embracing the challenge, taking the lead a leader in learning – sharing knowledge… karin gilbert...
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embracing the challenge, taking the lead
A leader in learning – sharing knowledge…
Karin Gilbert
Nicole Craven
embracing the challenge, taking the lead
Knowledge Management
What benefits does KM have for the school organisation and how does
it translate into achieving organisational goals?
embracing the challenge, taking the lead
What are our organisational objectives?
To achieve better student learning outcomes
embracing the challenge, taking the lead
Ethical imperative to change
• Align with goals of organisation
• Develop a knowledge strategy
• A new way of thinking
embracing the challenge, taking the lead
Dimensions of Leadership
3 Dimensions to leadership:• Strategic• Educational• AccountableEach one applies to:• Curriculum• Pedagogy• Governance
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3 tracks for change
• Building systems of self managing schools
• Unrelenting focus on learning outcomes
• Creating schools for the knowledge society
(Caldwell 2006)
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Knowledge in the school organisation
• Intellectual capital – talent, skills, know-how, know-what,
• Relationships social capital – machines and networks that embody them – that can be used to create wealth or in educational terms “to ensure learning” (Stewart 2002)
embracing the challenge, taking the lead
Schools and knowledge…..
This raises an issue for schools and school systems of what account is taken of intellectual assets, and what strategies are in place or are planned to enhance them. One of the strategies is knowledge management. (Stewart 2002)
embracing the challenge, taking the lead
Schools and knowledge…..
• ‘Knowledge management is the process by which the organisation generates wealth from its intellectual or knowledge-based assets.’
• Successful KM is consistent with the image of the ‘the intelligent school’ (Stewart 2002)
embracing the challenge, taking the lead
Stewart’s second pillar:
Know what your knowledge assets are so you can deploy them in a
strategic context.
embracing the challenge, taking the lead
What knowledge?
What knowledge networks are in our schools?
Think about:• Curriculum• Pedagogy• Governance
embracing the challenge, taking the lead
Knowledge Audit
• What knowledge does the organisation need to acquire or develop?
• Where are knowledge flows impeded?
• How can knowledge be better shared and organised?
• What knowledge resources are currently in use?
• What are the current and future benchmarks for knowledge use?
embracing the challenge, taking the lead
Important Checkpoints
• Align strategy with goals of organisation
• Stages of knowledge process
• Consider the culture of the school
• Can KM strategies be measured?
• Identify and consider ways to manage knowledge risk
embracing the challenge, taking the lead
KM & Professional Learning
How do you ensure that your knowledge base will grow?
embracing the challenge, taking the lead
KM and Professional learning
• The pedagogic capital of a school needs to be known to plan and implement a professional learning program (2007 Munro)
• Knowledge networks underpin effective pedagogic capital.
embracing the challenge, taking the lead
Brings us to….
• Why professional learning?
- to continually improve
• Why school improvement?
- to improve student learning outcomes
embracing the challenge, taking the lead
What is a professional learning team?
A group of teachers working collaboratively to recommend
strategies for improving student learning outcomes – using the school
improvement framework.
embracing the challenge, taking the lead
Professional Learning Teams
1. Enables knowledge sharing;
2. Identifies shared vision and purpose;
3. Evaluates effectiveness of current practice;
4. Maximises use of current data; and
5. Enables recommendations to be given.
Problem solvingRequests for information
Seeking experienceReusing assets
Coordination and synergy
Discussing developmentsDocumentation projects
VisitsMapping knowledge and identifying gaps
embracing the challenge, taking the lead
Organisations must foster knowledge giving as well
as knowledge seeking.
embracing the challenge, taking the lead
The challenge for Leadership
“…let me be absolutely clear. The goal is system improvement (all schools in the district). This is so because sustained improvement of schools is not possible
unless the whole system is moving forward.” (Fullan 2002)
embracing the challenge, taking the lead
Framework
• School Improvement Agenda moving towards
• School Improvement Framework
Goal Alignment
critical to achieving
whole school improvement
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Pedagogy
Parents
Education in Faith
School Community
StudentWellbeing
Prayer
Liturgy
Sacraments
Parish connection
Icons /Symbols
Accreditation
Organisational Structures
Professional Learning
Staff Wellbeing
Resource Management
Leadership & Management
Policies
Principles
Student Outcomes
CurriculumAssessment
Reporting
Student Engagement
Student Connectedness Classroom
ClimateInclusion
Prevention to Intervention
Accessibility
Wider Community
Enrolment
Parish
Social Justice
CATHOLIC SCHOOLVISION
Learning &
Teaching
embracing the challenge, taking the lead
Professional Learning Teams…
Reflect
Identify
Research
Evidence Reference (data)
Interpret
Recommend
embracing the challenge, taking the lead
PLT Approach
1. Staff meetings:– Initial meeting– Presentation
2. Staff nominate sphere preference.
3. PLT’s established.
4. PLT meetings:– Brainstorm sheet– Sphere Focus Sheet
embracing the challenge, taking the lead
PLT Approach
5. PLT meetings 2 and 3:– Research, use of data, strategies and
planning (eg: call or visit another school, literature / website research, contacting a specialist in this particular field)
6. Staff meeting (reporting back in PLT’s).
7. PLT meetings 5 and 6 (as above).
embracing the challenge, taking the lead
PLT Approach
8. Staff Professional Learning:– 15 minutes allocated to each PLT to report
back recommendations to staff
9. Publication on Professional Learning Portal.
10.Reflection on link to School Improvement Plan.
embracing the challenge, taking the lead
KM at Mercy
• Also includes:
• Professional learning plan for each teacher
• Learning portals to access relevant information, documents, knowledge
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Summary
• Make KM a priority for your leadership• Conduct a knowledge audit• Identify your organisational goals and align your
action with them• Work collaboratively to develop knowledge
sharing strategies• Use data to clearly position your strategies• Your ultimate goal is to improve the wealth of
your organisation – student learning outcomes
embracing the challenge, taking the lead
Bibliography
• Beare, Hedley. 2001 Creating the Future School Routledge/Falmer. London• Caldwell, Brian J. 2006. Re-Imagining Educational Leadership, Acer Press.
Camberwell.• Cuvelier, Monique. 2006 “Understanding Today’s Capital: Thomas Stewart
Delves into His keynote at Online Information 2006” article Freepint online newsletter, 23rd November 2006 accessed online at www.freepint.com/issues/231106.htm
• Knowledge Management Better Practice Checklist. AGIMO. Version 1 2004. Available online www.agimo.gov.au/checklists
• Siemens George. 2006. Knowing Knowledge. Available online at www.knowingknowledge.com
• Munro, John. Pedagogic Capital: An Essential Concept (and Tool) for Effective School Leaders. CSE Seminar Series Paper No. 161, Feb 2007
• School Improvement Framework. 2006. Catholic Education Office Melbourne. Accessed online http://admin.ceo.melb.catholic.edu.au