Please answer the following questions from Chapter 8 in Whatever it Takes
1.This chapter reiterates the characteristics of a PLC. Please give four examples of how Gilbert High School is a PLC.
2.Chapter 8 describes principals who used "simultaneous loose-tight leadership" in implementing improvement processes in their schools. What are things leaders must be "tight" about if they hope to create PLCs? Provide examples of how principals empowered their staffs by giving them significant authority and autonomy in the improvement process.
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Gilbert High School is striving to become a PLC. First, we work toward a COLLABORATIVE CULTURE by using monthly collaborative planning mornings and by scheduling common planning periods for Physical Science, English 1, Algebra 1, and US History teachers. Second, we practice ACTION ORIENTATION by participating in regular staff development workshops and by implementing new initiatives for student success such as APEX. Third, we want to FOCUS ON RESULTS by experimenting with common assessments, a strategy which seems to be a key to evaluate student learning. Finally, we have THE SAME GUIDING PHRASE--"Whatever it takes"--which is our school-wide motto for student success.
ReplyDeletePrincipals from the schools observed in this book structured staff leadership so that each person held a piece of school improvement. Team leaders who represented grade-levels, content areas, and interdisciplinary groups served as a voice for various segments of the school staff. At Lox Pen, a committee was formed to guide the school-wide process for clarifying essential outcomes and monitoring student learning. A daily meeting of administrators and team leaders was an effective way of utilizing faculty leadership at Stevenson High.
Gilbert High School is a PLC because we work collaboratively with other teachers, create common assessments, evaluate data to better meet student needs, implement credit recovery programs such as APEX, and continuously work for improvement in finding "whatever it takes" to help our students succeed.
ReplyDeletePrincipals must be "tight" about the overall goal or concept he or she wants the school to accomplish, but "loose" about letting teachers and staff have a voice in decision making and implementation. Principals empowered their staffs by holding them accountable, giving them authority in applying concepts on a day to day basis, and providing alternate plans (A,B,C)for students who continued to fail.
We here at GHS are definitely working more together by collaborating. I know that I've been doing more this year than I ever have. We're also paying more attention to test results and trying to improve them, rather than making excuses. Also, we're definitely more action oriented by taking the initiative and changing things rather than being told to. Lastly, we are constantly trying to improve.
ReplyDeleteI agree with Cathy that principals must be tight by stating our goals and making sure we are working at achieving them. They must be loose by allowing us to work out the problems ourselves, rather than dictating what we should do.
GHS is a PLC
ReplyDeletea. Commitment to continuous improvement – GHS has always strived to improve. Changing focus from teaching to learning will help all of us be more effective.
b. Focus on results – For too many years, we just looked at data from the end-of-the-year standardized tests, but it seems we are looking at all sorts of data – both formal and informal to see what we can do to help students learn
c. Commitment to face adversity, conflict, and anxiety – The GHS community has historically been excellent when facing adversity and anxiety. We pull together as a team when things are really tight. However, I think we may avoid conflict in an effort to “not hurt feelings” too often. And I am equally as guilty as anyone else!
d. The same guiding phrase – Whatever it takes! If we had a dime for every time that phrase has been spoken this year, we would not have a budget crisis! Seriously, the staff at GHS is committed to do “whatever it takes” to help our students. It may not always be recognized, but it can be seen in the hallways, the cafeteria, the classrooms, before and after school in a million ways that are not formally recognized.
Loose/tight leadership
When I read this part, I thought of the serenity prayer that says: “God grant me the serenity to accept the things I cannot change; courage to change the things I can; and wisdom to know the difference.” I think the toughest part of this for principals is “to know the difference” in when teachers should be given authority and autonomy and when it is time to step in and insist that certain behaviors are not acceptable. I think it is very important for a principal to intervene directly with teachers who may not be willing to adapt and giving them specifics for improvement instead of a general statement at a faculty meeting that everyone is expected to pull his/her own weight, yada, yada.
Another example was how the schools encouraged fluid situational leadership when a member of the team had special talents or expertise. All of the teachers at GHS have special talents and it’s nice to see a variety of people “shine.”
Probably the most important part of the authority/autonomy issue is how to handle conflict. Disagreements will be a natural part of changing the school culture. When teachers badmouth each other in the lounge, it hurts the efforts of the entire team. I know it is easier to gripe to a sympathetic ear rather than directly address someone who has a different vision of what is best. Unfortunately, conflict and change go hand-in-hand.
1. GHS is a PLC because...
ReplyDeletea. We have a collaborative culture. Not only do our teachers meet together as a department for collaborative planning, but individual teachers meet during their planning periods to plan as well.
b. GHS has a commitment to continuous improvement. We are always looking for something new to try. We have staff development every year and we are constantly trying out new practices.
c. We focus on the results here at GHS. We use data that we receive from tests to help us determine where we can improve instruction and student learning.
d. We have the same guiding phrase at GHS. "WHATEVER IT TAKES!"
2. Cathy Shealy's answer for number 2 is right on target. Principals must set a common goal or concept that they want their staff to accomplish. Teachers need to be given the freedom to discuss how to accomplish or implement this goal or concept. While this freedom to discuss and debate is very important, principals must hold their staff accountable at the same time. Principals need to continually remind their staff of the important principals behind a PLC. Staff memebers want to be held accountable, such as the staff at Los Penasquintos told their principal.
GHS is a PLC because we 1. have a collaborative culture by having monthly collaborative meetings with like teachers. We use this time to come up with common assessments which we will then 2. Analyze for data; we focus on the results of what we teach. This way we can 3. always improve and get better with one another. Lastly we use 4. Best Practices in our classrooms by teaching to the state standards and differentiating instruction. We continue to develop our practices by attending professional development sessions.
