Leading Learners, Leading SchoolsIn this book, Robin Brooke-Smith explores the dynamics of schools as complex organisations. He presents a radical departure from established school improvement and effectiveness orthodoxies, offering a refreshing new approach to managing change and enhancing collective learning. Based on the author's own experience of managing and leading schools, this book explores such questions as: * How can schools learn as a generative process? * How can schools become adaptive and co-evolve with their internal and external environments? * How can education leaders 'navigate' their institutions out of the comfort zone and into the creative state? The book concludes with a series of practical lessons for leading schools in complex conditions and will be of great value to reflective, action-orientated heads, principals and deputies, as well as academics and researchers in education management. |
Contents
1 A tale of two schools | 1 |
2 Old paradigm new paradigm | 14 |
A new approach to school improvement | 28 |
Understanding the shadow system | 58 |
5 Deep learning and Professional Development in the learning organization | 74 |
6 Lessons and principles for schools from Dynamical Systems Theory | 85 |
Bibliography | 99 |
| 110 | |
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Common terms and phrases
achieved action activity adaptive agents allow anxiety approach attempt attractor basic assumption become behaviour central chaos Chapter complex complex adaptive connectivity context control parameters create creative culture deep described detailed discussion dominant Dynamical Systems Theory educational Edwardes College elements emergence environment equilibrium example experience explore external feedback flow formal human ideas important improvement increase individuals influence innovation institution interaction internal involved knowledge lead leaders leadership learning legitimate levels London matter means Model move nature operating organizational organizations outcomes patterns phase planning political positive possible power differentials practice principal question reality referred relations resistance responsibility schemas School Effectiveness School Improvement self-organization sense shadow system situation stable staff stage structures suggest task teachers theoretical thinking traditional understanding University unpredictable values variety zone