Cognitive InitiativePLCs at ISS

Ewing C. (Bo) GreenNova Southeastern University

July 19, 2014

Professional Learning

Communities at…The International School in Switzerland

Background

Moving from international school in ChinaDistributed leadership in middle school (MS)

Established grade-level PLCs

160 students per grade, 2 PLCs per grade level

Served as PLC Leader prior four years

Moving to ISS next monthTraditional academic department model

No established PLCs

116 students in MS

ISS Mission

ISS is committed to transmitting the heritage of Western civilization and world cultures: the creations, achievements, traditions, and ideals from the past that offer purpose in the present and hope for the future. Seeking to balance the pursuit of knowledge with the love of wisdom, and promoting the skills of lifelong learning, an appreciation for beauty, and the development of character, each school combines a challenging academic program with opportunities for artistic endeavor, physical activity, and service to others. Believing in the worth of each individual and the importance of enduring relationships, ISS seeks to embody and instill the values of personal responsibility, civility, compassion, justice, and truth. 

Current Culture

Relatively isolationist, academic department silos

No existing PLC structures

Headmaster going into second year

MS Academic Dean (AD) supports the change

Author’s dual role is teaching MS math and leading a Change Facilitation Team (CFT) to implement PLCs

Cognitive Initiative

Develop a plan using Brain-Based strategiesIntegrating key learning from all minor courses

Content included whole-brain functioning, engagement, leadership, and 21st century competencies

Specific competencies included critical thinking, problem solving, creativity, innovation, communication, and collaboration (Wagner, 2008; Pink, 2006; Gordon, 2006)

Demonstrating how author is teaching and leading others

For success in the 21st century global knowledge economy

Three-tier PlanUsing Fullan (1993) and Hall & Hord (2011) approach on creating sustained change in organizations

Initiation

Implementation

Institutionalization

For this Cognitive Initiative, implementation was defined as the gathering of evaluation and feedback from ISS leaders

Headmaster and MS AD

Initiation

Change Facilitation TeamAuthor, MS AD, MS Technology Director, ES representative, Headmaster, others TBD

Measurement of PLC institutionalizationSurvey instruments such as Huffman and Hipp (2003) and/or SEDL (n.d.)

Initial PLC scopeMathematics Department or Grade 8

Communication with staff, ownership building

Implementation

Professional Development needsEarly versus embedded

Innovation Configurations (next slides)Help to frame work required and evaluate progress

Stages of Concern (next slides)People proceed through change in known stages

CollaborationThe lifeblood of PLCs, requires meeting time

Innovation Configuration Map

Stages of Concern

Institutionalization

Defined as reculturing where PLCs are ‘how we do things around here’

Levels of Use (next slide)

Maintaining PLC support and remaining mindful of ‘new initiative fatigue’

Potential PLC expansion

Staff development and recruiting

Levels of Use

ISS Leader Feedback

MS Academic Dean“Plan is taking shape quite nicely”

Determining initial PLC scope complex due to small division size, Italian language requirement, and multiple grade-level teaching assignments

Staff are feeling stressed with many new initiatives, staff turnover

Likes the idea of specific student learning need as PLC focus

Looking forward to getting the CFT started and identifying how to best move forward

ISS Leader Feedback (cont’d)

HeadmasterEducational Theory meets Cultural Reality

Identified three keys:Framing the Initiative

Relationship between school culture and “rhetoric” used

Goals and timelines

Framing the InitiativeHeadmaster charge to conduct MS feasibility study

Provides organizational legitimacy

Solicit volunteers for feasibility study team

ISS Leader Feedback (cont’d)

Headmaster (continued)ISS paideia (Greek: blend of education and culture)

Classical ideas and Western civilization

American liberal arts and virtue equally valued

Paideia standards and principlesGood manners, beauty, reverence, traditional family values, health and fitness, positivity, and European setting of academic excellence

The Magnificent SevenIntegrity, respect, responsibility, compassion, humility, service, and vision

ISS Leader Feedback (cont’d)

Headmaster (continued)School culture challenges educational ‘imperatives’

i.e., best practices and 21st century learning

Board supports Hirsch’s Core Knowledge Curriculum

Thus, Initiative must respect and embrace the culture

Strong departmental structure and traditionThus, Initiative must strengthen, not threaten departments

Goals and timelinesYear one: feasibility study

Year two: implementation in Middle School

Year three: potential expansion to other divisions

Next Steps at ISS

Author join staff in August

Build credibility though excellent teaching and forming positive new relationships

Begin meeting with CFT and first discuss the goal: ISS mission-based reculturing by starting a PLC in Middle School

Create a plan, drawing upon this Cognitive Initiative, with year one potentially being a feasibility study

In closing…

What are your reactions, thoughts, or input?

Thank you for this opportunity!

References

Fullan, M. (1993). Innovation, reform, and restructuring strategies. In G. Cawelti (Ed.), Challenges and achievement of American education, ASCD 1993 Yearbook. Alexandria, VA: ASCD

Gordon, G. (2006). Building engaged schools: Getting the most of of America’s classrooms. New York, NY: Gallup Press.

Hord, G. E., & Hall, S. M. (2011). Implementing change: Patterns, principles, and potholes (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.

Huffman, J., & Hipp, K. (2003). Reculturing schools as professional learning communities. Lanham, MD: Scarecrow Education.

Pink, D. H. (2006). A whole new mind: Why right-brainers will rule the future. New York, NY: Penguin.

References (cont’d)

SEDL. (n.d.). Professional Learning Community Assessment –Revised. Available at http://www.sedl.org/plc/assessment.html

Wagner, T. (2008). The global achievement gap: Why even our best schools don’t teach the new survival skills our children need and what we can do about it. New York, NY: Basic Books.