Towards Reconceptualising Leadership - The Implications of the Revised Curriculum for School Leaders
Reflection for the Mind Lab course Leadership in Digital and Collaborative Learning
The theoretical framework for this study is built around the work of Jane Gilbert who has reconceptualised knowledge as a verb rather than a noun. Knowledge is seen as something we do something with rather than something that is static and can be collected. Through this view, knowledge becomes more democratic, rather than a few holding all the knowledge that they give out to others. And as such, leadership becomes more distributed, especially with regard to pedagogical leadership rather than managerial or administrative leadership.
As such, principals need to foster teacher leaders within schools through communicating clear vision and goals, promoting and celebrating teacher learning, allowing room and space for innovation, distributing leadership and fostering a collaborative culture of ongoing learning and reflection.
Both curriculum organisation and professional learning happens seems to still happen in a siloed manner rather than taking a broader approach and foregrounding the Key Competencies as part of the curriculum. What is required to make this change, if in fact everyone excepts this change is necessary.
The discussion about multiple truths is interesting. The importance of acknowledging multiple pathways and a range of perceptions cannot be underestimated. Becoming comfortable with discomfort is an important part of this process - accepting there is not just one right way of knowing, and letting go of the need to aim for having the 'right answer'.
Understanding perspective is important - multiple truths develop from multiple perspectives and one needs to be truly reflective and explore the reasons behind the perspectives they hold to develop the realisation that what we may think as being the truth is really just another perspective built on from our experiences, beliefs and points of view.
Part of leading in the 21st Century is effecting change - or being a change leader or being effective at change management. Change cannot be forced and it is not our role to make people change, rather we sow the seeds and make sure the ground is fertile for change to happen. We need to trust that change, where necessary will flourish if we create the right conditions for this. Change will then be led by the people as they continue learning and reflecting on their practice and strive for ongoing improvement.
Lastly I would say we need to be aware of the Roman Numerals in our learning organisations. I refer to Roman Numerals as the aspects that hinder growth and stifle development. Even though the early Romans were a very advanced society, mathematically they were not as sophisticated as they could have been - largely due to their number system - one that was self-limited by how it was structured.
Reflection for the Mind Lab course Leadership in Digital and Collaborative Learning
The theoretical framework for this study is built around the work of Jane Gilbert who has reconceptualised knowledge as a verb rather than a noun. Knowledge is seen as something we do something with rather than something that is static and can be collected. Through this view, knowledge becomes more democratic, rather than a few holding all the knowledge that they give out to others. And as such, leadership becomes more distributed, especially with regard to pedagogical leadership rather than managerial or administrative leadership.
As such, principals need to foster teacher leaders within schools through communicating clear vision and goals, promoting and celebrating teacher learning, allowing room and space for innovation, distributing leadership and fostering a collaborative culture of ongoing learning and reflection.
Both curriculum organisation and professional learning happens seems to still happen in a siloed manner rather than taking a broader approach and foregrounding the Key Competencies as part of the curriculum. What is required to make this change, if in fact everyone excepts this change is necessary.
The discussion about multiple truths is interesting. The importance of acknowledging multiple pathways and a range of perceptions cannot be underestimated. Becoming comfortable with discomfort is an important part of this process - accepting there is not just one right way of knowing, and letting go of the need to aim for having the 'right answer'.
Understanding perspective is important - multiple truths develop from multiple perspectives and one needs to be truly reflective and explore the reasons behind the perspectives they hold to develop the realisation that what we may think as being the truth is really just another perspective built on from our experiences, beliefs and points of view.
Part of leading in the 21st Century is effecting change - or being a change leader or being effective at change management. Change cannot be forced and it is not our role to make people change, rather we sow the seeds and make sure the ground is fertile for change to happen. We need to trust that change, where necessary will flourish if we create the right conditions for this. Change will then be led by the people as they continue learning and reflecting on their practice and strive for ongoing improvement.
Lastly I would say we need to be aware of the Roman Numerals in our learning organisations. I refer to Roman Numerals as the aspects that hinder growth and stifle development. Even though the early Romans were a very advanced society, mathematically they were not as sophisticated as they could have been - largely due to their number system - one that was self-limited by how it was structured.
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