Title: Professional Learning Communities
1 Professional Learning
Communities
At work within our organization
Imperial County Office of Education Special
Education Staff Development 2006-2007 Day 1
2SUMMER FUN
- How much fun did you have?
- 1. Not enough!
- 2. Enough to carry on . . .
- 3. Makes me smile.
- 4. What goes on the road stays on the
road! - How much fun did you have?
3I hope that I die in a workshop
because the transition from life to death will be
so subtle.
4Results from Needs Survey
- Team Building
- Challenging Behaviors
- Dealing with difficult people
- Communicating with parents
- Curriculum specific (e.g. reading, science,
transition)
5- Creating a
- Professional Learning Community
- is a journey...
6It begins with a shared understanding of where
you want to go, together,
7and is fueled by a continuous process of
building the skill and the will to share
responsibility for the success of all learners.
8 PURPOSE
- To support increases in student learning by
developing knowledge, tools, and skills to
increase our capacity as a learning organization
through the development of Professional Learning
Communities.
9OBJECTIVES
- Understand the concept and attributes of a
professional learning community. - Examine research-based best practices and
standards for becoming a professional learning
community. - Experience and create sample processes and
products reflective of professional learning
communities. - Acquire strategies and tools for designing,
implementing, and evaluating a schools journey
towards becoming a professional learning
community. - Design a plan of action for implementing the
professional learning community concept. - Apply new learning to our unique Special
Education settings. - Participate actively by engaging in conversations
and teamwork. - Reflect on and self-assess personal knowledge,
skills, and beliefs.
10 In order to know what I
think, I have to write and see what I
say. Roland Barth
11Reflection
- What are my learning goals for my participation
the next 3 days of staff development?
12DESIRED OUTCOMES
- Shared understanding of the critical
characteristics of a professional learning
community (PLC) - Insights into shifting school culture to a focus
on learning - Assessment of current reality and identification
of needs/interests for next steps - Enthusiasm for becoming a PLC!
13Day One Agenda
- Communication Strategies/Dealing with Difficult
People Kim Scott - Staff Development Foundations Purpose,
Objectives, Norms - WHAT is a PLC?
- IS 100, 700, Intro, and Bonus
-
14Getting Acquainted
- Introduce yourselves.
- What do you all have in common AND will
cause you to be unique in the room? - Share your learning goals for your
participation in the next 3 days of staff
development. -
15 NORMSThe standards of behaviors
by which we agree to operate while we are in this
group
16NORMS for LEARNING
- Listen through the filter of a question.
- Share experiences to enrich others.
- Set aside preconceived notions.
- Pay attention to your feathers the Ahas you
experience. - Learn by doing apply to your own work.
- Respect the 100 Mile Rule.
- Respect yourself and your colleagues.
17 LEARNING BUDDIES
- 1 ________________________
-
- 2 ________________________
18P PROFESSIONAL L LEARNING C COMMUNITY
19With your Learning Buddy 1
- Brainstorm a definition for each term.
- What is your synthesis of the whole?
- Use Handout 9.
20P PROFESSIONAL
Educators using standards and research as the
basis for collaborative investigation of how to
better achieve their goals.
21L LEARNING
Ongoing study and constant practice based on a
commitment to continuous improvement.
22C COMMUNITY
An environment that fosters mutual cooperation,
emotional support, and personal growth to achieve
collectively what no one can achieve alone.
23 R E S E A R C H
24With your Learning Buddy 2
- Read Introduction to Professional Learning
Communities at Work Handout pg. 10 - Share your feathers and their importance or
impact on you.
25The most promising strategy for sustained,
substantive school improvement is building the
capacity of school personnel to function as a
professional learning community. The path to
change in the classroom lies within and through
professional learning communities.
Milbrey McLaughlin
26FUNDAMENTAL ASSUMPTIONS
- We can make a difference our organization can
become more effective. - People improvement is the key to organizational
improvement. - Significant organizational improvement will
impact student achievement.
27Getting Ready for Lunchtime!
28Emergency Responder Training
- IS 100, 700, Intro, and BonusTraining
29Feedback please . . . Turn in to IVCEC
or ICOE Sp. Ed. Office by 330 today.
30Plan for Next 2 Days
- Day 2
- Share results of feedback
- Characteristics of PLCs
- Where are we as an organization?
- Culture is key (Learning versus Teaching
Organization) - Group versus Team
- Day 3
- Communication/Team Building with classified staff
- PM Classified Emergency Responder Training
- PM Certificated PLC Teams moving forward
31Lunchtime!
