1. Leadership Essentials for the Essential Elements Leadership Essentials for the Essential Elements Leadership Essentials for the Essential Elements

2. Leadership Essentials for the Essential Elements Overview Traditional LeadershipTraditional Leadership “Instructional” Leadership“Instructional” Leadership Additional Demands at the Middle LevelAdditional Demands at the Middle Level Leadership that “Works”Leadership that “Works” How to Get It All DoneHow to Get It All Done Applications and ExamplesApplications and Examples

3. What does a leader look like? Traditional Leadership “Instructional” Leadership Middle Level Leadership Leadership that “Works”

4. Getting things going... Warm-up activity: Four squares Consensograms Leadership Tools

5. Traditional Leadership Task: On the roll-paper, draw a picture of the traditional leader

6. “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

7. Leadership Essentials for the Essential Elements The Essential Elements (of Standards-Focused Middle Level Schools and Programs)

8. Essential Element 1: Philosophy and Mission A philosophy and mission that reflect the intellectual and developmental needs and characteristics of young adolescents.

9. Essential Element 1: Philosophy and Mission Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Status quo and inertia

10. Essential Element 1: Philosophy and Mission Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 An dually- articulated vision for the future

11. Essential Element 1: Philosophy and Mission Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Status quo and inertia An dually- articulated vision for the future

12. Essential Element 2: Educational Program An educational program that is comprehensive, challenging, purposeful, integrated, and standards-based.

13. Essential Element 2: Educational Program Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Standards “incidentalism” or Standards- referenced

14. Essential Element 2: Educational Program Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Beginning with the End in Mind… all the time.

15. Essential Element 2: Educational Program Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Standards “incidentalism” or Standards- referenced Beginning with the End in Mind… all the time.

16. Essential Element 3: Organization and Structure An organization and structure that support both academic excellence and personal development.

17. Essential Element 3: Organization and Structure Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Junior High School

18. Essential Element 3: Organization and Structure Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Deliberate and intentional design

19. Essential Element 3: Organization and Structure Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Junior High School Deliberate and intentional design

20. Essential Element 4: Classroom Instruction Classroom instruction appropriate to the needs and characteristics of young adolescents provided by skilled and knowledgeable teachers.

21. Essential Element 4: Classroom Instruction Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Traditional Teaching

22. Essential Element 4: Classroom Instruction Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Best Practice and Research-based Learning

23. Essential Element 4: Classroom Instruction Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Traditional Teaching Best Practice and Research-based Learning

24. Essential Element 5: Educational Leadership Strong educational leadership and a building administration that encourages, facilitates, and sustains involvement, participation, and partnerships.

25. Essential Element 5: Educational Leadership Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Mis-matched Management

26. Essential Element 5: Educational Leadership Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Effective Leadership and Situational Match

27. Essential Element 5: Educational Leadership Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Mis-matched Management Effective Leadership and Situational Match

28. Essential Element 6: A Network of Academic and Personal Support A network of academic and personal support available for students.

29. Essential Element 6: A Network of Academic and Personal Support Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Haphazard Programs and reliance on AIS

30. Essential Element 6: A Network of Academic and Personal Support Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Deliberate and Collaborative Network

31. Essential Element 6: A Network of Academic and Personal Support Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Haphazard Programs and reliance on AIS Deliberate and Collaborative Network

32. Essential Element 7: Professional Training and Staff Development Professional training and staff development that are ongoing, planned, purposeful, and collaborated.

33. Essential Element 7: Professional Training and Staff Development Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Disconnected, one-shot, wants- based staff development

34. Essential Element 7: Professional Training and Staff Development Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Aligned and Distributed Professional Learning

35. Essential Element 7: Professional Training and Staff Development Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Disconnected, one-shot, wants- based staff development Aligned and Distributed Professional Learning

36. Leadership Essentials for the Essential Elements Essential Elements Activity Task: make a poster advertisementTask: make a poster advertisement Take a walking tour of essential elementsTake a walking tour of essential elements Update your leader pictureUpdate your leader picture

37. Leadership Essentials for the Essential Elements Essential Elements Tools The ElementsThe Elements The ResearchThe Research The rubricsThe rubrics The pamphletsThe pamphlets nysmsa.orgnysmsa.org

38. What does a leader look like? Traditional Leadership “Instructional” Leadership Middle Level Leadership Leadership that “Works”

39. Lunch

40. Leadership Essentials for the Essential Elements Classroom Instruction That Works Marzano, Pickering, Pickering, Pollock Pollock

41. 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 matrix Classifying – 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

42. Creating analogies – identifying relationships between pairs of concepts, relationships Oxygen is to humans as carbon dioxide is to plants Eighty is to eight as dime is to ______ Thermometer is to temperature as odometer is to distance Identifying Similarities and Differences

43. 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

44. 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 a work in progress Used as study guides The more notes that are taken, the better Teach various note taking strategies – webbing, outline format, etc.

