This document discusses closing the "knowing-doing gap" in professional learning community (PLC) implementation. It begins by defining the knowing-doing gap as the difference between the actions of PLC components and the knowledge of those same components. It then discusses assessing current reality, potential barriers that can create a knowing-doing gap, and ways to close this gap, such as turning what is already known into action and overcoming barriers like quick fixes and lack of understanding. The document emphasizes the importance of clarity, communication, accountability, and developing shared leadership to turn knowledge into consistent actions across a school system.
This document discusses closing the "knowing-doing gap" in professional learning community (PLC) implementation. It begins by defining the knowing-doing gap as the difference between the actions of PLC components and the knowledge of those same components. It then discusses assessing current reality, potential barriers that can create a knowing-doing gap, and ways to close this gap, such as turning what is already known into action and overcoming barriers like quick fixes and lack of understanding. The document emphasizes the importance of clarity, communication, accountability, and developing shared leadership to turn knowledge into consistent actions across a school system.
Original Description:
CLOSING THE KNOWING-DOING GAP IN PLC IMPLEMENTATION
This document discusses closing the "knowing-doing gap" in professional learning community (PLC) implementation. It begins by defining the knowing-doing gap as the difference between the actions of PLC components and the knowledge of those same components. It then discusses assessing current reality, potential barriers that can create a knowing-doing gap, and ways to close this gap, such as turning what is already known into action and overcoming barriers like quick fixes and lack of understanding. The document emphasizes the importance of clarity, communication, accountability, and developing shared leadership to turn knowledge into consistent actions across a school system.
This document discusses closing the "knowing-doing gap" in professional learning community (PLC) implementation. It begins by defining the knowing-doing gap as the difference between the actions of PLC components and the knowledge of those same components. It then discusses assessing current reality, potential barriers that can create a knowing-doing gap, and ways to close this gap, such as turning what is already known into action and overcoming barriers like quick fixes and lack of understanding. The document emphasizes the importance of clarity, communication, accountability, and developing shared leadership to turn knowledge into consistent actions across a school system.
learning-conference.html PW- 272814 LEARNING TARGETS FOR TODAY
• 1. I CAN describe the Knowing-Doing Gap
• 2. I UNDERSTAND ways to assess current reality
• 3. I UNDERSTAND potential barriers that create a
K-D gap
• 4. I CAN describe & implement ways to close
this potential K-D Gap in my building/district WHAT IS A PLC?
• The PLC concept represents “an ongoing process in
which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve”
-DuFour, DuFour, Eaker, & Many, 2010
PHENOMENON
• “While the term professional learning community
has become commonplace, the actual practices of a PLC have yet to become the norm in education. Too many schools, districts, and organizations calling themselves PLCs do virtually none of the things that characterize PLCs.”
-DuFour, DuFour & Eaker, 2008, p. 14
A GREAT MYSTERY
Pfeffer and Sutton (2000) ask, “Why does
knowledge of what needs to be done so frequently fail to result in action or behavior that is consistent with that knowledge?”
-Pfeffer & Sutton, 2000, p.4
DEFINITION
Difference between the actions of PLC components
and the knowledge of those same components BACKGROUND
“Research demonstrates that the success of most
interventions designed to improve organizational performance depends largely on implementing what is already known, rather than from adopting new or previously unknown ways of doing things.”
-Pfeffer & Sutton, 2000, p. 14
“The question confronting most schools and districts is not “What do we need in order to improve?” but rather “Will we turn what we already know into action?”