32 Professional Learning
Communities
Welcome back!
At work within our organization
Imperial County Office of Education Special
Education Staff Development 2006-2007 Day 2
33 The whole is never the sum of the parts
it is greater or
lesser, depending
on how well the
individuals work
together.
Chuck Noll
34PSYCHO-GEOMETRICS
- Which shape appeals to you most?
BOX TRIANGLE RECTANGLE CIRCLE
SQUIGGLE
35DESIRED OUTCOMES
- Shared understanding of the critical
characteristics of a professional learning
community (PLC) - Insights into shifting school culture to a focus
on learning - Assessment of current reality and identification
of needs/interests for next steps - Enthusiasm for becoming a PLC!
36Feedback from Day One
- Number of Responses 35 Average 4.04 Range 2 - 5
- FOUND USEFUL
- Communication with difficult people/understanding
filters/own personality profiles - First Responder Segment
- Group work discussing PLC
- Logical sequence to build knowledge
- Concept as a whole group we can make a
significant difference in student learning - IMPROVEMENTS
- Nothing (great movement\games\interaction)
- Better speakers
- More active participation for Emergency Responder
Training - Some practice in questioning and
listening/scenarios related to difficult people - Hearing more of others learning objectives
- Develop trust building to encourage honest
reflection - More team building/collaborative activities
- RECOMMENDATIONS
- More coffee/A W Root cream soda
- More group participation
- Prep time
37Day Two Agenda
- Welcome Back!
- Characteristics of PLCs
- Assessment of PLC Reality
- What are we a learning or teaching organization?
- Boosters/Barriers
- Group versus Team
- Wrap-up
-
38NORMS for LEARNING
- Listen through the filter of a question.
- Share experiences to enrich others.
- Set aside preconceived notions.
- Pay attention to your feathers the Ahas you
experience. - Learn by doing apply to your own work.
- Respect the 100 Mile Rule.
- Respect yourself and your colleagues.
39 LEARNING BUDDIES
- Triad
- 3 ________________________
- 3 ________________________
- 4 ________________________
- 5 ________________________
40BIG IDEAS of a Professional Learning Community
- Learning focus
- Collaborative teams
- Governed by results
41 KEY QUESTIONS
- If we believe all students can learn ...
- What is it we expect them to learn?
- How will we know when they have learned it?
- How will we respond when they dont learn?
- What will we do if they have already learned it?
42Characteristics of a Professional Learning
Community
- Shared mission, vision, values, goals
- Collaborative teams
- Collective inquiry
- Action orientation/experimentation
- Commitment to continuous improvement
- Results focus
DuFour and Eaker
43With Learning Buddies Triad 3
SAY SOMETHING
- Chunk the text into the same number of pieces as
you have group members. Text Leading edge
Collaboration lite puts student achievement on
a starvation diet (Handouts Pages 19-22)
2. Designate a conversation initiator for each
chunk.
- Everyone reads the first chunk. When everyone is
finished reading, person 1 begins a brief
conversation with a comment or question.
- Repeat the process until all text has been read
and discussed.
44CHARACTERISTICS of a PROFESSIONAL
LEARNING COMMUNITY
What would these characteristics look like in
your school?
45If YOU build it, they will not come.
-- Rick DuFour
46(No Transcript)
47- People must learn themselves through change.
-
- Linda Lambert, Author
- Building Leadership Capacity in Schools (ASCD)
48 PLC
Self Assessment
49PLC Reality Assessment
- Complete Self Assessment
- Take 6 dots from table and during Stretch Break
place one dot on each of the 6 charts reflecting
self-assessment results.
50Stretchbreak!
51The real voyage in discovery consists not in
seeking new landscapes, but in having new eyes.
Marcel Proust
52Despite over 30 years of research establishing
that what happens in a school affects student
learning, and despite chanting We believe all
kids can learn until it has become a cliché,
many educators remain unwilling to accept
responsibility for student learning. They
believe that the major influences on learning are
found outside the school environment. They argue
that students learn because of their homes,
parents, peer groups, innate abilities, and so
forth, and that there is little schools can do to
overcome those external influences.
53Part I
- How does the school respond when it becomes
apparent that the student is not succeeding? - What message is the school sending to Johnny?
- How would you describe the schools culture?
- What are the assumptions, beliefs, expectations,
habits, and values that seem to drive its day-to
day work?
