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Networked Learning Communities. There can be no great change without a terrible upheaval, a social earthquake. Josiah Strong. The capacity for schools and networks of schools to function as learning
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There can be no great change without a terrible upheaval, a social earthquake. Josiah Strong
The capacity for schools and networks of schools to function as learning communities will depend on the nature of the school culture and the degree to which flexible shared leadership can thrive. L. Earl 2007
Snapshot One Learning Area NLCs Information from interviews and self review survey with sector leaders High Expectations Treaty of Waitangi Cultural Diversity Inclusion Learning to Learn Community Engagement Coherence Future Focus ?
Our interpretation of the results of this study are that networks of schools are likely to be most effective if enhancing pupil learning is the unwavering goal and the work of networks and the schools within them is creating the conditions for educators to engage in the kind of joint work and collaborative enquiry that constantly pushes them to routinely examine and alter what they do in a spiral of continuous rethinking, refinement, and transformation that results in fundamental changes in the way that they think and act in schools in order to provide the best for the pupils that they serve. Relationships of trust and mutual challenge are the links; tapping explicit knowledge and exposing tacit knowledge provide the process, and leadership, both formal and distributed, can create the forums and provide the necessary support and capacity building opportunities to move the processes forward. S. Katz and L. Earl Learning about Networked Learning Communities 2010
Ako: is about being a learner and building collaborative and reciprocal learning and teaching relationships. • Manaakitanga: is about leading with moral purpose. It is about having a belief system focused on student outcomes and well-being. It is about supporting and guiding students and a commitment to the professional growth and support of other school leaders and teachers. • Awhinatanga: is about guiding and supporting and having empathy with groups and individuals in the community. By being able to appreciate the point of view of others, leaders can help build a strong learning culture. • Pono: Having self-belief is about valuing one's self. It includes self-esteem and self-care. It encompasses resilience, wellbeing, and a healthy lifestyle.
