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© Richard DuFour and Mike Mattos | DuFour, R., & Mattos, M. (2013). How do principals really improve schools? Educational Leadership 70(7), 34-40. “Instead of micromanaging teachers, principals should lead efforts to collectively monitor student achievement through professional learning communities.” —Richard DuFour and Mike Mattos, How Do Principals Really Improve Schools? How Do Principals Really Improve Schools? Richard DuFour Mike Mattos

How Do Principals Really Improve Schools?Surprising Truth About What Motivates Us 'DQLHO 3LQN SUHVHQWV FRPSHOOLQJ HYLGHQFH WKDW WKLV DSSURDFK ... knowledge workers like educators

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Page 1: How Do Principals Really Improve Schools?Surprising Truth About What Motivates Us 'DQLHO 3LQN SUHVHQWV FRPSHOOLQJ HYLGHQFH WKDW WKLV DSSURDFK ... knowledge workers like educators

© Richard DuFour and Mike Mattos | DuFour, R., & Mattos, M. (2013). How do principals really improve schools? Educational Leadership 70(7), 34-40.

“Instead of micromanaging teachers, principals should lead efforts to collectively monitor student achievement through professional learning communities.”

—Richard DuFour and Mike Mattos, How Do Principals Really Improve Schools?

How Do Principals Really Improve Schools?

Richard DuFour Mike Mattos

Page 2: How Do Principals Really Improve Schools?Surprising Truth About What Motivates Us 'DQLHO 3LQN SUHVHQWV FRPSHOOLQJ HYLGHQFH WKDW WKLV DSSURDFK ... knowledge workers like educators

© Richard DuFour and Mike Mattos | DuFour, R., & Mattos, M. (2013). How do principals really improve schools? Educational Leadership 70(7), 34-40.

How Do Principals Really Improve Schools?

Principals are in a paradoxical position. No Child Left

%HKLQG�DGPRQLVKHG�HGXFDWRUV�WR�XVH�ȊVFLHQWLȴF��UHVHDUFK�EDVHG�VWUDWHJLHVȋ�WR�HQVXUH�WKDW�DOO�VWXGHQWV�OHDUQ��/LNHZLVH��5DFH�WR�WKH�7RS�UHTXLUHV�HGXFDWRUV�WR�XVH�ȊUHVHDUFK�EDVHGȋ�VFKRRO�LPSURYHPHQW�PRGHOV��8QIRUWXQDWHO\��WKH�FRUH�strategies of both of these reform initiatives largely ignore

this call for practices grounded in research. Principals are

being asked to improve student learning by implementing

mandated reforms that have consistently proven ineffective

in raising student achievement.

The current emphasis on using more intensive

supervision and evaluation of teachers to improve school

performance illustrates this irony. According to Race to

WKH�7RS�JXLGHOLQHV��WKLV�PRUH�ULJRURXV�VXSHUYLVLRQ�SURFHVV�VKRXOG�LQȵXHQFH�D�WHDFKHUȇV�SURIHVVLRQDO�GHYHORSPHQW��FRPSHQVDWLRQ��SURPRWLRQ��UHWHQWLRQ��WHQXUH��DQG�FHUWLȴFDWLRQ��8OWLPDWHO\��WKH�HYDOXDWLRQV�VKRXOG�UHZDUG�highly effective educators with merit pay and remove those

deemed ineffective.

Faulty Logic$W�ȴUVW�JODQFH��WKLV�DSSURDFK�WR�LPSURYLQJ�VFKRROV�VHHPV�WR�PDNH�VHQVH��$IWHU�DOO��UHVHDUFK�GRHV�VD\�WKDW�WHDFKHU�TXDOLW\�LV�RQH�RI�WKH�PRVW�VLJQLȴFDQW�IDFWRUV�LQ�VWXGHQW�OHDUQLQJ��)XUWKHU��WKHUHȇV�DOPRVW�XQLYHUVDO�DJUHHPHQW�that the current system of teacher evaluation in the

United States is ineffective. Three of four teachers report

that their evaluation process has virtually no impact on

WKHLU�FODVVURRP�SUDFWLFH��'XIIHWW��)DUNDV��5RWKHUKDP���6LOYD���������/LNH�WKH�FKLOGUHQ�RI�/DNH�:REHJRQ��DOPRVW�DOO�WHDFKHUV�DUH�GHHPHG�WR�EH�DERYH�DYHUDJH��LI�QRW�superior. Tenured teachers are almost never found to be

XQVDWLVIDFWRU\��$V�D�FRPSUHKHQVLYH�VWXG\��:HLVEHUJ��6H[WRQ��0XOKHUQ���.HHOLQJ��������RI�WKH�FXUUHQW�V\VWHP�FRQFOXGHG��Ȋ7HDFKHU�HYDOXDWLRQ�GRHV�QRW�UHFRJQL]H�JRRG�WHDFKLQJ��OHDYHV�SRRU�WHDFKLQJ�XQDGGUHVVHG��DQG�GRHV�QRW�LQIRUP�GHFLVLRQ�PDNLQJ�LQ�DQ\�PHDQLQJIXO�ZD\ȋ��S����� So why not make tougher evaluation of teachers a

FRUQHUVWRQH�RI�VFKRRO�LPSURYHPHQW"�:K\�QRW�UHTXLUH�principals to spend more time in classrooms supervising

and evaluating teachers into better performance?

The premise that more frequent and intensive evaluation

of teachers by their principals will lead to higher levels

of student learning is only valid if two conditions exist.

7KH�ȴUVW�LV�WKDW�HGXFDWRUV�NQRZ�KRZ�WR�LPSURYH�VWXGHQW�OHDUQLQJ�EXW�KDYH�QRW�EHHQ�VXɟFLHQWO\�PRWLYDWHG�WR�GR�VR��The second is that principals have the time and expertise to

LPSURYH�HDFK�WHDFKHUȇV�SURIHVVLRQDO�SUDFWLFH�E\�REVHUYLQJ�that teacher in the classroom. Neither of these conditions

exists.

