Professional Learning Communities

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Professional Learning Communities

• Part II - Organization and Culture

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Opening Doors

• Establish rapport
• Listen and ask responsive questions
• Hear with your eyes, ears, and emotions
• Read the non-verbal cues
• Emphasize choices rather than solutions

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Opening Doors

• Focus on, What will you/we do now rather that
  past experiences
• Be open to emotions
• Dont judge the other person
• Be honest

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Understand the Performance Cycle
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High Value-added School Cultures

• Measuring and monitoring targets and results
• Demonstrating hunger for improvement - high hopes
  and expectations
• Raising capacity - helping people learn
• Focusing on value-added

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High Value-added Schools

• Promoting excellence
• Making sacrifices for students
• Working together

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Low Value-added School Cultures

• Measuring and monitoring targets and results
• Warmth/ humor
• Recognizing personal circumstances / making
  exceptions / tolerance
• Keeping-up with what is required - following
  policy

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Low Value-added School Cultures

• Creating a pleasant working environment
• Working together / cooperating - learning from
  each other - sharing ideas

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Highest Value-added School Cultures (LOWEST
PRIORITY)

• Preventing mistakes
• Respecting autonomy
• Respecting privacy
• Admitting you dont know
• Investing time with those who can benefit the
  most
• Admitting mistakes

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Low Value-added School Cultures (LOWEST PRIORITY)

• Keeping promises
• Single-minded dedication
• Respecting privacy
• The school comes first
• Promoting excellence
• Preventing mistakes

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Strategies for Value-added leaders

• Move from the language of blame to the language
  of commitment
• Move from the language of blame to the language
  of personal responsibility
• Move from the language of New Years Resolutions
  to the language of commitment

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Strategies for Value-added leaders

• Move from hopes to expectations
• Move from prizes and praise to ongoing rewards
• Move from the language of rules and policies to
  the language of public agreements
• Move from the language of constructive criticism
  to the language of deconstructive criticism