1. Developing a Collaborative Culture
Janine
Harper
Tarah Sadowski
Seth
Taboh

2. Introduction
With the emergence of Professional Learning Communities in our schools, educators are having to adopt a more inclusive way to teach our students. In order to ensure that educators are on the same page during instructional time, it is essential that we learn to collaborate effectively.

3. Outcomes
To have a better understanding of yourself, other individuals, and groups.
To have an understanding of the numerous theories about collaboration.
Explore the attributes of a leader that may influence collaboration.
To gain more in depth knowledge of Green’s text on collaboration.
To be able to implement a positive collaborative culture in your schools.

4. We're All In This Together
Video

5. Collaborative Activity

6. Definition Merriam-Webster Green, Chapter 3
To work jointly with others or together especially in an intellectual endeavor.
Individuals supporting each other, displaying collegiality, trust, openness, professionalism, a desire to serve all students, and having a shared mission (pg. 65)

7. Implementation

8. Implementation
Know yourself and the capabilities of the other individuals .
Know the culture of the school.
Have the commitment of all followers.
Establish trust by displaying consistent behavior.
Treat everyone as equals.
Share Ideas

9. Implementation Distribute leadership Make is decentralized
Involve all stakeholders
Consideration to the needs and expertise of every individual
Act with integrity, fairness, and ethical
Value diversity

10. Implementation
TIME, TIME, TIME

11. Chapter 3 Summary What Makes a School Collaborative
Different Leadership Theories
Classical Theories
Scientific Management
Administrative Management
Social Systems Theories
Relationship Theory
Participative Theory
Distributive Theory
Creating Learning Communities
Understand Self

12. Collaborative Schools
Attributes that Make a School Collaborative
Mission of the school is shared
People are valued as individuals
Individuals support one another
Engage colleagues in professional dialogue
Problems and solutions are identified, and colleagues work together to implement solutions
Cooperation with the community

13. Classical Theories Scientific management
Frederick Douglas is known as the father of scientific management
Three steps to successful operations
1.) Identify the single best way to complete a task
2.) Train staff to perform tasks using established best practice
3.) Managers ensure that work is completed properly

14. Classical Theories Administrative management
Enri Fayol, Lyndall Urwick, Luther Gulick and Max Weber are major contributors
Fayol: Managers perform five basic functions
Planning, organizing, commanding, coordinating, and controlling.
Gulick and Urwick: Expanded Fayol Theories, adding seven attributes of leadership
Budgeting, Planning, Reporting, Organizing, Coordinating, Directing, and Staffing
Weber: Developed bureaucratic structure (popularly used)
Divisions of labor, Hierarch of positions, Rules of employment, Technical Qualities for personnel

15. Classical Theories How leaders act
Very structured
Focus on task completion
Little attention given to individuals
Leader has ultimate authority and responsibility
Described as: Running a tight ship, going by the book, problem solver, not trusting

16. Social Systems Theory
Social Systems are a set of interrelated elements that function in a particular manner to achieve a specific purpose.
Leaders must focus on individual needs
Important to recognize influence of individuals and groups within organizations
Individuals have the power to influence teaching and learning, independent of the demands from the leader
Leader must adjusted to external forces
Leader must be aware of internal forces
Informal groups among staff members
Goals of individuals and subgroups often conflict with goals of the organization

17. Relationship Theory
Addresses the connections that have to be formed between leaders and followers if the teaching and learning process is to be effective
Assists all individuals to meet their personal best
Maintain a focus on the performance of individuals exhibiting behavior that reaches high ethical and moral standards
Leader Behaviors: Leader shows empathy for individuals. Leader sets a positive example for followers, while motivating them to do their best.

18. Participative Theory
Highly supportive of followers, often engaging them and other stakeholders in the decision-making process
Less competitive, more collaborative
Can be ineffective if the leader asks for ideas and opinions from followers and fails to use them
Ineffective if followers do not possess the required skill set to perform tasks.