Do Carrots and Sticks Motivate Teachers?:H�FDQ�ȴQG�QR�UHVHDUFK�WR�VXSSRUW�WKH�DVVXPSWLRQ�WKDW�educators choose to use mediocre instructional strategies

and withhold effective practices until they receive increased

ȴQDQFLDO�LQFHQWLYHV��$V�IRUPHU�SULQFLSDOV�ZLWK�DOPRVW�VL[�GHFDGHV�RI�H[SHULHQFH�ZRUNLQJ�ZLWK�WHDFKHUV��ZH�IRXQG�WKDW�WKH�PHPEHUV�RI�RXU�IDFXOW\��DOPRVW�ZLWKRXW�H[FHSWLRQ��VWDUWHG�HDFK�GD\�ZLWK�KRQRUDEOH�LQWHQWLRQV��ZRUNHG�WLUHOHVVO\�RQ�EHKDOI�RI�WKHLU�VWXGHQWV��DQG�XVHG�WKH�best strategies they possessed to promote student success.

)XUWKHU��WKHUHȇV�OLWWOH�HYLGHQFH�WR�VXSSRUW�WKH�LGHD�WKDW�offering stronger rewards when educators move in the right

direction and applying more dire consequences when they

GRQȇWȃGDQJOLQJ�FUXQFKLHU�FDUURWV�DQG�ZLHOGLQJ�VKDUSHU�VWLFNVȃVSXUV�WHDFKHUV�WR�EHWWHU�SHUIRUPDQFH� Research has consistently established that merit pay does

not improve student outcomes or change teacher behavior

LQ�D�SRVLWLYH�ZD\��WKDW�LW�PD\�DFWXDOO\�FRQWULEXWH�WR�GHFOLQHV�LQ�VWXGHQW�OHDUQLQJ��DQG�WKDW�LWȇV�W\SLFDOO\�DEDQGRQHG�ZLWKLQ�D�IHZ�\HDUV�RI�LPSOHPHQWDWLRQ��)U\HU��������3IHIIHU��6XWWRQ��������6SULQJHU�HW�DO����������$�UHVHDUFK�EDVHG�SURJUDP�IRU�improving schools would not be tied to merit pay.

� $V�IRU�ZLHOGLQJ�VKDUSHU�VWLFNV��LQ�KLV�ERRN�Drive: The Surprising Truth About What Motivates Us��'DQLHO�3LQN��������SUHVHQWV�FRPSHOOLQJ�HYLGHQFH�WKDW�WKLV�DSSURDFK�has a decidedly negative effect on the performance

of knowledge workers like educators. This is not new

LQIRUPDWLRQ��,Q�������:��(GZDUGV�'HPLQJ�DUJXHG�WKDW�leaders must “drive out fear” from their organizations

EHFDXVH�DSSHDOV�WR�IHDU�UHVXOWHG�LQ�VKRUW�WHUP�WKLQNLQJ��IRVWHUHG�FRPSHWLWLRQ�UDWKHU�WKDQ�FROODERUDWLRQ��DQG�VHUYHG�DV�D�EDUULHU�WR�FRQWLQXDO�LPSURYHPHQW��$�UHVHDUFK�EDVHG�program for improving schools would not be tied to

By Richard DuFour and Mike Mattos

Page 3: How Do Principals Really Improve Schools?Surprising Truth About What Motivates Us 'DQLHO 3LQN SUHVHQWV FRPSHOOLQJ HYLGHQFH WKDW WKLV DSSURDFK ... knowledge workers like educators

© Richard DuFour and Mike Mattos | DuFour, R., & Mattos, M. (2013). How do principals really improve schools? Educational Leadership 70(7), 34-40.

sanctions and punishments intended to generate fear.

� 7KH�1DWLRQDO�&HQWHU�IRU�(GXFDWLRQ�DQG�WKH�(FRQRP\��7XFNHU��������FRXOGQȇW�ȴQG�DQ\�HYLGHQFH�WKDW�WKH�FDUURWV�DQG�VWLFNV�VWUDWHJ\�OHDGV�WR�LPSURYHG�VWXGHQW�DFKLHYHPHQW�LQ�WKH�8QLWHG�6WDWHV�RU�WKDW�DQ\�RI�WKH�ZRUOGȇV�KLJK�SHUIRUPLQJ�school systems use such strategies. The American

(GXFDWLRQDO�5HVHDUFK�$VVRFLDWLRQ�GHFODUHG�WKDW�ȊQHLWKHU�research evidence related to growth models nor best practice

related to assessment supports the proposed requirement

that assessment of teachers and principals be based centrally

RQ�VWXGHQW�DFKLHYHPHQWȋ��9LDGHUR���������$�UHVHDUFK�EDVHG�DSSURDFK�WR�VFKRRO�UHIRUP�ZRXOG�QRW�GHȴQH�LPSURYHPHQW�solely as higher scores on an annual standardized

achievement test.

Do Principal Observations Improve Teaching Practices?But even if we set the research

DVLGH��TXHVWLRQV�UHPDLQ��'R�principals have the time and

expertise to enhance student

learning through classroom

observations? Is this the best

way to improve a school?

� 7R�DQVZHU�WKHVH�TXHVWLRQV��FRQVLGHU�7HQQHVVHH��RQH�RI�WKH�ȴUVW�VWDWHV�WR�UHFHLYH�D�5DFH�WR�the Top grant. The Tennessee

PRGHO�FDOOV�IRU����SHUFHQW�RI�D�WHDFKHUȇV�HYDOXDWLRQ�WR�EH�EDVHG�RQ�SULQFLSDO�REVHUYDWLRQV�����SHUFHQW�RQ�VWXGHQW�JURZWK��DQG����SHUFHQW�RQ�VWXGHQW�DFKLHYHPHQW�data. Principals or evaluators must observe new teachers

six times each year and licensed teachers four times each

\HDU��FRQVLGHULQJ�RQH�RU�PRUH�RI�IRXU�DUHDVȃLQVWUXFWLRQ��SURIHVVLRQDOLVP��FODVVURRP�HQYLURQPHQW��DQG�SODQQLQJ��7KHVH�IRXU�DUHDV�DUH�IXUWKHU�GLYLGHG�LQWR�����VXEFDWHJRULHV��2EVHUYDWLRQV�DUH�WR�EH�SUHFHGHG�E\�D�SUH�FRQIHUHQFH��LQ�ZKLFK�WKH�SULQFLSDO�DQG�WKH�WHDFKHU�GLVFXVV�WKH�OHVVRQ��DQG�IROORZHG�E\�D�SRVW�FRQIHUHQFH��LQ�ZKLFK�WKH�SULQFLSDO�VKDUHV�KLV�RU�KHU�LPSUHVVLRQV�RI�WKH�WHDFKHUȇV�SHUIRUPDQFH��Principals must then input data on the observation using the

state rubric for assessing teachers. Principals report that the

process requires four to six hours for each observation.

