The fundamental purpose of a professional learning community is to ensure all students learn at high levels. The very reason why educators collaborate is to achieve this outcome. This is why the first step—the first pillar—of the PLC at Work® process is building staff consensus around this shared mission (DuFour et al., 2016). Read more
Based on Leading With Intention
We both love concerts and attend them often. We recently compared notes about summer concerts we attended, and it was interesting how different our experiences were. One concert was well organized with many entrances open, plenty of places to buy food and drinks, and a highly visible staff that was attentive and ready to assist. Overall, the event felt safe, controlled, clean, and organized. In another city, a similar event felt very different. There were limited entrances open, with long lines to get inside the venue and even longer lines to get food and drink. Event staff were difficult to locate, and it generally felt chaotic.
As we compared our experiences, it was easy for us to make the connection to schools. When organization is not of the utmost concern in schools, a situation similar to the chaotic concert experience can ensue. How can school leaders engage in practices that increase a sense of order? Read more
Based on Leading a High Reliability School
A key aspect of leading a high reliability school is to put formal structures in place that clearly invite teachers to participate in specific aspects of decision-making for the school. In fact, when specific initiatives are driven by a staff decision-making process, they can quickly gain momentum and acceptance by the whole staff. Read more