Dynamic Change and Collaborative Learning Environments :: Education, Leadership and Organizational Theory

Dynamic Change and Collaborative cultivation Environments The continuous transformation in educational establishment requires investigation of how the governance can be equipped to collaboratively handle constant changes and still improve. lead and organizational theory provide the support into looking at how an organization functions and how change happens within that organization. Educational organizations are always trying to elate up hence, a corpse of improvement is necessary for teachers to have consider access to in-house experts to learn. (W. W. Burke, 2008) identifies an educational environment as an open system because it depends on a constant connection with the environment. The literature offers many distinctions about the what of change, such(prenominal) as planned or unplanned however, there is a escape of information about the why and how of implementing change. Burke (2008) refers to the what part of change as content and the how as the process. As verbalise by Burke (2008), guidance consulting tends to focus on the content- on what needs to be changed. The process of how to trifle about the change is either ignored or left to others, curiously the client, to implement (p. 165). Dufour and Eaker (1998), report that trying to change beliefs and habits will be thickening and difficult to achieve. They state, if a change initiative is to be sustained, the elements of that change essential be embedded with in the culture of the school (p. 133). As stated by Fullan (2008), Systems can learn on a continuous basis. The synergetic result of the previous five secrets in action is tantamount to a system that learns from itself (p 14). Performance and outcomes will always change so the system will have to learn from itself in order to move forrader with changes for continual success. In addition, Bandura (1997) supports the idea of a system learning from itself when he says that people can and do control their own motivat ion and feeling process using manifestation and self-assessment to change their behaviors and attain goals. Peer observation is one way the system (the school) can learn from itself. The Professional development Community as a whole is the stakeholder. Administrators, teachers, staff, and students all hold a piece to the success of a community of learners that look to increase their knowledge capacity by learning from each other.