� 1R�GRXEW�WKHVH�UHTXLUHPHQWV�DUH�ZHOO�LQWHQWLRQHG��EXW�ZHȇUH�FRQYLQFHG�WKDW�DGYRFDWHV�RI�WKLV�DSSURDFK�IDLO�WR�recognize the crushing demands on the contemporary

SULQFLSDO��$�V\QWKHVLV�RI�UHVHDUFK�KDV�LGHQWLȴHG����different responsibilities that principals must address in an

environment where any or all of those responsibilities may

suddenly be put on the back burner by crises over which

WKH�SULQFLSDO�KDV�OLWWOH�FRQWURO��0DU]DQR��:DWHUV���0F1XOW\��������

What We Learned as Principals%XW�EH\RQG�WKH�WLPH�GHPDQGV��WKH�SUHPLVH�EHKLQG�WKH�policy of having principals observe teachers and help them

LPSURYH�LV�IXQGDPHQWDOO\�ȵDZHG��:H�ZHUH�ERWK�DZDUG�winning principals who devoted massive amounts of time

and energy to trying to improve teaching through our

GLIIHUHQW�V\VWHPVȇ�VXSHUYLVLRQ�DQG�HYDOXDWLRQ�SURFHVVHV��:H�W\SLFDOO\�IRXQG�WKDW�WHDFKHUV�ZHUH�XQSHUVXDGHG�E\�RXU�UHFRPPHQGDWLRQV��$IWHU�DOO��SUHYLRXV�SULQFLSDOV�KDG�IRXQG�

WKHP�VDWLVIDFWRU\��LI�QRW�H[HPSODU\�� )XUWKHU��DV�PLGGOH�DQG�KLJK�VFKRRO�SULQFLSDOV��ZH�RIWHQ�REVHUYHG�teachers in content areas in which

we were clueless. As former social

VWXGLHV�WHDFKHUV��ZH�ZHUH�QRW�SUHSDUHG�to help a Spanish teacher improve

ZKHQ�ZH�FRXOGQȇW�XQGHUVWDQG�ZKDW�KH�RU�VKH�ZDV�VD\LQJ��:H�ZHUH�LOO�equipped to enhance the pedagogy of

an industrial arts teacher when we

were mechanically inept. Because we

frequently were unable to determine

the appropriateness of either the

FRQWHQW�RU�WKH�OHYHO�RI�LWV�ULJRU��ZH�KDG�to resort to generic observations about

teaching and apply what we knew

DERXW�HIIHFWLYH�TXHVWLRQLQJ�VWUDWHJLHV��VWXGHQW�HQJDJHPHQW��FODVVURRP�PDQDJHPHQW��DQG�VR�RQ�� :H�GRQȇW�PHDQ�WR�LPSO\�WKDW�WKH�SURFHVV�ZDV�ZLWKRXW�EHQHȴWV��$V�D�QHZ�SDLU�RI�H\HV�LQ�WKH�FODVVURRP��ZH�were sometimes able to help a teacher become aware

of unintended instructional or classroom management

SDWWHUQV��:H�FRXOG�H[SUHVV�DSSUHFLDWLRQ�IRU�WKH�ZRQGHUIXO�work a teacher was doing because we had witnessed it

ȴUVWKDQG��:H�REVHUYHG�SRZHUIXO�LQVWUXFWLRQDO�VWUDWHJLHV�WKDW�ZH�ZHUH�DEOH�WR�VKDUH�ZLWK�RWKHU�WHDFKHUV��:H�LQFUHDVHG�RXU�own knowledge about what constitutes effective teaching.

So classroom observations can be meaningful and

EHQHȴFLDO�WR�VRPH�H[WHQW��EXW�SULQFLSDOV�VKRXOG�QRW�XVH�WKHP�as their key strategy for improving their schools. Perhaps

intensive supervision of teaching would be a viable strategy

IRU�LPSURYLQJ�VWXGHQW�OHDUQLQJȃLI�JRRG�WHDFKLQJ�FRXOG�EH�UHGXFHG�WR�D�VLQJOH�WHPSODWH��UXEULF��RU�FKHFNOLVW�DOLJQHG�WR�SURJUDP�ȴGHOLW\��+RZHYHU��WKHUHȇV�QR�VXFK�WKLQJ�DV�D�

The most powerful strategy for improving both teaching and learning is to create the collaborative culture and collective responsibility of a PLC.

Page 4: How Do Principals Really Improve Schools?Surprising Truth About What Motivates Us 'DQLHO 3LQN SUHVHQWV FRPSHOOLQJ HYLGHQFH WKDW WKLV DSSURDFK ... knowledge workers like educators

© Richard DuFour and Mike Mattos | DuFour, R., & Mattos, M. (2013). How do principals really improve schools? Educational Leadership 70(7), 34-40.

