Developing Social Capital with Authentic PLCs August 9, 2012 School Administrators of Iowa Conference Daniel R. Venables Founding Director Center for Authentic PLCs

CONTACT INFORMATION 803 / c

“The key to school reform lies in improving the competencies and skills of individual teachers.” AGREE OR DISAGREE

Human Capital v. 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 5 th 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 HUMAN CAPITAL HIGH HUMAN CAPITAL HIGH SOCIAL CAPITAL MODERATELY HIGH HIGH LOW SOCIAL CAPITAL LOWMODERATE STUDENT ACHIEVEMENT

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“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 PLCsCustomary Teacher Groups Highly focusedEasily unfocused Problem-solvingPlanning, housekeeping Data driven“Hunch” driven Student-orientedTeacher-oriented CollaborativeCo-blaborative Interdependent Success Independent Success A CULTUREA 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