Understanding the ILSC - Henri 2005

Having read Henri (2005), my understanding is that the core business of a TL is to lead their school in developing the context or culture for learning for all: principals, teachers and students. He refers to Senge's (1996) argument that "leadership cannot force meaningful change but it can create the ingredients for a dynamic learning culture". TLs are fortunate in that they are usually one of the few professionals in the school who interact with every student and teacher on a weekly basis. By getting in at the grass roots level, TLs can try to influence their school community into wanting to create an environment where everyone is a learner. Henri tells us that school leaders must model what matters and they must "create an environment in which people are open to new ideas, responsive to change, and eager to develop new skills and capabilities" Senge (1996). Because the TL is in a central position, they can open the door to a variety of learning possibilities and can help to make "something personally understandable from a range of information sources" (Henri 2005). They can foster the notion that learning need not take place just in classrooms, but should take place in and around the school community.