XQLYHUVDOO\�HIIHFWLYH�WHDFKLQJ�VWUDWHJ\��WKH�HIIHFWLYHQHVV�RI�DQ\�given strategy can only be determined by evidence of its effect

RQ�VWXGHQW�OHDUQLQJ��'X)RXU��0DU]DQR���������7KH�FKHFNOLVW�DSSURDFK�WR�SURYLGLQJ�IHHGEDFN�WR�WHDFKHUV�GRHVQȇW�HQKDQFH�WKHLU�SHGDJRJLFDO�H[SHUWLVH��$V�0DU]DQR��������QRWHV��LWȇV�ȊDQWLWKHWLFDO�WR�WUXH�UHȵHFWLYH�SUDFWLFH�������>DQG@�LV�SURIRXQGO\�DQWL�SURIHVVLRQDOȋ��S������

The Case for the PLC ProcessIf principals want to improve student achievement in their

VFKRRO��UDWKHU�WKDQ�IRFXV�RQ�WKH�LQGLYLGXDO�LQVSHFWLRQ�RI�teaching��WKH\�PXVW�IRFXV�RQ�WKH�FROOHFWLYH�DQDO\VLV�RI�HYLGHQFH�of student learning.

� 2I�FRXUVH��WHDFKLQJ�DQG�OHDUQLQJ�DUH�QRW�GLYRUFHG�IURP�HDFK�other. The key to improved student learning is to ensure more

good teaching in more classrooms more of the time. The most

SRZHUIXO�VWUDWHJ\�IRU�LPSURYLQJ�ERWK�WHDFKLQJ�DQG�OHDUQLQJ��KRZHYHU��LV�QRW�E\�PLFURPDQDJLQJ�LQVWUXFWLRQ�EXW�E\�FUHDWLQJ�the collaborative culture and collective responsibility of a

SURIHVVLRQDO�OHDUQLQJ�FRPPXQLW\��3/&�� Studies conducted by the Center on Organization and

5HVWUXFWXULQJ�RI�6FKRROV��1HZPDQQ��:HKODJH���������WKH�1DWLRQDO�&RPPLVVLRQ�RQ�7HDFKLQJ�DQG�$PHULFDȇV�)XWXUH��&DUUROO��)XOWRQ���'RHUU���������WKH�$QQHQEHUJ�,QVWLWXWH�IRU�6FKRRO�5HIRUP���������WKH�:DOODFH�)RXQGDWLRQ��/RXLV��/HLWKZRRG��:DKOVWURP���$QGHUVRQ���������DQG�WKH�$PHULFDQ�(GXFDWLRQDO�5HVHDUFK�$VVRFLDWLRQ��+ROODQG��������SURYLGH�MXVW�D�VPDOO�VDPSOLQJ�RI�WKH�UHVHDUFK�EDVH�WKDW�FRQȴUPV�WKH�positive effect of the PLC process on both student and adult

OHDUQLQJ��$V�D�UHYLHZ�RI�WKH�UHVHDUFK�RQ�3/&V�FRQFOXGHG�

The collective results of these studies offer

an unequivocal answer to the question about

whether the literature supports the assumption

that student learning increases when teachers

participate in professional learning communities.

The answer is a resounding and encouraging yes.

�9HVFLR��5RVV���$GDPV��������S�����

� 7KLV�ȴQGLQJ�LV�QRW�OLPLWHG�WR�WKH�8QLWHG�6WDWHV��,Q�D�VWXG\�RI�KLJK�SHUIRUPLQJ�VFKRRO�V\VWHPV�WKURXJKRXW�WKH�ZRUOG��researchers concluded that successful systems structured

their schools to function as PLCs to provide the teacher

collaboration vital to powerful professional development

�%DUEHU��0RXUVKHG���������$�UHSRUW�IURP�WKH�,QWHUQDWLRQDO�$FDGHP\�RI�(GXFDWLRQ��7LPSHUOH\��������FRQFOXGHG�WKDW�the key to improving teaching was ensuring that educators

“participate in a professional learning community that is

focused on becoming responsive to students.”

Research shows that educators in schools that have

embraced PLCs are more likely to

ȏ� 7DNH�FROOHFWLYH�UHVSRQVLELOLW\�IRU�VWXGHQW�OHDUQLQJ��KHOS�VWXGHQWV�DFKLHYH�DW�KLJKHU�OHYHOV��DQG�H[SUHVV�KLJKHU�OHYHOV�RI�SURIHVVLRQDO�VDWLVIDFWLRQ��/RXLV��:DKOVWURP��������

ȏ� 6KDUH�WHDFKLQJ�SUDFWLFHV��PDNH�UHVXOWV�WUDQVSDUHQW��engage in critical conversations about improving

LQVWUXFWLRQ��DQG�LQVWLWXWLRQDOL]H�FRQWLQXDO�LPSURYHPHQW��%U\N��6HEULQJ��$OOHQVZRUWK��/XSSHVFX���(DVWRQ��������

� ȏ� ,PSURYH�VWXGHQW�DFKLHYHPHQW�DQG�WKHLU�SURIHVVLRQDO�practice at the same time that they promote shared

OHDGHUVKLS��/RXLV�HW�DO��������� ȏ� ([SHULHQFH�WKH�PRVW�SRZHUIXO�DQG�EHQHȴFLDO�SURIHVVLRQDO�

GHYHORSPHQW��/LWWOH��������� ȏ� 5HPDLQ�LQ�WKH�SURIHVVLRQ��-RKQVRQ��.DUGRV��������

Research has also established that simply providing time

for educators to meet will have no effect on student learning

XQOHVV�WKHLU�PHHWLQJV�IRFXV�RQ�WKH�ULJKW�ZRUN��6DXQGHUV��*ROGHQEHUJ���*DOOLPRUH���������,Q�WUDGLWLRQDO�VFKRROV��WKH�question of who will determine what constitutes the right

ZRUN�EHFRPHV�D�TXHVWLRQ�RI�SRZHU��:LOO�WKH�SULQFLSDO�RU�teacher teams have the authority to determine what will

happen at team meetings?

� +RZHYHU��LQ�D�SURIHVVLRQDO�OHDUQLQJ�FRPPXQLW\��SULQFLSDOV�and teachers engage in collective inquiry to decide on the

ZRUN�WKDW�ZLOO�PRVW�EHQHȴW�WKHLU�VWXGHQWV��7R�KHOS�PRUH�VWXGHQWV�OHDUQ�DW�KLJKHU�OHYHOV��WHDP�PHPEHUV�DVN�WKHPVHOYHV�

� ȏ� :KDW�NQRZOHGJH��VNLOOV��DQG�GLVSRVLWLRQV�VKRXOG�DOO�VWXGHQWV�DFTXLUH�DV�D�UHVXOW�RI�WKH�XQLW�ZHȇUH�DERXW�WR�teach?

