Published on February 3, 2014
Director and Principal Investigator, Leadership for Learning Innovation, Education Development Center, Inc. Director, Education Program; Professor, University of Washington Bothell Associate Professor, University of Denver; Program Coordinator, Ed Leadership & Policy Studies Senior Fellow, University of Pennsylvania; Director MidCareer Doctoral Program
Director and Principal Investigator, Training Provider-Graduate Principal PLC, Leadership for Learning Innovation, Education Development Center, Inc.
Professional Learning Community A strategy used to jointly create new learning among members: • Ongoing series of coordinated learning activities • Specified purposes and outcomes that meet a strategic objective • Climate of mutual trust and respect • Immediate application of learning to solve common problems • Learning is responsive to emerging needs
Mutual learning, Mutual benefit Benefits for training programs Benefits for school districts LEARNING/BENEFITS Benefits for graduates Benefits for The Wallace Foundation 6
Purpose of this PLC Serves as a resource for its members working to improve their programs through: • Quality Measures™ indicators of quality practices and individual and aggregate findings • Data-informed dialogue and problem solving discussions with other programs and field experts • Ongoing and structured feedback from alumni who are serving as principals or assistant principals
PLC Members: Training Providers and Principal Graduates 8
PLC Members: Pipeline School Districts Research, Development, and Communication Partners: 9
PLC Objectives 1. Use Quality Measures™ self-assessment ratings and other data to better understand individual and collective program needs 2. Develop strategies that address identified program needs at the local and cross programs levels and design and implement interventions 3. Provide guidance and resources for establishing a local PLC for each participating provider 4. Document and broadly disseminate lessons learned at the national and local levels
A Nested Learning Community
Accomplishments to Date • Identified common crossprogram challenge for national PLC focus, from Quality Measures™ aggregate findings (4/2013)
• Brainstormed potential high leverage strategies that responded to the challenge (9/2013) • Reached consensus on a common area of focus for designing a national PLC intervention (9/2013) • Assigned EDC responsibility for synthesizing group data, identifying common themes, and recommending a national project to the group (9/2013) Problem Statement: Proposed Interven on: Thin evidence of impact of training on graduate performance. Survey tool to collect informa on from program graduates about the impact of their training (QM Baseline Data, 2012) Advantages: 1. Engages IHE’s in work that they value 2. Feasible deliverable for the given me frame 3. Powerful way to engage providers and prac oners 4. Poten al way to establish and sustain local PLCs, comprised of providers and alumni, for future work together 5. Supports efforts to track program graduates post comple on PLC Graduate Survey Development Data Collec on and Analysis Disadvantages: 1. Number of surveys already being requested Report on Resu lts and Lessons Learned Accomplishments to Date
Area of Focus for National Project Indicators of Preparation Program Impact of on Principal Performance 1. Indicators of graduate knowledge, skills, dispositions 2. Indicators of market demand for graduates Indicators of principal impact on school, teacher, and student performance, during first three years of induction
National PLC Response IDENTIFY CHALLENGE: PROPOSE RESPONSE: Thin evidence of program training impact on principal performance (QM 2013) Identify indicators of impact of program training on principal performance DEVELOP AND IMPLEMENT INTERVENTION Identify National Project NATIONAL PLC IS HERE Design and implement project intervention at the local level Assess Results of Intervention Report findings and and broadly disseminate lessons learned
Director, Education Program; Professor, University of Washington Bothell
PLCs in Action Local PLCs National PLC
The Local PLCs Creating coherence • Connecting program elements to the needs of practice Building professional communities Engaging external environments • Partnerships between programs, districts, and graduate communities; facilitators • Reciprocal learning opportunities Establishing a focus on learning Professional Learning • Learning at all levels, professional, organizational, personal (Communities) – Connecting to a Theory of Action Acting strategically and sharing leadership • Graduates as co-owners of preparation Knapp, M., Copland, M., & Talbert, J. (2003). Leading for Learning. Seattle, WA: UW Center for Teaching and Policy. p. 13
Changing the Arc of Graduate Engagement Initial Preparation Feedback and participation in preparation Induction into multiple roles •Feedback into preparation On-going professional learning Early support and further prep •Feedback into preparation and early support •Feedback into preparation
The Value of “Multi-Generational” Participation Initial Preparation Feedback and participation in preparation Induction into multiple roles •Feedback into preparation On-going professional learning Early support and further prep •Feedback into preparation and early support •Feedback into preparation • Cohort support • Intergenerational learning
Iterative program renewal Multiple entry points Iterative program renewal Rich data District expectations of graduates
Associate Professor, University of Denver; Program Coordinator, Educational Leadership & Policy Studies
From Transactional… University/ Training Provider Service Provider/ Foundation District Partnership Program Training Provider Feedback and Support
…to Transformative Student/Graduate University/ Training Provider Productive Action and Improved Practice with Impact Context of Leadership Work Service Provider/ Foundation
Inside the Black Box: Program Design Promotes PLCs across Generations (Korach, S., Seidel, K. S., & Salazar, M. , 2012).
