The leadership resource for Finding Learning Power
This is a companion to the ‘Finding Learning Power’ resource. It is your guide to enabling your teachers to use Finding Learning Power and to enable you to consider the associated strategic implications of its findings.
Your school is taking a new path – same ideas, new angles
Building Learning Power has been around for about twenty years and while many schools took the ideas to their hearts it has never really captured the zeitgeist… until now. Why? Because until now we couldn’t really tell whether recommended changes in classroom practice were actually helping students to grow their learning habits.
However, after further research into how learning habits grow, you can now start by estimating where students’ learning characteristics are now and then link, more precisely, any shifts in classroom practice to phases of students’ dispositional growth.
What this means in practice is:
- start the process by gathering data about students’ current phases of dispositional growth
- make shifts in classroom practice linked to phases of growth
- monitor the shifts in classroom culture and their effects on students’ growth as learners
- re-estimate and record students’ phases of growth
Stages 1 and 4 (above) use Finding Learning Power resource.
Stages 2 and 3 use the first year professional development programme Playing the Learning Power Game.
The journey can then continue in years two and three using the Progressing the Learning Power Game professional development programme and using the Finding Learning Power resource at intervals to suit the school.
How this resource is organised
There are 4 sections:
- Section 1 is simply a repeat of the section in the teachers’ resource ‘Finding Learning Power’ – it is included here for ease of reference and because you, as senior leaders, really do need to work your way through it in advance of launching it in the school
- Section 2 identifies the strategic considerations for senior leaders, both before making a start, in how the information might be managed, and how it might impact the school in the longer term
- Section 3 contains some useful training materials you might care to use to launch using this resource and the need to develop students’ learning power
- Section 4 signposts the content of the follow-on development programme for teachers, ‘Playing the Learning Power Game’.
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