Enquiry as a way of being: a practical framework to support leaders in both embracing the complexity of and creating the conditions for meaningful professional learning

Abstract

ABSTRACT There is strong evidence that professional learning in schools can positively impact learner experience and outcomes. This conceptual paper draws on key literature focused on understandings of high-quality professional learning and what makes an excellent environment in which to learn. This literature informed and spoke to the sense-making of our experiences of working directly with school leaders in Wales to adopt and promote enquiry as a way of being to support the professional learning of their staff. It examines the complex nature of meaningful professional learning and the culture and conditions leaders need to create to successfully enable the professional growth and expertise of their staff. This paper presents a rationale for why leaders should adopt, promote and grow cultures that value enquiry as a way of being. It outlines key considerations and understandings that can empower school leaders to create the necessary culture and conditions for impactful professional learning. It also provides a practical framework to support leaders in developing contextualised, sustained and meaningful professional learning to nurture enquiry as a way of being. We highlight how leadership practice which fails to model these ways of working authentically presents the danger of staff disillusionment and disengagement with professional learning more broadly.