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OER4Schools/Leadership for Learning: Difference between revisions
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OER4Schools/Leadership for Learning (view source)
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, 12 years agocut and integrated above
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Remember, 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'''''. | Remember, 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'''''. | ||
Leadership for learning is happening all around you. | Leadership for learning is happening all around you. | ||
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If you know what to look for you will see elements of LfL in classrooms and schools, in your own community, and even in the setting in which you might be working through this unit! | If you know what to look for you will see elements of LfL in classrooms and schools, in your own community, and even in the setting in which you might be working through this unit! | ||
You may be wondering, '''''If Leadership for Learning is all around me already, why am I doing this unit?''''' Well … the short answer is that even though the LfL principles describe common attributes of many classrooms and whole schools, they are not present, coordinated or sustained at levels that support consistently positive learning effects. | You may be wondering, '''''If Leadership for Learning is all around me already, why am I doing this unit?''''' Well … the short answer is that even though the LfL principles describe common attributes of many classrooms and whole schools, they are not present, coordinated or sustained at levels that support consistently positive learning effects. | ||
= Seeing is believing = | = Seeing is believing = | ||
