The Superhero Power of PLCs/Shared Leadership...

The data is in full view now. The BOY DRAs are reported. There have been a round or two of CBAs, and the honeymoon is over. Reality is in full focus and the road of where we need to go has been mapped out. The end point is between at least a years growth, EOY DRA Levels and for 3-5 STAAR passing rates. However, the starting point is different for each student and nothing less than "Excellence for All" is the expectation.

It can seem impossible. This is where our collective efficacy comes into play. Our belief in the idea we CAN.

One of the single most powerful ways we build that efficacy, are able to purposefully address the reality and move forward to the end point is through PLCs.

PLCs in their pure form are designed around three big ideas:

• Focus on Learning
• Collaborative Culture
• Results Oriented

When our PLCs are centered around these ideas, productive work is accomplished and we are solution oriented in our approach to every challenge.

As PLCs come together there are the four guiding questions that dirve the focus of the PLC. The four questions below should cycle through a PLC in a cyclical, purposeful and intentional method.

As we discuss currirulum, common assessments, data and rigor, relevance and engagement, we also must note the above questions. Every PLC will not address every question every time, just like every PLC will not address the four areas of an NISD PLC every time. However, utilizing our notes/agenda to review what discussions and questions have been addressed, helps to guide where we may need to take next steps with upcoming PLCs.

When we foster a collaobrative culture within our PLCs, then together we share our challenges, our strategies for success and share in our accomplishments. When we all take a step toward sharing in the process, we take on a piece fo the larger work. We then no longer do it alone, but share the load, work alongside one another, and gain the capacity to do even more.

With intention we move forward. How can we be intentional? Be mindful of the three Big Ideas, keeping our PLCs focused aroung the NISD Four Areas; and within those four areas, be sure that we are asking each of the four guiding questions at some point in PLCs within each marking period. 

As a team take initiative to set your agendas ahead of time. Reflect over previous PLCs and utilize the opportunity in the last 5 minutes of each PLC to set next steps for upcoming PLCs. Take time to look at other teams PLC agenda/notes in our PLC team drive. What are teams doing well? What can we learn from one another? What needs more structures provided via administrative support and what continues to lend itself to the teacher leadership within the team and ongoing autonomy?

How can we be impactful with our PLCs and continue to foster collective efficacy?

Our Impact...

In everything we do, we know that the teacher matters. It is at the root of student success. Even greater is the impact that we have on kiddos when we have what Hattie calls "Collective Teacher Efficacy." This is the impact that a group of teachers have on student success. In a situation where there is a highly effective team, students can make up to 4 years worth of growth.

With that in mind it brings to the forefront the essential need for Professional Learning Communities. In PLCs where teachers come together it isn't so much that they come together and what they do, but the conversations on "how and why" and shared responsibility for all aspects... student, classroom, curriculum, planning (regardless of particular content/planning expertise), instruction and assessment.

As we think about our Problem of Practice and the area of planning and transparency it is not only logical, but holds us accountable to our own goals for continuous growth and improvement to evaluate how we are performing as grade level teams and as a campus. The following brief article helps define the stages of a team:

Forming, Storming, Norming, and Performing

Understanding the Stages of Team Formation (1)

Where is your team as a whole? This graphic supports what was discussed in the above article:

Often teams begin as a working group and then slip into the "playing nice" or psuedo team. While it seems on the surface to be working, there is a lack of transparency and growth is non-existent. It is only with the establishment of norms (that can/should adjust as needed) and some appropriate storming that the team can move toward a potential team and eventually become a real team. When all team members take a role of leadership, owning the "how and why" together, that is when the team moves to a high performing team and we see a truly collaborative culture. It is in this place we have our greatest impact.

Take time over the next few weeks to reflect and determine, where are we as a team, what are your personal goals for your team, what roles can you share or take on to bring everyone to that place of being a high performing team that creates "Collective Teacher Efficacy."

(1) "Forming, Storming, Norming, and Performing: Understanding the Stages of Team Formation." Mind Tools. Mind Tools Editorial Team, n.d. Web. 02 Dec. 2016. <https://www.mindtools.com/pages/article/newLDR_86.htm>.