Yes, greater student success is possible when educators utilize an intentionally caring, optimistic, respectful, and trusting (ICORT) mindset. Through intentional invitations for vibrant discussions and active interactions. an ICORT-driven educator systemically addresses institutional needs through an inventory of the people. places, policies, programs, and processes (5-Ps) that influence the potential for success. This intentional desire promotes collaboration, exhibits critical, higher order thinking skills (HOTS), and analyzes accessible, reliable data. Are you an ICORT-driven educator embracing models, promoting cooperative learning, exhibiting high expectations, utilizing HOTS, and analyzing data to monitor and adjust as needed?
Effective
accountability requirements hastened the emergence of professional learning
communities (PLC). Marzano
and Waters (2009) believe, a PLC “suggests a group of people sharing and
critically interrogating their practice in an ongoing, reflective,
collaborative, inclusive, learning oriented, growth-promoting way; operating as
a collective enterprise” (p. 56). The
PLC and undertaken action research addresses the need to develop and sustain a
systemic culture of continuous improvement that
promotes positive learning (DuFour, et al., 2008).
Educators
benefit in a number of ways from working together to identify a clear, shared
vision, developing a collaborative culture focusing on learning, engaging in
collective inquiry, remaining action oriented, committing to continuous
improvement, and being results oriented (Dufour et al., 2008). Those six
elements of an effective PLC promote learning by doing. As with many processes developed for
sustaining success, the six elements work most effectively if treated as an
interdependent, cyclical process.
To
be successful, the PLC requires “reculturing the traditional culture of schools
and districts” (Dufour et al., 2008, p. 6).
This shift needs to be systemic and not merely structural, embedding
sustained improvements in “the
assumptions, beliefs, values, expectations, and habits that constitute the norm
for that organization” (p. 90). A
skillful educational leader begins developing an effective collaborative
culture by understanding the interdependency
of the improvement process rather than merely undertaking elemental
processes for change. A skillful
educational leader and empowered educators trust in non-negotiable goals (NNGs)
and values while embracing both school-based and teacher autonomy.
The
improvement to the collaborative learning culture begins with recognizing
promotion of student learning in schools that are loosely-coupled by design must
be tightly-coupled in relation to non-negotiable goals (NNGs). Beginning with district leadership, a culture
based on “defined
autonomy” (Marzano & Waters, 2010, p. 8) communicates NNGs
to both the internal and external stakeholders. Otherwise, change can be either slow,
inconsistent, or nonexistent.
An
effective educational leader confidently handles the conveyance of more
autonomy or degrees of freedom. Therefore,
novice principals or leaders at struggling schools need more guidance and
direction from district-level leaders. An
effective leader recognizes when and how staff can work autonomously and
collaboratively, thereby developing or removing staff as necessary, which
promotes the culture of high expectations within the school (Eck &
Goodwin, 2010). Establishment of
non-negotiable goals (NNGs) are a product of earlier collaboration. Intentional invitations promote staff
empowerment (Purkey &
Novak, 2016). Determination to
collaborate, time to meet, willingness to ask serious questions, creation of an
action plan, and always meeting with an agenda, promotes collaborative communication
aligned to the established NNGs.
Positive
change can be the outcome of innovative thinking, willingness, humility,
collaboration, and a collective vision grounded in a clearly-defined
mission. Unintended consequences, which
often fall into the pool labeled “negative change,” typically ignore the
characteristics connected with positive change.
In conclusion, leaders interested in promoting a collaborative
learning culture must embrace this reality: It is not enough to want
to change or need to change, to become enculturated within an organization,
stakeholders must experience positive change.
As
an advocate for Invitational Education Theory and Practices, I would always
encourage the pursuit of becoming an ICORT-driven educator. Remember: A goal without a plan is just a
wish. An ICORT-driven educator plans for success! Strengthen your
plans through the active pursuit for increased awareness, elevated knowledge,
and willingness to make better possible. Thank GOD for the blessed freedom to lead with love, to respect
diversity, and to intentionally invite everyone to reach her or his human
potential.
To
cite:
Anderson, C.J. (June 30, 2021). An ICORT mindset impacts more than people. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/
References
DuFour, R., DuFour, R., & Eaker, R. (2008).
Revisiting professional learning communities at
work:
New insights for improving
schools.
Bloomington, IN: Solution Tree Press.
Eck, J., & Goodwin, B. (2010). Autonomy for school leaders. School Administrator, 67(1), 24-27.
Lezotte, L. W., & Snyder, K. M. (2011). What effective schools do: Re-envisioning the correlates. Bloomington, IN: Solution Tree Press.
Marzano, R. & Waters, T. (2009). District leadership that works. Bloomington, IN: Solution Tree Press
Purkey, W. W., & Novak, J. M. (2016). Fundamentals of invitational education. (2nd Ed) International Alliance for Invitational Education. Retrieved from: http://invitationaleducation.net/product/category/books