� ȏ� +RZ�PXFK�WLPH�ZLOO�ZH�GHYRWH�WR�WKLV�XQLW"� ȏ� +RZ�ZLOO�ZH�JDWKHU�HYLGHQFH�RI�VWXGHQW�OHDUQLQJ�

throughout the unit in our classrooms and at its

conclusion as a team?

� ȏ� +RZ�FDQ�ZH�XVH�WKLV�HYLGHQFH�RI�OHDUQLQJ�WR�LPSURYH�RXU�LQGLYLGXDO�SUDFWLFH�DQG�RXU�WHDPȇV�FROOHFWLYH�FDSDFLW\�WR�KHOS�VWXGHQWV�OHDUQ��WR�LQWHUYHQH�IRU�VWXGHQWV�XQDEOH�WR�GHPRQVWUDWH�SURȴFLHQF\��DQG�WR�HQULFK�WKH�OHDUQLQJ�IRU�VWXGHQWV�ZKR�KDYH�GHPRQVWUDWHG�SURȴFLHQF\"

� 7R�IRVWHU�VFKRRO�FXOWXUHV�LQ�ZKLFK�3/&V�ȵRXULVK��SULQFLSDOV�QHHG�WR�IRFXV�RQ�ȴYH�NH\�VWHSV��VHH�Ȋ)LYH�6WHSV�WR�6XFFHVV�RQ�WKH�3/&�-RXUQH\ȋ���7KH\�FDQ�VWDUW�E\�IRUPLQJ�WHDPV�LQ�which members share responsibility to help all students

OHDUQ�HVVHQWLDO�FRQWHQW�DQG�VNLOOV��SURYLGLQJ�WHDPV�ZLWK�WLPH�WR�FROODERUDWH��KHOSLQJ�WR�FODULI\�WKH�ZRUN�WKDW�WHDPV�QHHG�WR�GR��DQG�HQVXULQJ�WKDW�WHDPV�KDYH�DFFHVV�WR�WKH�UHVRXUFHV�DQG�support they need to accomplish their objectives.

Page 5: How Do Principals Really Improve Schools?Surprising Truth About What Motivates Us 'DQLHO 3LQN SUHVHQWV FRPSHOOLQJ HYLGHQFH WKDW WKLV DSSURDFK ... knowledge workers like educators

© Richard DuFour and Mike Mattos | DuFour, R., & Mattos, M. (2013). How do principals really improve schools? Educational Leadership 70(7), 34-40.

� )RU�H[DPSOH��D�WHDP�WKDW�DWWHPSWV�WR�FUHDWH�D�XQLW�DVVHVVPHQW�ZRXOG�EHQHȴW�IURP�DQ�RYHUYLHZ�RI�WKH�UHVHDUFK�on the power of common formative assessments to improve

ERWK�WHDFKLQJ�DQG�OHDUQLQJ��D�EULHI�DUWLFOH�RQ�NH\V�WR�ZULWLQJ�JRRG�DVVHVVPHQWV��DFFHVV�WR�UHOHDVHG�VHWV�RI�DVVHVVPHQW�LWHPV�IRU�WKH�VNLOO�WKH\ȇUH�WHDFKLQJ��DQG�H[DPSOHV�RI�WKH�

assessment frameworks used by their state or province to

ensure they become familiar with the format and rigor of

WKRVH�DVVHVVPHQWV��)RU�SHUIRUPDQFH�EDVHG�DVVHVVPHQWV��WHDP�members might need recommendations from content experts

on the criteria they should use in assessing the quality of

student work as well as time to practice applying those criteria

XQWLO�WKH\ȇUH�DEOH�WR�SURYLGH�VWXGHQWV�ZLWK�FRQVLVWHQW�IHHGEDFN� But the most vital support a principal can give these

collaborative teams is helping them use evidence of student

OHDUQLQJ�WR�LPSURYH�WKHLU�WHDFKLQJ��:KHQ�PHPEHUV�RI�D�WHDP�PDNH�WKH�UHVXOWV�IURP�WKHLU�FRPPRQ�DVVHVVPHQWV�WUDQVSDUHQW��DQDO\]H�WKRVH�UHVXOWV�FROOHFWLYHO\��DQG�GLVFXVV�ZKLFK�instructional strategies seem most effective based on actual

HYLGHQFH�RI�VWXGHQW�OHDUQLQJ��WKH\ȇUH�XVLQJ�WKH�PRVW�SRZHUIXO�FDWDO\VWV�IRU�LPSURYLQJ�LQVWUXFWLRQ��(OPRUH��������)XOODQ��������+DWWLH���������7KLV�RQJRLQJ��FROOHFWLYH�DQDO\VLV�RI�OHDUQLQJ�LV�far more likely to improve teaching practice than a principal

stopping by a classroom a few times each year to see whether

the teacher is making the right moves.

The PLC process also promotes shared leadership by

empowering teams to make important decisions. Teachers

KDYH�D�YRLFH�LQ�GHWHUPLQLQJ�WKH�FRQWHQW�WKH\ȇOO�WHDFK��KRZ�WKH\ȇOO�VHTXHQFH�WKH�FRQWHQW��ZKLFK�LQVWUXFWLRQDO�VWUDWHJLHV�WKH\ȇOO�XVH��DQG�KRZ�WKH\ȇOO�DVVHVV�VWXGHQW�OHDUQLQJ��$W�WKH�VDPH�WLPH��SULQFLSDOV�DVN�WKHLU�WHDPV�WR�EH�DFFRXQWDEOH�IRU�UHVXOWV��DQG�WKH\�SXEOLFO\�UHFRJQL]H�DQG�FHOHEUDWH�LQFUHPHQWDO�progress. Principal acknowledgement and appreciation are

