A leader in learning – sharing knowledge…

1. A leader in learning – sharing knowledge… Karin Gilbert Nicole Craven

2. Knowledge Management What benefits does KM have for the school organisation and how does it translate into achieving organisational goals?

3. What are our organisational objectives? To achieve better student learning outcomes

4. Ethical imperative to change • Align with goals of organisation • Develop a knowledge strategy • A new way of thinking

5. Dimensions of Leadership 3 Dimensions to leadership: • Strategic • Educational • Accountable Each one applies to: • Curriculum • Pedagogy • Governance

6. 3 tracks for change • Building systems of self managing schools • Unrelenting focus on learning outcomes • Creating schools for the knowledge society (Caldwell 2006)

7. Knowledge in the school organisation • Intellectual capital – talent, skills, know-how, know-what, • Relationships social capital – machines and networks that embody them – that can be used to create wealth or in educational terms “to ensure learning” (Stewart 2002)

8. Schools and knowledge….. This raises an issue for schools and school systems of what account is taken of intellectual assets, and what strategies are in place or are planned to enhance them. One of the strategies is knowledge management. (Stewart 2002)

9. Schools and knowledge….. • ‘Knowledge management is the process by which the organisation generates wealth from its intellectual or knowledge-based assets.’ • Successful KM is consistent with the image of the ‘the intelligent school’ (Stewart 2002)

10. Stewart’s second pillar: Know what your knowledge assets are so you can deploy them in a strategic context.

11. What knowledge? What knowledge networks are in our schools? Think about: • Curriculum • Pedagogy • Governance

12. Knowledge Audit • What knowledge does the organisation need to acquire or develop? • Where are knowledge flows impeded? • How can knowledge be better shared and organised? • What knowledge resources are currently in use? • What are the current and future benchmarks for knowledge use?

13. Important Checkpoints • Align strategy with goals of organisation • Stages of knowledge process • Consider the culture of the school • Can KM strategies be measured? • Identify and consider ways to manage knowledge risk

14. KM & Professional Learning How do you ensure that your knowledge base will grow?

15. KM and Professional learning • The pedagogic capital of a school needs to be known to plan and implement a professional learning program (2007 Munro) • Knowledge networks underpin effective pedagogic capital.

16. Brings us to…. • Why professional learning? - to continually improve • Why school improvement? - to improve student learning outcomes

17. What is a professional learning team? A group of teachers working collaboratively to recommend strategies for improving student learning outcomes – using the school improvement framework.

18. Problem solving Requests for information Seeking experience Reusing assets Coordination and synergy Professional Learning Teams • Enables knowledge sharing; • Identifies shared vision and purpose; • Evaluates effectiveness of current practice; • Maximises use of current data; and • Enables recommendations to be given. Discussing developments Documentation projects Visits Mapping knowledge and identifying gaps

19. Organisations must foster knowledge giving as well as knowledge seeking.

20. The challenge for Leadership “…let me be absolutely clear. The goal is system improvement (all schools in the district). This is so because sustained improvement of schools is not possible unless the whole system is moving forward.” (Fullan 2002)

21. Framework • School Improvement Agenda moving towards • School Improvement Framework Goal Alignment critical to achieving whole school improvement

23. Education in Faith Prayer Accreditation Sacraments Learning & Teaching Leadership & Management Parish connection Liturgy Icons /Symbols Organisational Structures Student Outcomes Principles Resource Management Policies Pedagogy Staff Wellbeing Assessment Curriculum Professional Learning Reporting CATHOLIC SCHOOL VISION Student Wellbeing School Community Student Engagement Student Connectedness Parish Classroom Climate Accessibility Inclusion Social Justice Enrolment Prevention to Intervention Parents Wider Community

24. Professional Learning Teams… Reflect Identify Research Evidence Reference (data) Interpret Recommend

25. PLT Approach • Staff meetings: • Initial meeting • Presentation • Staff nominate sphere preference. • PLT’s established. • PLT meetings: • Brainstorm sheet • Sphere Focus Sheet

26. PLT Approach • PLT meetings 2 and 3: • Research, use of data, strategies and planning (eg: call or visit another school, literature / website research, contacting a specialist in this particular field) • Staff meeting (reporting back in PLT’s). • PLT meetings 5 and 6 (as above).

27. PLT Approach • Staff Professional Learning: • 15 minutes allocated to each PLT to report back recommendations to staff • Publication on Professional Learning Portal. • Reflection on link to School Improvement Plan.

28. KM at Mercy • Also includes: • Professional learning plan for each teacher • Learning portals to access relevant information, documents, knowledge

29. Professional Learning Portal

30. Summary • Make KM a priority for your leadership • Conduct a knowledge audit • Identify your organisational goals and align your action with them • Work collaboratively to develop knowledge sharing strategies • Use data to clearly position your strategies • Your ultimate goal is to improve the wealth of your organisation – student learning outcomes

31. Bibliography • Beare, Hedley. 2001 Creating the Future School Routledge/Falmer. London • Caldwell, Brian J. 2006. Re-Imagining Educational Leadership, Acer Press. Camberwell. • Cuvelier, Monique. 2006 “Understanding Today’s Capital: Thomas Stewart Delves into His keynote at Online Information 2006” article Freepint online newsletter, 23rd November 2006 accessed online at www.freepint.com/issues/231106.htm • Knowledge Management Better Practice Checklist. AGIMO. Version 1 2004. Available online www.agimo.gov.au/checklists • Siemens George. 2006. Knowing Knowledge. Available online at www.knowingknowledge.com • Munro, John. Pedagogic Capital: An Essential Concept (and Tool) for Effective School Leaders. CSE Seminar Series Paper No. 161, Feb 2007 • School Improvement Framework. 2006. Catholic Education Office Melbourne. Accessed online http://admin.ceo.melb.catholic.edu.au