Building the Collaborative Culture of a PLC

1. Building the Collaborative Culture of a PLC Collaboration: Session 1 PLC Professional Development for Teams Learning Council, Elementary Leadership Teams, and Secondary Leadership Teams

2. CRCSD Strategic Plan LEARNING COLLABORATION RESULTS

3. What am I doing here? What did we accomplish?

4. Meeting Experiences Activity The Good, The Bad, and The Ugly • Work in small groups. • Think about the meeting experiences that you’ve had. Write down the reasons why they were satisfying using one idea per post-it note. • Go around the table, each person sharing one idea. • Look for commonalities. In the middle of table, on paper, create “clusters” of ideas that are similar. • Repeat for frustrating experiences.

5. Activity: Trust Busters & Builders “Trust is …cultivated through speech, conversation, communication and action.” • Busters • Talk, talk, talk • Disengaged • Pessimistic • But…. • Builders • Follow through • Consistent • Agree to disagree • Listens to others

6. Five Dysfunctions of a Team Lencioni, Patrick. Overcoming the Five Dysfunctions of a Team: A Field Guide for Leaders, Managers, and Facilitators. San Francisco: Jossey-Bass.

7. Team Norm Activity In your small group develop team norms by: • Brainstorming norms • Group like ideas - affinity diagram • Create short list of group norms - not a laundry list • Review the six areas to consider If your team has already written group norms: • Do your norms cover some of the common challenges that occur in teams? • Do you need to add anything after looking at the six areas to consider? DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006. (p. 210-211)

8. Additional Tips for Creating Norms • Each team creates its own norms • Stated as commitments to act or behave in certain ways rather than as beliefs • Reviewed at the beginning and end of each meeting for at least 6 months • Teams formally evaluate effectiveness at least twice a year • Teams focus on a few essential norms rather than extensive laundry list. • Violations of team norms must be addressed DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006. (p.106)

9. Pausing Paraphrasing Probing for specificity Putting ideas on the table Paying attention to self and others Presuming positive intentions Pursuing a balance between advocacy and inquiry Are you looking in the mirror or out the window? Seven Norms of Collaboration DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006. (p. 104)

10. Seven Factors to Influencing Reluctant Staff Reason Research Resonance Representational Re-descriptions Resources and Reward Real-World Events The greatest opportunity for change comes from the first six factors. 7. Confrontation Providing people with incentives to embrace an idea Connecting to the person’s intuition so that the proposal “feels right” Changing the way the information is presented (e.g. using analogies) Presenting real world examples where the idea has been applied successfully Appealing to rational thinking and decision making Building shared knowledge of the research base supporting a position “resistance must be identified and dealt with rather than ignored” Gardner, Howard. Changing Minds: The Art and Science of Changing Our Own and Other People’s Minds. Boston: Harvard Business School, 2004. DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006. (p. 173)

11. Why am I here? • Work together to accomplish goals • Benefit students when return to classroom with “expanded repertoire of skills, strategies, materials, and ideas in order impact student achievement in a positive way.” DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006.

12. What did we Accomplish? Leaders… • Promote focused and productive meetings • Apply effective communication skills • Encourage interdependence to achieve goals • Keep 4 crucial questions at the forefront

13. Building the Collaborative Culture of a PLC Collaboration: Session 2 PLC Professional Development for Teams Learning Council, Elementary Leadership Teams, and Secondary Leadership Teams

14. Small Group Discussion Isolation Collaboration Brainstorm: What are the rewards / benefits of working in isolation? Collaboration? Write one idea per sticky note. • Share Points- • Share sticky notes, add to whole group chart

15. Defining PLC Collaboration Isolation PLC Collaboration Collaboration “The traditional school often functions as a collection of independent contractors united by a common parking lot.” Eaker, Results Now, p 23 • “Congeniality, focus on building groups camaraderie” • “Consensus on operational procedures” • “Committees to oversee different facets of school operation” • “…a systematic process in which teachers work together to analyze and improve their classroom practice.” • “Teachers work in teams, engaging in an ongoing cycle of questions that promote deep team learning.” • “…leads to higher levels of student achievement.” What is a “Professional Learning Community”? Educational Leadership, May 2004

16. Partner Discussion Jigsaw Activity: • 5 Keys To a Successful Meeting – highlight the big ideas for one of the following: • Behaviors and Relationships • Focus • Roles and Responsibilities • Structure • Process • Share Points- • Share the key’s big ideas with the whole group Erkens, Cassandra, et. al. The Collaborative Teacher. Bloomington: Solution Tree, 2008. (p. 33-54)

17. Comparison With those sitting around you, discuss how your line compares with that of organizational change

18. First and Second order change First order change: Small changes with “existing knowledge and skills of the staff” Small steps within existing paradigm Second order change: BIG changes…a “dramatic departure from the expected and familiar”… “Perceived as a break from the past… may require new knowledge, new skills” DuFour, Richard, et. al. Learning by Doing. Bloomington: Solution Tree, 2006. (p. 186, 215, & 218)

19. Don’t Judge too Quickly

20. PLC: Professional Learning Communities4 Crucial Questions What do we want each studentto learn, know, or be able to do? Student Learning Expectations What evidence do we have of the learning? Formative Assessment How will we respond when some students don’t learn? Pyramid Of Intervention How will we respond to those who have already learned?

21. Don’t judge • http://www.youtube.com/watch?v=KMgzTBhG2Us Bad PLC • http://www.youtube.com/watch?v=0CqSP_slziw Fed Ex http://www.youtube.com/watch?v=6hKWM5Z1zds Bathroom remodel – feel out of place, uncomfortable • http://www.youtube.com/watch?v=qZf53MtLUCc Ship – front fell off • http://www.youtube.com/watch?v=8-QNAwUdHUQ