19. Distributive Theory
Leaders find ways of distributing some of their leadership functions to members of the faculty.
Leader must engage faculty members in collaborative dialogue regarding their new role
Skills of both leaders and followers are recognized, valued, and respected

20. Understanding self
Leaders must have a clear understanding of themselves
Public Self: What an individual displays to the outside world and the perception others have of that individual
Private Self: What the person is in actuality
Leaders are generally either theory x or theory y

21. Collaboration Discussion
What song best characterizes your district or school’s ability to work collaboratively?
Be prepared to share your song to the group and provide rationale for your selection

22. Michigan School Improvement Framework
Linking to the Michigan School Improvement Framework
Leadership Strand: School leaders create a school environment where everyone contributes to a cumulative, purposeful and positive effect on student learning.
In other words, a positive culture that results in a teaching/learning climate focused on students and student learning

23. Strand II - Leadership Standard 2 – Shared Leadership
Structures and processes exist to support shared leadership in which all staff has collective responsibility for student learning
Benchmark A: School Culture & Climate
Staff creates an environment conducive to effective teaching and learning
Benchmark B: Continuous Improvement
Staff engages in collaborative inquiry focused on continuous improvement to increase student achievement

24. Standard 2 – Shared Leadership key Characteristics
Benchmark A: School Culture and Climate
School is safe and Orderly
Learning Focused
Inclusive and Equitable
Collaborative Decision-Making Processes
Benchmark B: Continuous Improvement
Shared Vision and Mission
Results-Focused Plan
Monitored

25. Characteristics of healthy school culture
Professional Collaboration
The degree to which staff members work together, share information and instructional strategies, are encouraged to have constructive discussions and debates, solve professional issues and encourage/inspire each other
Affiliative Collegiatlity
Affiliation exists when relationships between all members of the school community demonstrate harmony, respect, mutual support, and enjoyment of each other’s company
Self Determination/Efficacy
Efficacy exists when staff members work to improve their skills as true professionals, view themselves as if they have control of their destinies, have influence on important decisions, and respect research-supported evidence about good teaching.

26. How Leaders build Healthy school culture of Collaboration
Build Leadership Capacity
The breadth of participation in leadership and the depth of skill that teachers, administrators, parents, students, and community members bring to the work.
As teacher leadership grow, principals must let go of some authority and responsibility
Educators must define themselves as learners, teachers, and leaders
Broad based participation
Allow for professional time and development

27. Analyze Scenario 4
Please read scenario 4 on page 90 of Practicing The Art of Leadership.
Form five groups
Each group will be asked to answer one of the reflective questions

28. What if...
Video

29. Articles and Journals

30. Additional Readings and articles
Barth, R.S. (1990). Improving schools from within: Teachers, parents, and principals can make a difference. San Francisco: Jossey-Bass.
Bennis, W., & Biederman, P.B. (2005). Organizing genius. Reading, MA: Addison Wesley Longman.
Connerley, M.L., & Pedersen, P.B. (2005). Leadership in a diverse and multicultural environment: Developing awareness, knowledge, and skills. Thousand Oak, CA: Sage Publications.
Greenberg, J. (1996). Managing behavior in organizations. Upper Saddle River, NJ: Prentice Hall.
Hord, S.M. (2004). Learning together, leading together. New York: Teachers College Press.
Roberts, S.M., & Pruitt, E.Z. (2003). Schools as professional learning communities. Thousand Oaks, CA: Corwin Press.
Senge, P.M. (1990). The fifth discipline. New York: Doubleday.
Senge, P.M. (2001). Schools that learn: A fifth discipline field book for educators, parents, and everyone who cares about education. New York: Doubleday.
Sergiovanni, T.J. (1994). Building community in schools. San Francisco: Jossey-Bass
Short, P., & Greer, J. (1997). Leadership in empowered schools: Themes from innovative efforts. Upper Saddle River, NJ: Merrill/Prentice Hall.