Povzetek
V šoli 21. stoletja se vloga strokovnega delavca nenehno spreminja. Načrtovan profesionalni razvoj strokovnih delavcev je eden od ključnih dejavnikov, ki pomembno vplivajo na zagotavljanje kakovosti v vzgojno-izobraževalnih zavodih. Če se člani učiteljskega ali vzgojiteljskega zbora v učeči se skupnosti učijo drug od drugega z vnaprej načrtovanim ciljem, je to učinkovit način za kakovosten profesionalni razvoj, ki vključuje tako poznavanje lastnega strokovnega področja kot tudi razvijanje ključnih kompetenc za vseživljenjsko učenje (npr. digitalne kompetence, kompetence trajnostnega razvoja, finančne pismenosti itd.) Prvi del prispevka predstavlja ključna izhodišča za profesionalni razvoj strokovnih delavcev v vzgoji in izobraževanju. Pri vzpostavljanju učeče se skupnosti ima ravnatelj ključno vlogo, vendar pa je pri zastavljanju ciljev pomembno tudi vključevanje kompetentnih strokovnih delavcev po konceptu distribuiranega vodenja. V nadaljevanju prispevka predstavljamo ključna načela vodenja za učinkovito delovanje strokovnih timov ter vzpostavitev kulture učeče se skupnosti v vzgojno-izobraževalnem zavodu. V drugem delu prispevka predstavljamo izbor dejavnosti za vzpostavitev in učinkovito delovanje učeče se skupnosti.
Abstract
Pedagogical leadership to promote learning in learning communities
In the 21st century school, the role of education staff has constantly been changing. The planned professional development is one of the key factors that significantly contribute to the quality of education institutions. If the kindergarten and school teachers learn from each other in a learning community following a pre-planned objective, this ensures an effective quality professional development, which includes both knowledge of one’s own professional field as well as the development of key competences for lifelong learning (e.g. digital competences, competences of sustainable development, financial literacy, etc.).
The first part of the paper focuses on the key starting points for the professional development of education staff. The headteacher plays a key role in establishing a learning community. Nevertheless, when setting goals, it is also important to involve competent education staff in line with the concept of distributed management. In the continuation, the paper discusses the key management principles for the effective functioning of professional teams and the establishment of a professional learning community culture in an education institution. In the second part of the paper, a selection of activities for the establishment and effective functioning of a professional learning community is presented.