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Building the Collaborative Culture of a PLC Collaboration: Session 1 PLC Professional Development for Teams Learning Council, Elementary Leadership Teams,

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Presentation on theme: "Building the Collaborative Culture of a PLC Collaboration: Session 1 PLC Professional Development for Teams Learning Council, Elementary Leadership Teams,"— Presentation transcript:

1 Building the Collaborative Culture of a PLC Collaboration: Session 1 PLC Professional Development for Teams Learning Council, Elementary Leadership Teams, and Secondary Leadership Teams

2 LEARNING COLLABORATIO N RESULTS

3 Why Collaboration? a collection of teachers does not truly become a team until they must rely on one another( and need one another) to accomplish a goal that none could achieve individually co-laboring to benefit students in a PLC the reason teachers are organized into teams, the reason they are provided with time to work together, the reason they are asked to focus on certain topics and complete specific tasks, is so that when they return to their classrooms they will possess and UTILIZE an expanded repertoire of skills, strategies, materials, and ideas IN ORDER to impact student achievement in a positive way. DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006.

4 Why Collaboration? Individuals on effective teams learn to acknowledge mistakes, weaknesses, failures, and the need for help. They also learn to recognize and value the strengths of other members of the team and are willing to learn from one another. DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006.

5 Five Dysfunctions of a Team Lencioni, Patrick. Overcoming the Five Dysfunctions of a Team: A Field Guide for Leaders, Managers, and Facilitators. San Francisco: Jossey-Bass.

6 Team Norm Activity In your small group develop team norms by: Completing Developing Norms from direction sheet, write your norms on the norms template write proposed norms for each of the 6 areas of consideration If your team has already written group norms: Do your norms cover some of the common challenges that occur in teams? Do you need to add anything after looking at the norms template page? DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006. (p. 210-211)

7 Additional Tips for Creating Norms Each team creates its own norms Stated as commitments to act or behave in certain ways rather than as beliefs Reviewed at the beginning and end of each meeting for at least 6 months Teams formally evaluate effectiveness at least twice a year Teams focus on a few essential norms rather than extensive laundry list. Violations of team norms must be addressed DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006. (p.106)

8 Are you looking in the mirror or out the window? Pausing Paraphrasing Probing for specificity Putting ideas on the table Paying attention to self and others Presuming positive intentions Pursuing a balance between advocacy and inquiry Seven Norms of Collaboration DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006. (p. 104)

9 Balance Between Advocacy and Inquiry Protocols for Effective Advocacy Protocols for Effective Inquiry DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006. (p. 105)

10 Seven Factors to Influencing Reluctant Staff 1. Reason 2. Research 3. Resonance 4. Representational Re-descriptions 5. Resources and Reward 6. Real-World Events The greatest opportunity for change comes from the first six factors. 7. Confrontation Gardner, Howard. Changing Minds: The Art and Science of Changing Our Own and Other Peoples Minds. Boston: Harvard Business School, 2004. DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006. (p. 173) Appealing to rational thinking and decision making Building shared knowledge of the research base supporting a position resistance must be identified and dealt with rather than ignored Presenting real world examples where the idea has been applied successfully Connecting to the persons intuition so that the proposal feels right Changing the way the information is presented (e.g. using analogies) Providing people with incentives to embrace an idea

11 Video clip Overcoming barriers to effective communication

12 Building the Collaborative Culture of a PLC Collaboration: Session 2 PLC Professional Development for Teams Learning Council, Elementary Leadership Teams, and Secondary Leadership Teams

13 Small Group Discussion Brainstorm: What are the rewards / benefits of working in isolation? Collaboration? Write one idea per sticky note. Share Points- Share sticky notes, add to whole group chart Isolation Collaboration

14 Defining PLC Collaboration Isolation The traditional school often functions as a collection of independent contractors united by a common parking lot. Eaker, Results Now, p 23 Congeniality, focus on building groups camaraderie Consensus on operational procedures Committees to oversee different facets of school operation …a systematic process in which teachers work together to analyze and improve their classroom practice. Teachers work in teams, engaging in an ongoing cycle of questions that promote deep team learning. …leads to higher levels of student achievement. Collaboration PLC Collaboration What is a Professional Learning Community? Educational Leadership, May 2004

15 Partner Discussion Jigsaw Activity: 5 Keys To a Successful Meeting – highlight the big ideas for one of the following: Behaviors and Relationships Focus Roles and Responsibilities Structure Process Share Points- Share the keys big ideas with the whole group Erkens, Cassandra, et. al. The Collaborative Teacher. Bloomington: Solution Tree, 2008. (p. 33-54)

16 Comparison With those sitting around you, discuss how your line compares with that of organizational change

17 First and Second order change First order change: Small changes with existing knowledge and skills of the staff Small steps within existing paradigm Second order change: BIG changes…a dramatic departure from the expected and familiar… Perceived as a break from the past… may require new knowledge, new skills DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006. (p. 186, 215, & 218)

18 Dont Judge too Quickly

19 PLC: Professional Learning Communities 4 Crucial Questions What do we want each student to learn, know, or be able to do? What evidence do we have of the learning? How will we respond when some students dont learn? How will we respond to those who have already learned? Student Learning Expectations Formative Assessment Pyramid Of Intervention


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