Mission, Vision, Values, Goals

1. Mission,Vision, Values, Goals Whittier City School District 1 +Paper- lots +Chart paper (for each group) + SMART Goals Chart for each group +Markers +Post-it notes +Poster for each group on Impact (High/Low) and Probability (High/Low) +Article on Mission +Brainstorm ½ sheets for Vision statements +Red and Green card +Reflection sheet +Timekeeper +Attention getter, i.e. chimes +Clicker for PPt 3 minutes Introductions and school sites and review Norms for the day- Chart Norms +Paper- lots +Chart paper (for each group) + SMART Goals Chart for each group +Markers +Post-it notes +Poster for each group on Impact (High/Low) and Probability (High/Low) +Article on Mission +Brainstorm ½ sheets for Vision statements +Red and Green card +Reflection sheet +Timekeeper +Attention getter, i.e. chimes +Clicker for PPt 3 minutes Introductions and school sites and review Norms for the day- Chart Norms

2. Six Essential Characteristics of a PLC Shared mission, vision, values, and goals Collaborative teams focused on learning Collective inquiry Action orientation and experimentation Commitment to continuous improvement Results orientation 2 30sec. The following descriptors are 6 essential characteristics of a Professional Learning Community. (presenter reads all 6 bullets) Today we will focus on one very important characteristic. Having a shared mission, vision, values and goals; this lays the foundation for beginning the work of a professional learning communities. 30sec. The following descriptors are 6 essential characteristics of a Professional Learning Community. (presenter reads all 6 bullets) Today we will focus on one very important characteristic. Having a shared mission, vision, values and goals; this lays the foundation for beginning the work of a professional learning communities.

3. Objectives & Outcomes To understand how school culture plays a crucial role in the successful implementation of a PLC. To gain a deeper understanding of the four pillars of a Professional Learning Community: Mission, Vision, Values and Goals To discuss how to incorporate the four pillars at your school site. 3 30 minute Read first: Today we will learn how we could go about taking the first steps to creating a Professional Learning Community in our schools, one that truly believes that All Kids Can Learn. Here are the objectives for the day.- Read the slide30 minute Read first: Today we will learn how we could go about taking the first steps to creating a Professional Learning Community in our schools, one that truly believes that All Kids Can Learn. Here are the objectives for the day.- Read the slide

4. Common Scenario On the opening day of school Principal Greatintentions assembled the entire staff to share her enthusiasm for PLC’s and her plans for bringing the concept to the school. She emphasized that she was committed to transforming the school into a PLC. The first step in the process was to develop a new mission statement that captured the new focus of the school. She presented the following draft to the staff and invited their reaction: 4 1 minute Read the notes before the slide -Common Scenario: We just heard Laurie mention this morning that PLC is not a program that one person could implement, as you’re listening to the following scenario think about how the principal presented the professional learning community to her staff… Presenter reads the slide1 minute Read the notes before the slide -Common Scenario: We just heard Laurie mention this morning that PLC is not a program that one person could implement, as you’re listening to the following scenario think about how the principal presented the professional learning community to her staff… Presenter reads the slide

5. It is our mission to ensure all our students acquire the knowledge and skills essential to achieving their full potential and becoming productive citizens. 5 Principal wrote this Mission Statement and presented it to her staff 30 sec. Read Slide Principal wrote this Mission Statement and presented it to her staff 30 sec. Read Slide

6. After the principal’s presentation The teachers and counselors challenged the mission statement. They argued….. student learning was dependent upon student’s ability and effort “ensuring” all students would learn because it placed too much accountability on teachers too much emphasis on academics and not enough on emotional well-being 6 1min Presenter reads slide So after receiving this feedback, the principal agreed that the mission statement should be revised to include and address the various beliefs and concerns of the staff.1min Presenter reads slide So after receiving this feedback, the principal agreed that the mission statement should be revised to include and address the various beliefs and concerns of the staff.

7. Revised Mission Statement It is our mission to give each student the opportunity to learn according to his or her ability and to create a school that is attentive to the emotional needs of every student. 7 30 seconds Presenter reads slide So as a staff they came up with this new Mission Statement 30 seconds Presenter reads slide So as a staff they came up with this new Mission Statement

8. After time… Principal Greatintentions remained hopeful that the revised mission statement would inspire new effort and commitment from the staff. However, there was virtually no evidence that this new mission had impacted either teacher practice or student achievement. After months of trying to implement PLC at her school site her efforts were unsuccessful. Reflection- Turn to your elbow partner and discuss: Why do you think her efforts were not successful? What should she have done differently? 8 4 minutes including sharing Presenter reads slide Allow time for elbow partners to discuss answers to two posed questions.. Invite participants to share out answers to both questions… All the things you have mentioned did play a role in how the staff reacted and why the principals efforts were unsuccessful.. we surely could learn from Principal Greatintentions. Today we want to walk you through some strategies on how to begin laying the foundation of a PLC by sharing some ways to create a mission, vision, values and goals. It is so important that we come together to share a common language and understanding of how to begin this process at our schools. This scenario confirms the idea that a PLC is not a program that can be simply implemented but it is a collaborative effort and initiative that gets to the heart of our school culture and beliefs. As we begin the work of creating a professional learning communities at WCSD, we must be ready to confront two critical questions regarding “how we do business”4 minutes including sharing Presenter reads slide Allow time for elbow partners to discuss answers to two posed questions.. Invite participants to share out answers to both questions… All the things you have mentioned did play a role in how the staff reacted and why the principals efforts were unsuccessful.. we surely could learn from Principal Greatintentions. Today we want to walk you through some strategies on how to begin laying the foundation of a PLC by sharing some ways to create a mission, vision, values and goals. It is so important that we come together to share a common language and understanding of how to begin this process at our schools. This scenario confirms the idea that a PLC is not a program that can be simply implemented but it is a collaborative effort and initiative that gets to the heart of our school culture and beliefs. As we begin the work of creating a professional learning communities at WCSD, we must be ready to confront two critical questions regarding “how we do business”

