OER4Schools/Leadership for Learning: Difference between revisions

LfL is not something that can be implemented, ‘done-to’ a school or imposed on a person. LfL provides a framework that creates an opportunity for change; for expanding leadership capacity in schools and improving the quality of learning. The OER4schools programme adopts an approach similar to the one in LfL in how it defines '''''professional learning'''''. You will have an opportunity in this unit to reflect further on the application of LfL in every aspects of your own professional learning. }}

* Can you be a leader on learning in your school? Why?

Make sure that the participants think about this broadly. For instance, “Who are the leaders and learners in your school?” should include the head teacher, both as a leader and a learner. There may also be others (such as cleaners) who may not seem to play an important teaching or administrative role in the school but there is certainly plenty we could learn from them. (e.g. their stories of the school, their observations, and of course, how they have kept the school clean and tidy in an efficient manner to create a conducive environment of learning for all) }}

'''Consider''' the 5 LfL Lens and their usefulness for focusing on learning practices.  

# What kind of background (e.g. families, age, interests) would be most helpful to support learning?

# Are there opportunities for everyone to reflect on the nature, skills and processes involve in learning? What are they?

# Are the physical facilities and other form of support (e.g. the community and family support) able to support learning? What are these facilities and support?

# Are we providing a safe environment for learners to take risks, cope with failure and respond positively to challenges? How are we doing that?

# Are we updating ourselves and reflecting about the various tools and strategies to enhance the way we teach and learn? How are we doing that?  

# Are there ways we can participate in learning or be involved in starting learning communities within the school?

# Can we see leadership being shared by various colleagues and students in the day-to-day flow of activities in the school? How is that like?

# Do we take the initiative to take a lead in various learning or research projects in accordance to what we are interested in and capable of? What kind or projects or research can we embark on?

# Do we draw on everyone’s experience and expertise as we value all of them as important resources to support learning? How do we do that?

# Do we value and promote collaborative activities across subject, levels and roles within the school?

# Is there a systematic approach to self-evaluation that is evident at all aspects of our works?

# Is there a focus on documentation of teaching and learning that would be consistent with our beliefs on the values of education?

# Do we take the initiative to be accountable to ourselves in ensuring the quality of teaching and learning, rather than to be dependent on an external authority?

# Do we critically examine the national policies and how they are relevant with the school’s core values?

# Do we maintain an individual stance of our own views of teaching and learning, while being very cognisant of the political realities that we are living in?

# Do we try to look forward towards the future, on how we can sustain our current efforts and to be able to leave a legacy for our future generations?

This video clip shows the highlights of a lesson study (also known as research study) going on in an American primary school classroom. Lesson study is another form of ongoing professional development activity whereby teachers come together to decide on an area of teaching or learning that they would like to understand and improve on, in order to help students learn better. The teachers observe learners in a class being taught by how one of their colleagues teach in the class,  and collect specific, detailed data for discussion with the lesson study group later. In this video clip, the teachers want to find out whether the students are able to recall and retell the sequence of a story read to them by their teacher.  

1. Take time to think about the course, your own learning and how you both contributed to and were supported in your learning. Use the LfL framework to organize your mental and audio reflections, enabling you to return to our next session with 5 categories that will help you shape your discussion with your peers.

2. Please undertake a 30-minute peer observation, where you explore aspects of a colleague’s principles and practices using the LfL lenses. You can choose to use just one lens, or more than one – whichever you feel is most appropriate for the exercise. We suggest that if you use more than one lens, that you configure your notes in sections – perhaps even dividing your note taking paper into labelled, headed sections prior to the observation. That way you can jot down elements you observe under each heading in your prepared framework.  

We won’t be surprised if you report back that certain LfL headings are observed more often than others. If you find this to be true, consider proposing an explanation for this to your colleagues at our next session and what you might suggest we can learn from your findings.