ABSTRACT
This chapter focuses on applying the themes to the fundamental work of the school—namely, student learning. It provides a model of learning and teaching that administrators might employ in their all-important work with teachers on improving the depth and quality of learning for all students. The model does not cover all the microaspects of teaching. Rather, it provides a large conceptual map that administrators can use in their conversations with teachers for cultivating meaning, community, and responsibility. Schools are currently organized under the assumption that teachers are the primary workers. In the work of learning, students need to generate four kinds of meaning: personal, public, applied, and academic. Administrators' work involves conversations with parents, civic leaders, and various cultural communities and organizations within the larger civic community. Administrators can bring the focus on cultivating meaning, community, and responsibility to conversations with teachers, students, and support staff.