ReplyDeleteThe principals simulated ‘loose-tight leadership’ by voices their goals to the teachers but ultimately allowing the teachers to reach those goals by the best means possible. The committees were formed so that whoever was most skilled in the topic of the time could be the temporary leader followed by the next person who was best suited for the topic. This way there was always an expert on the topic and not one person assumed the leadership role entirely.
We are a PLC in the making.
ReplyDelete1. We care for our students and do what we can for them to be successful. They must also be taught and expected to do their part.
2. We have collaborative planning, common planning where possible, and work together on common assessments.
3. We are not complacent; we are always striving to improve our instruction and our organization.
4. We actually use data to drive improvement, focusing on our need for improvement in certain areas, then asking others for help in making our instruction better.
Loose-tight leadership is the best kind. Give people goals, let the have some rope to define and achieve objectives within the framework of those goals, then yank the rope a bit if they lose focus, either collectively or individually. It's kind of like training animals.
GHS is a PLC because we are working collaboratively, we do "whatever it takes", we take action by meeting students needs and we focus on results by sing many forms of data.
ReplyDeleteBeing "tight" with achieving a potential goal or outcome is important for any leader. But there needs to be flexibility in how those goals are reached.
GHS is a PLC because....
ReplyDelete1)There is opportunity for collaborative planning( Weekly, Monthly, and Daily )by departments.
2)We have been in the process of creating common assessments for measuring student achievement. Teachers have been trained in creating effective assessments during the school year.
3)We are finding more creative ways to assist student learning. ( APEX, Flexible student tutoring, Early bird class schedules, etc.)
4)Staying focused on a statement of purpose. "Whatever it takes"
Being "Loose Tight" in Leadership involves having clear leaders with specific goals that are effectively communicated with all members of a team so that everyone is pursuing the same result. Once communicated, the flexibility of members allows the individual to use their best attributes to help contribute to the team goal.
We are a PLC because we work together to create common assessments. We have worked together to help students be successful. APEX and flexible scheduling are just two of the many ways we work together. We use data to plan our lessons and we all have a common belief. We want to create 21st century learners.
ReplyDelete'Loose Tight' leadership is a method of leadership that works best in the professional setting. Motivated professionals are capable of meeting a goal without an excess of interference from management. It is the responsibility of management to deliver clear goals, expectations and timelines, but in a PLC, professionals should be capaplbe of taking it from there.
We are a PLC because we have common planning time for some subjects, collaborative planning, credit recovery, and we are implementing flexible scheduling to better serve the needs of our students.
ReplyDeleteLoose Tight leadership will allow the teachers to have a voice in decisions after the administration has given and explained the larger goal.
1. Students who are not successful are able to have a second chance at mastering the material by retake test, APEX, extra help from a student tutor or from their teacher. WHATEVER IT TAKES, WE DO!!!!
ReplyDelete2. We have created common assessment based on the standards for that course. Then we discuss ways to improve/enhance what we have taught.
3. By creating common planning time and having collaborative planning days.
4. We are a data driven school. We use the data to work as a team to take our students to the next level.
We need a combination of both with it comes to leadership. We need someone to hold us accountable but allow us the flexibility to get there. Just like Cathy Shealy said…
1. Four ways in which GHS is functioning as a PLC: Collaborative Culture (teachers collaborate during common planning periods and collaborative planning days by creating common assessments and reviewing standards/best practice); Focus on Results (we are creating strong, standards-based common assessments and performing item analyses to determine areas of strength and weakness); Action Orientation (we are meeting/blogging regularly about the changes we want to bring about, and putting these thoughts into action via new initiatives like common assessments and APEX); Same Guiding Phrase (teachers at GHS are working to ensure learning for all students, “whatever it takes”).
ReplyDelete2. Leaders must be clear about their expectations and “tight” in their enforcement of these expectations. They cannot permit a single teacher to undermine the PLC, but must ensure that everyone is on board with the same core concepts. At the same time, principals must permit their teachers a good deal of autonomy in their classrooms and include teachers in policy-making decisions. Otherwise, teachers will lose their sense of commitment to the cause and may start to resent the PLC policies. While the core concepts must be clearly delineated, teachers must be trusted to implement these policies and allowed some freedom in the day-to-day application of them (much like the Standards).
1. The four examples why GHS is a PLC is that.. 1. We collaborate not only during collaborative planning but also during planning periods and after school if needed. 2. Also we are focusing on test scores and improving our teaching styles or assessment to benefit the students success. 3. We are also always trying to improve as a staff to meet the student’s needs across the board. 4. We are trying to adapt to the culture and technology that is evolving.
ReplyDelete2. 2. Principals as leaders should be tight by setting a common goal but make sure all staff members are on the same page in achieving that goal. The principals need to reinforce throughout the school year how important it is to accomplish the goal and motivate their staff to be a unit not individuals. The also create timelines or goal schedules to help motivate but also benchmark the goal so that the staff is working on small increments instead of one large goal.
We are a PLC because we have collaborative planning, APEX, common assessments, flexible schedules, student tutoring, SAT club, and staff that is willing to do "whatever it takes."
ReplyDeleteLeaders need to be tight about clearly communicating expectations and direction so that all team members are aiming for the same goal. Then leaders need to be loose in giving professionals room to use their knowledge and creativity to achieve the goal.
1. The school is working to be a professional learning center by doing many good things. We have collaboration among our fellow teachers. This ensures that each student no matter the teacher is getting an equal education. We work together to form pacing and planning guides so that all of the standards are covered. The test in many of the subjects are the same so that student knowledge can be measured. The teachers are committed to doing whatever it takes to be sure that students are able to learn.
