Tools

We have developed a number of tools to help us initiate learning conversations across Ealing.

These practices are designed to recognise that both practitioners (teachers, teaching assistants, etcetera) and children are continually learning:

enquiry-based practice (see below)
appreciative inquiry
vertical teams
networked learning
school-to-school review

Enquiry-based practice

This tool recognises that the person closest to a problem, is the best informed to be able to solve it. It is intended as an empowering method where practitioners choose their question or enquiry and designs solutions. For example:

action-research
leading a learning enquiry
hosting a learning review around lines of enquiry

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Appreciative inquiry "discover... dream... design... deliver"

This tool places emphasis on what is working well and why - exploring ways of making things even better - stressing what people can do rather than looking for problems. It assumes that what we want to do already exists somewhere.

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Vertical teams

These are teams comprising of individuals working at different levels within the organisation from pupils to governors. Vertical teams are designed to release the leadership talents of individuals earlier in their careers, each individual in the team exerts lateral influence over their peers and communication can be highly effective. Such teams can be easily replenished and they promote deeper engagement and accountability for change.

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Networked learning

The use of networks across departments, schools and other partners promotes an "outward facing" practice, permeability to external thinking, interdependency and joint commitment to common challenges.

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School-to-school review

As trusting relationships build across schools in a network, common self-review tools can be used to reflect on each other's professional practices. This can deepen our understanding of what is going well in our own context.

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