FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 49
LOUISE STOLL / LANGUAGE FOR LEARNING LEADERSHIP
learning (leadership) with more routine maintenance of existing operations (management) and what he describes as 8lower order duties (administration)9. Using the term 8administrator9 rather than 8leader9 is unhelpful in emphasising the ultimate mission of educational leaders, and could
even be a distraction. Evidence also highlights how leadership development can make an important difference to the success of school leadership
(e.g., Darling-Hammond et al., 2007, Pont et al., 2008).
PROFESSIONAL LEARNING
Continuing Professional Development (CPD) is a well-used term in the
English language. The word 8development9 is not problematic per se,
but historically had strong associations with going out on short courses (Opfer and Pedder, 2011), a reputation hard to shake off. In a lexicon
of learning leadership, 8professional learning9 is more active. The latest
Teaching and Learning International Survey (TALIS) ondings (OECD,
2019b) highlight that more than three quarters of teachers associate
active learning with effective CPD. Professional learning also better renects the ongoing, challenging, inquiry-focused, collaborative, workplace-oriented and theory-enhanced experiences that make a positive
difference for teachers and students (e.g., Timperley et al., 2008). Some
organisations join the terms ie Continuing Professional Learning and
Development; a possible compromise. The same argument is applicable
to leadership learning.
EVIDENCE-INFORMED AND EVIDENCE-ENRICHED
Frequently, I hear that that practice must be evidence-based. This generally implies based on research or test data. Evidence use is important.
Schools where people rely almost completely on their own experience
and judgement – what they already do and what they hear from colleagues – are evidence-deprived, and are the poorer for it. My deonition
of evidence includes three types: external research ondings, data such
as results of student assessments, surveys, etc., and ondings of teachers9
and leaders9 own inquiry efforts. The expression evidence-based practice
suggests that teachers and leaders must follow precisely what evidence
tells them, whether it is data or research ondings. A term that indicates
greater ability and choice to take action is evidence-informed practice.
Here, teachers and leaders are in charge. They are in the driving seat,
not the evidence. They have a purpose, a problem of student learning
or wellbeing to solve, and the evidence is there to help them. They bring
their experience, professional judgement and knowledge of their con-
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