ReplyDelete2. The administration gives the teachers time to get together and work making the school a PLC. Teachers are allowed to pick areas that we feel we will be able to accomplish good things for the students.
GHS is definitely a PLC that is always focused on finding ways to improve student achievment by various means: 1. Collabrative planning within our school and also with other teachers in our district. 2.Staff development is offered to help us individually as well as collectively assess our teaching methods and lesson presentation.3. Common assessments to make sure we are teaching the course standards and that our students are learning as well as applying the material to real life situations. 4. Following the State Standards so that all teachers are presenting and following the standards that we are hired to teach.
ReplyDeleteI think that Cshealey was right on in her answer. We are definitely guided in the process, but given the authority to be creative in ways to get the best from our students.There are people in place at GHS to help in every situation if we need them.
Gilbert High School is a PLC because we: 1) are a collaborative culture; we use by using monthly planning periods for common assessments; 2)use action orientation by having regular faculty development workshops and by using APEX to develop/facilitate more student learning; 3) we focus on results by having common assessments; and 4) we use the "whatever it takes" slogan and do the same to guide us.
ReplyDeleteIt is good for principals to be tight because it allows for standards and goals to be met and followed. That is best for the students and faculty. However, a teacher must given the ability to work with principals to best serve the students.
I think GHS is well on its way to becoming a PLC. There are many ways that we collaborate, not only on tests and strategies but also in extra curricular activities for our students. Doing Whatever It Takes means helping each other out as in One for All and All for One. This attitude has not been achieved for there are still some teachers who do not share their time, expertise, or materials. Once we achieve this sharing level then our students will benefit greatly from our cohesiveness and thinking as "one".
ReplyDeleteThe administration must allow the teachers to direct this because they are the professional experts in their fields. I also like the way Cathy Shealy put it. Hopefully, all teachers will act professional and carry out their responsibilities as dictated by the administration.
I am more and more convinced that GHS is becoming a Professional Learning Community. It has been a hard road at some points, but I know that the Common Assessments and Uniform Grading Policies are two steps in the right direction. Speaking from the perspective of a teacher who is not at the beginning of her career, but (sigh) not near the end either, I can see a huge difference in the way that we do things here and in Lexington One as a whole. Collaborative efforts exist across departmemts and across curricular areas. We share ideas, strategies, and learn quite a bit from each other, which is not exactly the way it was when I first began teaching. I know that while we are collaborating (meaning altogether physically in the same environment), we are also metally collaborating. While we might not always see eye to eye, we all seem to recognize the need to improve and "change with the times" in order to meet the needs of a dynamic and highly differentiated student body.
ReplyDeleteAs far as "loose/tight leadership" is concerned, one statement stood out to me very clearly on pg. 145: "Creating a PLC presents an interesting paradox for principals who hope to lead the process. One on hand, they must disperse rather than hoard power because 'shared'leadership brings the learning community together," but I guess on the other hand, the principal has to run a tight ship because he (or she) has to make sure expectations are clear and that there are conseqences when faculty members are not "on board" with the direction the ship is being guided.
Oh, such an English teacher metaphorical answer I provided.
We have a collaborative culture because our teachers meet together as a department for collaborative planning, test in many of the subjects are the same so that student knowledge can be measured,staff development is offered to help teachers
ReplyDeleteThe administration has their "hand on the steering wheel" and are able with slight turns, to guide the ship and allow teachers the freedom to do what they do best.
I think we follow the PLC concept, because we have collaborative planning on set dates, common assessments within subjects, common grading practices within departments, and last but not least, we try to do "whatever it takes".
ReplyDeleteAs for empowering of teachers with more leadership, the collaborative groups could change who was leading meetings if one was more adept at certain units compared to the other teachers, then that teacher would lead the meeting. It makes sense. If a teacher has a good hold of teaching a unit, then by all means share with everyone else. That is what collaboration is about.
GHS is a PLC because....
ReplyDeleteWe have been creating common assessments for measuring student learning. We have also instituted programs such as APEX to help students recover credits and assist in student learning. We also have multiple oportunities to collaborate with others in our area. We have also read the books about doing whatever necessary to help the students learn.
Admins are there to help with the goal setting, but then allow the members under them to use thier skills to accomplish the goals
We are a PLC; at least we're becoming one. 1)We are coming to share a common purpose of helping our students achieve (although it's hard not to keep saying some of the "ifs" mentioned in the chapter). 2) We definitely have a collaborative culture; we're used to working together and checking with each other when we plan and so on. 3) I think we are committed to improvement. We never seem to rest! and 4) We are focused on results. We use test data and other stats a lot to evaluate ourselves (collectively and individually).
ReplyDeleteThe book mentioned principals "stepping back from being the central problem solver" (142). That's maybe the point of the loose/tight dichotomy: these leaders point out the problems and motivate teachers toward solving them, but are looser when it comes to acutally deciding which methods will be adopted.
Gilbert High School is a PLC because we collaborate with fellow teachers to create common assessments to assist us in measuring student learning, we also have implemented such programs as APEX to help students recover credits and assist in student learning, and we have profesional development like Whatever It Takes to help us be better teachers and to provide us with resources we can use in our classrooms.
ReplyDeleteAdministration is there to give us direction, but then allow those under there leadership to use their skills to make sure that the goals that been set are reached.
Gilbert High is striving to be a PLC by providing collaborative plannig time, developing common assessments, growing professionally through staff development, offering extra help sessions to students, putting student learning first, and offering course recovery for struggling students.
ReplyDeleteAdministrators must be "tight" in their leardership by ensuring that all teachers are aware of the goals for the school. However, administrators also must allow teachers to have some autonomy in the process of creating and maintaining Professional Learning Communities.
