Transcript Professional Learning Communities

Professional
Learning
Communities
At work within our organization
Imperial County Office of Education
Special Education
Staff Development 2006-2007
Day 1
SUMMER
FUN
• How much fun did you have?
1. Not enough!
2. Enough to carry on . . .
3. Makes me smile.
4. What goes on the road stays on
the road!
I hope that I die
in a workshop…
because the
transition from
life to death will
be so subtle.
3
Results from Needs Survey
•
•
•
•
•
Team Building
Challenging Behaviors
Dealing with difficult people
Communicating with parents
Curriculum specific (e.g. reading, science,
transition)
4
Creating a
Professional Learning
Community
is a journey...
It begins with a
shared
understanding of
where you want
to go, together,
…and is
fueled by a
continuous
process of
building the
skill and the
will to share
responsibility
for the
success of all
learners.
PURPOSE
To support increases in student learning
by developing knowledge, tools, and
skills to increase our capacity as a
learning organization through the
development of Professional Learning
Communities.
OBJECTIVES
1.
2.
3.
4.
5.
6.
7.
8.
Understand the concept and attributes of a professional learning
community.
Examine research-based best practices and standards for
becoming a professional learning community.
Experience and create sample processes and products
reflective of professional learning communities.
Acquire strategies and tools for designing, implementing, and
evaluating a school’s journey towards becoming a professional
learning community.
Design a plan of action for implementing the professional
learning community concept.
Apply new learning to our unique Special Education settings.
Participate actively by engaging in conversations and teamwork.
Reflect on and self-assess personal knowledge, skills, and
beliefs.
In order to know what
I think,
I have to write and
see what I say.
Roland Barth
Reflection
• What are my learning goals for
my participation the next 3 days of
staff development?
DESIRED OUTCOMES
• Shared understanding of the critical
characteristics of a professional learning
community (PLC)
• Insights into shifting school culture to a focus
on learning
• Assessment of current reality and
identification of needs/interests for next steps
• Enthusiasm for becoming a PLC!
Day One Agenda
• Communication Strategies/Dealing
with Difficult People – Kim Scott
• Staff Development Foundations:
Purpose, Objectives, Norms
• WHAT is a PLC?
• IS 100, 700, Intro, and Bonus
Getting Acquainted …
• Introduce yourselves.
• What do you all have in common
AND will cause you to be
unique in the room?
• Share your learning goals for
your participation in the
next 3 days of staff
development.
NORMS
The standards of behaviors by
which we agree to operate while
we are in this group
NORMS for LEARNING
•
•
•
•
Listen through the filter of a question.
Share experiences to enrich others.
Set aside preconceived notions.
Pay attention to your “feathers” – the Aha’s
you experience.
• Learn by doing: apply to your own work.
• Respect the 100 Mile Rule.
• Respect yourself and your colleagues.
LEARNING BUDDIES
# 1 ________________________
# 2 ________________________
P = PROFESSIONAL
L = LEARNING
C = COMMUNITY
With your Learning Buddy
#1…
•
•
•
Brainstorm a
definition for each
term.
What is your
synthesis of the
whole?
Use Handout #9.
P = PROFESSIONAL
Educators using standards and
research as the basis for collaborative
investigation of how to better achieve
their goals.
L=
LEARNING
Ongoing study and constant practice
based on a commitment to
continuous improvement.
C = COMMUNITY
An environment that fosters mutual
cooperation, emotional support,
and personal growth to achieve
collectively what no one can
achieve alone.
R
E
S
E
A
R
C
H
With your Learning
Buddy #2…
•
•
Read Introduction to
Professional Learning
Communities at Work –
Handout pg. 10
Share your feathers and
their importance or
impact on you.
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
FUNDAMENTAL
ASSUMPTIONS
• We can make a difference: our
organization can become more effective.
• People improvement is the key to
organizational improvement.
• Significant organizational improvement will
impact student achievement.
Emergency Responder Training
• IS 100, 700, Intro, and BonusTraining
Feedback
please . . .
Turn in to IVCEC or ICOE Sp.
Ed. Office by 3:30 today.
Plan for Next 2 Days
• Day 2
–
–
–
–
Share results of feedback
Characteristics of PLC’s
Where are we as an organization?
