FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 52
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ALGUNAS PERSPECTIVAS EN LIDERAZGO ESCOLAR / PRIMERA PARTE
ing it collaboratively. Implementation proponents also sometimes draw
on improvement science and associated ideas such as networked communities and disciplined inquiry to learn by doing.
Even good intentions can be misinterpreted. In evaluating the implementation of the pilot middle years strategy in my country, while the originators meant that the strategy should be adapted to ot diverse contexts,
many perceived it as prescriptive; others experienced it as such through
the received chain of messages (Stoll and Stobart, 2005). Realising does not
ignore implementation science, but draws selectively from it. For example, working together to articulate, consider and test out your theory of
change is important to realising. It is another term that belongs in my lexicon. Originating in evaluation theory, it is used in social agencies, community development, healthcare and, increasingly, education. Simply,
it is a theory of how and why an initiative works (Weiss, 1995). Working
through a theory of change process pushes you to interrogate the assumptions, enablers, preconditions, etc., that frame your work and explain why
you think particular activities will lead to desired goals. Having theories
of change are also part of being 8evidence-enriched9.
COLLECTIVE – WE, CO-CREATION
Realising generates ownership and investment in the journey of change.
This occurs through active, non-hierarchical involvement of diverse
stakeholders in co-designing and co-constructing the way forward, for
example co-creating new curricula and associated learning experiences,
teaching and assessment. The preox 8co-9 signiocantly features within a
learning leadership vocabulary, for example co-production and co-design – to emphasise coequal partnership – having the same importance – as
well as thinking together, joint action and mutual learning.
Why is collaboration important? What can it achieve that individuals
can9t attain alone? Steven Sloman and Philip Fernbach (2017, p: 5), cognitive scientists, explain as follows:
Our intelligence resides not in individual brains but in the collective
mind. To function, individuals rely not only on knowledge stored
within our skulls but also knowledge stored elsewhere: in our
bodies, in the environment, and especially other people. When you
put it all together, human thought is incredibly impressive. But it is
a product of a community, not of any individual alone.
The purpose of educational collaboration is to enhance the learning and
wellbeing of all students. Faced with a challenging educational agenda,
