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Learning By DoingPutting the Pieces TogetherLearning By Doing
Putting the Pieces Together
Kristine ServaisKellie Sanders
Kristine ServaisKellie Sanders
Participants will:Participants will:
To help leaders develop a common vocabulary and a consistent understanding of PLC concepts.
To present a compelling argument for the implementation of PLC’s that will benefit students and educators.
To help leaders assess the current reality in their own schools and districts
To convince educators to take purposeful steps to develop their capacity to function as a PLC.
To help leaders develop a common vocabulary and a consistent understanding of PLC concepts.
To present a compelling argument for the implementation of PLC’s that will benefit students and educators.
To help leaders assess the current reality in their own schools and districts
To convince educators to take purposeful steps to develop their capacity to function as a PLC.
Who are we?Who are we?
Guiding Questions:What is your educational
background?What leadership qualities do you
bring to today? Identify recent successes as a leader? Identify recent leadership challenges?
Identify a name or symbol that represents you as a group
Guiding Questions:What is your educational
background?What leadership qualities do you
bring to today? Identify recent successes as a leader? Identify recent leadership challenges?
Identify a name or symbol that represents you as a group
Today will offer you:
1. Models, Resources, and Frameworks for Leadership Growth and Development
2. A Day of Teaming and Teaming Strategies
3. Interacting, Networking, and Collaborating with Colleagues in and outside district
4. Reflective Practice: Individually and Collectively
5. Best Practices in Teaching: Music, Engagement, Multi-media, Peer Recognition, etc.
6. Recognizing and Celebrating Success
Academy FeaturesAcademy Features
Four Square ActivityFour Square Activity
TeamName & Symbol
Our CurrentReality
Problem-solving:What do we doWhen students
Don’t learn?
Promises toOurselves
AndEach Other
What are PLC’sWhat are PLC’s
1. A Focus on Learning2. Collaborative Culture & Teams3. Collective Inquiry into Best
Practice4. Action Orientation5. A Commitment to continuous
improvement6. Results Oriented7. Celebrating our Successes
1. A Focus on Learning2. Collaborative Culture & Teams3. Collective Inquiry into Best
Practice4. Action Orientation5. A Commitment to continuous
improvement6. Results Oriented7. Celebrating our Successes
A Clear and Compelling Purpose
A Clear and Compelling Purpose
PURPOSE
COMPELLING FUTURE:
Gives Directions
WHAT? What must our schoolbecome to accomplish
our purpose
HOW?How must we behave
To achieve our vision
VISION
TARGETS &TIMELINES:
Establishes priorities
HOW WILL WEMARK OURPROGRESS
WHY?Why do we exist?
VALUES
COLLECTIVECOMMITMENTS:Guides Behavior
FUNDAMENTAL PURPOSE: Priorities
And Focus
GOALSMISSION
Creating Shared Meaning:Vision, Mission, and GoalsCreating Shared Meaning:Vision, Mission, and Goals
Vision: A futuristic picture of the ideal; it is what we aspire to become
Mission: Prioritized and purposeful actions we will take to make the vision a reality
Goals: specific and measurable plans of how we will achieve our missionS.M.A.R.T. Goals
www.franklincovey.com
Vision: A futuristic picture of the ideal; it is what we aspire to become
Mission: Prioritized and purposeful actions we will take to make the vision a reality
Goals: specific and measurable plans of how we will achieve our missionS.M.A.R.T. Goals
www.franklincovey.com
Purpose
S.M.A.R.T. GoalsIdentify a goal shared by the
team
S.M.A.R.T. GoalsIdentify a goal shared by the
team
SpecificMeasurableAttainable Realistic Time-framed
SpecificMeasurableAttainable Realistic Time-framed
Vision, Mission and GoalsProcess
Vision, Mission and GoalsProcess
Development: Collectively define a shared vision
Articulation: Collectively plan, energize, and discuss ways to move closer toward the vision
Implementation: Collectively take time, action, and effort toward the goals
Stewardship: Sustain the focus and momentum to keep moving toward the vision; modify and make adjustments as needed
Development: Collectively define a shared vision
Articulation: Collectively plan, energize, and discuss ways to move closer toward the vision
Implementation: Collectively take time, action, and effort toward the goals
Stewardship: Sustain the focus and momentum to keep moving toward the vision; modify and make adjustments as needed
Learning
Learning
Creating a Focus on Learning
Creating a Focus on Learning
What is it we want our students to learn?