YLWDO�WR�VXVWDLQLQJ�D�FRQWLQXDO�LPSURYHPHQW�HIIRUW��+HDWK��+HDWK��������� )LQDOO\��HIIHFWLYH�SULQFLSDOV�DUH�ZLOOLQJ�WR�FRQIURQW�WKRVH�who fail to honor the commitments to their team and their

obligations to their students. These principals make it clear

WKDW�DQ�LQGLYLGXDO�WHDFKHU�FDQQRW�GLVUHJDUG�WKH�WHDP�GHYHORSHG�FXUULFXOXP��GLVPLVV�WKH�VHTXHQFLQJ�RI�FRQWHQW��UHIXVH�WR�DGPLQLVWHU�WKH�WHDPȇV�FRPPRQ�DVVHVVPHQWV��RU�opt out of the collaborative team process in any way. They

are willing to use their authority to break down the walls of

educator isolation and create new norms of collaboration and

FROOHFWLYH�UHVSRQVLELOLW\�IRU�VWXGHQW�OHDUQLQJ��%U\N��6HEULQJ��$OOHQVZRUWK��/XSSHVFX���(DVWRQ��������

A Culture of Collective ResponsibilityBoth research and our own experience as principals have

convinced us that this PLC process is more likely to improve

instruction than classroom observations. An algebra teacher

has a better chance of becoming more effective when he or

she works with other algebra teachers weekly to improve

student learning than when he or she is observed by a former

social studies teacher four times a year.

Five Steps to Success on the PLC Journey

1. Embrace the premise that the fundamental purpose of the school is to ensure that all students learn at high levels and enlist the staff in examining every existing practice, program, and procedure to ensure it aligns with that purpose.

2. Organize staff into meaningful collaborative teams that take collective responsibility for student learning and work interdependently to achieve shared goals for which members hold themselves mutually accountable.

3. Call on teams to establish a guaranteed and viable curriculum for each unit that clari!es the essential learning for all students, agree on pacing guidelines, and develop and administer common formative assessments to monitor each student’s learning at the end of each unit.

4. Use the evidence of student learning to identify

become pro!cient.

learning because they’re already highly pro!cient.

team members can examine those teachers’ practices.

pro!cient so team members can assist in addressing the

problem.

help students achieve at the intended level so the team

can expand its learning beyond its members to become

team can seek help from members of other teams in the

building with expertise in that area, specialists from the

central of!ce, other teachers of the same content in the

district, or networks of teachers throughout the United

5. Create a coordinated intervention plan that ensures that students who struggle receive additional time and support for learning in a way that is timely, directive, diagnostic, precise, and most important, systematic.

Page 6: How Do Principals Really Improve Schools?Surprising Truth About What Motivates Us 'DQLHO 3LQN SUHVHQWV FRPSHOOLQJ HYLGHQFH WKDW WKLV DSSURDFK ... knowledge workers like educators

© Richard DuFour and Mike Mattos | DuFour, R., & Mattos, M. (2013). How do principals really improve schools? Educational Leadership 70(7), 34-40.

� )XUWKHU��WKH�3/&�SURFHVV�KDV�WZR�SRZHUIXO�OHYHUV�IRU�FKDQJLQJ�DGXOW�EHKDYLRU��LUUHIXWDEOH�HYLGHQFH�RI�EHWWHU�UHVXOWV�DQG�SRVLWLYH�SHHU�SUHVVXUH��(OPRUH��������)XOODQ��������+DWWLH���������:KHQ�WHDP�PHPEHUV�VHH�WKDW�VWXGHQWV�LQ�D�FROOHDJXHȇV�FODVVURRP�FRQVLVWHQWO\�SHUIRUP�DW�KLJKHU�OHYHOV�RQ�WHDP�GHYHORSHG�DVVHVVPHQWV��WKH\�EHFRPH�FXULRXV�DERXW�the conditions and practices that led to those better results.

)XUWKHU��LI�D�WHDP�LV�FRQVLVWHQWO\�unable to achieve its goals because

WKH�VWXGHQWV�LQ�D�WHDP�PHPEHUȇV�classroom are repeatedly unable

WR�GHPRQVWUDWH�SURȴFLHQF\��WKHUHȇV�more pressure on the teacher in that

classroom to try new practices.

� 6R�ZKDWȇV�D�SULQFLSDO�WR�GR�ZKHQ�confronted with state or district

policies that mandate a more

stringent approach to evaluation?

Although principals may be stuck

ZLWK�SXQLWLYH�DFFRXQWDELOLW\�SROLFLHV��WKH\�GRQȇW�KDYH�WR�EH�VWXFN�ZLWK�D�SXQLWLYH�PLQG�VHW��'X)RXU��)XOODQ���������$�KLJKO\�HIIHFWLYH�SULQFLSDO�ZLOO�ORRN�IRU�ZD\V�WR�DOLJQ�WKH�SURFHVV�WR�D�FXOWXUH�RI�FROOHFWLYH�UHVSRQVLELOLW\�IRU�OHDUQHU�focused outcomes.

� )RU�H[DPSOH��WKH�SULQFLSDO�FDQ�UHSXUSRVH�WKH�LQGLYLGXDO�WHDFKHU�JRDO�VHWWLQJ�SURFHVV�WR�IRFXV�RQ�WHDP�JRDOV��5DWKHU�than establishing goals for individual teachers that focus

on teacher activities (“I will improve my ability to use

GLIIHUHQWLDWHG�LQVWUXFWLRQȋ���WKH\�KHOS�WHDPV�HVWDEOLVK�FROOHFWLYH�JRDOV�WKDW�IRFXV�RQ�VWXGHQW�OHDUQLQJ��Ȋ/DVW�\HDU�����SHUFHQW�RI�RXU�VWXGHQWV�GHPRQVWUDWHG�SURȴFLHQF\�RQ�WKH�VWDWH�DVVHVVPHQW��7KLV�\HDU��ZH�ZLOO�KHOS�DW�OHDVW����SHUFHQW�GHPRQVWUDWH�SURȴFLHQF\ȋ���7KHVH�UHVXOWV�RULHQWHG�JRDOV�KHOS�create the interdependence and mutual accountability vital to

effective teams.

