Professional Learning Professional Learning CommunitiesCommunities

EDEMEDEMWinter 2008Winter 2008

Presented by Presented by Gianna LabbientoGianna Labbiento

Richard MasonRichard MasonChristina ShoushaChristina Shousha

Overview of PresentationOverview of Presentation

1.1. Definitions & Characteristics of PLC Definitions & Characteristics of PLC (Activity- Whole Group Brainstorming on Definition of terms)(Activity- Whole Group Brainstorming on Definition of terms)

2.2. Principal’s Role & Leadership Qualities Principal’s Role & Leadership Qualities (Activity-Break out rooms on Leadership Qualities)(Activity-Break out rooms on Leadership Qualities)

3.3. Relationships Within the School Relationships Within the School (Activity -Break out rooms Discussion on Barth’s article)(Activity -Break out rooms Discussion on Barth’s article)

4.4. Expanding PLC beyond the schoolhouse Expanding PLC beyond the schoolhouse (Activity –Whole Group Brainstorming)(Activity –Whole Group Brainstorming)

PLC -PLC -a definition of termsa definition of terms

Brainstorming on the following Brainstorming on the following terms:terms:

P P (PROFESSIONAL):(PROFESSIONAL):

L L (LEARNING):(LEARNING):

C C (COMMUNITY): (COMMUNITY):

PLC PLC –a definition–a definition

A Professional Learning Community is a A Professional Learning Community is a collaboration of teachers, collaboration of teachers, administrators, parents, and students administrators, parents, and students who work together to seek out best who work together to seek out best practices, test them in the classroom, practices, test them in the classroom, continuously improve processes, and continuously improve processes, and focus on results. focus on results.

*Rick DuFour, 2002*Rick DuFour, 2002

Essential UnderstandingsEssential Understandings

It takes time (3-5 years)It takes time (3-5 years) It requires trustIt requires trust It involves quality trainingIt involves quality training It requires tangible support It requires tangible support

PLCPLCFundamentalFundamental AssumptionsAssumptions

We can make a difference.We can make a difference. Our schools can be more effective. Our schools can be more effective. Improving our people is the key to Improving our people is the key to

improving our schools. improving our schools. Significant school improvement will Significant school improvement will

impact teaching and learning.impact teaching and learning.

3 “Big Ideas” of Being a 3 “Big Ideas” of Being a PLCPLC

1. Focus on Learning 1. Focus on Learning We accept high levels of We accept high levels of learning learning for for all all students as the fundamental purpose of our school students as the fundamental purpose of our school and therefore are willing to examine all practices in light of and therefore are willing to examine all practices in light of their impact on learning. their impact on learning.

2. Collaborative Culture 2. Collaborative Culture We can achieve our We can achieve our fundamental purpose of high levels of learning for all fundamental purpose of high levels of learning for all students only if we work together. We cultivate a students only if we work together. We cultivate a collaborative culture through the development of high collaborative culture through the development of high performing teams. performing teams.

3. Governed by Results 3. Governed by Results We assess our effectiveness of We assess our effectiveness of achieving high levels of learning for all on the basis of achieving high levels of learning for all on the basis of results rather than intentions. Individuals, teams, schools, results rather than intentions. Individuals, teams, schools, and districts seek relevant data and information and use and districts seek relevant data and information and use that information to promote continuous improvement. that information to promote continuous improvement.

6 Essential Characteristics of 6 Essential Characteristics of Being a PLCBeing a PLC

Shared mission, vision, values, goals Shared mission, vision, values, goals

Collaborative teams Collaborative teams

Collective inquiry Collective inquiry

Action orientation/experimentation Action orientation/experimentation

Commitment to continuous improvement Commitment to continuous improvement

Results focusResults focus

*DuFour & Eaker*DuFour & Eaker

The Principal as Staff The Principal as Staff DeveloperDeveloper

10 suggestions10 suggestions1.1. Create a consensus on the school Create a consensus on the school

you are trying to becomeyou are trying to become2.2. Identify, promote, and protect Identify, promote, and protect

shared valuesshared values3.3. Monitor the critical elements of the Monitor the critical elements of the

school improvement effortschool improvement effort4.4. Ensure systematic collaborationEnsure systematic collaboration5.5. Encourage experimentationEncourage experimentation

