{"id":8139,"date":"2020-11-11T19:11:05","date_gmt":"2020-11-11T19:11:05","guid":{"rendered":"https:\/\/internationalschoolcommunity.com\/blog\/?p=8139"},"modified":"2020-11-11T19:11:08","modified_gmt":"2020-11-11T19:11:08","slug":"teaching-on-principle-how-cgc-builds-learning-cultures-in-every-classroom","status":"publish","type":"post","link":"https:\/\/internationalschoolcommunity.com\/blog\/teaching-on-principle-how-cgc-builds-learning-cultures-in-every-classroom\/","title":{"rendered":"TEACHING on PRINCIPLE: How CGC Builds Learning Cultures in Every Classroom"},"content":{"rendered":"\n

In previous articles<\/a> in this series we looked at the first two elements in the CGC Learning Ecosystem: Define and Design. Now we turn our attention to the Deliver element, asking, \u2018How do we teach for learning and create a shared, schoolwide, learning culture?\u2019.<\/em><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

The search for consistent quality of learning, and therefore consistent quality of teaching, is a long and winding road. The usual markers on that road seem to focus on developing \u2018standards\u2019 for teachers, and then \u2018evaluating\u2019 teachers against those standards. It\u2019s all very compliance-oriented and rule-bound. Even the language around it smacks of the factory floor. In what other profession are we the \u2018supervisors\u2019 of our colleagues?
<\/p>\n\n\n\n

In CGC, we take a very different approach. We believe that schools are learning cultures and that cultures are framed by principles, not constrained by rules. We define a principle as \u2018a shared truth that brings order and freedom to a system\u2019. <\/em>To us, common sense alone dictates that, as professionals, we are more likely to follow a \u2018shared truth\u2019 than to attempt to comply with the mind-boggling number of standards that seem to over-populate evaluation systems.
<\/p>\n\n\n\n

\"\"\/<\/figure>\n\n\n\n

So, where do our Learning Principles come from? We believe that a well-crafted, co-created set of Learning Principles will be a practical synthesis of our shared learning experiences and the most reliable research. As always in CGC, we also believe in simplicity over complexity, so we generally work hard to synthesize our collective wisdom into 4-5 Learning Principles, and we find that this is plenty to guide learning, teaching and leading.<\/p>\n\n\n\n

\"\"\/<\/figure>\n\n\n\n

Of course, a set of Learning Principles has no value on its own. Just another wall adornment to nail up by the Mission Statement. The real learning impact comes when Learning Principles<\/em> are translated into Learning Practices<\/em>, then into the necessary Teaching Practices<\/em> to support the learning, then Leading Practices<\/em> to support the teaching. It\u2019s basic logic, a simple if-then syllogism: If <\/em>we are living this principle, then<\/em> here\u2019s what we\u2019ll see our learners doing, here\u2019s what our teachers will be doing in support and here\u2019s what our leaders will be doing to sustain this culture of \u2018learning, teaching and leading on principle\u2019. For example, if the Principle is about Self-regulation, then learners, guided by teachers, will be able to set their own learning goals, and teachers will be able to set their own professional<\/em> learning goals. It\u2019s a system, and the system shapes the culture.
<\/p>\n\n\n\n

So, that\u2019s the simple idea. A school-wide culture shaped by a few deeply-held shared learning principles that drive practices for learning, teaching and leading, including practices for Self-directed Professional Learning. When it comes to improving our practice, it seems obvious that we learn<\/em> to improve our practice, so we should be following learning theory not out-moded evaluation practices. 
<\/p>\n\n\n\n

A final point. In our member schools, we have seen rapid transformation by simply working together as a faculty on one collective annual goal of high learning impact for all students. It\u2019s a simpler, more effective use of time and energy than the annual ritual of scatter-shot multiple personal goal-setting by each faculty member, a process we have labeled, somewhat irreverently, \u2018Letters to Santa\u2019. It\u2019s one of many Energy Vampires that we would best be rid of. But that\u2019s another story…
<\/p>\n\n\n\n

This article was submitted by Kevin Bartlett. Kevin led international schools for over 30 years in 4 different locations, while working on a number of fronts to systematize international education. This work included designing accreditation systems including ACE, leading courses for the Principals\u2019 Training Center, initiating and leading the IB Primary Years Programme, and co-founding The Next Frontier Inclusion and the Common Ground Collaborative.<\/em><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

www.thecgcproject.org<\/a>
kevin@thecgcproject.org<\/a>
#CGCKevin<\/p>\n","protected":false},"excerpt":{"rendered":"