Gilbert High is a PLC because we have a collaborative culture because our teachers meet together as a department for collaborative planning, test in many of the subjects are the same so that student knowledge can be measured,staff development is offered to help teachers
ReplyDeleteThe administration team does a great job to guide the faculty and allow us as, teachers the freedom to do what we do best.
Four ways that GHS is a PLC are
ReplyDelete1.We have a collaborative culture, We meet as a school and departments to collaborate.
2.We are action oriented, using common Assessments, Apex,etc.
3. We are focusing on results, using test data.
4. We have the same guiding phrase, WHAT EVER IT TAKES.
Principals must be tight with leadership, in making sure everyone is on board and focused on task. Teachers practice an art in teaching, so I think it is still important for some type of creativity in teaching to be allowed.
Gilbert High School is working towards building a PLC/Collaborative Culture. 1.Common planning time is used to develop strategies for helping students be successful. 2.Common assessments and lesson plans are developed and evaluated. 3.Data from benchmark and state tests are evaluated to determine strengths and weaknesses, 4.Staff development has shifted from a focus on teaching to a focus on learning.
ReplyDeleteCoach Hiott made an important point about this whole process. He said, “We care for our students and do what we can for them to be successful. They must also be taught and expected to do their part.” I think there are two important parts to his statement. First, we care and all that we do must be for the success of our students. That is our goal as educators. Second, We cannot forget that the students must do their part. We can create effective tests/lessons, but ultimately, the students must work hard and study in order to achieve success.
Janet mentioned the quote, “God grant me the serenity to accept the things I cannot change; courage to change the things I can; and wisdom to know the difference.”
This is also one of my favorite quotes and I think gets to the heart of leadership and life. Knowing the difference between using loose and tight leadership can be difficult. As in life, we all face situations when we feel that it is important to actively intervene in events. Likewise, it is equally important to sometimes step back and give a situation time to work itself through. There are always times when we punish ourselves because we did not say how we felt or maybe we said something we regret. It is always easier to look back and say, “I wish I could have acted differently.” As with our children, we have to give them a structure and foundation of right and wrong, a path that we hope they will follow to successful adulthood. Then we must have the courage to step away and give them room to experience success and failure. Many times it is the failures that give us our learning opportunities and if we are constantly told what to do or tell what to do, valuable insights may never be experienced. We grow by experimenting within a safe structure of support and encouragement. People become robots in an authoritarian state and will create anarchy under a system with no boundaries. Life is the fine balance between the two and wisdom is knowing what to do.
Gilbert does several things to work toward a PLC culture, common assessment and analysis of the assessments, collaborative planning times, sharing of best practices, and identifying at risk students. although I don't think there is a formal process for this across the board, I have seen a number of situations where a number of staff voice concerns for students and follow closely the student and keep contact with other staff about the student progress.
ReplyDeleteAs far as loose/tight leadership, I think this is tricky. The administers need to hold firm to expectations, then trust the professionalism of the staff in reaching those outcomes and support innovative efforts.
We are a PLC because we do whatever it takes to help our students succeed. We have collaborative planning, APEX, common assessments, flexible schedules,and student tutoring. Our staff development has shifted from a focus on teaching to a focus on learning.
ReplyDeleteI agree with Marlene because the administration
gives the teachers time to get together and work making the school a PLC. Teachers are allowed to pick areas that we feel we will be able to accomplish good things for the students.
Since I came to Gilbert two years ago I have always admired the collegial spirit of all the teachers. Most conversations are about how to move students forward and help them become successful. The common assessments is also a great tool to help us become more collaborative and efficient. The departments are all so willing to work together to improve, and across the curriculum teachers work well together. Tight leadership is necessary at times, but I think the focus teams and leadership team help drive the decisions made about Gilbert. As long as we have student achievement as our goal, I know we will have the support of the leadership team.
ReplyDelete1. I love the phrase “fluid situational leadership”—finding leaders as we go along. It certainly contradicts the committee/paperwork formula schools sometimes employ.
ReplyDeleteThat said, GHS is a PLC because …
• It stresses collaboration.
• Administration is accessible in many ways, so that staff may “get things done” without having to wait for “an audience.”
• I think most people have open minds when it comes to new techniques—maybe, in some cases, because it’s impractical NOT to. (I’m lucky as a new teacher—almost everything presents a “learning situation.” I haven’t been around long enough to get stuck in my ways or complain that I’ll have to abandon old methodology.
• Faculty here share a common philosophy, for the most part and CHOOSE to be at Gilbert. I get the strong feeling most of us are here because we WANT to be. We like Gilbert. We like the kids. We take pride in place and people.
2. Principals should be “tight” in guiding the “spirit” of a school—after consultation with staff. As leaders, principals remind us what we must do and facilitate our doing it. Maybe this is just me, but I don’t know that any of us has a higher or more important job than any other. That said, a principal has one important thing: access. It is thus her wonderful obligation to sort, evaluate, and disseminate information to which only she is privy.
As for the “loose” part of this … We’re all professionals. We’re all in our own classrooms. I think trust is the most important thing an administrator can “give” a teacher. OTOH, teachers also must trust administrators and seek out administrators—or other colleagues—when a difficulty develops. That takes some humility, which quality I must say I do not own in abundance. It’s not only the kids who are supposed to be learning and moving through the 21st century.
Ultimately we want ot be a PLC. We now participate in Collaborative planning seven times a year( however, that is not regular enough) staff developement and we're using common assessments. Other avenues are availbable however, do to time restraints, I'm not fully engaged in many. I need more time in the off time.
ReplyDeleteAll leaders flucuate between tight - loose ideas. Setting the standard is tight: implementing the objective is loose. I so appreciate the flexibility at GHS.
