Description
Phased Implementation Builds Leadership Skills and Impact
Phase I: Connect
Each network develops a professional community of practice and creates a space for participants to share and reflect on key issues and challenges in their respective shcools. Principals share their knowledge, expereince and inspirtation, empowering other members to translate problems into effective action.
At the close Phase I participants will put student learning first, and hold one another accountable in a way that leverages the work of the group. The intent of the learning in this phase is that leaders will be able to translate their own experience in a community of practice back to their school. With this experience, school leaders will be better able to influence the culture and create professional learning communities in their own school working for student achievement.
Foundational Work Builds Community of Practice
Creating a Shared Vision
Leaders develop a common set of values for the network by articulating their own hopes and expectations for their learning. They define the purpose of the network, set goals and create norms for effectively working together.
Team Learning
Leaders develop an understanding of what it means to learn as a team. They explore the research on adult learning theory and its application to the network and their school communities.
Trust and Problem Solving
Leaders explore what it means to create a “culture of shared practice,” addressing issues of individual vulnerability and collective accountability. Leaders solve a student-centered problem by using the descriptive consultancy protocol to examine one leader’s specific concrete dilemma. Leaders develop trust and the ability to have courageous conversations with each other and members of their school community.
Phase II: Lead
Leaders take a school-based assessment to analyze both quantitative and qualitative data from their school. The assessment is used to identify common areas of school strength and growth. The group identifies a common problem of practice (Phase II) or an individual problem (Phase III) worded as a question focused on student learning.
This phase engages participants in an eight-step inquiry process using Instructional Rounds in Education, a network approach to improving teaching and learning pioneered by Dr. Richard Elmore. This phase engages leaders in the process of identifying, analyzing and solving a critical leadership issue that is co-constructed by the network. Leaders will take this model of inquiry back to their school community to solve the problems of student learning that are an impediment to student success.
Inquiry Process Used to Solve Common Problems of Practice
Step 1
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Collectively the group identifies a problem of practice worded as a question focused on student learning. |
Step 2
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Leaders explore the problem and identify initial strategies for action planning. |
Step 3
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Leaders learn how to create systems for continuous data collection. |
Step 4
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Leaders practice writing evidence-based observations. |
Step 5
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The collective group asks questions to increase understanding of the leader's challenge. |
Step 6
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Concluding the school visit, the network provides and supports the leader in his or her action planning. |
Step 7
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Members share their own work to implement strategies addressing the problem of practice. |
Step 8
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Leaders celebrate the success of the network collegiality and collaboration. |
Network participants again engage in the same eight step process, but in this phase, each leader focuses on his or her individual school’s problem of practice. This provides leaders with the opportunity to make this process a part of their own practice by developing the process in a supportive environment with others who are working to practice the same skill set. School leaders and teams use this process as part of their school improvement efforts.
Phase III: Succeed
