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1 reference
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- Vol 3 RE: Chapter 13
- Vol 4 RE: Chapter 23
- Vol 6 PE: App E
- Vol 6 RE: Chapters 1, 2
learning organisationsdistributed leadershipteam learningprofessional learningorganisational inquiryknowledge-sharing systemsexternal partnershipscontinuous improvementWorking paper Evidence summaryAt a glance
Kools and Stoll synthesize organizational-learning research into an integrated model of the school as a learning organisation. Such a school develops and shares a vision centered on every student's learning; creates continuous learning opportunities for all staff; promotes team learning and collaboration; establishes inquiry, innovation, and exploration; builds systems for collecting and exchanging knowledge; learns with and from its external environment; and grows leadership that models learning.
Key ideas
The seven dimensions are mutually reinforcing rather than a checklist of isolated initiatives. Professional learning should be sustained, connected to student needs and school goals, and supported by trust, reflection, experimentation, and access to evidence. Leadership is distributed while remaining responsible for coherent direction and conditions. Feedback loops help staff examine whether changes improve practice and outcomes, and partnerships prevent inward-looking improvement.
Why it matters
The authors operationalize each dimension with observable characteristics to support diagnosis and development, while warning that context matters. Becoming a learning organisation is an ongoing adaptive process that aligns individual, team, and whole-school learning around equitable student success.
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What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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