Anyone have any other pending thoughts related to Chapter Two before we
begin chapter three?
As I reflect once again upon this important chapter, what strikes me is the
importance of developing a strong classroom community in order to achieve
what Ellin describes. We are teaching not only reading, but how to be a
community of learners. As some of you may remember, I am currently taking
classes. I
am studying leadership and innovation.(I want to be able to create the
changes we talk about so often on this list and on mosaic.)
I am interested in the commonalities between what I am learning effective
school leaders do (create effective professional learning communities where
everyone has some leadership roles) and what Ellin is advocating in To
Understand.
Here are just a few examples:
1. Good leaders help develop a common vision that inspires and unites the
staff. In Ellin's book one example of creating a common vision is when the
teacher creates a sense of excitement and anticipation for those coming to an
in
vitational group.
2. Good school leaders share leadership. Ellin would have the students
teaching and sharing what they have learned about reading...the leadership for
learning is shared.
3. Good school leaders develop a learning community. Ellin would have us set
up a climate of inquiry...where kids see themselves as scholars who pose
questions and work together to find the answers.
4. Good leaders help their colleagues celebrate successes...there are
rituals as a part of the culture. Ellin would have the kids have rituals as
part of
their crafting sessions and celebrations of learning are an inherent part of
what Ellin recommends in the studio model.
Could it be that children who learn in a constructivist environment will
grow up to be better suited for leadership roles in the future? Wouldn't that
be
grand if that were the case?
Jennifer
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