Transcript Building a Professional Learning Community

Principal Leadership in PLCs
Lakeville Administrative Academy
November 2, 2012
Susan Huff
[email protected]
Two Objectives
 Learn how to overcome barriers
to school improvement.
 Learn how to mentor instructional
teams.
Norms for Us
 Listen to learn and apply.
Participate fully and respect
confidentiality.
 Focus; pay attention to signal.
Transforming a school to a
PLC is a journey that takes
time and effort.
What Is a PLC?
“…educators 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)
Why PLCs?
“Throughout our ten-year study,
whenever we found an effective
school or an effective department
within a school, without exception that
school or department has been a part
of a collaborative professional
learning community.” (Milbrey McLaughlin)
Characteristics of a PLC
 Shared mission, vision, values, and goals
 Collaborative teams focused on learning
 Collective inquiry into best practice and current
reality
 Action orientation and experimentation
 Commitment to continuous improvement
 Results orientation
(DuFour & Eaker, 1998)
3 Big Ideas of a PLC
 Unwavering focus on student
learning
 Collaborative teaming
 A results orientation
(DuFour & Eaker, 1998)
Four Crucial Questions
 What do we want each student to learn?
 How we will know when each student has learned it?
 How will we respond when a student experiences
difficulty in learning?
 How can we enrich and extend their learning when
they already know it?
(DuFour, 2006)
What is building a PLC?
Building a school culture of
continuous improvement in
teaching and learning
Barriers to School Improvement
 Here’s what . . .
 Here’s why . . .
 Here’s how . . .
Barriers
1. Changing the existing school culture
2. Changing the power structure in the school
3. Overcoming inertia to perform the hard work of
school improvement
4. Dealing with resistance
5. Finding time for training and collaboration
6. Sustaining progress
(Huff, 2007)
Here’s What . . .
1. Changing the existing school
culture.
Transforming a school to a PLC is
about shifting the existing culture.
School Culture
School culture includes the rituals,
traditions, and ceremonies that are
symbols of what is important, valued,
and significant.
(Deal & Peterson, 1999)
The culture in a learning
community recognizes
and capitalizes on the
collective strengths and
talents of the staff.
(Shellard, 2003)
 Trust and respect
among colleagues is
essential.
 Trust centers on
respect, personal
regard, competence,
and personal
integrity.
(Bryk & Schneider, 2003)
Here’s Why . . .
 PLC culture focuses on learning,
not teaching.
 PLC culture has an unwavering focus
on student learning.
 PLC culture supports collaborative
teaming.
 PLC culture has a results orientation.
Here’s How . . .
 Get the right people on the bus.
 Get the right people on the bus in the
right seats.
 Get the wrong people off the bus.
 If you can’t get the wrong people off
the bus, make sure they’re not in the
driver’s seat.
(Collins, 2001)
Here’s How . . .
 Preserve the core. Stimulate progress.
 “Try a lot of stuff and keep what works.”
(Collins & Porras, 1994, p. 140)
 Make reflective practice a habit of mind
and practice.
 Align all practices with the school’s vision.
Here’s How . . .
 Use the hedgehog concept: Take the
complexities of school and boil them down
to simple, yet profound ideas that reflect
penetrating insight and deep understanding.
 Confront the brutal facts.
(Collins, 2001)
Here’s How: Create Norms
Norms clarify how we  Work and produce results.
 Solve problems.
 Disagree and challenge ideas.
 Make decisions.
 Interact, participate, and celebrate.
 Treat each other.
(See norm examples)
Here’s What . . .
2. Changing the Power
Structure in the School
Scribner and colleagues (1999) found
the most important facilitating or
impeding factor in the development of
professional learning communities was
the role of the principal.
“When you’re finished
changing, you’re
finished.”
–Benjamin Franklin
 A professional learning community culture
does not solely depend on principal
leadership.
 Richard Elmore (2004) stated that
distributed leadership capitalizes on
“concerted action among people with
different areas of expertise and a mutual
respect that stems from an appreciation of
the knowledge and skill requirements of
different roles.” (p. 87)
PLC Leadership
Widely dispersed
Reciprocal accountability
Clear communication
(DuFour, Associates Retreat, 2007)
Here’s How . . .
 Manipulate group size to increase
receptivity to new ideas.
 Tinker with the presentation of
information.
 Find ways to reach a few key people who
hold social power in the school.
(Gladwell, 2002)
Here’s What . . .
3. Overcoming inertia to perform
the hard work of school
improvement
“Nothing ever comes to
one that is worth having,
except as a result of hard
work.”
–Booker T. Washington
Here’s Why . . .
It is challenging to set goals,
determine crucial concepts, map
the curriculum, and develop
common assessments.
Here’s How . . .
 Take action; move forward.
 Continue to build shared knowledge.
 Reflect on what’s working.
 Use the power of the Flywheel Effect.
(Collins, 2001)
Here’s What . . .
4. Dealing with resistance;
building consensus
Resistance to change
from mindless precedent
Here’s Why . . .
