fourth plenary session educational institutions as communities of learning: the context for...
TRANSCRIPT
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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
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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)
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Locating the “learning community”
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Teaching / Learning
Levels of the Current Problem
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Organization
Teaching / Learning
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Organization
Context/Community Teaching / Learning
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Organization
Context/Community
Teaching / Learning
Teachers
Leadership
Students
Interaction
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Inte
rmed
iary
Gov
erna
nce/
Org
aniz
atio
ns
Polic
y/Le
gal A
utho
rity
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Organization
Context/Community
Teaching / Learning
Teachers
Leadership
Students
Interaction
BUFFER - BUILD CAPACITY
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When it works, how does it work?
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“Essential supports” model of an effective school
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Bryk, Anthony S., et al. Organizing Schools for Improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press 2010. Print.
“Essential supports” model
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How adults learn in high performing schools
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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
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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
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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
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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
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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
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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
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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”
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The role of context
and
A new educational leadership
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Bryk, Anthony S., et al. Organizing Schools for Improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press 2010. Print.
“Essential supports” model
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Organization
Context/Community
Teaching / Leaning
Teachers
Leadership
Students
Interaction
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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
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252525
Leaders
Administrators, Specialists, Teachers
Situations
Tools, routines,
structures
Followers
Teachers, Administrators, Specialists
Leadership –Interacctions
The practice of leadership
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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
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How to support them?
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International collaboration
OASand
IAELN
Inter-American Educational Leadership Network
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State Market
Hemispheric community pushing sustainable, continuous innovation
CommunityNGOs
EducationalLeaders
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… 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.
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• Research• Development• Direct exchange
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WWW.GSE.UPENN.EDU/IAELN Virtual space
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Webinars
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Web-based simulations
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Simulacros virtuales
X
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Professional ConferencesUCEA, 2011
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1st joint international certificate Universidad Católica de Chile and
Graduate School of Education, University of Pennsylvania
“blended” distance / onsite
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“Interamerican professional learning community”
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Thanks!
Michael Johanek, Ed.D.
Senior Fellow
Graduate School of Education
University of Pennsylvania
[email protected]/faculty/johanek
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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
Ministerial Dialogue
Prof. Mario Mora QuirozViceminister of Institutional Planning and
Regional CoordinationMinistry of Public Education of Costa Rica