My guest this episode, Dr. Joanne Casey, shares her journey in education, her passion and interest in how the brain works and how schools are organised to foster and support collaboration, and supporting leaders to understand the cognitive and social complexities of the work teachers do.
Joanne's inspirational, influential and impactful recommendations:
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Joanne is an education practitioner and researcher. She has been working in a range of school contexts to support the implementation of system and school based improvement initiatives. She is a curriculum and pedagogy nerd!
As an advocate for contextual, flexible and research-based approaches, Joanne draws on her extensive experience of teaching in primary, secondary and tertiary settings when bridging and boundary crossing research, policy, and practice. It helps that she has also worked across our three education sectors - Government, Catholic and Independent.
Previous studies in organisations, change and education lead to Joanne’s doctoral studies - exploring associations among cognitive limitations for interactions, collaboration as an improvement strategy, and silo mentality.
Findings from this research affirm that collaboration is important work but is underestimated and undervalued in its cognitive and social complexity. With the social brain in mind, Joanne works with school leaders and teachers to create and refine environments where collaboration addresses the changing and evolving nature of an educator's work, usually among multiple demands vying for attention, often simultaneously, in the time available.
Determining what is reasonable is not always a straightforward exercise. Without additional and different types of knowledge, training, and professional experience, school leaders can inadvertently contribute to further barriers to collaboration within their contexts. Joanne’s research provides an alternative framework to provide structure for a team’s planning and decision making. School leaders, in considering the nature of the relationship between human cognition and sociality, from an evolutionary point of view, can explore ways to address problems of practice that are based on their own context, rather than a one-size-fits-all approach.