Speaker
Description
Oslo municipality’s education agency's “Section for learning environment, inclusion, and diversity” supports the municipality’s 180 schools in their anti-bullying work.
In the initial phase, advisors from the section spend time getting an overview of the case. The advisors then determine whether this is:
1. A need for support in an individual case
If it is an individual case, the advisor supports the school in a process where they together identify and describe the challenge, uncover sustaining factors, develop possible measures, and use observation and guidance of individual teachers and the immediate leader as tools to resolve the case. In the final phase of the case, the school reflects together with the advisor on the benefits from the process that can contribute to the prevention and handling of similar situations.
2. A need for long-term process support
During the initial phase, the advisor discovers that the case is a symptom of a larger challenge in the school. The advisor will then support the school in a process where they look beyond the individual case and together take a holistic view of the organization with a sustainable goal of building capacity and competence. The advisor’s role is to facilitate the school’s learning with a double-loop perspective (cf. Argyris and Schön).
In the workshop, advisors from the section will facilitate discussions about various tools that can be used to determine what kind of support the school needs. Additionally, participants will discuss what tools can be used in the two processes.
Keywords
Long term process support, advising, double-loop perspective, district level perspective
| Please indicate what type of scientific contribution it is | Not applicable |
|---|---|
| Please also indicate what kind of contribution it is: | Practitioner experiences |
