1. FROM SINGLE LOOP TO....... measure progress set targets assess

2. DOUBLE LOOP LEARNING measure progress set targets assess Evaluate learning Create and share knowledge Build capacity

3. SMC: from single to double loop  Set school goals and performance targets  Ensure smooth operation in school  Prepare annual school plan & budget  Pilot & evaluate educational initiatives  Promote education to pupils  Establish effective channels of communication  Plan professional development of teachers  Evaluate school effectiveness

4. Appreciative inquiry  Protected learning time at meetings  Story telling sessions from invited guests  Participation in lesson study  Shadowing a class  Shadow a School Review Team  Consultancy on OLE  Focus group with students  Co-teaching

5. WHAT IS THE CAPACITY OF YOUR SCHOOL? Conducting a knowledge audit Where does the knowledge lie as to: What motivates and engages students?  What motivates and engages students?  The effectiveness of teaching?  Uses and impact of assessment  The value of homework?  Learning in home and community?  Other Learning Experiences?  Agency and change agents?  Qualities of leadership?

6. DEVELOPING THE INNER EYE Leadership acts are most likely to occur when attempts are made to understand the circumstances of teachers’ work. This means starting with the practicalities of teaching, developing a language for talking about teaching, and assisting teachers to collect evidence about the contradictions, dilemmas and paradoxes that inhere in their work. This consciousness raising amounts to developing an inner eye so as to penetrate accepted assumptions and, in the process, isolate viable ways in which transformation might occur. (Smyth, 1986, p. 3)

7. The task of leadership is to make visible the how, why and where of learning. It achieves this by conversations and demonstrations around pupil learning, professional learning and learnings which transcend the boundaries of the school. The challenge for leadership is to nurture the dialogue, to make transparent ways in learning interconnects and infuses behaviour. It promotes a continuing restless inquiry into what works best, when, where, for whom and with what outcome. Its vision is of the intelligent school and its practice intersects with the wider world of learning. Leadership for Learning – making learning visible Leadership for Learning – making learning visible