The Principal as Staff The Principal as Staff DeveloperDeveloper

10 suggestions 10 suggestions cont’dcont’d6.6. Model a commitment to personal Model a commitment to personal

growthgrowth7.7. Provide one-on-one staff developmentProvide one-on-one staff development8.8. Provide staff development programsProvide staff development programs9.9. Promote individual and organizational Promote individual and organizational

self-efficacyself-efficacy10.10. Stay the courseStay the course

*R DuFour and T Berkely*R DuFour and T BerkelyJournal of Staff Development 1995Journal of Staff Development 1995

ACTIVITYACTIVITY

A principal needs certain leadership qualities A principal needs certain leadership qualities for a professional learning community to for a professional learning community to successfully develop.successfully develop.

Separate into groups of four in the breakout Separate into groups of four in the breakout room and discuss the above statement.room and discuss the above statement.

Select a reporter and list those leadership Select a reporter and list those leadership qualities you feel a principal must have to qualities you feel a principal must have to successfully develop a PLC in their school.successfully develop a PLC in their school.

Be prepared to present your list and explain Be prepared to present your list and explain why you feel these qualities are essential.why you feel these qualities are essential.

Our Ideas: Our Ideas: #1: Modeling#1: Modeling

DescriptionDescription::An effective leader models the An effective leader models the behaviours that are expressed and behaviours that are expressed and desired in the shared vision. They desired in the shared vision. They walk the talkwalk the talk. An effective leader . An effective leader demonstrates in every action and demonstrates in every action and conversation what he or she values, conversation what he or she values, believes and expects of the school’s believes and expects of the school’s community. community.

#2: Courageous Conversations#2: Courageous Conversations

DescriptionDescription::An effective leader has the courage to An effective leader has the courage to talk about the elephant in the room, talk about the elephant in the room, the the non-discussablesnon-discussables. Nobody . Nobody wantswants to talk to talk about it, but everyone about it, but everyone isis talking about it. talking about it. An effective leader has to be able to An effective leader has to be able to bring it to the table without fearing the bring it to the table without fearing the response and yet in a respectful and response and yet in a respectful and tactful manner. The purpose must be for tactful manner. The purpose must be for learning to take place.learning to take place.

#3: Development of a Shared #3: Development of a Shared VisionVision

DescriptionDescription::An effective leader takes the time to develop a An effective leader takes the time to develop a vision with the school community that demonstrates vision with the school community that demonstrates the school’s aspirations for a preferred future. the school’s aspirations for a preferred future. ““Today’s effective principal constructs a shared Today’s effective principal constructs a shared vision with members of the school community, vision with members of the school community, convenes the conversations, insists on a student convenes the conversations, insists on a student learning focus, evokes and supports leadership in learning focus, evokes and supports leadership in others, models and participates in collaborative others, models and participates in collaborative practices, helps pose the questions and facilitates practices, helps pose the questions and facilitates dialogue that addresses the confounding issues of dialogue that addresses the confounding issues of practice.”practice.”

#4: Building a Culture of #4: Building a Culture of CollaborationCollaboration

DescriptionDescription::

An effective leader knows the importance of An effective leader knows the importance of creating a culturecreating a culture in which people share in which people share expertise, communicate and work together expertise, communicate and work together as a team. This is when a learning as a team. This is when a learning community community collectivelycollectively shares a common shares a common vision and purpose, and works together to vision and purpose, and works together to achieve it. Building a culture of collaboration achieve it. Building a culture of collaboration requires transformational leadership. requires transformational leadership.

#5: Shared Leadership#5: Shared Leadership

DescriptionDescription::An effective leader discovers the An effective leader discovers the strengths and skills of the staff and uses strengths and skills of the staff and uses that knowledge to that knowledge to empower teacher empower teacher leadersleaders. . ““It calls on everyone within the school, It calls on everyone within the school, …, to take responsibility for student …, to take responsibility for student achievement and to assume leadership achievement and to assume leadership roles in areas in which they are confident roles in areas in which they are confident and skilled.”and skilled.”