Culture shifts may result in resistance:
 Changing from a focus on teaching to a focus on
learning
 Changing from a culture of teacher isolation to a
culture of collaboration
 Changing from “I think . . . I feel” to evidence-based
results
Here’s How . . .
 Attitudes follow behavior.
 People accept new beliefs as a result of
changing their behavior.
 Action influences talk more than talk
influences action.
 Embed more of the process of acquiring new
knowledge into doing the task and less in
formal training programs.
(Pfeffer & Sutton, 2000)
Here’s How . . .
 Build consensus.
 Create a guiding coalition.
 Build shared knowledge.
 Engage in dialogue with staff members
in small groups to listen to and address
concerns.
(DuFour, DuFour, Eaker, & Many, 2006, p. 164)
Continuum for determining if
consensus has been reached:
“We have arrived at consensus in our school when:
1.
2.
3.
4.
5.
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.
We have a majority—at least 51%—
in support of the proposal.”
(DuFour, DuFour, Eaker, & Many, Learning by Doing, 2006, p. 165)
A Better Definition of Consensus
“A group has arrived at consensus when:
1. All points of view have been heard.
2. The will of the group is evident even to
those who most oppose it.”
(DuFour, DuFour, Eaker, & Many, Learning by Doing, 2006, p. 165)
The Need to Confront
“Nothing will destroy the credibility of a
leader faster than the unwillingness to
address an obvious violation of what the
organization contends is vital. A leader
must not remain silent; he or she must not
be unwilling to act when people disregard
the purpose and priorities of the
organization.”
(DuFour, DuFour, Eaker, & Many, Learning by Doing, 2006, p. 168)
Here’s How . . .
 “When persuasion and consensus building
don’t work, direct confrontation may be
needed to change someone’s mind.
 “Assertiveness over passivity: ‘When
someone is more concerned about being
liked than with getting the job done right,
and so tolerates poor performance rather
than confronting it….’”
(Goleman, 1998, p. 190)
Here’s How . . .
Don’t focus on attitude; focus on behavior.
When work is designed to require people
to act in new ways, this can result in new
experiences, which can lead to the
possibility of new attitudes over time.
(Pfeffer & Sutton, 2000)
Teams Get
Stuck
Teams may
lose sight of
the school’s
vision for
improvement.
Here’s How . . .
Changing behavior -
1. The great persuader is personal
experience.
 Confront the brutal facts.
 Create a surrogate for actual experience.
2. Create profound vicarious experiences.
3. Use stories to help change minds.
4. Is there an ability or motivation issue?
(Patterson, Grenny, Maxfield, McMillan, & Switzler, 2005)
Six Sources of Motivation
Here’s How . . .
Hold a “crucial confrontation” to hold another
person accountable for a broken promise, a
violated expectation, or bad behavior.
1. Decide what and if (use CPR).
2. Master my stories.
3. Describe the gap.
(Patterson, Grenny, McMillan, & Switzler, 2005)
Here’s What . . .
5. Finding time for training and
collaboration
Here’s Why . . .
Improving schools requires
collaborative cultures. Without
collaborative skills and relationships, it
is not possible to learn and to
continue to learn as much as you
need to know to improve.
(Fullan, 1993)
Here’s Why . . .
 Continuing to build shared knowledge
through staff development helps a
PLC move forward.
 Enhanced teaching and learning result
from collaboration.
Here’s How . . .
 Make time for collaboration and time
for staff development priorities.
 Schedule time.
(Simple Ways Schools Find Time to Work Together)
Here’s What . . .
6. Sustaining progress
Here’s Why . . .
 Continued mentoring helps team progress.
 New staff need to build shared knowledge.
 School leadership changes.
A focus on learning
With collaborative teams.
Results orientation
They’re our school’s dreams.
We intervene early
With more time and support.
There’s curriculum mapping
On which we consort.
Teams’ common assessments
Every student will take.
We analyze data,
Then decisions we make.
A focus on learning.
You’re on a great team.
Results orientation—
It’s not just a dream!
Here’s How . . .
 Make PLCs institutionalized—the way we
do things around here.
 Apply disciplined action (Collins, 2001)
– A do-to list
– A stop-doing list
 Focus on the right things.
Structural Conditions
Establish trust and respect
Trust builds around respect, personal
regard, competence, and
personal integrity.
