Partnerships to PLCs - Dr. Michael Johanek, University of Pennsylvania
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Transcript of Partnerships to PLCs - Dr. Michael Johanek, University of Pennsylvania
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 Mid-Career 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
6
Benefits for training programs
Benefits for school districts
Benefits forgraduates
Benefits for The Wallace Foundation
LEARNING/BENEFITS
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
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PLC Members: Pipeline School Districts
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Research, Development, and Communication Partners:
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 cross-program challenge for national PLC focus, from Quality Measures™ aggregate findings (4/2013)
Accomplishments to Date
• 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)
ReportonResultsandLessons
Learned
PLCGraduate
SurveyDevelopment
Data
Collec onandAnalysis
Proposed
Interven on:
Surveytooltocollect
informa onfromprogramgraduatesabouttheimpactof
theirtraining
Problem
Statement:
Thinevidenceofimpactoftrainingongraduate
performance.
(QMBaselineData,2012)
Advantages:1. EngagesIHE’sinworkthattheyvalue2. Feasibledeliverableforthegiven meframe3. Powerfulwaytoengageprovidersandprac oners4. Poten alwaytoestablishandsustainlocalPLCs,
comprisedofprovidersandalumni,forfutureworktogether
5. Supportseffortstotrackprogramgraduatespostcomple on
Disadvantages:1. Numberofsurveysalreadybeingrequested
Area of Focus for National Project
Indicators of Preparation Program Impact of on Principal Performance
1. Indicators of graduate knowledge, skills,
dispositions
Indicators of principal impact on school, teacher, and student performance,during first three years of
induction
2. Indicators of market demand for graduates
National PLC Response
DEVELOP AND IMPLEMENT INTERVENTION
Assess Results of
Intervention
Identify National Project
Design and implement
project intervention at the local level
Identify indicators of
impact of program
training on principal
performance
Thin evidence of program training
impact on principal
performance(QM 2013)
IDENTIFY CHALLENGE:
PROPOSE RESPONSE:
Report findings and and broadly
disseminate lessons learned
NATIONAL PLC IS HERE
Director, Education Program; Professor, University of Washington Bothell
PLCs in Action
Local PLCs National PLC
The Local PLCs
Professional Learning
(Communities) –Connecting to a Theory of Action
Establishing a focus on learning
• Learning at all levels, professional, organizational, personal
Building professional communities
• Reciprocal learning opportunities
Creating coherence
• Connecting program elements to the needs of practice
Engaging external environments
• Partnerships between programs, districts, and graduate communities; facilitators
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
Induction into multiple roles
•Feedback into preparation
Early support and further prep
•Feedback into preparation
On-going professional learning
•Feedback into preparation and early support
Feedback and participation in
preparation
The Value of “Multi-Generational” Participation
• Cohort support
• Intergenerational learning
Initial Preparation
Induction into multiple roles
•Feedback into preparation
Early support and further prep
•Feedback into preparation
On-going professional learning
•Feedback into preparation and early support
Feedback and participation in
preparation
Iterative program renewal
Iterative program renewal
Multiple entry points
Rich data
District expectations of graduates
Associate Professor, University of Denver; Program Coordinator, Educational Leadership & Policy Studies
From Transactional…
University/ Training Provider
DistrictPartnership
Program
Service Provider/
Foundation
Training Provider
Feedback and
Support
…to Transformative
Student/Graduate
Service Provider/
Foundation
Context of Leadership Work
University/ Training Provider
Productive Action and Improved Practice with
Impact
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).
http://morgridge.du.edu/ [email protected]
PENN MID-CAREER DOCTORAL PROGRAM
Key Features:
COHORT-BASEDEXEC FORMAT
FULL-TIMENATIONAL
CROSS-SECTORINQUIRY 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?
www.gse.upenn.edu/midcareer
Your Involvement is Welcome!
National PLC Events:
Upcoming PLC Webinars: August 6, 2014 (tentative)
Oct 16, 2014 (tentative)
Local (U. Penn) PLC Events:
Join educational leaders from around the country, world at #pennedchat – all day, the following Saturdays:
March – 22nd w/ NASSPApril - 12th w/ NAESPMay – 3rd w/ AASA June - 14th w/TBD
Join us Feb 15th, all day at #pennedchat !
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.
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