The concept of organizational learning (OL) suggests that continuous improvement through collective engagement with new ideas will generate enhanced classroom practices and a deeper understanding of
how organizational improvement occurs.
Not exact matches
Hess uses these case studies to speculate on
how choice might be introduced in ways that both respect the built - in political and
organizational constraints of urban school districts and lead to school
improvement.
From the
organizational perspective, as teachers learn
how to share leadership for instructional
improvement, they open up lines of communication and build trusting relationships with their administrators and members of their grade - level or department teams.
These are
organizational changes, which highlights both a systemic approach AND
how making curricular changes alone will not foster school
improvement.
Dr. Honig's research shows that
improvements in teaching and learning across districts require fundamental changes in
how central offices support schools — changes that are more profound than just revising
organizational charts, adding or eliminating units or improving the efficiency of long - standing operations.
District central offices as learning organizations:
How sociocultural and
organizational learning theories elaborate district central office administrators» participation in teaching and learning
improvement efforts.
Our
organizational mantra is «continuous
improvement,» and it's one that inspires us everyday to be innovative in our thinking and strategic in
how we approach our work with district partners.