How Networks for Learning work -
- are very complex
- can influence learning
- changing in thinking and practice is the key
- locus of change
- the correct, shared focus is necessary and needs to be understood by everyone
- strength of engagement is important
- distributed leadership is necessary...
- Upload and download - consider the things that matter, issues arising, and bring into the discussion; reflect back alternatives and options
- Shared purpose and foci for work - look through a variety of lenses
- Collective agreement,
- Facilitation role - bringing everyone together;
- There will inevitably be conflict in the bringing together of communities.
- New shared knowledge enables us to move forward, with everyone on the same page.
- Clear and defensible learning foci for students, Teachers and learners - look at the evidence;
- If that's what they need - what do I need? What do we need
- Learning focus across schools and learning focus for the teachers;
- Focus takes time and is complex;
- Getting the focus clear and understood,
- Avoid the doings that are not needs basis or necessary... activity trap;
- Monitor the focus in the school and the network;
- Engage all!
- De-privatise schools in relation to their communities;
- Create hunger - visible as consummate learner;
- Be aware of the distractions, how do you keep the focus!
- Prioritise and avoid the 'if only'
Relationships and Collaboration:
- Working together
- Give and seek
- Feel supported to try new ideas
- Feel responsible to help and support all
- Collectively coming up with something that is bigger than any of us individually!
- Feedback for growth!
- Talking openly about differing views and values,
- Dealing openly with conflicts and disagreements;
How do we create the conditions for a group to:
- talk openly
- value, discuss, share...
Facilitation for change, what we actually know, believe and feel - we have to interrupt! New learning happens in the ambiguity. We have to rethink the schema. New learning is hard work.
Facilitation as interruption.
Facilitation is a role - not a person.
Facilitators as a community of practice!
How do we create the conditions to move us forward as a team?
Zone of proximal development - providing the scaffolding to move through the journey.
What needs interrupting?
- The culture of activity - from activity based to learning based.
- Moving beyond the nice-ness - separating person from practice
- Leader as lead learner as opposed to lead knower...
Sea of barriers...
- Imposter syndrome...
- Cognitive misers - mental shortcuts...
- Exception to the rule
- Risk averse
How do we ensure that the growth of us all in our role is an unavoidable consequence?
If it's not about learning what should it be about?
In a fast changing world, if you can't learn, unlearn, and relearn, you're lost. Sustainable and continuous learning is a given of the twenty-first century. Stoll, Fink and Earl (2003)