Why+PLTs

I have another idea...... to make a powerpoint: Please make changes - I could have missed the main points of the readings altogether! Starting at the beginning

Triads - the Professional Learning Team Model
 * is based around teachers in schools
 * teacher of; year 8 technology, teachers of science, teachers of grade 5, teachers of junior school, teachers of learning neighborhoods......

Triads is the formation of 3 teachers:
 * from the same teaching discipline, or combination of disciplines
 * from the same year lever or from across year levels

2-3 Triads form Professional Learning Teams - PLTs and are guided by a leader

When all teachers in a school or neighbourhood are involved in this structure, collectively this constitutes a "Professional Learning Community" PLC by through
 * To improve student outcomes
 * Promote ongoing teacher professional learning
 * Improving Instruction- Elmore- Instructional Core
 * Improving the quality of tasks-Elmore- the task predicts performance

WHY? Why PLTs? What are the benefits of Triads, PLTs, PLCs? To help explore this, we are going to refer to the work of duFour, duFour and Eaker in "Revisiting PLCs at work" - particularly chapters 3 & 4

Research says it is a good idea.....

The most promising strategy for sustained, substantive school improvement is developing the ability if a school personal to function as professional earning communities p1 Fullan 2005a 1 "system thinkers in action"- people who have developed deep understanding of what it takes to improve schools by rolling up their sleeves and doing the work.
 * Quotes:**

A school based professional community can offer support and motiivation to teachers as they work to overcome the tight resources, isolation, time constraints and other obstacles they commonly encounter... In schools where professional community is strong, teachers work together more effectively, and put more effort into creating and sustaining opportunities for student learning. (Kruse, seashore Louis & Bryk 1994)

//**BUT chapter 4 says changing the structure does not work!**//

The difficulty lies not so much in developing new ideas as escaping old relationships. Changing the structure of any organisation is not sufficient to change the culture- the assumptions, behaviours, expectations and habits that constitute the norm for organisations p3 Policy makers are fond of structural change because they are immediate and visible. Structural change typically neither impact on practices of teachers in their classrooms nor the assumption that drives those practices and are therefore insufficient to improve schools Meaningful,substantive, sustainable improvement can occur in an organisation only if improvements become anchored in the culture of the organisation p49
 * Chapter 4 Section 1.** The Challenge of Cultural Change

//**The culture needs to be changed"**//

culture = assumptions, beliefs, values, expectations and habits that constitute "the way we do things around here". "It is impossible for a school to develop the capacity to function as a learning community without undergoing profound reculturing. Those who cultivate PLCs must engage in an intentional process to impact the culture". "The work of developing PLC's is not the work of adopting new programs or implementing innovative practice - it is the challenge of reculturing - impacting the assumptions, beliefs, values, expectations and habits that constitute the norm."
 * Chapter 4 Section 2** The Importance of Cultural Change pp 51

"Reculturing can be difficult and disruptive as it calls upon the sytem and those who work in it to do things they have never done" ( Phil Schechty 2005) "People are likely to perceive that their school has ben weakened, their opinions not values and the stability of the school undermined" "Disagreements are not only inevitable but fundamental to successful change" (Fullan 2007) "Transforming your school from the industrial to PLCs will be difficult!
 * Chapter 4 Section 3** Embracing the Difficulty of Challenge

FOCUS - Helping students learn at higher levels. " There are many reasons for school reform failures but they do not offer guidance in overcoming them".
 * Chapter 4 Section 4** Leading the Improvement Process

John Kotters "8 common mistakes" Ken Blanchard 2007
 * Chapter 4 Section 5** Common Mistakes in the Change Process

What is the path for the well intentioned who are willing to undertake this challenge?

"CHANGE OR DIE" - 9/10 could n ot sustain the changes to save their lives! If fear is not a catalyst for change, what is? HOPE - Leaders must do more than hope for good things to happen. Optimism naturally wants more information about problems because then they can get to work and do something 'Those who are most effective in leading a change process convey a contagious or infectious passion, energy, enthusiasm and conviction about the the ability of the staff to accomplish great things collectively" (Fullan, Goleman, Kanter, Marzano, Waters & McNulty)
 * Chapter 4 Section 6** Fears as a Catalyst for Changee

"Top Down" & "Bottom Up" NEITHER WORKS! Tyranny of Or / Genius of And The ability of embracing both extremes at the same time - Strong Leaders & Empowered Teachers
 * Chapter 4 Section 7** Leadership Strategies for Changing Culture
 * "**Tight" and "loose" leadership"

How is culture impacted on? Leaders do not begin the focus on changing assumptions, beliefs, values, expectations - they begin on changing behaviours: What people do and (Kotter & Cohen 2002 )"The need for significant shift in what people do".
 * Chapter 4 Section 8** First Steps in Reculturing

ESSENTIAL UNDERSTANDINGS: "Leaders do not first change the culture to get people to act in new ways, first change how people act in an effort to change the culture" Kotter & Cohen 2002)
 * 1) THE CHALLENGE OF CHANGING CULTURE begins with the challenge of changing behaviour
 * 2) actual change in culture occur late in the process

The Garden
 * Chapter 4 Section 9** A Different Metaphor

PLCs have a difficult task but not impossible
 * Chapter 4 Section 10** Reason for Hope

Effective leaders will: laying the foundations of a PLC
 * create a share sense of moral purpose
 * help establish a shared sense for a compelling future - a superior future to the status quo
 * shape collective commitments
 * provide clear parameters and priorities
 * help establish progress indicators
 * provide staff feedback
 * celebrate progress....

The Challenge of Cultural Change _____________________ Chapter 4 focuses on a major theme found throughout Revisiting Professional Learning Communities at Work, one that the authors emphasize time and time again: It is impossible for a school or district to develop the capacity to function as a PLC without undergoing profound cultural shifts—changes in the assumptions, beliefs, values, expectations, and habits that constitute the norm. External efforts to improve schools invariably focus on structural changes—the changes that impact policies, procedures, rules, and relationships. Unfortunately, structural changes typically neither impact the practices of teachers in their classrooms nor the assumptions that drive those practices, and thus they are insufficient to improve schools. The authors point out that even a cursory review of the literature on the change process validates the critical importance of cultural change. The authors also note one of the great ironies of organizational life: While it is true that educators shape school cultures, it is probably more accurate to say that in the day-to-day life of a school, culture shapes educators. Because educators are so immersed in their cultures, they find it difficult to step outside of their traditions and assumptions to examine their conventional practices from a critical perspective. Chapter 4 identifies specific cultural shifts that must occur if a school or district is to move from a more traditional culture to one that is reflective of a PLC, and the authors note that making such shifts is a difficult challenge and will not proceed smoothly.

Chapter 4 also gives focus to a critical distinction: the difference between successfully leading a change process and leading an improvement process, with the emphasis being on the necessity of leaders becoming skillful in the improvement process. The chapter also addresses the issue of leadership strategies for changing culture, emphasizing the need for simultaneous “tight” and “loose” leadership—another theme that is woven throughout the entire book. The authors contend that growing and tending to a garden is an apt metaphor for school or district culture and that school cultures can, in fact, be grown; however, just like a garden, school culture requires attention, nourishment, and maintenance. Just like tending a garden, developing school and district culture is hard work, but the authors are optimistic it can be done, and they are certain the effort is worthwhile.