45. Classroom Instruction That Works (Marzano, Pickering, Pollock) Research Based Strategies for Improving Student Achievement Reinforcing Effort and Providing Recognition Teach about effort – share personal examples Have students track their effort and achievement (see achievement rubric) Deliver effective praise citing specifics of the accomplishment, for note worthy effort or success in difficult tasks Personalize recognition Pause, Prompt, and Praise

46. Effort & Achievement Rubric 1. I did not meet the objectives of the task or lesson. 1. I put very little effort into the task. 3. I met a few of the objectives of the task or lesson, but did not meet others. 2. I put some effort into the task, but I stopped working when difficulties arose. 3. I met the objectives of the task or lesson3. 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. 4. I exceeded the objectives of the task or lesson 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. Achievement RubricEffort Rubric

47. 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 homework should be kept to a minimum If homework is assigned, it should be commented on. Vary approaches in providing feedback on homework

48. 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.)

49. 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 interdependence (sink or swim together) Face 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

50. 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

51. 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 Are at the heart of classroom practice – generally accounts for 80% of what goes on in classrooms 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.

52. Leadership Essentials for the Essential Elements Instructional Leadership Susan Allen Asst. Superintendent for Instruction Hilton Central School District 225 West Avenue Hilton, New York 14468 sallen@hilton.k12.ny.us

53. Instructional Leadership Primary Areas of Focus –90/90/90 Schools Research – Doug Reeves –Ruby Payne strategies –Balanced Leadership – Waters, Marzano, McNulty

54. Leadership Essentials for the Essential Elements The 90/90/90 Schools From Accountability in Action by Douglas Reeves

55. 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

56. 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

57. 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.

58. Curriculum Choices More time spent on core subjects of reading, writing and mathematics demonstrated student achievement improvement in other content areas.

59. 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

60. 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

61. 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

62. 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.

63. 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

64. Leadership Essentials for the Essential Elements Ruby Payne Strategies

65. Helping Individual Students Building administrators are working with individual teachers, using a grid- like 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.

66. DisabledESLTransfer students White males 75- 100 (4 th quartile) Greg Mark Ed Tom 50-74 (3 rd quartile) GeorgeMarissaLydia 25-49 (2 nd quartile) James Karen Joe Ken 0-24 (1 st quartile) Mary Tim MariaDaveSteve Brian Mike

67. Balanced Leadership What 30 years of research tells us about the effect of leadership on student achievement

68. 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 2 nd order changes implied by #2.

69. Factors Influencing Achievement 9.Home Environment 10.Learning Intelligence/Background Knowledge 11.Motivation 6.Instructional Strategies 7.Classroom Management 8.Classroom Curriculum Design 1.Guaranteed and Viable Curriculum 2.Challenging Goals and Effective Feedback 3.Parent and Community Involvement 4.Safe and Orderly Environment 5.Collegiality and Professionalism School Teacher Student

70. 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 Highly Ineffective School Highly Ineffective Teacher 50th3 rd Highly Effective School Highly Ineffective Teacher 50th37 th Highly Ineffective School Highly Effective Teacher 50th63 rd Highly Effective School Highly Effective Teacher 50th92 nd Highly Effective School Average Teacher 50th78th

71. 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.

72. 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

73. The Benefit of Meta-Analysis: 2894 schools 1.1 million students 14,000 teachers In the 70 studies:

74. 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.

75. Characteristics of 1 st 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

76. Characteristics of 2 nd 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

77. 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

78. Leadership for 2 nd 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

79. Principal Characteristics and Behaviors: Average r and 95% Confidence Intervals Characteristic/ Behavior Ave rN (Schools) N (Studies) 95% (CI) Communication.2324510(.10 to.30) Outreach.2847814(.19 to.35) Input.3050413(.21 to.38) Relationship.1949712(.10 to.24) Affirmation.253457(.14 to.35) CIA.1663619(.08 to.24) Contingent Reward.154207(.05 to.24) Focus.24110930(.18 to.29) Knowledge of CIA.243278(.13 to.35) Visibility.1643211(.06 to.25)

80. Principal Characteristics and Behaviors: Average r and 95% Confidence Intervals Characteristic/ Behavior Ave rN (Schools) N (Studies) 95% (CI) Change Agent.304797(.22 to.38) Optimizer.204449(.11 to.29) Situational Awareness.33915(.11 to.51) Intellectual Stimulation.323215(.22 to.42) Ideas/Beliefs.255268(.17 to.33) Monitor/Evaluate.28107130(.23 to.34) Flexibility.221512(.05 to.37) Culture.2970913(.23 to.37) Order.2645617(.17 to.35) Discipline.2439710(.14 to.33) Resources.2657017(.18 to.34)

