I’ve been thinking about complexity in schools and what this means for school leaders.
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1/12
Schools are complex because every action taken by adults and children have consequences that are desirable and undesirable; predictable and unpredictable; shorter term and longer term.
Each action that leaders take might advantage some but disadvantage others.
2/12
This complexity is the reason why schools are both exciting places to work and difficult places to manage. And to make the most of the excitement and to mitigate the difficulties, we might have to change how we pay attention.
The first thread pulled together ideas about complexity (as opposed to simple cause and effect relationships), domains of impact and two models for quality assurance:
It is all very well observing lessons and discussing children’s work with them but maybe there are opportunities to pick up strengths and areas for improvement sooner…
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1/16
The bottom line is that leaders need to know the extent to which children are flourishing, whether that is academically, socially, behaviourally, emotionally and much more.
If we know this, we’re better placed to think about what we might do to improve them.
2/16
Outcomes might mean all sorts to different people.
One person’s standard of behaviour, for example, can be very different to the next.
If we’re evaluating this, it makes sense to have some sort of shared idea of what it looks like.