In my previous post I focused on the view that the number one principle seems to be that effective schools have clearly articulated and shared beliefs about learning that are lived in every classroom.
This post proposes that the clearly articulated and shared beliefs about learning that are lived in every classroom need to be driven by a vision and mission which are deeply informed by new contexts for learning. In the previous post I stated that, in the end, it doesn't matter what the core beliefs about learning are but that it was vital that they were lived in every classroom. But, of course, it does matter.
If we start, as we should, with the question:
- "When they leave us, what will our students need to be able to do, and what kind of people will they be?" (Modern Learners)
- clearly identify the dominant narrative which you wish to challenge and "how it disables you from making change and what its weaknesses are, how it does not add up."
- settle on a metaphor to build the narrative around. But make sure this reflects the new narrative (eg rather than competing, getting best scores etc more relevant metaphors might be around a growth in important dispositions that better prepare young people to flourish in the realities of the modern world.)
- contextualise the narrative and metaphor to your current setting and propose new structures to support the narrative.
- show what the way ahead looks like and the likely ways of navigating through
- focus on the narrative being invitational so that it becomes compelling to be part of
- Learners at the centre
- Social nature of learning
- Emotions are integral to learning
- Recognising individual differences
- Stretching all students
- Assessment for learning
- Building horizontal connections