Theory of Practice by Marquita Amburgey

Theory of Practice

mpamburgey — 2024-09-04 00:14:08 UTC

The theory of practice coheres, unifies, consolidates, makes consistent, and makes sense of hundreds of daily decisions and actions that the leader takes and that guide the leader inexorably to a seemingly unerring sense of what is right. (Owens & Valesky, 2021 p. 65)

mpamburgey — 2024-09-04 00:19:11 UTC

Three Intellectual Pillars:

mpamburgey — 2024-09-04 00:22:28 UTC

*Systematic understanding of the behavior of adults at work in the school.

*Understanding of the organizational context in which people work.

* Leader behavior

Founders: Argyris and Schön

mpamburgey — 2024-09-04 00:29:56 UTC

Chris Argyris has made a significant contribution to the development of our appreciation of organizational learning, and, almost in passing, deepened our understanding of experiential learning. He developed models with Donald Schön of single-loop and double-loop learning. The duo also explained how these translate into contrasting models of organizational learning systems in education.

Supporters

mpamburgey — 2024-09-04 00:36:13 UTC

*Richard R. Halverson is an assistant professor in educational administration at the University of Wisconsin‐Madison. His work aims to bring the research methods and practices of the learning sciences to the world of educational leadership. His research interests are focused on accessing, understanding, documenting, and communicating the expertise of instructional leadership in schools.

*James P. Spillane is an associate professor of education and social policy and a Faculty Fellow at the Institute for Policy Research, Northwestern University. His research explores the policy‐implementation process at the state, school district, school, and classroom levels, focusing on inter‐governmental relations and policy‐practice relations. His recent publications can be found in the American Educational Research Journal, Cognition and Instruction, Educational Evaluation and Policy Analysis, Educational Researcher, Journal of Curriculum Studies, Teachers College Record, Educational Policy, Journal of Educational Policy, and the Journal of Research in Science Teaching.

*James P. Spillane is an associate professor of education and social policy and a Faculty Fellow at the Institute for Policy Research, Northwestern University. His research explores the policy‐implementation process at the state, school district, school, and classroom levels, focusing on inter‐governmental relations and policy‐practice relations. His recent publications can be found in the American Educational Research Journal, Cognition and Instruction, Educational Evaluation and Policy Analysis, Educational Researcher, Journal of Curriculum Studies, Teachers College Record, Educational Policy, Journal of Educational Policy, and the Journal of Research in Science Teaching.

Impacts of Implementation at GES

mpamburgey — 2024-09-04 00:44:20 UTC

At GES, we have been transitioning to the Theory of Practice following a recent change in building-level administration. Our new principal has clearly defined the expectations of behaviors within the building including students and staff. He has also been intentional about how he approaches the many schedules that are followed throughout the school day including: duties, reading meetings, math meetings, special education meetings (child study, eligibility, IEPs and addendums), EL meetings, etc. Additionally, he exhibits a leader's behavior across all areas of educational leadership.

mpamburgey — 2024-09-04 00:48:07 UTC

Action Science

mpamburgey — 2024-09-04 01:09:18 UTC

Action Science is a strategy for increasing the skills and confidence of individuals in groups to create any kind of organization and to foster long-term individual and group effectiveness. This strategy applies to any form of human relations, either organizational, group, or interpersonal contexts where individuals work on challenging tasks together.

mpamburgey — 2024-09-04 01:21:43 UTC

Smith, M. K. (2001, 2013). ‘Chris Argyris: theories of action, double-loop learning and organizational learning’, The encyclopedia of pedagogy and informal education. [https://infed.org/mobi/chris-argyris-theories-of-action-double-loop-learning-and-organizational-learning/.

Spillane, J. P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice: a distributed perspective. Journal of Curriculum Studies, 36(1), 3–34. https://doi.org/10.1080/0022027032000106726

Owens, R. G., & Valesky, T. C. (2021). Organizational Behavior in Education (12th ed.). Pearson Education (US). https://bookshelf.vitalsource.com/books/9780135809235

mpamburgey — 2024-09-04 01:30:35 UTC

Single Loop Learning vs. Double Loop Learning...

mpamburgey — 2024-09-04 01:34:01 UTC

Single loop learning can be repetitive - causing many staff members to lose interest in the task(s) at hand.

Double loop learning intertwines multiple ideas and allows for integration of ideas and concepts. Double loop expands the collaboration amongst team members.

Some team members my find the implementation of a more collaborative setting a negative approach due to the time and consistency that is required in order to effectively work together for a greater cause.