Leadership Essentials
for the Essential Elements
Leadership Essentials
for the Essential Elements
Overview
•Traditional Leadership
•“Instructional” Leadership
•Additional Demands at the Middle Level
•Leadership that “Works”
•How to Get It All Done
•Applications and Examples
Leadership Essentials
for the Essential Elements
What does a
leader look like?
• Traditional Leadership
• “Instructional” Leadership
• Middle Level Leadership
• Leadership that “Works”
Getting things
going...
• Warm-up activity: Four squares
• Consensograms
• Leadership Tools
Traditional
Leadership
Task: On the roll-paper, draw a
picture of the traditional
leader
“Instructional”
Leadership
• Choose an article from the reader, BUT
NOT BALANCED LEADERSHIP
• Read it, discuss
• Group synthesizes individual articles
using sticky notes
• Update your leader picture
The Essential
Elements
(of Standards-Focused Middle
Level Schools and Programs)
Leadership Essentials
for the Essential Elements
Essential Element 1:
Philosophy and Mission
• A philosophy and
mission that reflect the
intellectual and
developmental needs
and characteristics of
young adolescents.
Essential Element 1:
Philosophy and Mission
Status quo
and inertia
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Essential Element 1:
Philosophy and Mission
An duallyarticulated
vision for the
future
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Essential Element 1:
Philosophy and Mission
An duallyarticulated
vision for the
future
Status quo
and inertia
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Essential Element 2:
Educational Program
• An educational
program that is
comprehensive,
challenging,
purposeful,
integrated, and
standards-based.
Essential Element 2:
Educational Program
Standards
“incidentalism”
or Standardsreferenced
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Essential Element 2:
Educational Program
Beginning
with the End
in Mind… all
the time.
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Essential Element 2:
Educational Program
Standards
“incidentalism”
or Standardsreferenced
Beginning
with the End
in Mind… all
the time.
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Essential Element 3:
Organization and
Structure
• An organization
and structure that
support both
academic excellence
and personal
development.
Essential Element 3:
Organization and
Structure
Junior
High
School
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Essential Element 3:
Organization and
Structure
Deliberate
and
intentional
design
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Essential Element 3:
Organization and
Structure
Deliberate
and
intentional
design
Junior
High
School
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Essential Element 4:
Classroom Instruction
• Classroom instruction
appropriate to the
needs and
characteristics of young
adolescents provided
by skilled and
knowledgeable
teachers.
Essential Element 4:
Classroom Instruction
Traditional
Teaching
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Essential Element 4:
Classroom Instruction
Best Practice
and
Research-based
Learning
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Essential Element 4:
Classroom Instruction
Best Practice
and
Research-based
Learning
Traditional
Teaching
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Essential Element 5:
Educational Leadership
• Strong educational leadership and a
building administration that
encourages, facilitates, and sustains
involvement, participation, and
partnerships.
Essential Element 5:
Educational Leadership
Mis-matched
Management
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Essential Element 5:
Educational Leadership
Effective
Leadership
and
Situational
Match
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Essential Element 5:
Educational Leadership
Effective
Leadership
Mis-matched
Management
and
Situational
Match
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Essential Element 6:
A Network of Academic and
Personal Support
A
network of
academic and
personal support
available for students.
Essential Element 6:
A Network of Academic and
Personal Support
Haphazard
Programs
and reliance
on AIS
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Essential Element 6:
A Network of Academic and
Personal Support
Deliberate and
Collaborative
Network
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Essential Element 6:
A Network of Academic and
Personal Support
Haphazard
Programs
and reliance
on AIS
Deliberate and
Collaborative
Network
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Essential Element 7:
Professional Training and
Staff Development
• Professional training
and staff development
that are ongoing,
planned, purposeful,
and collaborated.
