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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 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! 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… 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 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 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 ~ Marilyn Cochran-Smith & Susan L. Lytle, 2009, Inquiry as Stance: Practitioner Research for the Next Generation, p. 94.
NICKY...The Attributes of a Future-Ready Graduate Begin in Elementary School
Attributes I Currently Give the Most Attention To N = 7 N = 21 N = 26
Attributes Most Difficult for Me to Develop N = 7 N = 21 N = 26
Attributes 1st Year Teachers Least Prepared N = 7 N = 21 N = 26
“Working the Dialectic” University & School-Based Educators ~ Marilyn Cochran-Smith & Susan L. Lytle, Inquiry As Stance, 2009, pg. 95.
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 Diane S. Calhoun Director, University-School Partnership Watson School of Education, UNCW email@example.com 910-962-7244 Karen S. Wetherill Interim Dean Watson School of Education, UNCW firstname.lastname@example.org 910-962-3354