Local PLC with Graduates Conditions for Multi-Generational Learning • Shared values, norms and vision • Common language and experience • Discipline of critical reflection Shift from Exchange to Interaction Mutual Reciprocity
National PLC – Providers & Program Graduates Engagement • • • • • • Shared values and norms Shared Vision – improving graduate outcomes Safe space for dialogue and learning Authentic dialogue - inclusion of graduates across programs Stories and problems of practice not syllabi and structures Protocols (World Café) and facilitation Result • Thought partners • Opportunities
Lessons Learned: Shared Vision and Balancing Advocacy with Inquiry • • • • • Collaboration not competition Description not judgment Safe space for critical inquiry Power of narrative Inquiry as Stance (Cochran-Smith & Lytle, 2009) “…a core part of the knowledge and expertise necessary for transforming practice and enhancing students’ learning resides in the questions, theories, and strategies generated collectively by practitioners themselves and in their joint interrogations of the knowledge, practices and theories of others” (p. 124).
PENN MID-CAREER DOCTORAL PROGRAM Key Features: COHORT-BASED EXEC FORMAT FULL-TIME NATIONAL CROSS-SECTOR INQUIRY STANCE LIFETIME SUPPORTS
Who’s Involved? The Mix ….
The “PLC Approach:” • Shared inquiry stance on common challenge • Shaped by nature of challenge, state of relationship, portfolio mix • Not a solution format searching for a problem… The “Communities:” • • • • Student/alumni network Professional associations Profession Public
How is This Different? Problem/practice then at center…sharing the work Working with individual challenges, collectively • • • • • Research within organization Consultancies – e.g., Peeling the Onion, Consultancy Dilemma (NSRF) PELS Program – capturing tacit knowledge via web-based simulations Saturday Commons Lifetime supports/relationship from start…explicit goal… Working with collective challenges, collectively • • • PELS simulations Edited Volumes MC Innovations Lab – AASA, NAESP, NASSP on #pennedchat • • • (join us!) International collaboration – e.g., Chile, Nicaragua, OAS, etc. Voice for profession – the silent crisis?
Your Involvement is Welcome! National PLC Events: Local (U. Penn) PLC Events: Upcoming PLC Webinars: Join educational leaders from around the country, world at #pennedchat – all day, the following Saturdays: August 6, 2014 (tentative) Oct 16, 2014 (tentative) International PLC Event: World's largest school leadership weekly conversation, #satchat will join Penn’s Mid-Career Program LIVE on Saturday February 15th, 7:30-8:30 am. The topic: School Leader Preparation and Grad School Programs of the Future. March – 22nd w/ NASSP April - 12th w/ NAESP May – 3rd w/ AASA June - 14th w/TBD Join us Feb 15th, all day at #pennedchat !
Thank you for your attendance and participation. This session, funded in part by the Wallace Foundation, will be available on the UCEA website: www.ucea.org
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