Transforming Schools into Professional Learning Communities

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Transforming Schools into Professional Learning
Communities

• By Robert Eaker
• Presented By Chad R Struhs

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Collaboration
Traditional Schools Professional Learning Communities
Teacher Isolation Collaborative Teams
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Mission Vision Statements
Where are we Going? Schools Professional Learning Communities
Generic Brief Wish Lists Ignored Clarify Student Learning How will we know what students are learning? Blueprint for improvement Known and Shared
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Values
Only 179 more Days Left Schools Professional Learning Communities
Values are Random Statements are excessive in number Values are beliefs Statements focus on self Values linked to vision Statements are few in number Blueprint for improvement Articulated as commitments
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Goals
Traditional Schools Professional Learning Communities
Random Statements Excessive in numbers Focus on means rather than end Difficult to assess or measure Not monitored Linked to vision Few in number Focused on outcome Measurable Continuously monitored Short term wins and future goals
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Focus on Learning
Is it Friday yet? Schools Professional Learning Communities
Primarily Focused on Teaching Primarily Focused on Learning
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Curriculum
Barely a Pulse Schools Professional Learning Communities
Each teacher independently decides what to teach Curriculum overload Curriculum focuses on student learning Reduce content taught in greater depth Assessments are collaborated Plan for all students to learn
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Collective Inquiry
Ordinary Schools Professional Learning Communities
Decisions about improvement are made by averaging opinions Decisions are research-based with collaborative teams seeking out the best practices
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Research and Results
Average Schools Professional Learning Communities
Teachers rely on outside sources to identify what works How teachers like various approaches Internally validated Teams try various approaches and ask How does it affect student learning?
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Leadership
Crappy School Professional Learning Communities
Administrators are in leadership/Teachers are implementors or Followers Administrators are leaders of leaders Teachers are TRANSFORMATIONAL leaders!
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School Improvement Plans
Oh-Hum Schools Professional Learning Communities
Plans focus on a variety of things Get the Plan turned in and then ignore Few important goals that affect student learning Organized for sustained school improvement
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CELEBRATION
The Putz School Professional Learning Communities
Infrequent Students reach arbitrary standard Limited to a few individuals Recognize improvement Work to create winners and celebrate success Celebration linked to vision and values of student improvement
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Persistence
Dumpy School Professional Learning Communities
Improvement efforts frequently shift as new fads come along Committed to stay the course Leaders role is to promote, protect and defend the schools vision values and to confront the behaviors that dont fit this
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Nonlinear Process

• One last note Making these cultural shifts is
  difficult and nonlinear (that is, it is not a
  step-by-step process). Somewill occur fairly
  quickly, while others will take years. When and
  how these shifts occur will ultimately depend on
  the quality of leadership and collaboration that
  is presentRemember, what you need to reculture
  your school lies within. Collaborate with one
  another. Support one another. Care for one
  another. Encourage one another, and remarkable
  things will happen.
• Robert Eaker (2002)