54 The Schools Response There is no consistent,
systematic response from the school when it
becomes apparent that a student is not
succeeding. The school does not respond.
Individual teachers are on their own in deciding
the appropriate response to the student, and they
respond in very different ways.
55 The Schools Message The message from the
school is one of detachment. The student is
given choices and advised he will be held
accountable for his decisions. The school seems
to say, You can elect to learn or elect to fail,
choose to complete work or choose to get zeros,
choose to obey the rules of the school or choose
to be punished, choose to participate in school
activities or choose to remain a loner. We will
demonstrate little interest in the choices you
make other than to hold you accountable for them.
56 Assumptions Driving the Culture of the
School The fundamental purpose of our school is
to provide students with the opportunity to
learn. We fulfill our responsibilities when we
provide students with clear lessons and
opportunities to demonstrate their learning. If
students fail to take advantage of the
opportunities they are provided, they must suffer
the consequences of their decisions.
57 Part II
- What is the same in Part I Part II? What is
different? - How does the school respond when it becomes
apparent that the student is not succeeding? - What message is the school sending to Johnny?
- How would you describe the school culture? What
are the assumptions, beliefs, expectations,
habits, and values that seem to drive its
day-to-day work?
58The Schools Response
- Provides the student with increasing levels of
time and support when he experiences difficulty - Is timely (every 3 weeks) and systematic. The
structured process for monitoring each students
learning and responding to those experiencing
difficulty does not rely on the discretion of the
individual teachers. - Is directional rather than invitational.
Students are not invited to seek help but are
required to get additional help.
59 The Schools Message Learning is required.
You can and will be successful here. You may not
choose to fail. We want to connect with you
through people who care about you. We want you
to feel connected, get involved, and be
successful.
60 Assumptions Driving the Culture of the Second
School The fundamental purpose of the school is
to ensure student learning. All of our
practices, policies, and procedures must be
assessed on the basis of their impact on
learning. We can help students be successful.
Our collaborative efforts do have an impact on
student learning.
61Second School
First School
62Second School
First School
63 With job-alike colleagues
- How does your school respond when it becomes
apparent that a student is not succeeding? - What message is your school sending to students
like Johnny? - How would you describe the culture of your
school? - What steps might you take to re-culture your
school in support of student learning?
64Job Alike Teams
- MD
- Sheri Huerta, Susana Amezcua, Yolanda Velaquez,
Manuel Perez, and Melinda Lydick - Infant
- Laura Perez, Elsa Camacho, Margarita Ortega, and
Pam Mills-Morita - Preschool
- Susan McKenzie, Lisa Garduno, Yvonne Salgado, and
Speech/Language - Early Elementary
- Lisa Soto, Marisela Garcia, Francisco Nunez,
Araceli Garcia, and DIS or Administration - Upper Elementary
- Rosie Chew, Vanessa St. John, Robert Willingham,
Veronica Gonzalez, Joshua Scott, and DIS or
Administration - Jr. High
- Maribel Salcedo, Brian Stokely, Matilde Gonzalez,
Gerry Luevano, and DIS or Administration - High School/ Adult Life Skills
- Danny Valadez, Susan McBrine, Arthuro Magallanes,
Liz Willingham, Anita Salcido, Janet Otter, and
DIS or Administration - Deaf/Hard of Hearing
- Mila Dizon, Alex Garcia, Karina Cortez, and DIS
or Administration
65Lunchtime!
66Where are we now?
Collaborative Teams (We)
Cooperative Groups (III)
Entrepreneurial, Competitive (I, me)
67Carousel Brainstorm
- Brainstorm boosters in place
- that will help move PLCs forward.
- Brainstorm barriers to PLCs progress.
- Brainstorm action steps to addess the most urgent
barrier.
68Force Field Analysis
- Force Field Analysis is a process that allows
groups to analyze the current situation by
looking at the factors that are inhibiting,
blocking, or standing in the way of success while
simultaneously identifying those factors that are
assisting, enhancing, or supporting success.