In previous articles in this series we looked at the first two elements in the CGC Learning Ecosystem: Define and Design. Now we turn our attention to the Deliver element, asking, \u2018How do we teach for learning and create a shared, schoolwide, learning culture?\u2019. The search for consistent quality of learning, and therefore consistent quality […]<\/p>\n","protected":false},"author":1,"featured_media":8141,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[12],"tags":[2819,2816,434,32,2815,2820,2817,2818],"class_list":["post-8139","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-highlighted-articles","tag-common-ground-collaborative","tag-ib-primary-years-programme","tag-international-education","tag-international-schools","tag-kevin-bartlett","tag-learning-process","tag-principals-training-center","tag-the-next-frontier-inclusion"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/internationalschoolcommunity.com\/blog\/wp-content\/uploads\/2020\/11\/Screenshot-2020-11-11-at-20.09.34.png?fit=1048%2C540&ssl=1","jetpack_shortlink":"https:\/\/wp.me\/p2flVT-27h","jetpack_sharing_enabled":true,"jetpack_likes_enabled":true,"jetpack-related-posts":[{"id":8052,"url":"https:\/\/internationalschoolcommunity.com\/blog\/discovering-the-dna-of-learning-how-the-cgc-cracked-the-learning-code\/","url_meta":{"origin":8139,"position":0},"title":"Discovering the DNA of Learning: How the CGC Cracked the Learning Code","author":"ISCommunity","date":"September 3, 2020","format":false,"excerpt":"Introduction In a previous article we looked at how the Common Ground Collaborative (CGC) set about creating a complete, connected, Learning Ecosystem, using Four Guiding Questions. The first of these, \u2018What is Learning?\u2019, the CGC\u2019s \u2018Define\u2019 question, has provided an answer far more powerful than we anticipated. 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In this series of articles we\u2019ll unpack the CGC story, sharing our work with ISC readers. A few years back, the CGC team looked at the current state of play in \u2018the learning game\u2019 and saw\u2026","rel":"","context":"In "Highlighted Articles"","block_context":{"text":"Highlighted Articles","link":"https:\/\/internationalschoolcommunity.com\/blog\/category\/highlighted-articles\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/internationalschoolcommunity.com\/blog\/wp-content\/uploads\/2020\/08\/Screenshot-2020-08-13-at-20.27.30.png?fit=528%2C286&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/internationalschoolcommunity.com\/blog\/wp-content\/uploads\/2020\/08\/Screenshot-2020-08-13-at-20.27.30.png?fit=528%2C286&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/internationalschoolcommunity.com\/blog\/wp-content\/uploads\/2020\/08\/Screenshot-2020-08-13-at-20.27.30.png?fit=528%2C286&ssl=1&resize=525%2C300 1.5x"},"classes":[]},{"id":8084,"url":"https:\/\/internationalschoolcommunity.com\/blog\/whats-worth-learning-and-why-how-the-cgc-focuses-on-learning-that-matters\/","url_meta":{"origin":8139,"position":2},"title":"What’s Worth Learning and Why: How the CGC Focuses on Learning that Matters","author":"ISCommunity","date":"October 1, 2020","format":false,"excerpt":"The story so far\u2026 In our last article, we defined the CGC\u2019s interactive helix of Conceptual, Competency and Character Learning as the DNA of learning. To extend the metaphor, a DNA does not live in a vacuum. It shapes a body. So another question presents itself. \u201cWhat body of knowledge\u2026","rel":"","context":"In "Highlighted Articles"","block_context":{"text":"Highlighted Articles","link":"https:\/\/internationalschoolcommunity.com\/blog\/category\/highlighted-articles\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/internationalschoolcommunity.com\/blog\/wp-content\/uploads\/2020\/10\/six-commonalities.png?fit=1200%2C675&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/internationalschoolcommunity.com\/blog\/wp-content\/uploads\/2020\/10\/six-commonalities.png?fit=1200%2C675&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/internationalschoolcommunity.com\/blog\/wp-content\/uploads\/2020\/10\/six-commonalities.png?fit=1200%2C675&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/internationalschoolcommunity.com\/blog\/wp-content\/uploads\/2020\/10\/six-commonalities.png?fit=1200%2C675&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/internationalschoolcommunity.com\/blog\/wp-content\/uploads\/2020\/10\/six-commonalities.png?fit=1200%2C675&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":1361,"url":"https:\/\/internationalschoolcommunity.com\/blog\/professional-development-opportunities-for-international-school-educators-in-europe\/","url_meta":{"origin":8139,"position":3},"title":"Professional Development Opportunities for International School Educators in Europe","author":"ISCommunity","date":"August 22, 2012","format":false,"excerpt":"Chapters International - Learning Abroad The following is a list of upcoming workshops in Europe: The Emerging Culture of Teaching and Learning By\u00a0 Alan November 22nd - 23rd September, 2012, Luxembourg Price: Euro 575 Our schools are at the beginning of a historic transition from paper as the dominant storage\u2026","rel":"","context":"In "Highlighted Articles"","block_context":{"text":"Highlighted Articles","link":"https:\/\/internationalschoolcommunity.com\/blog\/category\/highlighted-articles\/"},"img":{"alt_text":"","src":"https:\/\/internationalschoolcommunity.files.wordpress.com\/2012\/08\/screen-shot-2012-08-22-at-10-14-18-pm.png?w=350&h=200&crop=1","width":350,"height":200},"classes":[]},{"id":5025,"url":"https:\/\/internationalschoolcommunity.com\/blog\/teaching-and-learning-through-a-multilingual-lens-in-the-early-years-part-33\/","url_meta":{"origin":8139,"position":4},"title":"Teaching and Learning through a Multilingual Lens in the Early Years (Part 3\/3)","author":"ISCommunity","date":"February 28, 2016","format":false,"excerpt":"This article is part three\u00a0of a guest-author series by Eithne Gallagher:\u00a0The Glitterlings and Interlingual Classrooms:\u00a0Teaching and Learning through a Multilingual Lens in the Early Years Part one can be found here, and part two here. What is Oxford International Early Years: The Glitterlings? 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