Transcript Building the Collaborative Culture of a PLC Collaboration: Session 1

Building the
Collaborative
Culture of a PLC
Collaboration: Session 1
PLC Professional Development for Teams
Learning Council, Elementary Leadership Teams,
and Secondary Leadership Teams
LEARNING
COLLABORATION
RESULTS
What am I doing here?
What did we accomplish?
Meeting Experiences Activity
The Good, The Bad, and The Ugly
1.
2.
3.
4.
5.
Work in small groups.
Think about the meeting experiences that you’ve
had. Write down the reasons why they were
satisfying using one idea per post-it note.
Go around the table, each person sharing one
idea.
Look for commonalities. In the middle of table,
on paper, create “clusters” of ideas that are
similar.
Repeat for frustrating experiences.
Activity: Trust Busters & Builders
“Trust is …cultivated through
speech, conversation,
communication and action.”
 Trust
Busters
is…….
 Talk,
talk, talk
Trust Busters
 Disengaged
 Pessimistic
 But….

Builders
 Follow
through
Trust Builders
 Consistent
 Agree to
disagree
 Listens to others
Five Dysfunctions of a Team
Lencioni, Patrick. Overcoming the Five Dysfunctions of a Team: A Field Guide for Leaders, Managers, and Facilitators. San
Francisco: Jossey-Bass.
Team Norm Activity
In your small group develop team norms by:
 Brainstorming norms
 Group like ideas - affinity diagram
 Create short list of group norms - not a laundry list
 Review the six areas to consider
If your team has already written group norms:
 Do your norms cover some of the common
challenges that occur in teams?
 Do you need to add anything after looking at the six
areas to consider?
DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006. (p. 210-211)
Additional Tips for Creating Norms
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Each team creates its own norms
Stated as commitments to act or behave in
certain ways rather than as beliefs
Reviewed at the beginning and end of each
meeting for at least 6 months
Teams formally evaluate effectiveness at least
twice a year
Teams focus on a few essential norms rather
than extensive laundry list.
Violations of team norms must be addressed
DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006. (p.106)
Seven Norms of Collaboration
Pausing
 Paraphrasing
 Probing for
specificity
 Putting ideas on
the table

Paying attention to
self and others
 Presuming positive
intentions
 Pursuing a balance
between advocacy
and inquiry

Are you looking in the mirror or out the window?
DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006. (p. 104)
Seven Factors to Influencing Reluctant Staff
1.
2.
3.
4.
5.
6.
Reason
Research
Resonance
Representational
Re-descriptions
Resources and Reward
Real-World Events
Providing
people
“resistance
must
Connecting
to
the
Changing
Presenting
the
real
way
Appealing
to
Building
shared
be
identified
with
incentives
tois
person’s
intuition
the
world
information
examples
rational
thinking
knowledge
ofand
the
dealt
with
rather
so
that
presented
where
the
(e.g.
idea
and
decision
research
base
embrace anthe
idea
than
ignored”
proposal
“feels
has
using
been
analogies)
applied
making
supporting
a
right”
successfully
position
The greatest opportunity for change
comes from the first six factors.
7.
Confrontation
Gardner, Howard. Changing Minds: The Art and Science of Changing Our Own and Other People’s Minds.
Boston: Harvard Business School, 2004.
DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006. (p. 173)
Why am I here?
 Work
together to accomplish goals
 Benefit
students when return to
classroom with “expanded repertoire
of skills, strategies, materials, and
ideas in order impact student
achievement in a positive way.”
DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006.
What did we Accomplish?
Leaders…
 Promote focused and productive meetings
 Apply effective communication skills
 Encourage interdependence to achieve
goals
 Keep 4 crucial questions at the forefront
Building the
Collaborative
Culture of a PLC
Collaboration: Session 2
PLC Professional Development for Teams
Learning Council, Elementary Leadership Teams,
and Secondary Leadership Teams
Small Group Discussion
Isolation
Collaboration
Brainstorm: What are the rewards / benefits of
working in isolation? Collaboration? Write one
idea per sticky note.
Share Points•Share sticky notes, add to whole group chart
Defining PLC Collaboration
Isolation
Collaboration
“The traditional school
often functions as a
collection of
independent contractors
united by a common
parking lot.” Eaker,
Results Now, p 23
“Congeniality, focus on
building groups
camaraderie”
“Consensus on
operational procedures”
“Committees to oversee
different facets of school
operation”
PLC Collaboration
“…a systematic process in
which teachers work
together to analyze and
improve their classroom
practice.”
“Teachers work in teams,
engaging in an ongoing cycle
of questions that promote
deep team learning.”
“…leads to higher levels of
student achievement.”
What is a “Professional Learning Community”? Educational Leadership, May 2004
Partner Discussion
Jigsaw Activity:
 5 Keys To a Successful Meeting – highlight the big
ideas for one of the following:


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Behaviors and Relationships
Focus
Roles and Responsibilities
Structure
Process
Share Points•Share the key’s big ideas with the whole group
Erkens, Cassandra, et. al. The Collaborative Teacher. Bloomington: Solution Tree, 2008.
(p. 33-54)
Comparison
With those sitting around you, discuss how your line
compares with that of organizational change
First and Second order change
First order change:
 Small changes with “existing knowledge and
skills of the staff”
 Small steps within existing paradigm
Second order change:
 BIG changes…a “dramatic departure from the
expected and familiar”…
 “Perceived as a break from the past… may
require new knowledge, new skills”
DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006.
215, & 218)
(p. 186,
Don’t Judge too Quickly
PLC: Professional Learning Communities
4 Crucial Questions
What do we want each student
Student Learning Expectations
to learn, know, or be able to do?
What evidence do we have
the
Formativeof
Assessment
learning?
How will we respond when some
students don’t learn?
Pyramid Of Intervention
How will we respond to those who
have already learned?
Don’t judge

http://www.youtube.com/watch?v=KMgzTBhG2Us
Bad PLC

http://www.youtube.com/watch?v=0CqSP_slziw
Fed Ex
http://www.youtube.com/watch?v=6hKWM5Z1zds
Bathroom remodel – feel out of place, uncomfortable
 http://www.youtube.com/watch?v=qZf53MtLUCc
Ship – front fell off
 http://www.youtube.com/watch?v=8-QNAwUdHUQ