Principal observations can provide feedback to team

members who implement new strategies as part of their

DFWLRQ�UHVHDUFK��)RU�H[DPSOH��D�WHDP�PD\�GHFLGH�WKDW�members need to focus on checking for student understanding

more frequently and effectively to improve achievement in

D�XQLW�WKDW�KDV�WUDGLWLRQDOO\�SURYHQ�GLɟFXOW�IRU�WKH�VWXGHQWV��The principal could focus on that aspect of instruction

during observations and work with teachers to expand their

VWUDWHJLHV�LQ�WKDW�DUHD��)LQDOO\��PDQ\�QHZ�HYDOXDWLRQ�WRROV�have components related to teacher collaboration. An effective

principal will use that aspect of evaluation as a catalyst to

strengthen the team process.

Asking the Right QuestionIf current efforts to supervise teachers into better

SHUIRUPDQFH�KDYH�SURYHQ�LQHIIHFWLYH��DQG�WKH\�KDYH���WKH�solution is not to double down on a bad strategy and demand

PRUH�FODVVURRP�REVHUYDWLRQV��WLJKWHU�VXSHUYLVLRQ��DQG�PRUH�punitive evaluations. The effort to improve schools through

tougher supervision and evaluation is doomed to fail because

it asks the wrong question. The question

LVQȇW��+RZ�FDQ�,�GR�D�EHWWHU�MRE�RI�PRQLWRULQJ�WHDFKLQJ"�EXW�+RZ�FDQ�ZH�FROOHFWLYHO\�GR�D�better job of monitoring student learning?

� 7RGD\ȇV�VFKRROV�GRQȇW�QHHG�ȊLQVWUXFWLRQDO�leaders” who attempt to ensure that teachers

XVH�WKH�ULJKW�PRYHV��,QVWHDG��VFKRROV�QHHG�learning leaders who create a schoolwide

focus on learning both for students and the

adults who serve them.

ReferencesAnnenberg Institute for School Reform.

��������Professional learning communities: Professional development strategies that improve instruction. 3URYLGHQFH��5,��$XWKRU��5HWULHYHG�IURP�KWWS���DQQHQEHUJLQVWLWXWH�RUJ�SGI�SURȵHDUQLQJ�SGI

%DUEHU��0����0RXUVKHG��0����������Shaping the future: How good education systems can become great in the decade ahead. 0F.LQVH\�DQG�&RPSDQ\��5HWULHYHG�IURP�ZZZ�PFNLQVH\�FRP�ORFDWLRQV�VRXWKHDVWDVLD�NQRZOHGJH�(GXFDWLRQB5RXQGWDEOH�SGI

%U\N��$���6HEULQJ��3���$OOHQVZRUWK��(���/XSSHVFX��6����(DVWRQ��-����������Organizing schools for improvement: Lessons from Chicago.�&KLFDJR��8QLYHUVLW\�RI�&KLFDJR�3UHVV�

&DUUROO��7���)XOWRQ��.����'RHUU��+��������� Team up for 21st century teaching and learning: What research and practice reveal about professional learning.�:DVKLQJWRQ��'&��1DWLRQDO�&RPPLVVLRQ�RQ�7HDFKLQJ�DQG�$PHULFDȇV�)XWXUH�

'HPLQJ��:��(����������Out of the crisis��&DPEULGJH��0$��0,7�Press.

'XIIHWW��$���)DUNDV��6���5RWKHUKDP��$��-����6LOYD��(����������Waiting to be won over: Teachers speak on the profession, unions, and reform.�:DVKLQJWRQ��'&��(GXFDWLRQ�6HFWRU�

'X)RXU��5����)XOODQ��0����������Cultures built to last: Systemic PLCs at Work™.�%ORRPLQJWRQ��,1��6ROXWLRQ�7UHH�3UHVV�

The PLC process is more likely to improve instruction than classroom observations.

Page 7: How Do Principals Really Improve Schools?Surprising Truth About What Motivates Us 'DQLHO 3LQN SUHVHQWV FRPSHOOLQJ HYLGHQFH WKDW WKLV DSSURDFK ... knowledge workers like educators

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'X)RXU��5����0DU]DQR��5����������Leaders of learning: How district, school, and classroom leaders improve student achievement.�%ORRPLQJWRQ��,1��6ROXWLRQ�7UHH�3UHVV�

(OPRUH��5����������School reform from the inside out: Policy, practice, and performance.�%RVWRQ��+DUYDUG�(GXFDWLRQDO�Press.

)U\HU��5����������Teacher incentives and student achievement: Evidence from New York City Schools.�&DPEULGJH��0$��1DWLRQDO�%XUHDX�RI�(FRQRPLF�5HVHDUFK�

)XOODQ��0����������7he moral imperative realized. Thousand

2DNV��&$��&RUZLQ�3UHVV�+DWWLH��-����������Visible learning: A synthesis of over 800

meta-analyses relating to student achievement��1HZ�<RUN��Routledge.

+HDWK��&����+HDWK��'����������6witch: How to change things when change is hard. 1HZ�<RUN��&URZQ�3XEOLVKLQJ�

+ROODQG��+����������7HDFKLQJ�WHDFKHUV��3URIHVVLRQDO�development to improve student achievement. Research Points: Essential Information for Educational Policy��3������Ȃ���:DVKLQJWRQ��'&��$PHULFDQ�(GXFDWLRQDO�5HVHDUFK�Association.

-RKQVRQ��6��0����.DUGRV��6����������3URIHVVLRQDO�FXOWXUH�DQG�WKH�SURPLVH�RI�FROOHDJXHV��,Q�6��0��-RKQVRQ��Finders and keepers: Helping new teachers survive and thrive in our schools �SS�����Ȃ������6DQ�)UDQFLVFR��-RVVH\�%DVV�

/LWWOH��-��:����������Professional community and professional development in the learning-centered school. :DVKLQJWRQ��'&��1DWLRQDO�(GXFDWLRQ�$VVRFLDWLRQ��5HWULHYHG�IURP�ZZZ�QHD�RUJ�DVVHWV�GRFV�+(�PIBSGUHSRUW�SGI

/RXLV��.���/HLWKZRRG��.���:DKOVWURP��.����$QGHUVRQ��6����������Learning from leadership: Investigating the links to improved student learning.�1HZ�<RUN��:DOODFH�Foundation.

