Middle leading ecologically arranged with other practices

This post is the first in a series that focuses on the ways in which the practices of middle leading are ecologically arranged with other practices in schools. To introduce this concept, we turn to the theory of ecologies of practices. This theory seeks to understand the ways in which practices are interconnected with other practices in what is described as the “Education Complex of Practices”. The Education Complex of Practices includes leadership, professional learning, teaching students learning and researching and evaluation. Each of these practices does not exist or evolve in isolation from one another; each influences as is influenced by the other. The theory of ecologies of practices is useful for understanding the practices of middle leading because these are entangled in the leading, the professional learning, the teaching, student learning and evaluation practices that occur in schools.  Understanding their role as it pertains to ecologies is critical because the development of quality educational outcomes - the core business of learning and teaching in schooling – often rests with the middle leader whose who have greatest potential to impact student learning, teacher learning and development. Next week we will focus more directly on the notion of ecologies of practices.