I am looking at the implementation of the SLC concept at a site and discussing how it may be a reflection of the workings of the larger context (the school site). i.e. - Inherent to the success of small learning communities is a shared vision of what the group stands for, what it hopes to accomplish, and how might it go about accomplishing those goals. This same premise is applicable to the school in the larger context. Does the SLC accomplish this? Does the school? Further, SLC success relies upon the transmission and interplay of explicit and tacit knowledge amongst group members. Does this occur? Does any new knowledge building occur and if so, is that disseminated to the SLC and/or the organization ? If so, how? If not, why? What barriers exist? Does the organization AND the SLC a single-loop learning org or a double-loop? What examples exist? If not, what would help facilitate this?
What recommendations can I make to help the functionality of the SLC within the larger org?
9 years ago
Deb,
ReplyDeleteI like the areas of inquiry and the focus on building knowledge through transparent communication. The complexity of your diagnosis should provide a comprehensive recommendation to your client. I am looking forward to reviewing the data collected. Nice work!
Dan E.