3.2 Single and Double Loop Learning

Single and double-loop learning are concepts developed by Chris Argyris and Donald Schön (1976), in the late 1970s. Single-loop learning is a particular type of organizational learning process. When operating with single group learning, people, organizations or groups modify their actions according to the difference between expected and reached outcomes. For example, during the pandemic many pupils were locked out of their schools, this presented heads with numerous problems which required different approaches to teaching and learning. In this case, school leaders had to first evaluate the situation, then adapt behaviour and actions in order to mitigate the situation. The most substantial issue with single loop learning is that in order to resolve the most pressing issues/problems, we remove the symptoms, while root causes still remain. When engaging in this type of learning, individuals or groups focus primarily on their own actions and methods; leading to small changes in specific practices, behaviours or methods based on what is not working or the converse.

Read the information in the box below and think about how this relates to the way that you implemented digital learning during the pandemic.

Double-loop learning is an educational concept and process that involves teaching people to think more deeply about their own assumptions and beliefs. Double loop learning involves confronting existing belief systems or schema, in order to understand assumptions (our own and others) and improve our decision making (Argyris, 1976). Since its development it has been used a great deal in research into how individuals make sense of their working environments (Weick, 1988). In relation to educational leadership, it has been aligned with change-making,(MacBeath, 1998) identity (Hallinger, 2003b) and strategy (Baxter and John, 2021a).

Activity 4

Timing: 25 minutes

Listen to a head teacher describing how she went about designing her digital strategy before and during COVID. Was this single or double loop learning?

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JACQUELINE BAXTER

Hi, my name is Jacqueline Baxter. And today, I'm interviewing Kirsty Nichols-Mackay, who is the headteacher of Monkseaton Middle School. Welcome Kirsty.

KIRSTY NICHOLS-MACKAY

Thank you.

JACQUELINE BAXTER

Thank you for talking to me. And today, Kirsty is going to be telling us a little bit about how she set up a digital strategy and what the starting point was. So do you want to tell me a little bit about when you set it up and how you began this whole thing?

KIRSTY NICHOLS-MACKAY

OK, so I became headteacher in 2018. I've been here for a couple of years prior to that. And within those first two years, quickly identified from baseline and across the school that there were a lot of ineffective IT resources across the school. And we needed to very urgently rectify that, so that the school was brought up to appropriate standard for the time.

I worked with the senior leadership team at the time. And I worked with the support of the governors. I also worked with the local authority, who were quite heavily involved with the school because we were graded as RI at that point. And so they had some experts that I could access to get some sort of guidance about what was needed, what was no longer fit for purpose and what was needed.

JACQUELINE BAXTER

So you were in the category, requires improvement, at the time, which is the English Inspectorate's category that says that the school needs to improve. So it was an important time for you to set this up. And who was involved in the planning?

KIRSTY NICHOLS-MACKAY

It was led by myself. And I worked with the school improvement team. I worked with the SLT in our school. I worked with our governors, largely from a finance point of view, nigh, a bit required. A little bit of a leap of faith because it was a very significant financial investment. I worked very closely with the business manager at the time to find the right provision of the resources and so on. Because we weren't at the point where we could train staff because we didn't have the resources to do that.

And so we needed to do fundamental reform of what was in school. And that took a lot of, I guess, back office, you might call it, back office work. So there was a lot of that went on, sort of 2017, just before I became head, when I was working as head of school. And then we did a lot of the work, 2018 moving forward.

JACQUELINE BAXTER

OK, so there was a fair bit in place then, structurally, before COVID hit.

KIRSTY NICHOLS-MACKAY

Yes there was. There was brand new servers. There was new IT provision, in terms of the computer resources in school. We'd resourced staff so that they all had their own IT. They had a laptop or Surface Go, which we got from the lecturers funding from the government. That's what we chose to spend that on. Because part of the digital strategy was very much about upskilling staff. You can't upskill staff without what's meant to work on. So that was very much a key part of that.

We replaced all the PCs across the school. We replaced all the whiteboards. We replaced, as I said, Surface. The entire network was basically refreshed and replaced, huge expense for the school, which we had to take out over a sort of an HP agreement. Because we couldn't afford to make the initial outlay. I don't know many schools that could. We purchased a lot of small tablets for children to use in lessons.

And actually, by the time COVID hit, we had also run a pilot program, where parents were offered a significantly discounted monthly rate to pay towards purchasing their own device. That was the Surface Go's, which we knew were effective within school and at home. That was a pilot program that started, ironically, December 29, 2019, just before 2020. So yeah, it was well timed. But it actually didn't get off the ground, partly as a result of COVID. So we've had to look again at that and how we're going to roll that out for parents and children.

JACQUELINE BAXTER

OK, and how, thinking about teachers at that point, I mean, COVID came along and you had this infrastructure in place, you'd made a good inroad into your digital plan. So how did COVID affect all that then?

KIRSTY NICHOLS-MACKAY

We had to, very quickly, accelerate our teachers' skills. We've done some very soft approach, I guess, to provide them with the right resources, to do some-- almost, you have some nice ideas, you might like to try-- with the idea that without COVID, by the end of the three year plan, which we had in place, the intention was that they would all be having what would be effectively a digital pencil case in the classroom. That was how I envisaged it. That was the vision we had across the school.

With COVID coming, we had to very quickly address the staff needs. The children and the staff had to have the same understanding of the software that was going to be used in lockdown, should we need to use it. So this was September 20-what, sorry, September '20. I've lost track of years, September '20. So obviously, we'd had the lockdown in the January through to the Easter. And obviously, our children came back before the summer, it was a year, six.

