Bumps Along the Way The Journey to Becoming a Professional Learning Community Janel Keating

Bumps Along the WayBumps Along the Way

The Journey to BecomingThe Journey to Becominga Professional Learning a Professional Learning

Community Community

Janel Keating Janel Keating

“ “The process of creating a professional The process of creating a professional learning community is inherently learning community is inherently dynamic and inefficient, and those who dynamic and inefficient, and those who think that they can reduce it to a recipe think that they can reduce it to a recipe for success are bound to be for success are bound to be frustrated.”frustrated.”

——DuFour & EakerDuFour & Eaker

The road to becoming a professional The road to becoming a professional learning community is never smooth. learning community is never smooth. There are bumps along the way. There are bumps along the way.

The issue is not how to avoid the The issue is not how to avoid the inevitable bumps, but rather how we inevitable bumps, but rather how we deal with them.deal with them.

There is no right way to take the There is no right way to take the journey to become a professional journey to become a professional learning community. learning community.

However, there are definite stops along However, there are definite stops along the way, and the journey between each the way, and the journey between each of these checkpoints is dotted with of these checkpoints is dotted with potential bumps in the road. potential bumps in the road.

STOP ONESTOP ONEClarify What Is a Professional Clarify What Is a Professional

Learning Community?Learning Community?

The term professional learning The term professional learning communities “has become so communities “has become so commonplace and has been used so commonplace and has been used so ambiguously to describe any loose ambiguously to describe any loose coupling of individuals who share a coupling of individuals who share a common interest in education that it is in common interest in education that it is in danger of losing all meaning.”danger of losing all meaning.”

——DuFour, DuFour, Eaker, & ManyDuFour, DuFour, Eaker, & Many

As Michael Fullen has observed, As Michael Fullen has observed, “Terms travel well, but the underlying “Terms travel well, but the underlying conceptualization and thinkingconceptualization and thinking do not.” do not.”

Possible BumpsPossible Bumps

Assuming that just because Assuming that just because II understand or that understand or that everyone has read PLC books or attended PLC everyone has read PLC books or attended PLC workshops, workshops, everyoneeveryone understands understands

Not understanding how district initiatives, Not understanding how district initiatives, particularly PLC practices, fit or connect; a lack of particularly PLC practices, fit or connect; a lack of conceptualization about the big pictureconceptualization about the big picture

Settling for Settling for PLC LitePLC Lite: Doing a bits and pieces of the : Doing a bits and pieces of the work of professional learning communitieswork of professional learning communities

Things to DoThings to DoBuild shared knowledge of PLC characteristics and its links to Build shared knowledge of PLC characteristics and its links to research on effective schooling practices.research on effective schooling practices.

Build shared knowledge of the current reality in our district/school.Build shared knowledge of the current reality in our district/school.

Develop a guiding coalition.Develop a guiding coalition.

Establish a common vocabulary.Establish a common vocabulary.

White River’s PracticesWhite River’s Practices

Had continuous professional development Had continuous professional development specifically focused on PLCsspecifically focused on PLCs

Sent frequent e-mails districtwide to explain the Sent frequent e-mails districtwide to explain the importance of particular PLC concepts and how they importance of particular PLC concepts and how they fit with district initiativesfit with district initiatives

Purchased resources—books, videosPurchased resources—books, videos

Had broad attendance at PLC workshops and Had broad attendance at PLC workshops and activitiesactivities

Developed a districtwide PLC newsletterDeveloped a districtwide PLC newsletter

Familiarized everyone with and frequently used Familiarized everyone with and frequently used www.allthingsplc.info

We AlsoWe Also

Communicated, communicated, Communicated, communicated, communicated!communicated!

Cleared up misunderstandings Cleared up misunderstandings immediately and immediately and in writingin writing

At White River, We... At White River, We...

