This paper elaborates three leadership roles to turn school networks into vehicles for powerful learning and democracy These leadership roles were identified through a review of four school network...

Leading school networks to liberate learning: three leadership roles

Abstract The pandemic has made deeper problems more transparent and has stimulated many to realize that there may be an opportunity over the next period to pursue much needed innovations in learning. In this essay we describe the ways in which the pandemic has provided the conditions for new human development that joins two powerful forces: the pulsar model which elevates human potential with respect to student learning, and new, deeper forms of collaboration that have long eluded those interested in system change. In this article we show how ‘spirit work’ and collaboration can combine to develop schools systems that are essential for coping with the new post-pandemic conditions facing humanity. We also identify spinoff opportunities arising from the pandemic, and a corresponding pressure that could generate more widespread system improvement designed to improve learning for all, including advances in both equity and excellence. 

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Leading new, deeper forms of collaborative cultures: Questions and pathways

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http://www.scielo.org.mx/pdf/peredu/v42n169/0185-2698-peredu-42-169-52.pdf

Acompañamiento a redes de líderes escolares para su transformación en comunidades profesionales de aprendizaje

espanolSea cual sea el punto de partida de un proceso de cambio en educacion –un individuo, un aula, un equipo docente, el sistema politico– el ecosistema que lo acoge y le da su forma definitiva es el centro escolar. Este articulo revisa la investigacion actual sobre la organizacion escolar como contexto de la innovacion, bajo la lente de dos conceptos que han transformado la teoria organizativa: comunidad y red. Se analizan los referentes teoricos y metodologicos, marcos de analisis e investigaciones concretas relacionados con la perspectiva comunitaria o de redes. Con sus respectivos matices, estas perspectivas asumen la innovacion como un proceso de aprendizaje y de creacion y movilizacion del conocimiento que se instala en una comunidad de practica. Los vinculos sociales entre los miembros de esa comunidad prestan su forma original al proceso. Se constata ademas que los estudios sobre la innovacion educativa que asumen la escuela como unidad de analisis estan experimentando un notable progreso en el ambito latinoamericano. El proposito ultimo de los autores ha sido contribuir a la elaboracion de un relato integrador que proporcione unidad y consistencia al campo de estudios de la innovacion en la escuela y oriente la investigacion futura. EnglishWhatever it is the starting point of any change process in education field –an individual, a classroom, a teaching team, the political system– the school is the ecosystem that welcome and shape such process. The paper reviews the current research literature about school organizations under the lens of two concepts that have transformed organizational theory: community and network. Theoretical and methodological frameworks, conceptual maps and specific studies regarding the community and network perspectives are analysed. Such perspectives, with their own particularities, see innovation as a learning process in which knowledge is created and mobilised by a community of practice, which social ties give the process its unique characterictics. Furthermore, the paper verifies that the studies on educational innovation that take the school site as the unit of analysis are having a remarkable development in latin-american countries. The ultimate purpose of the authors is the elaboration of a unifying narrative that provides both coherence to the school innovation field and perspective for future research.

Red, Comunidad, Organización. La Escuela como Ecosistema de la Innovación Educativa

This paper explores how external facilitators can support the development of cultures of effective professional collaboration in networks of schools. It emphasizes the role they can play as “critical friends” to facilitate the cultural change that is required to establish cultures of effective collaboration. It presents a case study that describes the experience of a centre of leadership development in the Chilean region of Araucania in supporting the development of ten networks of school leaders in the region. Through the analysis of reports of formal network meetings, surveys and interviews with participating school, community and regional leaders, as well as conversations with the team that designed and accompanied the networks between May 2016 and December 2018, it reconstructs the history and evolution of the strategy to support the development of the networks. It also outlines a theory of action organized in seven principles of action to build cultures of effective collaboration in school networks.

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Carolina Villagra

Papers

Construir culturas de colaboración eficaz en redes de escuelas chilenas: una teoría de acción