/RXLV��.����:DKOVWURP��.����������3ULQFLSDOV�DV�FXOWXUDO�leaders. Phi Delta Kappan, 92�������Ȃ���

0DU]DQR��5����������SHWWLQJ�WKH�UHFRUG�VWUDLJKW�RQ�ȊKLJK�yield” strategies. Phi Delta Kappan��91�������Ȃ���

0DU]DQR��5���:DWHUV��7����0F1XOW\��%����������School leadership that works: From research to results. $OH[DQGULD��9$��$6&'�

1HZPDQQ��)����:HKODJH��*����������Successful school restructuring: A report to the public and educators by the Center on Organization and Restructuring of Schools. 0DGLVRQ��8QLYHUVLW\�RI�:LVFRQVLQ�

3IHIIHU��-����6XWWRQ��5����������Hard facts, dangerous half-WUXWKV�DQG�WRWDO�QRQVHQVH��3URȴWLQJ�IURP�HYLGHQFH�based management. %RVWRQ��+DUYDUG�%XVLQHVV�6FKRRO�Press.

3LQN��'����������Drive: The surprising truth about what motivates us.�1HZ�<RUN��5LYHUKHDG�

6DXQGHUV��:���*ROGHQEHUJ��&����*DOOLPRUH��5����������,QFUHDVLQJ�DFKLHYHPHQW�E\�IRFXVLQJ�JUDGH�OHYHO�WHDPV�RQ�LPSURYLQJ�FODVVURRP�OHDUQLQJ��$�SURVSHFWLYH��TXDVL�H[SHULPHQWDO�VWXG\�RI�7LWOH�,�VFKRROV. American Educational Research Journal, 46���������Ȃ�����

6SULQJHU��0��*���+DPLOWRQ��/���0F&DIIUH\��'��)���%DOORX��'���/H��9���3HSSHU��0���HW�DO��������� Teacher pay for performance: Experimental evidence from the project on incentives in teaching.�1DVKYLOOH��71��1DWLRQDO�&HQWHU�RQ�3HUIRUPDQFH�Incentives.

7LPSHUOH\��+����������Teacher professional learning and development.��(GXFDWLRQDO�3UDFWLFHV�6HULHV��1XPEHU������%UXVVHOV��,QWHUQDWLRQDO�$FDGHP\�RI�(GXFDWLRQ��5HWULHYHG�IURP�ZZZ�LEH�XQHVFR�RUJ�ȴOHDGPLQ�XVHUBXSORDG�3XEOLFDWLRQV�(GXFDWLRQDOB3UDFWLFHV�(G3UDFWLFHVB���SGI

7XFNHU��0����������6tanding on the shoulders of giants: An American agenda for educational reform.�:DVKLQJWRQ��'&��1DWLRQDO�&HQWHU�IRU�(GXFDWLRQ�DQG�WKH�(FRQRP\�

9HVFLR��9���5RVV��'����$GDPV��$����������$�UHYLHZ�RI�WKH�research on the impact of professional learning

communities on teaching practice and student learning.

Teaching and Teacher Education��24�������Ȃ���9LDGHUR��'���������6HSWHPEHU�����:KHUHȇV�WKH�UHVHDUFK�LQ�UDFH�

WR�WKH�WRS"�>%ORJ�SRVW@��5HWULHYHG�IURP�Education Week: Inside School Research�DW�KWWS���EORJV�HGZHHN�RUJ�HGZHHN�LQVLGH�VFKRRO�UHVHDUFK���������ZKHUHVBWKHBUHVHDUFKBLQBWKHBUDF�KWPO

:HLVEHUJ��'���6H[WRQ��6���0XOKHUQ��-����.HHOLQJ��'����������The widget effect: Our national failure to recognize differences in teacher effectiveness��1HZ�<RUN��1HZ�7HDFKHU�3URMHFW�

Richard DuFour speaks with conference attendees.

Page 8: How Do Principals Really Improve Schools?Surprising Truth About What Motivates Us 'DQLHO 3LQN SUHVHQWV FRPSHOOLQJ HYLGHQFH WKDW WKLV DSSURDFK ... knowledge workers like educators

Richard DuFour

Mike Mattos

Richard DuFour, EdD, was a public school educator for 34 years, serving as a teacher, principal, and

celebrated school in America.”

Dr. DuFour is the author of many books, has written numerous professional articles, and wrote a quarterly column for the Journal of Staff Development for nearly a decade. He was the lead consultant and author of a video series on principalship and the author of several other videos. Dr. DuFour consults with school districts, state departments, and professional organizations throughout North America on strategies for improving schools.

Mike Mattos is an internationally recognized author, presenter, and practitioner who specializes in uniting teachers, administrators, and support staff to transform schools by implementing response to intervention and professional learning communities.

Cultures Built to LastSystemic PLCs at Work™By Richard DuFour and Michael Fullan

next level! Discover a systemwide approach for

continuing momentum.

BKF579 $19.95ISBN 978-1-936764-74-7

Leaders of LearningHow District, School, and Classroom Leaders Improve Student AchievementBy Richard DuFour and Robert J. Marzano

Bestseller leadership, principal leadership, team leadership, and effective teachers can improve student achievement.

BKF455 $24.95ISBN 978-1-935542-66-7

2012 FINALIST

DISTIN

GUISHED ACHIEVEMEN

Taep

Foreword by Richard DuFour

Austin Buffum Mike Mattos Chris Weber

RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn

Pyramid Response to InterventionRTI, Professional Learning Communities, and How to Respond When Kids Don’t LearnBy Austin Buffum, Mike Mattos, and Chris Weber

Foreword by Richard DuFour

Bestseller Accessible language and compelling K–12

process.

BKF251 $27.95ISBN 978-1-934009-33-8

Simplifying Response to InterventionFour Essential Guiding PrinciplesBy Austin Buffum, Mike Mattos, and Chris Weber

Bestseller how to create an effective model that begins with quality instruction in every classroom.

BKF506 $29.95ISBN 978-1-935543-65-7