9. School Culture If we think of “school culture” as involving, at least in part, “how we do things around here,” then we need to consider two key questions: How are things done in a professional learning community? What cultural shifts need to occur if our schools are to become professional learning communities? 9 2 minute Dufour says…. (Presenter reads first bulleted quote) if we think…. Two critical questions must be considered…( Read Questions) Read Question 1 & Question 2 As we learned from principal Greatintentions there has to be a cultural shift that takes place which is more than just the word-smithing of a new mission statement. As we embark on the journey to cultivating a professional Learning Community at each site it is not enough to simply have the systems and procedures in place, it really means a cultural shift must take place. Many of the discussions, activities and work we will do today and the rest of the week will help us answer these two questions and provide us with the structures needed to recreate this at our own school sites. As Dufour researched various schools and studied the various cultures and school communities he realized that most schools fell within 4 different schools of thought.2 minute Dufour says…. (Presenter reads first bulleted quote) if we think…. Two critical questions must be considered…( Read Questions) Read Question 1 & Question 2 As we learned from principal Greatintentions there has to be a cultural shift that takes place which is more than just the word-smithing of a new mission statement. As we embark on the journey to cultivating a professional Learning Community at each site it is not enough to simply have the systems and procedures in place, it really means a cultural shift must take place. Many of the discussions, activities and work we will do today and the rest of the week will help us answer these two questions and provide us with the structures needed to recreate this at our own school sites. As Dufour researched various schools and studied the various cultures and school communities he realized that most schools fell within 4 different schools of thought.

10. Four Types of Schools School #1 Charles Darwin We believe all kids can learn…based on their ability School #2 Pontius Pilate We believe all kids can learn…if they take advantage of the opportunity we give them to learn 10 2minutes Think about the school that was just introduced by principal Goodintentions and what beliefs and best defines how they do business and their school culture. Charles Darwin School: Extent of learning is determined by their innate ability or aptitude. Aptitude is relatively fixed, and teachers have little influence over the extent of student learning. Our job is to create different tracks that address different abilities and guide students to appropriate track. Survival of the fittest. Pontius Pilate School: In these schools the belief is that students can learn if they elect to put forth the necessary effort. It’s our job to provide all students with the opportunity to learn, but it is the students’ job to learn it. Just as Pontius Pilate washed his hands and absolved himself of the responsibility of the outcome. A P. Pilate school, the staff feels that are not responsible for the outcomes. 2minutes Think about the school that was just introduced by principal Goodintentions and what beliefs and best defines how they do business and their school culture. Charles Darwin School: Extent of learning is determined by their innate ability or aptitude. Aptitude is relatively fixed, and teachers have little influence over the extent of student learning. Our job is to create different tracks that address different abilities and guide students to appropriate track. Survival of the fittest. Pontius Pilate School: In these schools the belief is that students can learn if they elect to put forth the necessary effort. It’s our job to provide all students with the opportunity to learn, but it is the students’ job to learn it. Just as Pontius Pilate washed his hands and absolved himself of the responsibility of the outcome. A P. Pilate school, the staff feels that are not responsible for the outcomes.

11. Activity- Four School Types School #3 Chicago Cub Fan We believe all kids can learn…something, and we will help all students experience growth in a warm and nurturing environment. School #4 Henry Higgins We believe all kids can learn…and we will work to help all students achieve high standards of learning 11 2minutes 3. Chicago Cub Fan School: It is our job to help all students demonstrate some growth as a result of their experience with us. The extent of their growth will be determined by a combination of their innate ability and their effort. We can encourage and create an environment that fosters self-esteem. This school is characterized by the staff that focuses enhancing the self esteem of all students and focuses on creating a nurturing environment. 4. Henry Higgins School: This school is characterized by the belief that “all students can” and must learn at relatively high levels of achievement. Students can master challenging academic material with support and help. Standards are set for all students and they are worked with until they learn them. Henry Higgins is the teacher of Audrey Hepburn in My Fair Lady. He teaches an “impossible” Eliza Doolittle to speak and act like a lady. No matter the obstacles he saw in place, he did not give up on working with his student. 2minutes 3. Chicago Cub Fan School: It is our job to help all students demonstrate some growth as a result of their experience with us. The extent of their growth will be determined by a combination of their innate ability and their effort. We can encourage and create an environment that fosters self-esteem. This school is characterized by the staff that focuses enhancing the self esteem of all students and focuses on creating a nurturing environment. 4. Henry Higgins School: This school is characterized by the belief that “all students can” and must learn at relatively high levels of achievement. Students can master challenging academic material with support and help. Standards are set for all students and they are worked with until they learn them. Henry Higgins is the teacher of Audrey Hepburn in My Fair Lady. He teaches an “impossible” Eliza Doolittle to speak and act like a lady. No matter the obstacles he saw in place, he did not give up on working with his student.

12. Revised Mission Statement It is our mission to give each student the opportunity to learn according to his or her ability and to create a school that is attentive to the emotional needs of every student. 12 30 seconds Which school of thought defines the culture and beliefs of principal’s Greatintentions school based on the revised Mission statement? It is not enough for us to think that it is our job to provide students the opportunity to learn, but to ensure and believe all kids can learn because we cannot predict a child’s potential. We just don’t know what students can do, so we have to begin with the assumption that all kids can learn at high levels and strive for that goal.30 seconds Which school of thought defines the culture and beliefs of principal’s Greatintentions school based on the revised Mission statement? It is not enough for us to think that it is our job to provide students the opportunity to learn, but to ensure and believe all kids can learn because we cannot predict a child’s potential. We just don’t know what students can do, so we have to begin with the assumption that all kids can learn at high levels and strive for that goal.