Culture is key (Learning versus Teaching
Organization)
– Group versus Team
• Day 3
– Communication/Team Building with classified staff
– PM Classified Emergency Responder Training
– PM Certificated PLC Teams moving forward
Professional
Learning
Communities
At work within our organization
Imperial County Office of Education
Special Education
Staff Development 2006-2007
Day 2
The whole is never the
sum of the parts –
it is greater or
lesser, depending
on how well the
individuals work
together.
Chuck Noll
PSYCHO-GEOMETRICS
• Which shape appeals to you
most?
BOX
TRIANGLE RECTANGLE CIRCLE
SQUIGGLE
DESIRED OUTCOMES
• Shared understanding of the critical
characteristics of a professional learning
community (PLC)
• Insights into shifting school culture to a focus
on learning
• Assessment of current reality and
identification of needs/interests for next steps
• Enthusiasm for becoming a PLC!
Feedback from Day One
Number of Responses #35 Average 4.04
• FOUND USEFUL:
–
–
–
–
–
•
Communication with difficult people/understanding filters/own personality profiles
First Responder Segment
Group work discussing PLC
Logical sequence to build knowledge
Concept as a whole group we can make a significant difference in student learning
IMPROVEMENTS:
–
–
–
–
–
–
–
•
Range 2 - 5
Nothing (great movement\games\interaction)
Better speakers
More active participation for Emergency Responder Training
Some practice in questioning and listening/scenarios related to difficult people
Hearing more of others learning objectives
Develop trust building to encourage honest reflection
More team building/collaborative activities
RECOMMENDATIONS:
–
–
–
–
–
–
–
More coffee/A & W Root cream soda
More group participation
Prep time
Be encouraged to sit with people we don’t know
Role playing start with our own examples to help make us willing to share
More 5 minute breaks or break in PM
Move forward with putting together real lessons based on standards
Day Two Agenda
•
•
•
•
Welcome Back!
Characteristics of PLC’s
Assessment of PLC Reality
What are we a learning or teaching
organization?
• Boosters/Barriers
• Group versus Team
• Wrap-up
NORMS for LEARNING
•
•
•
•
Listen through the filter of a question.
Share experiences to enrich others.
Set aside preconceived notions.
Pay attention to your “feathers” – the Aha’s
you experience.
• Learn by doing: apply to your own work.
• Respect the 100 Mile Rule.
• Respect yourself and your colleagues.
LEARNING BUDDIES
Triad
# 3 ________________________
# 3 ________________________
# 4 ________________________
# 5 ________________________
BIG IDEAS of a
Professional Learning
Community
1. Learning focus
2. Collaborative teams
3. Governed by results
KEY QUESTIONS
If we believe all students can learn ...
• What is it we expect them to learn?
• How will we know when they have
learned it?
• How will we respond when they don’t
learn?
• What will we do if they have already
learned it?
Characteristics of a
Professional Learning
Community
1. Shared mission, vision, values, goals
2. Collaborative teams
3. Collective inquiry
4. Action orientation/experimentation
5. Commitment to continuous improvement
6. Results focus
DuFour and Eaker
With Learning Buddies Triad #3
SAY
SOMETHING
1. Chunk the text into the same number of pieces as
you have group members. Text – Leading edge:
‘Collaboration lite’ puts student achievement on a
starvation diet (Handouts Pages 19-22)
2. Designate a conversation initiator for each chunk.
3. Everyone reads the first chunk. When everyone
is finished reading, person #1 begins a brief
conversation with a comment or question.
4. Repeat the process until all text has been read
and discussed.
CHARACTERISTICS of a PROFESSIONAL
LEARNING COMMUNITY
Collaborative
Teams
Shared Mission,
Vision, Values,
Goals
Results Focus
Collective
Inquiry
The School as a
Professional Learning
Community:
Action
A Scenario
Orientation
Continuous
Improvement
What would these characteristics look like in your school?
“If YOU build it,
they will not come.”
-- Rick DuFour
“People must learn
themselves through
change.”
Linda Lambert, Author
Building Leadership Capacity in Schools (ASCD)
PLC
Self
Assessment
PLC Reality Assessment
• Complete Self Assessment
• Take 6 dots from table and during Stretch
Break place one dot on each of the 6
charts reflecting self-assessment results.
