Leadership in A PLC

Leading in a PLC

“Widely dispersed leadership is essential in building and sustaining PLC’s, and it is important that individuals at all levels lead effectively”

(Learning by Doing, 2006)

PLC’s

Fundamental shift in thinking Calls upon people to redefine their

roles and responsibilities An ongoing process of change, as

opposed to a program

Shift in Purpose Focus on teaching What was taught

Coverage of content

Providing curriculum documents and standards

Focus on learning What students have

learned Demonstrate

proficiency Collaborative teams

building shared knowledge of essential curriculum

Shift in Assessment Infrequent summative

assessments Assessments that

punish or reward Assessments that

determine those who fail to meet deadlines

Gathering data from individual courses to assign grades

Frequent common formative assessments

Assessments that motivate and inform

Assessments that identify those who require additional time and support

Collecting data as a team to inform practice, adjust instruction, respond to struggling students

Shift in Response when Students Don’t Learn

Optional, invitational remediation

Individual teachers responding to student

one opportunity to demonstrate learning

Directive, mandatory intervention

Systematic approach to reach all struggling students

Many opportunities to show learning

Shift in the Work of Teachers

Isolation Each teacher

determining what must be taught

Collaborating on surface items

Classroom teacher

Collaboration Teams establishing

essential curriculum and common pacing

Discussing essential questions that impacts on student achievement

Schoolhouse teacher: “Our kids”

Shift in Professional Development

One-shot workshops Learning by listening Learning as

individuals in workshops

Ongoing relevant PD

Learning by doing Learning

collectively by working together

Change

“The response to any significant change is typically not logical; it is emotional”

(Learning by Doing, 2006)

The Challenges of Change

React defensively when assumptions are questioned

Challenges our competence Creates confusion and uncertainty Rekindles resentment about

previous unsuccessful innovations Creates conflict

Effective Leadership

Principal provides the conditions for a PLC to flourish in a school

Requires pressure and support Focused on results Key leaders must assume the

responsibility of getting things started

Leading a PLC Initiative Link the initiative to current practices-

evolution rather than revolution Focus on the “why” of initiative, then

the “how”- need to know why this change is happening

“Walk the Talk”- match actions and words

Be flexible on implementing but firm on the essence of the initiative

Leading a PLC Initiative Build a powerful leadership team and develop

a critical mass who are willing to move forward Expect to make mistakes and learn from them Learn by doing and build community by

working together Build the belief that they can create their

future through their actions Need passion and persistence

“The challenge for leaders and the key to the success of a school is to ensure they are doing the right work. The priority work of effective schools, and the educators within them, is building the collective capacity to function as a PLC”

(Learning by Doing, 2006)

This presentation has been adapted from the book Learning by Doing: A Handbook for Professional Learning Communities at Work (2006)

by Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas Many