Gilbert is a PLC because we are working to implement strategies and programs to improve our culture of learning. These efforts include:
ReplyDelete* Collaborative planning periods to develop creative lessons, examine data, and develop common assssments
* The implementation of programs and strategies such as APEX, flex scheduling, & school tutoring
* Using staff development & technology implementation to improve teaching & learning
* The encouraging of students to take higher level courses such as AP
Our administration has worked to present clear and concise goals for the direction of GHS. They have followed it up with staff developments, blogging, and technology development to allow us to implement these goals. We as teachers are using these opportunities to move GHS into the 21st century.
Gilbert is a PLC.
ReplyDelete1.We collaborate.
2.We are using common assessments
3. We are focused on student learning.
Leaders should guide the community on the student achievement path.
GHS is a PLC where the administrators and teachers work together as an empowered school community. Our departments have opportunities to strengthen the instructional process through collaborative planning.
ReplyDeleteGHS teachers are working together to devise common assessments for our students. Finally, our faculty is a caring group of individuals focused on student learning and preparation for success beyond high school.
#1.Okay, this might not be the "right" answer, but I don't know that I can come up with four examples. I don't think we are quite there yet. One way we are getting there is by shaping ourselves as a collaborative culture. We have time monthly set aside to collaborate with others however, sometimes the constraints of time and logistics limit this. Additionally, we have had the opportunity to collaborate on schoolwide committees to share ideas and create strategies for making GHS a 21st century school. Secondly, I think that GHS is committed to the same primary purpose our students success. what worries me though is that I don't think that we are all clear on our primary focus, student learning no matter what it takes. I don't think everyone is totally committed to that focus. Our ultimate goal is that they learn and not every student is on the same "path" to that learning. It may take some longer than the four years delegated by the state of South Carolina (and how we are judged on our school report card). With that in mind, the conundrum is how does that mesh with the "real" world beyond GHS?
ReplyDelete#2. This was my favorite idea in the chapter because I do feel our school has been successful in enacting this type of leadership. I think it is essential for a leader to recognize the talents of those whom he or she leads and than utilize those talents. There are two advantages of this type of leadership. First, it gives the faculty ownership of the school and the improvement process. Secondly, I don't think it is possible for a leader to successfully manage everything; utilizing the talents and skills of your faculty will infuse different perspectives and ideas that one person couldn't possibly contribute. I do agree though that there are some things which are non-negotiable. If an individual is holding others back with his or her nonparticipation or sabotaging the process...they need to move on!
As PLC's we collaborate on common assessments and analyzing the assessment data. We use these common assessments to ensure students are learning the same in each classroom. How could we extend the learning community beyond teacher collaboration? How could we create a learning community that includes students and possibly parents to increase student learning?
ReplyDeleteBefore an organized effort was made to develop PLCs at our school, our department was functioning as a PLC. The English department has always prided itself on its collaboration, its focus on results, and its open communication among teachers who strove to give our students a quality English education. None of us was ever afraid to go to another for help or collaboration as we recognized the benefit of having more than one set of eyes or more than one brain working on anything.
ReplyDeleteOur department worked hard to develop one philosophy from which all of us operated, thus ensuring continuity for students as they moved through each grade level and a completely prepared graduate. The organized effort has, however, strengthened us in a variety of ways. For example, we are much more committed to creating common assessments, curriculum, and classroom experiences. While we have not always been thrilled about losing our autonomy, we have enjoyed the added benefit of sharing the work load.
The biggest area of “tightness” must come in the form of creating clear expectations and demanding that they be met. All teachers must clearly understand that it is not a “suggestion” that they work together. And teachers must be held accountable for making contributions to the betterment of the group. This leadership must be consistently demonstrated or the group’s morale will suffer and then, students’ educations will too.
GHS is a PLC:
ReplyDelete1-Collaborative Planning, 2-Common Assessments, 3-Analyzes data to find ways to improve, 4-Common guiding phrase “WHATEVER IT TAKES”
Principals must be tight in establishing goals for the school and maintaining those expectations for teachers. However, principals also must allow teachers to be do in their own individual classrooms what is best for both them and their students to achieve the set goals.
GHS is a PLC. Teachers are developing common assessments, meeting to collaboratively plan, and evaluating data to better plan how to improve student achievement. Moreover, there is a commitment to do "whatever it takes" - APEX, for example.
ReplyDeleteAdministrators should be tight in communicating their expectations and holding staff members accountable in reaching those. However, they should be loose in allowing teachers/staff a voice in decision-making and implementation.
1. GHS is working toward becoming a PLC by having clarity of purpose, creating a collaborative culture, focusing on results, and a collective inquiry into best practice and current reality. We all know that our purpose is and have discussed many times the importance of helping students to learn. Also, we hare creating a collaborative culture by working together on collaborative planning days as well as creating common assessments. We are definitely focusing on results as we are constantly looking at test scores, passage rates and other data, as well as our item analysis of our common assessments. Finally we are studying current literature on educational practices so we can keep ourselves informed of best practices.
ReplyDelete2. I think that leaders must be “tight” about ensuring that all members of the faculty and staff know, understand, and agree to be a part of the changes/processes going on. It is vital to the PLC that everyone be “on the same page.” If there are members of the team that do not understand or agree with what is going on within a school, problems are sure to follow. I also think it is vital for principals to allow all members of the team to feel they are participating in the change process. The book discusses the many different committees and teams that different schools had, which in turn gave everyone a say in what was going on in their subject-area, their department, and in the entire school.
GHS is a PLC because of 1. Collaborative Planning. 2. Professional Development
ReplyDelete3. Intervention of Learning and 4. Best practices.
