8. Phases of Development Process – the second phase of development starts once there is an understanding of the purpose and function of PLCs. The principal collaborates with the faculty to build leadership capacity. As this process matures, more of the facilitation and leadership responsibilities are managed by teacher leaders.
9. Phases of Development Implementation – the collaborative practices of PLCs are institutionalized in school practices. The culture of the school is based on collaboration between the faculty, administration, and school community. School practices are regularly adjusted to meet the needs of the students, teachers, and school community. Decision-making authority is shared.
10. Supportive Conditions - Relationships Strong collegial relationships form the support structure of the shared leadership and collaborative practice of PLCs.
11. Relationships Collegial relationships require colleagues to speak to the core issues of beliefs, attitudes and practices. This topic appears in two domains (Collective Learning and Application & Supportive Conditions) because the importance of collegial relations is interwoven into all of the collaborative aspects of PLCs. Goal: All professional relationships are collegial in nature to allow for the implicit trust required for deep reflective practice.
12. Positive Culture With Change Embedded When schools examine and modify practices to generate alignment with the shared vision, the professional dialogue confronts and resolves potential barriers to create a positive culture. Goal: A positive school culture proactively addresses concerns and barriers to changing practices to align with the shared vision.
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14. Facilitate the evaluation of school programs to determine perceptions of the function and effectiveness
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18. Dialogue may be limited to specific common assessments to relieve potential barriers
19. Process occurs concurrent with the development of a shared vision. The shared vision will provide parameters for the process.
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21. Focus the conversation on student performance. This process is not an opportunity to present editorial opinions on colleagues’ instruction.
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Editor's Notes
Relational supports include development of positive school culture, professional respect, fostering of trust, and building leadership capacity.
Principal and teacher actions are not repeated since this was previously reviewed in an earlier module.
![Agenda This module will cover the following components of Supportive Conditions – Relationships & Structures: ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)