1. MC Webinar Series
Tom Hierck
@thierck

4. that we push through the ‘easy’ and get to the hard work in
“It’s critical
that we push through the
‘easy’ and
get to the
hard work in
front of us.
That’s where our collective success truly lies.”

5. How do we visually think about success?

6. The one who plants the tree rarely gets to enjoy its’ shade.

8. “Every student is a success story waiting to be told”

9. Toward Beliefs
Away From Beliefs
Power Standards…represent a deep standards-based vertical conversation.

10. Michael Fullan & Cliff St. Germain
Positive By Design
“What is worth fighting for is not to let our schools be negative by default, but to make them
positive by design.”
Michael Fullan & Cliff St. Germain

11. “The business of schools is to produce learning that is so compelling that students persist when they experience difficulties and that is so challenging that students have a sense of accomplishment, of satisfaction – indeed of delight, when they successfully accomplish the task assigned (learning).”
Phil Schlechty
in H Lynn Ericksons’ Concept-Based Curriculum and Instruction: Teaching Beyond the Facts

12. HEALTHY Cultures
Healthy cultures have an unwavering belief in the ability of each student to achieve success and they pass that belief on to others in overt and covert ways. Educators create policies and procedures and adopt practices that support their belief in the ability of every student (Cromwell, 2002).

13. The current circumstances a student faces do not determine where they end up. They just determine the starting point. We help them plot the course.

14. TOXIC Cultures
Toxic cultures believe that student success is based solely upon a students’ level of concern, attentiveness, prior knowledge, and willingness to comply with the demands of the school, and they articulate that belief in overt and covert ways. Educators create policies and procedures and adopt practices that support their belief in the impossibility of universal achievement (Cromwell, 2002).

16. Structure vs. Culture
“Structural change that is not supported by cultural change will eventually be overwhelmed by the culture, for it is in the culture that the organization finds meaning and stability”
Schlecty(1997, p. 136)

17. Characteristics of Authentically Aligned Cultures...
They work with passion and vigilance towards a common goal.
They embrace a mindset of progress without excuses; they hold team members accountable.
They contribute to collaborative efforts that engender learning and support for all.
They create and maintain a united team of people who would rather work together than in isolation.
They celebrate success and push, continuously, for more.

18. We are not a team if we continue to work in our own silos.

19. “People don’t buy what you do, they buy why you do it.”
Simon Sinek

20. Authentic Alignment The WHY The EYE The NOW The HOW
Explore core beliefs and develop your guiding mantra.
The EYE
Envision and create a description of the school you seek to become.
The HOW
Reconnect with the moral imperative of the PLC collective commitments.
The NOW
Systematically integrate the mantra, vision, and commitments into existing structures.

21. Authentic Alignment Explore core beliefs and develop your
The WHY
Explore core beliefs
and develop your
guiding mantra.

22. Guiding Questions Do we believe all students can learn at high levels?
Will we take collective responsibility to make this a reality?

23. Buy-In Begins HERE...

24. Investment Begins HERE...

25. The Phenomena of Disconnect
In our work with hundreds of schools, and thousands of educators, it is more the rule than the exception to walk in the front doors of a school, see a mission statement prominently displayed on a wall, and then observe practices seemingly misaligned with the school’s mission.
Hierck and Williams 2015
One of the most influential forces that inspired the authors to take on this work is what we call the “phenomena of disconnect”.

26. Truth In Advertising

27. Truth In Advertising
“It is our mission to help all students learn if they are conscientious, responsible, attentive, developmentally ready, fluent in English, and come from homes with concerned parents who take an interest in their education.”
DuFour et.al Revisiting Professional Learning Communities At Work, 2008

28. Truth In Advertising
“Our mission is to take credit for the accomplishments of our highest-achieving students and to assign blame for low performance to others.”
DuFour et.al Revisiting Professional Learning Communities At Work, 2008

29. Truth In Advertising
“Our mission is to ensure success for all our students. We will do whatever it takes to ensure their success—provided we don’t have to change the schedule, modify any of our existing practices, or adopt any new practices.”
DuFour et.al Revisiting Professional Learning Communities At Work, 2008

31. The WHY Mission-What is our purpose?
It is impossible to develop a results orientation unless we are clear about the core of the enterprise

32. The WHY explores core beliefs and provides the answers to questions like:
• What do we believe?
• What do we want to achieve?
• Why do we go to work each day?
• Why does our school exist?

33. Whose Job Is It?

34. Michael Fullan (2005) observed that “terms travel easily … but the underlying concepts do not” (p. 67)

35. Questions to Consider What is our fundamental purpose?
Was our school built for teachers to come and teach, or was it built for students to come and learn?
How does our school respond when a student experiences difficulty learning?
What is our North Star?

36. Envision and create a description of the school you seek to become.
Authentic Alignment
The EYE
Envision and create a description of the school you seek to become.

37. 3 Levels
Inspiration
Inspiring visions rally people to a greater purpose; the best way to lead people into the future is to connect with them deeply in the present.
Large enough for every person to see their personal vision within it - the people who are making it happen must also see themselves getting better as well in the process.

39. 3 Levels
Aspiration
What best practices are aligned with what we seek to create?
How do we bring the inspiration to life – move beyond the “feel-good” moment?

41. 3 Levels
Perspiration
Provide a process for your team to identify areas for which shared knowledge must be built.
The opportunity for teams to assess the strengths and opportunities, learn together, and eventually be fully informed regarding what it takes.

42. Questions to Consider
Can you describe the school we are trying to create?
What would our school look like if it were a great place for students?
What would it look like if it were a great place for teachers?
It is three years from now, and we have achieved our vision as a school. In what ways are we different? Describe what is going on in terms of practices, procedures, relationships, results, and climate.

43. The DNA of
Your Students…

44. What’s Your
DNA?

45. Teacher-Student Relationships
.72

46. Relationships, then Content
Both Matter
So Does the Order!

47. ,

48. “An exciting vision that is not implemented effectively does not inspire teachers; instead, it breeds cynicism among people who have seen one vision after another introduced with great fanfare only to quickly fade away, eclipsed by the next grand vision.”
—Reeves (2011), “Changing the System.” Accessed at on October 16, 2017.

49. “To succeed as a team is to hold all of the members accountable for their expertise.”
—Mitchell Caplan

50. Website: www.tomhierck.com Facebook: Tom Hierck
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