This strategy was pioneered by Kurt Lewin, who is
credited with being the father of the group
dynamics movement. -
- Step 1
- The facilitator states the current situation so
that all members understand it. Write goal for
current situation on the top of a chart so all
members can see it. -
- Step 2
- Members are asked to identify those factors of
forces that are enhancing or supporting the
change in the current situation. These are
listed on the left hand side of the chart and are
referred to as the enhancing or driving forces. -
- Step 3
- The group then lists those forces or factors
which are blocking the desired change or
achievement of the goal. These are the
restraining or inhibiting forces. They are
listed on the right hand side of the page. -
- Step 4
- The group might further determine the relative
intensity of each force by giving the forces a
numerical weight. On each side, the total value
should equal 100. The group might determine
that one restraining force accounts for 50 of
the blocking in achieving its goal. The group
might further determine that another force might
account for 70 of the enhancing or driving force
that is spurring the group toward achieving its
goal. -
- Step 5
- After doing this type of assessment or diagnosis
of the situation, the group will examine the
forces to determine how it can minimize some of
the most powerful restraining forces and promote
more of the driving forces. The group might
discuss how to weaken the restraining forces and
how to enhance the driving forces to achieve its
goal. Essentially develop an action plan to move
our organization forward to meeting goals.
Identify spokesperson to share summary with the
whole group.
69(No Transcript)
70Reflection
- Am I a member of a group or a TEAM?
71With your Learning Buddy 4
- Share with each other opportunities you have had
to participate in a group or team. - What evidence do you have to make the
differientiation?
72DIMENSIONS of SUCCESS
RESULTS
PROCESS
RELATIONSHIPS
Interaction Associates, LLC
73The task at hand
74G
E M C
T A W H K Q F X U B Y O
R L D V I Z P J S
75What do you remember?
76G
E M C
T A W H K Q F X U B Y O
R L D V I Z P J S
77Get ready Team Work
78B
M R G W C K Q E U S L X H O V T
F N Y A P Z D I
79GO TEAMS!
80B
M R G W C K Q E U S L X H O V T
F N Y A P Z D I
81(No Transcript)
82Keys to Effective TEAMs
- Collaboration is embedded in routine practices.
- Time for collaboration is built in school day and
school calendar. - Teams focus on key questions.
- Products are made explicit.
- Team norms guide collaboration.
- Teams pursue specific and measurable performance
goals. - Teams have access to relevant information.
- R. DuFour
83With your Learning Buddy 5
- Group or
- TEAM?
- What new feathers have you gained today?
84Moving forward with PLCs
- With your Job Alike Team brainstorm Pros and
Cons of becoming a PLC - Developed shared Pros and Cons
- Reaching consensus of moving forward
85Continuum of Reaching Agreement
- All of us can embrace the proposal.
- All of us can endorse the proposal.
- All of us can live with the proposal.
- All of us can agree not to sabotage the proposal.
- We have a majority at least 51 - in support of
the proposal.
86Consensus in a PLC
- A group has arrived at consensus when
- All points of view have been heard.
- The will of the group is evident even to those
who most oppose it.
87Fist to Five Strategy
- 5 Fingers I love this proposal. I will champion
it. - 4 Fingers I strongly agree with the proposal.
- 3 Fingers The proposal is okay with me. I am
willing to go along. - 2 Fingers I have reservations and am not yet
ready to support this proposal. - 1 Finger I am opposed to this proposal.
- Fist If I were king or queen, I would veto this
proposal, regardless of the will of the group.
88(No Transcript)
89 Feedback please . . .
90 Anyone too busy to reflect on ones practice is
also too busy to improve.
Anyone too busy to reflect on ones practice is
also too busy to improve. Robert Garmston
Robert Garmston
91Plan for Next 2 Days
- Day 2
- Share results of feedback
- Characteristics of PLCs
- Where are we as an organization?
- Culture is key (Learning versus Teaching
Organization) - Group versus Team
- Day 3
- Communication/Team Building with classified staff
- PM Classified Emergency Responder Training
- PM Certificated PLC Teams moving forward
92 What we know today does not make yesterday
wrong, it makes tomorrow better.
Carol Commodore
93Teamwork Matters
- Interdependence is what organizations are all
about. Productivity, performance, and innovation
result from joint action, not just individual
efforts and behavior. -
Pfeffer Sutton,
2000
94Agenda Day 3
- Communication/Team Building with classified staff
(Denise Cabanilla Brenda San Roman) - PM Classified Emergency Responder Training
- PM Certificated PLC Teams moving forward to the
classroom.
95 Professional Learning
Communities
Welcome back!
At work within our organization
Imperial County Office of Education Special
Education Staff Development 2006-2007 Day 3
96Feedback from Day Two
- Number of Responses 30 Average 4.4 Range 3 - 5
- FOUND USEFUL
- Idea of collaboration/group and team work
- Brain storming/seeing everyones views of
Boosters/Barriers - Concrete Action Planning activity
- The entire day/Motivation given to start the year
- The commitment to PLCs
- Activities that kept us moving
- Meeting new people
- I felt everyone had input
- IMPROVEMENTS
- Nothing (informative/kept us moving)
- More hands on activities
- Communication between staff and teachers?
