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EXPLORING LEARNING & TEACHING • If we want our school to become a learning organisation, who should the fi rst learners in the school be? How do we go about achieving this? If learning in our schools involves no more than data transmission, then, as teachers, we should be very worried about the new technologies. If learning in our schools involves no more than fact/data transmission, then, as teachers, we should be very worried about the new technologies and media (internet, eLearning, Facebook, YouTube etc.), since they excel at that and cost much less than we do. The good news is that the excellent teacher cannot be replaced by technology because the structured and skilled facilitation of learning will always belong in the hands of the creative, inspired, wise, self-refl ecting, peer-collaborating, learner-centred teacher, who him/her-self is, fi rst and foremost, always learning. Changes in our classroom practices will not be revolutionary. That is just not what we humans do. We will only make changes that make sense to us individually, at a pace that can accommodate and integrate into our classroom practices. Dramatic change is neither probable nor is it desirable. To bring about lasting change we actually have to do things differently. Changing what we do will, however, require us to leave our zones of comfort and begin to take risks. Continuing and sustained change will take place over time. Remember, in exploring learning there is no destination. The chal- lenge will be energise a critical mass of innovative and enthusiastic teachers committed to their own and their colleagues’ professional improvement. This will be the key to overcoming the inertia of the tired, the stuck and the suspicious. 26 <strong>ESHA</strong> MAGAZINE SEPTEMBER 2011
A fi nal thought Could a L&T programme be accommodated into the additional 33 “Croke Park” hours? What if teachers looked forward to and enjoyed this work, if it stimulated their thinking, if it brought benefi t to them and to their learners? We all came into teaching with high ideals – while sometimes we may lose sight of them in the day to day hustle and bustle, they haven’t gone away you know … Contact EXPLORING LEARNING & TEACHING Learning First offers a consultancy and support service to assist in the development of strategies to improve the quality of Learning and Teaching in Irish Schools and Colleges. Learning First is led by Barry O’Callaghan, recently retired Principal of Senior College Dún Laoghaire. He can be contacted through the website www.learningfi rst.ie or by email info@learningfi rst.ie <strong>ESHA</strong> MAGAZINE SEPTEMBER 2011 27
Page 1 and 2: magazine September 2011 High Perfor
Page 3 and 4: In this issue September 2011 4 Colu
Page 5 and 6: To make this happen, go get more ki
Page 7 and 8: GUEST COLUMN JENS PORSGAARD NIELSEN
Page 9 and 10: By giving the teacher´s these comp
Page 11 and 12: November 3 - 4 NAHDS Annual Confere
Page 13 and 14: ICP 2011 TORONTO, CANADA Over 2,000
Page 15 and 16: of the study was that, whether a ch
Page 17 and 18: long in school - up to twelve hours
Page 19 and 20: Teaching has been traditionally bee
Page 21 and 22: the Policy - compliance, perhaps, t
Page 23 and 24: Practical, usable strategies need t
Page 25: • How can an understanding of mul
Page 29 and 30: teachers’ pedagogical ICT compete
Page 31 and 32: supposed to comment and supplement
Page 33 and 34: A N N O U N C E M E N T Learning to
Page 35 and 36: PAYROLL SAVINGS REQUEST POSES ‘UN
Page 37 and 38: PAYROLL SAVINGS REQUEST POSES ‘UN
Page 39 and 40: In a world where complexity increas
Page 41 and 42: The development of talented student
Page 43 and 44: leadership. With the right professi
Page 45 and 46: Based on the results of a meta anal
Page 47 and 48: The focus is on middle leaders whos
Page 49 and 50: will have to be changed. Interventi
Page 51 and 52: The way to achieve High Performance
Page 53 and 54: Marlou van Beek MMC CMC HIGH PERFOR
Page 55 and 56: Kommunene må med LOKALT MANIFEST I
Page 57 and 58: SUMMARY IN ENGLISH Local manifesto
Page 59 and 60: NORWEGIAN HEADMASTER-PROGRAM Among
Page 61 and 62: - Can it now be appropriate to let
Page 63 and 64: • Reduction of unnecessary tensio
Page 65: Occupation of positions is done in

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