The real voyage in
discovery consists
not in seeking new
landscapes, but in
having new eyes.
Marcel Proust
Despite over 30 years of research establishing
that what happens in a school affects student
learning, and despite chanting “We believe all
kids can learn” until it has become a cliché, many
educators remain unwilling to accept
responsibility for student learning. They believe
that the major influences on learning are found
outside the school environment. They argue that
students learn because of their homes, parents,
peer groups, innate abilities, and so forth, and
that there is little schools can do to overcome
those external influences.
Part I
• How does the school respond when it
becomes apparent that the student is not
succeeding?
• What message is the school sending to
Johnny?
• How would you describe the school’s
culture?
• What are the assumptions, beliefs,
expectations, habits, and values that
seem to drive its day-to day work?
The School’s Response
There is no consistent, systematic
response from the school when it
becomes apparent that a student is
not succeeding. The school does not
respond. Individual teachers are on
their own in deciding the appropriate
response to the student, and they
respond in very different ways.
The School’s Message
The message from the school is one of
detachment. The student is given choices and
advised he will be held accountable for his
decisions.
The school seems to say, “You can elect to learn
or elect to fail, choose to complete work or
choose to get zeros, choose to obey the rules of
the school or choose to be punished, choose to
participate in school activities or choose to
remain a loner. We will demonstrate little
interest in the choices you make other than to
hold you accountable for them.”
Assumptions Driving the
Culture of the School
The fundamental purpose of our school is to
provide students with the opportunity to
learn.
We fulfill our responsibilities when we
provide students with clear lessons and
opportunities to demonstrate their learning.
If students fail to take advantage of the
opportunities they are provided, they must
suffer the consequences of their decisions.
Part II
• What is the same in Part I & Part II? What
is different?
• How does the school respond when it
becomes apparent that the student is not
succeeding?
• What message is the school sending to
Johnny?
• How would you describe the school
culture? What are the assumptions,
beliefs, expectations, habits, and values
that seem to drive its day-to-day work?
The School’s Response
• Provides the student with increasing levels of
time and support when he experiences
difficulty
• Is timely (every 3 weeks) and systematic. The
structured process for monitoring each
students’ learning and responding to those
experiencing difficulty does not rely on the
discretion of the individual teachers.
• Is directional rather than invitational.
Students are not invited to seek help but are
required to get additional help.
The School’s Message
Learning is required. You can and
will be successful here. You may not
choose to fail.
We want to connect with you through
people who care about you. We want
you to feel connected, get involved,
and be successful.
Assumptions Driving the
Culture of the Second School
The fundamental purpose of the school
is to ensure student learning. All of our
practices, policies, and procedures must
be assessed on the basis of their impact
on learning.
We can help students be successful. Our
collaborative efforts do have an impact
on student learning.
First School
Second School
 Gives first indication
of progress at 11
weeks
 Gives first indication
of progress after 3
weeks
 Response is left to
each teacher
 Systematic response
is independent of
teacher
 Exhorts Johnny to
be responsible
 Provides Johnny with
time and support
 Says, “Obey or we
will punish you.”
 Asks students to meet
expectations and earn
privileges
First School
Second School
 Upperclassmen are
tormentors
 Upperclassmen are
mentors
 Won’t accept late
work
 Gives partial credit
for late work
 Says, “It’s up to you
to do this.”
 Says, “We can help
you do this.”
 Says, “It’s our job
to teach.”
 Says, “It’s our job to
help you learn.”
With job-alike colleagues …
•
•
•
•
How does your school respond when it
becomes apparent that a student is not
succeeding?
What message is your school sending to
students like Johnny?
How would you describe the culture of your
school?
What steps might you take to re-culture your
school in support of student learning?