Practiced... DRIP... DRIP... DRIPPracticed... DRIP... DRIP... DRIP

Practiced... How hard... How much... How Practiced... How hard... How much... How fastfast

STOP TWOSTOP TWOEstablish Establish Why a Professional Why a Professional

Learning Community?Learning Community?

To be effective, leadership has to in part To be effective, leadership has to in part “be ultimately assessed by the extent to “be ultimately assessed by the extent to which it awakens people’s intrinsic which it awakens people’s intrinsic commitment, which is none other than the commitment, which is none other than the mobilizing of everyone’s sense of moral mobilizing of everyone’s sense of moral purpose.”purpose.”

——Michael FullenMichael Fullen

The fundamental purpose of a school The fundamental purpose of a school or school district that functions as a or school district that functions as a professional learning community is to professional learning community is to ensure high levels of learning for all—ensure high levels of learning for all—students and adults alike.students and adults alike.

Answer Answer why do we exist?why do we exist?

Possible BumpsPossible BumpsViewing professional learning communities as “just Viewing professional learning communities as “just one more thing to do”one more thing to do”

Confusing “becoming a professional learning Confusing “becoming a professional learning community” with the mission of “ensuring high levels community” with the mission of “ensuring high levels of learning for all—both students and adults”of learning for all—both students and adults”

Developing attitude: “We already do this PLC stuff. Developing attitude: “We already do this PLC stuff. Working in teams isn’t new to us.”Working in teams isn’t new to us.”

Confusing a written mission statement with taking Confusing a written mission statement with taking actionaction

Things to Do Things to Do Articulate a moral purpose.Articulate a moral purpose.

Commit to ensuring high levels of Commit to ensuring high levels of learning for all—students and adults learning for all—students and adults alike.alike.

At White River, We...At White River, We...

Constantly and consistently reminded Constantly and consistently reminded people why we were doing this work—people why we were doing this work—especially in writingespecially in writing

Publicly recognized and celebrated Publicly recognized and celebrated incremental incremental learning gainslearning gains

STOP THREESTOP THREEBuild the Foundation for a Professional Build the Foundation for a Professional

Learning CommunityLearning Community““Engaging staff members in a dialogue to Engaging staff members in a dialogue to reaffirm their mission can be an important reaffirm their mission can be an important step in the improvement process, but step in the improvement process, but transforming schools also requires that transforming schools also requires that educators become clear about the vision, educators become clear about the vision, values (that is, collective commitments), and values (that is, collective commitments), and goals that drive the daily workings of the goals that drive the daily workings of the school.” school.”

——DuFour, DuFour, Eaker, & ManyDuFour, DuFour, Eaker, & Many


View developing mission, vision, commitments, and View developing mission, vision, commitments, and goals through the negative lens of past experiencegoals through the negative lens of past experience

Failing to embed mission, values, commitments, and Failing to embed mission, values, commitments, and goals into the day-to-day culture of the school or goals into the day-to-day culture of the school or districtdistrict

Failing to confront behavior that is incongruent with Failing to confront behavior that is incongruent with collaboratively developed vision and commitments collaboratively developed vision and commitments

An incongruence between what people An incongruence between what people professprofess they they believe and value vs. what they believe and value vs. what they dodo

Things to DoThings to Do

Mission:Mission: Develop clear understanding of our core Develop clear understanding of our core purpose. purpose.

Vision:Vision: Describe the district or school we hope to Describe the district or school we hope to become—what would it look like become—what would it look like if we really meant it?if we really meant it?

Collective commitments:Collective commitments: Articulate attitudes, Articulate attitudes, behaviors, and commitments we must demonstrate to behaviors, and commitments we must demonstrate to advance our vision.advance our vision.

Goals:Goals: Determine first steps, short-term achievable Determine first steps, short-term achievable goals, and long-term stretch goals.goals, and long-term stretch goals.