81. Balancing Leadership for Change Leadership responsibilities and Effect Sizes (ES) 1 st Order2 nd 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

82. Leadership responsibilities and Effect Sizes (ES) 1 st Order2 nd 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

83. Leadership responsibilities and Effect Sizes (ES) 1 st Order2 nd 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

84. Leadership responsibilities and Effect Sizes (ES) 1 st Order2 nd 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

85. Leadership responsibilities and Effect Sizes (ES) 1 st Order2 nd 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

86. Leadership responsibilities and Effect Sizes (ES) 1 st Order2 nd 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

87. Leadership responsibilities and Effect Sizes (ES) 1 st Order2 nd 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

88. Leadership responsibilities and Effect Sizes (ES) 1 st Order2 nd Order Intellectual Stimulation(.32)- 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

89. Leadership Essentials for the Essential Elements Closure What does a leader look like?What does a leader look like? What are the barriers to leadership?What are the barriers to leadership? Examples of StrategiesExamples of Strategies Action PlanningAction Planning

90. Leadership Essentials for the Essential Elements Professional Learning Community

91. 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…

92. 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. 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

93. Leadership Essentials for the Essential Elements Professional Learning Community

94. PLC Characteristic 1: Shared Mission & Vision Effective mission and vision provides direction to guide daily operations and improvement initiatives.

95. PLC Characteristic 1: Shared Mission & Vision Status quo and inertia

96. PLC Characteristic 1: Shared Mission & Vision An articulated vision for the future

97. PLC Characteristic 1: Shared Mission & Vision Status quo and inertia An articulated vision for the future

98. PLC Characteristic 1: Shared Mission & Vision Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Status quo and inertia An articulated vision for the future

99. 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.

100. PLC Characteristic 2: Collective Inquiry Whatever it is it’s good enough.

101. PLC Characteristic 2: Collective Inquiry The “deep learning cycle” is engrained

102. PLC Characteristic 2: Collective Inquiry Whatever it is it’s good enough. The “deep learning cycle” is engrained

103. PLC Characteristic 2: Collective Inquiry Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Whatever it is it’s good enough. The “deep learning cycle” is engrained

104. PLC Characteristic 3: Collaborative Teams The basic structure of a PLC is a group of collaborative teams that share a common purpose.

105. PLC Characteristic 3: Collaborative Teams Individual classrooms united by a common parking lot

106. PLC Characteristic 3: Collaborative Teams Learning teams for everything

107. PLC Characteristic 3: Collaborative Teams Individual classrooms united by a common parking lot Learning teams for everything

108. PLC Characteristic 3: Collaborative Teams Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Individual classrooms united by a common parking lot Learning teams for everything

109. PLC Characteristic 4: Action Orientation Learning always occurs in a context of action; engagement and experience are the best teachers.

110. PLC Characteristic 4: Action Orientation This too shall pass.

111. PLC Characteristic 4: Action Orientation Intolerance for inaction; willingness to experiment

112. PLC Characteristic 4: Action Orientation This too shall pass. Intolerance for inaction; willingness to experiment

113. PLC Characteristic 4: Action Orientation Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 This too shall pass. Intolerance for inaction; willingness to experiment

114. PLC Characteristic 5: Continuous Improvement A persistent discomfort with the status quo and a constant search for a better way.

115. PLC Characteristic 5: Continuous Improvement Just another directive.

116. PLC Characteristic 5: Continuous Improvement A way of life; innovation and experimentatio n forever.

117. PLC Characteristic 5: Continuous Improvement Just another directive. A way of life; innovation and experimentatio n forever.

118. PLC Characteristic 5: Continuous Improvement Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 Just another directive. A way of life; innovation and experimentatio n forever.

119. PLC Characteristic 6: A Results Orientation Efforts are based on an assessment of the results rather than intentions.

120. PLC Characteristic 6: A Results Orientation One initiative to the next.

121. PLC Characteristic 6: A Results Orientation Focus on results rather than just intentions.

122. PLC Characteristic 6: A Results Orientation One initiative to the next. Focus on results rather than just intentions.

123. PLC Characteristic 6: A Results Orientation Rate your situation on a scale of 1 to 10, 10 high: 1 2 3 4 5 6 7 8 9 10 One initiative to the next. Focus on results rather than just intentions.

124. Leadership Essentials for the Essential Elements Professional Learning Community

125. Leadership Essentials for the Essential Elements Leadership Essentials for the Essential Elements Leadership Essentials for the Essential Elements