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Network Logic - Index of

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<strong>Network</strong> logic<br />

improve by practising in public. Valuing knowledge grounded in<br />

practice gives rise to the second principle: teachers are the best teachers<br />

<strong>of</strong> other teachers. Those actually involved in practice gain<br />

contextualised understandings that make their ideas especially<br />

compelling and believable. By taking the position that those who<br />

practise writing or teaching are most likely to be good at teaching it,<br />

the NWP foregrounds expertise rooted in practice and elevates the<br />

peer-to-peer approach to learning rather than the expert to novice<br />

approach.<br />

Developing a local network<br />

As we observed both <strong>of</strong> these institutes, we saw the seeds <strong>of</strong> a network<br />

sown. The institutes induct teachers into a learning community<br />

where they can concentrate on their own individual learning and yet<br />

grow from the learning agendas <strong>of</strong> others. While providing<br />

opportunities for teachers to discover and nurture a potential talent –<br />

teaching other teachers what they have learned from practice – the<br />

institutes lay the fundamental basis for the network. Having seen the<br />

worth <strong>of</strong> teachers learning from one another, many fellows leave the<br />

institutes committed to the pr<strong>of</strong>essional development <strong>of</strong> their<br />

teaching colleagues. At UCLA, for instance, there are over 40 teacher<br />

consultants (TCs) who now run pr<strong>of</strong>essional development<br />

programmes throughout LA county.<br />

Many <strong>of</strong> the active TCs with whom we talked told us that, when<br />

they taught other teachers, they continued to learn themselves. For<br />

instance, a number <strong>of</strong> teachers found that in sharing their teaching<br />

practices with their fellow teachers, they became quite articulate<br />

about the hows and whys.Despite having built expertise over the years<br />

as they tried, honed and shaped these practices, teaching them to<br />

other teachers always provided fresh insights and deeper<br />

understandings.<br />

Although many <strong>of</strong> those teachers who successfully complete the<br />

institutes become TCs, there are some who choose not to participate<br />

in teaching other teachers. Those who do, however, are frequently<br />

kept quite busy providing pr<strong>of</strong>essional development for schools and<br />

70 Demos

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