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Collaborative Priorities ActivityCollaborative Priorities Activity

Leadership

 

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Beliefs

• We understand a Belief as (1) an idea or concept which is held by an individual and (2) has been very highly internalized regardless of its source.  

• What you believe about something has tremendous influence on your actions.  If you ever found yourself thinking …

•   "I should have known; they’re all alike."  "They couldn't do it before and they can't do it now."   "We don't have the resources to do that here."

Values

• We understand Values as the fundamental criteria used in decision-making, whether by individuals or organizations. 

• In order to lead, one must first know oneself.  Understanding what is really important to you is the bedrock of the leader you will become.  What you value must align with what your organization values. 

• If you sometimes wonder ..."Is this the same organization I first joined?"  "I just don't

think I can put my heart into this anymore."

Dialog

• We understand Dialog as a rare alternative means of communication within groups and the essential source of collective learning. 

• Dialog, the creation of new, shared knowledge, and collective learning can offer significant competitive edge.  If you hear yourself or others saying ...

"I think I'm talking but no one seems to be listening."  "This endless discussion just keeps covering old ground." "There has to be some way to bring all these good ideas together." 

Trust

• We understand Trust as a mysterious intangible which serves simultaneously as the lubricant facilitating interpersonal relationships and the glue that holds organizations together.

• Trust is ultimately about the relationship between two people.  If you sometimes hear ...

• "I don't think I trust her."  "I know that he has a hidden agenda that will benefit only him."

Influence

• We understand Influence as a critical element of both the formal and informal networks by which organizations get things done.

• Influence can be seen as cold and selfish when engaged in as manipulation.  But building strong teams capitalizing on scarce resources depends on our ability to influence others.  If you catch yourself saying ...

• "I really need to get him onto our team.  His opinion really matters." "How can we get the other stakeholders to see our point in all this?"

Transition

• We understand Transition as the sometimes difficult consequence of change, the human response to instability and evolution.

• As transition relates to the work of the leader, he or she now finds that much of today’s work quite different from the work not too many years ago; and the workforce is different too.  These differences require a transition to a new form of governance.  If you hear a comment such as …

• "All I wanted to do is show them what I can do to help, but no one seems to care!"  "I just want someone to tell me what to do."  "I have skills that just don't fit what I'm asked to do."

Complexity

• We understand Complexity as a property of our perception of many contemporary problems or issues, something we can address through a richer understanding but not entirely overcome.

• Complexity results from the dynamic interaction of multiple variables.  Sometimes we sow the seeds of long-term failure with our short-term successes.  If you hear people saying ...

• "Why does the same *&^%$ thing keep happening every year?"  "You know that we just changed that a few months ago to solve some other problem and here we are again!'

Uncertainty

• We understand Uncertainty as an inevitable element  when we discuss, plan for, and create our future. 

• The only constant in today's environment seems to be an increasing rate of change.   If you find yourself or others in your organization making comments such as ...

• "My organization is faced with paralyzing chaos right now.  With so much uncertainty, we don't know how to proceed."

Personal Intentions

• We understand Personal Intentions as the ultimate source for any contribution an individual brings to an organization.  

• The Personal Intentions serve as the groundspring for passion and commitment.  If you hear comments such as …

• "I just go along with whatever they say!"  "I really want to make difference and show just what I can deliver given the chance."

Organizational Expectations

• We understand Organizational Expectations as the commitment that an organization makes to those stakeholders it serves.

• Often this commitment is unclear to those asked to fulfill it.  If find yourself or others in your organization making comments such as …

"I can’t believe what management is doing now.  It looks like we have a new program every month."  "I'm just not sure what everybody expects of us as a group."

Culture

• We understand Culture as the overall container within which all of these various concepts come together.

• Despite all the comments about the benefits of this or that organization's culture, culture remains a confused, nebulous concept rarely addressed.  If you hear comments such as …

• "Yeah, that’s what they say, but that’s not the way really works around here!"

What is a “Professional What is a “Professional Learning Community”?Learning Community”?

To create a professional learning To create a professional learning community, focus on learning rather community, focus on learning rather than teaching, work collaboratively, than teaching, work collaboratively, and hold yourself accountable for and hold yourself accountable for results. (Richard DuFour) results. (Richard DuFour)

““Big Ideas” – Core PrinciplesBig Ideas” – Core Principles

#1 Ensuring That Students Learn#1 Ensuring That Students Learn The core mission of formal education is not The core mission of formal education is not

simply to ensure that students are taught but simply to ensure that students are taught but to ensure that they learn.to ensure that they learn.

Formative Assessments vs. Summative Formative Assessments vs. Summative AssessmentsAssessments

Are students learning what they need to Are students learning what they need to learn? learn?

instead of instead of Which students learned what was covered?Which students learned what was covered?

#2 A Culture of #2 A Culture of CollaborationCollaboration

A systematic process in which teachers work A systematic process in which teachers work together – not in isolation - to analyze and together – not in isolation - to analyze and improve their classroom practice – promote deep improve their classroom practice – promote deep team learning – professional dialogue that team learning – professional dialogue that transforms a school into a learning community.transforms a school into a learning community.

Build on Strengths, Address the WeaknessesBuild on Strengths, Address the Weaknesses Focus on questions related to learning – Focus on questions related to learning – Lists of Essential OutcomesLists of Essential Outcomes Different Kinds of AssessmentsDifferent Kinds of Assessments Analyze Student AchievementAnalyze Student Achievement Strategies for Improving ResultsStrategies for Improving Results

#3 A Focus on Results#3 A Focus on Results

Judge effectiveness based on results.Judge effectiveness based on results. Goals such as “We will adopt the Junior Great Books Goals such as “We will adopt the Junior Great Books

program” or “We will create three new labs for our science program” or “We will create three new labs for our science course” give way tocourse” give way to

““We will increase the percentage of students who meet We will increase the percentage of students who meet their targeted growth in Reading from 58 percent to 61 their targeted growth in Reading from 58 percent to 61 percent.”percent.”

Beware of the DRIP syndrome – Data Rich/Information Poor Beware of the DRIP syndrome – Data Rich/Information Poor – welcome the data but turn it into useful and relevant – welcome the data but turn it into useful and relevant information.information.

Work together to improve results rather than make excuses Work together to improve results rather than make excuses for them.for them.

““Have we made progress on the goals that are most Have we made progress on the goals that are most important to us?”important to us?”

PLC’SPLC’S

It requires hard work – focus on It requires hard work – focus on learning rather than teaching, work learning rather than teaching, work collaboratively on matters related to collaboratively on matters related to learning and hold itself accountable learning and hold itself accountable for the kind of results that fuel for the kind of results that fuel continual improvement – continual improvement – commitment and persistence. commitment and persistence.

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What now?What now?