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"Having an initial vision is critically important in the development of a successful PLC" (p. 5). The vision Must be "simple, clear, and powerful" (p. 5).

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"Having an initial vision is critically important in the development of a successful PLC" (p. 5). The vision Must be "simple, clear, and powerful" (p. 5).

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Question: Is leadership's vision of PLCs simple, clear, and powerful on our campus? If so, please explain. If not, what can be done to meet these three criteria?

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The book emphasizes the importance a clear vision plays in creating a true learning community but it also gives recommendations on how to develop a school vision.  Then it uses that vision as the foundation for its success.

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The book emphasizes the importance a clear vision plays in creating a true learning community but it also gives recommendations on how to develop a school vision.  Then it uses that vision as the foundation for its success.

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This confuses me a little.  Is the vision to be given to us or are we encouraged to collaborate in the definition of our vision?

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On page 4, the author talks about not evaluating the decisions people make, but to evaluate the way people make their decisions. What is the relevance in doing this? How might this cultivate change and promote more powerful and meaningful PLCs?

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I like the question on page 29 of the text in the first paragraph.
How can you ensure anything when you cannot control all the variables?
Before you respond, please consider this question as it relates to PLCs and nothing else

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How can you be a part of the "nucleus" of the organization, setting the tone and character of what happens on our campuses over time?

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How can a core group make the difference between a school that ensures student learning and a schoo that simply provides the opportunity for learning?

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The text talks about the core group being made up of people who have one thing in common...they influence others. Should our core group consist of people who influence others? Who are those people? Why? What can we do to get them pulled into the idea of leading through PLCs if they are not already there?

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On page 34 under "phase of transitions", the author talks about the change water makes at 212 degrees. It goes form a liquid at 210 degrees to a gas at 212. This represents a drastic change in form. Are we at 210 or 212 degrees as a whole? If you think we are holding stead at 210 degrees, can we change to 212 by using PLCs across the board? How?

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On page 38 the author makes this statement: For the leader pushing a new vision, there is an important fact that has to be accepted at a certain point, it's no longer the leader's vision, but rather a collective vision.
Are we at the "collective vision" phase yet?
What do we need to do to get there?

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Do staff feel as though their voices are heard and feel as though they can participate in PLCs? Please explain.

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Are staff members engaged in powerful conversations? Please explain.

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Trust is vital to the success of PLCs. Does staff fell they are trusted enough by administration to make important decisions? Please explain.

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Do shared experiences help to create growth opportunities in collaboration? If so, provide an example.

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Is the structure for collaboration and PLCs at BHS and TC in place so that there is a clear focus on student outcomes?
How do we make it more clear?

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How do we create more opportunities for dialogue?

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Do teacher groups truly feel empowered to make REAL decisions?

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Modeling what is expected is vital to the success of PLCs and collaboration.
Does this happen?
How can this be done more effectively?

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Which of the 4 levels of relationships on pages 58 and 59 best describes relationships at BHS and TC? Please explain.

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At the Convocation I thought the Mission and Vision statements were Clear.  Preparing students for lives of meaning and value by: Increasing SELF-RELIANCE Developing SKILLS and Promoting BELONGING   Vision                                      Changing the World, one student at a time.  

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At the Convocation I thought the Mission and Vision statements were Clear.  Preparing students for lives of meaning and value by: Increasing SELF-RELIANCE Developing SKILLS and Promoting BELONGING   Vision                                      Changing the World, one student at a time.  

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I thought this was our mission & vision statement. But Now, not so clear on how that looks or can be measured.
Steve in chapter 1 .. was able to consistently articulate his vision of: "We are a collaborative community that ensures high student achievement." where his staff knew without a doubt. Defining, and clarifying our mission/vision statement would help guide our development into a collaborative community.

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On page 69, the value of asking "What do you believe?" is noted, but more importantly, "What are you prepared to do in support of those beliefs?" is asked.
Do we ask ourselves and those around us this question enough?
How might this impact PLCs?

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In reflecting on your team and The Stages of Team Development, where would you say you currently are and why?

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The author discusses possible starting points for safe conversations about outcomes (pg 76). What are some things you and your team are using to discuss student outcomes?

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Reflect on your PLCs. Have you all Laid the Proper Groundwork (pg. 80)?

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In thinking about your team and the discussions you've already had concerning student outcomes and instructional practices (assuming you have had them), what benefits do you see in brainstorming topics about might create some strorming and possible solutions (pg 81)?

