Leading by Learning

Why focus on Leading by Learning?

The main goal of schools is to raise student achievement and reduce disparity. Vital to achieving this goal is  leaders' confidence and skill to collaboratively solve problems of teaching and learning caused by, for example:

  • variation in quality of teaching
  • variation in quality of leadership
  • insufficient knowledge to solve problems
  • organisational cultures of low trust.

Problems are solved through interactions with others. In these interactions, however, leaders often experience the tension between solving the problem and maintaining strong interpersonal relationships. Leading by learning teaches leaders a theory and practice of effective leadership that enables them to build organisational trust while making significant progress on problems that contribute to inequitable outcomes.

Partnership with Viviane Robinson (VR Consulting)

Distinguished Professor Emeritus Viviane Robinson, widely known both in New Zealand and internationally for her work in Open to Learning Leadership™, has partnered with Evaluation Associates to develop Leading by Learning. Described as 'the next generation', Leading by Learning brings together Viviane's unparalleled expertise and Evaluation Associates' commitment to, and experience in teaching, learning-focused principles. 

What distinguishes Leading by Learning? What is 'the next generation'?

It's very tempting to develop for leaders a quick and easy 'run sheet' for what to do next about a difficult conversation or a school problem that needs to be solved. Sometimes a quick 'next step' is all that's needed. However, for problems of teaching and learning which are long-standing and complex, quick fixes or step-by-step guides are inadequate. Leading by Learning goes beyond the components of a 'good' interaction. It challenges the motivations and thoughts of leaders and reveals how these contribute to the effectiveness of problem solving interactions.

Leading by Learning examines how leaders may need to unlearn, and then re-learn, how they think so they can:

  • approach interactions with a deep sense of respect for both self and others
  • genuinely seek and test the validity of information used to solve problems
  • ensure mutual commitment to decisions made.