The idea of leader learner has actually been around for some time. Collective wisdom, collective efficacy, construction of knowledge collectively and collaboratively are all something that have grabbed my attention as of late.
When I was in Ontario, keynoting the ECOO conference, I got into a very interesting conversation with a gentleman named Jeff about the co-construction of knowledge. His argument was that knowledge was very individualized and couldn’t be co-constructed. I have been wrestling with that concept ever since we talked.
By defining leadership as constructivist learning, Linda Lambert (1998) emphasises that
“The key notion in this definition is that leadership is about learning together, and
constructing meaning and knowledge collectively and collaboratively. It involves
opportunities to surface and mediate perceptions, values, beliefs, information, and
assumptions through continuing conversations; to inquire about and generate ideas
together; to seek to reflect upon and make sense of work in the light of shared beliefs
and new information; and to create actions that grow out of these new understandings. Such is the core of leadership” (pp.5-6).
Others who write about leadership also make close links between leadership and learning, particularly as it occurs collectively and within a community. For example, Senge (1990) regards leadership as collective learning, and leaders as responsible for learning. Learning organizations should be “communities of leaders and learners” (1997). Sergiovanni (1992) also takes a constructivist view of leadership and learning , “In communities, leadership and learning go together. So does leadership and sense-making” (pp.40-41). Harris (2003c) who suggests “that leadership is part of the interactive process of sense-making and creation of meaning that is continuously engaged in by organizational members…. Taking this view, leadership is about learning together and constructing meaning and knowledge collectively and collaboratively” (p.314). Michael Fullan (2002a) suggest that learning in context helps to produce leaders at many levels within the organization. There is strong support for the notion therefore that leaders must be learners (Robertson and Strachan, 2001).
Lambert’s (1998) definition, “leadership capacity” refers to broadbased, skillful involvement in the work of leadership.” (p.3). This suggest that many are involved in the leading- teacher leaders, student leaders, as well as people in positions of formal leadership. This view of leading as a shared relationship lines up capacity building with democratic ideals, involving shared purpose, action and responsibility, and a reorganization of power and authority (Apple and Beane, 1999; Frost and Durrant, 2003; Fullan, 2002a; Lambert, 1998).
With leading redefined as learning, it follows that there must be broad-based involvement in constructivist learning processes. Both teachers and students, as leaders, should be involved in learning together within a professional community, engaging in practices such as inquiry-based decision making and practice collaboration, and reflection.
21st Century education includes a community approach rather than a classroom approach to learning. Everyone is a colearner, coleader, co-constructor of knowledge. Using inquiry, collaboration and deep reflection in community spaces (both face-to-face and online) holds the greatest promise for reculturing education in ways that keep it relevant in the lives of the learners we are trying to serve.
References
Apple, M. W., & Beane, J.A. (1999). Democratic schools: Lessons from the chalk face.
Buckingham: Open University Press.
Harris, A. (2003c). Teacher leadership as distributed leadership: heresy, fantasy or
possibility? School Leadership and Management, 23(3), 313-324.
Frost, D., & Durrant, J. (2003). Teacher leadership: Rationale, strategy and impact.
School Leadership and Management, 23(2), 173-186.
Fullan, M. (2002a). The change leader. Educational Leadership, 59(8), 16-20.
Lambert, L. (1998). Building leadership capacity in schools. Virginia: Association for
Supervision and Curriculum Development.
Robertson, J., & Strachan, J. (2001). Teachers taking leadership. In C. McGee, & D.
Fraser. (Eds.), The professional practice of teaching. Second edition. pp.320-334.
Palmerston North: Dunmore Press Ltd.
Senge, P. M. (1990). The leaderʹs new work: Building learning organizations. Sloan Management Review, 32(1), 1-17.
Senge, P. M. (1997). Communities of leaders and learners. Harvard Business Review,75(5), 30-31.
Sergiovanni, T. J. (1992). Why we should seek substitutes for leadership. Educational
Leadership, 49(5), 41-45.
