The document discusses the genesis phase of developing professional learning communities (PLCs) in a school. It outlines the principal's role in facilitating collaboration, developing collegial relationships among teachers, and focusing professional development on improving teaching and learning. The principal works to build teacher leadership and establish collaboration as the primary means of instructional improvement, staff development, and decision-making. Teachers develop trusting relationships, participate in professional development, and commit collectively to evaluating instructional practices and school programs. The goal is for collaboration and data-driven decision-making to become institutionalized in the school's culture.

1. Collective Learning and Application Module 3: Genesis

3. Collegial Relationships

4. Professional Development (Teaching and Learning)

7. Phases of Development Process – the second phase of development starts once there is an understanding of the purpose and function of PLCs. The principal collaborates with the faculty to build leadership capacity. As this process matures, more of the facilitation and leadership responsibilities are managed by teacher leaders.

8. Phases of Development Implementation – the collaborative practices of PLCs are institutionalized in school practices. The culture of the school is based on collaboration between the faculty, administration, and school community. School practices are regularly adjusted to meet the needs of the students, teachers, and school community. Decision-making authority is shared.

9. Collective Learning and Application (1) Collaboratively examine student learning and data to plan differentiated instruction based on student needs. (2) Collaboratively examine professional growth needs to intentionally plan professional learning.

10. Collaboration is Primary MO The purpose and benefits of collaboration are established through professional dialogue facilitated by the principal. Goal: Collaboration is the primary method of making decisions, determining strengths and weaknesses for instruction, establishing professional development strands, and evaluating school practices.

12. Discuss how collaboration will manifest in the school

13. Discuss how collaboration will impact current school programs

14. Discuss how collaboration provides a significant opportunity to share input on decisions and school operations

15. Relate collaboration to the other six domains and how the benefits intertwine with expected outcomes of the PLC initiative

17. Gain new insight on how teachers can develop ownership in school actions

18. Actively participate in discussions to develop an understanding of how collaboration affects teachers on a personal and school levels

21. Model professional dialogue that demonstrates an open, honest, non-evaluatory approach.

23. Maintain an open mind and positive attitude

24. Utilize the ground rules to ensure an absence of judgmental comments or actions

27. Focus efforts on professional development that has a direct impact on teaching and learning.

28. Engage faculty in frequent conversations about professional growth.

30. Participate actively and positively in professional development opportunities

31. Approach professional development with an open mind

34. Solicit feedback about the perceptions of school programs

35. Engage stakeholders in dialogue about these perceptions and the purpose of school programs to determine potential areas of disconnect between participants and non-participants

37. Engage in dialogue to learn about aspects of the school program that may not be fully understood

38. Participate in the communication system to share information fully throughout the school staff