-DuFour, DuFour, Eaker, & Many, 2010
REFLECT
• To yourself, think about…………
CONFRONT THE BRUTAL FACTS
4 Ways • 1. Lead w/ questions • 2. Dialogue, not coercion • 3. Autopsies without blame (need trust) • 4. Build red flag mechanisms that aren’t ignored PLC SURVEY PART 1
• Measures level of Knowing & Doing
• 32 Questions • 1-7 Likert Scale • 3 Fundamental purposes of a PLC • Adapted from Solution Tree PLC Survey • Zoomerang on-line tool • Used w/ all staff PLC SURVEY PART 2
• 1. Talk substitutes for action
• 2. Memory is a Substitute • 3. When fear prevents Action or Knowledge • 4. Measurement obstructs good judgment • 5. Competition turns friends into enemies COMMON BARRIERS
• More time talking than implementing
• Lack of accountability and feedback
• Use “time-tested” practices
• Buy-in vs. Ownership
• Conflict 4 BIG BARRIERS
• 1. Quick Fix
• 2. Lack of deep understanding (Knowing)
• 3. Change in actions needed (Doing)
• 4. Initiative Fatigue (Soon replaced)
-DuFour & Fullan, Cultures Built to Last, 2013
OVERCOMING BARRIERS
• What steps could and should you take to make
progress with these indicators?
• What is the best fit for your situation?
• Must have a plan, then action
QUESTION IS….
• Not “Do we Collaborate?”
• But, “What do we Collaborate about?”
The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again. SEDUCTIVE SHORTCUTS
• Meeting on Wednesdays/Early Release Days
• Field trips
• Social Life
• Treat as a program
• Buy programs
• Universal assessments RIGHT WORK
“In every district with which we have worked, we
have urged district leaders to make doing the right work, in the right way, at the right time, and in collaboration with colleagues, non-negotiable.”
-Eaker & Keating, 2012, p. 105
LC RIGHT WORK
• Teams establish norms
• Unpack standards
• Write and analyze
results from CFAs
• SMART goals
• Data Team process
• RTI
• RED Binders/Google ALWAYS
Clarity before Competence
COMMUNICATE
• Priorities and Goals
• Connection to Mission and Vision • The Why • Alignment • Through your actions more than words • Dialogue, not monologue • Conversations, not presentations CLARITY AT ALL TIMES
• It is impossible to translate complex ideas into
action when leaders use terms that sound impressive but they don’t really understand what they mean. - Pfeffer & Sutton, The Knowing-Doing Gap: How Smart Companies Turn Knowledge Into Action, 2000
In effective school systems, employees at all levels can
explain what they are doing and why, with consistency. Everyone can talk the walk with shared understanding. -DuFour & Fullan, Cultures Built to Last, 2013 RECIPROCAL ACCOUNTABILITY
“Accountability must be a reciprocal process. For
every expectation I have you perform, I have an equal responsibility to provide you with the capacity to meet the expectation.”
-DuFour, DuFour, Eaker, & Many, 2010
MONITORING
“Just as teacher teams are expected to monitor
learning student by student, skill by skill, principals are expected to monitor effectiveness team by team, task by task.”
-Eaker & Keating, 2012, p. 100
WHAT GETS MONITORED GETS DONE
Collaborative Team Common Formative Assessment
• Adapted from Scott Carr • Design to meet your expectations • Feedback throughout year • Set expectations (yours)
SMART Goals • District, Building, Grade-level, Classroom SIMULTANEOUS LOOSE & TIGHT SCHOOL CULTURES • Simultaneous loose and tight cultures establish clear parameters and priorities that enable individuals to work within established boundaries in a creative and autonomous way. They are characterized by “directed empowerment” or what Marzano and Waters ferer to as “defined autonomy”– freedom to act and to lead within clearly articulated boundaries.
-Marzano & Waters, District Leadership That Works, 2009
PEER PRESSURE
• Effective PLCs “get amazing results” because
“peers are supporting and pressuring each other to do better.” -Fullan, The Moral Imperative Realized, 2011
• Peer pressure and the distaste for letting down a
colleague or the team is a powerful motivator. -Lencioni, Overcoming the Five Dysfunctions of a Team, 2005 SYSTEMNESS
• Degree to which people identify and commit to
something bigger then themselves
• Everyone does their part
• Be as good as you can be
• Deeply engage, commit
-DuFour & Fullan, 2013
SHARED LEADERSHIP
• Consistent focus • Time • Build collective capacity • Develop team leaders • Learning by Doing • Establish trust • Limit initiatives • Manage resistance • Celebrate small wins THINK AND REFLECT GOOD TO GREAT
• How to make the leap from good performance to
sustained great results. • Are you a PLOW horse or a SHOW horse? GOOD TO GREAT
• Focused equally on what NOT to do and what to STOP
doing • Technology and technology-driven change has virtually nothing to do with igniting a transformation, it accelerates it, it didn’t cause it • Under the right conditions, problems of commitment, alignment, motivation, and change melt away. • Greatness is not a function of circumstance. Greatness, it turns out, is largely a matter of conscious choice.
