1. Changing the Systemic Culture of a School-Based PLC
Silver Shores Elementary School
Whole-School PLC

2. WHY CHANGE A CULTURE?
Ongoing endeavor vs. a program to be “implemented”
People acting in new ways
Contributing to the collective effort
Making school a better place for student / adult learning
Providing the school a solid foundation
Common purpose
Shared vision
Collective commitments
Goals that help shape the culture of the school / district

3. YOU ARE THE SYSTEM
Systemness – degree to which people identify and are committed to an entity larger than themselves
Being as good as one individual can be during independent and collaborative work
Being aware that everyone needs to make a contribution to improving the larger system
Members of a PLC ARE the system individuals seek to create
People identifying with one another as they pursue together deep mutual learning goals

4. CHALLENGES AND ISSUES VITAL TO CHANGING THE CULTURE
Establishing coherence and clarity; building shared knowledge; engaging in meaningful two-way dialogue
Identifying specific steps; creating a “loose and tight” culture; building collective capacity; establishing ongoing feedback
Demonstrating reciprocal accountability; ensuring transparency of results; creating a collaborative culture; ensuring trust; capacity building; fostering self-efficacy
Maintaining focus; limiting initiatives; managing resistance; sustaining the improvement process; and celebrating small wins

5. “EVERY GREAT TEACHER IS LEADING”
The PLC should become the “Driving Force” in change
Develop a clear understanding of the underlying principles of the process and its implications for action
Accept personal responsibility for contributing to the collective effort to implement the process
Work with others to tackle the challenging issues
Recognize that the right time to do the right thing is ALWAYS RIGHT NOW!
Clarity is a process – the clearer you get, the more you seek skills to make progress; the more skilled you get, the clear you and others become regarding the principles of the process

6. CREATING COHERENCE AND CLARITY
Leaders must build capacity, work collaboratively, lead instruction, and create and sustain systemness
BARRIERS TO COHERENCE
Failing to establish widely dispersed leadership
failing to communicate purpose and priorities
Confusing declarations of intent with purposeful action
Launching a “program” rather than a process to improve
Pursuing too many initiatives rather than sustaining a laser-focus in continuous improvement

8. COHERENCE MAKING Focus on a small number of ambitious goals
Make instruction and student achievement the daily agenda
Everything examined through “How will this impact teaching and learning?”
Organize continuous capacity building around this agenda
Focused professional learning; promotion of greater clarity and shared coherence
Cultivate a sense of systemness on the part of ALL
Goal is for ALL to experience that they are a part of a bigger enterprise that is engaged in crucial work

9. INTERDEPENDENCE IS KEY
Leaders foster the right amount of autonomy and collaboration
Increased focus, learning together, strong internal commitment to group accountability
Designate non-negotiable anchor points for reform and allow for no compromise in their execution (Mourshed et al., 2010)
Establish system-wide standards for content and performance (Elmore, 2003)
Show greater clarity of purpose and a greater willingness to exercise tighter controls over decisions about what will be taught and the indicators of learning that will be monitored (Murphy & Hallinger, 1988)
Identify non-negotiable goals for learning and instruction that must be addressed in every school (Marzano & Waters, 2009)
Provide a clear sense of direction by establishing high expectations, a focus on student learning and effective instruction, specific achievement standards, and common curriculum (Louis et al., 2010)

10. TIGHT vs. LOOSE
A degree of autonomy is essential for effective teaching (LOOSE)
MUST be balanced with direction, coordination, and accountability (TIGHT)
GOAL – Create a simultaneous Tight/Loose climate
“Directed Empowerment” and “Defined Autonomy”
The system establishes a few tight priorities
Within these, people are empowered to be creative about how they will pursue the priorities

11. NON-NEGOTIABLES - WHAT IS “TIGHT”
Collaborative Teams – teachers WILL NOT work in isolation
TEAMWORK will include:
Establishing/implementing a guaranteed and viable curriculum, unit by unit, to ensure all students have access to the same knowledge, skills, and concepts regardless of the teacher they’ve been assigned
Monitor student learning through a balanced assessment process that will include ongoing formative assessments in the classroom and frequent team- developed common formative assessments used throughout the year

12. NON-NEGOTIABLES - WHAT IS “TIGHT”
TEAMWORK will include (continued):
Using the evidence of student learning they gather to better meet the needs of individual students
Build upon strengths and weaknesses of individual teachers
Identify general areas of student achievement concern
Develop strategies for improving team collective capacity to improve student learning in areas of concern
Identify and plan to provide additional time and support to struggling students
District-wide Teacher collaboration and planning

13. WHAT IS “LOOSE” How we create these non-negotiable conditions
Teaming structures and PLC meeting times
Additional planning time (Grade Release Days)
Processes for creating common formative assessments
RtI and developing a system of interventions for SSE
GOAL – to establish ownership over time
As ownership develops, the notion of loose/tight disappears because the culture becomes organic
The very process itself fosters cohesion 

14. NEXT STEPS…A HIGH PERFORMING SYSTEM
To improve our schools, we must improve the technical core of teaching and learning
To improve teaching and learning, we must continually develop the collective capacity of people throughout the system to support high-quality instruction in every classroom, every day
To improve instruction and support student learning, we must use evidence of student learning to inform professional practice
Ensure that struggling students will receive additional time and support for learning in a way that is timely, diagnostic, precise, directive, and systematic

15. Instruction & Assessment Data Analysis, Remediation & Enrichment
BEST PLC Defined
Instructional Cycles
Weekly, bi-weekly, monthly, etc…
Evidence
Pre-Cycle
CARE Questions
Instruction & Assessment
Data Analysis, Remediation & Enrichment
Post-Cycle
BEST Practice Sharing

16. Pre-Cycle PLC’s… Just CARE
Curriculum
What do we want all students to know? How are the Units of Study influencing this work? How are Item Specifications influencing this work? What are some of the BEST instructional strategies to use in order to maximize student learning?
Assessment
How will we determine student mastery? Create/Select the assessment instrument. What percent-correct will define mastery? How soon after assessment administration will results be reported?
Remediation
How will we respond to students who do not meet mastery? What will be remediated? When will it be remediated? How will it be remediated? Who will do the remediation? How will remediation efforts be measured?
Enrichment
How will we respond when students meet/exceed mastery? What will be enriched? When will it be enriched? How will it be enriched? Who will do the enrichment? How will enrichment efforts be measured?

17. The Cycle Instruction & Assessment
Data Analysis, Remediation & Enrichment
Teachers instruct their students during the pre-determined time period
Teachers administer their common assessments consistent with the agreed upon time schedule
Class by class student data is gathered and analyzed
Students meeting the pre- determined criteria for remediation receive the pre- determined remedial interventions
Students meeting the pre- determined criteria for enrichment receive the pre-determined enrichment interventions

18. Post-Cycle BEST Practice Sharing
Bring the same groups of like-teachers back together and view student learning results from the common assessment
Compare proficiency rates by teacher
Discuss instructional strategies that may have contributed to the variance
Discuss instructional strategies that may have contributed to outcomes that were Beyond Expected Student Targets (BEST)
Praise teachers for their commitment to this process