Every school has a culture. When one walks through the corridors and in to the classrooms, the values of the school become evident. A school that has blank walls, is void of color, and lacks smiles upon the faces of students and staff sends a vastly different message than a school that is filled with student work, provides a colorful and stimulating environment, and in which the noise of learning is hard to escape.
It has been said that the only interaction some teaching colleagues have with their peers is in a common parking lot. Unfortunately, the culture of some schools is centered in isolation and limited teacher freedom. The need for culture change is clear as Mullen (2008) notes, “By developing environments committed to the professionalization of teachers, principals confront the isolation that many classroom teachers experience, thereby countering teacher attrition while enabling policies and practices to be influenced (Gusky & Huberman, 1995)” (p. 2). Through treating our faculty and staff as professionals and breaking down the walls of isolation, teachers are able to come together for a common good.
As identified previously, the development and implementation of a PLC is not a reform but rather a cultural shift out of isolation and in to collaboration with shared mission, vision, values, and goals. As stated by Blankenship (2007), “The Dufour and Eaker model of professional learning communities is a framework from which a school faculty can begin to shift the culture of their school in order to build capacity for implementing and sustaining change” (p. 2).
In their investigation of leadership, Marzano, Waters, and McNulty (2005) hypothesize that the responsibility of culture is developed by “The extent to which the principal…Fosters shared beliefs and a sense of community and cooperation” (p. 42). As stated previously, creating a PLC is a cultural shift, and therefore it is vital as an administrator, to be sure that your culture is one in which the central ideals of a PLC can thrive. “Numerous researchers (Crow, Hausman & Scribner, 2002; DuFour & Eaker, 1998; DuFour, Eaker, & DuFour. 2005; Hord, 1997, 2004; Toole & Louis, 2002) argue that nurturing a culture that supports staff in becoming a professional learning community is the most promising avenue for sustained, substantial school improvement” (Cranston, 2009, p. 1).
A critical component of establishing a PLC is the development of shared mission, vision, values, and goals. As the administrator partners with the faculty and staff to develop these guiding ideas, it is crucial to remember the importance of the role of the administrator. “Both Hord (2004) and Dufour and Eaker (1998) place strong emphasis on the role of the principal in establishing supportive conditions for team learning to take place, as well as their role in developing and implementing a shared vision and values” (Blankenship, 2007, p. 5). The responsibility to create a culture in which teachers feel safe to take risks and grow professionally rests upon the administrator. “Scribner et al. (2003) point to school leadership as being instrumental in fostering a sense of trust and a shared sense of purpose” (Blankenship, 2007, p. 5).
Prior to promoting the concept of operating within a PLC, the principal, in order to operate within a culture of success, needs to become familiar with the central tenets of PLC design. As identified by Elbousty (2010) earlier research identifies the attributes of a successful PLC:
Hord (1997) identifies five attributes of professional learning communities. These attributes are: 1) supportive and shared leadership, sometimes called distributive leadership, in which teachers and administrators collaborate in decision making; 2) shared values and vision centering upon students’ learning; 3) collective learning and application of learning, as teachers collaborate and learn from each other on a quotidian basis; 4) supportive conditions, as the school environment plays a role in community development; 5) shared personal practice, as teachers discuss their teaching practices with specific students and any emerging challenges (p. 2).
Two essential components that run through a majority of the literature about the cultural transformation led by principals include the development of trust within the culture as well as a culture of community and collaboration. In regard to developing a culture of trust, the principal takes it upon himself to develop relationships between faculty members and administrators. In Cranston’s (2009) examination of leadership it is identified that:
When asked about the factors that favour or limit their involvement in developing their schools as professional learning communities, the principals expressed their beliefs that trust relationships between themselves and their respective staffs had a profound impact on their abilities to nurture their staffs as professional learning communities (p. 10-11).
Through developing trusting relationships, a principal fulfills the sense of community that is so essential to Marzano’s (2005) definition of culture.
