Vision

1. Leading Complex Change Vision Skills Incentives Resources Action Plan Change Skills Incentives Resources Action Plan Confusion Vision Incentives Resources Action Plan Anxiety Gradual Change Action Plan Vision Skills Resources Incentives Action Plan Vision Skills Frustration False Start Resources Incentives Vision Skills © Enterprise Management Ltd., 1987.

2. The Challenge We Face “Good is theEnemyto Great!” ~Jim Collins Good to Great

3. Good to Great! • Level 5 Leadership • First Who…Then What • Confront the Brutal Facts • Hedgehog Concept • Culture of Discipline • Technology Accelerator • The Flywheel

4. Changing Minds:Howard Gardner • Reasoning and rationale thinking • Research • Resonance • Representational re-description • Rewards and resources • Real World Events • Require

5. Managing Transitions: William Bridges • Endings A loss will be experienced: Grieving may occur. • Denial • Anger • Bargaining • Depression • Acceptance • Neutral zone (Time of innovation and creativity) • Communications is really important • New Beginnings • Be consistent • Ensure quick successes • Symbolize the new identity • Celebrate the success

6. Tight-Loose “The genius of “AND” vs the tyranny of “OR” ~Jim Collins Built to Last

8. Climate for Change “This is the current program.” 1 “This is what we’re going to do instead.” The new thing

9. Climate for Change “This is the current program.” 2 The new thing “And this is what we’re going to do instead.”

10. Climate for Change “This is the current program.” The new thing 3 “And this is what we’re going to do instead.”

11. “We can't solve problems by using the same kind of thinking we used when we created them.” ~Albert Einstein

13. “Show me a change that has not met resistance, and I’ll show you a change that’s not worth doing.” Michael Fullen

14. “You have to change enough quickly enough so that gravity can not drag you back.” ~ Theodore Sizer

15. Professional Learning Community (PLC) Defined Educators are committed to working collaboratively in ongoing processes of collective inquiry and action research in order to achieve better results for the students they serve. PLCs operate under the assumption that the key to improved learning for students is continuous, job-embedded learning for educators. ~DuFour, DuFour, Eaker, Many (2006)

16. What is a PLC? A professional learning community is an ethos that infuses every single aspect of a school’s operation. When a school becomes a professional learning community, everything in the school looks different than it did before. ~Andy Hargreaves (2004)

17. Collective Responsibility The best organizations are places where everyone has permission, or better yet, the responsibility to gather and act on quantitative and qualitative data, and to help everyone else learn what they know. --Pfeffer & Sutton (2006)

18. The Power of Professional Learning Communities The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community. The path to change in the classroom lies within and through professional learning communities. ~Milbrey McLaughlin (1995)

19. Highly Effective Schools An analysis of research conducted over a thirty-five year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds. ~Robert Marzano (2003)

20. Focus on Learning To truly reform American education we must abandon the long-standing assumption that the central activity of education is teaching and reorient all policy making and activities around a new benchmark: student learning. ~Edward Fiske (1992)

21. Focused on Results Collaborative cultures, which by definition have close relationships, are indeed powerful but unless focused on the right things may end up being powerfully wrong. ~Michael Fullan

22. Results-Driven Education Requires Results-Oriented Educators Results-driven education judges success not by the courses students take or grades they receive, but by what they actually know and can do as result of their time in school . . . Success will be judged not by how many teachers and principals participate in staff development or how the perceive its value, but whether it alters instructional behavior and practices in a way that benefits students. ~Dennis Sparks, (1995)

23. SMART GOALS Strategic and specific Measurable Attainable Results-oriented Time-bound ~Conzemius & O’Neill (2002)

24. PLC Year Long Flow Chart A. Establish Norms B. Set/Revisit SMART Goals for PLC C. Align Curriculum and Select “Power” Standards D. Unit Planning ( Use backward design template) E. Write or Revise Common Formative Assessments F. Collaboratively Analyze Student Work Repeat 4/5 times per year