Essential Element 7:
Professional Training and
Staff Development
Disconnected,
one-shot, wantsbased staff
development
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Essential Element 7:
Professional Training and
Staff Development
Aligned and
Distributed
Professional
Learning
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Essential Element 7:
Professional Training and
Staff Development
Disconnected,
one-shot, wantsbased staff
development
Aligned and
Distributed
Professional
Learning
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Essential Elements
Activity
•Task: make a poster advertisement
•Take a walking tour of essential
elements
•Update your leader picture
Leadership Essentials
for the Essential Elements
Essential Elements
Tools
•The Elements
•The Research
•The rubrics
•The pamphlets
•nysmsa.org
Leadership Essentials
for the Essential Elements
What does a
leader look like?
• Traditional Leadership
• “Instructional” Leadership
• Middle Level Leadership
• Leadership that “Works”
Lunch
Classroom
Instruction That
Works
Marzano,
Pickering,
Pollock
Leadership Essentials
for the Essential Elements
Classroom Instruction That Works
(Marzano, Pickering, Pollock)
Research Based Strategies for Improving Student Achievement
Identifying Similarities and Differences
Comparing –
looking at similarities and differences between or among
things
Graphic
organizers
Comparison
Classifying –
matrix
grouping things that are alike on the basis if these
characteristics
Venn
diagrams and other graphic organizers
Creating metaphors –
identifying a general or basis pattern in a specific
topic, then finding another topic that appears to be different but has the same
general pattern
See
Starship example
Identifying Similarities and Differences
Creating analogies –
identifying relationships between pairs of
concepts, relationships
Oxygen
Eighty
is to humans as carbon dioxide is to plants
is to eight as dime is to ______
Thermometer
is to temperature as odometer is to distance
Metaphor Example
Two science students were standing in front of the class pointing to the diagram of the
Starship Enterprise (from Star Trek) as they presented their project. Their assignment was
to identify the major structures of a cell and describe the function of each. They were then
to restate the information in more general, abstract terms, and finally, to identify another
system that is similar to the cell, at an abstract level. These two students had selected the
Enterprise as the second element of the metaphor, and identified the following abstract
pattern connecting a cell with the starship.
Cell
General,Abstract
Enterprise
Nucleus
Part that runs the
The bridge
system_______________________
Selectively Part that keeps out
Transporter
Permeable bad things and lets in
Room
Membrane the good
In a detailed and articulate way, students described how each aspect of the cell was like a
feature of the Enterprise
Classroom Instruction That Works
(Marzano, Pickering, Pollock)
Research Based Strategies for Improving Student Achievement
Summarizing and Note Taking
To
effectively summarize, students must delete some information (trivial, redundant information), substitute
some information ( super ordinate terms such as flowers, for a listing of flowers), and keep some information
Frame questions to assist students in summarizing
To practice summarizing in the classroom – ask students to verbally summarize silent or oral reading, utilize
reciprocal teaching with a student leader ( questioning, clarifying, predicting.)
Note Taking
Should
not be verbatim
Considered
Used
as study guides
Teach
The
a work in progress
various note taking strategies – webbing, outline format, etc.
more notes that are taken, the better
Teach various note taking strategies – webbing, outline format, etc.
Classroom Instruction That Works
(Marzano, Pickering, Pollock)
Research Based Strategies for Improving Student Achievement
Reinforcing Effort and Providing Recognition
Teach
Have
about effort – share personal examples
students track their effort and achievement
(see
achievement rubric)
Deliver effective praise citing specifics of the accomplishment, for note
effort or success in difficult tasks
Personalize
Pause,
recognition
Prompt, and Praise
worthy
Effort & Achievement Rubric
Effort Rubric
Achievement Rubric
4.I worked on the task until it was
completed. I pushed myself to continue
working on the task even when difficulties
arose or a solution was not immediately
evident. I viewed difficulties that arose as
opportunities to strengthen my
understanding.
4. I exceeded the objectives of the task or
lesson
3. I worked on the task until it was
completed. I pushed myself to continue
working on the task even when difficulties
arose or a solution was not immediately
evident.
3. I met the objectives of the task or lesson
2. I put some effort into the task, but I
stopped working when difficulties arose.
3. I met a few of the objectives of the task or
lesson, but did not meet others.