At White River, We... At White River, We... Aligned resource allocation, particularly time and Aligned resource allocation, particularly time and

money, with our missionmoney, with our mission

Embedded high levels of learning for all within each Embedded high levels of learning for all within each school and district office as the core missionschool and district office as the core mission

Developed goals in a learning improvement planDeveloped goals in a learning improvement plan

Monitored not only the quality of learning Monitored not only the quality of learning improvement plans, but also the resultsimprovement plans, but also the results

STOP FOURSTOP FOUR Align District and School Policies, Align District and School Policies,

Practices and Procedures Practices and Procedures With the Learning MissionWith the Learning Mission

We must filter all decisions, policies, We must filter all decisions, policies, practices, and procedures through the practices, and procedures through the lens of lens of “What will be the probable “What will be the probable impact on learning?”impact on learning?”


Disconnect between policies, practices, and Disconnect between policies, practices, and procedures and the mission of ensuring procedures and the mission of ensuring learning for alllearning for all

Disjointed incrementalismDisjointed incrementalism—just tinkering year after —just tinkering year after year, adding this, adding that, and never examining the year, adding this, adding that, and never examining the system as a wholesystem as a whole

Not paying enough attention to details—especially Not paying enough attention to details—especially practices and procedurespractices and procedures


Develop an action plan.Develop an action plan.

Communicate priorities.Communicate priorities.– Develop systematic procedures.Develop systematic procedures.

– Monitor high priority indicators.Monitor high priority indicators.

– Model collective commitments.Model collective commitments.

– Ask the right questions.Ask the right questions.

– Allocate resources to support the learning mission.Allocate resources to support the learning mission.

– Celebrate behavior reflecting your purpose.Celebrate behavior reflecting your purpose.

– Confront behavior incongruent with your purpose or Confront behavior incongruent with your purpose or commitments.commitments.

At White River, We…At White River, We…

Reviewed major policies and Reviewed major policies and procedures in light of our missionprocedures in light of our mission

Revamped our administrator evaluation Revamped our administrator evaluation programprogram

Observed whether comments and goals Observed whether comments and goals in staff evaluation reflected our valuesin staff evaluation reflected our values

Overhauled recruiting and induction Overhauled recruiting and induction

STOP FIVESTOP FIVE Build Collaborative Teams Build Collaborative Teams

That Focus on LearningThat Focus on Learning

““Interdependence is what organizations Interdependence is what organizations are all about. Productivity, are all about. Productivity, performance, and innovation result performance, and innovation result from from jointjoint action, not just individual action, not just individual efforts and behavior.”efforts and behavior.”

——Pfeffer & SuttonPfeffer & Sutton


Failure to adequately articulate what high performing Failure to adequately articulate what high performing collaborative teams do and what products they will be collaborative teams do and what products they will be expected to produceexpected to produce

Allowing individuals to opt out of being a contributing Allowing individuals to opt out of being a contributing member of a collaborative teammember of a collaborative team

Not adequately addressing the issue of the Not adequately addressing the issue of the singletonssingletons

Failure to provide training, directions, clarity, Failure to provide training, directions, clarity, examples, and resources examples, and resources

Failure to provide time within the school day for Failure to provide time within the school day for teams to meetteams to meet

ExpectationsExpectations––Acceptance Gap: Acceptance Gap: Failure to monitor Failure to monitor the quality of the work of teams—a willingness to the quality of the work of teams—a willingness to accept work of far less quality than we expect accept work of far less quality than we expect



Embed collaboration into the routine practices of the Embed collaboration into the routine practices of the district or school.district or school.

Provide time for teams to collaborate.Provide time for teams to collaborate.

Maintain team focus on the critical questions of learning.Maintain team focus on the critical questions of learning.

Clarify products teams will be expected to generate.Clarify products teams will be expected to generate.

Establish norms of collaboration.Establish norms of collaboration.

Ensure members of teams work interdependently to Ensure members of teams work interdependently to achieve common goals.achieve common goals.

Develop SMART goals, for which they are mutually Develop SMART goals, for which they are mutually accountable.accountable.