-Collins, Good to Great: Why Some Companies Make the Leap and Others Don’t, 2001, p.11 LEVEL 5 LEADERSHIP
• Builds enduring greatness through a paradoxical
blend of personal humility and professional will • Channel their ego needs away from themselves into a larger goal for the organization • They are still incredibly ambitious, but….. • Fanatically driven • More plow horse • In all leadership positions
• HUMILITY + WILL = LEVEL 5
LEADERSHIP
• Level 5 leaders want to see the organization become even more
successful in the next generation, to see it prosper after they are gone. They understand that developing leadership for the future is essential to building the organization’s capacity for continuous improvement.
Larger-then-life charismatic were negatively correlated with
making the leap from good to great.
Great organizations led by self-effacing leaders who focused on
building the capacity of the organization to achieve a compelling vision. -Collins, Good to Great, 2001 FIRST WHO, THEN WHAT
• If leaders are to build great organizations they must
get the right people on the bus. • Make sure everyone is in the right seat. • Then figure out what the best path to greatness is.
• Be rigorous, not ruthless
• When in doubt, don’t hire, keep looking • When you know you need to make a people change, act • Put your best people on your biggest opportunities, not your biggest problems. HEDGEHOG
• It’s not a goal, a strategy, or an intention to be the
best. Instead, it is an understanding of what you can be the best at. That is a crucial distinction.
• Are you a hedgehog, or a fox?
• Found your strategies on deep understanding on
the three circles • 1. What can you be the best in the world at? • 2. What drives your learning engine? • 3. What are you deeply passionate about? HOW MUCH CAN YOU ACTUALLY DO WELL • “Leaders who push for fewer changes and push for them harder are more likely to have success than leaders who introduce so many changes that people become confused about which matter most and least to the company and how to spread their time and money among initiatives.”
- Pfeffer & Sutton, Hard Facts, Dangerous Half-Truths, and Total
Nonsense: Profiting From Evidence-Based Management (2006), p. 174 FLYWHEEL
• Revolutions, dramatic change programs, and
wrenching restructurings will probably fail. • Doesn’t happen in one fell swoop
• No single defining action, no grand program, no
one killer innovation, no miracle moment.
• Rather, pushing a giant heavy flywheel in one
direction, turn upon turn, building momentum to a point of breakthrough and beyond……… BUILT TO LAST
• How to take an organization with great results and
turn it into an enduring great organization of iconic stature. CLOCK BUILDING, NOT TIME TELLING
• Result of Level 5 Leadership is an organization that
can tick along without them • Takes time, no quick fix • Quick incline = Quick decline • Above all, there was the ability to build and build and build- never stopping, never looking back, never finishing. PRESERVE THE CORE/ STIMULATE PROGRESS • What values do parents and students see?
• How do you live your mission and vision?
• How do you make your decisions?
• How do you still change and move forward?
GREAT BY CHOICE 20-MILE MARCH
• “Victory awaits him who has everything in order–
luck people call it. Defeat is certain for him who has neglected to take the necessary precautions in time this is called bad luck.”
Roald Amundsen, The South Pole
20- MILE MARCH ELEMENTS
• Use performance markers (SMART goals)
• Self-imposed constraints (SIP) • Tailored to the enterprise (student learning) • Control to achieve (don’t need luck) • Goldilocks time frame (not too short or too long) • Designed and self-imposed by the enterprise (no outside pressure or blindly copied) • Achieved with great consistency (good intentions isn’t a strategy) -Collins, Great by Choice: Uncertainty, Chaos, and Luck– Why Some Thrive Despite Them All, 2011 10X LEADERSHIP
• They weren’t the HEROIC figure you’re thinking of
• 10Xers understood they faced adversity, uncertainty, things out of their control. They accepted full responsibility for their own fate.
