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The 5 Leadership Learning Principles

The document outlines five principles of Leadership for Learning (LfL): 1) Maintaining a focus on learning as an activity involving all people as learners and the interplay of social, emotional, and cognitive processes. 2) Creating conditions favorable to learning by nurturing learning for all, reflecting on learning, and using tools to enhance thinking about learning. 3) Creating dialogue about LfL by making its practices explicit and discussing the link between learning and leadership. 4) Sharing leadership by supporting participation, drawing on everyone's expertise, and promoting collaborative work. 5) Having a shared sense of accountability through self-evaluation, focusing on evidence and core values, and recasting policies accordingly

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Mardhiah Ramlan
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196 views

The 5 Leadership Learning Principles

The document outlines five principles of Leadership for Learning (LfL): 1) Maintaining a focus on learning as an activity involving all people as learners and the interplay of social, emotional, and cognitive processes. 2) Creating conditions favorable to learning by nurturing learning for all, reflecting on learning, and using tools to enhance thinking about learning. 3) Creating dialogue about LfL by making its practices explicit and discussing the link between learning and leadership. 4) Sharing leadership by supporting participation, drawing on everyone's expertise, and promoting collaborative work. 5) Having a shared sense of accountability through self-evaluation, focusing on evidence and core values, and recasting policies accordingly

Uploaded by

Mardhiah Ramlan
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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The five Leadership for Learning (LfL) principles

1. Leadership for learning practice involves maintaining a focus on learning as an activity in


which:
1
a) everyone is a learner
b) learning relies on the effective interplay of social, emotional and cognitive processes
c) the efficacy of learning is highly sensitive to context and to the differing ways in which people
learn
d) the capacity for leadership arises out of powerful learning experiences
e) opportunities to exercise leadership enhance learning

2. Leadership for learning practice involves creating conditions favourable to learning as an


activity in which:

a) cultures nurture the learning of everyone


b) everyone has opportunities to reflect on the nature, skills and processes of learning
c) physical and social spaces stimulate and celebrate learning
d) safe and secure environments enable everyone to take risks, cope with failure and respond
positively to challenges
e) tools and strategies are used to enhance thinking about learning and the practice of teaching

3. Leadership for learning practice involves creating a dialogue about LfL in which:

a) LfL practice is made explicit, discussable and transferable


b) there is active collegial inquiry focussing on the link between learning and leadership
c) coherence is achieved through the sharing of values, understandings and practices
d) factors which inhibit and promote learning and leadership are examined and addressed
e) the link between leadership and learning is a shared concern for everyone
f) different perspectives are explored through networking with researchers and practitioners
across national and cultural boundaries

4. Leadership for learning practice involves the sharing of leadership in which:

a) structures support participation in developing the school as a learning community


b) shared leadership is symbolised in the day-to-day flow of activities of the school
c) everyone is encouraged to take the lead as appropriate to task and context
d) the experience and expertise of staff, students and parents are drawn upon as resources
e) collaborative patterns of work and activity across boundaries of subject, role and status are
valued and promoted

5. Leadership for learning practice involves a shared sense of accountability in which:

a) a systematic approach to self-evaluation is embedded at classroom, school and community


levels
b) there is a focus on evidence and its congruence with the core values of the school
c) a shared approach to internal accountability is a precondition of accountability to external
agencies
d) national policies are recast in accordance with the school’s core values
e) the school chooses how to tell its own story taking account of political realities
f) there is a continuing focus on sustainability, succession and leaving a legacy
                                                                                                                         
1
‘Everyone’ includes students/pupils, teachers, teaching assistants, headteachers, the school as an organisation.
Leadership for Learning (LfL)
an integrative model
 

Key References
Swaffield, S. and MacBeath, J. (2009) Researching Leadership for Learning across
International and Methodological Boundaries. AERA Annual Meeting, San Diego, CA.
MacBeath, J. and Dempster, N. (eds) (2008) Connecting Leadership for Learning:
Principles for Practice. Routledge: London.
See http://www.educ.cam.ac.uk/centres/lfl/about/ for further information on LfL.

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