Engage in ongoing collective inquiry into best practice Engage in ongoing collective inquiry into best practice and current reality.and current reality.


Crafted a written plan that guided the work Crafted a written plan that guided the work of the teamof the team

Provided training in high-performing Provided training in high-performing teamingteaming

Monitored the quality of collaborative Monitored the quality of collaborative analysis of student learning by teamsanalysis of student learning by teams

Monitored the progress related to the planMonitored the progress related to the plan

STOP SIXSTOP SIXFocus on LearningFocus on Learning

“ “Great organizations simplify a complex Great organizations simplify a complex

world into a single organizing idea, a world into a single organizing idea, a basic principle or concept that unifies basic principle or concept that unifies and guides everything.” and guides everything.”

——Jim CollinsJim Collins

The unifying idea of a professional The unifying idea of a professional learning community is an intense and learning community is an intense and persistent focus on learning.persistent focus on learning.


Failure to monitor the quality of products produced Failure to monitor the quality of products produced by teams such as pacing guides and common by teams such as pacing guides and common assessments assessments

Failure to see the importance of both horizontal and Failure to see the importance of both horizontal and vertical curriculum mapping vertical curriculum mapping

Adding to rather than reducing content (failure to Adding to rather than reducing content (failure to identify identify “Essential Outcomes or Power Standards”)“Essential Outcomes or Power Standards”)

No monitoring plan to ensure the planned No monitoring plan to ensure the planned curriculum is taught and learnedcurriculum is taught and learned


Teams should clarify what each student is expected to Teams should clarify what each student is expected to learn—the essential knowledge, skills, and learn—the essential knowledge, skills, and dispositions—from each course or subject, unit-by-dispositions—from each course or subject, unit-by-unit.unit.

Teams should monitor each student’s learning on a Teams should monitor each student’s learning on a timely basis through the use of frequent, formative timely basis through the use of frequent, formative common assessments.common assessments.


Provided each team with examples of excellent Provided each team with examples of excellent pacing guides and common assessmentspacing guides and common assessments

Gave clear directionsGave clear directions

Made time within the school day for teams to do Made time within the school day for teams to do their worktheir work

Supported appropriate trainingSupported appropriate training

Provided feedback regarding the quality of each Provided feedback regarding the quality of each team’s workteam’s work

STOP SEVENSTOP SEVENSystematic Time and Support for Learning Systematic Time and Support for Learning

Intervention and EnrichmentIntervention and Enrichment

Lezotte has observed that one of Lezotte has observed that one of the ways to assess the degree to the ways to assess the degree to which schools can be characterized which schools can be characterized as having a culture of as having a culture of high high expectationsexpectations is to examine what is to examine what happens when some kids do not happens when some kids do not learn.learn.


Master schedule is a barrier to kids Master schedule is a barrier to kids receiving additional time and support.receiving additional time and support.

Decisions about additional time and support Decisions about additional time and support are left up to individual teachers.are left up to individual teachers.

There is no plan for what to do during There is no plan for what to do during intervention time.intervention time.

No one monitors the success of No one monitors the success of interventions.interventions.

Leaders don’t address the “some kids just Leaders don’t address the “some kids just fail” attitude.fail” attitude.

Things to DoThings to DoIdentify students who need additional time Identify students who need additional time and support for enrichment.and support for enrichment.

Make sure everyone is clear on why Make sure everyone is clear on why certain kids get additional time and certain kids get additional time and supportsupport——and what that support looks like.and what that support looks like.

Embed time, support, and enrichment in Embed time, support, and enrichment in the school day.the school day.

Make sure time, support, and enrichment Make sure time, support, and enrichment is timely, systematic, and directional, is timely, systematic, and directional, rather than invitational.rather than invitational.

