This document discusses the concept of professional learning communities and collaboration in education. It touches on several topics related to PLCs including different levels of understanding, the importance of teacher attitudes for innovation, and questions around whether and how teachers currently collaborate. There are also quotes and thoughts provided on collaboration, change, listening skills, and creating effective PLCs through establishing norms, team composition, and focusing on both process and outcomes. The document aims to spark reflection and discussion around developing collaborative cultures and structures in schools.

1. Professional Learning Communities…really?
Collaboration-is it a myth or a reality?
October 22, 2014
PROCEDE
Jim Howden
March 22, 2013

2. Coaching teachers in a PLC or a
Collaborative Inquiry

3. Are you stressed ????
3

4. The 3 Levels of Ignorance
Level 1-Things you “know.”
Level 2-Things you “know you don’t
know.”
Level 3- Things you “don’t know you don’t
know.”
But an innovation expert thinks there
might another dimension or level.
Level 4- Things you “don’t know you
know.” Stephen Shapiro

5. Teaching as a Subversive Activity
Postman and Weingartner
« There can be no
significant innovation in
education that does not
have at it’s center the
attitudes of teachers and
it is illusion to think
otherwise. »
5

6. Clay Shirky
“We have greatly
overestimated the value
of access to information
and greatly
underestimated the
value of access to each
other."
6

7. I learn….
I learn when…
I learn because…
I learn if…
I learn with…

8. 8

9. EMPATHIC LISTENING

10. Talking is a need
Listening is an art.
Goethe
10

11. It is not the strongest of the
species that survive, nor the
most intelligent, but the one
most responsive to change.
Charles Darwin

12. Change is like 2 elephants
mating
It's done at a high level.
It's accomplished with a great deal of roaring and
thrashing.
It takes two years to produce results.
12

13. AA ccoonnttiinnuuuumm
Conservatives Moderates Innovators
13

15. What are the connections
between this scenario 15
and an
effective PLC?

16. Albert Einstein
« Insanity is continuing
to do the same thing
over and over and
expecting different
results. »
16

17. A few questions
17
Do teachers collaborate already? Do
teachers entering the profession feel that
they belong to a community within a
school board? Within the school? Do
YOU collaborate?

18. And a few more…
18
Let’s talk about the same thing; how does a
collaborative culture translate into action in
your reality?
What are some concrete examples of how to
CREATE and not only form Professional
Learning Communities? How? Why?
When? What are they!?

19. My thoughts!
19
A Professional Learning Community is enhanced
by and is further developed by a level of
collaboration based on a reflective dialogue:
meaning a dialogue about pedagogy, learning,
teaching and students.
A climate of mutual respect increases the level of
growth amongst teachers.
Mutual respect is conceptualized as follows:
19

20. Risk-taking:
Accepting errors and one’s capacity to re-adjust
Accepting others’ errors as natural to the process of personal and professional growth

21. Assistance:
Recognizing that I can help;
Understanding that someone might need help;
Accepting to make the effort to help and to ask for help.

22. Democracy:
Respecting the rights of all;
Accepting the diversity of opinions, talents and experiences;
Validate everyone’s importance

23. Involvement:
Making an intellectual effort;
Making an interpersonal commitment to resolve conflicts.

24. Openness to others:
Making the first step towards others-intellectually and emotionally;
Accepting that differences lead to creativity and not conflict.

25. Trust:
Trusting in self with support of others;
Trusting others.

26. Empathic Listening

27. Making connections with your school board
Values of a collaborative
Culture
12/12/14
27
Values of your school board
27

28. 28

29. CREATING A PLC
Creating a PLC based on a
collaborative culture is not a simple
« check-list »…it is a non linear ,
constant challenge - and a passion!
Dufour,2008
29

30. AEFO/ADFO
An approach to implementing PLCs in
schools:
1. Mission
2. Vision
3. Values
4. Building team cohesiveness
14. Analyzing data
THOUGHTS????

