Leading learning

I’ve just finished reading Tom O’Donoghue and Simon Clarke’s ‘Leading Learning: process, themes and issues in international contexts’ – a great book for reflective practioners.

O’Donoghue and Clarke map the territory for learning and leading with brief descriptions of the significant themes, trends and innovations from around the world.

The real strength of this book is its bibliography –  an invaluable resource of work from leading practioners and academics.

The chapter on teachers leading reinforces (again) the fundamental link between teacher quality and student learning outcomes.  It is what drives our system agenda and our work with system leaders.

Teachers, therefore, need to be powerful learners if  they are to maintain a high level of professional performance in an occupation that has become increasingly difficult.  They also need to be powerful learners so that they are able to present role models to their students as well as the community as a whole. In this sense, a teacher’s capacity to learn constitutes an important form of leadership in itself.

And therein lies the challenge we face – the re-education of teachers who ‘eschew professional learning because they have been ‘done’ on completion of their initial training’. (p93)

Learning doesn’t end after four years of university – it just begins as a classroom practioner.


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