Collaborative Practice & Team function

Members from our AP|DP Association listened to a presentation on 'Leaders and Learning' (Empowering Leaders, Empowering Learning).

Some 'takeaways'...

• What a leader believes in his/her core about every teacher's capacity to learn and improve impacts on his/her effectiveness in leading a team

• The 'Pygmalion Effect' v 'Golem Effect'

• From the #InnovatorsMindset who quoted Author and human behaviour researcher Tom Rath who notes in his book, 'Strengths Finder 2.)', that, "people who do have the opportunity to focus on their strengths every day are six times as likely to report having an excellent quality of life in general. Clearly we need to make sure our educators and students have ample opportunity to explore and practice in areas which they thrive."

• Consider the way we function as a team/leadership. The way we function impacts the learning of teachers/students

          The ultimate place for a team's collaboration to fall is in Quadrant I: High functioning, 

          High impact

• Five fundamental values/beliefs which supports effective leadership:

1. Collaboration
2. Shared leadership
3. Goal setting & attainment (SMA - H(Heart) - RT)
4. Rigorous discourse
5. Continuous discourse

We listened to a short extract on 'Disciplined Collaboration'

• The most powerful professional learning occurs when professionals collaborate, enquire, reflect and co-construct together. In short, inter-dependent learning.

          BUT

• Simply working together does not guarantee any change or improvement in leadership, professional practice or pedagogy. For this to occur, the condition for collaborative learning and the evaluation of impact need to be firmly in place.

• Professional collaboration SHOULD have impact, have a purpose, have a hard edge, challenge

• Feedback are based on our observations and experiences (Appreciative... Coaching... Evaluation...). Key player in feedback is the receiver 

• Observation and reflective analysis- to empower practice:

1. Prior to an observation - time to meet and talk to establish clear observation purpose, process, goal - linked to teacher's inquiry goal
2. Co-construct the effective practice criteria, that the observer will observe
3. Reflective analysis and dialogue of the lesson - centered around the pre-established criteria and the impact on learner outcomes - how are learners responding and learning? (Responsive & Adaptive Expertise)
4. Co-construct new/improved practice based on analysis dialogue - set time for follow-up analysis

Question to ponder:

• How important is mindset in leadership? - What challenges do I see in MY leadership around mindset?

Connecting the learning... Where to next?

• Leadership styles - self-awareness, strengths, next steps
• Leading a team - tools and strategies - the HOW?
• Collaboration with purpose
• Collective efficacy and Culture building
• Professional Learning Communities - what/why/HOW?
• Effective feedback
• Leadership Inquiry / Learning Inquiry
• Distributed Leadership
• Practise observation and reflective analysis
• Adaptive and responsive expertise
• Building relational trust
• Effective communication / Difficult conversations
• Leading with Emotional Intelligence
• Innovative Leadership

~ "A leader who helps develop FOCUSED COLLABORATIVE CAPACITY will make the greatest contribution to student learning - Fullan & Quinn, 2016 ~