Effective Leadership in a PLC: Order

  The final leadership responsibility that enables a successful PLC again is defined by Marzano (2005) who sees the responsibility of creating Order as the principal who “Establishes a set of standard operating procedures and routines” (p. 43). 

Order and Focus seem to go hand-in-hand.  In line with the tenets of a PLC, the concept of order ties in with the development of the shared mission, vision, values, and goals.  These statements, along with establishing a focus, provide for the administrators, faculty, staff, and students a clear operating procedure and the point on the horizon to work toward. As Cranston (2009) references, “These principals regarded professional learning communities as a continuous commitment to support the activities of staff as they grow as community, as learners and as professionals” (p. 9).  Through establishing this commitment for continuous learning, the operating procedure is one of success and constant growth.  Through exhibiting this leadership responsibility, the principal has accepted the role of keeping the staff focused on using best practices to enhance the work being done.  As Liebman (2005) notes, “The leadership of the principal has a tremendous impact on the viability and success of the school” (p. 25).   Being a focused and procedurally oriented leader allows the principal to establish the foundation upon which the PLC can be built.  

I want to share that I believe that the importance of relationships cannot be ignored.  The last line about being a procedurally oriented leader is not to say that process is more important than people...that would be foolish.  Nevertheless, it is a trap in to which some do fall.  In regard to establishing a professional learning community, there needs to be expectations and routines for the meetings of the PLC.  I placed the principal in charge of this but this could be a leadership team decision as well.  Brainstorming and creating procedures and routines for the daily operation of the school and the function of the PLC may be some good use of the leadership team's time once a thorough examination of the mission, vision, values, and goals of the building is completed and worked through with the entire faculty/staff. 

You may notice this is not a fast shift.  Not by a long shot.  This is a re-culturing of a school.  I don't know that you would want it to be a fast shift.  People need time to work through the change process.  This is big time second order change.  There will be resisters, there will be those who say...."It's just another fad and this too shall pass."  It is easy to understand why that is the mentality of some educators.  Reform gets shoved down our throats sometimes with little or no follow through.  All the more important to have a stellar leadership team and a principal who understand some of these key responsibilities in relation to developing a PLC.  I mentioned earlier second order change.  That will be the focus for some posts later on today...how do we keep our heads above water when everything else around us seems to be sinking?  

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.