[The Manitoba Association of School Superintendents (MASS) 2019 Summer Institute includes 3 days of learning with Steven Katz. Here are some of my notes from this learning opportunity.]
- The Power of Networks for School Improvement (1) Functional and Productive Learning Networks
- The Power of Networks for School Improvement (2) Principal Participation in Learning Networks
- The Power of Networks for School Improvement (3) Creating the Conditions for Focused Professional Learning
- The Power of Networks for School Improvement (4) Focus
- The Power of Networks for School Improvement (5) What are you not doing?
- Feedback
- Learning Conversations Protocol
- Quality Implementation (1)
- Quality Implementation (2)
Creating the Conditions for Focused Professional Learning (Part 1)
How do we create a learning organization when there is a power differential?
If we want to create a learning organization, so it must be safe for everyone to talk. [Does your school district/division demand compliance? Is rank switched on or off?]
This creates the challenge.
- Are Principals able to be vulnerable in their learning with teachers?
- Are Principals able to be vulnerable in their learning in front of their Superintendents/Assistant Superintendents?
- Are teachers able to be vulnerable in their learning with Principals?
When you are the one with the power in the relationship, it is a lot easier to ask questions about why those who report to you don’t feel like they can be transparent in relation to what they need to learn – what they don’t know and understand.
- What is the leadership stance that we exhibit in the work that we do together?
- What does it actually mean to create a safe space to talk?
- What is it that we are doing that creates the conditions for those around us to be able to learn?
- How do we allow others to feel safe in the learning?
If student learning, wellbeing and achievement is our goal, and focused classroom practice is the way to get us there, we need to influence classroom practice and instruction through professional learning.
Classroom teachers do the best they know how, but when it isn’t working, they need a new approach. They need to invest in their own understanding.
Our learning networks, then, need to serve the kind of focused professional learning that will result in a change in our understanding as the foundation of doing something different.
Featured image: Artwork in the Peter Munk Cardiac Centre, Toronto General Hospital.
