Five
factors provide a specific framework believed to contribute to school success
or failure (Purkey & Siegel, 2013). The five powerful factors–people,
places, policies, programs, and processes (the Five P’s) become highly
significant due to their separate and combined influence (Purkey & Siegel,
2013). Interdependently, the Five P’s provide limitless opportunities for
evaluation and development of organizational climate. Grounded in Invitational
Education theory, the Five P’s “address the total culture or ecosystem of
almost any organization” (Purkey & Siegel, 2013, p. 104). Educators trained
to develop their emotional intelligence as part of their professional
leadership repertoire can proactively utilize both their cognitive and
metacognitive skills (Brackett & Katulak, 2007).
Invitational Education (IE) theory contributes to school effectiveness by
the way that its leaders demonstrate care for, and support of, the efforts of
others (Halpin, 2003; Purkey & Siegel, 2013). The basic tenets of IE theory
exhibited by an inviting leader include intentionality, care, optimism, respect,
and trust (ICORT). Implementation of IE theory promotes ICORT
(Purkey & Novak, 2016; Anderson 2017) and thereby provides a means of
summoning people to realize their relatively boundless potential in all
worthwhile human endeavors (Burns & Martin, 2010). An effective professional learning community (PLC),
therefore, can be the spearhead in a school’s desire to make better possible.
Creating a professional learning community (PLC) focused on reducing learning
overload and achieving the "learning for all" mission involves collaboration, shared
responsibility, and a commitment to applying scientific concepts and
psychological tools. An educator is a member of that school’s PLC. Therefore, as a developing servant leader and effective teacher, please access,
review, and add the following strategies to your developing “pedagogical
toolbox.”
Ensure the
school has a Clear Mission and Vision.
Clearly define the mission and vision of the school regarding
"learning for all." Emphasize the importance of creating an inclusive
and supportive learning environment.
Help
strengthen, or actually form, a Collaborative PLC.
Bring together teachers, administrators, psychologists, and other
relevant staff to form a collaborative PLC. Foster a culture of openness,
trust, and shared responsibility within the PLC.
Offer to
provide or participate in Professional Development. Provide ongoing professional development
opportunities for educators to learn about scientific concepts and
psychological tools related to reducing learning overload. Seek out experts or
arrange workshops to enhance the understanding of cognitive science and
psychology in education.
Utilize
Data-Driven Decision Making. Collect and
analyze data related to student learning, engagement, and well-being. Use data
to identify areas where learning overload may be occurring and tailor
interventions accordingly.
As a valuable member of the school’s PLC, encourage implementation of Evidence-Based Practices. Model the implementation of evidence-based teaching strategies that align with scientific principles of learning and memory. Share research findings and encourage colleagues to adapt their instructional methods based on the latest evidence.
Help to
create Support Systems. Establish
support systems for both students and teachers. Provide resources for teachers
to manage their own workload and stress, fostering a positive environment for
both educators and students.
Inspire
utilization of Student-Centered approaches.
Remember what you cherished as a student! Inspire a shift towards student-centered
learning approaches that allow for individualized instruction. Use
psychological tools such as positive reinforcement, growth mindset
interventions, and mindfulness practices to enhance student well-being.
Willingly,
initiate collaboration with Experts.
Collaborate with psychologists, educational researchers, and other
experts to gain insights into effective strategies for reducing learning
overload. Create partnerships with local
universities or research institutions for ongoing support and collaboration.
Model
Parent and Community Involvement.
Involve parents and the community in the mission to reduce learning
overload. Educate parents on the importance of a balanced approach to education
and seek their support in promoting student well-being.
Practice
continuous Reflection and Self-Improvement.
Foster a culture of continuous reflection and improvement within the
PLC. Regularly assess the effectiveness
of implemented strategies and adjust them based on feedback and outcomes.
Research (Comer, 1998; Reeves, 2008) reaffirmed the earlier findings by Edmonds (1979) and Lezotte (1991) that the basic beliefs of effective
schools are important for school improvement.
Effective Schools Model promotes district-wide, systemic restructuring
that provides continuous improvement, thereby ensuring every child has access
to a quality education and an equal educational opportunity. The seven
correlates, which embraces and enriches an effective PLC, have been shown to
provide schools with a comprehensive framework for identifying, categorizing,
and solving the problems confronting schools.
Again, you are intentionally
invited to access, review, and add the strategies listed above to your
developing “pedagogical toolbox” and become part of your school's improvement
plan.
To Cite:
Anderson, C.J. (November
30, 2023) How a PLC can optimize learners’ success by sharing effective
scientific concepts and psychological tools. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/
Additional
References:
Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.
Brackett, M. A., & Katulak, N. A. (2007). Emotional intelligence in the classroom: Skill- based training for teachers and students. In J. Ciarrochi & J. D. Mayer (Eds.), Applying emotional intelligence: A practitioner's guide, 1-27. Psychology Press.
Burns, G.,
& Martin, B. N. (2010). Examination of the Effectiveness of Male and Female
Educational Leaders Who Made Use of the Invitational Leadership Style of
Leadership. Journal of Invitational Theory & Practice, 1629-55.
Retrieved from EBSCOhost
Comer,
J. P. (1998). Educating poor minority children. Scientific American, 259(5) 42-48.
Edmonds, R. (1979). Effective Schools for the Urban
Poor. Educational Leadership, 37, 15-24. Grand Canyon University (producer). (2011, October). EDA805
Module 1 Lecture
Purkey, W. W., & Novak, J. M. (2016). Fundamentals of invitational education. (2nd Ed) International Alliance for Invitational Education. Retrieved from: BOOKS | IAIE (invitationaleducation.org)