1. I put very little effort into the task.
1. I did not meet the objectives of the task
or lesson.
Classroom Instruction That Works
(Marzano, Pickering, Pollock)
Research Based Strategies for Improving Student Achievement
Homework and Practice
The
amount of homework assigned should be different from elementary to
middle to high school.
High
School – 24 percentile points
Middle
School – 12 percentile points
Elementary
School – 6 percentile points
The
purpose of homework should be identified and articulated. Is it practice, to
prepare new information, or to elaborate on information that has been
introduced?
Parent involvement in
If
homework should be kept to a minimum
homework is assigned, it should be commented on. Vary approaches in
providing feedback on homework
Classroom Instruction That Works
(Marzano, Pickering, Pollock)
Research Based Strategies for Improving Student Achievement
Nonlinguistic Representations
(Creating graphic
representations)
Making physical models
Generating metal pictures
Drawing pictures and pictographs
Engaging in kinesthetic activity
(I..to measure degrees, represent angles, etc.).e – body math
Using multiple means to help students “visualize” the content
(various organizers – to show concepts, effects, generalizations,
episodes, etc.)
Classroom Instruction That Works
(Marzano, Pickering, Pollock)
Research Based Strategies for Improving Student Achievement
Cooperative Learning
Organizing groups based on ability levels should be done sparingly
Cooperative Learning groups should be kept small in size (3-4)
Cooperative learning should be applied consistently and systematically, but not
overused
Five
defining elements
Positive
Face
interdependence (sink or swim together)
to face promotive interaction (helping each other learn, applauding success and efforts)
Individual
& Group accountability ( each of us must to contribute to the group achieving its
goals)
Interpersonal
and Small group skills (communication, trust, leadership, decision-making,
conflict resolution)
Group
processing (reflecting on how well the team is functioning and how o function better
Classroom Instruction That Works
(Marzano, Pickering, Pollock)
Research Based Strategies for Improving Student Achievement
Setting Objectives and Providing Feedback
Goal
setting is important. Instructional goals should narrow what students
focus on. (I.e – goal might be that students understand how a cell functions.)
Instructional goals
should not be too specific but should include performance,
conditions, criterion)
Students should be
encouraged to personalize the teacher’s goals.
Feedback
Should be
“corrective” in nature
Should be
timely
Should be
specific to a criterion
Students can
effectively provide some of their own feedback
Classroom Instruction That Works
(Marzano, Pickering, Pollock)
Research Based Strategies for Improving Student Achievement
Questions, Cues, and Advance Organizers
Help
students organize and use what they already know about a topic
at the heart of classroom practice – generally accounts for 80% of what
goes on in classrooms
Are
Should
focus on what is important, rather than unusual
Higher
level questions produce deeper learning Ask the question before the
instruction to frame a “mental set.”
Advance
organizer could be skimming, narrative (story related to the learning),
expository (describes the content to which students will be exposed), or graphic.
Instructional
Leadership
Susan Allen
Asst. Superintendent for Instruction
Hilton Central School District
225 West Avenue
Hilton, New York 14468
sallen@hilton.k12.ny.us
Leadership Essentials
for the Essential Elements
Instructional Leadership
• Primary Areas of Focus
– 90/90/90 Schools Research – Doug Reeves
– Ruby Payne strategies
– Balanced Leadership – Waters, Marzano,
McNulty
The 90/90/90 Schools
From Accountability in Action
by Douglas Reeves
Leadership Essentials
for the Essential Elements
What Are They?
• Inner-city urban schools, suburban
schools, and rural schools
• 228 buildings and more than 130,000
students
• More than 90% of students eligible for
free and reduced lunch
• More than 90% from ethnic minorities
Common Characteristics of
High Achievement Schools
• Focus on Academic Achievement
• Clear curriculum choices
• Frequent assessment of student
progress and multiple opportunities for
improvement
• Emphasis on writing
• External scoring
Focus on Academic
Achievement
• Laser-like focus
– Displays of exemplary student work in trophy
cases, etc.