At White River, We…At White River, We…Created a written plan school by school Created a written plan school by school that addressed how students received that addressed how students received additional time, support, and enrichmentadditional time, support, and enrichment

Sought out how others provided time, Sought out how others provided time, support, and enrichmentsupport, and enrichment

Embedded additional time, support, and Embedded additional time, support, and enrichment within the school dayenrichment within the school day

Monitored the effectiveness of our plan Monitored the effectiveness of our plan

Distinguished the difference between Distinguished the difference between pyramids of intervention and RTIpyramids of intervention and RTI

STOP EIGHTSTOP EIGHTFocus on Results to Inform Focus on Results to Inform

and Improve Professional Practiceand Improve Professional Practice

The challenge for schools is to provide The challenge for schools is to provide each teacher with powerful and authentic each teacher with powerful and authentic information in a timely manner in order to information in a timely manner in order to impact his or her professional practice in impact his or her professional practice in ways that enhance student learning.ways that enhance student learning.

——DuFour, DuFour, Eaker, & Many, 2006DuFour, DuFour, Eaker, & Many, 2006


Focusing on intentions rather than resultsFocusing on intentions rather than results

Emphasizing areas that have little effect Emphasizing areas that have little effect on learningon learning

Focusing on results in a punitive rather Focusing on results in a punitive rather than helpful waythan helpful way

Failing to recognize small, but important Failing to recognize small, but important improvementsimprovements


Inform and improve the professional Inform and improve the professional practice of each team member.practice of each team member.

Identify strengths and weaknesses of Identify strengths and weaknesses of student learning.student learning.

Have each team develop SMART goals.Have each team develop SMART goals.

Share instructional practices among team Share instructional practices among team members.members.

Get team members to try new approaches.Get team members to try new approaches.

Have teams gather new data to assess Have teams gather new data to assess effectiveness of new practices.effectiveness of new practices.

Identify professional development needs.Identify professional development needs.



Provided a process to analyze student Provided a process to analyze student workwork

Set SMART goals, based on collaborative Set SMART goals, based on collaborative analysis of student learninganalysis of student learning

Shared effective instructional practices Shared effective instructional practices among team membersamong team members

Analyzed effects of team members’ new Analyzed effects of team members’ new practicespractices

Planned professional development Planned professional development activities based on student performance activities based on student performance data and needs of instructional staffdata and needs of instructional staff


STOP NINESTOP NINEAdult LearningAdult Learning

A professional learning community is a A professional learning community is a way of thinking to increase learning levels way of thinking to increase learning levels of all students—of all students—and adultsand adults..


Simply Simply averaging opinionsaveraging opinions rather than rather than seeking out seeking out best practicesbest practices..

Failing to provide teams with relevant Failing to provide teams with relevant examples of best practices.examples of best practices.

Failing to recognize the importance of job-Failing to recognize the importance of job-embedded learning.embedded learning.

Failing to include the support staff as part of Failing to include the support staff as part of the professional learning community the professional learning community process.process.


Emphasize Emphasize gaining shared knowledgegaining shared knowledge as as the first step as team plan for improvement.the first step as team plan for improvement.

Provide training, resources, and support for Provide training, resources, and support for implementing implementing best practicesbest practices..

Ensure staff development linked to student Ensure staff development linked to student learning goals.learning goals.

Foster organized, job-embedded learning Foster organized, job-embedded learning into into everyevery position.position.


Made job-embedded staff development a Made job-embedded staff development a critical aspect of the White River culturecritical aspect of the White River culture

Insisted that teams Insisted that teams gain shared knowledgegain shared knowledge as a first step for improvement planningas a first step for improvement planning

Provided staff development activities to Provided staff development activities to expose teams to best practicesexpose teams to best practices

Included the support staff in the adult Included the support staff in the adult learning processlearning process

STOP 10STOP 10Continuous ImprovementContinuous Improvement

Becoming a professional learning Becoming a professional learning community is a community is a journeyjourney, not a , not a destinationdestination. You never arrive!. You never arrive!

““In a professional learning community, In a professional learning community, educators are hungry for evidence of educators are hungry for evidence of student learning. Relevant, timely student learning. Relevant, timely information is the essential fuel of their information is the essential fuel of their continuous improvement process.”continuous improvement process.”

