Changes

* Developing a sense of collective.  

* Developing a sense of collective.  

* Exploring how the development processes can address 'OUR issues' and identify 'OUR needs'.  

* Exploring how the development processes can address 'OUR issues' and identify 'OUR needs'.  

While staff meetings may allow for common thinking on school challenges, these are usually the 'first quadrant' - urgent + important activities.  Conscious school development needs to be in the 'second quadrant' - important but not urgent. This process can be less hierarchical, as it does not have  any short term outcome expectations. This can make this process collaborative, facilitate mutual support and learning on issues of context, content, pedagogy. This can support trust building and a sense of togetherness.  

While staff meetings may allow for common thinking on school challenges, these are usually the 'first quadrant' - urgent + important activities.  Conscious school development needs to be in the '[[:File:Time Management - Second Quadrant.odp|second quadrant]]' - important but not urgent. This process can be less hierarchical, as it does not have  any short term outcome expectations. This can make this process collaborative, facilitate mutual support and learning on issues of context, content, pedagogy. This can support trust building and a sense of togetherness.  

The simplest of such processes can be reading together. There is an inherent Joy in reading, that teachers  may have experienced as children, and then dropped in their busy adult lives. Reading for pleasure is identified as a very important tool for student learning and no reason why teachers cannot benefit from it as well.

The simplest of such processes can be reading together. There is an inherent Joy in reading, that teachers  may have experienced as children, and then dropped in their busy adult lives. Reading for pleasure is identified as a very important tool for student learning and no reason why teachers cannot benefit from it as well.