1. Foundation #1: Listening to People and the Environment
2. Foundations #2: Building Agreements
3. Foundations #3: Co-Creating Purpose
4. Foundations #4: Fostering Effective Teams

Although the foundations stemmed from an extensive survey of the literature, as well as my research on PLCs and the teams within those communities, I was never quite sure if evidence of the foundations actually had a positive impact on student achievement. Well, I’m excited to announce: There is now empirical data that confirms that they do!

Nicholas (soon to be Dr. Richter) just wrapped up Chapter 5 of his dissertation which had two overarching objectives: (a) To determine whether or not the “Four Key Foundations Assessment” is a valid, reliable tool; and (b) To find out if there is a correlation between the Four Key Foundations and student achievement in schools across California.

All in all, Nicholas concluded (based on an analysis of the data) that there is in fact a statistically significant difference on the Four Key Foundations between high achieving schools and low achieving schools. That’s such great news! In other words, use the framework and test scores increase. He also asserted that the tool is valid and reliable, in which he recommended that school leaders implement the ”Four Key Foundations Assessment” at least twice a year to serve as a guidepost for success. For a copy of the “Four Key Foundations Assessment” click here.

I commend Nicholas for taking on this hefty project and wish him the best of luck on his upcoming Oral Defense. I’ll certainly be there.

Cheers!

Perry

Before getting into the nuts and bolts, know that there are so many books out there that offer valuable meeting designs. My two favorites are:

1. Change handbook (2007) by Holman, Devane, and Cady
2. The practical decision maker (2001) by Harvey, Bearley, and Corkrum

You’ll find great methods in both resources such as Open Space Technology, Appreciative Inquiry, Priority Matrix, Visual Explorer, and on and on.

Sometimes though, if I can’t necessarily find an approach in the literature, I’ll just make something up. And The Colorful Diversity Activity is one where I did just that.

This straightforward activity helps reveal the wide range of viewpoints that may be present in a group. Here are the steps. It’s as easy as 1-2-3.

1. Give each participant four pieces of cardstock—one yellow piece with a large “A” printed on it, another green with a “B”, a blue piece with the letter “C”, and the last one orange with a “D” on it. There isn’t really any meaning to those particular colors. Just choose four different colors.
2. Display, one at a time, multiple-choice questions (with choices from A to D) inquiring about the participants’ hobbies, ambitions, reasons for taking their career path, strengths, stances on something, favorite social network, etc. For example, if you asked about their favorite social network answers may include: A. Facebook, B. YouTube, C. Twitter, and D. LinkedIn.
3. As soon as each question pops up, participants raise the colored card high in the air.

Time and again, with question after question, participants see the mixture of colors spread about the room. It’ll uncover the assorted standpoints in the group. We’re all so very different. Keep in mind that the most important aspect when planning this particular activity is the level and depth of each question asked. Best of luck!

Cheers!

Perry

Diversity is perhaps the greatest resource we have in our organizations. Here are five reasons why:

1. Diversity Promotes Development

Organizations that nurture diversity often develop at far greater rates than their counterparts. Not only does the group develop as a whole, but each individual also matures to his or her fullest potential. That only happens when we all tap into the strengths of others, those strengths that perhaps complement our very own weaknesses.

2. Diversity Puts Forward Creativity and Innovation

Decision-making would be absolutely boring if everyone with comparable viewpoints tackled problems over and over again. The norm would naturally become, “Yeah, I agree with this. I see eye to eye with that. Blah! Blah! Blah!” This narrow-mindedness approach quickly halts the flow of creative juices right in to a quick halt. On the other hand, when people with a mixture of rich differences and matchless perspectives come together, ingenious ideas will definitely begin to surface.

3. Diversity Makes the Invisible Visible

When new initiatives are on the horizon, it’s natural for people to begin arguing the impact these potential changes could have on their individual and team duties. That’s okay though. Listen to their concerns as those myopic viewpoints could in fact bring attention to likely barriers that weren’t even considered. Although decisions should help the greater good of the organization, it’s always helpful to understand—and address—the effects they may have on each constituent.

4. Diversity Breeds Commitment

When people’s unique viewpoints are listened to, and solicited often, they tend to commit at a much higher level. This even occurs when their ideas weren’t necessarily the ideas brought into play. At least they now feel as though they were listened to. We all want to be heard.

5. Diversity Improves Relationships

When we prevail over the inherent struggles that accompany our differences, we start valuing one another’s perspectives. We are better able to walk in their shoes. This ability to understand and believe in others strengthens our relationships.

Don’t let differences get in the way of your organization’s progress. Instead, make it work for you—recognize it, value it, and celebrate it!

Cheers!

Perry

So to help answer the question we extracted, analyzed, and triangulated data from 13 dissertations on the topic. My post Do Professional Learning Communities Really Improve Student Achievement? introduced some of the initial information (e.g., a matrix summarizing the 13 studies and all of the Implications for Practice categorized by topic).

After digging into the data for some time we ended up writing a brief research paper titled, Professional Learning Communities and Their Impact on Student Achievement. The paper concludes with four recommendations for school and district leaders. Here’s the first one.

Recommendation #1:

First and foremost, given that results of this study resolved that PLCs—when put into practice properly—can increase achievement, schools and districts should continue to build (or begin) their implementation.

If you’d like to view our paper in it’s entirety, along with the other three recommendations, feel free to click here.

Cheers!

Perry

If you are charged with facilitating or leading meetings, you have to try out one of my favorite team-building activities: Toxic Waste Dump. This inquiry-based, learning filled activity brings to life the whole we are smarter than me mentality. It truly requires a joint effort! What’s also interesting to see is the natural leader(s) that tend to emerge.