#6: Being a Trans-relational #6: Being a Trans-relational LeaderLeader

DescriptionDescription::An effective leader An effective leader knows how important knows how important it is to build it is to build relationships relationships grounded in trust and grounded in trust and caring. The emphasis caring. The emphasis is on communication, is on communication, collaboration, and collaboration, and building interpersonal building interpersonal relationships.relationships.

Community

Teaching Staff

Students

Support Staff

Leader

#7: Focus on Student#7: Focus on Student

DescriptionDescription::An effective leader puts the focus on the student. An effective leader puts the focus on the student. Student-centered learning is a way of thinking Student-centered learning is a way of thinking about student learning that drives the teaching about student learning that drives the teaching practice. practice. i.e. a focus on how the students are learning, what they i.e. a focus on how the students are learning, what they

experience, and how they engage in the learning context. experience, and how they engage in the learning context.

A shift from:A shift from: I will tell you this and therefore you will learnI will tell you this and therefore you will learnto: to: I want to help you in ways which are effective for I want to help you in ways which are effective for

you and match your needs.you and match your needs.

Roland S. Barth

In the article In the article Restructuring schools: Some questions Restructuring schools: Some questions for teachers and principals (1991)for teachers and principals (1991) Barth states:Barth states:

““Despite compelling evidence indicating that Despite compelling evidence indicating that working collaboratively represents best practice; working collaboratively represents best practice; teachers in many schools continue to work in teachers in many schools continue to work in isolation. Even in schools that endorse the idea isolation. Even in schools that endorse the idea of collaboration, the staff’s willingness to of collaboration, the staff’s willingness to collaborate often stops at the classroom door.”collaborate often stops at the classroom door.”

Roland S. BarthRoland S. Barth

Research shows that a culture of Research shows that a culture of collaboration is essential to be a collaboration is essential to be a successful PLC.successful PLC.

Therefore, how can Barth’s findings Therefore, how can Barth’s findings and suggestions in his article and suggestions in his article Relationships Within the Schoolhouse, Relationships Within the Schoolhouse, improve collaboration within a school improve collaboration within a school so that it stops at the classroom door?so that it stops at the classroom door?

Discussion PeriodDiscussion Period

1.1. What parts of the article do you What parts of the article do you believe are key elements (gold believe are key elements (gold nuggets)?nuggets)?

2.2. Are any of the relationships Are any of the relationships demonstrated in your current school?demonstrated in your current school?

3.3. Do you believe some are impossible Do you believe some are impossible to achieve? Why?to achieve? Why?

Roland S. BarthRoland S. Barth

Central to his thinking is the Central to his thinking is the concept of the school as a concept of the school as a community of learners and community of learners and leaders. leaders.

He is currently chairman of He is currently chairman of the board of the Aspiring the board of the Aspiring Principals' Program, run by Principals' Program, run by Dennis Litky in Providence, Dennis Litky in Providence, R.I., with centers in Boston R.I., with centers in Boston and New York, and is a and New York, and is a member of the board of member of the board of Editorial Advisors of the Phi Editorial Advisors of the Phi

Delta Kappan.Delta Kappan.

Two Relationships Two Relationships To Eliminate in order to be To Eliminate in order to be

Successful:Successful:1.Parallel Play1.Parallel Play

Teachers work at relatively the same things Teachers work at relatively the same things but do so separately from each other.but do so separately from each other.

2.Adversarial Relationships2.Adversarial Relationships

Blatant conflicts, withholding insights, not Blatant conflicts, withholding insights, not placing enough value on our own craft. placing enough value on our own craft. knowledge and becoming competitors; knowledge and becoming competitors; rooting for the failures of others.rooting for the failures of others.

Two Relationships to Promote Two Relationships to Promote Success:Success:

1.1. Congenial RelationshipsCongenial Relationships Interactive, personal and friendlyInteractive, personal and friendly For example, setting up the coffee for the For example, setting up the coffee for the

day, or driving someone homeday, or driving someone home Congenial relationships help us get up in Congenial relationships help us get up in

the morningthe morning

2.2. Collegial RelationshipsCollegial Relationships

Congenial relationships represent a precondition Congenial relationships represent a precondition for another kind of adult relationship-for another kind of adult relationship-COLLEGIALITY.COLLEGIALITY.