The idea of leader learner has actually been around for some time. Collective wisdom, collective efficacy, construction of knowledge collectively and collaboratively are all something that have grabbed my attention as of late.
When I was in Ontario, keynoting the ECOO conference, I got into a very interesting conversation with a gentleman named Jeff about the co-construction of knowledge. His argument was that knowledge was very individualized and couldn’t be co-constructed. I have been wrestling with that concept ever since we talked.
By defining leadership as constructivist learning, Linda Lambert (1998) emphasises that
“The key notion in this definition is that leadership is about learning together, and
constructing meaning and knowledge collectively and collaboratively. It involves
opportunities to surface and mediate perceptions, values, beliefs, information, and
assumptions through continuing conversations; to inquire about and generate ideas
together; to seek to reflect upon and make sense of work in the light of shared beliefs
and new information; and to create actions that grow out of these new understandings. Such is the core of leadership” (pp.5-6).
Others who write about leadership also make close links between leadership and learning, particularly as it occurs collectively and within a community. For example, Senge (1990) regards leadership as collective learning, and leaders as responsible for learning. Learning organizations should be “communities of leaders and learners” (1997). Sergiovanni (1992) also takes a constructivist view of leadership and learning , “In communities, leadership and learning go together. So does leadership and sense-making” (pp.40-41). Harris (2003c) who suggests “that leadership is part of the interactive process of sense-making and creation of meaning that is continuously engaged in by organizational members…. Taking this view, leadership is about learning together and constructing meaning and knowledge collectively and collaboratively” (p.314). Michael Fullan (2002a) suggest that learning in context helps to produce leaders at many levels within the organization. There is strong support for the notion therefore that leaders must be learners (Robertson and Strachan, 2001).
Lambert’s (1998) definition, “leadership capacity” refers to broadbased, skillful involvement in the work of leadership.” (p.3). This suggest that many are involved in the leading- teacher leaders, student leaders, as well as people in positions of formal leadership. This view of leading as a shared relationship lines up capacity building with democratic ideals, involving shared purpose, action and responsibility, and a reorganization of power and authority (Apple and Beane, 1999; Frost and Durrant, 2003; Fullan, 2002a; Lambert, 1998).
With leading redefined as learning, it follows that there must be broad-based involvement in constructivist learning processes. Both teachers and students, as leaders, should be involved in learning together within a professional community, engaging in practices such as inquiry-based decision making and practice collaboration, and reflection.
21st Century education includes a community approach rather than a classroom approach to learning. Everyone is a colearner, coleader, co-constructor of knowledge. Using inquiry, collaboration and deep reflection in community spaces (both face-to-face and online) holds the greatest promise for reculturing education in ways that keep it relevant in the lives of the learners we are trying to serve.
References
Apple, M. W., & Beane, J.A. (1999). Democratic schools: Lessons from the chalk face.
Buckingham: Open University Press.
Harris, A. (2003c). Teacher leadership as distributed leadership: heresy, fantasy or
possibility? School Leadership and Management, 23(3), 313-324.
Frost, D., & Durrant, J. (2003). Teacher leadership: Rationale, strategy and impact.
School Leadership and Management, 23(2), 173-186.
Fullan, M. (2002a). The change leader. Educational Leadership, 59(8), 16-20.
Lambert, L. (1998). Building leadership capacity in schools. Virginia: Association for
Supervision and Curriculum Development.
Robertson, J., & Strachan, J. (2001). Teachers taking leadership. In C. McGee, & D.
Fraser. (Eds.), The professional practice of teaching. Second edition. pp.320-334.
Palmerston North: Dunmore Press Ltd.
Senge, P. M. (1990). The leaderʹs new work: Building learning organizations. Sloan Management Review, 32(1), 1-17.
Senge, P. M. (1997). Communities of leaders and learners. Harvard Business Review,75(5), 30-31.
Sergiovanni, T. J. (1992). Why we should seek substitutes for leadership. Educational
Leadership, 49(5), 41-45.