Principals and School Improvement

Schools are being held to higher levels of accountability for student learning. That's not a bad thing. We should accept responsibility for the learning of our students. But what's emerged is a trend to micromanage teachers and their work. That's not such a good thing. One example is the nationwide trend toward more intense supervision and more complex evaluation systems. Again, evaluation is not bad, but it should be part of a system that promotes growth and engages teachers in thoughtful analysis of their work and implementation of strategies to continue strengthening their performance.

There's lot of evidence that simply telling people what to do doesn't get the required results. You may get short-term compliance. But rarely do you get long-term change. While many of the mandates may be well-intentioned, they are often imposed on educators without engaging those affected in a discussion of the problem and possible solutions.

A recent article by Rick DeFour and Mike Mattos discussed this paradox. They suggest some common-sense strategies that principals can use to positively impact student learning in their school. They also share the results from a comprehensive study of school reform that found an increase in student learning when teachers participated in professional learning communities (Vescio, Ross, & Adams, 2008).

I'd enjoy hearing from you about your experience with PLC's and their impact on student learning.

Nurturing and Sustaining Professional Learning Communities

Over the last decade many schools have embraced the idea of professional learning communities (PLC's). While the term describes all sorts of collaborative activities, the PLC advocated by Rick DuFour, Shirley Hord and others is a school where teachers and principals focus on intently on improving student learning. They are committed to their own learning and act on that learning in ways that will positively improve students' education.

As PLC's have matured some schools struggle with ways to nurture and sustain the vitality that was often present in the early years. Schools that have successfully navigated this path find that five things support the continued growth of professional community.

• First, create a schedule or other structure to provide time for teachers to work together and reduce isolation. There are many options, limited only by one's creativity.
• Next, embrace policies that encourage greater autonomy, foster collaboration and improve communication. Share what works. Have conversations about successes and opportunities for growth.
• Third, provide time for professional development both during the school day and at other times. Consider converting staff meeting time into opportunities for professional dialogue.
• Fourth, when hiring new teachers look for candidates who are comfortable with feedback, examining their practice and who share your commitment to professional learning.
• Finally, be transparent about your own learning and encourage those around you to do the same. Read widely. Be inquisitive. Work to create an atmosphere of trust and respect among all personnel.

We'd enjoy hearing from you about your experience with PLC's and how you work to maintain their vitality in your school.