How will we know when each student has learned it?
What do we do when students don’t learn?
“Keep, Drop, Create” Activity
What is it we want our students to learn?
How will we know when each student has learned it?
What do we do when students don’t learn?
“Keep, Drop, Create” Activity
Failure is Not an Option: Six Principles that Guide Student Achievement in High-
Performing Schools~ Alan Blankstein ~
Failure is Not an Option: Six Principles that Guide Student Achievement in High-
Performing Schools~ Alan Blankstein ~
Common mission, vision, values, and goals Ensuring achievement for all students: Systems for
prevention and intervention Collaborative teaming Using data to guide decision making and continuous
improvement Gaining active engagement from family and
communities Building sustainable leadership capacity
The Hope Foundation www.communitiesofhope.org
Common mission, vision, values, and goals Ensuring achievement for all students: Systems for
prevention and intervention Collaborative teaming Using data to guide decision making and continuous
improvement Gaining active engagement from family and
communities Building sustainable leadership capacity
The Hope Foundation www.communitiesofhope.org
Goals to transform diverse schools
(Rank 1 for achieving, 2 work in progress, 3 area of deficiency)
Goals to transform diverse schools
(Rank 1 for achieving, 2 work in progress, 3 area of deficiency)___ Improve academic achievement. ___ Develop an effective writing program based on the 90-90-90
schools research ( www.makingstandardswork.com )___ Develop an effective English-language development program.. ___ Change faculty meetings into productive student-centered
learning experiences. ___ Change professional development days to focus on student
achievement. ___ Improve the quality and fairness of teacher collaboration. ___ Focus on the emotional and psychological needs of students
and faculty during a turnaround. ___ Celebrate success during your first sixty days of the
turnaround. ( www.turnaroundschools.com )
___ Develop a teacher accountability system. ___ Develop reading and writing campaigns. ___ Develop a teacher/student recognition program. ___ Learn how to "coach" teachers for improved student
achievement
___ Improve academic achievement. ___ Develop an effective writing program based on the 90-90-90
schools research ( www.makingstandardswork.com )___ Develop an effective English-language development program.. ___ Change faculty meetings into productive student-centered
learning experiences. ___ Change professional development days to focus on student
achievement. ___ Improve the quality and fairness of teacher collaboration. ___ Focus on the emotional and psychological needs of students
and faculty during a turnaround. ___ Celebrate success during your first sixty days of the
turnaround. ( www.turnaroundschools.com )
___ Develop a teacher accountability system. ___ Develop reading and writing campaigns. ___ Develop a teacher/student recognition program. ___ Learn how to "coach" teachers for improved student
achievement
Building a Collaborative Culture
Building a Collaborative Culture
Develop team purpose and identity Define guiding principles Identify performance goals and action
strategies Determine team roles and responsibilities Establish meeting management;
www.effectivemeetings.com Identify communication techniques: Internal
and External Establish methods of accountability
Develop team purpose and identity Define guiding principles Identify performance goals and action
strategies Determine team roles and responsibilities Establish meeting management;
www.effectivemeetings.com Identify communication techniques: Internal
and External Establish methods of accountability
Apollo Clip: Go For Launch & Square Hole/Round Peg
Culture
Creating a Results Oriented PLC
Creating a Results Oriented PLC
Data Walls: ReevesRTI: FLEX, Progress MonitoringFocus Walks: Instructional InventorySchool Improvement Plan: Link
school goals to team goalsCelebrate successes
Data Walls: ReevesRTI: FLEX, Progress MonitoringFocus Walks: Instructional InventorySchool Improvement Plan: Link
school goals to team goalsCelebrate successes
Results
SMART Goal Worksheet
SMART Goal TemplateSMART Goal Template
Template to consider:
We will improve __________________________ (specific and measurable item)
by _________________________________________ (what strategies will be used to succeed in this
area)by _________________. We will assess our success
by (when)______________________________________.(what type of measurement will be used)
Template to consider:
We will improve __________________________ (specific and measurable item)
