Reimagining professional development for school leaders in Brazil, Chile, and Colombia: An examination of current approaches and future directions

This study examines current approaches to professional development
(PD) for school leaders in Brazil, Chile, and Colombia. While PD programs
indicate significant progress, school leadership remains in an early stage
of development. The findings highlight the need for national policy
commitments to ensure long-term sustainability. The challenge is not
only in offering accessible programs for new principals but also in ensuring
quality and promoting continuous professionalisation. The analysis
underscores the need for individual-centred PD approaches that prioritise
the personal growth of school leaders, recognising the multifaceted dimensions of their roles. Additionally, it emphasises the importance of embedding professional development within a learning system that fosters partnerships between academia, government, and wider society. Addressing the need for a more context-sensitive approach to professional preparation, the study also highlights the political dimension of school leadership, advocating for programs that equip leaders with the political awareness necessary to navigate complex policy contexts effectively. Recognising the influence of the Global North, this study advocates for reimagining PD approaches to integrate and prioritise contextualised practices and knowledge, considering the diverse realities and challenges faced by educators in the region.