13. Reading Make the Words of Mission Statement Come to Life by Rick Du Four Read the article As you read underline any words or phrases that stand out to you Give one, Get one When you hear the signal move on to share with another person 13 10 minutes for reading 3 minutes for Give One Get One 2 minutes for share -out Have participants read the article After they read and jot their thinking have participants circulate the room and share the words or phrases from the reading with other participants by using Give One Get One Give One, Get One: Participants find a partner and share the phrase and/or word with another person and share reasons for their selection. After participants share with a partner. Presenter signals for them to move on to share with another person and repeat the processes of sharing a phrase or word and the rationale behind the choice. Presenter allows them to move 3x After they have shared with each other Presenter encourages participants to share-out any insights collected. 10 minutes for reading 3 minutes for Give One Get One 2 minutes for share -out Have participants read the article After they read and jot their thinking have participants circulate the room and share the words or phrases from the reading with other participants by using Give One Get One Give One, Get One: Participants find a partner and share the phrase and/or word with another person and share reasons for their selection. After participants share with a partner. Presenter signals for them to move on to share with another person and repeat the processes of sharing a phrase or word and the rationale behind the choice. Presenter allows them to move 3x After they have shared with each other Presenter encourages participants to share-out any insights collected.

14. Core Beliefs All Kids Can Learn- What does that mean? Take a piece of paper and write on it all the “if only” disclaimers you have heard others say Example: All kids can learn if only… they came from supportive families All kids can learn if only….. 14 5 minutes The DuFours talk about mission statements that are not much more than rhetoric and do not reveal the core beliefs and culture of a school. Dufour suggests that in a PLC it is critical to lay the foundation by establishing a Mission, Vision, Values and Goals he really clarifies that it is done within the context of shaping or re-shaping a school’s culture and beliefs. He warns that drafting a mere Mission statement will not bring about the systemic and cultural change that needs to take place for a PLC to flourish. Dufour has found that many schools have adopted variations on the state slogan of Learning for ALL or All Kids Can Learn. So when we hear and say those words, it is worth investing the time in discussing to what extent do teachers and principals believe this to be true. So many times this statement All Kids Can Learn is followed by a list of conditions and excuses. Some may sound like this… All students can learn if only…. Presenter can add (one Example from the ones suggested) All Kids Can Learn if only… they did their homework, were more motivated, they were fluent in English, they followed directions, they were not in RSP etc… Take some time right now to think about and reflect on… What are some of the if onlys…that we have heard or are guilty of saying or believing? Have participants take one post-it and jot down an If Only statement (30 seconds) Have participants share out loud what they have heard by saying.. All students can Learn if only…… 5 minutes The DuFours talk about mission statements that are not much more than rhetoric and do not reveal the core beliefs and culture of a school. Dufour suggests that in a PLC it is critical to lay the foundation by establishing a Mission, Vision, Values and Goals he really clarifies that it is done within the context of shaping or re-shaping a school’s culture and beliefs. He warns that drafting a mere Mission statement will not bring about the systemic and cultural change that needs to take place for a PLC to flourish. Dufour has found that many schools have adopted variations on the state slogan of Learning for ALL or All Kids Can Learn. So when we hear and say those words, it is worth investing the time in discussing to what extent do teachers and principals believe this to be true. So many times this statement All Kids Can Learn is followed by a list of conditions and excuses. Some may sound like this… All students can learn if only…. Presenter can add (one Example from the ones suggested) All Kids Can Learn if only… they did their homework, were more motivated, they were fluent in English, they followed directions, they were not in RSP etc… Take some time right now to think about and reflect on… What are some of the if onlys…that we have heard or are guilty of saying or believing? Have participants take one post-it and jot down an If Only statement (30 seconds) Have participants share out loud what they have heard by saying.. All students can Learn if only……

15. If Only Statements…… Indicate set levels of expectations for certain students without knowing their capabilities Disregard student potential for learning if given the right support and time Not within our sphere of influence and control 15 2 min The danger with these statements are: They can indicate set levels of expectations for certain students and the truth is we just don’t know for sure what students are capable of. These statements disregard student potential and the support they may need to be successful Many of the statements are not within our sphere of influence and control therefore we should ask, What is it that we can control in the 6 hours that we have the students? So right now we are going to take the excuses / If Only statements we have heard or said and crumple them up to symbolize we will not let those statements infiltrate our thinking or our school culture. Reminder next slide will Link to the slide of the principal’s mission statement 2 min The danger with these statements are: They can indicate set levels of expectations for certain students and the truth is we just don’t know for sure what students are capable of. These statements disregard student potential and the support they may need to be successful Many of the statements are not within our sphere of influence and control therefore we should ask, What is it that we can control in the 6 hours that we have the students? So right now we are going to take the excuses / If Only statements we have heard or said and crumple them up to symbolize we will not let those statements infiltrate our thinking or our school culture. Reminder next slide will Link to the slide of the principal’s mission statement