- Looking forward to spending more time on
development of PLC vision - Slower instructions (hard to understand
instructions) - Organization of activities
- Trying to find more time to meet with others
- Air Conditioning
97NORMS for LEARNING
- Listen through the filter of a question.
- Share experiences to enrich others.
- Set aside preconceived notions.
- Pay attention to your feathers the Ahas you
experience. - Learn by doing apply to your own work.
- Respect the 100 Mile Rule.
- Respect yourself and your colleagues.
98Day Three Agenda
- Welcome Back!
- Signs of Life
- Reflections
- Developing shared mission and vision
- Moving forward with PLCs developing norms
- Next steps - planning
-
99- Creating a
- Professional Learning Community
- is a journey...
100It begins with a shared understanding of where
you want to go, together,
101and is fueled by a continuous process of
building the skill and the will to share
responsibility for the success of all learners.
102SIGNS OF LIFE
- Please rank the shapes in order of your
preference.
103SIGNS OF LIFE
GROWTH CHANGE
STABILITY
GOALS DREAMS
WHOLENESS
RELATIONSHIP
104SIGNS OF LIFE
- Meaning of Positions
- 1. Where you think you are
- 2. Your strengths
- 3. Where you are (what is really going on
what you bring to a team) - 4. Your motivation
- 5. Old or unfinished business
105SIGNS OF LIFE
- Your Task
- Based on your analysis of your Signs of Life
shapes, create a summary statement that describes
you. Provide evidence for your statement. - Share with your team.
106Shaping our Reflections
- Steps Taken
- Squared with previous
knowledge/experience - Diamonds in the Rough
- Still Circling Around
107John Kotter
- No one individual is ever able to develop the
right vision, communicate it to large numbers of
people, eliminate all obstacles, generate
short-term wins, lead and manage dozens of change
projects and anchor new approaches deep in an
organizations culture. A strong, guiding
coalition is always needed one with a high
level of trust and shared objectives that appeal
to both head and heart. Building such a team is
always an essential part of the early stages of
any effort to restructure a set of strategies. - Leading Change, 1996
108Our Mission
- ICOE Mission
- The Imperial County Office of Education is
committed to improve the quality of life in
Imperial County by providing excellent
educational service and leadership to children,
school districts, and our community. - Special Education Mission
- The Imperial County Office of Education Special
Education Department is dedicated to providing
outstanding programs which maximize opportunities
for all students to become responsible,
productive citizens through a relevant curriculum
provided by a highly trained staff responsive to
the community, working in collaboration with
parents and other support agencies.
109Our Mission
- (for whom) _______________________________________
_________________________________ - (what) ___________________________________________
_____________________________ - (why) ____________________________________________
____________________________ - (how) ____________________________________________
__________________________________________________
__
- We, __________, provide
- (who)
- ____________________ for
- (what)
- ___________, by ________
- (whom) (how)
- so they can ____________.
- (why)
- Example We, the Superintendents Cabinet,
provide leadership and support for employees so
they can maximize student learning.
110Clarifying the Mission of our Department
- What is our fundamental purpose?
- Why was this school/department created? What have
we been brought here to do together? - Does the concept of public education for all
children mean that all students shall learn or
merely that they will be required to attend
school? - What happens in our department when a student
experiences difficulty in learning?
111With your PLC team
- Use the questions from clarifying our mission and
our current mission statement to make
modifications for whole group to consider.
112Developing Shared Vision
- Can you describe the school/department we are
trying to create? - What would our department look like if it were a
great place for students? What would it look like
if it were a great place for teachers? - It is 5 years from now and we have achieved our
vision as a department. In what ways are we
different? Describe what is going on in terms of
practice, procedures, relationships, results, and
climate. - Imagine we have been given 60 seconds on the
nightly news to clarify the vision of our
department. What do we want to say?
113With your PLC team
- Use the questions from developing our vision
develop proposed vision for whole group to
consider.
114Special Education Vision
- All students/children being served by our
department will gain the knowledge, skills, and
confidence to become contributing members of
society through positive interactions with a
highly skilled and passionate staff that work as
a team for the good of our community and the
families we serve.
