Leading a Learning Community

As discussed in Alberta Education’s document on the Principal Quality Standard, a principal that leads a learning community nurtures and sustains a school culture that values and supports learning.” (Click for blog posts on Leading a Learning Community)

I felt I have met the criteria by doing the following:

  • Ensuring that all Professional Development is done in a team setting.  All staff must attend PD with other staff members to ensure that they can continue the conversation on how this learning applies to Forest Green School and Connections for Learning.
  • Work with all students to ensure that they have ample opportunities to be successful in school.
  • Have worked with staff to create opportunities in the area of sports (team and intramurals), as well as opportunities for fine arts.  It is essential that students have an opportunity to succeed in areas outside of the core curriculum.
  • Through the creation of our school Professional Development program, staff use Professional Learning Communities to not only present their ideas, but to have conversations on their learning with one another.  This time for conversation has been extremely valuable to ensure that our practice has become transformational for students.
  • Continuously share information through the use of Diigo to share links and important readings.  This has led to a weekly email sharing articles that impact student learning.
  • Provide teacher replacement time to ensure that staff teams get to work together in the areas of critical thinking, technology integration, and special education. This is very valuable time to staff as they are able to work with instructional leaders in these areas, as well as their grade partners.


  1. Ivon

    I did not see any blog entries attached to the link, but I am not letting this deter me from commenting.

    I drew on the writing of Taleb (2010) in this comment. He asks us to consider what is not present when we look at planning.

    When it comes to planning and change we must examine what is not happening instead of what happens. At first blush this seems odd; however consider questions about real transformation in institutional or organizational settings. To transform education and schools, we have to think about what learning is not or when it does not happen. For example, who are the most important people in the success of students and their learning? The first is the role parents play in the education of children. Why do we not engage parents actively as knowledgeable partners in the learning of children? Classroom teachers are second. Why do we not draw on the wisdom of classroom teachers more extensively? Collaborative activities about things we cherish, like the learning of children, are rarely linear and neat. Instead they are non-linear and messy with potential for dissent. The role of administrators falls down the list of direct variables and people; however their role can be redefined in terms of what they are not, as well. In my experience, many do not facilitate collaborative dialogue welcoming parents and classroom teachers to the circle with no sides in a meaningful manner. Why not listen to the voices closest to the children, accept not data, but wisdom offered, and act courageously with the wisdom? Take risks and accept the risks of others.

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