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ERIC Number: EJ868703
Record Type: Journal
Publication Date: 2009
Pages: 4
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0013-1253
Appreciative Inquiry: From Positive Narrative to Systemic Change
Filleul, Mary
Education Canada, v49 n4 p38-41 Fall 2009
As one of two newly-hired Learning & Development (L&D) consultants for the Vancouver School District (VSD), the author, along with an administrator, was tasked to design and implement a new district-wide focus around two core questions: "What Do We Know About Learning?" and "What Are We Doing About It?" In the spring of 2005, the author's newly-formed District Planning Group, composed of all stakeholders in the system--from parents, to custodians, to trustees, to teachers--decided on a new district direction: a collective focus on learning to energize, excite, and engage all members of their learning community. Appreciative Inquiry was the organizational methodology chosen to carry this out. Appreciative Inquiry (AI) builds on positive experiences to spark positive change by honoring the expertise resident in an organization and its people. It initiates a deliberate, systemic search for assets, competencies, and best practices within the system. The AI process is inclusive and collaborative, giving all stakeholders an equal voice. For three successive years, they employed a district-wide approach to implementing AI. In their final year, the L&D Team continued to encourage the system-wide use of an appreciative lens, starting from strengths, leading to dreaming and designing about where a school community would like to be. They implemented appreciative team-building sessions with school staffs; they developed their own Appreciative Leadership course for teachers and administrators, focusing on finding ways to encourage what they do well; they led small school groups in asking key questions around their own practice; their district plan document was rewritten to focus on what their learners can do, rather than on a statistical accounting. School plans are now generated through a discovery, dream, and design cycle, engaging far more of the school community. (Contains 1 note.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Vancouver)