“Micro-managing” would be an example of leadership that may be too tight. A balance is necessary for successful leadership. I believe by sharing our ideas and successes we are allowed this balance, yet expectations are present to keep the goal in sight.
Our US History teachers collaborate on a weekly basis with common assessments, benchmark quizzes and common projects. With the 21st century collaborative learning sites, we will be able to share websites and lessons from a variety of social studies subjects.
ReplyDeleteI think that leadership should be strong with regards to expectations among faculty. I also think that principals and teachers need to work together as part of a team.
Wednesday’s collaborative planning mornings, multiple sessions of staff development, Apex credit recovery program, flexible scheduling are the examples of GHS being PLC.
ReplyDeleteTeachers share their best practices within and between the departments, work together on creating common assessments and do “what ever it takes” to satisfy students’ needs.
Effective "simultaneous loose-tight leadership" happens when the principal provides clear and detailed explanation of the goal and time frame for its achievement. While principals should guide the process and hold the faculty accountable, the faculty should have a possibility to demonstrate their professionalism in decision making and finding different ways to achieve the goal.
Gilbert High School is working hard to create a Professional Learning Community. This is demonstrated in several ways. We as a faculty are given planning time that is for collaborating with our peers that teach the same subject as ourselves. This time is included in our calendar and is time provided for all schools in our district, so not only can we collaborate with peers at our home school but also those throughout the district. Another way GHS is creating a PLC is through our time that is provided for us to share our own Best Practices with our faculty. Several times throughtout the year we met as a faculty and shared our BEST Practices with each other. This was helpful in that we are able to see teaching strategies that maybe adjusted to fit our subject area. We are also demonstrating our journey to becoming a PLC by focusing on results. We do this by evaluating our current assessments and then meeting to create common assessments that will allow us to gain insight into the learning of our students. The final way that GHS is working towards being a PLC is that we have adopted a guiding phrase. This phrase is "Whatever It Takes" and tha is how we do it here at GHS. We all will do whatever it takes to make our students productive and active learners in our community.
ReplyDeleteOops! Forgot #2
ReplyDeleteIt is important for administrators to be "tight" when we are being trained in new areas but it then is neccessary for them to allow us the freedom to take what we have been trained in and implement it in to our curriculum. I appreciate being treated as the professional that we all are!
Four examples of how Gilbert High School is a PLC are:
ReplyDelete1. Collaborative planning for all departments on Wednesday's each month and usually each day in the PE department.
2. Planning common assessments which have been done in the PE department for 3 years now.
3. Staff Development
4. Intervention programs (APEX, At-Risk)
Leaders must be "tight" about creating a PLC community in the beginning of the implementation of the program. This will assist in the fear of doing something new and different. The tightness comes from the relutance of many to deal with change. Once the implementation of the PLC has been completed the tightness can relax. The PLC then becomes a monitor and adjust learning community and the leader handles this form of leadership. Leadership 21 classes have entered into this form of learning & leadership after one year of implementation. We are now monitoring & adjusting what did and did not work.
Our school is definitely becoming a PLC, but we are not there quite yet. I agree with Valerie that we will achieve this goal when every teacher accepts the challenge of creating a PLC. Four strategies we have worked on this year to reach are goal are:
ReplyDelete1. Collaboration ~ Not only are we collaborating with teachers in our own school, but CATE teachers are also trying to share common assessments and best practices with teachers in like areas from the other 3 schools (LTC, WKHS, PHS)
2. DATA ~ In Health Science, we have been striving to improve our scores on the National Health Science Exam plus our ultimate goal is to prepare our students for their futures through CPR and CNA certifications. We use the "coaching reports" from the NHSE to evaluate our lesson plans that are based on our State and National Standards.
3. Commitment to Improvement ~ Technology, Technology, Technology.....when I think of the technology I used 10 years ago and what is available now, it boggles my mind. We know this is going to prepare our students for the 21st Century, so we are trying to utilize our funding to get the "most for the buck!"
4. Guiding Phrase ~ "Whatever It Takes" ~ We are sharing our best practices to imporve our teaching skills, but we now understand that true success is measured in learning!
"Loose-Tight" leadership ~ I appreciate that our administrators have allowed the teachers to have an active role in developing our school culture through focus teams. I feel that leaders must be "tight" in requiring every teacher to help develop the PLC. I agree with Libby..."All teachers must clearly understand that it is not a “suggestion” that they work together." but an expectation to help us achieve our goal to become a PLC.
1. GHS is a PLC because:
ReplyDeletea) We have a shared mission or clarity of purpose. We want to create successful 21st century learners by "whatever it takes."
b) We have a collaborative culture. We collaborate on collaborative planning days, during our planning blocks, and after school.
c) We have a commitment to continuous improvement. We are constantly searching for a better way. By studying the 2 books, we have learned that we need to focus on learning instead of just teaching.
d) We are focusing on results. By creating common assessments and using item analysis, we are finding ways to improve our instructon which increases student learning.
2. Leaders must be "tight" about insisting that teachers adhere to the goals that are essential to the PLC concept and make it clear that teacher autonomy does not extend to disregarding these goals.
The principals empowered their staffs by encouraging widespread leadership and shared responsibility. Teachers had a voice in the improvement process. And, the principals gave the teachers autonomy in applying the PLC concept on a day-to-day basis.
