Transcript NORMS FOR THIS WORKSHOP

Leading Complex Change
Vision
Skills
Incentives
Resources
Action
Plan
Change
Skills
Incentives
Resources
Action
Plan
Confusion
Incentives
Resources
Action
Plan
Anxiety
Resources
Action
Plan
Gradual
Change
Action
Plan
Frustration
Vision
Vision
Skills
Vision
Skills
Incentives
Vision
Skills
Incentives
© Enterprise Management Ltd., 1987.
Resources
False
Start
The Challenge We Face
“Good is the
Great!”
to
~Jim Collins
Good to Great
Good to Great!
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Level 5 Leadership
First Who…Then What
Confront the Brutal Facts
Hedgehog Concept
Culture of Discipline
Technology Accelerator
The Flywheel
Changing Minds:
Howard Gardner
•Reasoning and rationale thinking
•Research
•Resonance
•Representational re-description
•Rewards and resources
•Real World Events
•Require
Managing Transitions:
William Bridges
• Endings A loss will be experienced: Grieving may occur.
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Denial
Anger
Bargaining
Depression
Acceptance
• Neutral zone (Time of innovation and creativity)
• Communications is really important
• New Beginnings
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Be consistent
Ensure quick successes
Symbolize the new identity
Celebrate the success
Tight-Loose
“The genius of
“AND”
vs the tyranny of
“OR”
~Jim Collins
Built to Last
Major
Task
Moderate
Difficulty
Quick Wins
Climate for Change
“This is the current program.”
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“This is what we’re going to do instead.”
The new thing
Climate for Change
“This is the current program.”
2
The new thing
“And this is what we’re going to do instead.”
Climate for Change
“This is the current program.”
3
The new thing
“And this is what we’re going to do instead.”
“We can't solve problems
by using the same kind of
thinking we used when
we created them.”
~Albert Einstein
“Show me a change that
has not met resistance, and
I’ll show you a change
that’s not worth doing.”
Michael Fullen
“You have to change enough
quickly enough so that
gravity can not drag you
back.”
~ Theodore Sizer
6:17
Professional Learning
Community (PLC) Defined
Educators are committed to working collaboratively in
ongoing processes of collective inquiry and action
research in order to achieve better results for the
students they serve.
PLCs operate under the assumption that the key to
improved learning for students is continuous, jobembedded learning for educators.
~DuFour, DuFour, Eaker, Many (2006)
What is a PLC?
A professional learning community is
an ethos that infuses every single
aspect of a school’s operation. When
a school becomes a professional
learning community, everything in
the school looks different than it did
before.
~Andy Hargreaves (2004)
Collective Responsibility
The best organizations are places
where everyone has permission, or
better yet, the responsibility to
gather and act on quantitative
and qualitative data, and to help
everyone else learn what they
know.
--Pfeffer & Sutton (2006)
The Power of Professional
Learning Communities
The most promising strategy for sustained,
substantive school improvement is building
the capacity of school personnel to function
as a professional learning community.
The path to change in the classroom lies
within and through professional learning
communities.
~Milbrey McLaughlin (1995)
Highly Effective Schools
An analysis of research
conducted over a thirty-five
year period demonstrates that
schools that are highly
effective produce results that
almost entirely overcome the
effects of student backgrounds.
~Robert Marzano (2003)
Focus on Learning
To truly reform American education we
must abandon the long-standing
assumption that the central activity of
education is teaching and reorient all
policy making and activities around a
new benchmark: student learning.
~Edward Fiske (1992)
Focused on Results
Collaborative cultures, which
by definition have close
relationships, are indeed
powerful but unless focused
on the right things may end
up being powerfully wrong.
~Michael Fullan
Results-Driven Education Requires
Results-Oriented Educators
Results-driven education judges success not
by the courses students take or grades they
receive, but by what they actually know and
can do as result of their time in school . . .
Success will be judged not by how many
teachers and principals participate in staff
development or how the perceive its value,
but whether it alters instructional behavior
and practices in a way that benefits students.
~Dennis Sparks, (1995)
SMART GOALS
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Strategic and specific
Measurable
Attainable
Results-oriented
Time-bound
 ~Conzemius & O’Neill (2002)
PLC Year Long Flow Chart
A. Establish Norms
B. Set/Revisit SMART Goals
for PLC
C. Align Curriculum
and Select “Power”
Standards
D. Unit Planning ( Use
backward design template)
E. Write or Revise Common
Formative Assessments
Repeat 4/5
times per
year
F. Collaboratively Analyze
Student Work
The use of professional learning
communities is the best, least
expensive, most professionally
rewarding way to improve schools.
