Cognitive Initiative PLCs at ISS

1. Cognitive InitiativePLCs at ISS Ewing C. (Bo) Green Nova Southeastern University July 19, 2014

2. Professional Learning Communities at… • The International School in Switzerland

3. Background • Moving from international school in China • Distributed leadership in middle school (MS) • Established grade-level PLCs • 160 students per grade, 2 PLCs per grade level • Served as PLC Leader prior four years • Moving to ISS next month • Traditional academic department model • No established PLCs • 116 students in MS

4. ISS Mission • ISS is committed to transmitting the heritage of Western civilization and world cultures: the creations, achievements, traditions, and ideals from the past that offer purpose in the present and hope for the future. Seeking to balance the pursuit of knowledge with the love of wisdom, and promoting the skills of lifelong learning, an appreciation for beauty, and the development of character, each school combines a challenging academic program with opportunities for artistic endeavor, physical activity, and service to others. Believing in the worth of each individual and the importance of enduring relationships, ISS seeks to embody and instill the values of personal responsibility, civility, compassion, justice, and truth. 

5. Current Culture • Relatively isolationist, academic department silos • No existing PLC structures • Headmaster going into second year • MS Academic Dean (AD) supports the change • Author’s dual role is teaching MS math and leading a Change Facilitation Team (CFT) to implement PLCs

6. Cognitive Initiative • Develop a plan using Brain-Based strategies • Integrating key learning from all minor courses • Content included whole-brain functioning, engagement, leadership, and 21st century competencies • Specific competencies included critical thinking, problem solving, creativity, innovation, communication, and collaboration (Wagner, 2008; Pink, 2006; Gordon, 2006) • Demonstrating how author is teaching and leading others • For success in the 21st century global knowledge economy

7. Three-tier Plan • Using Fullan (1993) and Hall & Hord (2011) approach on creating sustained change in organizations • Initiation • Implementation • Institutionalization • For this Cognitive Initiative, implementationwas defined as the gathering of evaluation and feedback from ISS leaders • Headmaster and MS AD

8. Initiation • Change Facilitation Team • Author, MS AD, MS Technology Director, ES representative, Headmaster, others TBD • Measurement of PLC institutionalization • Survey instruments such as Huffman and Hipp (2003) and/or SEDL (n.d.) • Initial PLC scope • Mathematics Department or Grade 8 • Communication with staff, ownership building

9. Implementation • Professional Development needs • Early versus embedded • Innovation Configurations (next slides) • Help to frame work required and evaluate progress • Stages of Concern (next slides) • People proceed through change in known stages • Collaboration • The lifeblood of PLCs, requires meeting time

10. Innovation Configuration Map

12. Stages of Concern

14. Institutionalization • Defined as reculturing where PLCs are ‘how we do things around here’ • Levels of Use (next slide) • Maintaining PLC support and remaining mindful of ‘new initiative fatigue’ • Potential PLC expansion • Staff development and recruiting

15. Levels of Use

16. ISS Leader Feedback • MS Academic Dean • “Plan is taking shape quite nicely” • Determining initial PLC scope complex due to small division size, Italian language requirement, and multiple grade-level teaching assignments • Staff are feeling stressed with many new initiatives, staff turnover • Likes the idea of specific student learning need as PLC focus • Looking forward to getting the CFT started and identifying how to best move forward

17. ISS Leader Feedback (cont’d) • Headmaster • Educational Theory meets Cultural Reality • Identified three keys: • Framing the Initiative • Relationship between school culture and “rhetoric” used • Goals and timelines • Framing the Initiative • Headmaster charge to conduct MS feasibility study • Provides organizational legitimacy • Solicit volunteers for feasibility study team

18. ISS Leader Feedback (cont’d) • Headmaster (continued) • ISS paideia (Greek: blend of education and culture) • Classical ideas and Western civilization • American liberal arts and virtue equally valued • Paideia standards and principles • Good manners, beauty, reverence, traditional family values, health and fitness, positivity, and European setting of academic excellence • The Magnificent Seven • Integrity, respect, responsibility, compassion, humility, service, and vision

19. ISS Leader Feedback (cont’d) • Headmaster (continued) • School culture challenges educational ‘imperatives’ • i.e., best practices and 21st century learning • Board supports Hirsch’s Core Knowledge Curriculum • Thus, Initiative must respect and embrace the culture • Strong departmental structure and tradition • Thus, Initiative must strengthen, not threaten departments • Goals and timelines • Year one: feasibility study • Year two: implementation in Middle School • Year three: potential expansion to other divisions

20. Next Steps at ISS • Author join staff in August • Build credibility though excellent teaching and forming positive new relationships • Begin meeting with CFT and first discuss the goal: ISS mission-based reculturing by starting a PLC in Middle School • Create a plan, drawing upon this Cognitive Initiative, with year one potentially being a feasibility study

21. In closing… • What are your reactions, thoughts, or input? • Thank you for this opportunity!

22. References • Fullan, M. (1993). Innovation, reform, and restructuring strategies. In G. Cawelti (Ed.), Challenges and achievement of American education, ASCD 1993 Yearbook. Alexandria, VA: ASCD • Gordon, G. (2006). Building engaged schools: Getting the most of of America’s classrooms. New York, NY: Gallup Press. • Hord, G. E., & Hall, S. M. (2011). Implementing change: Patterns, principles, and potholes (3rd ed.). Upper Saddle River, NJ: Prentice-Hall. • Huffman, J., & Hipp, K. (2003). Reculturing schools as professional learning communities. Lanham, MD: Scarecrow Education. • Pink, D. H. (2006). A whole new mind: Why right-brainers will rule the future. New York, NY: Penguin.

23. References (cont’d) • SEDL. (n.d.). Professional Learning Community Assessment –Revised. Available at http://www.sedl.org/plc/assessment.html • Wagner, T. (2008). The global achievement gap: Why even our best schools don’t teach the new survival skills our children need and what we can do about it. New York, NY: Basic Books.