• They persevered by using three core behaviors:
• 1. Fanatic Discipline (Consistency in action) • 2. Empirical Creativity (Evidence and research) • 3. Productive Paranoia (Always prepared for anything) STOP-DOING LIST
• Just as important as a “to-do” list
• What activities most align to your hedgehog? • What activities do not have value? A purpose? • In a culture of discipline, what undisciplined actions do you have? • Do you understand your three circles? • What are the wrong things? (decisions made with your guiding coalition, not in isolation) IN THE END….
“Yet some companies and leaders navigate this type
of world exceptionally well. They don’t merely react: they create. They don’t merely survive, they prevail. They don’t merely succeed: they thrive. They build great enterprises that can endure. We do not believe that chaos, uncertainty, and instability are good; companies, leaders, organizations, and societies do not thrive on chaos. But they can thrive in chaos.” -Collins, Great by Choice, 2012, p. 2 LET’S MOVE
1. Describe to your partner what you have learned
about “Right Work.”
2. What are some things you could do in your school
(or already do) that are the “Right Work.” LEARNING TARGETS FOR TODAY
• 1. I CAN describe the Knowing-Doing Gap
• 2. I UNDERSTAND ways to assess current reality
• 3. I UNDERSTAND potential barriers that create a
K-D gap
• 4. I CAN describe ways to close this potential K-
D Gap in my building/district WHAT NOW?
• ASSESS CURRENT REALITY
• What does a current “snapshot” look like? • How big is your knowing-doing gap?
ASSESS DESIRED REALITY
• Dream Big • Mission and Vision
CHART YOUR COURSE
• Be specific about your next steps • Action Plan AFTER ALL
-Collins, Good to Great: Why Some Companies Make the Leap….and
Others Don’t, 2001, p.11 OTHER RESOURCES
• MO PLC- http://www.moplc.org/
Learning by Doing: A Handbook for Professional Learning Communities at Work -DuFour, DuFour, Eaker, & Many, 2010, pp.130-131
Staff Perceptual Survey on District Progress Toward
Becoming a PLC Every School, Every Team, Every Classroom -Eaker & Keating, 2012, p. 191-198 WHERE ARE WE?
Self-Assessments…………. (for 3 key ideas of a PLC)
Aligning School Districts as PLCs -Many, Soldwedel, & Van Clay, 2011, pp. 139-144
Various Professional Learning Communities at Work
Continuums. Learning By Doing Second Edition: A Handbook for Professional Learning Communities at Work -DuFour, DuFour, Eaker, & Many, 2010
Find all these reproducibles at: http://www.solution-tree.com/free-repros
REFERENCES
Collins, J. (2001). Good to great. New York, NY: HarperCollins Publisher, Inc.
Collins, J. (2004). Built to Last. New York, NY: Harper Collins Publisher, Inc.
Collins, J. (2012). Great by Choice. New York, NY: Harper Collins Publisher, Inc.
DuFour, R., DuFour, R. & Eaker, R. (2008). Revisiting professional learning
communities at work. Bloomington, IN: Solution Tree Press.
DuFour, R., DuFour, R., Eaker, R. & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree.
DuFour, R. & Marzano, R. (2011). Leaders of learning. Bloomington, IN: Solution
Tree Press.
DuFour, R. & Fullan, M. (2013). Cultures Built to Last. Bloomington, IN: Solution Tree Press.
Eaker, R. & Keating, J. (2012). Every School, Every Team, Every Classroom. Bloomington, IN: Solution Tree Press. REFERENCES
Fullan, M. (2011). The Moral Imperative Realized. Thousand Oaks, CA: Corwin Press.
Many, T., Soldwedel, P., & Van Clay, M. (2011). Aligning School Districts as PLCs. Bloomington, IN: Solution Tree Press.
Lencioni, P. (2002). Overcoming the Five Dysfunctions of a Team. San Francisco,
CA: Jossey-Bass.
