Leading new, deeper forms of collaborative cultures: Questions and pathways

Abstract

The pandemic has made deeper problems more transparent and has stimulated many to realize that there may be an opportunity over the next period to pursue much needed innovations in learning. In this essay we describe the ways in which the pandemic has provided the conditions for new human development that joins two powerful forces: the pulsar model which elevates human potential with respect to student learning, and new, deeper forms of collaboration that have long eluded those interested in system change. In this article we show how ‘spirit work’ and collaboration can combine to develop schools systems that are essential for coping with the new post-pandemic conditions facing humanity. We also identify spinoff opportunities arising from the pandemic, and a corresponding pressure that could generate more widespread system improvement designed to improve learning for all, including advances in both equity and excellence.

Professional relationships both within and outside the school: barriers and opportunities from an intergenerational perspective

“…They also highlighted the importance of participation in collaborative networks to better connect the resources of the community of which the schools are a part. Support networks between educational and social agents that share common goals through collaborative processes is one of the lines of research that is significantly growing, due to the value that these networks have proved to have for education from the point of view of school change and collective efficacy, as well as their impact in terms of quality and equity (Azorín and Fullan, 2022).…”

Principal Leadership Role in Response to the Pandemic Impact on School Process

“…In the past year, the COVID-19 plague significantly influenced our daily lives (Azorín and Fullan, 2022 ). In order to control the spread of infectious diseases worldwide, tight limitations were implemented everywhere (Harris and Jones, 2020 ), impacting many parts of human existence, particularly school systems, which are now required to reform their instructional responsibilities and methods (Zhao, 2020 ).…”

Interculturalidad en los procesos de enseñanza y aprendizaje del inglés como lengua extranjera

“…Besides, other authors suggest to include a variety of culture content in the language classroom in order to train students as intercultural communicators. According to Chlopek (2008) and Azorín & Fullan (2022), teachers must provide intercultural training but not only having English-speaking countries as reference. Learners need to gain knowledge about different world cultures which permit them to contrast and compare with their own in order to interpret and evaluate critically; therefore, there is the necessity to teach English as an international language in order to communicate with the world under intercultural principles (respect, equity, equality, and fairness).…”