A school as a learning organisation has the capacity to change and adapt routinely to new environments and circumstances as its members, individually and together, learn their way to realising their vision. Wales has set out to develop all schools as learning organisations in support of the ongoing curriculum reform.
This assessment has shown that:
The majority of schools in Wales seem well on their way towards developing as learning organisations ...
… however, a considerable proportion of schools are still far removed from realising this objective.
Schools are engaging unequally with the seven dimensions that make up Wales’ SLO model.
Schools appear to be progressing well on the SLO dimensions “promoting team learning and collaboration among all staff” and “embedding systems for collecting and exchanging knowledge and learning”.
Two dimensions are less well developed: “developing a shared vision centred on the learning of all students” and “establishing a culture of enquiry, innovation and exploration”. Many schools could also do more to “learn with and from the external environment and larger system”.
Secondary schools are finding it more challenging to develop as learning organisations.
More critical reflections are needed for deep learning and sustained progress to take place. High-stakes assessment, evaluation and accountability arrangements may have been a factor influencing people’s willingness to critically reflect on their own behaviour, that of their peers and the school organisation at large.
Although schools need to be adequately supported to develop as learning organisations, many actions are within their control. There are school examples that show how budget pressures do not necessarily lead to a reduction in ambitions.
School leaders play a vital role in creating a trusting and respectful climate that allows for open discussions about problems, successful and less successful practices, and the sharing of knowledge. This is also essential for narrowing the gaps in perceptions between staff. The ongoing review of assessment, evaluation and accountability arrangements in Wales should be used to encourage people to do things differently and engage in critical reflections.
Teachers and learning support workers also need to do their part to work and learn with colleagues beyond their department, subject area or school. Engaging in professional dialogue with colleagues, learning with and from staff in other schools – including between primary and secondary schools – and drawing from the support provided by regional consortia (i.e. school improvement services) are some of the means that staff have at their disposal.
