAR).