Deep Smarts: How to Tap Teachers' Tacit Knowledge

Autor/inn/en	Burbach, Harold J.; Duke, Daniel L.
Titel	Deep Smarts: How to Tap Teachers' Tacit Knowledge
Quelle	In: Principal Leadership, 7 (2007) 9, S.34-37 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8957
Schlagwörter	Principals; Leadership Effectiveness; Group Dynamics; Teacher Administrator Relationship; School Culture; Educational Strategies; Experiential Learning; Professional Development; Teacher Improvement; Focus Groups; Action Research; Elementary Secondary Education; School Administration + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Führungseffizienz; Gruppendynamik; Schulkultur; Schulleben; Lehrstrategie; Experiental learning; Erfahrungsorientiertes Lernen; Projektforschung
Abstract	Principals can tap the tacit knowledge, or "deep smarts," of their teachers in a variety of ways, many of which are based on the notion that tacit knowledge is best sought indirectly. Coming right out and asking people to share what they have learned over the years can be intimidating and disconcerting, especially if trust has not yet been developed between teachers and the principal. Instead of deep smarts, the principal is apt to hear a safe or politically correct response. The key to effective leadership is not to be surrounded by people who tell leaders what they want to hear. Effective leaders understand the absolute necessity of having access to people's true feelings. In this article, the author discusses action strategies that are based on two premises: First, teachers are an enormous storehouse of untapped tacit knowledge that has the potential to greatly enrich the knowledge base upon which principals draw when making decisions and solving problems. Second, every school has unique organizational and group dynamics, and the only way to bring the nuances of context into sharper focus is to tap into the collective tacit knowledge of all the staff members. These strategies are doable and relatively cost effective in terms of both dollars and time. The authors hope that these strategies might convince principals of the value of deep smarts and act as catalysts for more widespread initiatives in the future. (ERIC).
Anmerkungen	National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10