115Confusing Mission with Action
- The words of a mission statement are not worth
the paper they are written on unless people begin
to do differently. - Learning By Doing
- DuFour, DuFour, Eaker, Many, 2006
116Clarifying Our Purpose with PLCs
- The very essence of a professional learning
community is a focus on and a commitment to the
learning of each student.
117COLLABORATIVE CULTURE
- Collaboration is a social imperative. Without
it people cant get extraordinary things done in
organizations. -
- Kouzes Posner, 2003
118NORMSThe standards of behaviors by which we
agree to operate while we are in this group.
- Steps to Establish
- Examples
119Heres HOW
- Develop and hold each other accountable to norms
of collaboration.
NORMSThe standards of behaviors by which we
agree to operate while we are in this group.
See Session One, p. 47
120NORMSThe standards of behaviors by which we
agree to operate while we are in this group.
- What are the behaviors I need to live to
maximize learning, mine and others? - What do I need from my colleagues to ensure our
collective success?
121Examples of Norms
- Be open and honest say what you think and feel
in the room, not in the parking lot. - Maintain confidentiality.
- Be aware of your level of participation. Allow
equal airtime for each member so the discussion
is fair share. - Treat each person as an equal.
- Set vested interests aside.
- Assist all group members to be more productive.
- Accept and support all decisions not identified
as shared decisions when made by the principal or
others. - Listen to understand others perspectives.
- Respect others ideas and perspectives.
- Speak directly to the person(s) when there is a
need for confrontation, challenge, disagreement,
etc.
122Steps for Establishing Norms
- Members identify own needs.
- Members share their norms/needs.
- Clarify look like and sounds like for
abstract norms. - Ask for missing norms. Recommend or prompt
others. - Ask for agreement from total group.
- Work toward consensus with the norms
- Contract to give feedback. Get commitment to
norms from ALL members. - Post norms and review them frequently.
123Consensus in a PLC
- A group has arrived at consensus when
- All points of view have been heard.
- The will of the group is evident even to those
who most oppose it.
124Fist to Five Strategy
- 5 Fingers I love this proposal. I will champion
it. - 4 Fingers I strongly agree with the proposal.
- 3 Fingers The proposal is okay with me. I am
willing to go along. - 2 Fingers I have reservations and am not yet
ready to support this proposal. - 1 Finger I am opposed to this proposal.
- Fist If I were king or queen, I would veto this
proposal, regardless of the will of the group.
125With your PLC team
- Work through steps to develop your PLC norms.
126Heres WHY
- Conflict is an inevitable by-product of the
substantive change process. In fact, the absence
of conflict suggests the changes are only
superficial because conflict is essential to any
successful change effort. - (Fullan, 1993)
- Changes in attitudes follow, rather than precede,
changes in behavior. - Unwillingness to follow through sends mixed
messages about what is important and valued.
127The Brutal Facts
- Organizations only improve where the truth
is told and the brutal facts confronted. - Jim Collins, 2001
128Strategies for Engaging in Honest and Respectful
Dialogue
- Clarify what you want and what you do not want to
result from the conversation. - Attempt to find mutual purpose.
- Create a safe environment for honest dialogue.
- Use facts because gathering facts is the
homework required for crucial conversations. - Share your thought process that has led to the
conversation. - Encourage recipients to share their facts and
thought processes. -
Crucial Conversations by Patterson, Grenny,
McMillan, Switzler (2002)
129Plans for next meeting
How are we going to continue moving forward with
PLCs?
130Feedback please . . .
131Leading change is a planned journey into
uncharted waters with a leaky boat and a mutinous
crew. Michael Fullan
132(No Transcript)
133Thank you for your time, attention and
participation
134Foundations for Success
MISSION VISION VALUES
GOALS
135Foundations for Success
MISSION VISION VALUES
GOALS
136DIMENSIONS of SUCCESS
RESULTS
PROCESS
RELATIONSHIPS
Interaction Associates, LLC
137 OVERALL PURPOSE
NON-PURPOSE
PURPOSE OF NEXT SESSION
138- Leaders are always in a better position to
confront when they act as the promoters and
protectors of decisions, agreements, and
commitments of the group.
139What lies behind us and what lies ahead of us are
insignificant compared to what lies within
us. Oliver Wendell Holmes
140We have not succeeded in solving all of our
problems, indeed we have not entirely succeeded
in solving any of our problems. The answers we
have found, have in many ways, served to raise a
whole new set of questions. In many ways, we
remain as confused as ever. However, we now feel
that we are confused on a higher level and about
more important things.