Upload
gregory-griffith
View
215
Download
3
Embed Size (px)
Citation preview
FROM SINGLE LOOP TO.......
measure progress
set targets
assess
DOUBLE LOOP LEARNING
measure progress
set targets
assess
Evaluate learning
Create and share knowledge
Build capacity
SMC: from single to double loopSMC: from single to double loop
Set school goals and performance targetsSet school goals and performance targets Ensure smooth operation in schoolEnsure smooth operation in school Prepare annual school plan & budgetPrepare annual school plan & budget Pilot & evaluate educational initiativesPilot & evaluate educational initiatives Promote education to pupilsPromote education to pupils Establish effective channels of Establish effective channels of
communicationcommunication Plan professional development of teachersPlan professional development of teachers Evaluate school effectivenessEvaluate school effectiveness
Set school goals and performance targetsSet school goals and performance targets Ensure smooth operation in schoolEnsure smooth operation in school Prepare annual school plan & budgetPrepare annual school plan & budget Pilot & evaluate educational initiativesPilot & evaluate educational initiatives Promote education to pupilsPromote education to pupils Establish effective channels of Establish effective channels of
communicationcommunication Plan professional development of teachersPlan professional development of teachers Evaluate school effectivenessEvaluate school effectiveness
Appreciative inquiryAppreciative inquiryAppreciative inquiryAppreciative inquiry
Protected learning time at meetingsProtected learning time at meetings Story telling sessions from invited Story telling sessions from invited
guestsguests Participation in lesson studyParticipation in lesson study Shadowing a classShadowing a class Shadow a School Review TeamShadow a School Review Team Consultancy on OLEConsultancy on OLE Focus group with studentsFocus group with students Co-teachingCo-teaching
Protected learning time at meetingsProtected learning time at meetings Story telling sessions from invited Story telling sessions from invited
guestsguests Participation in lesson studyParticipation in lesson study Shadowing a classShadowing a class Shadow a School Review TeamShadow a School Review Team Consultancy on OLEConsultancy on OLE Focus group with studentsFocus group with students Co-teachingCo-teaching
WHAT IS THE CAPACITY OF YOUR SCHOOL?
Conducting a knowledge audit
Where does the knowledge lie as to:Where does the knowledge lie as to:
What motivates and engages students?What motivates and engages students? The effectiveness of teaching?The effectiveness of teaching? Uses and impact of assessmentUses and impact of assessment The value of homework?The value of homework? Learning in home and community?Learning in home and community? Other Learning Experiences?Other Learning Experiences? Agency and change agents?Agency and change agents? Qualities of leadership?Qualities of leadership?
DEVELOPING THE INNER EYE
Leadership acts are most likely to occur when
attempts are made to understand the circumstances
of teachers’ work. This means starting with the
practicalities of teaching, developing a language for
talking about teaching, and assisting teachers to
collect evidence about the contradictions, dilemmas
and paradoxes that inhere in their work. This
consciousness raising amounts to developing an
inner eye so as to penetrate accepted assumptions
and, in the process, isolate viable ways in which
transformation might occur.
(Smyth, 1986, p. 3)
The task of leadership is to make visible the how, why and where of learning. It achieves this by conversations and demonstrations around pupil learning, professional learning and learnings which transcend the boundaries of the school. The challenge for leadership is to nurture the dialogue, to make transparent ways in learning interconnects and infuses behaviour. It promotes a continuing restless inquiry into what works best, when, where, for whom and with what outcome. Its vision is of the intelligent school and its practice intersects with the wider world of learning.
Leadership for Learning – making learning visible
Leadership for Learning – making learning visible