Learning and impact
What has Jo learned and how is it impacting on her practice and on the school?
Jo and Leslie have reached the point where they can look back and identify how they worked together and recognise what they’ve learned. Jo begins by recalling the challenges she faced at the outset.
The school culture has continued to evolve over this time. Increasingly the school recognises the importance of pedagogical leadership for the professional learning of teachers. And it backs this up with strong support from senior management.
As always in a large school, there remains the ongoing challenge of keeping students’ learning at the forefront and overcoming resistance to change.
For Jo, there is the satisfaction of being able to see the impact of teachers’ changed approaches to literacy learning on students’ learning. It is also rewarding to reflect on her growing confidence in how she works with teachers and the changes in her beliefs over time.
Perpectives
Denise Arnerich
Denise Arnerich gives her final thoughts on the case and the learning of its participants.
John Loughran
John Loughran gives his final thoughts on the case and the importance of support from school senior management to pedagogical leadership.
What have you learned and how will it impact on your practice?
How do the comments of the case participants and the thinking of Denise Arnerich, John Loughran and others reinforce or challenge your current understanding and practice?
What opportunities are there for you to:
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work within a community of practice to inquire into your practice as a pedagogical leader?
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be supported by others (for example, through coaching or modelling) in order to build your understandings and expertise as a pedagogical leader?
What challenges or questions can you identify in your current practice as a pedagogical leader? How do they link with identified learning needs of teachers and students? What evidence do you have?
Which of these challenges or questions would make the most useful focus for your inquiry?
See Conducting Inquiry (pages 43–75) for guidance on inquiring into your practice.
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