Situation

A can of highly toxic popcorn has contaminated a circle approximately 8 feet in diameter. The toxic area extends to the ceiling. If the poisonous popcorn is not transferred to a safe container for decontamination, the toxic popcorn will contaminate and destroy the population of the entire city. The popcorn is estimated to have a safe life of exactly 20 minutes before it explodes. Obviously, there is insufficient time to contact authorities and evacuate. Therefore, the lives of thousands of people are in your hands.

Task

Teams must find a way to safely transfer the toxic popcorn from the unsafe container to the safe container, using only the materials provided. This includes a piece of rope (each approximately 7 ½ feet long) for each person, and a bicycle tire tube.

If this snippet of information about Toxic Waste Dump sounds intriguing, you can download detailed instructions for the process by clicking here.

If you do decide to try it out, I’d love to hear about your insights.

Cheers!

Perry

Toxic Waste Dump Instruction Source: Retrieved from
http://training.cuna.org/trainers/download/1659-TOXIC%20WASTE%20DUMP.doc on September 22, 2011

To help answer the burning question, a colleague (Dr. Hector Arroyo) and I extracted 13 dissertations (from ProQuest), each of them explicitly examining whether or not PLCs have a statistically significant relationship with student achievement. The results sure were interesting too! Some PLCs were helpful in student success; others weren’t. To view a matrix summarizing all the studies, click here.

After gathering all the research–and noting some observations–we categorized all the researchers “Implications for Practice”. Three major groupings naturally surfaced. They were: (a) Understanding & Implementation, (b) Structures & Resources, and (c) Leadership. To see these groupings, along with their accompanying implications, click here.

What does all this data tell you? Will you continue to strive for becoming a true learning community?

Cheers!

Perry

These foundations are described thoroughly in my book, Strong Schools, Strong Leaders. In the meantime, here is a brief snapshot of each of the foundations:

Foundation #1: Listening to People and the Environment

Schools are bustling with a vast assortment of experiences, opinions, and perspectives—everyone is truly unique. Listening to People and the Environment encourages the use of structuring devices and processes that help tap into the collective intelligence of the entire school community, in turn, sparking a genuine commitment rather than just meager compliance.

Foundation #2: Building Agreements

Unconstructive staff behaviors create unnecessary tensions ultimately leading to poor communication systems, ineffective processes, and damaged interpersonal relationships. Building Agreements speaks of the on-going, relentless practice of engaging the whole-system in the development and conformity of productive group norms.

Foundation #3: Co-Creating Purpose

More often than not, small groups come together to create a school’s mission and vision. Sadly, these “statements” are just placed on a shelf and revisited in subsequent years. Co-Creating Purpose, instead, aims to bring the entire community together, recognizing individual dreams and aspirations, breeding  a common ground that generates an indescribable synergy.

Foundation #4: Fostering Effective Teams

Successful schools—those that thrive as learning communities—are bustling with successful teams that work effectively, and interdependently, towards common goals. Fostering Effective Teams focuses on providing the necessary framework and tools to develop successful teams throughout any school.

Cheers!

Dr. Perry Wiseman

Author of the book, Strong Schools, Strong Leaders

Founder/CEO of WiseFoundations

The fish said to the monkey, “I would like to be your friend.”

The monkey responded “I think that’s a fine idea. Come up and sit with me in the tree for a while.”

(Jones, 2001)

Leadership isn’t about sitting above on an ivory tower, believing that true partnerships and collaboration are built without a little give-and-take. Leadership is, instead, about stepping out of our comfort zone, showing a little vulnerability, and making every effort to connect with the unique values and passions of others.

So, to me, the moral of this parable is: Quit monkeying around; go break down those barriers (and mindsets) that are getting in the way of your relationships with those you serve. People are much more influenced by the leaders they trust!

What does this parable communicate to you?

Cheers!

Dr. Perry Wiseman

Author of the book, Strong Schools, Strong Leaders

Founder/CEO of WiseFoundations

Jones, J. (2001). Parables for leaders: Stories and lessons. Performance & Human Development

Casey Stengel really hit the nail on the head when he said, “It’s easy to get good players. Getting them to play together, that’s the hard part.” The same dynamic is perhaps true in any organization–including schools.

After some brainstorming on the subject, we came up with three overarching recommendations:

1. Teachers and principals must, first and foremost, believe in one another. Differences of opinions, experiences, and cultures should be recognized and celebrated.
2. Teachers and principals must buy in to the notion that ‘we are smarter than me’.
3. Teachers and principals must have a grasp on the processes to build successful teams.

Of course, I happily accepted his invitation!

A couple months prior to Dr. Harvey’s call, I had asked a friend and colleague, Dr. Hector Arroyo, to co-author the book, Professional learning communities: An integral approach. So it was perfectly fitting to tackle this EPIC project together. What a great vehicle to allow us time to solidify some thoughts, also giving us an opportunity to bounce a few ideas back and forth.

Since the importance of “Relationships” in PLCs is so dear to our hearts—rather than just the systems (or “Rules”)—we felt it fitting to title the paper, Professional Learning Communities: Relationships Over Rules. Below is a brief excerpt from our paper.

Those who want to create a substantial learning community—not just pay lip service to the idea—must focus the bulk of their energies on Relationships over Rules. It is those exact Relationships, whether supportive or dysfunctional, that make up the overarching culture, climate, and expectations. Relationships produce the diamond that comes from the rough.

If you would like to view the paper in its entirety, just click here. We’d also love to hear some feedback.

Cheers!

Dr. Perry Wiseman

Author of the book, Strong Schools, Strong Leaders

Founder/CEO of WiseFoundations