Principal Leadership in PLCs

Lakeville Administrative Academy

November 2, 2012

Susan Huff

susan.huff@nebo.edu

Two ObjectivesLearn 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.

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, job-embedded 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 PLCShared mission, vision, values, and goalsCollaborative teams focused on learningCollective inquiry into best practice and current

realityAction orientation and experimentationCommitment to continuous improvementResults 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 QuestionsWhat 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 . . .

Barriers1. 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)

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

“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 LeadershipWidely dispersedReciprocal 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

learningChanging from a culture of teacher isolation to a

culture of collaborationChanging 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. All of us can embrace the proposal.2. All of us can endorse the proposal.3. All of us can live with the proposal.4. All of us can agree not to sabotage

the proposal.5. 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 listFocus on the right things.

Structural ConditionsEstablish 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 TeamingProvide 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 OrientationManage 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)

1 1

Identify 8–10 big ideas per semester.

Teamwork before and after common assessments

Examine school data and establish SMART goals.

Create a road map of CAs and targets.

Establish team norms for collaboration.

Monitor progress on SMART goals.

Identify the targets of the assessments

Design formative and summative assessments.

Monitor for learning of individual and collective results.

Tally and review common assessment results.

Create a plan for appropriate interventions.

Assess again—monitoring for results.

Provide instruction and ongoing assessment.

Repeat intervention loop as needed.

Provide instruction and ongoing assessment.

Revise curriculum, instruction, and assessments as needed.

Erkens

Process for Common Assessments

Team collaboration binderTeam NormsFacilitator/Scribe AssignmentsTeam’s Daily ScheduleCollaboration Agenda (one for each week’s

collaboration)Curriculum MapsEssential Learning Outcomes (or Power Standards)Copy of Core CurriculumCopies of Team’s Common Assessments

Nebo’s Non-Negotiablesfor all schools . . . all teams

Team Norms“I Can” Statements for Student LearningCommon Curriculum MapCommon Formative Assessment for Each

“I Can” StatementData AssessmentSMART Goals

Leadership for ImprovementBuild 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)