16. All Kids Can Learn “In today’s Information Age society, however, … it is the purpose of schools to bring all students to their full potential and to a level of education that was once reserved for the very few… Only the fourth school… offers a viable, modern-day response to students who are not learning.” -Richard DuFour and Robert Eaker (1998) “Professional Learning Communities at Work”, p. 61 16 30 seconds Dufour says, Read Quote In a PLC community it is important/ critical that we discuss what it means by All Kids Can Learn and have the conversations necessary to help shape the culture and beliefs of our school community. Link quote to the article and the Henry Higins school: Henry Higgins School: All students can and must learn at relatively high levels of achievement. Students can master challenging academic material with support and help. Standards are set for all students and they are worked with until they learn them. Henry Higgins is the teacher of Audrey Hepburn in My Fair Lady. He teaches an “impossible” Eliza Doolittle to speak and act like a lady. No matter the obstacles he saw in place, he did not give up on working with his student. Fortunately there are schools that are making the gains necessary regardless of the common obstacles that many schools are facing; poverty, high #s of English learners, special ed etc. 30 seconds Dufour says, Read Quote In a PLC community it is important/ critical that we discuss what it means by All Kids Can Learn and have the conversations necessary to help shape the culture and beliefs of our school community. Link quote to the article and the Henry Higins school: Henry Higgins School: All students can and must learn at relatively high levels of achievement. Students can master challenging academic material with support and help. Standards are set for all students and they are worked with until they learn them. Henry Higgins is the teacher of Audrey Hepburn in My Fair Lady. He teaches an “impossible” Eliza Doolittle to speak and act like a lady. No matter the obstacles he saw in place, he did not give up on working with his student. Fortunately there are schools that are making the gains necessary regardless of the common obstacles that many schools are facing; poverty, high #s of English learners, special ed etc.

17. All Students Can Achieve 90/90/90 Schools Breaking the cycle of predictability We need to believe all students can learn even if all the obstacles are in place. Have you ever had a student who… does better in one class than the other? was in Special Ed and became proficient? was an English Learner and reclassified? 17 2 minutes One way we can convince and dispel these statements is by informing staff and parents about the reality that some schools are making the gains that we strive to make regardless of these same obstacles. Read 1st Bullet The 90/90/90 Schools have the following characteristics •More than 90 percent of the students are eligible for free and reduced lunch •More than 90 percent of the students are from ethnic minorities. •More than 90 percent of the students met or are achieving high academic standards, according to independently conducted tests of academic achievement. These schools are breaking the cycle of predictability and are making progress regardless of the challenges that are in place. Read 2nd Bullet Although we cannot deny that many obstacles are in place, we cannot let those conditions get in the way of cultivating a PLC. Read 3rd Bullet We have to believe that each child has the potential to achieve with the right support and monitoring. We have to start with the assumption that each child can learn at high levels. We have to ask ourselves, would we want our child or grandchild to attend a school where teachers feel that almost all kids can learn at high levels. What is our expectation when we say “ All Kids can Learn” 2 minutes One way we can convince and dispel these statements is by informing staff and parents about the reality that some schools are making the gains that we strive to make regardless of these same obstacles. Read 1st Bullet The 90/90/90 Schools have the following characteristics •More than 90 percent of the students are eligible for free and reduced lunch •More than 90 percent of the students are from ethnic minorities. •More than 90 percent of the students met or are achieving high academic standards, according to independently conducted tests of academic achievement. These schools are breaking the cycle of predictability and are making progress regardless of the challenges that are in place. Read 2nd Bullet Although we cannot deny that many obstacles are in place, we cannot let those conditions get in the way of cultivating a PLC. Read 3rd Bullet We have to believe that each child has the potential to achieve with the right support and monitoring. We have to start with the assumption that each child can learn at high levels. We have to ask ourselves, would we want our child or grandchild to attend a school where teachers feel that almost all kids can learn at high levels. What is our expectation when we say “ All Kids can Learn”

18. Objectives & Outcomes To understand how school culture plays a crucial role in the successful implementation of a PLC. To gain a deeper understanding of the four pillars of a Professional Learning Community: Mission, Vision, Values and Values To discuss how to incorporate the four pillars at your school site. 18 30 minute We just finished discussing how school culture plays a crucial role in establishing the groundwork for a PLC. Now we will look at gaining a deeper understanding of the four pillars of a PLC.30 minute We just finished discussing how school culture plays a crucial role in establishing the groundwork for a PLC. Now we will look at gaining a deeper understanding of the four pillars of a PLC.

19. Four Pillars- Foundation of a PLC 19 2 minutes Here is the chart from learning by doing. These are the four pillars that the Du Fours see as critical components to building a PLC. You can see that we begin with the Mission which asks schools “why we exist”, the vision asks “what do we want to become”, the values represent “how must we behave to get there” This represents what we value. ( another term for values is collective commitment) and the last pillar is “Goals” how will we monitor our progress in meeting those commitments. We will go over these in more depth and complete activities related to each. These activities are not meant to be the end product but to demonstrate the process that you might go through with your staff 2 minutes Here is the chart from learning by doing. These are the four pillars that the Du Fours see as critical components to building a PLC. You can see that we begin with the Mission which asks schools “why we exist”, the vision asks “what do we want to become”, the values represent “how must we behave to get there” This represents what we value. ( another term for values is collective commitment) and the last pillar is “Goals” how will we monitor our progress in meeting those commitments. We will go over these in more depth and complete activities related to each. These activities are not meant to be the end product but to demonstrate the process that you might go through with your staff

20. We would argue that it is impossible to develop a results orientation unless we are clear about the core of the enterprise (mission), about the kind of school we’re seeking to become (vision), and the attitudes, behaviors and commitments we need to promote, protect and defend (values). -Du Four & Eaker 20 10 seconds Read slide. In a nutshell this quote represents the reason for the work we will engage in today.10 seconds Read slide. In a nutshell this quote represents the reason for the work we will engage in today.

21. Four Pillars- Foundation of a PLC 21 10seconds Mission is the Why It is the purpose for why we exist which sharpens the focus of a professional learning community. 10seconds Mission is the Why It is the purpose for why we exist which sharpens the focus of a professional learning community.