Job Alike Teams
•
MD
–
•
Infant
–
•
Maribel Salcedo, Brian Stokely, Matilde Gonzalez, Gerry Luevano, and DIS or Administration
High School/+ Adult Life Skills
–
•
Rosie Chew, Vanessa St. John, Robert Willingham, Veronica Gonzalez, Joshua Scott, and
DIS or Administration
Jr. High
–
•
Lisa Soto, Marisela Garcia, Francisco Nunez, Araceli Garcia, and DIS or Administration
Upper Elementary
–
•
Susan McKenzie, Lisa Garduno, Yvonne Salgado, and Speech/Language
Early Elementary
–
•
Laura Perez, Elsa Camacho, Margarita Ortega, and Pam Mills-Morita
Preschool
–
•
Sheri Huerta, Susana Amezcua, Yolanda Velaquez, Manuel Perez, and Melinda Lydick
Danny Valadez, Susan McBrine, Arthuro Magallanes, Liz Willingham, Anita Salcido, Janet
Otter, and DIS or Administration
Deaf/Hard of Hearing
–
Mila Dizon, Alex Garcia, Karina Cortez, and DIS or Administration
Where are we now?
Collaborative
Teams (We)
Cooperative Groups
(I+I+I)
Entrepreneurial,
Competitive (I, me)
Carousel Brainstorm
•
Brainstorm boosters in place
that will help move PLCs forward.
• Brainstorm barriers to PLCs progress.
• Brainstorm action steps to addess the most
urgent barrier.
Force Field Analysis
Force Field Analysis is a process that allows groups to analyze the current situation by looking at the factors that are
inhibiting, blocking, or standing in the way of success while simultaneously identifying those factors that are
assisting, enhancing, or supporting success. This strategy was pioneered by Kurt Lewin, who is credited with
being the father of the group dynamics movement.
Step 1:
The facilitator states the current situation so that all members understand it. Write goal for current situation on the
top of a chart so all members can see it.
Step 2:
Members are asked to identify those factors of “forces” that are enhancing or supporting the change in the current
situation. These are listed on the left hand side of the chart and are referred to as the enhancing or driving forces.
Step 3:
The group then lists those forces or factors which are blocking the desired change or achievement of the goal.
These are the restraining or inhibiting forces. They are listed on the right hand side of the page.
Step 4:
The group might further determine the relative intensity of each force by giving the forces a numerical weight. On
each side, the total value should equal 100%. The group might determine that one restraining force accounts for
50% of the blocking in achieving its goal. The group might further determine that another force might account for
70% of the enhancing or driving force that is spurring the group toward achieving its goal.
Step 5:
After doing this type of assessment or diagnosis of the situation, the group will examine the forces to determine
how it can minimize some of the most powerful restraining forces and promote more of the driving forces. The
group might discuss how to weaken the restraining forces and how to enhance the driving forces to achieve its
goal. Essentially develop an action plan to move our organization forward to meeting goals. Identify
spokesperson to share summary with the whole group.
Reflection
•
Am I a member of a
group or a TEAM?
•
What is my evidence?
With your Learning
Buddy #4…
•
•
Share with each other
opportunities you have
had to participate in a
group or team.
What evidence do you
have to make the
differientiation?
DIMENSIONS of SUCCESS
RESULTS
PROCESS
Interaction Associates, LLC
RELATIONSHIPS
The
task at
hand…
G
E M C
T A W H K
Q F X U B Y O
R L D V I Z P J S
What do you
remember?
G
E M C
T A W H K
Q F X U B Y O
R L D V I Z P J S
Get ready…
Team Work
B
M R G
W C K Q E
U S L X H O V
T F N Y A P Z D I
GO
TEAMS!
B
M R G
W C K Q E
U S L X H O V
T F N Y A P Z D I
Keys to
Effective TEAMs
•
•
•
•
•
•
•
Collaboration is embedded in routine
practices.
Time for collaboration is built in school day
and school calendar.
Teams focus on key questions.
Products are made explicit.
Team norms guide collaboration.
Teams pursue specific and measurable
performance goals.
Teams have access to relevant information.
R. DuFour
With your Learning
Buddy #5…
•
Group or
TEAM?
•
What new feathers
have you gained
today?
Moving forward with PLC’s
• With your Job Alike Team brainstorm Pro’s
and Con’s of becoming a PLC
• Developed shared Pro’s and Con’s
• Reaching consensus of moving forward
Continuum of Reaching
Agreement
1.
2.
3.
4.
All of us can embrace the proposal.
All of us can endorse the proposal.
All of us can live with the proposal.
All of us can agree not to sabotage the
proposal.
5. We have a majority – at least 51% - in
support of the proposal.