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When working with people it is expected you will have a disagreement at some point.
Have you had a disagreement with a coworker either here or somewhere else, that went unresolved and hurt your working relationship? Explain.

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Reflect on the disagreement you identified in question 1 and apply the strategies for Crucial Conversations found on pages 97 & 98. Would the results be different had you applied these strategies? Explain.

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What benefits are there to having PLCs with Agendas, Minutes, Roles and Decision-Making Protocols? Are these in place on your teams? If so, did this occur?

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Refer to pages 104-107 and the Five Dysfunctions of a Team. Does your current team and/or PLC fit into any of these areas? Please explain.

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Question 1:
What aspects of the "loosely coupled" school environment need to be tightened to improve our efforts in a PLC environment?

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Question 2:
What support can we give to teachers feeling the strains of working in a highly collaborative school where some decisions might be made more slowly and less autonomy is present?

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Are teachers ready to acknowledge this statement: "We have to be willing to believe that data aren't about the person. Instead, they're about practices?
If they are not, what would be effective in getting them there?

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Question 2: I believe everyone in our building wants what is best for every student and is willing to go the extra mile to help them achieve their goals. However, are we as a community ready for true data to drive instructional decisions even when data might acquired might be perceived as negative in certain teachers' eyes. "Schools will not know whether or not all students are learning unless educators are hungry for evidence that students are acquiring the knowledge, skills, and dispositions deemed most essential to their success" (p. 156).

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Question 2: I believe everyone in our building wants what is best for every student and is willing to go the extra mile to help them achieve their goals. However, are we as a community ready for true data to drive instructional decisions even when data might acquired might be perceived as negative in certain teachers' eyes. "Schools will not know whether or not all students are learning unless educators are hungry for evidence that students are acquiring the knowledge, skills, and dispositions deemed most essential to their success" (p. 156).

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It is easy for educators to look at data at the surface level much like the teachers did at the beginning of chapter 7. It takes a great deal of reflective processing to dive deeper into the meaning of data reviewed.
Are teachers in our programs ready for this? Are teachers doing this now? Provide evidence to support your response. What can be done to better facilitate this?

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"Teachers do not learn best from outside experts or by attending conferences or implementing 'programs' installed by outsiders. Teachers learn best from other teachers, in settings where they literally teach others the are of teaching" (p. 163).
There have been several mentions throughout the book about teachers observing other teachers in the building. With the high needs of our students, how can we make this happen as an tool for improving instructional practices in every classroom?

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As mentioned before, proper data analysis requires reflective thinking as well as questioning. Often these questions will lead teachers to critique their teaching and find it isn't exactly what it should be.
Are teachers confident enough in their abilities as professionals to journey down this path? Explain.
If they are not, how do we get them there?

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Knowing our culture and community, how could we use the "positive deviants" to our advantage as we walk the path of a PLC campus?

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This chapter discussed Specialist Interventions. In looking our students and their needs, would having a "pull-out" type of intervention like this be helpful?
If so, how could this be accomplished?

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Classroom Teacher Team Interventions:
Would this be a helpful intervention for some skills? How could it be accomplished?

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How can we improve on "assessing the intervention; rather than assessing the students"

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How can we improve on "assessing the intervention; rather than assessing the students"

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Reflect on what the texts says about Action Research and your understanding of it. How might this impact instruction and interventions? Explain the benefits it could have on our outcomes.

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Reflect on what the texts says about Action Research and your understanding of it. How might this impact instruction and interventions? Explain the benefits it could have on our outcomes.

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Terry, I do believe that implementing this process will be dependent upon the willingness of the new principal to allow others to have a part in the decision-making process. Releasing control to a larger group, I think, does allow for more universal acceptance and solidarity, which would be beneficial to the incoming principal, but it will be unusual for an incoming principal to not want to take complete control of a situation. I hpe whoever comes in they are aware of this initiative and are willing to adopt it.It could be a big part of helping to build a better community of learning. 

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Terry, I do believe that implementing this process will be dependent upon the willingness of the new principal to allow others to have a part in the decision-making process. Releasing control to a larger group, I think, does allow for more universal acceptance and solidarity, which would be beneficial to the incoming principal, but it will be unusual for an incoming principal to not want to take complete control of a situation. I hpe whoever comes in they are aware of this initiative and are willing to adopt it.It could be a big part of helping to build a better community of learning. 