22. Mission Why do we exist? What is our fundamental purpose? Clarifies priorities and sharpens focus 22 2 minute We will begin discussing the idea of Mission within the context of this group. I realize that we are all from different schools, but for the purpose of understanding the importance of this work, we will work as a group to simulate the process as well as deepen our understanding of the foundational pillars of a PLC. Notes to emphasize When thinking about going through the process of creating a Mission Statement it is crucial to answer these two questions Why do we Exist? & What is our fundamental purpose? When writing a Mission statement both of these questions must be answered because it helps clarify our purpose and allows us to share a common understanding of why we exist as a shcool. 2 minute We will begin discussing the idea of Mission within the context of this group. I realize that we are all from different schools, but for the purpose of understanding the importance of this work, we will work as a group to simulate the process as well as deepen our understanding of the foundational pillars of a PLC. Notes to emphasize When thinking about going through the process of creating a Mission Statement it is crucial to answer these two questions Why do we Exist? & What is our fundamental purpose? When writing a Mission statement both of these questions must be answered because it helps clarify our purpose and allows us to share a common understanding of why we exist as a shcool.

23. Activity Each team member will need a piece of paper. On the piece of paper, each team member will have few minutes to write a statement regarding what they see as the purpose of schools (Why do we exist?). Don’t put your name on it because others will read it. (2 minutes) Pass the statement to the person on the right. Each person will underline significant phrases or words. Continue to pass the paper to the next person and keep passing the paper until all papers go all the way around the table. You may underline a word or phrase even if it is already underlined. When you receive your own paper back, share with your group the phrases that were underlined the most. As a group decide on the top 5 words or phrases that were underlined the most. Write each word or phrase on a post-it note and place them on the chart labeled MISSION. 23 5 minutes To help clarify this we will begin with an activity that will allow us to answer the Mission question, “Why do we exist”? Place teachers in groups of 4 or 5. Read bullets 1 and 2. STOP. Let teachers have a chance to write. Read bullets 3 and 4. Once all papers have been passed all the way around for underlining Read bullets 5 and 6 # 5 Presenter asks groups to share in their groups the words or phrases that have been underlined the most #6 Ask groups to select their top 5 and record each word/phrase on post-it notes. Then have each group place their top 5 on the chart (Mission) These statements are those that the group feels best define the purpose of the school. Once these words are collected your staff can draft a Mission Statement that includes everyone’s input Why is this important? When setting the foundational structures of a PLC it is crucial that everyone has a common understanding of our purpose.5 minutes To help clarify this we will begin with an activity that will allow us to answer the Mission question, “Why do we exist”? Place teachers in groups of 4 or 5. Read bullets 1 and 2. STOP. Let teachers have a chance to write. Read bullets 3 and 4. Once all papers have been passed all the way around for underlining Read bullets 5 and 6 # 5 Presenter asks groups to share in their groups the words or phrases that have been underlined the most #6 Ask groups to select their top 5 and record each word/phrase on post-it notes. Then have each group place their top 5 on the chart (Mission) These statements are those that the group feels best define the purpose of the school. Once these words are collected your staff can draft a Mission Statement that includes everyone’s input Why is this important? When setting the foundational structures of a PLC it is crucial that everyone has a common understanding of our purpose.

24. Mission  Clarity of purpose should be the goal of any mission statement. Our “mission” gives focus to the question, “Why do we exist?” “Learning” is the primary purpose of a school that functions as a professional learning community. Schools exist because their mission is “learning”. 24 30 seconds Read Bullet 1: Just as we engaged in an activity that helped us clarify our purpose and helped give us a focus Read Bullet 2 and Comic: Dufour emphasizes that the Mission and purpose of each school is Learning, the comic sums up that idea that it is not enough just to teach, but to ensure that students learn because that is the purpose of “schools” 30 seconds Read Bullet 1: Just as we engaged in an activity that helped us clarify our purpose and helped give us a focus Read Bullet 2 and Comic: Dufour emphasizes that the Mission and purpose of each school is Learning, the comic sums up that idea that it is not enough just to teach, but to ensure that students learn because that is the purpose of “schools”

25. If Learning is our Primary Purpose…. Critical Questions of a PLC What knowledge and skills should every student learn as a result of this unit of instruction? How will we know when each student has acquired the essential knowledge and skills? How will we respond when some students do not learn? How will we extend and enrich the learning for students who are already proficient? 25 1 minute So if we all agree that learning is our purpose for schools to exist then these four critical questions continually guide our work and inform our instructional decisions and practices. (read questions on slide) However it is not enough to just agree on why we exist, but we must also have a common Vision for what we dream to become. Next slide .1 minute So if we all agree that learning is our purpose for schools to exist then these four critical questions continually guide our work and inform our instructional decisions and practices. (read questions on slide) However it is not enough to just agree on why we exist, but we must also have a common Vision for what we dream to become. Next slide .

26. Vision Educators must move beyond writing a mission statement to first clarifying the vision, values, and goals that drive the daily workings of the school and align all their practices accordingly. 26 1minute Read Quote No school has ever improved simply because the staff wrote a mission statement. The words of a mission statement are not worth the paper they are written on unless people begin to do differently. Writing a mission statement does nothing to close the knowing-doing gap Read Cartoon As you can see in the cartoon they will go no where unless everyone is clear on the direction they are heading towards. This is a metaphor for how important it is that schools have a clear Vision. 1minute Read Quote No school has ever improved simply because the staff wrote a mission statement. The words of a mission statement are not worth the paper they are written on unless people begin to do differently. Writing a mission statement does nothing to close the knowing-doing gap Read Cartoon As you can see in the cartoon they will go no where unless everyone is clear on the direction they are heading towards. This is a metaphor for how important it is that schools have a clear Vision.

