1. Module 3: Genesis Shared Vision and Values

2. Agenda This module will cover the following components of shared values and vision: Collaboration process for shared values and vision Active involvement of stakeholders in aligning vision to action Data used to make decisions aligned to the vision

3. Learning Outcomes The participants will develop an understanding of the genesis of professional learning communities in Domain 2 – Shared Values and Vision. The participants will identify the specific roles and responsibilities of the principal and school faculty in Domain 2 – Shared Values and Vision.

4. Phases of Development There are three phases of development for PLCs: Genesis – The initiation of the process. The primary responsibilities for facilitation are incumbent on the principal. The principal works extensively on building the leadership of the faculty to foster capacity and start the process of developing shared leadership.

5. 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.

6. 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.

7. Shared Vision and Values “The shared vision, mission, and goals that the staff members see as their common purpose.” Shirley Hord (2008)

8. Collaborative Process for Shared Values and Vision Principal leads professional dialogue on stakeholder core beliefs and values. Goal: School stakeholders regularly engage in professional dialogue that challenges accepted norms to assure alignment of school actions with the shared vision.

9. Actions Professional conversations are focused on the instructional program. Area of highest importance and most relevant to job responsibilities School leadership works to build leadership capacity for making decisions. Implicit consequences Explicit consequences

11. Develop ground rules for maintaining a professional dialogue between stakeholders

12. Utilize non-evaluatory methods of structuring this difficult conversations

13. Constantly review the discussion to find the similarities and differences in stakeholder perspectives

15. Approach the conversation with an open mind

16. Follow the ground rules of the conversation

17. Deeply reflect on personal practices

18. Engage in trusting conversation that can and will confront your base assumptions

20. Active Involvement of Stakeholders Stakeholders need to actively participate in the process of aligning school actions with the shared vision. Goal: All actions and programs of a school align with the shared vision of the institutional goals and practices.

21. Principal Actions Principal – models the process of aligning school actions with the shared vision. Provide a detailed explanation of the implications of school decisions Facilitate dialogue that utilizes the vision as the final test to determine whether or not to enact a school decision Model the tools and instrument that can be used to frame this conversation

22. Teacher Actions Teachers – actively participate in the learning activities to develop an understanding of how to ensure that school actions are aligned to the school vision. Develop an understanding of the micro and macro levels of decision-making Increase proficiency with using tools and instruments to guide professional dialogue Develop a broader understanding of school practices outside of a single classroom

23. Data Used To Make Decisions Principal models how to objectively use data to make informed decisions at the classroom and school levels. Goal: Data becomes a primary component in the decision-making process for the school to ensure alignment with student or program needs and the school vision.

25. Start with modeling the use of data at the classroom level with descriptive statistics.

26. Introduce the use of protocols to guide data conversations.

27. Facilitate a dialogue about how assessment is used in the classroom.

29. Reflections What aspect of vision and values do you find to be the most important? Why? What aspect of shared vision and values do you see as the greatest challenge? Why? How do you feel about utilizing data to increase instructional effectiveness?