Principle 1: A Vision for Learning
A vision for learning must be both compelling and engaging and based on the social, economic, moral and personal imperatives that guide not only the organizational fabric itself but its entire community. It should install an unnegotiable direction of travel.
Principle 2: A Framework within which Learning can be Understood, Developed and Prosper
Having a vision of what an establishment will be into the future is insufficient. It only becomes believable if ‘scaffolding’ is in place and can be shared among those who will be the leaders in making any intended shift towards treating learning as a life skill happen. The challenge is to forge a material marriage between how staff and students understand themselves as learners and the conventions of everyday life.
Principle 3: A ‘Language for Learning’ that encourages meaningful discussion
ELLI, the Effective Lifelong Learning Inventory, its 7 critical dimensions and the attendant habits and behaviours that support it provide a starting point. Whilst the language an organization chooses to use must resonate with its community, it should also recognise the emotional, cognitive, social and strategic messaging of the research-validated profiling tool.
PLANNING: Becoming Learning-Centric
Principle 4: Inspirational Leadership
Leadership must be felt throughout the organisation with managers at all levels exhibiting their commitment to change. They will do so by supporting and celebrating innovation, experimentation and risk taking BUT their overall purpose is to build individual independence, responsibility and ownership.
Principle 5: A fully integrated CPD Policy, Strategy and Curriculum
An excellent opportunity to revisit CPD, its offer and the management of staff engagement and value-added. CPD will usually embrace a range of professional learning activities but, if its curriculum doesn’t already, it should be extended into structured enquiry and research into improving understanding of the manner in which effective learning habits are built and sustained.
TURNING TALK INTO ACTION
Principle 6: Interrogating CPD Curriculum Design
Regularly examining curriculum design to ensure that it captures changes in ways of working and is effective in cultivating and progressing generic learning habits and attitudes. Appraisals should always invite and welcome contributions from across the staff community and offer 360-degree engagement.
Principle 7: Management to create a Learning Culture
Managers surface the learning process. It is they who create the culture that systematically cultivates their employee learning habits and attitudes. They must become able to face difficulty and uncertainty with confidence so that their assimilation of content is seen to improve and enhance their performance.
Principle 8: Learning from a Vibrant Learning Culture
Learning Relationships are at the epicentre of a learning culture. They enable all staff to take a full and active role in their learning by providing an environment in which they are encouraged to assume control and develop appropriate learning dispositions.
Principle 9: Learner Engagement
Staff at all levels co-participate in the design, management and evaluation of learning and are made to feel that they are making critical contributions to their employer’s performance through their own learning behaviours.
Principle 10: Permeating the Entire Organisational Fabric
If learning is to be promoted as a life skill, it is essential that the organization works in partnership with wider stakeholders including customers and suppliers.
PROGRESS MONITORING and EVALUATION
Principle 11: Regular Progress Assessment
Tracking and authenticating the growth of learning dispositions (when, where and how well they are used) throughout the organizational community builds motivation and engagement, and informs learning design.
Principle 12: Evaluation
The Learning Quality Framework provides a set of learning indicators that enables the school to create, pursue and celebrate the milestones as it follows its learning journey. They are universal and these indicators guide continual improvement in the provision, practice, performance, and the achievement of objectives.