Russell Bishop: Teaching to the Nor'east

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Relationships-based Leaders of Learning Profile

For Teachers, Impact Coaches, Instructional and System Leaders (i.e. Leaders of Learning) who wish to impact Indigenous and Marginalised students’ educational outcomes.

Relationship-based Leaders of Learning;

Create a family-like context for learning by; » Rejecting deficit explanations for learners’ learning » Caring for and nurturing the learner, including their language and culture » Voicing and demonstrating high expectations » Ensuring that all learners can learn in a well-managed environment so as to promote learning » Knowing what learners need to learn

Interact within this family-like context in ways we know promotes learning by; » Drawing on learners’ prior learning » Using Formative assessment: Feedback » Using Formative assessment: Feed-forward » Using Co-construction processes » Using Power-sharing strategies

Monitor learners’ progress and the impact of the processes of learning by assessing how well learners are able to: » Goals: Set goals for their learning » Pedagogy: Articulate how they prefer to learn » Institutions: Explain how they prefer to organise/be organised in their learning/ learning relationships and Interactions » Leadership: participate in leadership roles and functions » Spread: Include others in the learning context and interactions » Evidence: provide evidence of how well they are progressing and what progress they are making » Ownership: take ownership of their own learning.

This article was written for Principal Connections, the magazine of the Catholic Principals’ Council, Ontario. Summer 2017, Volume 20, Issue 3. www.cpco.on.ca

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