FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 51
LOUISE STOLL / LANGUAGE FOR LEARNING LEADERSHIP
in charge. When someone has responsibility – or they take it – they are
agents of change. In contrast, the word 8accountability9 means that even
if someone has responsibility, they must answer for this and account for
their actions. So, the word 8responsibility9 often features in accountability. Educators often simultaneously navigate three types of accountability
systems within education (Anderson, 2005). The orst is compliance-oriented; adhering to the rules of bureaucracy. Professional accountability
involves observing professional norms and being held accountable by
colleagues, as in peer review. Performance-based accountability demands
accountability to the general public for student outcomes. Relationships
and consequences differ signiocantly across these types. Accountability
is unquestionably important, but it has to be motivated by a deep sense
of collective responsibility to students, their families, society and to colleagues – not by fear of punitive external accountability. Feeling fearless
– psychologically safe – can exist hand-in-hand with high quality (Edmondson, 2019). We must all be responsible for doing the best that we
can for all students, but this cannot just be individual responsibility – it
has to be collective. This requires a consistent, joint focus on ensuring
the learning and wellbeing of students and each other. Peer pressure,
rather than external pressure, supports motivation, eases isolation and
enhances commitment. It is one example of distributed learning leadership in action.
REALISING CHANGE
8Implementation9 has a distinguished history and research base in educational change, reform and policy. It has played an innuential role in
supporting improvement. The word 8realising9 is more helpful in thinking about the aspirations of learning leadership at all levels of systems.
An evaluator of curriculum implementation in New Zealand chose this
word because success of curriculum reform efforts involves considerably
more than implementation through adhering to use of particular strategies – it is about the importance of 8more generic practices deemed to be
indicators of curriculum intentions being realised9 (Sinnema, 2011, p 13).
The term is now associated with new curricula in some other countries
and jurisdictions. Realising is an active term, associated with aspiration,
a sense of agency and ownership of those involved in making something
happen and bringing it to fruition. Implementation can convey a picture
of implementors as passive recipients of someone else9s reform or idea. I
know that some of those using the term intend it to be active and inclusive. For example, its use in relation to complex education systems is not
about executing the policy; more concerned with building and one-tun-
51