31. Please understand me!
( Kiersey)
31
Accept one another
Benefit from one another
Celebrate with one
another

32. Is the glass half empty ? half full?
Do I have to answer this question? No one told
me we'd be asked this question. It is not on the
agenda!
Hmmm, I don't know. What do you think? Maybe
we should ask the others. By the way, that is a
lovely glass. Did your mother give it to you?

33. Is the glass half empty ? half full?
Well, due to the irregular shape of the glass, a guess
based on a visual cue would be inaccurate. Hmmmm
why don't you do this: Make a mark on the glass (make
sure you mark it at the bottom of the meniscus), then
pour the contents into another, bigger, glass……
Are we going to fool around with glasses all day? I've
got a party to go to at 4:45!
33

34. The Golden Rules
Establish explicit norms for PLC
communication and collaboration
in order to build openness and trust
among members.

35. How to better structure your
Professional Learning Communities?
Know how to collaborate
 Common training
 Exchange of best practices
 Shared knowledge and competence
Ability to collaborate
 Constitution of the actual team
 Common language
 Time and space management
Want to collaborate
 Conviviality
 Collaborative culture
And………..
35
Inspiré de LLee BBootteerrff CCoonnsseeiill 22000055

36. Wo rking to g e the r is no t e no ug h-yo u ha ve to s truc ture
c o lla bo ra tio n within yo ur PLC
36
1. Consider the composition of the PLC.
2. Invest in the team! (affective before
cognitive).
3. Create interdependence within the PLC.
4. Identify the collaborative skills
necessary for completing the task.
5. Reflect on the process as well as
evaluate the group product.

38. Apollo 13
38
Confronted with a challenge never faced before, and
with limited resources and time, the team has to
react!
Success or failure will have a direct impact on many
people.
Apollo 13 astronauts were quoted saying
« Failure is not an option »
« Let’s concentrate on what we have and not on
we de don’t have! Let’s work together! »

39. 39

40. We learn by doing if we
reflect on
what we have done.
Dewey 1932
40

41. 41
The End
of my presentation…..your turn!

42. Talking is a need
Listening is an art.
Goethe
42

43. Is the glass half empty ? half full?
Do I have to answer this question? No one told
me we'd be asked this question. It is not on the
agenda!
Hmmm, I don't know. What do you think? Maybe
we should ask the others. By the way, that is a
lovely glass. Did your mother give it to you?

44. Is the glass half empty ? half full?
Well, due to the irregular shape of the glass, a guest
based on a visual cue would be inaccurate. Hmmmm
why don't you do this: Make a mark on the glass (make
sure you mark it at the bottom of the meniscus), then
pour the contents into another, bigger, glass……
Are we going to fool around with glasses all day? I've
got a party to go to at 3:30!
44

45. Generational Descriptors
Veterans Boomers Gen X’ers Gen Y’s
Defining
idea…
Duty Individuality Diversity Optimism
Success
because
…
Fought
hard &
won
Born and
should
have it
Have two
jobs
Tenacity
Style… Team
player
Self-absorbed
Entre-preneur
Team
player
Leisure
is…
Reward
for hard
work
The point of
life
Relief Part of
life

46. Generational Descriptors
Veteran
s
Boomers Gen
X’ers
Gen Y’s
Education
is…
A dream A birthright A way to
get ahead
Life-long
Surprises
in life
are…
Some
good,
some bad
All good Avoid
them all –
All bad
Can be
good
Future is… Rainy day
to work
for
Now is
more
important
Uncertain,
but man-ageable
Can be
planned
for
Managing
money…
Save Spend Hedge Spend
parent’s $

47. Generational Descriptors
Veteran
s
Boomers Gen
X’ers
Gen
Y’s
Sex… On your
honey-moon
In your car Over the
Internet
Back to
basics
The phone
is…
Rotary Touch tone Cellular Wireless
Technolog
y
Slide
rules
Calculators Spread-sheets
Nintendo
Source: Rocking the Ages, Smith, J. Walker and Ann Clurman

