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Extending High Standards Across Schools; Challenges within clusters (Annan, 2008)

Extending High Standards Across Schools; Challenges within clusters (Annan, 2008). Workshop in three parts. Part 1 – problem analysis Part 2 – challenges residing in your structures Part 3 – challenges residing in your theories and practices.

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Extending High Standards Across Schools; Challenges within clusters (Annan, 2008)

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  1. Extending High StandardsAcross Schools; Challenges within clusters (Annan, 2008)

  2. Workshop in three parts • Part 1 – problem analysis • Part 2 – challenges residing in your structures • Part 3 – challenges residing in your theories and practices

  3. Part 1 - Problem analysis (Robinson & Lai, 2006) • The problem • Practices attached to the problem • Reasons for using those practices • Outcomes

  4. Part 2 – Challenges residing in the structures of your cluster • What is a cluster? • A cluster is a form of a learning network… • A connected group of reformers working together non-hierarchically to solve common problems (Annan, B., 2007)

  5. Why are we getting involved in learning networks?

  6. You are part of a shift from self-managing to connected schools • EHSAS clusters • Schooling Improvement clusters • eLearning clusters • Administration clusters • Next…

  7. Why is the shift happening? • Learning together is better than learning alone to solve complex problems • We have a complex underachievement problem to solve in NZ • It is a within school problem across most NZ schools • We also need to maintain our high overall average

  8. Origin of clusters… • A form of a ‘community of practice’ (Wenger, E., McDermott, R., & Snyder, W., 2004) • Communities of practice are well established in business (Wenger et al, 2004) • Education is just latching on to them

  9. Organisation of Communities of Practice (Jean Annan, 2005) • Loosely structured and largely self-managing • Typically flat structures, collaborative, professional. • Leadership assigned by members • Tasks distributed among members • Formal and informal relationships • Voluntary membership

  10. Community Domain Practice A community of practice has three components Jean Annan (2005)

  11. Newcomers Diversity Commonality Core members MultipleInterdependent Relationships Community Community Jean Annan (2005)

  12. Domain NewKnowledge Explicit Knowledge Tacit Knowledge Baseline Knowledge Domain Jean Annan (2005)

  13. Practice Practice 1 + Reason for using that practice Practice 2 + Reason for using that practice Practice 3 + Reason for using that practice Practice Jean Annan (2005)

  14. Community Domain Practice Outcome Reflect on the quality of your cluster Jean Annan (2005)

  15. Communities of Practice; their relationship with the organisation (Wenger, McDermott, Snyder, 2004)

  16. From Wenger, E. (1998). Communities of practice: Learning as a social system.Systems Thinker, June.

  17. Part 3Challenges residing in your theories and practices

  18. What is a theory? • A set of linked ideas to explain something • Explains why you do things your way and why you set aside other ways of doing things

  19. Point 1, there are different sorts of theories • Theories about the problem • Design theories • Implementation or action theories • Evaluation theories

  20. Point 2, there are espoused theories & theories in use (Argyris & Schon, 1974) • Often a difference between the two • E.g. I’m going to give up drinking wine during the week but friends come over on Wednesday and I can’t help but be sociable.

  21. Point 3, there are explicit and implicit theories (Argyris & Schon, 1974) • Explicit theories are those that can be seen or heard • Implicit theories are hidden

  22. Point 4, theory competition is common (Robinson & Lai, 2005) • People have different theories about how to understand and solve practical problems (Robinson and Lai, 2005, p.28) • Rival theories need to be resolved • 4 criteria to evaluate theories • Accuracy • Effectiveness • Coherence • Improvability

  23. Some references • A theory for schooling improvement; consistency and connectivity to improve instructional practice (Annan, B., 2007) • Supervision in a community of practice (Annan, J., 2005) • Practitioner Research For Educators(Robinson, V., & Lai, M, 2006) • Learning Communities (Stoll 2005, Du Four, 2004) • Communities of practice (Wenger et al,2004) • Learning networks (Wenger, E., McDermott, R., & Snyder, W., 2004; Barabasi, 2002)

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