Collaboration

Steve G. from the Principal Training program at University of Indiana e-mailed me this week and asked me my thoughts on collaboration. I wrote an e-mail back, but unfortunately I deleted it before pasting it here! Here are some of my thoughts:

I think collaboration is a necessary part of the school community. Collaboration nurtures ideas and gets activities, plans and projects into action. I feel that collaboration is a key to student success. Without collaboration, schools are not progressing into the communities that they could and should be.
Principals are a necessary part of the collaboration process. (see the Dufour and Eaker summary below) I value the collaboration that I am able to do with my principal and colleagues. It is a rewarding and fulfilling part of my job.

What are your views on collaboration? Do you see collaboration as being a necessary part of the school community? Does collaboration exist effectively in your school?

Summary of The Role of the Principal in a Professional Learning Community
by Dufour & Eaker

The principal implements and sustains change.
The principal needs to be competent and caring, skilled and effective.

"Principal Principle": belief that the principal is the key to the success of the school
-Fullan suggests that teachers need to lead too, but Dufour and Eaker argue that the principalship is as critical as ever in school improvement efforts. (p. 182)
- Strong principals are crucial to the creation of professional learning communities (PLCs) p. 183
The new view of leadership calls for principals to act as partners with teachers, support them, collaborate, create opportunities for growth and development (p. 183)
LESS command and control, MORE learning and leading

Characteristics of the principal of a PLC:
1. Lead through shared vision and values rather than rules and procedures.
2. Involve staff in school's decision making and empower individuals to act.
3. Provide staff with information, training, time and structures to make good decisions.

The three mistakes principals can make when responding to resisters:
1. Paying too much attention to the resisters. - Focus on advancing the cause, rather than agonizing over those who are reluctant to join it.
2. They degrade the view of resisters. - Principals of PLCs welcome and attend to concerns of resisters. Consider all perspectives.
3. They focus on attitudes rather than behaviours. - Provide new experiences that can transform negative attitudes.

Principals of successful PLCs do not hesitate to confront violations of the shared visions and values. "To be perceived by teachers as serious about change, principals must care enough to confront." (pg. 193)
Principals of PLCs model behaviour that establishes credibility and trust.
Trust is "the glue that holds organizations together" (p. 194)
Principals of PLCs are results-oriented.
- They turn aspirations into actions and are committed to continuous improvement.

Guidelines to help principals run their schools as PLCs:
1. Base it on a sense of shared mission, values, goals and vision.
2. Communicate on a daily basis.
3. Create collaborative structures.
4. Shape the school culture to support.
5. Focus on learning rather than teaching.
6. Encourage teachers to think of themselves as leaders.
7. Practice leadership strategies.
8. Establish personal credibility.9. Be fixated on results.
10. Remember continuous improvement requires continuous learning.

Celebrate successes, use 'failures' as "windows" to better ways.
Principals cannot transform a school individually. They need to create a PLC collectively, but it still requires effective leadership.

Questions to ponder:
Dufour and Eaker suggest that principals of PLCs "disperse power throughout the school to teaching teams and committe ". What if a majority of the staff doesn't join teams or committees? What if the same people are always on every team or committee?

Dufour and Eaker suggest using loose-tight leadership. Respond to problems with questions like "What do you recommend?" Will others see this as a weakness or as lack of leadership? Do you or does your principal practice using these strategies? If yes, what strategies do you see evident in your school? Would you like to see these strategies in your school? If yes, which strategies do you think are most beneficial to start with?