SUMMARY
Based on a review of the origins and practices involved in student-centered leadership, the author emphasizes that in order to lead with a positive impact on student learning and well-being, five dimensions must be considered: establishing objectives in relation to learning, ensuring quality teaching process, being directly involved in the processes of teacher professional development, ensuring a safe environment in the school and involvement with the community to which it adds a “missing sixth dimension”, the leadership of the relationship between the school and the community. In order to promote these dimensions, the author gives an account of the key capabilities that managers should have: the use of relevant knowledge to make leadership decisions, to solve complex problems and to create relationships of trust.ResumoCom base em uma revisão das origens e práticas envolvidas na liderança centrada no aluno, o autor enfatiza que, para liderar com um impacto positivo na aprendizagem e bem-estar do aluno, cinco dimensões devem ser consideradas: estabelecer objetivos em relação à aprendizagem, garantir um processo de ensino de qualidade, estar diretamente envolvido nos processos de desenvolvimento profissional do professor, garantir um ambiente seguro na escola e envolver-se com a comunidade à qual acrescenta uma “sexta dimensão ausente” na liderança da relação entre a escola e a comunidade. Para promover essas dimensões, o autor dá conta das principais capacidades que os gerentes devem ter: usar conhecimentos relevantes para tomar.ResumenA partir de una revisión de los orígenes y prácticas que involucra el liderazgo centrado en el estudiante, la autora subraya que para liderar incidiendo positivamente en los aprendizajes y el bienestar estudiantil, se deben considerar cinco dimensiones: establecer objetivos en relación a los aprendizajes, asegurar proceso de enseñanza de calidad, involucrarse directamente en los procesos de desarrollo profesional docente, asegurar un entorno seguro en la escuela e involucrarla con la comunidad a lo que agrega una “sexta dimensión faltante” el liderazgo de las relaciones entre la escuela y la comunidad. Para poder impulsar dichas dimensiones, la autora da cuenta de las capacidades claves con que debieran contar los directivos: utilizar los conocimientos relevantes para tomar decisiones de liderazgo, resolver problemas complejos y crear relaciones de confianza.Keywords: School leadership, Student-centered leadership, Quality teaching and relationships between the school and the community.Palavras-chave: Liderança escolar, Liderança centrada no aluno, Ensino de qualidade e relações entre a escola e a comunidade.Palabras claves: Liderazgo escolar, Liderazgo centrado en el estudiante, Enseñanza de calidad e relaciones entre la escuela y la comunidad.ReferencesALLISON, D. J. ; ALLISON, P. A. Both ends of a telescope: Experience and expertise in principal problem solving. Educational Administration Quarterly, 29(3), 2003, pp. 302-322.ARGYRIS, C. Theories of action that inhibit individual learning. American Psychologist, 31(9), 1976, pp. 638-654. doi: 10.1037/0003-066X.31.9.638ARGYRIS, C. 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