27. Four Pillars- Foundation of a PLC 27 2 minute Again this graphic gives us the “big picture” of the foundational beliefs of a PLC. Read Vision Section We just discussed Mission which answers the question Why we exist, but now we will be discussing the Vision which nudges us to think about our future and what we want to become. A Vision is an inspiring view of the future it is a positive and Inspirational outlook on what we imagine we could become. It is important to know that a Vision Statement communicates promise, it creates an image of something that cannot be seen today, but is possible for the future. A vision focuses on ends not means – A vision communicates what, not how. 2 minute Again this graphic gives us the “big picture” of the foundational beliefs of a PLC. Read Vision Section We just discussed Mission which answers the question Why we exist, but now we will be discussing the Vision which nudges us to think about our future and what we want to become. A Vision is an inspiring view of the future it is a positive and Inspirational outlook on what we imagine we could become. It is important to know that a Vision Statement communicates promise, it creates an image of something that cannot be seen today, but is possible for the future. A vision focuses on ends not means – A vision communicates what, not how.

28. Vision Statement Questions What do we want to see our school become? What do we imagine regarding student achievement? What contributions would we make to our students, and community? What would we want our reputation to be? 28 30 seconds As we begin to think about writing Vision statements here are some questions to think about when developing vision statements Each question emphasizes what we want to become- a compelling future Read Questions30 seconds As we begin to think about writing Vision statements here are some questions to think about when developing vision statements Each question emphasizes what we want to become- a compelling future Read Questions

29. Reading- A Shared Vision Leading Learning Communities 29 5 minutes Now we will read about the importance of having a shared vision at your school. As you read It is important to notice how this impacts the academic achievement of students and influences school culture and core beliefs. Have participants read the two pages regarding having a shared vision. After reading presenter may highlight some of the questions that were mentioned in the reading under Questions for Further Reflection, noting that these questions are great to guide various discussions about what we believe and what we want to become. These questions can help begin the dialogue of what we imagine our school to be and help address specific areas to target when writing a vision statement. 5 minutes Now we will read about the importance of having a shared vision at your school. As you read It is important to notice how this impacts the academic achievement of students and influences school culture and core beliefs. Have participants read the two pages regarding having a shared vision. After reading presenter may highlight some of the questions that were mentioned in the reading under Questions for Further Reflection, noting that these questions are great to guide various discussions about what we believe and what we want to become. These questions can help begin the dialogue of what we imagine our school to be and help address specific areas to target when writing a vision statement.

30. Vision Statements You are in a helicopter and you are flying over your ideal school, Dream Elementary School or Dream Middle School What would you see? How would people work together? What would it look like if everyone believed all students can achieve? 30 1 minute Now that you have read about the importance of having a shared vision lets spend some time dreaming about what this would look like in an ideal school that embodies the beliefs we read about. Presenter Says: So lets go on an imaginary helicopter ride…..Read first part of slide….and read 3 bulleted questions after, saying the questions slowly This is the first step is to envision the school of our Dreams the compelling future, what we would want to become.1 minute Now that you have read about the importance of having a shared vision lets spend some time dreaming about what this would look like in an ideal school that embodies the beliefs we read about. Presenter Says: So lets go on an imaginary helicopter ride…..Read first part of slide….and read 3 bulleted questions after, saying the questions slowly This is the first step is to envision the school of our Dreams the compelling future, what we would want to become.

31. Brainstorming Vision Statements Draw a visual representation of your Dream School. Include all of the components you think are needed to ensure all students have the best opportunities for success. Write a Vision Statement that sums up the beliefs of your Dream School. 31 15 minutes Have participants in groups of 3-4 Now that you have a visual in mind. Read the 1st bullet … Draw a visual rep….with your group Read 2nd bullet Read 3rd bullet Pass out chart paper to groups and markers Remember a vision statement is an inspiring view of the future it is a positive and Inspirational outlook on what we imagine we could become. Please post your Charts around the room when they are completed. 15 minutes Have participants in groups of 3-4 Now that you have a visual in mind. Read the 1st bullet … Draw a visual rep….with your group Read 2nd bullet Read 3rd bullet Pass out chart paper to groups and markers Remember a vision statement is an inspiring view of the future it is a positive and Inspirational outlook on what we imagine we could become. Please post your Charts around the room when they are completed.

32. Vision- A Compelling Future 32 7 minutes Once charts are posted around the room 6 min 3 groups Presenter gives the group 2 minutes for each group to do a Gallery Walk and read the other charts. Bring group back and ask for comments or observations (what did you notice about the statements?) ( how do the visual descriptors inform the vision for the future?) 1 minute Presenter points out that they may see overlapping statements, but that as a staff they can come to a consensus and combine statements Emphasize the purpose for this activity is to have a common and shared understanding of what the entire staff sees as their Vision for the future. What they would want to become. Lunch 11:30-12:30 7 minutes Once charts are posted around the room 6 min 3 groups Presenter gives the group 2 minutes for each group to do a Gallery Walk and read the other charts. Bring group back and ask for comments or observations (what did you notice about the statements?) ( how do the visual descriptors inform the vision for the future?) 1 minute Presenter points out that they may see overlapping statements, but that as a staff they can come to a consensus and combine statements Emphasize the purpose for this activity is to have a common and shared understanding of what the entire staff sees as their Vision for the future. What they would want to become. Lunch 11:30-12:30

33. Lunch Time 33 Lunch 11:30-12:30 Lunch 11:30-12:30

34. Four Pillars- Foundation of a PLC 34 12:30 1 minute Mission is the fundamental purpose. Vision is the compelling future. Values are the collective commitments.12:30 1 minute Mission is the fundamental purpose. Vision is the compelling future. Values are the collective commitments.

