Educators engaged in meaning-making about their work:

Using deep dialogue and a sustainable system of governance to improve performance.

Paula Joyce, PhD candidate*Transformative Education Research Group*Science & Mathematics Education Centre (SMEC)*Curtin University of Technology*www.expandingcircles.com.au

Research Questions

What happens when teachers are given the opportunity to make decisions about their work?

Are schools (as claimed by Habermas) the best places to learn about democracy)?

How are decisions made in schools, who makes them and who is held accountable?

Is transformative change in schools possible?

What is considered valuable and measureable in schools?

Background & Significance

Schools Sites of fragmented problem/solution cycle Untapped tacit knowledge about teaching & learning Fractured pedagogical approaches Decision making processes and governance do not lead to

action Autocratic, endowed leadership Classroom push precludes deep learning Poor network of stakeholders Limited information flow in downward direction Assumed culture and values External metrics measure teacher performance by measuring

students

Purpose

To introduce the Expanding Circles of Governance (ECoG) structure into a school to enable whole school reculturing & restructuring.

Emergent Ecological Coparticipant Harnesses tacit knowledge

Governance –

the heart of

decision

making

Methodology

Traditional paradigm

Multiple paradigms&

Theoretical Referents

Positivism

Post-positivism

Interpretivism

Explanation

Experimental

Objectivity

Validity & Reliability

Triangulation

Criticalism

Post-

modernism

Integralism

Auto/ethnographic

Complexity theory

Network theory

Spiral dynamics

Chaos theory

Systems theory

Theories of democracy

and deliberation

Educational Research Paradigms

Western History

Anthropology

*Interpretive turn

*Reflective turn

Critical Studies

*Critical turn

The Arts

*Literary turn*Narrative turn

Integral Philosophy*Ecological turn*Spiritual turn

Paradigms Interpretivism Criticalism Postmodernism

Integralism

Focus Meaning(subjective)

Emancipation(social justice)

Pluralism(difference)

Holism(balance)

Method Ethnographic Autobiographical 4th Generation

Evaluation*participant observation*case study

Critical Action Research

Policy critique

Writing as inquiryPerformance EthnographyVisualisingImagining

Critical auto/ethnography

Philosophical inquiry

Quality Standards

Legitimation*trustworthiness

*authenticity

Praxis*critical reflection

*agency*advocacy

*re-envisioning

Representation*multiple

perspectives*polyvocality

*verisimilitude*pedagogical

thoughtfulness

Combination of standards of inquiry from

various paradigms

Peter C Taylor, Curtin University, 2009

Multiple Research Paradigms

Integralism

CriticalismInterpretivism

Organisational frameworkJanuary, 2008

Organisational frameworkJanuary, 2008

Organisational frameworkJuly, 2009

Organisational frameworkJuly, 2009

Organisational Change

General Circle

Values Circle

Outreach Circle Science Professional

Development

Executive Leadership Circle

St Paula’s CPS Principal

AP AP

Classroom Teachers

All academic staff

Parish

Community

Students Teachers

Parents

Volunteers from whole school community

Temporary doing circle

Proposed leading and doing circle

Permanent leading and doing circle

General Circle

The Learning Hub

Executive Leadership Circle

A School

All teaching staff

Principal, AP1, AP2

Proposed doing circles

Principal, 3 First Wave Coordinators (rebranded Learning Pod Leaders, includes AP1 & 2), 3 co-opted co leaders from the General Circle (later to be elected from the GC by all members)

Proposed leading, doing and measuring circle

Permanent leading, doing and measuring circle

Learning Pod

1

Learning Pod

2

Learning Pod

3

All teaching staff split into K-2, 3-4, 5-6 Specialist staff split evenly across pods

Arrows indicate the flow of quality information throughout the organisation

Teacher Support Circle

Permanent leading, doing and measuring circle

Restructuring/reculturing emergent and ongoing*ecological system*empowering leadership*trust and openness*value/belief explicit*challenges the status quo and long held beliefs*improves the flow of information throughout the school*increasesd self-efficacy and individual self-worth*decisions are make as a result of deep-thinking*effective meetings*clear agenda*oriented to action*space for every voice to be heard*recognises complexity*clarifies responsibility*provides opportunities for emerging leadership*dialogic *evaluative

Praxis oriented change-knowledge linked to action

Knowledge claims

Epistemology Phronesis

Techne

Outcomes

*clearly defined organisational structures*improved information flow (up and down) to all corners of the

organisation*emergent leadership opportunities - leading not managing*clearly defined roles*effective meetings - purposeful discussion*realisation of professional learning communities*clear agreement to plans and projects*engages the wisdom within an organisation*gives people the big picture of the organisation*process demands action– stops ineffective whining

www.expandingcircles.com.au