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2. Simultaneous Loose and Tight School Cultures. Effective school cultures don't simply encourage individuals to go off and do whatever they want, but rather establish clear parameters and priorities that enable individuals to work within established boundaries in a creative and autonomous way. The
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1. 1 Fred Newman “If schools want to enhance their capacity to boost student learning, they should work on building a collaborative culture…When groups, rather than individuals, are seen as the main units for implementing curriculum, instruction, and assessment, they facilitate development of shared purposes for student learning and collective responsibility to achieve it.”
2. 2 Simultaneous Loose and Tight School Cultures Effective school cultures don’t simply encourage individuals to go off and do whatever they want, but rather establish clear parameters and priorities that enable individuals to work within established boundaries in a creative and autonomous way. They are characterized by directed empowerment or a culture of discipline with an ethic of entrepreneurship.
3. 3 Joan Richardson, editor of the NSDC Results “The practice of having teachers work together to study student work is one of the most promising professional development strategies in recent years. Examining student work helps teachers intimately understand how state and local standards apply to their teaching practice and to student work. Teachers are able to think more deeply about their teaching and what students are learning. As they see what students produce in response to their assignments, they can see the successes as well as the situations where there are gaps. In exploring those gaps, they can improve their practice in order to reach all students.”
4. 4 “The Learning-Centered Principal,” Rick DuFour “As principal, I played an important role in initiating, facilitating, and sustaining the process of shifting our collective focus from teaching to learning. To make collaborative teams the primary engine of our school improvement efforts, teachers needed time to collaborate.
5. 5 [Show Lezotte’s quote and ask participants to discuss at their tables reactions to such key words as: negligence, alignment, etc., and the implication for their campuses.][Show Lezotte’s quote and ask participants to discuss at their tables reactions to such key words as: negligence, alignment, etc., and the implication for their campuses.]
6. 6 Peter Senge
We must build organizations where people continuously expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continuously learning together.
7. 7 Richard DuFour “Once we had solved the problem of providing teachers with time to work together, we faced the challenge of determining how this time was spent. We recognized the need to do more than encourage teachers to collaborate and hope for the best.”
8. 8 Rosenholtz 1991 “People work more effectively,
efficiently, and persistently when
they work collectively, while gauging
their efforts against results.”
9. 9 Roland Barth “A precondition for doing anything to strengthen our practice and improve a school is the existence of a collegial culture in which professionals talk about practice, share their craft knowledge, and observe and root for the success of one another. Without these in place, no meaningful improvement – no staff or curriculum development, no teacher leadership, no student appraisal, no team teaching, no parent involvement, and no sustained change – is possible.”
10. 10 National Association of Elementary School Principals “Isolation is the enemy of learning. Principals who support the learning of adults in their school organize teachers’ schedules to provide opportunities for teachers to work, plan and think together.”
11. 11 Eastwood & Seaschore Lewis “The single most important factor for successful school restructuring and the first order of business for those interested in increasing the capacity of their schools is building a collaborative internal environment that fosters cooperative problem-solving and conflict resolution.”
12. 12 Research for Better Teaching, Inc. “A genuine belief in all students’ capacity to do well, in effort based ability, is the foundation of the grit it takes to elevate achievement for low performing students. Once you believe all the students really could get to proficiency, there is a moral compulsion to do whatever it takes so that they really do!”
13. 13 Jim Collins “Great organizations simplify a complex world into a single organizing idea or guiding principle. This guiding principle makes the complex simple, helps focus the attention and energy of the organization on the essentials, and becomes the frame of reference for all decisions.”
14. 14 Katzenbach & Smith The Wisdom of Teams “Teams bring together complementary skills and experience that exceed those of any individual on the team. Teams are most effective in problem solving. Teams provide a social dimension that enhances work. Teams motivate and foster peer pressure and internal accountability. Teams have more fun.
15. 15 Michael Fullan “Collaborative cultures, which by definition have close relationships, are indeed powerful, but unless they are focusing on the right things they may end up being powerfully wrong.”
16. 16 Roland Barth “Ultimately there are two kinds of schools: learning enriched schools and learning impoverished schools. I have yet to see a school where the learning curves …of the adults were steep upward and those of the students were not. Teachers and students go hand and hand as learners…or they don’t go at all.
17. 17 James Champy “Unless you can subject your decision-making to a ruthless and continuous judgment by results, all your zigs and zags will be random lunges in the dark.”
18. 18 Rick DuFour “Today’s school leaders shift both their own focus and that of the school community from inputs to outcomes, from intentions to results.”
19. 19 Robert Marzano “Regardless of the research basis, it is clear the effective teachers have a profound impact on student achievement and ineffective teachers do not. In fact, ineffective teachers might actually impede the learning of their students.
20. 20 Phil Schlechty “Structural change that is not supported by cultural change will eventually be overwhelmed by the culture, for it is in the culture that any organization finds meaning and stability.”
21. 21 Robert Sternberg “There is such a thing as a Group IQ. While a group can be no smarter than the sum total of the knowledge and skills of its members, it can be much “dumber” if its internal workings don’t allow people to share their talents.”
22. 22 Goleman “Positive norms will stick only if the group puts them into practice over and over again. Being explicit about norms raises the level of effectiveness, maximizes emotional intelligence, produces a positive experience for group members and helps to socialize newcomers into the group quickly.
23. 23 DuFour and Eaker “If we could truly establish high levels of learning for all students as the guiding principle of the school, and if we were willing to honestly confront the brutal facts of the current reality in our school, the right decisions about what to do and what to stop doing often become evident.”
24. 24 Daniel Goleman “A common failing of leaders at all levels is the failure to be emphatically assertive when necessary. Abilities to persuade, build consensus, and utilize all the other arts of influence are important – but they don’t always do the job. Sometimes it simply comes down to using the power of one’s position to get people to act.”
