Leading Professional Learning
Building the capacity for professional learning A key component of the knowledge of effective school leaders in the Twenty-first Century. This paper researches how a school leadership team can build in their schools a capacity for professional learning as a major tool in improving pedagogic practice. A key aspect focus is on the role of ‘middle level leaders of professional learning’. The research was supported by an International Research Associateship provided by the National College for School Leadership, Nottingham, UK in May – June, 2004.
School leaders need to be knowledge savvy but what do they need to know? (Munro J., 2009). It is widely acknowledged that school leaders need to be leaders of learning. As well, the effectiveness of a school leader is increasingly measured in terms of the knowledge their students display on assessment tasks. In order to fill these roles, leaders need to know what knowledge and learning ‘look like’. Without this awareness, it is difficult to target either knowledge or learning.
the learning edge (Munro, J., 2002). This paper was presented as an
invited Keynote Address to the 2002 Annual Conference of the Australian
College of Educational Administrators in Adelaide, October.
Pedagogic capital and practice The strength of a school is indicated in its capacity to facilitate learning, that is, its 'teaching power' or 'pedagogic capital'. This article develops the concept of 'pedagogic capital', the factors that affect it, and how a school can build its teaching strength in particular areas.
Leading professional learning. A key aspect of effective school leadership is leading a school to learn to modify its pedagogic practice. This paper examines a 'learning based' approach to this. A version of this paper formed part of an invitational Keynote presentation at Kent Leadership and Innovation Centre UK on Monday 20 June 2005.
Learning internationally in a future context. A key focus of contemporary educational provision is learning that is relevant internationally. This paper presents an explicit model of learning that is referenced on knowledge enhancement and that is referenced in international learning contexts. The model identified a number of key learning actions. It shows how cultures differ in their approaches to learning and knowledge enhancement.
Learning more about learning improves teacher effectiveness. This article reports a research study that examined how an understanding of learning by teachers and school leaders improved students' learning outcomes. A version of this article was published in School Effectiveness and School Improvement, 10(2), 151-171
A strategy for leading literacy in secondary schools. School leadership teams are increasingly being required to lead their school to improve literacy outcomes. This article describes the topics covered in a professional development activity that equip school leaders to do this.