(Bryk & Schneider, 2003)
Build social relationships
(McLaughlin & Talbert, 2001; Louis, Marks, & Kruse, 1996)
Promote an interdependent
work structure
(Newmann & Wehlage, 1995; Kruse, Louis, & Bryk, 1994)
#1 An Unwavering Focus on Student
Learning
Identify academic standards
(Reeves, 2005)
Set high expectations (Newmann &
Wehlage, 1995; Sebring & Bryk, 1996; Shouse, 1996; Scribner &
Reyes, 1999)
Facilitate a common curriculum
(McLaughlin & Talbert, 2001; Lee, Smith, & Croninger, 1995;
Newmann & Wehlage, 1995)
Develop common
assessments (DuFour, 2004)
Ensure confirmed practice
(McLaughlin & Talbert, 2001)
Create systems of intervention
& prevention
(DuFour, DuFour, Eaker, & Many, 2006)
Monitor student progress
(Waters, Marzano, & McNulty, 2003)
#2 Collaborative Teaming
Provide time for collaboration
(Turk, Wolff, Waterbury, & Zumalt, 2002; Kruse, Louis, & Bryk, 1994)
Facilitate job embedded staff
development (DuFour, 2001, Kelleher, 2003)
Develop collective capacity
(DuFour, 2001; Senge, 1995)
Promote inquiry
(Fullan, 1993, Dufour, 2000; McLaughlin & Talbert, 2001)
Promote shared personal
practice
(McLaughlin & Talbert, 2001; Louis & Kruse, 1995)
Build shared knowledge
through collective learning
(Morrissey, 2000; Senge, 1990)
Promote reflection and
personal growth (Blase & Blase, 1999)
Refine collaboration over time
(Huff, 2007)
Create norms
(Scribner, Cockrell, Cockrell, & Valentine, 1999; Camburn &
Louis, 1999)
#3 A Results Orientation
Manage data (Schmoker, 1999)
To change data to information, we need a basis of
comparison.
Data must be easily accessible.
Data must be openly shared.
(DuFour, Dufour, & Eaker)
Generate and expect tangible
products (DuFour, DuFour, Eaker, & Many, 2006)
Teamwork
before and after
common
assessments
Process for Common Assessments
Create a plan for
appropriate
interventions.
Establish team
norms for
collaboration.
Identify 8–10
big ideas per
semester.
Tally and review
common
assessment
results.
Monitor for
learning of
individual and
collective results.
Revise
curriculum,
instruction, and
assessments as
needed.
Examine school
data and
establish
SMART goals.
Create a road
map of CAs and
targets.
Monitor
progress on
SMART goals.
Provide
instruction
and ongoing
assessment.
Assess again—
monitoring for
results.
Repeat
intervention loop
as needed.
Provide
instruction
and ongoing
assessment.
Identify the
targets of the
assessments
Design formative
and summative
assessments.
 Erkens
1
1
Team collaboration binder
 Team Norms
 Facilitator/Scribe Assignments
 Team’s Daily Schedule
 Collaboration Agenda (one for each week’s
collaboration)
 Curriculum Maps
 Essential Learning Outcomes (or Power Standards)
 Copy of Core Curriculum
 Copies of Team’s Common Assessments
Nebo’s Non-Negotiables
for all schools . . . all teams
 Team Norms
 “I Can” Statements for Student Learning
 Common Curriculum Map
 Common Formative Assessment for Each
“I Can” Statement
 Data Assessment
 SMART Goals
Leadership for Improvement
Build consensus (DuFour, 2000)
Respond to resistance
(DuFour, DuFour, Eaker, & Many, 2006)
Manage change (Fullan, 1993)
Communicate clearly
(McLaughlin & Talbert, 2001)
Overcome barriers (Huff, 2007)
Mentor teachers (Huff, 2007)
Start small (Huff, 2007)
Practice innovation (Huff, 2007)
Overcome barriers (Huff, 2007)
Mentor teachers (Huff, 2007)
Start small (Huff, 2007)
Practice innovation (Huff, 2007)
Expect behavior that leads to
attitude change
(DuFour, DuFour, Eaker, & Many, 2006)
Use loose / tight leadership
simultaneously
(Collins & Porras, 1994; DuFour & Eaker, 1998)
Model reciprocal accountability
(Elmore, 2004)
Share leadership
(Elmore, 2004; Sergiovanni, 2005; Senge, 1990; Morrissey, 2000;
Hord, 1997; McLaughlin & Talbert, 2001)
From my experience . . .
Monitor the work of teams;
guide & teach
Expect differences in teams; in
schools (based on deep conceptual
understanding of PLCs)
Anticipate imperfection with
improvement
Expect different levels of
progress among teams
Acknowledge & celebrate
success
“Our greatest danger in
life is in permitting the
urgent things to crowd
out the important.”
—Charles E. Hummel
“Things that matter most
must never be at the mercy
of things that matter least.”
–Goethe
Take Action!
“Leaders’ tendency to delay or avoid action
is one of the single greatest barriers to
advancing on the continuum of change.
Being willing to take steps, however
halting, is an absolute prerequisite for
school improvement.”
(DuFour, 2003, p. 1)
“There are many ways of
going forward, but only
one way of standing still.”
–Franklin D. Roosevelt
Analysis paralysis may stop us
from moving forward.
“Change is delayed, as perfection
remains the enemy of progress,
while toxic and ineffective practices
remain entrenched.”
(Peters & Waterman,1982, p. 232)
Take courage!
It takes courage to:
 Change school culture.
 Confront resistors.
 Overcome barriers.
 Challenge the status quo.
 Take risks.
 Step out.
 Take action when it would be easier to sit
back and wait, or take no action at all.
(Huff, 2007)