What if we asked staff members to plan PD sessions and presentations to share with the rest of the staff? Here’s what I imagine:

1. Staff members submit descriptions of sessions they would like to lead. Sessions can include lectures, discussions on books or articles, demonstrations, instruction labs, assessment labs, planning labs, etc.
2. Distribute the list of possible sessions to the staff (sans presenter names) and let teachers vote for the sessions they would be willing to attend.
3. Notify the approved presenters and carve out time for them to plan their sessions inside the normal school day. Perhaps the principal teaches a lesson to give a teacher time to plan. Perhaps special schedules get temporarily adjusted to afford presenters a larger block of planning time. Creative coverage is the key.
4. Open up official registration for sessions by releasing the list of sessions with presenter names and session descriptions to the staff. First come, first signed up.
5. PD day turns into a home-grown mini-conference. Presenter-teachers take ownership of the PD because they get to lead sessions that matter, and attendee-teachers get choice in their professional development.

Here are some ways to add structure:

• Prior to calling for session ideas, the whole staff votes on a theme they would like to explore. Examples of themes include “Student Learning and Achievement,” “Effective Communication,” and “Brain-Based Learning.”
• Enforce a minimum or maximum size for individual session attendance. Sessions with too few people get canceled, sessions with too many people get repeated.

What do you think? Any feedback or push back on the ideas or on the logistics would be much appreciated. I’d love to hear about any schools that already doing something like this.

I’m not talking about tuition or tax dollars.

Students and families only have so much time and energy. Why should they spend these precious resources at your school? What explicit or implicit outcomes does your school promise?

If I send my son to your school for the first seven years of his education, I am investing in your school. Every year that my son attends your school is another year that he can’t attend a better school, presuming that one exists close by. What are you willing to promise us to offset our opportunity cost? Are you willing to put it in writing?

If you’re not able to put a promise in writing, why should I consider your school?

What would it take to get every employee in your organization to buy in to such a promise to the point that they will do everything in their power to deliver?

First, I’d like to frame the problem: We need a tool that engages students and employees in online collaboration. There’s a cost to using any tool, including time investment or financial investment. We need a tool that delivers extensive benefits to students and employees with minimal investment of time and money.

Next, the pitch: Google Apps Education Edition is the best solution I’ve seen for our problem. The suite includes applications for email, calendar, word processing, spreadsheets, and website design. It’s all web-based, so users can access the full-featured tools from any computer with internet connection.

Google Apps are designed around collaboration, rather than just providing individual productivity. Conversations over email are threaded to show the back-and-forth dialog. Multiple users can edit a single document or spreadsheet simultaneously. Internal and public publishing is built in to every application for quick, secure sharing with a class, a school, the whole district, or the whole world. Best of all, Google regularly updates its applications with new features and improvements, so we know that we’re investing in a tool that will grow as our needs grow and change.

I’ve included a few links below if you would like to learn more before our meeting:

Information and examples:

• Google Apps for Education – Free email and apps for schools
• Google Message Security for K-12 Powered by Postini
• My class blog (created with Google Sites)
• IDEAL portal (Teachers can try Google Apps for free through Arizona’s Department of Education.)

Video links:

• Why Google Apps for Education? Overview of Gmail in Google Apps
• Share a Calendar Google Apps Education Edition
• Google Docs in Plain English

If I’ve missed anything, make sure to straighten me out in the comments.

For a professional learning community, consensus beats democracy left and right. Here’s what I mean by consensus: if one member of the community can’t live with a choice and it’s consequences, then we don’t move forward. We take more time to listen, discuss, and persuade, or we find an alternate option that everyone can approve.

Consensus-rule values all members equally, all the time. There is no majority and minority. There are no winners and losers. No one gets left behind.

Through consensus, every member is consulted, and every member enjoys veto power. We don’t move forward unless “we” includes every single member. Bonus: later on, when things get tough, no one can say “I never wanted to do this in the first place,” because each member had a chance to stop the train before it left the station.

Consensus honors the spirit of Galileo in the community. At some point, the future of the community may depend on a lone voice of reason among the choruses of “we’ve always done it this way” and “trust us, this many people can’t be wrong.” How many times in history has the pivotal realization been championed by a single person or small collective of dissidents? How many times in history has the ruling faction actually worked to suppress sanity and reason to preserve the status quo?

If my first allegiance is to the community, and my community is committed to consensus, then the best and most sane answer will almost always win out. It just might take a lot longer than the five minute slot on the staff meeting agenda.

• A school is a PLC (p.23). Previously, I was informed that collaborative teams and teachers in grade levels were PLCs. Calling a collaborative team a PLC is a like saying Arizona is the entire United States.
• “Shaping culture is not a task to complete; rather it is an ongoing commitment” (p. 148).
• Professional development should develop organizational capacity, not just individual teacher skills (p. 261).
• PLC is a passionate, non-linear, persistent process.

I wonder what percentage of teachers and admins currently working on PLC roll outs have read this book? How many educators have received the Good News of PLCs second-hand, from a well-intentioned district leader or a one-day-wonder inservice speaker?

I don’t see why this book shouldn’t be the subject of the first book study that any school staff completes as they begin to develop a PLC. I know I would have jumped on the PLC bandwagon a long time ago if someone would have just handed me this book.