by _________________________________________ (what strategies will be used to succeed in this
area)by _________________. We will assess our success
by (when)______________________________________.(what type of measurement will be used)
Using Relevant Information to Improve our Results
Using Relevant Information to Improve our Results
“ An astonishing number of educational leaders make critical
decisions…on the basis of information that is inadequate,
misunderstood, misrepresented, or simply absent”
Reeves, 2002, p. 95
“ An astonishing number of educational leaders make critical
decisions…on the basis of information that is inadequate,
misunderstood, misrepresented, or simply absent”
Reeves, 2002, p. 95
Using Relevant Information to Improve our Results
Using Relevant Information to Improve our Results
Resources: Understanding By Design: Backwards
Planning Marzano What Works in Schools Schmoker Results: The Key to Continuous
School Improvement Bernhardt, V.: The School Portfolio Toolkit--
CD Rom
Resources: Understanding By Design: Backwards
Planning Marzano What Works in Schools Schmoker Results: The Key to Continuous
School Improvement Bernhardt, V.: The School Portfolio Toolkit--
CD Rom
Consensus and ConflictConsensus and Conflict
AndrogogyLittlejohn Process for TungstenDecision Making ModelsChange Process: fist to five
AndrogogyLittlejohn Process for TungstenDecision Making ModelsChange Process: fist to five
Dead Poets Society: Conformity Walk
Charles Gardner: Six Strategies to Change People’s Thinking
Pg. 173
Consensus
Crucial Conversations(Patterson, Grenny, McMillan, & Switzler)
Crucial Conversations(Patterson, Grenny, McMillan, & Switzler)
1. Clarify what you want and what you don’t want to result from conversation.
2. Attempt to find mutual purpose3. Create a safe environment for honest
dialogue4. Use facts5. Share your thought process that has led to
conversation6. Encourage recipients to share their facts and
thought process.
1. Clarify what you want and what you don’t want to result from conversation.
2. Attempt to find mutual purpose3. Create a safe environment for honest
dialogue4. Use facts5. Share your thought process that has led to
conversation6. Encourage recipients to share their facts and
thought process.
Pick a partner and discuss a crucial conversation
The Challenges of Creating PLC’s
The Challenges of Creating PLC’s
Change Literature/Cultural ShiftsSubstantive First and second order
changeRTI and shifts in S.E.Changing Leadership
Change Literature/Cultural ShiftsSubstantive First and second order
changeRTI and shifts in S.E.Changing Leadership
Challenges
First-Order ChangeFirst-Order Change
It is an incremental change It’s the next most obvious step to
take in a school or districtTeaches us what our current
strategies are doing for us.
It is an incremental change It’s the next most obvious step to
take in a school or districtTeaches us what our current
strategies are doing for us.
Marzano, Waters, and McNulty: School leadership that works: From research to results
Leadership:First-Order Change
Leadership:First-Order Change
Monitoring Culture Beliefs Knowledge of C.A.I. Involvement of C.A.I. Focus Order Affirmation Communication
Monitoring Culture Beliefs Knowledge of C.A.I. Involvement of C.A.I. Focus Order Affirmation Communication
Input Relationships Optimizer Flexibility Resources Contingent rewards Situational
Awareness Outreach Visibility Discipline Change Agent
Input Relationships Optimizer Flexibility Resources Contingent rewards Situational
Awareness Outreach Visibility Discipline Change Agent
Second-Order ChangeSecond-Order Change
This involves major departures from the expected, both in defining a problem and finding a solution to that problem.
Deep changeExamples: poverty, failing schools,
national debt, war, prejudice, AIDS, etc.
This involves major departures from the expected, both in defining a problem and finding a solution to that problem.
Deep changeExamples: poverty, failing schools,
national debt, war, prejudice, AIDS, etc.
Leadership for second-order change
Leadership for second-order change
Being knowledgeable about the initiative will affect C.I.A.
Being the driving force behind the new innovation and inspiring others (optimizer)
Being research savvy and fostering such knowledge among staff. (intellectual stimulation)
Being knowledgeable about the initiative will affect C.I.A.
Being the driving force behind the new innovation and inspiring others (optimizer)
Being research savvy and fostering such knowledge among staff. (intellectual stimulation)
Leadership for second-order change (Cont.)