48. Veterans Values
Dedication/sacrifice
Law and order
Strong work ethic
Risk averse
Respect for authority
Patience
Delayed reward
Duty, honor, country
Loyalty to the
organization

49. Boomer Values
Optimism
Team work
Personal gratification
Health and wellness
Promotion and
recognition
Youth
Work
Volunteerism

50. Gen X Values
Diversity
Thinking globally
Balance in life
Computer literacy
Personal development
Fun
Informality
Independence
Initiative

51. Gen Y Values
Optimism
Civic duty
Confidence
Ambition/
achievement
Tradition
Education
Idealism
Fun
Diversity

52. The Way They See the World
Veterans Boomers Gen X’ers Gen Y’s
Outlook Practical Optimistic Skeptical Hopeful
Work ethic Dedicated Driven Balanced Determined
View of
Respectful Love/Hate Unimpresse
Polite
authority
d
Leadership
by
Hierarchy Consensus Competence Pulling
together
Relationship
s
Personal
sacrifice
Personal
gratification
Reluctance
to commit
Inclusive
Turnoffs Vulgarity Political
incorrectnes
s
Cliché, hype Intolerance

53. Veterans at Work
Assets
Stable
Detail oriented
Thorough
Loyal
Hard working
Liabilities
Inept w/ambiguity and
change
Reluctant to buck the
system
Uncomfortable with
conflict
Reticent when they
disagree

54. Boomers at Work
Assets
Service oriented
Driven
Willing to “go the
extra mile”
Good at
relationships
Want to please
Good team players
Liabilities
Not naturally “budget
minded”
Uncomfortable with
conflict
Reluctant to go against
peers
Put process ahead of
results
Sensitive to feedback
Judgmental of those who
see things differently

55. Gen X’ers at Work
Assets
Adaptable
Techno-literate
Independent
Not intimidated by
authority
Creative
Liabilities
Impatient
Poor people skills
Inexperienced
Cynical

56. Gen Y’s at Work
Assets
Loyalty
Optimism
Tolerant
Multi-tasking
Fast-thinking
Technological savvy
Liabilities
Need for supervision
and structure
Inexperience,
particularly with
handling different
people issues

57. Messages that Motivate Veterans
“Your experience is respected here.”
“It’s important for the rest of us to hear what
has, and hasn’t, worked in the past.”
“Your perseverance is valued and will be
rewarded.”

58. Messages that Motivate Boomers
“You are important to our success.
“We recognize your unique and important
contribution to our team.”
What is your vision for this project?”
“You are valued.”

59. Messages that Motivate Gen X’ers
“Do it your way.”
“We’ve got the latest computer technology.”
“There aren’t a lot of rules here.”
“We’re not very corporate.”

60. Messages that Motivate Gen Y’s
“We provide equal opportunities here.”
“Your mentor is in his/her sixties.”
“You are making a positive difference to our
company.”
“You handled that situation well.”

61. Wo rking to g e the r is no t e no ug h-yo u ha ve to s truc ture
c o lla bo ra tio n
61
1. Consider the composition of the school
teams/department.
2. Invest in the team! (affective before
cognitive).
3. Create interdependence within the
team.
4. Identify the collaborative skills
necessary for completing the task.
5. Reflect on the process as well as
evaluate the group product.

62. AA FFeeww CCoommmmeennttss……
62
The number one predictor of becoming and staying
effective is the ability of the members of an
organization to confront and resolve conflict -- and
they must learn those skills -- they are not in us
automatically.
The most common skill or attitude in all job adds
relates to communication skills and interpersonal
skills, as well as, being able to work as part of a
team.

