It's nice to be affirmed!

I found this post on All Things PLC that rings so true for me. The topic is about what staff does when students don't learn; one of the fundamental questions of a PLC. What I found particularly interesting were these words.

. . .that effectively implementing RTI practices is not possible and should not be pursued until a school effectively begins implementing the three “Big Ideas” of a PLC-a focus on learning, a collaborative culture, and a focus on results. These first steps create the foundation needed to more effectively respond when students don’t learn. To skip these vital steps and move directly into creating a RTI/POI program would be disastrous. How can a school be expected to create powerful interventions if the staff has not built a culture that believes all students can learn, has not identified what they want their students to learn, and has not created a timely assessment system that can accurately identify which students need additional help?

Response to Intervention (RTI) and Pyramid of Intervention (POI) are research-based strategies for supporting struggling learners and are in place or being planned in all of our schools. But, are the "Big Ideas" referred to in the post in place in all buildings. I agree with the post that these foundations need to be in place before we begin the focus on what to do with RTI and/or POI.

Simply putting teachers in a room with or without facilitation does not ensure the capacity to make the critical decisions necessary to support all learners. We need to intentionally teach the skill set necessary to engage in dialogue and skillful discussion that results in effective decision making. I believe that the first big idea, a focus on learning will not become part of the school's culture in the absence of these crucial conversations. Until a staff grapples with what is important and identifies what they individually and collectively are committed to, there will be no common purpose. These are not one time discussions, they are on-going and require an effective communication skill set. A collaborative culture is not possible in the absence of these skills or the conversations that ensure that all staff are aware of their ladders of inference and willingly share their private thoughts. I know that I have not effectively reached that place with my team (ELT) to be labelled a PLC.

We focus on this skill set in our Teacher Leadership training and believe that the capacity to engage in skillful discussions is a foundation skill. So, reading the post affirmed our belief and aligns with what we say are necessary skills to become a PLC and focus on what is important; student learning. It's always nice to have what we believe be affirmed by those perceived as experts in the field. It's also good timing as we approach that time when we make critical decisions about next year's Teacher Leadership learning and support structures.