Complexity and inter-professionalism

School leaders seeking solutions beyond schools


Learning goals

  • School leaders learn how to analyze their work context and to identify the relevant professionals they share responsibilities with for educating the students
  • School will be able to establish co-operation with relevant professionals in particular school related situations.
  • School leaders will be able to communicate with relevant stakeholders and beneficiaries in way that brings progress, help and positive impact in view of the needs of the pupils or students they are responsible for.
  • School leaders will be able to develop a realistic view of the risks and opportunities the school is facing and to prepare the school, its staff, and the school community for it

Learning fields

  • Professional learning in:
  • Self-evaluation
  • Network-analysis
  • Networking
  • Goal setting
  • Strategic planning
  • Communication

Learning paths

  • Vignettes session 1 (thinking through the vignettes for school leaders; group talks about their relevance, identification of own issues to work on
  • Creating new vignettes to describe current issues
  • Mutual interviews with peer school leaders (in pairs)
  • Enriching the vignettes Individually
  • Second group session (2) to identify and share inter-professional learning needs
  • Action planning
  • Network analysis
  • Inter-professional session
  • Action planning 2
  • Action/reflection/learning

Learning methods

  • Design thinking
  • Developing vignettes
  • Mutual interviewing
  • Needs (self)assessment
  • Peer consultation
  • Turning work into a learning trajectory

Learning environment

  • School leaders meeting
  • Face to face meetings in pairs
  • Opportunities to discuss and reflect
  • Moderation by external moderator
  • Backing by authorities/school board

People involved

  • Peer school leaders
  • Depending on the vignette relevant other professionals
  • A moderator

Indicators of success/impact

  • Vignettes that represent school leaders own issues and dilemmas in situation he/she recognizes and feels professionally challenged by;
  • An overview of relevant players in distinguished key situations;
  • Actual meetings of the relevant players;
  • Mutually observed and shared learning outcomes/competences acquired through the Professional learning activities;
  • Feedback by relevant others on whether they have seen any improvements;
  • Facts and figures where possible

The process as described here may be organized in various ways:
As an intensive event for instance within a week, or as a longer process.