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CREATE 2009 Research and Evaluation that Inform Leadership for Results October 8-10, 2009 Louisville, Kentucky. Informed Assessments Resulting in Leadership for Learning: What Systems Can Do!. Diane S. Calhoun, Director University-School Partnership Karen S. Wetherill, Interim Dean

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CREATE 2009 Research and Evaluation that Inform Leadership for Results October 8-10, 2009 Louisville, Kentucky

Informed Assessments Resulting in Leadership for Learning:

What Systems Can Do!

Diane S. Calhoun, Director University-School Partnership

Karen S. Wetherill, Interim Dean

Watson School of Education

building leadership for results in a teaching and learning collaborative
Building Leadership for Results inA Teaching and Learning Collaborative

Schools of Education and P-12 Partnerships have

never been more critical

as we intensify efforts to dramatically

improve the learning

of 21st Century children in our classrooms!

leadership for learning what systems can do
Leadership for Learning:What Systems Can Do!

Systems consist of individuals…

So what does it mean to say that systems must change, and, furthermore, that they must

changetoward sustainability?

You do this through

leaders

becoming explicitly conscious that they are engaged in widening people’s experiences and identification

beyond their normal boundaries.

~Michael Fullan, 2005, Leadership & Sustainability, p. 40

schools as learning organizations new mental models
Schools as Learning Organizations: New Mental Models

Schools as Learning Organizations…

have a well-developed intentional

“directional system”

creating structures

that expect new

mental models

for educational leaders.

“In complex social organizations like schools, norms become organized in systemic ways…these norms are expressions of the culture of the organization!”

~ Philip C. Schlechty, 2009, Leading for Learning, p. 30

leadership for learning what systems can do5
Leadership for Learning:What Systems Can Do!

Peter Senge (1990) first promoted

systems thinking in The Fifth Discipline…

Human Endeavors

are also systems. They are bound by invisible fabrics of

interrelated actions

that may take years to clearly identify the effect

that they have had on each other.

“Seeing” the change

take place is often difficult for the person involved

in the system as they focus on

parts of the system not the whole.

~In Michael Fullan’s, 2005, Leadership & Sustainability, p. 41

practitioner research and university culture dimensions
Practitioner Research and University Culture: Dimensions

WORKING THE DIALECTIC OF INQUIRY AND PRACTICE

(capitalizing on the tensions between research and practice, researcher and practitioner, conceptual and empirical research, local and public knowledge)

RECOUNTING RESEARCH

(rethinking what counts as research)

RECASTING TEACHING

(reinventing university courses and programs)

Professional Work as Research Site

(blurring the boundaries among research, teaching, and service)

Inquiry as Pedagogy, Pedagogy as Inquiry

(generating and investigating questions)

Researching and writing with Teachers and Others

(exploring the tensions of collaboration and critique)

Inquiry as Content

(collaboratively constructing knowledge)

Practitioner Research as Dissertation

(questioning knowledge generation and use, school-university power relationships)

Inquiry as Outcome

(developing and working from an inquiry-based worldview on educational problems and issues)

~ Marilyn Cochran-Smith & Susan L. Lytle, 2009, Inquiry as Stance:

Practitioner Research for the Next Generation, p. 94.

leadership for results turning dichotomies on their heads
Leadership for Results:Turning Dichotomies On Their Heads

~ Marilyn Cochran-Smith & Susan L. Lytle, 2009, Inquiry as Stance: Practitioner Research for the Next Generation, p. 94.

working the dialectic
“Working the Dialectic”

University & School-Based Educators

~ Marilyn Cochran-Smith & Susan L. Lytle, Inquiry As Stance, 2009, pg. 95.

bibliography
Bibliography
  • Marilyn Cochran-Smith & Susan L. Lytle, 2009, Inquiry as Stance: Practitioner Research for the Next Generation, p. 9
  • Michael Fullan, 2005, Leadership & Sustainability, p. 40
  • Philip C. Schlechty, 2009, Leading for Learning, p. 30
contact information
CONTACT INFORMATION

Diane S. Calhoun

Director, University-School Partnership

Watson School of Education, UNCW

calhound@uncw.edu

910-962-7244

Karen S. Wetherill

Interim Dean

Watson School of Education, UNCW

wetherillk@uncw.edu

910-962-3354