. . Such communities hold out
immense, unprecedented hope for
schools and the improvement of
teaching.
~Mike Schmoker
Put a good person in a bad system and
the system wins every time, no contest.
~W. Edwards Deming
Learning by Doing
Capacity building . . .is not just
workshops and professional
development for all. It is the
daily habit of working together,
and you can’t learn this from a
workshop or course. You need
to learn it by doing it and
having mechanisms for getting
better at it on purpose.
--Michael Fullan (2005)
“Significant changes in schools begin,
I believe, with significant changes in
what leaders think, say, and do.”
~ Dennis
Sparks
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Mission Statement School 1
“It is our mission to help all students learn
if they are conscientious, responsible,
attentive, developmentally ready, fluent in
English, and come from homes with
concerned parents who take an interest in
their education.”
Revisiting Professional Learning Communities at Work, 2008
31
Mission Statement School 2
“Our mission is to create a school with an
unrelenting focus on learning; failure is
not an option.
But ultimately it will be the responsibility
of the student and his or her parents to
take advantage of the opportunities for
learning.”
Revisiting Professional Learning Communities at Work, 2008
32
Mission Statement School 3
Our mission is to take credit for the
accomplishments of our highest
achieving student and to assign blame
for low performance of others.”
Revisiting Professional Learning Communities at Work, 2008
33
Mission Statement School 4
“Our mission is to ensure success for all
our students. We will do whatever it
takes to ensure their success
provided we don’t have to change the
schedule, modify any of our existing
practices, or adopt any new practices.”
Revisiting Professional Learning Communities at Work,
2008
34
Sowing the Seeds of Change
“The fact that the captain of the ship
can clearly see the port is of no use
if the crew continues to paddle in a
different direction.”
~Author unknown
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The Collaborative
Administrator
• 1. Why did you go into this profession?
• 2. Is it okay for a 13-year-old student to
choose to fail?
• 3. A Student has a 45% going into the
final and can’t pass for the semester.
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Celebrations
• Four Keys for Incorporating Celebration
 Explicitly state the purpose of celebration
 Make celebration everyone’s responsibility
 Establish a clear link between the recognition and
the behavior or commitment you are attempting
to encourage and reinforce.
 Create opportunities to have many winners.
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Sergiovanni (2001) writes, it is through important
stories that “the school’s culture is strengthened
and its center of values becomes more public
and pervasive”
“The people who tell the stories determine the
culture, and embrace your responsibility to be
the chief storyteller for your school.
Dick Dewey-Eastview High School, Minnesota
Revisiting Professional Learning Communities at Work
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The Four Critical
Questions of PLC’s
1. What are
students
supposed to
know and
do?
2. How do
we know
when
students
have
learned?
3. What do
we do when
students
HAVEN’T
learned?
4. What do
we do when
students
HAVE
learned the
content?
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Clark County School District Wiki-Teacher
This is a great site to see examples of Power Standards, Unwrapped Standards and
Benchmarks, Assessments, videos for lessons, etc.
http://www.wiki-teacher.com/index.php
There is no such thing as the
perfect lesson, the perfect day in
school, or the perfect teacher.
For teachers and students alike,
the goal is not perfection but
persistence in the pursuit of
understanding important things.
McTighe and Tomlinson
Teachers possess the power to
create conditions that can help
students learn a great deal
—or keep them
from learning much at all.
Teaching is the intentional act
of creating those conditions.
Parker Palmer
The Courage to Teach
Black and Wiliam concluded after
years of study that formative
assessment has a huge effect on
learning quality. It has been found
to add the equivalent of two grades
to students' achievement if done
very well.
~Geoff Petty
http://www.geoffpetty.com/feedback.html
Teaming
“Coming together is a
beginning, staying
together is progress
and working together
is success.”
~Henry Ford
1:47
Leadership
 Leadership is not something you do
to people, but something you do
with people.
K. Blanchard, Leading at a Higher Level
1:48
Collaborative Teams
Defining teams:
A group of people working interdependently
to achieve a common goal for which
members are held mutually accountable.
The must rely on each other to accomplish a
goal that none could achieve individually.
1:49
Hand in Hand, We All
Learn
Ultimately there are two kinds of schools:
learning enriched schools and learningimprovised schools. I have yet to see a
school where the learning curves . . .of
the adults were steep upward and those
of the students were not. Teachers and
students go hand and hand as learners.
. . or they don’t go at all.
~Roland Barth, (2001)