L. JONES ET AL.
grades will often suggest that the teachers of the lower testing
grades are responsible for the skills that students lack.
Kennedy (2003) discusses the need for teachers to collaborate
and the value of collaboration pertinent to school improvement.
In some instances, competitive spirits exist that create competi-
tion among colleagues that is not positive. Collegiality does not
exist when participants operate in isolation. Teamwork is es-
sential for positive cultures and for professional learning com-
munities.
Efficacy is present when participants feel ownership in the
work environment. Ownership from employees is so valuable to
both promoting positive cultures and to sustaining professional
learning communities. In schools where efficacy is present,
employees also feel that they can influence important decisions;
participants are proactive; and participants are problem solvers.
The language used by educators is a clear indication of the
absence of efficacy. When staff members use phrases like “I
don’t know, I only work here;” “somebody should do something
about this;” “we might make it through the year;” “we could
never do that;” and “I can stick it out until I retire;” these are
clear indicators that efficacy is not prevalent in the work envi-
ronment.
Many of the knowledge, skill, and dispositions necessary for
leaders to exhibit are indicators on the revised professional
learning communities’ assessment. For the shared and suppor-
tive leadership section of the instrument, many of these attrib-
utes are directly linked to the school leader facilitating a strong
culture. Involving staff members in decision making by school
leaders is so critical to having staff members feel empowered.
The involvement also requires that the school leaders provide
information to staff members and incorporates the advice from
staff members in decision making.
It is so vit al for sc hool lead ers to commit to involv ing teach ers
in decision-making. The concept of participatory decision-
making is often verbalized but not us ed to t he ext ent that it coul d
be across teacher committees within schools especially as it
relates to classroom practices. There are often specific curricula
issues that staff memb ers should be involved in to initiate change
that is advantageous for student learning. It is important to reit-
erate that there must be strong emphases on meeting the needs of
learners.
The powerful notion regarding staff empowerment and in-
volving teachers in decision-making is an opportunity for edu-
cators to have ownership in school buildings if provided. When
teachers are involved for instance in selecting the curriculum or
something as simple as a strategy, the teachers will work harder
at implementation of the curriculum or strategy. Furthermore,
educators will take responsibility in the process and hold them-
selves as well as others accountable.
A possible unintended impact which is very positive takes
place as w ell throu gh the involv ement of the leade r of teach ers in
decision-making. When this practice is implemented multiple
times, leadership capacity is established—which obviously fa-
cilitates the collegiality, collaboration, and other attributes in
schools associated with strong cultures. The obvious benefit of
strong cultures is higher performing teachers which ultimately
lead to higher performing students. All educators know that ther e
is strong interrelationship between/among teacher motivation
and student motivation. Greater teacher motivation impacts
student motivation.
On the second section of the Professional Learning Commu-
nities Assessment—Revised, shared values and vision are ad-
dressed. There are different perspectives about the visioning
process and the r ole of th e school lead er in th e process. Howeve r,
we feel that the v i s i o n may originate within teacher s o r any st af f
members, but the principal has the responsibility in the facili-
tating, communicating, and providi ng the opportunity for growth.
The principal must also be an instructional leader and a cur-
ricular leader.
Developing a vision is a critical component of school im-
provement for school leaders. A vision is much more than the
articulation of statements and beliefs. It reflects the continuous
reflection, action, re-evaluation, and communication among the
principal and staff. It is essential for school leaders to have
visions for schools that are communicated and shared by the
faculty, staff, students, parents, and school community. Inclusive
of the school goals, the vision provides a realistic perception of
present functional levels of students-academic, disciplinary, and
all other aspects deemed critical for school improvement.
The vision becomes critical for school improvement because
it also includes the desired functional levels—providing the
framework for action steps toward improvement. Therefore, the
short and long term goals are established based on the present
levels of academic, behavioral, and other pertinent variables
revealed in data analyses.
It was stated as early as 1998, that the readiness for vision
must be created in schools (Lashway, 1998). The principal must
create a culture and climate for change. All participants should
have the opportunity to examine their thinking which can be
achieved through forming study groups, visiting schools that
have restructured, or collecting data that challenges present
assumptions. Guiding characteristics and action steps regarding
the vision may originate by teachers, but the principal must play
the greatest role in helping to facilitate.
The shared vision “sets the stage” for many aspects in the
school community particularly aligned to the culture. The pro-
grams and policies must be aligned with the vision—specifically,
programs and policies that impact achievement because of the
important link to school improvement driven by the vision.
Ultimately, all decision-making has to align with the values of
the school and the vision.
Conclusion
We previously discussed the notion that terms are often used
frequently in professional settings; however, the conceptualiza-
tion and thinking are not in ternalized at the levels they should be.
Fullan (2009) noted that this is a large scale problem of reform.
Many school employees suggest that prof essional learning com-
munities are in place when fragmented components are included.
Professional Learning Communities are systemic in that the
infrastructure in schools must change.
The challenge of establishing and sustaining professional
learning communities is coupled with the notion that educators
are involved with many complex responsibilities affiliated with
the jobs of meeting the needs of students.
With a considerable amount of clarity and improved cultures,
educators in professional learning communities report that the
job becomes easier when learning communities are in place.
However, there are no short routes to cr eating professional learn-
ing commun ities. Consistency w ith the comm on goals for staff i s
critical.
It is also critical for the p ractices an d beliefs, assum ptions, and
expectations of Professional Learning Communities to be em-
Copyright © 2013 SciRe s .
360