Sustainability | My Abstract Of Professional Learning Communites At Work-first ...

1. The Disappointment of School Reform
As in many situations it is consistently appropriate to look back before you begin to move forward. The American public school system is deeply based on in the industrial model it was built upon, and moving past that mindset will require and organized structure and perseverance. As a teacher, technology coordinator, and assistant principal for the past 10 years I have worked closely with educators who are willing to take on this challenge and make changes. In my building we've worked to determine the most conspicuous issues in our school and set goals in order to track and asses our progress.
Although we'd well placed objectives it seems we didn't preserver and reach our building goals. Often times we were side tracked by a new state/district mandated initiative that didn't coincide with the targets we recognized or didn't take the time to conduct the research to assess our progress.
The first section describes numerous limitations to reform movements which can derail or discourage the the majority of well intended persons if they are not willing to be flexible and persistent. The challenge for all educators is to build a community of commitment.
2. New Model: for PLC
As mentioned previously, the best aspect of the Professional Learning Community is the idea that it is unceasing process. We are a society that's therefore intent on completing tasks in a given schedule and evaluating a finished product which it makes it hard to grasp the idea of never ending process. In fact, just the idea of something that doesn't have a measurable end-goal is quite annoying to many of us. When you consider the variable aspects of a school building; school district, Board of Education, workers, each individual teacher's need to complete PD requirements, and ofcourse students - it seems like a frustrating endeavor. But if one takes the time to check out the characteristics of a Professional Learning Community it makes perfect sense.
3. The Intricacy of the Change Process
The most compelling subject in this chapter is the need to forge a sense of urgency. Historically educators have compulsory attendance to depend on and job security to rest upon. This is one of the reasons why it is very difficult to motivate teachers each time a new initiative is presented (and they are presented often!). New Jersey Governor, Christopher Christi has recently initiated an unique process to shake educator's sense of security. Recently he has cut state aide to school districts, supported the opening of more charter schools, proposed a limitation on Superintendent salaries, and challenged the issue of seniority and tenure. His actions have caused districts and schools to more closely examine the way they carry out their day to day operations - essentially developing a sense of urgency for all districts.
4. PLC Foundation: Objective & Vision
This chapter goes into great detail about the establishment of mission statement and the creation of ideas, but the most interesting aspect to me is the clearly described roles of the District and the school-based personnel. For practical purposes this would be the starting point for the majority of the schools. The District need to set the guidelines and establish the protocol. Following the structure set forth in this chapter will assure all stake holders are considered and represented. This representation is necessary to establishing buy-in and enduring the change process.
5. Values and Goals
In my opinion the most challenging part of developing a strong foundation for an effective PLC is idea that members will identify the attitudes, behaviors, and responsibilities necessary and show them on a daily basis. As educators we're constantly challenged by several limitations that may thwart our plans. It takes patients, understanding, and sustainability to push onward. Creating common values that link all stakeholders will help advance the process.
6. School Improvement Process
I find that the most important element in keeping the school improvement process is the ability of the building principal to identify violators and their willingness to confront them. There will be detractor in all buildings who'll create roadblocks purposefully or whose insufficient interest could spread and derail the change process. Principals must be able to confront those individuals showing they care more about improving the common vision and values than they do about constant approval. This chapter offers guidelines for confrontation that will improve understanding and perspective. The school principal should be willing to listen and offer opportunities for the person to make the necessary changes.

This article is part 1 of a review of Professional Learning Communities at Work by Richard DuFour, written by my former student and guest contributor Georges Lyon.