63. AA FFeeww CCoommmmeennttss……
63
VVyyggoottsskkyy,, PPiiaaggeett,, DDeewweeyy,, SSkkiinnnneerr aallll aarrgguueedd tthhaatt
lleeaarrnniinngg iiss ssoocciiaallllyy ccoonnssttrruucctteedd..
NNeeuurroollooggiissttss aarrgguuee tthhaatt ttaallkk iiss eesssseennttiiaall ffoorr
iinntteelllleeccttuuaall ggrroowwtthh..
EExxppeerrtt rreesseeaarrcchh aarrgguueess tthhaatt eexxppeerrttss eevvoollvvee tthhrroouugghh
tthheeiirr eennggaaggeemmeenntt wwiitthh ootthheerrss.. TThheeyy ddoo nnoott wwoorrkk iinn
iissoollaattiioonn..

64. A COLLABORATIVE CULTURE :
A GRADUAL PROCESS
Accommodation Independence Cooperation Collaboration
64
McEwan, 1997

65. Apollo 13
65
Confronted with a challenge never faced before, and
with limited resources and time, the team has to
react!
Success or failure will have a direct impact on many
people.
Apollo 13 astronauts were quoted saying
« Failure is not an option »
« Let’s concentrate on what we have and not on
we de don’t have! Let’s work together! »

66. Structure your success!
66

67. We learn by doing if we
reflect on what we have done.
Dewey 1932
67

68. 68
The End
of my presentation…..your turn!

69. On-line Professional Learning
Communities
69
Let’s explore another aspect of
PLCs-a plan that could be a reality
for English Second Language
teachers in Quebec

70. 70
Participants in on-line learning communities are
both the recipients and the providers of professional
development.
There is a high level of accountability to the process.
Can you see this working with the teachers that you
work with? Why? Why not?

71. The Way They See the World
Veterans Boomers Gen X’ers Gen Y’s
Outlook Practical Optimistic Skeptical Hopeful
Work ethic Dedicated Driven Balanced Determined
View of
authority
Respectful Love/Hate Unimpressed Polite
Leadership by Hierarchy Consensus Competence Pulling
together
Relationships Personal
sacrifice
Personal
gratification
Reluctance to
commit
Inclusive
Turnoffs Vulgarity Political
incorrectness
Cliché, hype Intolerance
71

72. Generational Descriptors
Matures Boomers Gen X’ers Gen Y’s
Defining
idea…
Duty Individuality Diversity Optimism
Success
because…
Fought
hard &
won
Born and
should
have it
Have two
jobs
Tenacity
Style… Team
player
Self-absorbed Entre-preneur
Team
player
Leisure
is…
Reward
for hard
work
The point of
life
Relief Part of life

73. Generational Descriptors
Matures Boomers Gen X’ers Gen Y’s
Education
is…
A dream A birthright A way to
get ahead
Life-long
Surprises in
life are…
Some
good,
some bad
All good Avoid them
all – All bad
Can be
good
Future is… Rainy day
to work for
Now is more
important
Uncertain,
but man-ageable
Can be
planned for
Managing
money…
Save Spend Hedge Spend
parent’s $

74. Generational Descriptors
Matures Boomers Gen X’ers Gen Y’s
Sex… On your
honey-moon
In your car Over the
Internet
Back to
basics
The phone
is…
Rotary Touch tone Cellular Wireless
Technology Slide rules Calculators Spread-sheets
Nintendo
Source: Rocking the Ages, Smith, J. Walker and Ann Clurman

75. Reciprocal teaching and other structures
Visual Cortex-Reading Vocabulary, words
Adapted from: Rita Carter - Mapping the Mind Visuals : Kagan, S.
Provided by: Monique Mainella
Broca
Listening- Auditory corteDxi scussions, being engaged in the process
75

76. Wo rking to g e the r is no t e no ug h-yo u ha ve to s truc ture
c o lla bo ra tio n
76
1. Consider the composition of the school
teams/department.
2. Invest in the team! (affective before
cognitive).
3. Create interdependence within the
team.
4. Identify the collaborative skills
necessary for completing the task.
5. Reflect on the process as well as
evaluate the group product.