Transformative Educational Leadership Journal | ISSUE: Spring 2020Over the past decade, the work of inquiry-oriented BC educators has had a global impact. See how the Spirals is impacting learners and creating learning systems across diverse political contexts and systems around the world including Catalonia, Sweden, New South Wales, New Zealand, and British Columbia in this special edition. By Drs Judy Halbert and Linda Kaser
When we first started the Network of Performance Based Schools in 2000 we had no idea how this work would grow.Originally our focus was on supporting educators to build learner agency through formative assessment and especially through the use of the learning progressions in the BC Performance Standards. Early on, we were challenged to expand our views of what networking could look like when a rural educator asked why the opportunity for schools to inquire together was limited to schools within driving distance of Surrey. When policy leaders in the Ministry of Health and the Ministry of Education asked us to expand our focus to healthy living, we weren’t initially sure how that would go. We were honoured when Trish Rosborough, the provincial Director of Aboriginal Education encouraged us to develop a network aimed at improving the learning experiences of Indigenous learners and we wondered what the response would be. When our collaboration with Helen Timperley led to the design of the spiral of inquiry, we never considered that this might lead to the set of global connections that are represented in this special edition of the TEL journal. While we may have been uncertain about how this work would unfold, we had some strong beliefs back in these early days that still hold true for us, perhaps in these uncertain times more than ever.
This is hard work.
We need to be accountable to each other.
Trusting relationships are key.
Networks should not be mandated, constructed or managed.
- Context matters but it doesn’t matter
- Spirals is not an add on – it’s ‘the thing’