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.