Consensus in a PLC
A group has arrived at consensus
when:
• All points of view have been heard.
• The will of the group is evident even
to those who most oppose it.
Fist to Five Strategy
5 Fingers: I love this proposal. I will champion it.
4 Fingers: I strongly agree with the proposal.
3 Fingers: The proposal is okay with me. I am
willing to go along.
2 Fingers: I have reservations and am not yet
ready to support this proposal.
1 Finger: I am opposed to this proposal.
Fist: If I were king or queen, I would veto this
proposal, regardless of the will of the group.
Feedback
please . . .
Anyone too busy
to reflect
Anyone
too
busy
on one’s practice is also too
tobusy
reflect
to improve.on one’s
practice is also too
busy to improve.
Robert Garmston
Robert Garmston
Plan for Next 2 Days
• Day 2
–
–
–
–
Share results of feedback
Characteristics of PLC’s
Where are we as an organization?
Culture is key (Learning versus Teaching
Organization)
– Group versus Team
• Day 3
– Communication/Team Building with classified staff
– PM Classified Emergency Responder Training
– PM Certificated PLC Teams moving forward
What we know
today does not
make yesterday
wrong, it makes
tomorrow better.
Carol Commodore
Teamwork Matters
Interdependence is what
organizations are all about.
Productivity, performance, and
innovation result from joint
action, not just individual efforts
and behavior.
Pfeffer & Sutton, 2000
Agenda Day 3
– Communication/Team Building with classified
staff (Denise Cabanilla & Brenda San Roman)
– PM Classified Emergency Responder Training
– PM Certificated PLC Teams moving forward to
the classroom.
Professional
Learning
Communities
At work within our organization
Imperial County Office of Education
Special Education
Staff Development 2006-2007
Day 3
Feedback from Day Two
Number of Responses #30
•
•
•
Average 4.4
Range 3 - 5
FOUND USEFUL:
– Idea of collaboration/group and team work
– Brain storming/seeing everyone’s views of Boosters/Barriers
– Concrete Action Planning activity
– The entire day/Motivation given to start the year
– The commitment to PLC’s
– Activities that kept us moving
– Meeting new people
– I felt everyone had input
IMPROVEMENTS:
– Nothing (informative/kept us moving)
– More hands on activities
– Communication between staff and teachers?
– Looking forward to spending more time on development of PLC vision
– Slower instructions (hard to understand instructions)
– Organization of activities
– Trying to find more time to meet with others
– Air Conditioning
RECOMMENDATIONS:
– Be subtle when discussing good/bad behaviors
– A & W Root cream soda/sweet & low/more diet sodas
– More/continue camaraderie and teambuilding with our PLC
– Prep time/early release or time for classroom
– Keep up the great work
– Be aware of time
– More 5 minute breaks or break in PM
– Continue using the group strategy technique – This helps staff brainstorm/integrate valid experiences that
make the discussion more meaningful
NORMS for LEARNING
•
•
•
•
Listen through the filter of a question.
Share experiences to enrich others.
Set aside preconceived notions.
Pay attention to your “feathers” – the Aha’s
you experience.
• Learn by doing: apply to your own work.
• Respect the 100 Mile Rule.
• Respect yourself and your colleagues.
Day Three Agenda
•
•
•
•
Welcome Back!
Signs of Life
Reflections
Developing shared mission and
vision
• Moving forward with PLC’s –
developing norms
• Next steps - planning
Creating a
Professional Learning
Community
is a journey...
It begins with a
shared
understanding of
where you want
to go, together,
…and is
fueled by a
continuous
process of
building the
skill and the
will to share
responsibility
for the
success of all
learners.
SIGNS OF LIFE
• Please rank the shapes in
order of your preference.
SIGNS OF LIFE
GROWTH &
CHANGE
GOALS &
DREAMS
STABILITY
WHOLENESS
RELATIONSHIP
SIGNS OF LIFE
Meaning of Positions:
1. Where you think you are
2. Your strengths
3. Where you are (what is really
going on & what you bring to a team)
4. Your motivation
5. Old or unfinished business
SIGNS OF LIFE
Your Task:
• Based on your analysis of your
“Signs of Life” shapes, create a
summary statement that describes
you. Provide evidence for your
statement.
