Until now I have explored some of the broad issues which I think inform a way of thinking about the whole idea of sustainable retreat. I have emphasised that the concept presents some important challenges to consider when we attempt to introduce practices into established organisational structures such as schools because their modus operandi is guided by other ways of seeing the given world.
However, there are constructive starting points from which we can begin to make plans and develop responses that are positive and principled. In order to take the ideas forward I think that there are some basic assumptions which serve as foundations upon which all the practical application of knowledge into sustainable communities and schools can flourish.
We are looking at this problem as something that is interconnected, it is a systems challenge.
We are looking finding a balance between design and emergent leadership.
We are looking at how to enquire into the possibility of change.
Some starting questions:
• What do we mean by sustainable school improvement?
• What are the main questions we need to address in order to nurture more sustainable learning communities?
• What systems and processes of professional support can best assist us in our activities designed to address these questions?
• How can schools support one another in order to strengthen the impact of these activities?
I will address these questions further in the next few posts and illustrate them with examples of work in progress.
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