1. Collaborative Culture. We are beginning the process of collaboration through regularly scheduled collaborative planning times every other month throughout the school year. We are also implementing common assessments from this collaborative planning. There are still quite a few flaws in the design which leads to the next characteristic. Commitment to Continuous Improvement. Shouldn’t this be a theme in not just our school but in every classroom? Every lesson plan? Every teaching strategy? In my opinion, this characteristic is what education is all about. Gilbert High School recognizes that nothing is ever perfect. We are continuing to strive to improve our collaboration, our assessments, our evaluation of learning vs test scores, and our goals that we set for high results. Focus on Results. Each year we go through data and now are using common assessments to improve this process as well as through item analysis. Same Guiding Phrase. Our professional development theme is “Whatever it takes.” This is the same guiding phrase as used in the book Whatever it takes.
ReplyDelete2. Loose/Tight. Leaders must be tight about expectations and standards. Currently, as emphasized is our meetings, the standards we are trying to achieve are learning and reaching every student. Students don’t need to be given up on. They need structure, expectations, and high standards of, again, learning. It is important that leaders be clear of the goals and the objectives. In Whatever It Takes, teachers are given goals and objectives to be reached that are clear. The administration, then, “loosened-up” and allowed the teachers the ability to map out the best way to achieve the goals that are set. Everyone needs accountability but micromanagement is not the best way to achieve objectives effectively. Every course and subject is not the same and each teacher has different strengths and weaknesses. It’s a very fine and gray area.
GHS has worked hard to improve our commitment to PLC. Teachers have spent time during collaborative planning(and like US History, we have met each week). We have worked hard to improve/devise common rubrics for timelines and projects. Tests are difficult (as Sandy said, Soc. St. is the hardest to do). The 1-1 initiative will help as we share more ways to instuct, using the computer. Law Ed is using the same assignments, tests, classwork for all classes; they will continue to improve the tests next year. We work as committees with the administration to improve our curricula, mission statements, etc. The administration wants to hear our ideas and works with us, rather than telling us what we should think.
ReplyDeleteThe faculty, as a whole, meets and makes decisions that will change/improve our school for the benefit of students. The administration needs to run a "tight ship" as far as keeping us on the right track and making some decisions that just need to come from the top. At the same time,the need to allow professionals to make decisions about their classes and listen to their suggestions is critical.
This chapter reiterates the characteristics of a PLC. Please give four examples of how Gilbert High School is a PLC.
ReplyDelete1. Collaborative planning.
2. We work together on common assessments across same subjects taught by different teachers.
3. GHS utilizes all avenues to improve student's behavior and scores. Parental contacts, student conferencing by teachers and counselors & alternative disciplinary methods to keep kids in school.
4. All teachers are empowered by the previous three to have 'skin in the game' so that everyone is focussed on the same end result. Students who learn.
Loose-tight leadership is the best. It again comes back to everyone having to own a part of the goal, method of achieving the goal and that end result where all of the staff and administration involved are on the same page and have an equal stake in the outcome.
Tried to post to this twice and it kept getting deleted when I tried to log in to my Google acct. Argh! Is this happening to anyone else?
ReplyDeleteGHS embodies the ideals of a PLC through...
ReplyDelete1. Collaborative Culture-we as teachers have time once a month to meet as a team (being a team is also part of this) and collaborate on best practices, common assessments, and are able to discuss problems we may have and collaborate on possible ways to improve a situation.
2. Collective Inquiry into Best practice-During these meeting times, and even many lunches for my department, we share activities and instructional methods for various situations. many times we find something we can use between languages, such as common songs, approach or explanation, etc. We even look into our standards and what they "really" mean for us (because many of them are very broad and then others very specific)
3. Commitment to Continuous Improvement-Gilbert High is a high performing school that already stands out within the district and state...however, we are still pushing and driving to be even better. Our best is not good enough (not a negative way) but we can always be better. We are always looking to improve.
4. Same Guiding phrase-maybe it started as a joke...and maybe not...but when asked how we're going to get kids through or what we're doing to improve our school-->last year we "were on common ground" and this year it's been "we're doing whatever it takes". While sometimes it may be a joke, in the end it truly is what we're doing. No matter what it takes, we're getting these students through and making them successful.
Tight/loose leadership:
ReplyDeleteI believe the principals need to be tight in requiring teachers to take part in the transition. i don't think it should be a forceful or rude situation between people, but strongly encouraging in their participation. At the same time, the looseness comes with the committees. The book presents that getting the teachers involved in changing the culture of the school and the expectations of the teachers was imperative. I believe we have these committees at GHS and many teachers are involved in the process. At the same time (and meant in no offense to anyone) not all the committees are active so some teachers are being pushed to do more than others and some voices are heard more than others. The committees and extended leadership opportunities are out there, but more involvement and "say so" would help improve the culture even more.
GHS is moving toward being a PLC and have come a long way. We collaborate in monthly planning sessions by department and also have the freedom to move to other schools on some days. Singleton subjects in a school meet together monthly at one school to plan. We have common planning periods for some subjects. We have collaborated on common assessments by subject areas and have learned lots from each other.
ReplyDeleteWe are action oriented and have regular staff development in many areas. We have offered new classes for students and are moving to early bird and twilight classes to meet the needs of our students. APEX is used to help students graduate on time and learn materials they missed in class.
The focus is on learning and students. We have used data to verify how we are doing and modify and adjust based on the information we learned. The shift is from teacher in total control to teacher as facilitator.
We often hear Whatever It Takes when discussing GHS. This has been the guiding phrase this year as we move students toward becoming 21st Century learners.
By tight I think we mean that administration sets the standard and then gives teachers the freedom (loose) to determine how the standard will be met. Administration has shared that we will be held accountable and often restate the goals for the school year. The teachers have the freedom to meet the standard in individual ways.
1. Gilbert High School is a PLC. The U.S. history teachers have been worikng together, one day a week for two years to create common assessments. The U.S. History teachers from all over the district have created benchmark quizes and evaluated data to better meet student needs. GHS has implement credit recovery programs such as APEX to our student.
