Update: Summary of "The Five Disciplines of PLC Leaders"

The Five Disciplines of PLC Leaders is a book by Timothy D. Kanold. I'll be adding to this post as I read more of the book.

Introduction: You can train to get better as a leader, and that training will help you make wiser decision. "How do you know if you are a well-disciplined PLC leader? A well-disciplined leader is someone who can discern when silence, healing words, low tolerance, empathy, grace, humor, gentleness, or tough love is needed. He or she assesses each situation promptly and responds with urgency, positive energy, and grace - day in, day out, month in, month out, year after year." (p. 6)

You must consciously resist the natural "drift" towards superficial commitment.



Chapter 1 - The Discipline of Vision and Values: Having a clear vision to share with others is a foundation of PLC leadership. Vision paints a picture of what the future could be like. First, leaders need a personal vision that is "an expression of the principles you are so passionate about that you will defend them, teach them, and lead others toward them. These principles allow you to lead with energy, consistency, and coherence." (pp. 15-16)

A collective vision is also needed, and creating it should be a process that involves many stakeholders. True ownership of the vision is superior to simple "buy-in", which may feel like manipulation. Ultimately, the vision should be considered on a daily basis when making decisions.

The author describes the creation of the vision for the Adlai E. Stevenson High School District 125 when he was director of math and science and later superintendent: 5 E's were identified (Excellence, Equity, Educating as a PLC, Environment, and Engaging) and 10 adult-action statements were identified. However, it became clear that they weren't being deeply implemented and people seemed to have lost the central focus. The ten items were reduced to four "main thing" principles, which became "the voice of authority for our work and actions." (p. 27) Over a period of decades, student performance on the ACT test rose from a composite score of 22 to 25.1 (in 2005) and 26.2 (in 2010), scores which had seemed impossible in the past. By creating an effective PLC culture you too can accomplish great things one step at a time.

A vision should be periodically improved through a double-loop system that not only monitors whether the vision is being carried out, but also whether the vision itself needs to be tweaked.

Chapter 2 - The Discipline of Accountability and Celebration: Although typically accountability is thought of in negative terms and celebration is thought of in positive terms, both are critical aspects of effective leadership. Leaders must have the the courage to do more than silently monitor; they must focus their accountability and celebration on the "right things" that are critical to moving the vision into action. There is a balance between "tight" and "loose" leadership - be directive about the core "right thing" components, but be loose by defining boundaries and providing needed autonomy within those boundaries in the areas of what people do, when they do it, how they do it, and whom they do it with.

It is critical to reject "victim speak", which blames poor results on others and is an impediment to positive action. Instead, people must be accountable to themselves, their peers, and their supervisors in a three-tiered system.

To carry out continuous improvement, a six-step process is recommended:

1. Set student learning goals at each level of leadership which are written down.
2. Create an action plan to achieve the goals. The plan should be within the boundaries of the vision that has been set.
3. Take action on what works and what is best for students. Check to be sure that action is being taken throughout the year, rather than waiting until the end of the school year!
4. Collect and analyze appropriate data.
5. Provide intentional corrective feedback in an "immediate, effective, nonjudgmental, and celebratory way" that supports a "culture of candor" (p. 68)
6. Provide intentional celebration. Encouragement is cheap and easy, and should include effective identification of the people being celebrated, effective criteria of what is being celebrated (such as any "above and beyond" actions that fit with the school vision), effective rewards, and effective storytelling that connects the action to student success.

Chapter 3 - The Discipline of Service and Sharing: "The theme of this chapter is creating a relationally intelligent school culture in which the cycle of continuous improvement is seamlessly maintained. Such a culture is one in which individuals accept responsibility for their action; they hold themselves accountable, and they become aware of others in the social sphere of the professional learning community." (p. 80) Leaders build relationships with the people around them in their N-S-E-W Sphere of Influence (North=leaders they report to, South=people who report to them, East and West=colleagues/peers). In the book Good to Great, Collins describes "Level 5 Leaders" as combining personal humility with a fearless professional will for their school or district.  They are driven, hard working people who are willing to accept personal responsibility for poor results. We want to be and produce level 5 leaders. Kanold suggests ten practices to grow in relationship with others:

1. Share (or don't share) your thoughts. To avoid some people dominating meetings, Kanold once had a team where each person received three toothpicks at the beginning. When you shared, you put a toothpick on the table. By the end of the meeting, quiet people were the only ones with toothpicks left who could talk.
2. Exercise good judgment. And when you don't, learn from it and apologize.
3. Use good judgment criteria. These criteria include tying actions to results, empathizing with others, taking time to listen, create a team of advisers, and gather all the facts.
4. Be "interruptible".
5. Establish personal intimacy.
6. Build communities of practice. Here is a survey to gauge areas of needed development.
7. Build the relational capacity of the team. Know your team history.
8. Measure and teach the softer side of team sharing. Treat each other with respect and care. Use "and" instead of "but".
9. Choose to be an inequity eraser.
10. Accept others.

Chapter 4 - The Discipline of Reflection and Balance: To endure with effectiveness, you must purposely engage in and disengage from high-energy activities. You cannot create more time in the day but you can plan to preserve your high energy levels for full engagement in your work. 

Multi-tasking doesn't work. One way to plan for which tasks should get your best energy is to use a six-by-six list and compare it with team members. You must use technology strategically too. Here are some guidelines for email use to help you avoid hurry sickness. Do not blame others for your lack of strategically reflecting and balancing your life. Avoid talking about what "they" make you do.

Pay attention to all students and adults in your sphere of influence. Avoid victimizing either students or adults for the exclusive benefit of the other. Motivation 3.0 "seeks engagement that produces the desire for and the pursuit of 'what really matters'". (p. 135) Seek to have the people in your sphere "in the flow" where the tasks they have are appropriately challenging for their skill levels; otherwise you will create boredom or anxiety. Five strategies for keeping work "in the flow":

1. Establish clear goals.
2. Limit the number of goals.
3. Provide direct and immediate feedback.
4. Monitor for balance.
5. Support autonomy.

Monitor your energy so that it stays positive. To manage highly positive, high energy work you must choose to occasionally fall back to low energy but highly positive time. Wandering into the territory of negative energy leads to fear, anger, and burnout. Create balance by planning for and protecting times to be in "Quadrant II" reflection and peace.

Chapter 5 - The Discipline of Inspiration and Influence: What will your legacy be? It will be defined by your encounters with others. It will be defined by your "intentional and positive response to failure at all levels of the school organization." (p. 163) Support and embrace risk-taking through your language, who you choose to champion and promote, in your relationships, and by choosing to give up things that have failed. Prevent deep regret by having a growth mindset, paying attention to others deeply, and building trust. Consider carefully how you respond to skeptics, cynics, opposers, and trust busters. Choose to endure by surrounding yourself with inspiring people, working with a team of inspiring people, forgiving gracefully, participating in inspiring events, and paying attention to physical disciplines. Positive leaders give trust, compassion, stability, and hope. Legacy is built upon what you do for others.

Epilogue: How is your team doing in embracing the values and actions of the PLC movement?