Leadership for Learning

By J. Macbeath. Instructional Leadership and Leadership for Learning in Schools, 2019

111 citations recorded by the source corpus.

Thinking critically requires a new cognitive vocabulary, argued A.N. Whitehead nearly a century ago. We are liberated, or confined, by the words and concepts we use to confront inert ideas. How we understand and share our thinking about learning and how it is led require a problematisation of both big ideas. The example from Cambridge of five key principles for leading learning is presented as a different way of thinking about where leadership may lie, requiring careful study as to where the initiative occurs, how decisions are made and by whom. Reference to Alexander’s complaint ‘Still no pedagogy’ refers, in part, to the inhibitions of language used to refer to learning and leadership so that we come to understand this less as a matter of what leaders or teachers do but what learners do or how learning is made manifest. The opportunity to find new spaces for learning and leadership and the relationship between them is exemplified in Hong Kong where students are released from the dictats of curriculum and assessment and the authority of teachers through ‘other’ forms of individual and collegial-led learning.

Subfields: Education

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