35. Values: Guide Behaviors What changes in our behavior need to take place to advance our Vision? Collective Commitments They are our attitudes and behaviors that we must demonstrate in order to create the school of our vision They are our observable actions 35 2minutes This is the next step and a very important one – committing to actually doing what needs to be done to accomplish our compelling future. This is all about our behavior and actions. If we believe in our mission and vision – what changes in our behavior need to take place? Collective Commitments: These are agreed upon actions that the entire staff pledges to act upon to support their school. They are most likely written commitments because then they are more likely to follow through 2minutes This is the next step and a very important one – committing to actually doing what needs to be done to accomplish our compelling future. This is all about our behavior and actions. If we believe in our mission and vision – what changes in our behavior need to take place? Collective Commitments: These are agreed upon actions that the entire staff pledges to act upon to support their school. They are most likely written commitments because then they are more likely to follow through

36. Creating Collective Commitments Limit the number (5 or 6) Make the actions specific Do not include beliefs that are open to interpretation and difficult to monitor Describe clear expectations about what each person WILL do now (specific behaviors) 36 30 seconds The process of clarifying behaviors and seeking support for them will hopefully begin to change the culture of the school in positive ways. Here are some criteria to keep in mind as you begin the process at your school sites: Too many is impossible – 5 or 6 will be about right. Remember it is about what you’re going to actually do – being vague opens statements to interpretation. Beliefs are open to interpretation and difficult to monitor Collective commitments should be behaviors that individuals can accomplish right away. 30 seconds The process of clarifying behaviors and seeking support for them will hopefully begin to change the culture of the school in positive ways. Here are some criteria to keep in mind as you begin the process at your school sites: Too many is impossible – 5 or 6 will be about right. Remember it is about what you’re going to actually do – being vague opens statements to interpretation. Beliefs are open to interpretation and difficult to monitor Collective commitments should be behaviors that individuals can accomplish right away.

37. Sample Values-Collective Commitments Vision Statement: Every teacher, parent, and student is clear on the knowledge, skills, and dispositions students are expected to acquire in each course, grade level, and unit of instruction. Collective Commitment #1: Each grade level will distribute monthly newsletters to inform parents and students of progress in ELA and math. Collective Commitment #2: Teachers will unwrap priority standards during their grade level meetings to plan instruction based on specific skills and concepts. 37 1 minute The first bullet is an example of a vision statement that was created by a staff and the other two bullets are examples of collective commitments that would help support the vision statement. Notice how these commitments invoke action and are observable.1 minute The first bullet is an example of a vision statement that was created by a staff and the other two bullets are examples of collective commitments that would help support the vision statement. Notice how these commitments invoke action and are observable.

38. You Try The learning of each student is monitored on a timely basis. When students experience difficulty, the school has structures in place to ensure they receive additional time and support for learning. Each teacher will administer at least two common formative assessments before each district benchmark. Teachers will provide intervention after school for six weeks on a targeted concept. 38 5 minutes CLICK once*** for vision statement only Don’t click anymore. With a partner brainstorm at least 1 collective commitment that would support the above Vision Statement and write it on a post-it (2min) Remember to make it action oriented and observable Then ask participants to share-out their statements. Click again to show modeled statements 5 minutes CLICK once*** for vision statement only Don’t click anymore. With a partner brainstorm at least 1 collective commitment that would support the above Vision Statement and write it on a post-it (2min) Remember to make it action oriented and observable Then ask participants to share-out their statements. Click again to show modeled statements

39. Prioritizing Collective Commitment Use a quadrant chart to prioritize the ideas of the group. Write the collective commitments on a piece of paper and have everyone sign and date it. 39 15minutes Place the chart in front of the room. Explain the purpose of the chart is to get everyone’s collective commitments/ value statements and discuss the probability and impact of each action before committing to the action. Because we want to only select 5-6 it is important to discuss them against this criteria. Presenter explains the 4 quadrants High Impact/ High Probability means that the commitment we make will have a High Impact on students achievement or help us reach our vision and high Prob. Means that it is likely that most people will commit to doing this work. High Impact, Low Probability means that although this work will be impactful it is not probable maybe due to lack of funds or time, However, many principals can make things highly probable if they commit to allocating resources and time, making it then high probability, remember our goal is to commit to the actions that are High Impact/High Probability. Low Impact/ High Probability means that this action will not impact our vision, but is is likely to happen Low Impact/ Low Probability means that this action will not impact our vision and it is not likely to occur and it is not realistic, we should stay away from this quadrant. Presenter writes on post-it notes the two from the previous slide and reads it aloud and allows group to decide where to place it. Note that if something is High Impact/Low probability the discussion can become how can we make it more probable, that can be negotiated by the principal Ask participants if they would like to share out their collective commitment ideas and place them on the chart while facilitating a brief discussion with the group on the rationale of where it is placed on the quadrant. 15minutes Place the chart in front of the room. Explain the purpose of the chart is to get everyone’s collective commitments/ value statements and discuss the probability and impact of each action before committing to the action. Because we want to only select 5-6 it is important to discuss them against this criteria. Presenter explains the 4 quadrants High Impact/ High Probability means that the commitment we make will have a High Impact on students achievement or help us reach our vision and high Prob. Means that it is likely that most people will commit to doing this work. High Impact, Low Probability means that although this work will be impactful it is not probable maybe due to lack of funds or time, However, many principals can make things highly probable if they commit to allocating resources and time, making it then high probability, remember our goal is to commit to the actions that are High Impact/High Probability. Low Impact/ High Probability means that this action will not impact our vision, but is is likely to happen Low Impact/ Low Probability means that this action will not impact our vision and it is not likely to occur and it is not realistic, we should stay away from this quadrant. Presenter writes on post-it notes the two from the previous slide and reads it aloud and allows group to decide where to place it. Note that if something is High Impact/Low probability the discussion can become how can we make it more probable, that can be negotiated by the principal Ask participants if they would like to share out their collective commitment ideas and place them on the chart while facilitating a brief discussion with the group on the rationale of where it is placed on the quadrant.

