Creating Spaces for Practitioner Research: Strategic Leadership to Create a Third Space for Practitioner Enquiry in an Authentic Professional Learning Community

Abstract

This chapter tells the story of a learning community which has worked to create a third space for sustainable practitioner enquiry and how that activity has strengthened the professional learning community (PLC). It considers the strategic posture taken by the college leadership which allowed for and nourished the ‘learning projects’ as they have come to be known. Specifically, the leadership and strategic principles which have underpinned this movement in professional learning will be described and interrogated. The argument is made that strategic vision empowered by a leadership mandate and enacted in a third space of professional dialogue, are all required for the full benefits of sustained practitioner enquiry to be enjoyed by the learning community.

Appendices

Appendix 1

St Mary Star of the Sea College—Academic Care Charter

The strong should have something to strive for and the weak nothing to run from. (Rule of St Benedict Ch. 64)

Teaching Styles and Methods

Teachers at St Mary’s use a variety of styles and methods to engage all learners and to meet diverse learning needs. They plan and tailor their teaching to match the content, student ability, available technology and other situational factors which affect learning.

Learning Styles and Needs

Teachers at St Mary’s recognise and cater for students who learn in different ways. They facilitate optimal learning experiences that nurture emotional well-being and personal achievement.

Authentic Learning Experiences

Teachers at St Mary’s create authentic learning experiences which engage students in the development of significant and life-centred knowledge and skills. Their lessons promote problem solving, critical thinking and a love of learning.

Reflection in Learning

Teachers at St Mary’s build reflection, assessment for learning and evaluation into the learning process. They explicitly teach the skills of listening, questioning, goal setting and planning.

Assessment

Teachers at St Mary’s measure student learning in a range of meaningful and equitable ways. They create assessments of high quality which support learning for all students and they provide feedback which is timely and constructive.

A Positive Learning Environment

Teachers at St Mary’s create positive learning environments with a balance of challenge and support, where every student’s right to learn is protected and promoted. They create stimulating lessons where students feel secure enough to take learning risks.

Expectations

Teachers at St Mary’s expect all students can learn and all students can achieve personal excellence. They communicate this expectation to their students and encourage and support them to be motivated and optimistic learners.

Relationships

Teachers at St Mary’s model and promote empathetic relationships with students based on mutual trust and respect. They engage with all students in a way that is purposeful and is directed to all students’ growth and well-being.

Appendix 2

Research Questions Treated by the Learning Projects 2008–2010

2010

• 1. How will the implementation of ‘Click View’ (software that allows streaming of video) affect the learning of students and teachers at St Mary’s College?

• 2. How can we recognise and nurture the potential of gifted and talented students in the religious education subjects?

• 3. What transformative behaviours can the school community undertake to better embrace the Benedictine value of stewardship?

• 4. Does e-learning increase student engagement in religious education at St Mary’s?

• 5. Are we able to fulfil students’ expectations in year-9 religious education?

• 6. What can the college do better to increase student resilience upon entering high school?

• 7. How can the college’s practices and pedagogies empower students with special needs to maximise their learning and reach their full potential?

2009

• 1. What elements of visual and navigation design create a successful and engaging learning experience for students in an e-learning situation?

• 2. Does Google kill research skills?

• 3. What has been of the impact of interactive whiteboards in a one-to-one laptop learning environment?

• 4. Increasing engagement and deeper understanding in mathematics in junior classes—a pilot study.

• 5. Positive psychology: its implications for St Mary Star of the Sea College—a proposal.

• 6. Significance in the classroom: A focus on learning and teaching strategies that promote inclusiveness for all students.

• 7. Teaching twenty-first century skills to the information-age student—measuring the correlation between competencies and content knowledge and skills.

2008

• 1. Measuring the efficacy of self-directed learning of mathematics in a one-to-one laptop school.

• 2. Analysing student perceptions of connected learning.

• 3. Bridging the gap—what does an analysis of student performance and perceptions in senior English tell us of our preparation for senior demands in English?

• 4. Studies of Religion (SOR)—a distinct teaching challenge. What are the self-concept issues faced by teachers of studies of religion?

• 5. The emerging analytical mind—does our assessment program meet the intellectual needs of our students? Would a more engaging program enhance their engagement and learning?

• 6. Fostering students creativity through imaginative curriculum and quality—the creative and performing arts.

• 7. Art & Growth—how can we address the distance between students’ experience of theory and practice in Visual Arts?

• 8. Get Moving! How can Personal Development Health and Physical Education (PDHPE) programs stimulate physical activity as a lifestyle choice for all students?

• 9. Dancing through the universe—how can dance, music, drama and poetry be employed to assist students’ learning complex concepts in science?