Coordination´s structures & Complexity theory and changes. (Mª. T. González and Complexity)
Complexity theory says that all the structures are related among each other and they should be coordinated to improve the organization of a school, setting changes whenever they are needed in order to obtain a better functioning. Mª. T. González in her text explains that with the relationships among teachers, they can exchange knowledge to improve organization, and also coordinate themselves to make the necessary changes.
Diversity and redundancy & Schools that learn. (Complexity theory and A. Bolívar, schools that learn)
Schools learn due to the demands of external factors (such as politics or educational laws) that require a renovation in their organization. Schools have to learn to implement new ideas that could cover these demands so, they are useful. That´s in relation to diversity and redundancy because if every suggestion, idea or proposal was implemented, the school would be in a state in chaos. Therefore, complex organizations go through different processes of evaluation, which creates diversity of new practise, ideas and systems. Other innovations and longstanding practices or ideas become redundant if they can´t adapt well to the new approach.
Teacher and Students & Internal Factor. (Connections and relationships and A.Bolívar, internal factors):
The organizations do not learn just to learn, but the main objective of the schools is that have a positive impact, inside the classroom and the school itself, in the educational experiences of the students. It is not enough to redesign the organizational structure and the relationships among teachers if that does not help to improve the results and increase the commitment with the student´s learning. All of this matters in the relationship between teachers and students.
Deterministic and Randomness & bussiness origins. (Complexity and Bolivar):
The organizations that learn have been treated from diverse disciplinary perspectives. While some of them highlight the dimension of internal development of the organization (which is related to the deterministic), others highlight the learning depending on the demands of the environment, judging that organizational learning to be more efficient than its competitors or to adapt faster to changes in the environment (which is related to randomness).
Teaching teams & Learning in groups and teams. (Mª. T. González and A. Bolívar)
This relationship can be seen between the texts of A. Bolívar and Mª. T. González. Both of them agree with the fact that teachers are elements of the organizations that are coordinated among each other and from that they obtain new knowledge in order to improve their organization and efficiency.
Peers & the structure of coordination. (Mª. T. González and Relationships and Connections)
This relationship can be seen in the article of Teresa González and in the Relationships and Connections. The relationship is based on the students establish relationships anmong them within the school environment and Teresa explains that the teachers also can be peers so that their work is coordinated and they can exchange views.