– Charts, graphs, and tables all over the school
displaying student achievement.
– Obvious to all that academic performance is highly
prized.
• Comprehensive accountability system
– School focus on a few indicators of improvement
• How you “finish” is what counts
– Substantial interventions for students who were
deficient in reading and writing.
Curriculum Choices
• More time spent on core subjects of
reading, writing and mathematics
demonstrated student achievement
improvement in other content areas.
Frequent Assessment of
Student Progress with
Multiple Opportunities for
Improvement
• Student performance that is less than
proficient is followed by multiple
opportunities to improve.
–
–
–
–
Weekly assessments
Constructed and administered by classroom teachers
“You can do better next week”
“Active coaching” vs. “final evaluation” model
Emphasis on Writing
• High emphasis on informative writing
– Single scoring guide to evaluate every piece of
written work used across content areas.
– No compromises on expectations for quality
– Association between writing and performance
in other academic disciplines was striking
External Scoring
• Common assessment practices that
were reinforced through exchange of
student papers
– Teacher to teacher
– Building to building
– Principal as evaluator
– Need uniform basis on which to evaluate
student work
What are we doing now?
What could we be doing?
• Techniques are replicable
• Techniques are consistent-focus is clear
• Techniques are persistent – more than
90% of the students involved in these
studies continue to meet or exceed
state
standards.
What We Are Doing…
• Focusing on one area at each cabinet
meeting – discussions on what we are
currently doing and what we should be
doing
• Principals are holding discussions with
faculty at department meetings and/or
faculty meetings
Ruby Payne Strategies
Leadership Essentials
for the Essential Elements
Helping Individual Students
• Building administrators are working
with individual teachers, using a gridlike format to identify where each child
is academically on major assessments. A
plan is then developed to move each
child up by at least one quartile by the
end of the year.
Disabled
ESL
Transfer
students
Greg
Mark
Ed
Tom
75100
(4th
quartile)
50-74
White
males
George
Marissa
Lydia
(3rd
quartile)
25-49
(2nd
quartile)
0-24
(1st
quartile)
Mary
Tim
Maria
James
Karen
Joe
Ken
Dave
Steve
Brian
Mike
Balanced Leadership
• What 30 years of research tells us
about the effect of leadership on
student achievement
ASSUMPTIONS
1. We need to get the most possible out of our
schools.
2. In light of the resource, social, political, and
design realities facing our schools and their
leaders, our schools (the current model of
schooling in the USA) are not likely to meet
the expectation that no child is left behind.
3. We need educational leaders who can initiate
and sustain the improvement efforts required
to accomplish #1, and who are prepared to
deal with the 2nd order changes implied by #2.
Factors Influencing Achievement
1.
2.
4.
5.
Guaranteed and Viable Curriculum
Challenging Goals and Effective
Feedback
Parent and Community
Involvement
Safe and Orderly Environment
Collegiality and Professionalism
6.
7.
8.
Instructional Strategies
Classroom Management
Classroom Curriculum Design
9.
10.
Home Environment
Learning Intelligence/Background
Knowledge
Motivation
3.
School
Teacher
11.
Student
A Composite Model of the Research on
School and Teacher Effectiveness
School and Teacher
Combinations
Percentile Score Upon
Entering
Percentile Score Upon Leaving
2 Years Later
Average School
Average Teacher
50th
50th
Highly Ineffective School
Highly Ineffective Teacher
50th
3rd
Highly Effective School
Highly Ineffective Teacher
50th
37th
Highly Ineffective School
Highly Effective Teacher
50th
63rd
Highly Effective School
Highly Effective Teacher
50th
92nd
Highly Effective School
Average Teacher
50th
78th
OPERATIONAL DEFINITIONS
LEADERS
Effective leaders influence individuals and
organizations. At the individual level,
leaders support learning that leads to
individual and organizational goals. At the
organizational level, leaders develop a
shared vision and broad goals. Leaders
accept responsibility for achieving results
and create the necessary environments
that contribute to individual and
organizational success.
