Effective Leadership in a PLC: Input

As noted by Marzano, Waters, and McNulty (2005), Input is “The extent to which the principal…Involves teachers in the design and implementation of important decisions and policies” (p. 42).

As Thompson (2004) notes in the review of interviews with principals, he identifies one principal in particular who values the responsibility of Input,

Principal U6 mentioned team learning six times during her interview. She said, “Everyone in the building has an opportunity to provide input into our decisions that we feel are best for kids. We also have established a Critical Friends group and teachers are just sharing so much more with each other. I provide staff with ideas I have received from other principals. I also expect our faculty to share with others about what they are learning. Much of this is done through our team time, but I feel the teachers can learn so much from each other… (p. 9)

This principal understands the need to have staff members provide input toward the policies that face the school.  Establishing a PLC requires shared leadership in which the principal asks the teachers to be engaged in the professional learning process. 

            An important note for principals is that leading this change is not something to be done alone.  Input couples with Marzano’s (2005) responsibility of Culture when, as Mullen (2008) identifies the need for principals, “To promote community, principals can incorporate a distributed leadership (DL) model that delegates responsibilities for professional development activity related to study groups” (p. 2).  Input becomes invaluable as ideas are exchanged and administrators open leadership opportunities to staff who have the capacity to lead and are interested in contributing to the betterment of the school and the professional community.  As Liebman (2005) concurs, “…the professional learning community model is based on discovering and identifying talented people and placing them in positions where their talents can be fully developed. She identified these key people as the instructional leaders of the school who have a shared vision for excellent teaching” (p. 14).  Liebman (2005) and Mullen (2008) identify key leadership behaviors of principals in PLC’s when the principal solicits input from professional colleagues and therefore builds a team of leaders who are concerned with the effectiveness of all.
      The principal cannot do it alone.  Why would you want to?  Yes, there are certain tasks that are specific to management that may fall under the umbrella of a principal's responsibilities.  In some cases there is information that cannot and should not be shared among leadership team or colleagues.  But my main argument will be that the principal's role is that of instructional leader.  It has to be.  What are we doing here otherwise?  As an effective instructional leader, it becomes vital for you to listening to your staff, your leadership team, and your shareholders in the community.  This practice helps you hear the voices of those who are impacted by decisions related to educating the thinkers and leaders of the future. 
      Some decisions are beyond your control as a principal, teacher, or parent.  The action of the state legislature may be taken without first soliciting ideas and responses from you.  This is where the changing role of educator as advocate arises.  Whether you are a principal, food service worker, teacher, coach, janitor, counselor, or a concerned citizen, if your focus and passion is upon the best possible learning environment (not just facilities but funding, standards, best practices, and curriculum, too) and you understand that education needs to prepare every student for those unrealized problems of the future, it is imperative that you use your voice to keep education on the main stage.  
     Okay, this last little part has deviated from my main topic of input.  Or has it?  Our next related topic...Focus.     

References

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.