Kristin Davie Beth Gedde Monica Gregory Lynne Scott Shannon Schaal Jennese Morauski Florida Gulf Coast University December 1, 2011

Professional Learning Communities

Hickory Ridge High School Demographics Student Population 1,800 students 15% Special Education 46% White 40% African-American 12% Hispanic 2% Asian or other Staff Population 40% < 30 years of age 40% >= 51 years of age and older ¾ White, not of Hispanic origin 60% earned Master’s Degrees

Need for Reform Various reforms initiated unsuccessfully Chosen to be model school Become a technologically driven, innovative school system Implement throughout Wingfield District

Need for Reform Main issues Transformation within the school culture Effective leadership – both administration and teachers Teacher collaboration and collegial coaching “Meaningful participation is a cornerstone of professional communities - a stone that we often leave unturned” - Lambert

Need for Cultural Change Professional Learning Communities (PLCs) Develop vision/mission statements Collaborative process Common interests, goals, aspirations

Effective Leadership Management and Leadership Expected to be a combination of both Develop skills and knowledge Successful leadership Practices Leadership affects learning Many sources (stakeholders) of leadership within a school Create vision and culture that focuses on teaching and learning Respond to policy demands and guide successful actions Respond to diversity and build communities that expose cultural capital

Effective Leadership Dynamic Leadership Forecasting Sustaining Planning

Implementing School Reform Reform effort led by strong leader Change agent Teacher leaders Change Process Stage 1: what needs to be changed Stage 2: are people ready for change Stage 3: Increase knowledge Stage 4: Examine data and more needs of change Implement Professional Learning Communities

Support and Empowerment Culturally empowered department Analysis of current department culture and governance Compelling vision of empowered organization Sharing information with department stakeholders Sharing authority, tasks, and accountabilities Commitment to ideas, not personalities Autonomy within boundaries Replacing the old hierarchy with self-directed teams

Support and Empowerment Professional Development Attend to needs of teachers Built upon inquiries and concerns Facilitate development of mutual relationships Promote opportunities for advocacy Types of Professional Development Communities of practice Active Support

Technology Technological Implementation Technology- based industry tours Forums for pilot programs Professional Learning Communities Collaboration where participants feel welcome/comfortable to ask questions Significant role in transformation and implementation Dialogue and process of inquiry Feeling of value

Conclusion Successful Reform Cultural transformation within the school Effective leadership Teacher collaboration and collegial coaching

Activity Together We Are One

References Anonymous. The quality imperative: match ambitious goals for college attainment with an ambitious vision for learning. (2010). Liberal Education, 96(1), (SCHAAL) Barnett, B. G. (1991). The educational platform: Articulating moral dilemmas and choices for future educational leadership. Memphis, TN: National Network for Innovative Principal Preparation. (GEDDE) Birky, V.D., Shelton, M., & Headley, S. (2006). An administrator’s challenge: Encouraging teachers to be leaders. NAASP, (MORAUSKI) Brody, D., & Hadar, L. (2011). “I speak prose and I now know it.” Personal development trajectories among teacher educations in a professional development community. Teaching and Teacher Education, 27(8), Retrieved from Education Full Text Database. (DAVIE) Cherif, A.,Ofori-Amoah, B., Hanne, B.W., & Stefurak, L. (2010). Strengthening the academic department through empowerment of faculty and staff. Academic Leadership, 8(2), Spring Retrieved from Education Full Text Database. (DAVIE) Cunningham, W.G., & Cordeiro, P.A. (2009). Educational leadership: A bridge to improved practice, 4 th ed. Boston: Allyn and Bacon. (ALL MEMBERS) Cushman, K. (1992). The essential school principal: A changing role in a changing school. Horace, 9. Retrieved from Education Full Text Database. (SHEEHAN) DuFour, R., DuFour R., Eaker, R., & Karhanek G. (2010). Raising the bar and closing the gap whatever it takes. Bloomington, IN: Solution Tree Press. (MORAUSKI & SHEEHAN)

References Edelman, M.W. (1992). The meaning of our success: Letter to my children and yours. New York, NY: Harper Collins Publishers, Inc. (SCOTT) Flint, A. S., et. al. (2010). Not a one-shot deal: Generative professional development experienced teachers. Teaching and Teacher Education, 27(8), Retrieved from Education Full Text Database. (DAVIE) Lambert, L. (2003). Leadership capacity for lasting school improvement. NASSP Bulletin, 90 (3),240. doi: / (SCOTT) Lane, S., Lacefield-Parachini, N., & Isken, J. (2003). Developing novice teachers as change agents: Student teacher placements “Against the grain”. Teacher Education Quarterly, 30 (2), Retrieved from Education Full Text database. (SCOTT) Leithwood, K, & Riehl, C. (2005). What we know about successful school leadership. New York: Teachers College Press. (GEDDE) Lytle, J.H. (2000). Teacher education at the millennium. Journal of Teacher Education, 51(3), (SCHAAL) Mullen, C.A., & Schunk, D.H. (2010). A view of professional learning communities through three frames: Leadership, organization and culture. McGill Journal of Education, (MORAUSKI) Nelson, S., & Guerra, P. (2008). 4-stage process changes individuals and entire schools. J Staff Dev 29 no 2.Retrieved from ERIC database. (SHEEHAN)

References Peters, A.L. (2011). (Un) planned failure: Unsuccessful succession planning in an urban district. Journal of School Leadership 21 (1), (GEDDE) Picciano, A.G. (2011). Educational leadership and planning for technology. Upper Saddle River, New Jersey: Pearson. (SCHAAL) Provost, J., Boscardin, M.L., & Wells, C. (2010). Perceptions of principal leadership behaviors in Massachusetts in the era of education reform. Journal of School Leadership 20 (5), (GEDDE) Reeves, D. (2004). Accountability for learning: How teachers and school leaders can take charge. Alexandria, VA: Association for Supervision and Curriculum Development. (SHEEHAN) Snow-Gerono, J.L. (2005) Professional development in a culture of inquiry: PDS teachers identify the benefits of professional learning communities. Teaching and Teacher Education, 21(3), (SCHAAL) Toogood, Sandy. (2008). Interactive training. Journal of Intellectual & Developmental Disability, 33(3), Retrieved from ERIC database. (DAVIE) Zimmerman, J. (2006). Why some teachers resist change and what principals can do about it. NASSP Bulletin, 90 (3), doi: / (SCOTT)