PLCS- Teachers and Principals Lindsey Springer University of New England
2 PLCS- Teachers and Principals The hierarchy within a school system, and/or building can sometimes cause confusion about roles and responsibilities. From the national level to the state level, there are multiple leaders in education. However, even within each particular school building, there are multiple leaders as well. It is often assumed that the leader of a building is the principal. According to Dufour, Dufour, & Eaker, 2008), it takes more than just an administrator to create an effective PLC. Rather, it takes an entire community of teachers, parents, administrators, and students. The role of each individual is equally important in establishing a successful PLC. The role of a teacher and a principal in the school should be that of a collaborative one in order to help achieve the same mission of student success. Referring back to the article Growing Teacher Leaders in a Culture of Excellence (Searby and Shaddix, 2008), a paradigm shift is necessary in order to expand the role of leadership among teachers in a school culture. It is true that often times people are resistant to change. However, understanding the goals and purpose of these needed changes is critical to ensure effective transitions of these changes. Continuity across the board is significant in establishing this shift. Although teachers are considered leaders among their students, it is important that the paradigm shift occur among colleagues as well. This includes administrators. Teachers lead within their own classrooms, but it is important to teach them to lead in other areas such as within their department, across the school, and beyond the school (Danielson, 2007). Within the classroom, teachers build rapport, trust, and confidence with and among students. A teacher is considered an expert, and therefore exemplary teachers exhibit the qualities of an effective leader with the proper training. In order to create a successful PLC within a classroom, teachers along with their students need to collaboratively create a set of norms instead of rules. In doing so, this helps to create a collaborative commitment within the 3 PLCS- Teachers and Principals classroom allowing the students to buy into the classroom learning experience as a whole as well as to promote positive relationships, academic success, and a sense of community (Dufour, Dufour, & Eaker, 2008). It is also important that teachers model positive and relative behaviors in order to sustain the norms within the classroom. The role of the principal should also reflect a collaborative effort. The responsibilities both academically and politically are abound within the administration field. To ensure effective leadership, administrators should be a leader of leaders. By delineating roles among qualified staff members including teachers, the goal of a PLC is more direct in helping to achieve all around success. According to McLaughlin & Talbert, 2006 administrators are the leaders who set the stage and conditions for starting and sustaining the community development process. Teachers and administrators should be partners in helping to create a school climate that is a continued PLC. Before this can occur, it is critical that administrators begin by defining their key or primary responsibility. By defining this clearly for not only themselves but to the teachers and other staff in the building, the rest of the steps necessary to create an effective PLC will follow. The school where I teach is most certainly a PLC. The leadership roles are dispersed throughout the building. Because we are such a large school, we have three assistant administrators to help foster the success of the students and school as a whole. The administration is usually receptive to new ideas and suggestions from teachers in order to ensure the safety and academic success of the students as well as the safety and professional growth of the teachers. In order to be more effective, I think the principal in our building needs to start with the first key idea stated by Dufor, Dufour, & Eaker, that principals, staff and students alike would benefit from remembering their primary responsibility. Remembering the main task and not muddling it helps everyone stay focused on the same mission and vision. 4 PLCS- Teachers and Principals References
Danielson, C. (2007). The many faces of leadership. Educational Leadership, 65(1), 14-19. DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting professional learning communities at work: New insights for improving schools. Bloomington, IN: Solution Tree. McLaughlin, M., & Talbert, J. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement. New York: Teachers College Press. Searby, L., & Shaddix, L. (2008). Growing teacher leaders in a culture of excellence. The Professional Educator, 32(1).