Background of McREL’s Study
of Leadership
• 3000 Dissertation citations
• 2000 Other study citations
• 70 Studies met our criteria for inclusion:
 Quantitative data
 Achievement as the dependent
variable
 Standardized scores
 Teacher perceptions
• 80% of these 70 studies found no
significant relationship
The Benefit of Meta-Analysis:
In the 70 studies:
• 2894 schools
• 1.1 million students
• 14,000 teachers
The average correlation between
principal leadership behavior and
school achievement is .25 which
means……
A one standard deviation increase
in principal leadership is associated
with a 10 percentile point gain in
school achievement.
Characteristics of 1st Order Change
• An extension of the past
• Within existing paradigms
• Consistent with prevailing norms and
values
• Focused
• Bounded
• Linear
• Marginal
• Problem and solution-oriented
• Implemented by experts
Characteristics of 2nd Order Change
•
•
•
•
•
•
•
•
•
•
A break with the past
Outside of existing paradigms
Conflicted with prevailing norms and values
A disturbance to every element and aspects of
a system
Emergent
Unbounded
Nonlinear
Neither problem nor solution oriented
Implement by “community”
Complex
Leadership for
Incremental Change
• Emphasize relationships
• Establish strong lines of
communication
• Be an advocate for the school
• Provide resources
• Maintain visibility
• Protect teachers from distractions
• Create culture of collaboration
• Look for and celebrate successes
Leadership for
2nd Order Change
•
•
•
•
•
•
•
•
Shake up the status quo
Hold everyone’s feet to the fire
Propose new ideas
Operate from strong beliefs
Tolerate ambiguity and dissent
Talk research and theory
Create explicit goals for change
Define success in terms of goals
Principal Characteristics and Behaviors:
Average r and 95% Confidence Intervals
Characteristic/
Behavior
Ave r
N
(Schools)
N
(Studies)
95%
(CI)
Communication
.23
245
10
(.10 to .30)
Outreach
.28
478
14
(.19 to .35)
Input
.30
504
13
(.21 to .38)
Relationship
.19
497
12
(.10 to .24)
Affirmation
.25
345
7
(.14 to .35)
CIA
.16
636
19
(.08 to .24)
Contingent Reward
.15
420
7
(.05 to .24)
Focus
.24
1109
30
(.18 to .29)
Knowledge of CIA
.24
327
8
(.13 to .35)
Visibility
.16
432
11
(.06 to .25)
Principal Characteristics and Behaviors:
Average r and 95% Confidence Intervals
Characteristic/
Behavior
Ave r
N
(Schools)
N
(Studies)
95%
(CI)
Change Agent
.30
479
7
(.22 to .38)
Optimizer
.20
444
9
(.11 to .29)
Situational
Awareness
.33
91
5
(.11 to .51)
Intellectual
Stimulation
.32
321
5
(.22 to .42)
Ideas/Beliefs
.25
526
8
(.17 to .33)
Monitor/Evaluate
.28
1071
30
(.23 to .34)
Flexibility
.22
151
2
(.05 to .37)
Culture
.29
709
13
(.23 to .37)
Order
.26
456
17
(.17 to .35)
Discipline
.24
397
10
(.14 to .33)
Resources
.26
570
17
(.18 to .34)
Balancing Leadership for Change
Leadership responsibilities
and Effect Sizes (ES)
1st Order
2nd Order
Culture (.29)
- Promotes cooperation among staff
- Promotes a sense of well being
- Promotes cohesion among staff
- Develops shared understanding of purpose
- Develops a shared vision of what the school could be like
Order (.26)
- Provides and enforces clear structure,
rules and procedures for students
- Provides and enforces clear structure,
rules and procedures for staff
- Establishes routines regarding the running
of the school that staff understand and follow
Leadership responsibilities
and Effect Sizes (ES)
1st Order
2nd Order
Discipline (.24)
- Protects instructional time from
interruptions
- Protects/shelters teachers from
distractions
Resources (.26)
- Ensures that teachers have necessary
materials and equipment
- Ensure that teachers have necessary staff development
opportunities that directly enhance their teaching
Curriculum
Instruction
Assessment (.16)
- Is involved in helping teachers design
Curricular activities
- Is involved with teachers to address
instructional issues in their classrooms
- Is involved with teachers to address
assessment issues
Leadership responsibilities
and Effect Sizes (ES)
1st Order
2nd Order
Focus (.24)
- Establishes high concrete goals and expectations that all
students meet them
- Establishes concrete goals for all
curriculum, instruction and assessment.
