tool for implementing professional learning communities in your school

Creating a Successful Professional Learning

CommunityGlobal Learning Development

By

Erin Dobson

Michael Horwitz

Janelle Salmon-Person

Mary Worthy

Presented on 8/13/2011 1Successful Professional Learning Communities - EDD 8125 Leadership Development Through Theory & Practice - Nova

Southeastern University

IntroductionGlobal Learning Development, LLC – multi-

national nonprofit organization committed to the implementation of successful Professional Learning Communities.

Vision- insuring that effective learning takes place.

Mission – successful implementation defined by student outcomes.

Values – trust, openness, and engagement.Learning and growth based on innovative

practices.Presented on 8/13/2011 2

Successful Professional Learning Communities - EDD 8125 Leadership Development Through Theory & Practice - Nova


Who is Global Learning Development?

International nonprofit organization specializing in collaboration in Professional Learning Communities.

Locations in United States (Florida), China, and Australia.

Governed by a diverse board comprised of leaders in various disciplines.

Very flat structure – hires experts as needed.





Structure of the Organization

Board of Directors

Executive Director

Principal Consultants - PLC Group

North America

National Program

Coordinators

State Program

Coordinators

Australia

Program Coordinators

China

Program Coordinators

Technical Team

Production

Development



Core Themes and Perspectives

Sustained Superior Performance of learning outcomes

Financial Perspectiv

e

Operational

Perspective

Primary and Secondary Customer needs

Social Responsibilit

y

Systems & Processes

Learning & Growth

Innovation Feedback



Dimensions of a Professional Learning Community

Adapted from DuFour, R. DuFour, R., Eaker, R., Karhanek, G. ,2004; Wells, C. & Feun, L. ,2007)

What is a Professional Learning Community?Collaborative teams whose

members work interdependently to achieve common goals linked to the purpose of learning for all (DuFour, DuFour, Eaker, & Many, 2006, p. 3).



Based on supportive and shared leadership as the relationship between the school leader and subordinates; the guiding theme of a PLC is built on the collective research, learning and seeking solutions to school improvement and student achievement by the leader alongside the subordinates. A shared vision, mission and values separate a PLC run school from an ordinary school.

(Hord, 1997; DuFour & Eaker, 1998)

Why Use a Professional Learning Community?



“Collaboration is a trusting, working relationship between two or more equal participants involved in shared thinking, shared planning and shared creation of integrated instruction”.(Montiel-Overall, 2008, p150)



Collaboration Defined

Determine and define learning outcomes.Learning targets for ALL students established

and common standards based formative assessments developed by teams of teachers.

Assessment results are analyzed and timely interventions based on student need established.

SMART (specific, measurable, attainable, realistic, and timely) goals established and collaborative meeting time noted and protected during the regular school day.



Collaborative Culture in a PLC

Schedule opportunities and provide accommodations for teacher meetings to occur on a regular basis.

Implement teams, interdisciplinary projects.Team classes in same vicinity, common areas.Great School-wide system for communication

- to exchange knowledge and information.Empower teachers to make decisions –

nurturing independency.Alternate school roles and responsibilities.

(Senge, P., Cambron-McCabe N., Lucas, T., Smith B., Dutton, J., & Kleine, A. 2000)



Organizational Arrangements for Collaboration

School culture - Should be encouraging and nurturing of collaborative process.

Personal Characteristics - Participants should possess certain characteristics.

Communication - Open, regular basis, frequent, trusting.

Management - Skilled leadership, supportive to the growth an develop of the collaborative team.

Motivation - Members need to be motivated to participate (Haycock,2007; Montiel-Overall, 2008; Williamson, Archibald, & McGregor, 2010).

Process and Structure-clarity in roles and responsibilities (Haycock, 2007).



Essential Components for Successful Collaboration

TRANSFORMATIONAL LEADERSHIP Raises the level of morality and motivation in themselves and others. Sets an example; realizes lots of work and time is required. Willing to transform roles, structures, practices or policies.

INSTRUCTIONAL LEADERSHIP Knows the key to student learning is good instruction; believes in

continuous learning for all. Spends up to 50% in classrooms; observing, demonstrating, and

coaching afterwards.

