developing social capital with authentic plcs august 9, 2012 school administrators of iowa...
TRANSCRIPT
Developing Social Capitalwith Authentic PLCs
August 9, 2012School Administrators of Iowa Conference
Daniel R. VenablesFounding Director
Center for Authentic PLCs
CONTACT INFORMATION
803 / 206-3578 cwww.authenticPLCs.com
“The key to school reform lies in improving the competencies
and skills of individual teachers.”
AGREE OR DISAGREE
Human Capitalv.
Social Capital
Dr. Carrie Leana (U of Pittsburg) 10+ Year Study
1200 NYC Elementary Teachers• Social Capital highest predictor of student achievement (higher than Human Capital)• Social Capital highest when “high trust, frequent interactions” of faculty• 1 standard deviation increase in SC => 5.7% point increase in 5th grade math scores• teachers 4x more likely to turn to colleague than Principal• 25% of Principal’s time spent on instructional activities (57% on administrivia)• Notion of P as Instructional Leader not valid
LOW HUMANCAPITAL
HIGH HUMANCAPITAL
HIGHSOCIAL CAPITAL
MODERATELY HIGH
HIGH
LOW SOCIAL CAPITAL
LOW MODERATE
STUDENT ACHIEVEMENT
http://www.youtube.com/watch?v=N6MaIRhInE0
“After decades of failed programs aimed at improving student achievement through
teacher human capital and principal leadership,
investments in social capital are cheap by comparison and
offer far more promise of measurable gains for
students.”
(Leana, 2011)
(Authentic) PLCs are “the surest, fastest path to
instructional improvement.”
(Schmoker, 2006)
Authentic PLCs
Customary Teacher Groups
Highly focused Easily unfocused
Problem-solving Planning, housekeeping
Data driven “Hunch” driven
Student-oriented
Teacher-oriented
Collaborative Co-blaborative
Interdependent Success
Independent Success
A CULTURE A GROUP
“The question is not
Are the teachers collaborating?
but rather What are they
collaborating about? and
How are they collaborating?”
(Venables, 2011)
What are they collaborating about?
• Looking at Student and Teacher Work• Designing Common Assessments• Reviewing and Responding to Data
How are they collaborating?
• Guided by a skilled facilitator• Working within group-established Norms • Using Protocols for focused, structure conversations• Making meaning together by Constructing Community Knowledge• Using a systematic approach to responding to data (Data Action Model)
High-Functioning PLCs
• Highly Focused on Common Vision • High Trust & Honesty• Interdependent Teacher Success• Mutually Accountable Teachers• Data-driven Instructional Decisions• Continual Improvement & Teacher Learning• Highly Trained & Skillful Facilitation• Highly Supported by Admin
From: The Practice of Authentic PLCs (Venables, 2011)
DEVELOPING SOCIAL CAPITAL
• Principal’s Priority• Schedule Allowances• Training of PLC Coaches• Monitoring of PLCs• Building Trust & Buy-in• PLC x PLC Observations• Teacher x Teacher Observations