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Dr. Michael Johanek University of Pennsylvania. FOURTH PLENARY SESSION Educational institutions as communities of learning: the context for effective teaching. VII Meeting of OAS Ministers of Education Suriname 1-2 March 2012. In 15 minutes…!. Locating the “learning community” - PowerPoint PPT Presentation
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FOURTH PLENARY SESSION
Educational institutions as communities of learning: the context
for effective teaching
VII Meeting of OAS Ministers of Education Suriname
1-2 March 2012
Dr. Michael JohanekUniversity of Pennsylvania
In 15 minutes…!
• Locating the “learning community”
• How does it work? – “Essential supports” model of an effective school– How adults learn in high performing schools– The role of context and a new educational leadership
• How to support them? – OAS/Inter-American Educational Leadership Network
(IAELN)
Locating the “learning community”
Teaching / Learning
Levels of the Current Problem
Organization
Teaching / Learning
Organization
Context/Community Teaching / Learning
Organization
Context/Community
Teaching / Learning
Teachers
Leadership
Students
Interaction
Inte
rmed
iary
Gov
erna
nce/
Org
aniz
atio
ns
Polic
y/Le
gal A
utho
rity
Organization
Context/Community
Teaching / Learning
Teachers
Leadership
Students
Interaction
BUFFER - BUILD CAPACITY
When it works, how does it work?
“Essential supports” model of an effective school
Bryk, Anthony S., et al. Organizing Schools for Improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press 2010. Print.
“Essential supports” model
How adults learn in high performing schools
High-performing schools “learn” more
• High-performing schools tend to be characterized as “learning organizations”
• Learning organizations tend to have the following characteristics:• Supportive and shared leadership, participation in decisions• Shared values, vision, goals• Collective learning, shared application of learning, “horizontal
network of information flow” (Schechter/Qadach), commitment to improvement
• Supportive conditions, resources, culture• Shared personal practice, break with traditional isolated
practice– Recent research has been trying to link such characteristics to
changes in instructional practice and student achievement
Schechter, Chen. "Organizational Learning Mechanisms: The Meaning, Measure, and Implications for School Improvement." Educational Administration Quarterly 44.2 (2008): 155-86. Print.
The conceptual framework of organizational learning
Supovitz, Jonathan, Philip Sirinides, and Henry May. "How Principals and Peers Influence Teaching and Learning." Educational Administration Quarterly 46, no. 1 (2010): 31-56.
Peer Influence
Geijsel, Femke P, et al. "The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools." The Elementary School Journal 109.4 (2009): 406-27. Print.
Collaboration, shared decisionsInternalized mission, self-efficacy
Thoonen, Erik E. J., et al. "How to Improve Teaching Practices: The Role of Teacher Motivation, Organizational Factors, and Leadership Practices." Educational Administration Quarterly 47.3 (2011): 496-536. Print.
Relational trust, tolerance to uncertainty
Schechter, Chen, and Mowafaq Qadach. "The Contribution of Organizational Learning Mechanisms --toward an Organizational Model of Change in Elementary Schools." Educational Administration Quarterly 48.1 (2012): 116-53. Print.
Organizational Leaning Mechanisms
How do adults learn in high performing schools?
• Maintain stability, a level of certainty within the inevitable uncertainty, focus on students’ development, fight distractions
• There is trust between adults and students, transparency in decisions
• Leaders that develop and monitor organizational learning mechanisms
• “Professional learning communities”
The role of context
and
A new educational leadership
Bryk, Anthony S., et al. Organizing Schools for Improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press 2010. Print.
“Essential supports” model
Organization
Context/Community
Teaching / Leaning
Teachers
Leadership
Students
Interaction
Knowledge on part of the leader of curricular contente.g., observation/evaluation
Resolution of unstructured problemsChecking assumptions, looking for alternative perspectives, colaborate, make values explicit, etc.
Development of relational trustInterpersonal respect, personal steem among coleagues, personal integrity, capabilities requiered by the position
Diagnosis of the surroundings and the organization“ecometrics”
Focused development of distributed leadership
Robinson, Viviane M. J. "From Instructional Leadership to Leadership Capabilities: Empirical Findings and Methodological Challenges." Leadership & Policy in Schools 9, no. 1 (2010): 1-26.; Nelson/Stein, 2003; Nelson et al, 2007; National College; Burdick-Will et al, 2011; Harding et al, 2011; Spillane et al.
Competencies/challenges of the new leadership
252525
Leaders
Administrators, Specialists, Teachers
Situations
Tools, routines,
structures
Followers
Teachers, Administrators, Specialists
Leadership –Interacctions
The practice of leadership
Leadership Theory(iterative, cumulative; principles + judgment)
Name, categorize and analyze
ideas and underlying issues
Redirect with conceptual frameworks,
Dimensions and theoriesChallenges of
leadership practice
Data and analysis
Act towards a problem
or challenge
Analysis and reflection
Around results
How to support them?
International collaboration
OASand
IAELN
Inter-American Educational Leadership Network
State Market
Hemispheric community pushing sustainable, continuous innovation
CommunityNGOs
EducationalLeaders
… Innovative leaders from different fields and sectors… with a dedication to push relevant reforms of the educational system
… a network of leaders through the Americas that are thinking and facilitating dramatic changes in schools and other educational institutions
…especially for the most vulnerable sectors.
• Research• Development• Direct exchange
WWW.GSE.UPENN.EDU/IAELN Virtual space
Webinars
Web-based simulations
Simulacros virtuales
X
Professional ConferencesUCEA, 2011
1st joint international certificate Universidad Católica de Chile and
Graduate School of Education, University of Pennsylvania
“blended” distance / onsite
“Interamerican professional learning community”
Thanks!
Michael Johanek, Ed.D.
Senior Fellow
Graduate School of Education
University of Pennsylvania
[email protected]/faculty/johanek
FOURTH PLENARY SESSION
Educational institutions as communities of learning: the context for effective teaching
VII Meeting of OAS Ministers of Education Suriname
1-2 March 2012
Ministerial Dialogue
Prof. Mario Mora QuirozViceminister of Institutional Planning and
Regional CoordinationMinistry of Public Education of Costa Rica