School leadership is about inspiring learning - can management can get in the way?

We as educational leaders are responsible for designing and sustaining learning environments where students and staff continually embrace new ideas and innovative methods in order to bring about changes and expand their skills, attitudes and dispositions in order to have an impact on learning.

Shared vision

We create a shared vision to facilitate learning so that it can be adapted to different and changing environments.

In the words of Peter Senge: “The rate at which organizations learn may become the only sustainable source of competitive advantage”.

Peter Senge also defined the learning organisation as the organisation-

“in which you cannot not learn because learning is so insinuated into the fabric of life.”

According to him, learning organizations are:

“…organizations where people continually expand their capacity to create the results, they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together”.

Globally we are facing many realities that are challenging cultural expectations.

As leaders of schools we need to adapt to the national culture where we operate and also adapt our approach in order for our leadership to be most effective.

In all schools as leaders we need to commit to the development of a deep culture of learning with is deeply impacted by the culture of the country. This I believe is key.

Challenges

Sometimes the gap between vision and current reality is large. The challenges we face as leaders are -

• Locally what is realistically possible?
• Culturally what is acceptable?

As leaders we work with a community - the local and international human resource, the physical resource, and also the culture of teaching and learning through which learning experiences take place as well as the facilities and technology and financial resources.

Variation in learning environments

International school environments differ widely - the learning environment is the context in which learning happens, and has to be linked to the school’s culture and purpose. What is the school trying to achieve for its local and for its international students?

Professional Learning

In all schools, I believe that the professional learning and vision for pedagogical leadership are key, as professional learning is at the heart of growth and actions. so what, in the school, does high quality learning look like and what are the expectations for teachers - relating to teaching methodology.

Involving the school community

It is important to have a synchrony with the school community to in order to bring about school improvement and an impact of learning - related to real life.

It is the community that informs the culture of the school- for example whether professional reflection and inquiry skills are inbuilt, whether there is an atmosphere of trust pervading the school culture, the style of teaching expected?

Relationships

In any school relationships are important - collaboration is key - we will not always get agreement, as leaders we aim for alignment with the vision of the school, respecting different opinions and having shared values.

If we are to achieve strong leadership then it is important that we aim to take the same path - aim in the same direction and have a cultural understanding and commitment to do this.

Leadership in a global context - reflections

The IB (International Baccalaureate) organisation has a collaborative partnership with the United Nations, which allows the IB to share its values and practices with a global platform.

The UN and the IB work together towards the common goal of promoting sustainable development and social responsibility.

The IB's vision is to create a better world through education and action, and its partnership with the UN provides a platform for this vision to be realised on a global scale.

The IB is committed to facilitating the implementation of the UN's sustainable development goals and promoting the values of peace, justice, and responsibility in all aspects of its education and operations.

Leadership in schools

As leaders we do this through the Curriculum and Learning, the UN's sustainable development goals (SDGs) and we encourage students to explore global issues, develop a deeper understanding of sustainable development, and take action in their communities to address these challenges.

We should provide professional development to enhance teachers knowledge and understanding of sustainable development and social responsibility.

We need to create opportunities for collaborative projects between schools and communities that address local and global challenges and encourage students to take action and make positive contributions to society.

As schools we should aim to create a global network of students and educators committed to building a better world.

Next steps - comments?

Teaching about conflicts and global issues is emotionally charged and yet this is the reality.

It is important to approach these discussions with sensitivity and ensure a respectful and inclusive environment for all students.

Encouraging critical thinking, empathy, and global citizenship can help students develop the skills and mindset needed to actively engage with and understand why is required to get peaceful resolutions in the world.

The classrooms and the leadership of learning

The focus of the leadership of learning, I suggest should takes into consideration the emotional and physical needs of the learners and ensures a safe supportive learning without fear - culturally and personally.

The learning experiences should challenge?conceptual understanding using an inquiry and personalised approach to learning embracing technology as a tool - with an emphasis on developing?critical thinking,?creativity, and innovation which will eventually create leaders with the mindset needed to work towards getting peaceful resolutions in the world and taking action with the learning environment strengthening their?collaborative learning, speaking, listening, reading and writing skills as well as and other forms of communication.

With the curriculum having an emphasis on providing an experiential learning experience using both local and global contexts this empowers the students creating a high-quality teaching and learning environment?reinforcing the values of integrity, empathy, and compassion.

What prevents school managers from having this as their key focus? What challenges do we face in schools?

I would like to hear your views.

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