Leadership for second-order change (Cont.)
Challenging the status quo and moving forward with no guarantee of success.
Continually monitoring and evaluating the innovation
Flexibility by being directive and nondirective
Actions are consistent with beliefs relative to the innovation.
Challenging the status quo and moving forward with no guarantee of success.
Continually monitoring and evaluating the innovation
Flexibility by being directive and nondirective
Actions are consistent with beliefs relative to the innovation.
How influential is the principal in the change
process?
How influential is the principal in the change
process?
Marzano found in his leadership study that “A highly effective
school leader can have a dramatic influence on the overall
academic achievement of students” (2005, p. 10).
Marzano found in his leadership study that “A highly effective
school leader can have a dramatic influence on the overall
academic achievement of students” (2005, p. 10).
Are we ready to accept this challenge?
Are we ready to accept this challenge?
Culture
ResultsLearning
Purpose
Improvement
ChallengesConsensus
Respond
The Purpose of Celebrations
The Purpose of Celebrations
“Without celebration, we are robbed of our life and vitality that energizes the human spirit. Latent and underdeveloped though it might be, there is within our nature as human beings an inherent need to sing, dance, love, laugh, mourn, tell stories, and celebrate. ….There is no culture in the world that doesn’t embrace some form of festivity. To deny our need to celebrate is to deny a part of what it
means to be human…..When we work in an environment where we are not encouraged to
express this festive nature, our celebrative faculties, like unused muscles, begin to atrophy.” (Southwest
Airlines; Nuts, p. 177)
“Without celebration, we are robbed of our life and vitality that energizes the human spirit. Latent and underdeveloped though it might be, there is within our nature as human beings an inherent need to sing, dance, love, laugh, mourn, tell stories, and celebrate. ….There is no culture in the world that doesn’t embrace some form of festivity. To deny our need to celebrate is to deny a part of what it
means to be human…..When we work in an environment where we are not encouraged to
express this festive nature, our celebrative faculties, like unused muscles, begin to atrophy.” (Southwest
Airlines; Nuts, p. 177)
Recognition Resources Recognition Resources
Fish – Lundin, Paul, and Christenson Play, Make Their Day, Be There, Choose Your Attitude
Encouraging the Heart: A Leader’s Guide to Rewarding and Recognizing Others – Kouzes and Posner
• Pay attention• Personalize recognition• Tell the story• Celebrate together• Set the example
If you Don’t Feed the Teachers, They’ll Eat the Students-Neila Connors
The Precious Present-Spencer Johnson
Fish – Lundin, Paul, and Christenson Play, Make Their Day, Be There, Choose Your Attitude
Encouraging the Heart: A Leader’s Guide to Rewarding and Recognizing Others – Kouzes and Posner
• Pay attention• Personalize recognition• Tell the story• Celebrate together• Set the example
If you Don’t Feed the Teachers, They’ll Eat the Students-Neila Connors
The Precious Present-Spencer Johnson
How do we recognize and show support of others?
How do we recognize and show support of others?
Thank-you notes Praise The gift of time Music Care package Themes Symbolic gifts/awards Support partners Pay Attention—To more than
birthdays! Closing ceremonies
The Courage to Lead-p. 149-150
Thank-you notes Praise The gift of time Music Care package Themes Symbolic gifts/awards Support partners Pay Attention—To more than
birthdays! Closing ceremonies
The Courage to Lead-p. 149-150
Celebrating Successes of the Day
Celebrating Successes of the Day
Recognize the gifts we gave each other Valued Leadership Caring and Collaboration Overcoming Adversity Humor The Spirit of Teamwork Leadership Growth and Development Communication Reflective Practice Risk-taking and Courage
Recognize the gifts we gave each other Valued Leadership Caring and Collaboration Overcoming Adversity Humor The Spirit of Teamwork Leadership Growth and Development Communication Reflective Practice Risk-taking and Courage
Please Stay in TouchPlease Stay in Touch
Dr. Kristine [email protected]
630-637-5746
Kellie [email protected]
815-439-2885
Dr. Kristine [email protected]
630-637-5746
Kellie [email protected]
815-439-2885
