Chapter 1-3

Presented by:

Stefanie LuteroCindy CorralesPaula Schoorl

Chapter 1 Clarity Precedes Competence

What is a Professional Learning Community?-six characteristics -critical questions-challenges

Six characteristics of high-performing PLCs:1. Shared mission, vision, values, and goals, which are

all focused on student learning– focus on educating the “whole child” – focus on faith formation and academic

excellence– focus on mission (school and Church)

2. A collaborative culture with a focus on learning– Community approach to education– Parent as Primary educator

3. Collective inquiry into best-practice and current reality– Focused on 21st century education– Aligned with our mission

4. Action orientation or “learning by doing”-practice what you preach

5. A commitment to continuous improvement– We can always do better

6. A results orientation– Analysis helps determine course of schools

Critical Questions: 1. What do we want our students to learn?2. How will we know if each student is

learning?3. How will we respond when some

do not learn?4. How will we enrich and extend

learning for students who are proficient?

Challenges:- treated as a program rather than a process-failure to grasp full meaning of process on a deep-operational level -failure to comprehend deeper cultural meaning of PLCs

Systemness– We are a system of Catholic schools aligned

by Catholic identity– We must work toward same goals to achieve

coherence

Chapter 2 - Creating Coherence and Clarity

The best indicator of coherence is when the individuals and the group can “talk the walk”.

DriversWrong Drivers Right Drivers

Accountability Capacity Building

Human Capital (talent of individuals) Social Capital (quality of the group)

Technology Instruction

Fragmented Strategies Systemness

Reflect a moment - Which drivers do you see present in your school?

It’s important to note that the “wrong drivers” do have a place...as long as they are in service to the “right drivers”.

Coherence making Whole system reform

Alignment to the mission

Shared MindsetLeaders in a PLC

must focus on individual and whole system

collective coherence

Together the focus must be on TRANSFORMING THE CULTURE!

Barriers to Coherence1. Failure to establish shared leadership2. Not communicating purpose and priorities

clearly and consistently3. Confusing intent with action4. Launching a “program” rather than

implementing a process of improvement5. Too many initiatives instead of focus on

continuous improvement

Widely Dispersed Leadership

Not so sure I have the energy and expertise to do this alone!

Clear communication

● The effectiveness at all levels is diminished without clear communication from a cohesive team of leaders.

● Leaders must align their own behavior and the processes of the school with the mission

● Check for understanding! ASK for feedback

Strategies for Coherence Making

● The core elements of coherence o Focus on the people and not structures

Ex: having time for teacher collaboration is important…however, if the mindset is toxic…

Strategies cont.

1. Focus on a small number of ambitious goals2. Making instruction and student achievement the daily

agenda - through the lens of Catholic Identity3. Organizing continuous capacity building around that

agenda4. Cultivating a sense of systemness on the part of all -

Catholic Education

The Payoff of Coherence Making

More members can “Talk the Walk” and “Walk the Talk”

...the system improvements are more sustainable

Chapter 3 The Loose Tight Dilemma

Effective change involves developing an engaging process that draws people into

something that the vast majority of people find worthwhile while the number of

skeptics becomes smaller and smaller.

The "Taylor approach"

● top down ● punitive● no autonomy● scripted● no shared coherence

Results in● confusion● initiative fatigue● no sense of purpose● lack of ability to articulate goals

Without involvement there is no commitment

The Danger of Carrots and Sticks

● Has adverse effects● People resort to unethical behavior● Fosters short-term thinking● Causes entities to "Game the system"

Gaming Techniques

● increase dropout rate● focus on "bubble" kids● eliminate subgroups● eliminate electives● hold students backGaming results in a short-term fix

and not continuous improvement or any improvement at all.

The Too-Loose Problem

● decrease in student achievement● change-if-you-wish attitude● no direction providedAutonomy essential for effective teaching but has to be balanced with● direction● coordination● accountability

The Right Balance

INTERDEPENDENCE IS THE KEY

autonomy but not isolation

The challenge is finding the right blend

Develop vertical and horizontal partnerships through● Non-negotiable anchor points● Systemwide content and performance standards● Clarity of purpose with tighter controls● Non-negotiable goals for learning and instruction● Clear sense of direction

Referred to as "direct empowerment' and "defined autonomy"

System develops priorities and non-negotiables but empowers individual schools to be creative in carrying out priorities.

Communication is KEY

● Clarifying What is Tight● Opportunities to voice & have concerns responded to● Opportunities to provide input and ask questions● Clarify what is expected

If people don't have a chance to weigh in they are slower to buy in

● Have to move from weigh in to implementing

Non-negotiables usually include● Collaborative teams

● Viable curriculum

● Common assessments

● Using evidence to improve teaching and learning

● Plan for immediate remediation/intervention● Interaction between schools

www.newcreationca.org

Best Practices

Public School Catholic Schools

System sets the non-negotiables.

Principals responsible for implementation of non-negotiable but have some autonomy in how they carry them out.The loose-tight process helps to develop ownership over time which eventually fosters cohesion and an organic culture of sustained continuous improvement

Principals are responsible for establishing and implementing the non-negotiable. Have complete autonomy in how the PLC looks and is carried out in their school.How are you going to get buy-in from your faculty?How are you going to develop ownership to create sustained continuous improvement?

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