ReplyDelete2. I agree with what Barbara says. The faculty, as a whole, needs to meet and makes decisions that will change/improve our school and students. The administration needs to keep the teachers on the right track. At the same time,the need to allow professionals to make decisions about their classes and listen to their suggestions is critical.
#1 I agree with my colleagues, that we are becoming a PLC. We have collaborative planning opportunities. I have also noticed that more and more, faculty is meeting to collaborate, even if it is not scheduled. We are seeing the benefits of reflecting with our peers. In addition, we are developing and analyzing common assessments. One of the greatest benefits of this process is returning to our standards and identifying the essentials and how to measure mastery of these skills-assessing for learning. We also continue to use data to guide decisions about our progress and out students.
ReplyDeleteI am concerned that a weak point maybe our clarity of purpose-an essential for the PLC to be successful according to DuFour. There seems to be a mixed message. We have always wanted high levels of learning for our students. We value learning, love it, or we would not be in this business. However, there are so many pressures about passing and graduating students that conflict and undermine high levels of learning.
#2 Leaders must be tight about adherence to PLC concepts and hold others accountable. This can mean confronting those who directly or indirectly appose the process. At the same time it is vital to value and empower those with skill and expertise regardless of their tenure or title. I know we have dealt with many and diverse expectations this year, but I still appreciate that at GHS teachers have autonomy on day to day practices.
I just noticed that some of us are loosing sleep over this. lol :)
ReplyDeleteGHS has proven to be a PLC in many ways. We meet as departments on collaborative planning days. Our WL department created a curriculum of units that all languages use to ensure that all WL students get the same curriculum. We also use common assessments. Finally, as a school we have a goal of “whatever it takes” in which we want all students to succeed and meet their potential.
ReplyDeleteI believe that the leaders (administrators) of our school must be “tight” in setting expectations for us. The “looseness” should come into play and allow the faculty to work together to find what works for us and not tell us what to do. Otherwise, it is simply a dictatorship.
Our school has the APEX learning lab that has been a great help to struggling students that need additional time and motivation to master course standards. After school tutoring is another option our students have to get additional help. Our administrators frequently ask for names of any student struggleing in the clasroom so that they can get personnaly involved in the safety net for struggling students. Interim grade reports and Edline grade website help parents become better interventionists when students struggle before the mountain is too great at the end of the semester.
ReplyDeleteQuestion 1: GHS strives to be a PLC and has really focused on becoming more of a PLC in the past two years. The things that the staff and administration really focuses on are:
ReplyDeletea) A collaborative culture – The various content areas meet once monthly to focus on a particular problem, assessment, etc.
b) Sharing of best practices – Each department has presented their best practices this year at monthly faculty meetings. Teachers also share on a day-to-day and student-to-student basis
c) Commitment to continuous improvement – We are always in the process of changing to make our students more successful and 21st century learners/leaders.
d) Focus on results – Much of our time has been devoted to creation of common assessments to create a more leveled playing field for students and in order to track student achievement, we have to focus on the data and ultimately student success.
Question 2: I agree that leaders need to practice “loose-tight” leadership. The bottom line is that there are some things that need rigidity and there are some things that are best handled “loosely”. Implementing a PLC is one thing that probably needs to be handled tightly since it is something that will help schools function better and promote higher levels of learning and it takes time to change into a PLC (and although change is not always welcome, it is needed and inevitable). On the other hand, teachers still need autonomy in the classroom in order to meet the various needs/learning styles of the students they teach. The teachers also need to have input and be allowed to have some decision-making authority in the changes since it affects so many functions of educational facilities and overall, I would say that change comes about a little more smoothly when everyone has had a say in it (to some extent).
We are a PLC because we collaborate, we have APEX, we are doing common assessments and because we care about our students enough to make sure they succeed.
ReplyDeleteI think that attendance is something that the principal needs to be tight about. It is hard to accomplish anything when half of the committee doesn't show up (not that this has happened at this school!). Participation is a biggie! You can't collaborate when everyone doesn't participate.
I think that the amount of "looseness" that I have been given within my classroom makes me a better teacher. I know that I am expected to teach to the standards (that would be tight) but how I do that has been left up to me. I don't want to be micromanaged every minute I'm in my room. I have the flexibility to reach out and find the things that work for my students. I APPRECIATE THAT!! When an administrator comes in my room, I don't feel that it is a gotcha moment. I feel that my administrator is simply curious about how my classes are doing and just wants to stay connected.
We are a PLC at GHS because we work together to create common assessments. We work together to help students be successful. APEX and flexible scheduling are just two of the many ways we work together. We use data to plan our lessons and strategies to enhance our students chances of being successful.
ReplyDelete'Loose Tight' leadership is a method of leadership that works best in the professional setting. Motivated professionals are capable of meeting a goal without an excess of interference from management. It is the responsibility of management to deliver clear goals, expectations and timelines, but in a PLC, professionals should be capable managing their own environment.
We are a PLC because we have common planning time for some subjects, collaborative planning, credit recovery, and we are implementing flexible scheduling to better serve the needs of our students.
ReplyDeleteLoose Tight leadership will allow the teachers to have a voice in decisions after the administration has given and explained the larger goal.
1. GHS is a PLC because we have a collaborative culture, a commitment to continuous improvement, a focus on the results , and we apply the guiding phrase "WHATEVER IT TAKES!"
ReplyDelete2. As others have said, principals must set a common goal or concept that they want their staff to accomplish. Teachers need to be given the freedom to discuss how to accomplish or implement this goal or concept. While this freedom to discuss and debate is very important, principals must hold their staff accountable at the same time.