Of the four relationships, it is the hardest to Of the four relationships, it is the hardest to establish.establish.

Signs of collegiality, is when educators are Signs of collegiality, is when educators are “playing together” “playing together”

4.4. Talking with one another about practice, Talking with one another about practice, sharing craft knowledge, observing one another, sharing craft knowledge, observing one another, rooting for one another’srooting for one another’s successsuccess

Relationships Within the Relationships Within the SchoolhouseSchoolhouse

What can teachers and school leaders do What can teachers and school leaders do to create a culture of collegiality in their to create a culture of collegiality in their schools to promote PLC s?schools to promote PLC s?

Talking About PracticeTalking About Practice Sharing Craft KnowledgeSharing Craft Knowledge Observing One AnotherObserving One Another Rooting For One AnotherRooting For One Another

1.1. Talking About PracticeTalking About Practice

A professional learning community is built on A professional learning community is built on continual discourse about OUR important work- continual discourse about OUR important work- conversations about student evaluation, parent conversations about student evaluation, parent involvement, curriculum development, and team involvement, curriculum development, and team teaching.teaching.

2.2. Sharing Craft KnowledgeSharing Craft Knowledge

A participant or twoA participant or two sharing an issue they sharing an issue they recently learned something important or useful.recently learned something important or useful.A teacherA teacher new to the school explaining how new to the school explaining how students were evaluated in a previous workplace.students were evaluated in a previous workplace.

3.3. Observing One AnotherObserving One Another

This is difficult because we will never be This is difficult because we will never be fully confident that we know what we are fully confident that we know what we are supposed to be doing or how students supposed to be doing or how students will behave.will behave.

None of us wants to risk being exposed None of us wants to risk being exposed as incompetent….HOWEVER …There is as incompetent….HOWEVER …There is no more powerful way of learning and no more powerful way of learning and improving on the job than by observing improving on the job than by observing others and having others observe us!others and having others observe us!

4.4. Rooting For One AnotherRooting For One Another

““All too common in our profession is All too common in our profession is widespread awareness of a fellow widespread awareness of a fellow educator in trouble: the principal under educator in trouble: the principal under siege from a group of parents, or a siege from a group of parents, or a beginning teacher being worked over by beginning teacher being worked over by a tough classroom of kids.”a tough classroom of kids.”We monitor the situation from afar as We monitor the situation from afar as another person is hung out to dry- and another person is hung out to dry- and we do nothing.we do nothing.

OFFER HELP! OFFER HELP! BE VISIBLE AND SUPPORTIVE!BE VISIBLE AND SUPPORTIVE!

ACTIVITYACTIVITY

A successfully developed PLC involves A successfully developed PLC involves a number of different stakeholders.a number of different stakeholders.

Take a few minutes, individually, to Take a few minutes, individually, to think about exactly who these think about exactly who these stakeholders are. Be prepared to stakeholders are. Be prepared to present your answers back to the present your answers back to the group.group.

Expanding Professional Learning Expanding Professional Learning Communities beyond the Communities beyond the

SchoolhouseSchoolhouse

Business Community

Parents

School board

AdministratorsBuses

Daycare

SupportStaff

Teachers

Social Services

Emergency Personnel

Student

ConclusionConclusion

It takes a village to raise a child.It takes a village to raise a child.

By harnessing the collective talents of By harnessing the collective talents of staff, families, community members, an staff, families, community members, an administrator can garner tremendous administrator can garner tremendous support in the quest to ensure that no support in the quest to ensure that no child is left behind on the learning journey.child is left behind on the learning journey.

*Pam Robbins and Harvey Alvy *Pam Robbins and Harvey Alvy The New Principal’s Fieldbook ,2004The New Principal’s Fieldbook ,2004

ReflectionsReflections

Why might it be important to develop or Why might it be important to develop or enhance a professional learning community?enhance a professional learning community?

Reflect on the organization in which you work. Reflect on the organization in which you work. What are the current structures in place that What are the current structures in place that encourage and support collaboration? What encourage and support collaboration? What new ones may be needed?new ones may be needed?

What connections do you see between What connections do you see between building relationships among professional building relationships among professional staff members and building relationships with staff members and building relationships with students?students?