Teachers and leaders throughout Alberta have voiced their disillusionment with traditional ways in which school and system initiatives have been implemented (Brandon et al, 2019).
The implementation process is often seen as lacking coherence between site leadership, teaching practice, and student learning; as overlooking lynchpin documents such as the provincial Standards; as neglecting critical and sustained collaborative discussions between system and site leaders and teachers; as not providing measured and purposeful time for professional learning prior to and during implementation; and as using metrics and evidence of success that is externally mandated and only tangentially related to the initiative.
These sessions will explore seven researched effective practices in initiative implementation based on a model of Generative Leadership.
Building a Professional Learning Culture that Supports Implementation: Assumptions and Theory
What assumptions underpin conventional models of school improvement and initiative implementation? Which can be easily shifted to enhance the effectiveness of the implementation process?
Leading Learning of Implementation: Generative Leadership
What are the elements of Generative Leadership? How do these elements contribute to a culture of professional learning that accommodates successful initiative implementation?
Session #3: Creating Shared Responsibility for a Culture of Learning: Inquiry as the Work
What does an inquiry model of implementation look like? How can professional collaborative inquiry be used to sustain initiative implementation?
The reality is that school and system leaders are facing ongoing (sometimes daily) disruptions and pending large scale changes in our province. Whether you need to develop greater skills and understanding related to supporting change as a leader, or simply need a refresher -- this session series is a great place to be.
Each big idea shared by the presenters will be complemented by a follow-up coffee hour where we can unpack the content and apply it to our contexts, in an effort to learn from and with one another.
Sessions with Drs. Adams and Mombourquette - April 28, May 11 & 24; 1:00-3:00 PM
(Recordings shared with all registered participants.)
Coffee Hour Conversation and Collaborative Debrief - May 3 ,17 and 31; 9:00-10:00 AM
Dr. Pamela Adams is an Associate Professor of Educational Leadership in the Faculty of Education at the University of Lethbridge in Alberta. She has taught at the graduate and undergraduate levels since 1996, as well as served as the Faculty’s Assistant Dean and liaison to the Alberta Initiative for School Improvement. Over the past eight years, Pamela has conducted research studies in over 100 schools in seven districts throughout Western Canada investigating themes of leadership, teaching effectiveness, adult learning, and essential conditions for professional learning using a collaborative inquiry model. Her work challenges educators to engage in a generative dialogue that shifts how colleagues talk with each other to create reflective action in teaching that leads to optimized student learning.Dr. Carmen Mombourquette
Dr. Carmen Mombourquette is an Associate Professor of Education specializing in Educational Leadership at the University of Lethbridge. He is actively researching the effectiveness of school leadership practices (the principalship), school district leadership practices, and leadership of First Nation schools. For many years he was an elementary, junior high school, and high school principal in Alberta and Ontario.
May 21, 2022
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