#7

The main points of chapter 4 in relation to PLC's is the emphasis on a commitment to high levels of learning for all students, the importance of a collective effort and a full commitment, and intense focus on results that enables a school to respond to the needs of each student in order to fuel continual improvement. Another focus of the chapter is to change the culture of the school into a PLC by first changing the behavior.
I agree with both points. I believe this is a critical component in the success of my own school. We are a very successful charter school in Newark. We accept students through a lottery; we do not select them based on academic achievement. We welcome our students in at the age of 5 and establish high standards for them as well as their parents. We explain that the education of their child is a partnership. A partnership that includes the involvement of the parents, teacher, and administration. We establish these expectations and remain consistent in our beliefs. We expect all students to be at least one year above grade level. A key element in achieving this goal is team teaching. We have two teachers in each classroom so a collaborative effort is critical. This brings in the need to establish SMART goals ( specific, measurable, attainable, results-oriented, time-bound)directly tied to student learning.
I agree with much of what is written in this chapter. In relation to culture, the purpose of school is to have students learning. It's more about teachers engaging students and helping them generate their own ideas and thoughts and less about presenting information as in direct instruction. Teachers should be using best practices as opposed to just doing things the way they always have because they always have. Students should learn collaboratively and not in isolation. A good school must define clear goals and priorities.
As I mentioned earlier, my school implements the ideology of PLC's. However, I could see how this could be a challenge in other schools that don't operate this way. We have some young, energetic teachers in the field who are ready to tackle so many issues facing education today. I believe a big problem is the high number of ineffective teachers who are stuck in a rut because its the way they've always taught and they are not open to new ideas. As an administrator, when you have teachers like this, it can be a difficult challenge to have them buy into this cultural change that is required to move forward with 21st century skills. Administrators are stuck with these "bump on a log" teachers who are giving direct instruction and are not in any way challenging their students to use higher order thinking skills. Tenure laws and unions make it downright impossible to get rid of ineffective educators in an effort to improve student learning.
Another point I found interesting in the chapter was the inference to common core standards and nationalized testing. The authors mention that the future will bring greater clarity as to what these 21st century skills are regardless of what state you live in. Currently, its left up to the state to determine what knowledge, skills, and dispositions all students should acquire. This begs the question, do students in Alabama have the same expectations as the students in New Jersey, currently. The answer to that is no. With the new common core standards focused on nationalized testing every student in the nation will be held accountable for these skills.
Contrary to what you read in the newspapers and see on the news, I believe we are making strides forward. Charter schools are providing proof that schools in urban areas can excel. We must continue to overcome the challenges we currently face. We cannot remain stagnant. We must find a way to increase student learning and drive achievement.