The second area of importance both in Marzano’s (2005) definition of culture and in the literature reviewed was that of collaboration amongst teachers. “In addition to every principal talking about shared vision, team learning was also mentioned by all of the principals. It was mentioned five times by one principal, six times by one principal and 10 times by one principal” (Elbousty, 2010, p. 9). We are social creatures by nature. In a profession that holds such importance in developing a better world, teachers need to be provided the opportunity to collaborate and engage in thoughtful discussion of teaching practices. The principal becomes essential in scheduling this time for collaboration and providing building wide expectations for staff to be involved in such discussions. “The principal frequently repeated the importance of developing an organization where people can interact, learn, and value their work. She further discussed the importance of developing structure that is conducive to interaction, growth, learning, reflection, and experimentation” (Liebman, 2005, p. 17).
With the concept of culture, the sense of community and collaboration creates new opportunities for all staff to learn and grow in multiple ways. As Fullan (2006) concludes,
Professional learning communities are in fact about establishing lasting new collaborative cultures. Collaborative cultures are ones that focus on building the capacity for continuous improvement and are intended to be a new way of working and learning. They are meant to be enduring capacities, not just another program innovation (p. 11).
Reculturing schools to operate as professional learning communities is a second order change that will undoubtedly be met with some anxiety by staff. It is a bit frightening to consider breaking with tradition and doing something new. A change of this magnitude should not be taken lightly. Implementing with fidelity and constantly monitoring and evaluating the successes and challenges of the change process are imperative to making a meaningful change.
Later...the second leadership skill...Resources.
Blankenship, S., & Ruona, W. (2007). Professional learning communities and communities of practice: A comparison of models, literature review. Online Submission, Retrieved October 6, 2010 from ERIC database.
Cranston, J. (2009). Holding the reins of the professional learning community: Eight themes from research on principals' perceptions of professional learning communities. Canadian Journal of Educational Administration and Policy, (90), 1-22. Retrieved October 6, 2010 from ERIC database.
DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree.
Elbousty, Y., & Bratt, K. (2010). Continuous inquiry meets continued critique: The professional learning community in practice and the resistance of (un)willing participants. Online Submission, Retrieved October 7, 2010 from ERIC database.
Fullan, M. (2006). Leading professional learning. (cover story). School Administrator, 63(10), 10-14. Retrieved September 28, 2010 from Professional Development Collection database.
Knutson, K., Miranda, A., & Washell, C. (2005). The connection between school culture and leadership social interest in learning organizations. Journal of Individual Psychology, 61(1), 25-36. Retrieved October 6, 2010 from Academic Search Elite database.
Liebman, H., Maldonado, N., Lacey, C., & Thompson, S. (2005). An investigation of leadership in a professional learning community: A case study of a large, suburban, public middle school. Online Submission, Retrieved September 28, 2010 from ERIC database.
Marzano, R., Waters, T., & McNulty, B. (2005). School leadership that works. Alexandria, VA: ASCD.
Mullen, C., & Hutinger, J. (2008). The principal's role in fostering collaborative learning communities through faculty study group development. Theory Into Practice, 47(4), 276-285. doi:10.1080/00405840802329136.
Rooney, J. (2008). Taking hold of learning. Educational Leadership, 66(3), 82-83. Retrieved October 7, 2010 from Professional Development Collection database.
Servage, L. (2008). Critical and transformative practices in professional learning communities. Teacher Education Quarterly, 35(1), 63-77. Retrieved October 6, 2010 from ERIC database.
Thompson, S., Gregg, L., & Niska, J. (2004). Professional learning communities, leadership, and student learning. RMLE Online: Research in Middle Level Education, 28(1), 1-15. Retrieved October 7, 2010 from ERIC database.
Williams, R., Brien, K., Sprague, C., & Sullivan, G. (2008). Professional learning communities: Developing a school-level readiness instrument. Canadian Journal of Educational Administration and Policy, (74), 1-17. Retrieved September 28, 2010 from ERIC database.
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