40. Four Pillars- Foundation of a PLC 40 30seconds Mission clarifies priorities and sharpens focus. Vision gives direction. Values guide behavior. Goals establishes priorities.30seconds Mission clarifies priorities and sharpens focus. Vision gives direction. Values guide behavior. Goals establishes priorities.

41. Goals How will we mark our progress? Targets and timelines Establish priorities 41 30seconds It is important to set goals that hold us accountable to the commitments we made. However goals must be written in a format that allows us to monitor growth. Here are some guidelines to remember (next slide)30seconds It is important to set goals that hold us accountable to the commitments we made. However goals must be written in a format that allows us to monitor growth. Here are some guidelines to remember (next slide)

42. What are SMART Goals? Strategic and specific Measurable Attainable Results-oriented Time-bound 42 30seconds When creating goals with your grade level or school it is important to measure then according to the following: Are the goals we are setting… Strategic – link to the mission and vision Specific – avoid confusion Measurable – It has to be something we can measure its progress Attainable – staff believe that this is doable Results oriented – focus is on outcomes and results Timebound – when will it be accomplished? 30seconds When creating goals with your grade level or school it is important to measure then according to the following: Are the goals we are setting… Strategic – link to the mission and vision Specific – avoid confusion Measurable – It has to be something we can measure its progress Attainable – staff believe that this is doable Results oriented – focus is on outcomes and results Timebound – when will it be accomplished?

43. SMART Examples Students who have attended District 54 schools for one year will read at grade level upon entering third grade. 43 2minutes Note to presenter: Each example will fly in. These are some real goals from districts – how did they do? Hold up a green card if they are SMART goals and red if they are not. Be ready to support your answer. Strategic? Measurable? Attainable? Results-Oriented? Time-bound? Have participants hold up the cards and defend their answer. Only the last one is a SMART goal.2minutes Note to presenter: Each example will fly in. These are some real goals from districts – how did they do? Hold up a green card if they are SMART goals and red if they are not. Be ready to support your answer. Strategic? Measurable? Attainable? Results-Oriented? Time-bound? Have participants hold up the cards and defend their answer. Only the last one is a SMART goal.

44. SMART Goals Things to remember when writing SMART Goals Goals should be consistent with mission, vision, and collective commitments Goals should meet SMART Goals criteria, if not rewrite School SMART Goals can be written with whole staff leadership team with staff approval Templates are available online at http://www.allthingsplc.info/ 44 30seconds Read slide. 30seconds Read slide.

45. Four Pillars- Foundation of a PLC Please put your materials away and sort the cards into the Four Pillars Each column should have 5 cards: Term Definition Description Guiding Question Example 45 5 minutes Please put all your materials away. Read the slide. Have participants pull out the cards and template from their materials bag. They can work in their teams to put the cards in the proper boxes.5 minutes Please put all your materials away. Read the slide. Have participants pull out the cards and template from their materials bag. They can work in their teams to put the cards in the proper boxes.

46. Four Pillars- Foundation of a PLC 46 5 minutesAnswer Key for sort After participants have sorted their cards correctly call them back to their seats and begin closing remarks. Presenter says. Thank you so much for your hard work and participation today. The purpose for today was to walk you through the foundational practices that must be in place in order to sustain the PLC work at each site. Each school has different needs so you can be sure that all sites will have different Mission Vision Value and Goals that are unique to them. The activities we did today will be done at your school sites with your staff. We hope you could see the value of all schools going through this process and hope you found this experience beneficial. 5 minutesAnswer Key for sort After participants have sorted their cards correctly call them back to their seats and begin closing remarks. Presenter says. Thank you so much for your hard work and participation today. The purpose for today was to walk you through the foundational practices that must be in place in order to sustain the PLC work at each site. Each school has different needs so you can be sure that all sites will have different Mission Vision Value and Goals that are unique to them. The activities we did today will be done at your school sites with your staff. We hope you could see the value of all schools going through this process and hope you found this experience beneficial.

47. Final Quick-write 1.What is the value of this process? 2. Which activities would you find valuable to replicate with the staff? 3. How do you see your school getting to the place where you have a mission, vision, value/collective commitment and goals that everyone in your school will share? 47 4minutes Number the people in the group 1,2,3 Ask participants to answer the question that corresponds to their number and be ready to share-out at your table groups. People could volunteer to share out and after a couple of people have shared they can leave. 4minutes Number the people in the group 1,2,3 Ask participants to answer the question that corresponds to their number and be ready to share-out at your table groups. People could volunteer to share out and after a couple of people have shared they can leave.

48. Objectives & Outcomes To understand how school culture plays a crucial role in the successful implementation of a PLC. To gain a deeper understanding of the four pillars of a Professional Learning Community: Mission, Vision, Values and Values To discuss how to incorporate the four pillars at your school site. 48 1minute Presenter shows participants that they met all the objectives for the day and reminds them to go to the auditorium by 1:30 Dismiss the group to the auditorium for the video. Dismiss to the auditorium for the Johnny Video 1:30-2:00 1minute Presenter shows participants that they met all the objectives for the day and reminds them to go to the auditorium by 1:30 Dismiss the group to the auditorium for the video. Dismiss to the auditorium for the Johnny Video 1:30-2:00