Propuesta de intervención

The words ‘conflicts’, ‘confusions’, ‘conundrums’ and ‘contradictions’ used by Dempster et al. (2004a) and Belardi (2010), strongly convey the enormous complexity of the tasks faced by school leaders and leadership teams in carrying out their daily responsibilities. The words also highlight the reasons for transparency in decision-making processes. Dempster et al. (1998) report on research which explores the ethical decision making practices of Queensland school principals. The researchers use the term ‘values-driven character of school leadership’ (1998, p. 3) to articulate their view of leadership operating in a value-rich environment of which leaders need to be cognisant. Dempster et al. qualify their comments on principals’ ethical behaviour, values and decision making by noting that the significant issues for principals involve the interplay of ‘ethical behaviour, personal value positions, and consistency in decision making action’ (1998, p. 2).

The research findings allowed the employing authority of the time, Education Queensland, and other state authorities, to articulate more effectively the directions for future school improvement and especially the kinds of professional development programs needed by school leaders. One of the outcomes of this research project by Dempster et al. was the ‘writing of fictionalised, illustrative case studies which highlight the findings of the project, together with an analytic commentary’ to improve the quality of the professional learning available to school leaders (1998, p. 4). This process illustrates a key aspect of leadership management and succession planning – namely the manner in which new leaders are acknowledged, supported, developed and inducted into the culture of leadership practice.42

42 _{In Professional Practice Initiative 2 – The Ethical Decision Making Course, this process is highlighted with}

reference to the publication of Learn; Lead: Succeed (Australian Principals Associations Professional Development Council, 2004) and its influence on the course I developed.

Boon (2011) argues for a ‘raising of the bar’ in providing more ethics teaching grounded in practices that illustrate high standards of professional ethics to facilitate the growth of quality teachers and leaders. For Boon, ‘ethics understanding underpins the teaching of values, professional standards and reflective practice … [and is] particularly important in education with its diverse stakeholders’ (2011, p. 89). Boon’s comments are very salient, as diversity invariably brings differing viewpoints, priorities and approaches to the resolution of issues. Cranston et al. note that a significant challenge for those providing professional learning for school leaders is to assist principals so they can become ‘more reflective practitioners who can reflect upon their practice and context and therefore be in a better position to make defensible decisions’ (2006, p. 118).

Professional isolation is another factor that works against the adoption of quality practice in schools, including decision making. Isolation from professional colleagues is a

significant welfare issue which has the potential to impact negatively on the professional learning of some school leaders and their teaching staff, particularly those who work long distances from colleagues (Riley & Langan-Fox, 2014). Professional isolation works against collegial practice, the sharing of ideas and the development of a reflective capacity in leaders. This issue of isolation is explored in the next section of this scholarly paper.

Beyond the ‘glacier of professional isolation’

Collegial interaction, sharing, listening, evaluation and reflection as part of a professional- learning cycle allows for the exploration of ideas and the receiving of feedback and responses from peers. However, there are many circumstances in which this level of collegial interaction may not be available. The professional isolation of teachers is a significant, continuing area of educational research. One respondent cited in a research study on digital learning communities commented bluntly on the importance of collegial

interaction by noting ‘Seeing, comparing and evaluating my work with others helps reduce professional isolation’ (cited in Hanewald & Gesthuizen, 2009, p. 38). Hord draws on the theme of professional isolation and uses the metaphor of a ‘glacier of isolation’ (2008, p. 10) to describe the historical processes begun in the 1980s, including team teaching and open classrooms, whereby teachers came to work alongside each other and share their understandings. Increased collegial interaction is linked by Hord to an ‘increase in teacher morale and motivation’ as teachers are now ‘not alone in their work (2008, p. 10).

Siguroardottir (2010) in describing research on professional learning communities in schools in Iceland raises the issue of isolation as a factor that has the potential to impact negatively on improvements in teaching and learning. Siguroardottir outlines how isolation contributes to a lack of a ‘critical reflective dialogue’ and that teachers in her study did not challenge each other on ‘ethical or professional issues concerning teaching and learning’ (2010, p. 407). The teachers preferred instead to be part of ‘comfortable collaboration’. This type of collaboration suggests a holding pattern illustrative of a professional learning environment where practices are not being challenged or questioned. It conveys the validity of an observation by Darling-Hammond and Richardson that refers to models of outdated professional practice where the content is ‘simply providing a forum for teachers to talk’ rather than ‘enhancing teachers’ competence’ (2009, p. 47).

An effective model of scenario-based learning can be applied to the delivery of scenarios using online shared learning. This has been highlighted by research undertaken in New Zealand by Gossman, Stewart, Jaspers and Chapman (2007). Online shared learning as an avenue for future professional learning has the ability to enable access to the authentic professional practice of experienced school leaders in ways that will allow them to reveal their expertise, skills and attributes and not simply seek ‘comfortable collaboration’

(Siguroardottir, 2010, p. 407). For this reason, online shared learning has the potential to be of major professional benefit to aspiring leader and new leaders as part of induction programs and to potential leaders whose work can entail constantly fighting the ‘glacier of professional isolation’.

The use of online scenarios remains a rich and under-utilised professional learning resource for remote and rural communities. The learning allows for the facilitation of shared reflective practices and discussions of ‘craft knowledge’ by leaders, their leadership teams and school communities across the traditional dividing line between urban and regionally remote school communities. It is to the concept of adult learning and the sharing of knowledge that I now wish to provide some brief comments.