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
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 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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