Extending High StandardsExtending High StandardsAcross Schools; Across Schools;

Challenges within clusters Challenges within clusters (Annan, 2008) (Annan, 2008)

Workshop in three parts Workshop in three parts

• Part 1 – problem analysisPart 1 – problem analysis

• Part 2 – challenges residing in your Part 2 – challenges residing in your structures structures

• Part 3 – challenges residing in your Part 3 – challenges residing in your theories and practicestheories and practices

Part 1 - Problem analysis Part 1 - Problem analysis (Robinson & Lai, 2006)(Robinson & Lai, 2006)

• The problemThe problem

• Practices attached to the problemPractices attached to the problem

• Reasons for using those practicesReasons for using those practices

• OutcomesOutcomes

Part 2 – Challenges residing in the Part 2 – Challenges residing in the structures of your clusterstructures of your cluster

• What is a cluster?What is a cluster?

– A cluster is a form of a learning A cluster is a form of a learning network… network…

– A connected group of reformers working A connected group of reformers working together non-hierarchically to solve together non-hierarchically to solve common problems common problems (Annan, B., 2007)(Annan, B., 2007)

Why are we getting involved in Why are we getting involved in learning networks?learning networks?

You are part of a shift from self-You are part of a shift from self-managing to connected schoolsmanaging to connected schools

• EHSAS clustersEHSAS clusters

• Schooling Improvement clustersSchooling Improvement clusters

• eLearning clusterseLearning clusters

• Administration clusters Administration clusters

• Next…Next…

Why is the shift happening?Why is the shift happening?

• Learning together is better than learning Learning together is better than learning alone to solve complex problemsalone to solve complex problems

• We have a complex underachievement We have a complex underachievement problem to solve in NZproblem to solve in NZ

– It is a within school problem across most NZ It is a within school problem across most NZ schoolsschools

• We also need to maintain our high overall We also need to maintain our high overall average average

Origin of clusters…Origin of clusters…

• A form of a ‘community of practice’ A form of a ‘community of practice’ (Wenger, E., McDermott, R., & Snyder, W., 2004)(Wenger, E., McDermott, R., & Snyder, W., 2004)

• Communities of practice are well Communities of practice are well established in business established in business (Wenger et al, 2004)(Wenger et al, 2004)

• Education is just latching on to themEducation is just latching on to them

Organisation Organisation of of

Communities of Communities of Practice Practice

(Jean Annan, 2005)(Jean Annan, 2005)

Loosely structured and largely self-managingLoosely structured and largely self-managing Typically flat structures, collaborative, Typically flat structures, collaborative,

professional.professional. Leadership assigned by membersLeadership assigned by members Tasks distributed among membersTasks distributed among members Formal and informal relationshipsFormal and informal relationships Voluntary membershipVoluntary membership

A community of practice A community of practice has three componentshas three components

Practice

Community

Domain

Jean Annan (2005)

Community

Newcomers

Core members

Div

ersi

ty

Commonality

MultipleInterdependent Relationships

Community

Jean Annan (2005)

Domain

New Knowledge

Baseline Knowledge

Exp

licit

Kn

owle

dge

Tacit

Kn

owl

edge

Domain

Jean Annan (2005)

Practice

Practice

Jean Annan (2005)

Practice 1 + Reason for using that practice

Practice 2 + Reason for using that practice

Practice 3 + Reason for using that practice

Reflect on the quality Reflect on the quality of your clusterof your cluster

Practice

Community

Domain

Jean Annan (2005)

Outcome

Communities of Practice; Communities of Practice; their their relationship with the organisation relationship with the organisation (Wenger, McDermott, (Wenger, McDermott,

Snyder, 2004)Snyder, 2004)

UnrecognisedUnrecognised Invisible to the organisation and Invisible to the organisation and sometimes even to members sometimes even to members themselvesthemselves

BootleggedBootlegged Only visible informally to a circle Only visible informally to a circle of people ‘in the know’of people ‘in the know’

LegitimisedLegitimised Officially sanctioned as a valuable Officially sanctioned as a valuable entityentity

StrategicStrategic Widely recognised as central to Widely recognised as central to the organisation’s successthe organisation’s success

TransformativTransformativee

Capable of redefining its Capable of redefining its environment and the direction of environment and the direction of the organisationthe organisation

From Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, June.

Part 3Part 3 Challenges residing in your Challenges residing in your theories and practicestheories and practices

What is a theory? What is a theory?

• A set of linked ideas to explain A set of linked ideas to explain somethingsomething

• Explains why you do things your way and Explains why you do things your way and why you set aside other ways of doing why you set aside other ways of doing thingsthings

Point 1, there are different sorts of Point 1, there are different sorts of

theoriestheories

• Theories about the problemTheories about the problem

• Design theoriesDesign theories

• Implementation or action theoriesImplementation or action theories

• Evaluation theoriesEvaluation theories

Point 2, there are espoused Point 2, there are espoused theories & theories in use theories & theories in use (Argyris & (Argyris &

Schon, 1974)Schon, 1974)

Often a difference between the twoOften a difference between the two

E.g. I’m going to give up drinking wine E.g. I’m going to give up drinking wine during the week but friends come over during the week but friends come over on Wednesday and I can’t help but be on Wednesday and I can’t help but be sociable. sociable.

Point 3, there are explicit and Point 3, there are explicit and implicit theories implicit theories (Argyris & Schon, 1974)(Argyris & Schon, 1974)

• Explicit theories are those that can Explicit theories are those that can be seen or heardbe seen or heard

• Implicit theories are hidden Implicit theories are hidden

Point 4, theory competition is Point 4, theory competition is common common

(Robinson & Lai, 2005)(Robinson & Lai, 2005)

• People have different theories about how People have different theories about how to understand and solve practical to understand and solve practical problems problems ((Robinson and Lai, 2005, p.28)Robinson and Lai, 2005, p.28)

• Rival theories need to be resolvedRival theories need to be resolved

• 4 criteria to evaluate theories 4 criteria to evaluate theories AccuracyAccuracy Effectiveness Effectiveness CoherenceCoherence Improvability Improvability

Some references Some references

• A theory for schooling improvement; consistency A theory for schooling improvement; consistency and connectivity to improve instructional practice and connectivity to improve instructional practice (Annan, B., 2007)(Annan, B., 2007)

• Supervision in a community of practice Supervision in a community of practice (Annan, J., (Annan, J., 2005)2005)

• Practitioner Research For EducatorsPractitioner Research For Educators (Robinson, V., & (Robinson, V., & Lai, M, 2006) Lai, M, 2006)

• Learning Communities Learning Communities (Stoll 2005, Du Four, 2004)(Stoll 2005, Du Four, 2004)

• Communities of practice Communities of practice (Wenger et al,2004)(Wenger et al,2004)

• Learning networks Learning networks (Wenger, E., McDermott, R., & (Wenger, E., McDermott, R., & Snyder, W., 2004; Barabasi, 2002)Snyder, W., 2004; Barabasi, 2002)