25. The use of professional learning communities is the best, least expensive, most professionally rewarding way to improve schools. . . Such communities hold out immense, unprecedented hope for schools and the improvement of teaching. ~Mike Schmoker Put a good person in a bad system and the system wins every time, no contest. ~W. Edwards Deming

26. Learning by Doing Capacity building . . .is not just workshops and professional development for all. It is the daily habit of working together, and you can’t learn this from a workshop or course. You need to learn it by doing it and having mechanisms for getting better at it on purpose. --Michael Fullan (2005)

27. “Significant changes in schools begin, I believe, with significant changes in what leaders think, say, and do.” ~ Dennis Sparks

28. Mission Statement School 1 “It is our mission to help all students learn if they are conscientious, responsible, attentive, developmentally ready, fluent in English, and come from homes with concerned parents who take an interest in their education.” Revisiting Professional Learning Communities at Work, 2008

29. Mission Statement School 2 “Our mission is to create a school with an unrelenting focus on learning; failure is not an option. But ultimately it will be the responsibility of the student and his or her parents to take advantage of the opportunities for learning.” Revisiting Professional Learning Communities at Work, 2008

30. Mission Statement School 3 Our mission is to take credit for the accomplishments of our highest achieving student and to assign blame for low performance of others.” Revisiting Professional Learning Communities at Work, 2008

31. Mission Statement School 4 “Our mission is to ensure success for all our students. We will do whatever it takes to ensure their success provided we don’t have to change the schedule, modify any of our existing practices, or adopt any new practices.” Revisiting Professional Learning Communities at Work, 2008

32. Sowing the Seeds of Change “The fact that the captain of the ship can clearly see the port is of no use if the crew continues to paddle in a different direction.” ~Author unknown

33. The Collaborative Administrator • 1. Why did you go into this profession? • 2. Is it okay for a 13-year-old student to choose to fail? • 3. A Student has a 45% going into the final and can’t pass for the semester.

34. Celebrations • Four Keys for Incorporating Celebration • Explicitly state the purpose of celebration • Make celebration everyone’s responsibility • Establish a clear link between the recognition and the behavior or commitment you are attempting to encourage and reinforce. • Create opportunities to have many winners.

35. Sergiovanni (2001) writes, it is through important stories that “the school’s culture is strengthened and its center of values becomes more public and pervasive” “The people who tell the stories determine the culture, and embrace your responsibility to be the chief storyteller for your school. Dick Dewey-Eastview High School, Minnesota Revisiting Professional Learning Communities at Work

36. The Four Critical Questions of PLC’s 1. What are students supposed to know and do? 2. How do we know when students have learned? 3. What do we do when students HAVEN’T learned? 4. What do we do when students HAVE learned the content?

37. Clark County School District Wiki-Teacher This is a great site to see examples of Power Standards, Unwrapped Standards and Benchmarks, Assessments, videos for lessons, etc. http://www.wiki-teacher.com/index.php .

38. There is no such thing as the perfect lesson, the perfect day in school, or the perfect teacher. For teachers and students alike, the goal is not perfection but persistence in the pursuit of understanding important things. McTighe and Tomlinson

39. Teachers possess the power to create conditions that can help students learn a great deal —or keep them from learning much at all. Teaching is the intentional act of creating those conditions. Parker Palmer The Courage to Teach

40. Black and Wiliam concluded after years of study that formative assessment has a huge effect on learning quality. It has been found to add the equivalent of two grades to students' achievement if done very well. ~Geoff Petty http://www.geoffpetty.com/feedback.html

41. Teaming “Coming together is a beginning, staying together is progress and working together is success.” ~Henry Ford

42. Leadership • Leadership is not something you do to people, but something you do with people. K. Blanchard, Leading at a Higher Level

43. Collaborative Teams Defining teams: A group of people working interdependently to achieve a common goal for which members are held mutually accountable. The must rely on each other to accomplish a goal that none could achieve individually.

44. Hand in Hand, We All Learn Ultimately there are two kinds of schools: learning enriched schools and learning-improvised schools. I have yet to see a school where the learning curves . . .of the adults were steep upward and those of the students were not. Teachers and students go hand and hand as learners. . . or they don’t go at all. ~Roland Barth, (2001)