• Share with your team.
Shaping our Reflections
Steps Taken
Squared with previous
knowledge/experience
Diamonds in the
Rough
Still Circling
Around
John Kotter
No one individual is ever able to develop the right
vision, communicate it to large numbers of people,
eliminate all obstacles, generate short-term wins,
lead and manage dozens of change projects and
anchor new approaches deep in an organization’s
culture. A strong, guiding coalition is always
needed – one with a high level of trust and shared
objectives that appeal to both head and heart.
Building such a team is always an essential part of
the early stages of any effort to restructure a set of
strategies.
Leading Change, 1996
Our Mission
ICOE Mission
The Imperial County Office of Education is committed to
improve the quality of life in Imperial County by providing
excellent educational service and leadership to children,
school districts, and our community.
Special Education Mission
The Imperial County Office of Education Special Education
Department is dedicated to providing outstanding programs
which maximize opportunities for all students to become
responsible, productive citizens through a relevant curriculum
provided by a highly trained staff responsive to the community,
working in collaboration with parents and other support
agencies.
Our Mission
• (for whom)
________________________
________________________
________________________
• (what)
________________________
________________________
________________________
• (why)
________________________
________________________
________________________
• (how)
________________________
________________________
________________________
________________________
We, __________, provide
(who)
____________________ for
(what)
___________, by ________
(whom)
(how)
so they can ____________.
(why)
Example: We, the Superintendent’s
Cabinet, provide leadership and
support for employees so they can
maximize student learning.
Clarifying the Mission of our
Department
• What is our fundamental purpose?
• Why was this school/department created? What
have we been brought here to do together?
• Does the concept of public education for all
children mean that all students shall learn or
merely that they will be required to attend
school?
• What happens in our department when a
student experiences difficulty in learning?
With your PLC team
• Use the questions from clarifying our
mission and our current mission statement
to make modifications for whole group to
consider.
Developing Shared Vision
• Can you describe the school/department we are trying to
create?
• What would our department look like if it were a great
place for students? What would it look like if it were a
great place for teachers?
• It is 5 years from now and we have achieved our vision
as a department. In what ways are we different?
Describe what is going on in terms of practice,
procedures, relationships, results, and climate.
• Imagine we have been given 60 seconds on the nightly
news to clarify the vision of our department. What do we
want to say?
With your PLC team
• Use the questions from developing our
vision develop proposed vision for whole
group to consider.
Special Education Vision
• All students/children being served by our
department will gain the knowledge, skills, and
confidence to become contributing members of
society through positive interactions with a
highly skilled and passionate staff that work as
a team for the good of our community and the
families we serve.
Confusing Mission with Action
The words of a mission statement
are not worth the paper they are
written on unless people begin to
do differently.
Learning By Doing
DuFour, DuFour, Eaker, & Many, 2006
Clarifying Our Purpose with
PLC’s
The very essence of a
professional learning
community is a focus on and a
commitment to the learning of
each student.
COLLABORATIVE CULTURE
Collaboration is a social
imperative. Without it people
can’t get extraordinary things
done in organizations.
Kouzes & Posner, 2003
NORMS
The standards of behaviors by
which we agree to operate while
we are in this group.
 Steps to Establish
 Examples
Here’s HOW
• Develop and hold each other
accountable to norms of collaboration.
NORMS
The standards of behaviors by
which we agree to operate while
we are in this group.
See Session One, p. 47
NORMS
The standards of behaviors by
which we agree to operate while
we are in this group.
• What are the behaviors I need to “live” to
maximize learning, mine and others?
• What do I need from my colleagues to
ensure our collective success?
Examples of Norms
• Be open and honest – say what you think and feel in the room, not
in the parking lot.
• Maintain confidentiality.
• Be aware of your level of participation. Allow equal airtime for each
member so the discussion is fair share.
• Treat each person as an equal.
• Set vested interests aside.
• Assist all group members to be more productive.
• Accept and support all decisions not identified as shared decisions
when made by the principal or others.
• Listen to understand others’ perspectives.
• Respect others’ ideas and perspectives.
• Speak directly to the person(s) when there is a need for
confrontation, challenge, disagreement, etc.