- Establishes concrete goals for the
general functioning of the school
- Continually keeps attention on established goals
Knowledge of CIA (.24)
- Is knowledgeable about instructional
practice
- Is knowledgeable about assessment
Practices
- Provides conceptual guidance for
teachers regarding effective classroom
practice
Visibility (.16)
- Makes systematic and frequent visits to
classrooms
- Maintains high visibility around the school
- Has frequent contact with students
Leadership responsibilities
and Effect Sizes (ES)
1st Order
2nd Order
Contingent Rewards (.15)
- Recognizes individuals who excel
- Uses performance vs. seniority as the primary criterion for reward
and advancement
- Uses hard work and results as the basis for reward and recognition
Communication (.23)
- Is easily accessible to teachers
- Develops effective means for teachers
to communicate with one another
- Maintains open and effective lines of
Communication with staff
Outreach (.28)
- Assures that the school is in
compliance with district and state mandates
- Advocates on behalf of the school in the community
- Advocates for the school with parents of students
- Ensures that the central office is aware
of the school’s accomplishments
Leadership responsibilities
and Effect Sizes (ES)
1st Order
2nd Order
Input (.30)
- Provides opportunity for input on all important decisions
- Provides opportunities for staff to be involved in developing
school policies
- Uses a leadership team in decision making
Affirmation(.25)
- Systematically and fairly recognizes
and celebrates accomplishments of teachers
- Systematically and fairly recognizes
and celebrates accomplishments of students
- Systematically acknowledges failures and celebrates
accomplishments of the school
Relationships (.19)
- Remains aware of personal needs of teachers
- Maintains personal relationships with teachers
- Is informed about significant personal issues
within lives of staff
- Acknowledges significant events in the lives of staff
Leadership responsibilities
and Effect Sizes (ES)
1st Order
2nd Order
Change Agent (.30)
- Consistently challenges the status quo
- Is comfortable with leading change initiatives with uncertain
outcomes
- Systematically considers new and better ways of doing
things
Optimizer(.20)
- Inspires teachers to accomplish things
that might seem beyond their grasp
- Portrays a positive attitude about the
ability of the staff to accomplish
substantial things
- Is a driving force behind major initiatives
Ideals/Beliefs (.25)
- Holds strong professional beliefs
about schools, teaching and learning
- Shares beliefs about schooling, teachers and
learning with staff and parents
- demonstrates behaviors that are consistent
With belief
Leadership responsibilities
and Effect Sizes (ES)
1st Order
2nd Order
Monitors/Evaluates (.28)
- Monitors and evaluates the effectiveness of
Curriculum, instruction and assessment
Flexibility (.22)
- Is comfortable with major changes in how things are done
- Encourages people to express opinions contrary to those in
authority
Adapts leadership style to needs of specific situation
- Can be directive or non-directive as the situation warrants
Situational Awareness (.33)
- Is aware of informal groups and
relationships among staff of the school
- Is aware of issues in the school that
have not surfaced but could create discord
- Can predict what could go wrong from day to day
Leadership responsibilities
and Effect Sizes (ES)
Intellectual Stimulation(.32)
1st Order
2nd Order
- Keeps informed about current research
and theory regarding effective schooling
- Continually exposes staff to cutting edge
ideas about how to be effective
- Systematically engages staff in discussions
about current research and theory
- Continually involves the staff in reading
articles and books about effective practices
•WhatClosure
does a leader look
like?
•What are the barriers to
leadership?
