Leadership in A PLC

Leading in a PLC Widely dispersed leadership is essential in building and sustaining PLCs, and it is important that individuals at all levels lead effectively (Learning by Doing, 2006)

PLCs Fundamental shift in thinking Calls upon people to redefine their roles and responsibilities An ongoing process of change, as opposed to a program

Shift in Purpose Focus on teaching What was taught Coverage of content Providing curriculum documents and standards Focus on learning What students have learned Demonstrate proficiency Collaborative teams building shared knowledge of essential curriculum

Shift in Assessment Infrequent summative assessments Assessments that punish or reward Assessments that determine those who fail to meet deadlines Gathering data from individual courses to assign grades Frequent common formative assessments Assessments that motivate and inform Assessments that identify those who require additional time and support Collecting data as a team to inform practice, adjust instruction, respond to struggling students

Shift in Response when Students Dont Learn Optional, invitational remediation Individual teachers responding to student one opportunity to demonstrate learning Directive, mandatory intervention Systematic approach to reach all struggling students Many opportunities to show learning

Shift in the Work of Teachers Isolation Each teacher determining what must be taught Collaborating on surface items Classroom teacher Collaboration Teams establishing essential curriculum and common pacing Discussing essential questions that impacts on student achievement Schoolhouse teacher: Our kids

Shift in Professional Development One-shot workshops Learning by listening Learning as individuals in workshops Ongoing relevant PD Learning by doing Learning collectively by working together

Change The response to any significant change is typically not logical; it is emotional (Learning by Doing, 2006)

The Challenges of Change React defensively when assumptions are questioned Challenges our competence Creates confusion and uncertainty Rekindles resentment about previous unsuccessful innovations Creates conflict

Effective Leadership Principal provides the conditions for a PLC to flourish in a school Requires pressure and support Focused on results Key leaders must assume the responsibility of getting things started

Leading a PLC Initiative Link the initiative to current practices- evolution rather than revolution Focus on the why of initiative, then the how- need to know why this change is happening Walk the Talk- match actions and words Be flexible on implementing but firm on the essence of the initiative

Leading a PLC Initiative Build a powerful leadership team and develop a critical mass who are willing to move forward Expect to make mistakes and learn from them Learn by doing and build community by working together Build the belief that they can create their future through their actions Need passion and persistence

The challenge for leaders and the key to the success of a school is to ensure they are doing the right work. The priority work of effective schools, and the educators within them, is building the collective capacity to function as a PLC (Learning by Doing, 2006)

This presentation has been adapted from the book Learning by Doing: A Handbook for Professional Learning Communities at Work (2006) by Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas Many