So we had some children in the school. And we'd been providing work through one form, through Office 365, through Word. And it just wasn't effective. So we knew from the September-- and obviously, we'd planned it over the summer already, and then start in September-- that every child needed be completely trained in the use of Teams. And all of the resources that would be on Teams were the same with the staff. So the September to Christmas of 2020, we did very intensive training with children and staff to make sure that, should we go into that situation again, we were completely able to just switch over to remote learning.

Obviously, we were providing remote learning at that time as well. Because the children were at home and COVID rates were, probably like every school in the country, quite high. So we were learning as we went. But we were improving the skills of the staff, through very specific and targeted training, over that period of time, and the children.

JACQUELINE BAXTER

And I mean, how were the teachers feeling about this rapid move to the digital? Because in other realms, for example, in higher education, there's an awful lot of research that says that actually moving into a digital space really hits teacher identity, in relation to job satisfaction, et cetera.

KIRSTY NICHOLS-MACKAY

I can't comment on that side. What I can say is, we worked very, very hard to balance workload for staff. Because we were acutely aware that, to all intents and purposes, colleagues were planning twice. If they had five children off in their lesson and they were remote learning, they were still delivering their lesson to the majority of the children. So we had to make sure that we were very careful to work with colleagues, to look at how we could make that achievable.

So whatever went online needs to be what was being delivered in the class. But there had to be some tweaks rather than fundamental changes because we had to mirror the curriculum, wherever possible. That was more challenging when it was something, a practical science lesson, for example. The best pupil in the world watching a video is not the same as doing their practical.

Because of our close working relationships with the in-school unions, we were able to-- and I don't think any schools got it perfect, we certainly didn't. But we were able to provide a situation where colleagues didn't feel overwhelmed by all the other things that were going on. And one of the key things with our school, and from the way that we run our school, is keep the main thing, the main thing. That is very much our mantra.

So we weren't focusing on 37 different things. We were just focusing on this, within our staff training. And that meant that there was opportunity for staff to have bespoke training as well. So it was more about building confidence. I can't comment on identity. It's not something that I ever really thought about. We kept very much abreast of what, certainly, when we were in the lockdown, in the 2021 lockdown, we kept very much on top of what was National Research telling us. What did we need to tweak as a result? That was very much the focus between January and the Easter.

I’ve completely lost track of years now. That must have been '21, January and Easter, where we were very much focused on what can we learn from this. But the colleagues' feedback, we did a lot of staff feedback at the time, was more than just wanting to get it right for the children. I didn't hear about, I'm losing the sense of myself. And I don't know, maybe that's something I missed and didn't pick up from the staff.

One of the strengths of a classroom teacher is their own autonomy. We're never prescriptive. We try to encourage colleagues to go off and do what worked for them in the classroom. Because the research, particularly once we got to, I think it was for every time. What went on in the classroom, if that was mirrored, was much more successful than trying to do something different and new. And if that's what works, that's what works, irrespective of the format

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Comment

Ms Nichols Mackay began by analysing the digital baseline before she began thinking about how to implement her digital strategy. She also carried out a stakeholder analysis in order to create buy in for her plans, and create the expertise required to begin the strategy. The school was in a ‘requires improvement’ category at the time, so it was important to act relatively quickly. But by ensuring that adequate resources were in place, and that she had the (financial) support of the governors, she created an environment which was conducive to change. She identified several problems at once, lack of core equipment and the need for some teacher development, but by prioritizing hardware, the school was then in a good position to begin a pilot project. In addition, when the hardware is in place, she would then be in a better position to decide what staff development was needed in order for teachers to be creative with it in their classroom.

Baxter and John (2021) examine strategy as learning in relation to 42 semi structured interviews with Trustees and CEOs working in 8 English Multi Academy Trusts- groups of schools with an overarching senior leadership team and board of trustees. Drawing from Hallinger (2003) , they identify several elements of strategy as learning, illustrated in figure 1. Within the diagram a schema is a framework for understanding. As in the example in box 2 these schemas will enable them to quickly get to grips with what is needed in their new role, and that will be helpful. However, the new school may differ substantially from their old one, and some schemas may need to be adapted, or even reformed in order for them to do their job effectively.

Figure 6: (Hallinger, 2003b) in (Baxter and John, 2021b: ,p:294).(Hallinger, 2003a)

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A box/flow diagram. At the top there is the title: Procedural and conceptual knowledge of strategy: A learning perspective. Underneath this, there is another box: Factual knowledge. Below this there are four boxes, side by side. From the left: Person schemas: organised memories, impressions of individuals and groupings of prople and their beliefs regarding strategy. Organisation schemas: the culture of the organisation as perceived by individuals: An individual’s knowledge of the culture of strategising. Object/concept schemas: Guiding the interpretation of physical and verbal artefacts: strategic plans, websites, mission statements. Event schemas: Social context information: meetings; strategy days; formal development days; school visits.

Figure 6: (Hallinger, 2003b) in (Baxter and John, 2021b: ,p:294).(Hallinger, 2003a)

Research illustrates that a certain level of metacognition is needed by individuals to successfully construct and implement strategy (Balogun and Johnson, 2004; Baxter and John, 2021). This requires an examination of the underlying assumptions and or causes behind the present state of affairs, and a will to address these at a tactical level. This requires not only an ability to confront the situation, but also a candour in acknowledging this as a baseline and involving key stakeholders from the start. As you will have no doubt recognised by now, strategy as learning is very closely aligned to models of change management, which are explored in the next section.

Before you progress to Section 4, you may find it useful to make a note of the following in order to provide a good basis for starting to work on your Action grid [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)]   (only use this link if you haven’t already downloaded the file).

• What assumptions am I bringing to the table?
• What assumptions are others bringing to bear on the digital strategy?
• How might these promote or block digital strategy?