Marzano, R. & Waters, T. (2009). District leadership that works: Striking the right balance. Bloomington, IN: Solution Tree Press.
Pfeffer, J. & Sutton, R. (2000). The knowing-doing gap: How smart companies turn knowledge into action. Boston, MA: Harvard Business School Press.
Pfeffer, J. & Sutton, R. (2006). Hard Facts, Dangerous Half-Truths, and Total Nonsense: Profiting From Evidence-Based Management. Boston, MA: Harvard Business School Press. TYRANNY OF “OR” VERSUS GENIUS OF “AND” • The Tyranny of “or” is the rational view that cannot easily accept paradox, cannot live with two seemingly contradictory forces at the same time. IT MUST BE A OR B, but not both. • The genius of “and” is to embrace both of the extremes at the same time. This is not just a question of balance. Balance implies 50-50, going to the midpoint. Visionary leaders did not seek the gray of balance, but were determined to be distinctly both A and B at the same time.
-Collins, Built to Last: Successful Habits of Visionary Companies, 2004
BHAGS
BIG HAIRY AUDACIOUS GOALS
A BHAG engages people- it reaches out and grabs
them in the gut. It is tangible, energizing, highly focused. People “get it” right away; it takes little or no explanation.
-Collins, Built to Last: Successful Habits of Visionary Companies, 2004, p. 100
FIRST WHO, THEN WHAT
• 1. Do you believe this?
• 2. Are you good at it? • 3. Would others say you’re good at it? 20-MILE MARCH
• More than a philosophy
• Having concrete, intelligent, and rigorously pursued performance mechanisms that keep you on track.
• Two types of self-imposed discomfort:
• 1. discomfort of unwavering commitment to high performance in difficult conditions • 2. discomfort of holding back in good conditions.
-Collins, Great by Choice: Uncertainty, Chaos, and Luck– Why Some
Thrive Despite Them All, 2011 TECHNOLOGY
• Think differently, carefully select
• Never a primary root cause of either greatness or decline. PINK
• Survival and Extrinsic Rewards
• Carrots and sticks (are we animals?) • The key is to reward behavior you seek and punish behavior you hope to discourage • Doesn’t work for knowledge seekers EXTRINSIC REWARDS
• Diminish performance • Robotic • Lack of creativity • Encourages shortcuts and unethical behavior • Leads to cheating • Foster short-term thinking WHAT DRIVES US?
• Motivation 3.0 = Intrinsic rewards
• People desire 3 things:
• 1. Autonomy: to have some freedom on how to perform their work • 2. Mastery: to be good, to “master” their craft • 3. Shared purpose: to belong, to know they are part of something bigger then themselves, to have value • (Pink, Drive: The Surprising Truth About What Motivates Us, 2010) TIGHT
• Work in collaborative teams and take collective
responsibility for student learning • Implement a guaranteed and viable curriculum • Monitor student learning through ongoing assessments that includes frequent, team- developed CFAs • Use CFA data to improve and share effective practices, build team capacity, achieve goals, increase learning for ALL students • Systematic response for intervention and enrichment LOOSE
• Art of teaching • When and where • Type of assessment built by team • Type of informative assessment used daily • RTI groupings • Essential outcome being monitored THE ONE THING…
• You must know is…………………..
Leaders of any organization must know to be
effective is the importance of clarity- communicating clearly and consistently.
2. Restate questions, don’t say it was better than others 3. State how long they have and where I will be to start up again 4. Connect to audience needs 5. Eye contact, speak audibly and clearly (slow down) 6. Pace with a natural flow 7. Express ideas in a clear and concise way 8. Manage time effectively 9. 4- part instructions (in a moment, where to go, what you want them to do, go) 10. Don’t ever get in a power struggle 11. WHAT IS IT, HERE IT IS, WHY IT MATTERS, WHAT YOU CAN DO WITH IT, DO IT, SUM WHAT II SAID, REFLECT AND TALK A LOT, GROUPS SHARE OUT 12. USE BINDER OF SLIDES 13. Practice a lot 14. Be able to speak from memory and not to look back at slides
