Maine ASCD Journal of Maine Education

Journal 2015

The Journal of Maine Education is published by the Maine chapter of ASCD with acknowledgements of in-kind contributions from the University of Maine at Augusta. Our mission is to shape, energize and customize learning for all Maine educators.

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Page 77 of 122

Volume XXXI - Page 78 - 2015 e Cambridge Network). Faculty of education members at Cambridge have described the projects and applications of LfL in a variety of locations globally (Frost, 2014; MacBeath& Dempster, 2009). is framework has helped move our understanding of the keys to effective collective leadership of schools. e principles of LfL include: 1. A focus on learning where everyone (students, teachers, principals, schools, the system itself ) is a learner and recognizes the reciprocity of leadership and learning. 2. Conditions for learning that provide a culture of reflection and risk-taking that enhance thinking about teaching and learning; 3. Collegial dialogue that promotes sharing of values, understandings, and practices and exploring the link between learning and leadership in a variety of venues locally, nationally, globally; 4. Shared leadership that is fostered through collaborative patterns and structures of a learning community and through an understanding of the varieties, functions, and interactions of leadership and followership; 5. A shared sense of accountability emerging from a systematic approach to self-evaluation using evidence at every level in order to sustain the organization. Fuller elaboration on the framework and activities can be found at ASSESSMENT OF LEADERSHIP FOR LEARNING IN MAINE We used the Leadership for Learning framework as a way to assess where there is more and less progress in support for teacher leadership in Maine. In highlighting areas needing more attention, we seek to further the goal of ensuring teachers and schools have adequate supports to lead improvement in teaching and learning. e table on pages 79 and 80 presents a snapshot of our assessment. ere is certainly overlap in these categories, and efforts in one area resonate and promote change in others. is table is not meant to be comprehensive. Rather it offers some details about the framework and provides examples of initiatives or changes in structures or attitudes that bode well for teacher/school leadership.

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