•Examples of Strategies
•Action Planning
Leadership Essentials
for the Essential Elements
Professional
Learning
Community
Leadership Essentials
for the Essential Elements
If schools want to enhance their
capacity to boost student learning,
they should work on building a
collaborative culture…
Leadership Essentials
for the Essential Elements
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.
-Fred Newmann
Leadership Essentials
for the Essential Elements
Professional
Learning
Community
Leadership Essentials
for the Essential Elements
PLC Characteristic 1:
Shared Mission & Vision
Effective mission and vision
provides direction to guide
daily operations and
improvement initiatives.
PLC Characteristic 1: Shared
Mission & Vision
Status quo
and inertia
PLC Characteristic 1: Shared
Mission & Vision
An
articulated
vision for
the future
PLC Characteristic 1: Shared
Mission & Vision
Status quo
and inertia
An
articulated
vision for
the future
PLC Characteristic 1: Shared
Mission & Vision
An
articulated
vision for
the future
Status quo
and inertia
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PLC Characteristic 2:
Collective Inquiry
The process of
searching for
answers enables
team members to
view the world
differently and to
make significant
changes in the
school culture.
PLC Characteristic 2:
Collective Inquiry
Whatever it
is it’s good
enough.
PLC Characteristic 2:
Collective Inquiry
The “deep
learning
cycle” is
engrained
PLC Characteristic 2:
Collective Inquiry
Whatever it
is it’s good
enough.
The “deep
learning
cycle” is
engrained
PLC Characteristic 2:
Collective Inquiry
The “deep
learning
cycle” is
engrained
Whatever it
is it’s good
enough.
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PLC Characteristic 3:
Collaborative Teams
The basic structure of a PLC is a
group of collaborative teams
that share a common purpose.
PLC Characteristic 3:
Collaborative Teams
Individual
classrooms united
by a common
parking lot
PLC Characteristic 3:
Collaborative Teams
Learning
teams for
everything
PLC Characteristic 3:
Collaborative Teams
Individual
classrooms united
by a common
parking lot
Learning
teams for
everything
PLC Characteristic 3:
Collaborative Teams
Individual
classrooms united
by a common
parking lot
Learning
teams for
everything
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PLC Characteristic 4:
Action Orientation
Learning always occurs in a
context of action;
engagement and experience
are the best teachers.
PLC Characteristic 4:
Action Orientation
This too
shall
pass.
PLC Characteristic 4:
Action Orientation
Intolerance
for inaction;
willingness to
experiment
PLC Characteristic 4:
Action Orientation
This too
shall
pass.
Intolerance
for inaction;
willingness to
experiment
PLC Characteristic 4:
Action Orientation
Intolerance
for inaction;
willingness to
experiment
This too
shall
pass.
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6
7
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10
PLC Characteristic 5:
Continuous Improvement
A persistent discomfort with the
status quo and a constant search
for a better way.
PLC Characteristic 5:
Continuous Improvement
Just
another
directive.
PLC Characteristic 5:
Continuous Improvement
A way of life;
innovation and
experimentatio
n forever.
PLC Characteristic 5:
Continuous Improvement
Just
another
directive.
A way of life;
innovation and
experimentatio
n forever.
PLC Characteristic 5:
Continuous Improvement
A way of life;
innovation and
experimentatio
n forever.
Just
another
directive.
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10
PLC Characteristic 6:
A Results Orientation
Efforts are
based on an
assessment
of the results
rather than
intentions.
PLC Characteristic 6:
A Results Orientation
One
initiative to
the next.
PLC Characteristic 6:
A Results Orientation
Focus on
results rather
than just
intentions.
PLC Characteristic 6:
A Results Orientation
One
initiative to
the next.
Focus on
results rather
than just
intentions.
PLC Characteristic 6:
A Results Orientation
Focus on
results rather
than just
intentions.
One
initiative to
the next.
Rate your situation on a scale of 1 to 10, 10 high:
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Professional
Learning
Community
Leadership Essentials
for the Essential Elements
Leadership Essentials
for the Essential Elements
Leadership Essentials
for the Essential Elements