“Quality teaching requires strong professional learning communities.

Collegial interchange, not isolation, must become the norm for teachers.

Communities of learning can no longer be considered utopian;they must become the

building blocks that establish a new foundation for America’s schools.”

–National Commission on Teaching, 2003, p.17

S.A.E.L.P Distributive Leadership Plans

Delcastle Technical High Schooland

Sussex Central High SchoolUpdates

How we got involved

Process was started at our schoolsGrant was opportunity to seek funding to

continue our workBoth schools wrote the action plans and

received the grant

PLC Definition

Places in which teachers pursue clear shared, purposes for student learning, engage in collaborative activities to achieve their purposes, and take collective responsibility for student learning

Why are we doing this?

A cultural change in the way we do business

A process not a projectDistributed Leadership and

Professional Learning Communities

Advantages of PLC’s

Gains in Student AchievementHigher Quality Solutions to ProblemsIncreased Confidence Among All StaffTeachers able to share strengths resulting

in collective capacityAbility to test new ideasExpanded pool of ideas, materials,

methods

A Professional Learning Community

Looks like

Learning for all

Collaborative culture

Collective capacity

Focus on results

Assessment for learning

Widespread leadership

Self efficacy

Doesn’t look like

Teaching for some

Teacher isolation

Individual development

Focus on activities

Assessment of learning

The charismatic leader

Dependency

Delcastle’s Journey

Establishing PLC’sTraining co-facilitatorsWriting a Vision StatementInternalizing our valuesSetting measurable goals

Sussex Central’s Journey

Establish a Learning Focused School (LFS)Train teaches to lead teachersUtilize action research, data and curriculum

mapping to prioritize an instruction planEstablish a consistent and pervasive format for

lessons - EATS school-wideModify school schedule to support a learning -

focused environment and professional learning community (PLC)

SCHSCritical questions that guide LFS and PLC

What is it we expect students to learn? How will we know when students have

learned it? How will we respond when students do not

learn? What will we do if students already have

learned it?

“Any school hoping to become a Professional Learning Community,

regardless of the grade levels served, must decide how to respond as a school when it

becomes evident that some students are struggling to learn essential skills and

concepts.” - Whatever it Takes, p. 94

Challenges

1. Developing and applying shared knowledge

2. Sustaining the hard work of change

3. Transforming school culture

Potential Barriers to Overcome

Instructional staff turnoverFinding enough qualified mentors and

effective leadersCountywide system makes inclusion of

community difficultParadigm shift from traditional roles to

new onesNew schools/Retirements

Closing Thoughts

Ultimately, we will know our school is successful if we are able to establish a

system of collaboration and communication that exists regardless of

the current administrative staff, the current instructional staff, and the

current composition of the student body.

Because we believe that an exemplary school is our goal, all of

our initiatives are the methods to reach the goal, and PLC’s are ways to ensure that those initiatives are

successfully implemented and

evaluated. (Linden, 2006)

Our Conclusion

Teacher Testimony

How has the culture of our school changed

What has been a major accomplishment as a result of this process

Our next steps as a PLC