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{{OER4S}}[[Category:CCE]][[Category:Leadership]]
{{OER4S}}[[Category:CCE]][[Category:Leadership]]
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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 doing 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 doing 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 are 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.   


The aims of this session (5.1) are to:
The aims of this session (6.1) are to:
* Explore a metaphor for describing how we can start to ‘see’ Leadership for Learning in classrooms and schools
* Explore a metaphor for describing how we can start to ‘see’ Leadership for Learning in classrooms and schools
* Identify and explore the 5 LfL principles  
* Identify and explore the 5 LfL principles  
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= Practical: Seeing is believing =
= Practical: Seeing is believing =


[[Image:Critical_lense.jpg|150px|FIgure 5A.]]Let’s start by considering a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.
[[Image:Critical_lense.jpg|150px|A critical lense]]
 
Let’s start by considering a few ideas about LfL, its 5 principles, and how we might observe and identify these in classrooms and schools.


We like to think about ‘seeing’ the LfL principles by using what we have come to call an ‘LfL Lens’ or set of ‘LfL Lenses’. What do we mean by lens? Figure 5A depicts a familiar image of spectacles or glasses that we can use to depict or stand in as a metaphor for what we mean by an LfL Lens.  
We like to think about ‘seeing’ the LfL principles by using what we have come to call an ‘LfL Lens’ or set of ‘LfL Lenses’. What do we mean by lens? We use a familiar image of spectacles or glasses to depict or serve as a useful metaphor for clarifying what we mean by an LfL Lens.  


{{activity|stimulus}} What do''''' you''''' think we mean by an LfL lens as illustrated in Figure 5A?
{{activity|stimulus}} What do '''''you''''' think we mean by an LfL lens as illustrated by the spectacles or glasses metaphor?




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= Practical: The five lenses =
= Practical: The five lenses =


[[Image:LfL_lenses.png|300px|Figure 5B]]Let’s take our metaphor of the LfL lens a step further, and suggest that there are 5 different LfL lenses (spectacles) needed in order to ‘see’ all 5 LfL principles:
[[Image:LfL_lenses.png|300px|The five lenses]]
 
Let’s take our metaphor of the LfL lens a step further, and suggest that there are 5 different LfL lenses (spectacles) needed in order to ‘see’ all 5 LfL principles:


#Focus on learning
#Focus on learning
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#Shared Accountability
#Shared Accountability


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


* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Focus on Learning’'''?
* What are the kinds of things you might see in a classroom if you were looking through the LfL lens ‘'''Focus on Learning’'''?
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{{ednote|text=
{{ednote|text=
[[Image:LfL_combined_lense.png|thumb|300px|Figure 5C]]Thinking ahead, you are probably already wondering why we don’t simply put all the LfL lenses together, in one! This way we could see all the 5 LfL principles at once in classrooms and schools.  
[[Image:LfL_combined_lense.png|thumb|300px|The lenses combined.]]
 
Thinking ahead, you are probably already wondering why we don’t simply put all the LfL lenses together, in one! This way we could see all the 5 LfL principles at once in classrooms and schools.  


'''Consider''' Figure 5C
'''Consider''' the Figure above.


* What do you think might be the benefits of combining all LfL lenses into one?
* What do you think might be the benefits of combining all LfL lenses into one?
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{{ednote|text=
{{ednote|text=
Need an educator note here with some explanantion.


E.g. what are the elements of shared leadership?
’’’Focus on Learning’’’
# Everyone is a learner
# Learning relies on the effective interplay of social, emotional and cognitive processes
# The efficacy of learning is highly sensitive to context and to the differing ways in which people learn
# The capacity for leadership arises out of powerful learning experiences
# Opportunities for leadership enhance learning
 
’’’Conditions for Learning’’’
# Cultures nurture the learning of everyone
# Everyone has opportunities to reflect on the nature, skills and processes of learning
# Physical and social spaces stimulate and celebrate learning
# Safe and secure environments enable everyone to take risks, cope with failure and respond positively to challenges
# Tools and strategies are used to enhance thinking about learning and the practice of teaching
 
’’’Learning Dialogue’’’                                           
# Practice made explicit, discussable and transferable
# Active, collegial inquiry focussing on the link between learning and leadership
# Coherence through sharing of values, understandings and practices
# Factors that inhibit and promote learning are examined and addressed
# Link between leadership and learning is a concern for everyone
# Different perspectives explored through networking with researchers and practitioners
 
’’’Shared Leadership’’’
# Structures support participation in developing learning communities
# Shared leadership symbolised in day-to-day flow of activities
# Everyone encouraged to take a lead as appropriate to task and context
# Everyone’s experience and expertise is valued and drawn upon as resources
# Collaborative activity across boundaries of subject, role and status are valued and promoted
 
’’’Mutual Accountability’’’
# Systematic approach to self-evaluation embedded at every level
# Focus on evidence and its congruence with core values
# Shared approach to internal accountability is a precondition of external accountability
# National policies recast in accordance with school's core values
# Choosing how to tell own story while taking account of political realities
# Continuing focus on sustainability, succession and leaving a legacy
 


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*Practical work: Refer to previous sessions/materials.
LfL is not only an effective framework for exploring others teaching and learning, it is also very useful for reflecting upon your own learning pathways. Consider all of what you have learned in the sessions leading up to this point in the course. Did your course instructor and/or the materials ‘focus on learning’, create the ‘conditions for learning’, promote and enable ‘learning dialogue’, provide opportunities for ‘shared leadership’ and ‘mutual accountability’?
*How will it be recorded?  
 
*Need to be precise about what they will do.
Also, using the 5 principles, why not consider evaluating yourself, your own involvement and contribution to increasing the learning capacity in the course for you and your colleagues?
 
LfL is an effective way thinking about your learning, the learning around you, and how you can go about improving learning capacity.  
 
 


= Reflecting and Sharing your Learning =
= Reflecting and Sharing your Learning =
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= HOMEWORK =
= HOMEWORK =


For your homework, you will take time to think about the course, your own learning and how you both contributed to and were supported in your learning. You will use the LfL framework to organize your reflection, enabling you to return to our next session with 5 categories that will help you shape your discussion with your peers.


peer obs based on afl
Additionally, we’d like you to undertake a 30 minute peer observation, where you explore aspects of a colleagues 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 will 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 pre-made 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.
= Acknowledgement =  
= Acknowledgement =  




This page was authored by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.
This page was authored by Stephen Jull, drawing on collaborative work with Sue Swaffield and John MacBeath of the Centre for Commonwealth Education, University of Cambridge.
http://www.educ.cam.ac.uk/centres/cce/ccepeople/staff.html
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