——DuFour, DuFour, Eaker, & Many, DuFour, DuFour, Eaker, & Many, 20062006


Illusion of motionIllusion of motion

Inefficient data toolInefficient data tool

““Results, then what?” swirls around the Results, then what?” swirls around the classroomclassroom

Resistance to owning dataResistance to owning data

Fear that results will be used against Fear that results will be used against individual staff membersindividual staff members

Belief that state assessment results are the Belief that state assessment results are the only ones that matter only ones that matter

Failure to develop improvement goalsFailure to develop improvement goals

Failure to monitor the goals or any Failure to monitor the goals or any improvement planimprovement plan

Failure to include the support staffFailure to include the support staff

Failure to provide performance feedbackFailure to provide performance feedback



Use feedback on results to inform not Use feedback on results to inform not punish.punish.

Establish SMART goals to drive the work Establish SMART goals to drive the work of teams.of teams.

Align team goals with school goals and Align team goals with school goals and school goals with district goals.school goals with district goals.

Compare apples to apples.Compare apples to apples.

Ensure that teachers and principals do the Ensure that teachers and principals do the work of data analysis.work of data analysis.

Give each individual frequent and timely Give each individual frequent and timely feedback about his/her effectiveness.feedback about his/her effectiveness.

Remember that fixating on results does Remember that fixating on results does not mean inattention to the needs of not mean inattention to the needs of students and adults.students and adults.



Provided specific time to analyze assessment Provided specific time to analyze assessment data and student workdata and student work

Trained teams to analyze data and student workTrained teams to analyze data and student work––reflective practicereflective practice

Results were used to inform professional practice Results were used to inform professional practice vs. evaluation processvs. evaluation process

Embedded SMART goal development and review Embedded SMART goal development and review into the entire district cultureinto the entire district culture

Began the process of investigating a more Began the process of investigating a more efficient reporting toolefficient reporting tool

CelebrationCelebration

“ “In the absence of rituals, ceremonies, and In the absence of rituals, ceremonies, and celebration, important values will lose all celebration, important values will lose all meaning.”meaning.”

——Terry DealTerry Deal


Failure to celebrate improvementFailure to celebrate improvement

Celebration too rarely tied to student Celebration too rarely tied to student learning progresslearning progress

Celebration too infrequentCelebration too infrequent

Failure to publically recognize and Failure to publically recognize and celebrate the accomplishments of celebrate the accomplishments of individualsindividuals

Failure to recognize and celebrate the Failure to recognize and celebrate the accomplishments of adults—including accomplishments of adults—including support staff and parent/community support staff and parent/community volunteersvolunteers



Make sure frequent and timely celebration Make sure frequent and timely celebration becomes a planned part of the district, becomes a planned part of the district, school, and classroom culture.school, and classroom culture.

Focus on improvement as well as the Focus on improvement as well as the attainment of a predetermined standard.attainment of a predetermined standard.

Celebrate accomplishments of individuals Celebrate accomplishments of individuals as well as groups.as well as groups.


Ensured that schools, teams, and teachers Ensured that schools, teams, and teachers plan for celebration.plan for celebration.

Made celebration part of each learning Made celebration part of each learning improvement plan improvement plan

Celebrated improvement individually and Celebrated improvement individually and collectivelycollectively

Made sure we celebrated the right things—Made sure we celebrated the right things—especially improvement in student learningespecially improvement in student learning

Remember, it is Remember, it is unrealisticunrealistic to think that you to think that you can reculture a school or school district into can reculture a school or school district into a a professional learning communityprofessional learning community without without experiencing a few experiencing a few bumps in the roadbumps in the road. .

The issue is how we The issue is how we dealdeal with them, with them, notnot how we how we avoidavoid them. them.

Thank You!

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Bumps Along the Way The Journey to Becoming a Professional Learning Community Janel Keating