REFLECTIVE LEADERSHIP Takes time to reflect on school practices and implications for

learning.

INTENTIONAL LEADERSHIP Actions are purposeful and well thought out; vision, sense of urgency

and planning is evident.(Palumbo & Leight, 2007; Northouse, 2010)



Leadership Styles in a PLC

· Place student and adult learning first.· Set high academic standards and expectations.· Demand content and instruction on agreed upon

standards and ensure student achievement.· Create a culture of continuous learning for adults

tied to student learning and school goals.· Manage data to inform decisions, measure

progress and performance.· Engage the community to create shared

responsibility for student performance and development.

(National Association of Elementary School Principals, 2008, p.13)Presented on 8/13/2011 14

Successful Professional Learning Communities - EDD 8125 Leadership Development Through Theory & Practice - Nova


Standards for Leaders of Learning Communities

· Place student and adult learning first.· Set high academic standards and expectations.· Demand content and instruction on agreed upon

standards and ensure student achievement.· Create a culture of continuous learning for adults

tied to student learning and school goals.· Manage data to inform decisions, measure

progress and performance.· Engage the community to create shared

responsibility for student performance and development.

(DuFour, 1999, pp.12-16)



Being an Effective Principal in PLCs

Measuring Success

Translate state standards into a set of power standards; rational, relevant and focused expectations

Standards should be measured by frequent and common classroom assessments.

Assess “explicit indicators of adult behavior such as teaching practices, curriculum, leadership, and other influences on student achievement” (Reeves, 2005, p. 46).

“Teaching is only as good as its impact on learning” (Schmoker, 2006, p. 126).

(Reeves, 2005)





Conclusion“The national education goals of today call for all students to master rigorous content, learn how to learn, pursue productive employment, and compete in the global economy” (DuFour & Eaker, 1998, p. 23); the need for education reform is imminent. GLD has proven to meet the needs of 21st Century students through the design of Professional Learning Communities that have a culture of collaboration and focusing on learning and student results in its partnered schools across the globe.

DuFour, R. (Feb. 1999). Help wanted Principals who can lead professional learning communities. NASSP Bulletin. pp.12-17.

DuFour, R. DuFour, R., Eaker, R., Karhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington: National Educational Service.

Haycock, K. (2007). Collaboration: Critical success factors for student learning . School Libraries Worldwide 13(1), 25-35.

Hord, S. (2009). Professional learning communities. National Staff Development Council. 30(1), 40-43.

Leading Learning Communities: Standards for what principals should know and be able to do. Alexandria VA: National Association of Elementary School Principals in partnership with Collaborative Communications Group

Montiel-Overall, P. (2008) Teacher and librarian collaboration: A qualitative study (2008). Library & Information Science Research 30, 145-155.

Northouse, P. (2010). Leadership: Theory and practice. Thousand Oaks CA: Sage Publications, Inc.

Palumbo, J. & Leight, J. (2007). The power of focus: More lessons learned in district and school improvement. Huntington Beach CA: Focus on Results.

Reeves, D. (2006). The learning leader: How to focus school improvement for better results. Alexandria VA: Association for Supervision and Curriculum Development.

Reeves, D. (2005). Putting it all together: Standards, assessment, and accountability in successful professional learning communities. (DuFour, R.[Richard], Eaker, R., & DuFour, R.[Rebecca], (Eds.) On common ground. Bloomington: Solution Tree.

Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., Kleiner, A., (2000) Schools that learn; A fifth discipline resource. New York, NY: Doubleday.

Wells, C. & Feun, L. (2007). Implementation of learning community principles: A study of six high schools. NASSP Bulletin, 91(2) 141-160.

Williamson, K., Archibald, A., McGregor, J. (2010) Shared vision: A key to successful collaboration? School Libraries Worldwide 15(2), 16-30.

See the research paper included herewith and incorporated by reference for additional resources not presented herein.



References & Resources

Questions & Feedback



tool for implementing professional learning communities in your school

Education

purpose of learning

effective learning

leadership development

dufour eaker

shared leadership

shared vision

plc runschool

school leader andsubordinates