Steps for Establishing Norms
1. Members identify own needs.
2. Members share their norms/needs.
3. Clarify “look like” and “sounds like” for abstract
norms.
4. Ask for missing norms. Recommend or
prompt others.
5. Ask for agreement from total group.
6. Work toward consensus with the norms
7. Contract to give feedback. Get commitment to
norms from ALL members.
8. Post norms and review them frequently.
Consensus in a PLC
A group has arrived at consensus
when:
• All points of view have been heard.
• The will of the group is evident even
to those who most oppose it.
Fist to Five Strategy
5 Fingers: I love this proposal. I will champion it.
4 Fingers: I strongly agree with the proposal.
3 Fingers: The proposal is okay with me. I am
willing to go along.
2 Fingers: I have reservations and am not yet
ready to support this proposal.
1 Finger: I am opposed to this proposal.
Fist: If I were king or queen, I would veto this
proposal, regardless of the will of the group.
With your PLC team
• Work through steps to develop your PLC
norms.
Here’s WHY
• Conflict is an inevitable by-product of the
substantive change process. In fact, the
absence of conflict suggests the changes are
only superficial because “conflict is essential to
any successful change effort.”
(Fullan, 1993)
• Changes in attitudes follow, rather than precede,
changes in behavior.
• Unwillingness to follow through sends mixed
messages about what is important and valued.
The Brutal Facts
Organizations only improve
“where the truth is told and
the brutal facts confronted.”
Jim Collins, 2001
Strategies for Engaging in Honest
and Respectful Dialogue
1. Clarify what you want and what you do not
want to result from the conversation.
2. Attempt to find mutual purpose.
3. Create a safe environment for honest dialogue.
4. Use facts because “gathering facts is the
homework required for crucial conversations.
5. Share your thought process that has led to the
conversation.
6. Encourage recipients to share their facts and
thought processes.
Crucial Conversations
by Patterson, Grenny, McMillan, Switzler (2002)
Plans for next meeting
How are we going to continue moving
forward with PLC’s?
Feedback
please . . .
Leading change is a
planned journey into
uncharted waters with
a leaky boat and a
mutinous crew.
Michael Fullan
Thank you for your time,
attention and participation
Foundations for Success
MISSION
DEFINITION
ESSENTIAL
QUESTION
VISION
VALUES
A clear
statement of
purpose,
collaboratively
developed
What do we
wish to
become?
Action Targets
& Timeline
FOCUS
• Identifies specific
BENEFIT
GOALS
strategies
• Guides behavior
• Builds ownership
Foundations for Success
MISSION
VISION
VALUES
GOALS
A clear
statement of
purpose,
collaboratively
developed
Compelling
picture of a
preferred future
that inspires
action
Clear and agreedto statements of
attitudes,
behaviors, &
commitments
(ABC’s)
Statements of action
priorities that provide
direction, define
outcomes, and
communicate
expectations in
measurable terms
ESSENTIAL
QUESTION
Why do we
Exist?
What do we
wish to
become?
How will we
behave?
Which steps and
when?
FOCUS
Fundamental
Purpose
End in Mind
(Compelling
future)
Collective
Commitments
Action Targets
& Timeline
BENEFIT
• Clarifies & unifies
purpose
• Sharpens focus
• Gives meaning to
work
DEFINITION
• Identifies specific
•Defines target
• Gives direction
strategies
• Guides behavior
• Builds ownership
• Organizes
improvement efforts
•Creates pathway to
reach target
•Establishes short-term
priorities
• Facilitates celebration
DIMENSIONS of SUCCESS
RESULTS
PROCESS
Interaction Associates, LLC
RELATIONSHIPS
OVERALL PURPOSE
NON-PURPOSE
PURPOSE OF NEXT SESSION
Leaders are always in a better
position to confront when they
act as the promoters and
protectors of decisions,
agreements, and commitments
of the group.
What lies behind us
and what lies ahead of
us are insignificant
compared to what lies
within us.
Oliver Wendell Holmes
We have not succeeded in solving all of our
problems, indeed we have not entirely
succeeded in solving any of our problems.
The answers we have found, have in many
ways, served to raise a whole new set of
questions.
In many ways, we remain as confused as
ever.
However, we now feel that we are confused
on a higher level and about more important
things.