Wednesday, June 05, 2013 1Event Name and VenueBuilding leadership capacity forschool improvement: isprofessional capital the answer?Professor Howard StevensonSchool of Education, University of NottinghamKuala Lumpur, Malaysia3rd June 2013
Wednesday, June 05, 2013 Event Name and Venue 2Collaboration in action:The Collaborative Learning Initiativewww.pdstcli.wordpress.com
Wednesday, June 05, 2013 Event Name and Venue 3
The CLI-cycle . . .Identify aproblemInvestigate it . ..Do somethingabout it . . .See if it worked. . .Share whatyou learned . . .
Research ‘the triumph of evidence over anecdote’(Mortimore, 1999)Improvement occurs when people are not put on the defensive. Itstarts with questions in your mind about what you are doing andaccelerates when you share them with others engaged in thesame enterprise. (Brighouse and Woods, 1999)‘What works?’ is not the right question. Everything workssomewhere, nothing works everywhere. Under what conditionsdoes it work? (Wiliam, 2006)CLI – made simple . . .
Wednesday, June 05, 2013 Event Name and Venue 7CLI values:• Teachers at the heart of change• Collaborative working and collectiveresponsibility• Equality within and across participating groups.• Valuing professional judgement and expertise• Research-informed and research-engaged• Partnerships - teachers, advisors and students• Knowledge creating and knowledge sharing
Wednesday, June 05, 2013Event Name and Venue 8CLI and the reflective practitioner . . .• Examines, frames, and attempts to solve thedilemmas of collective practice• Is aware of and questions the assumptions andvalues that underpin our teaching• Is attentive to the institutional and cultural contexts inwhich we teach• Takes part in curriculum development and is involvedin school change and efforts• Takes responsibility for our own professionaldevelopment(from Zeichner and Liston, 1996: 6)
Wednesday, June 05, 2013 Event Name and Venue 9CLI – effective because . . .• It engages with teachers – driven by theirconcerns• Involves collaborative working• Grounded in the classroom• Sustained over time• Driven from within, supported from without• Drives change from below, supported fromabove
Wednesday, June 05, 2013 Event Name and Venue 10CLI – developing teacher leadershipthrough professional voice . . .• Agenda setting• Problem-solving• Planning• Communicating• Co-operating• Analysing• Confidence building
Wednesday, June 05, 2013 Event Name and Venue 11CLI – support from above. . .• Learn to let go• Trust• Encourage• Value and celebrate• Problem-solve – remove obstacles, don’t create them• Believe• Resource – create time• Work with – ‘our’ project, not ‘your’ project• Challenge – upwards and downwards
Wednesday, June 05, 2013 Event Name and Venue 12CLI – it’s all about the questions . . .It starts with a question . . .. . . there is no answer . . .. . . just more questions. . . but questions that create conversations thatlook for answers (that drive change . . . )
Wednesday, June 05, 2013 Event Name and Venue 13Alignment: Schools as models of theeducational process – critical reflection andinquiryOrganisationalLearningTeacher LearningStudent Learning• Inquiry-driven• Openminded• Critical• Reflective• Collective• Dialogic
Wednesday, June 05, 2013 Event Name and Venue 14In conclusion . . .Mobilise the power of teachers collectively . . .Develop professional and teacher leadership . . .Privilege democracy (participation) overaccountability (surveillance) . . .Value hope and ambition over compliance andconformity
The relationship between teacher and pupil is active andreciprocal so that every teacher is always a pupil and everypupil a teacher.Antonio Gramsci The Prison Notebooks (1971:350)firstname.lastname@example.org