Professional Learning Communities Quotes

Vocabulary words are the building blocks of the internal learning structure. Vocabulary is also the tool to better define a problem, seek more accurate solutions, etc.

High-performing districts “tended to rely more on a common culture of values to shape collective action than on bureaucratic rules and controls.

During the interviews, many women associated shame with educators and helping professionals. As an educator, I was not at all surprised to hear shame identified as an issue in the classroom. In fact I believe that shame is one of the greatest barriers to learning. I’m afraid the social-community pressure to appear learned has become more important than actually learning. When we spend our time and energy building and protecting our image of “knowing,” it is highly unlikely that we will risk admitting we don’t understand or asking questions—both of which are essential to real knowledge building.

Three Big Ideas That Drive the Work of a PLC The essence of the PLC process is captured in three big ideas: 1. The purpose of our school is to ensure all students learn at high levels. 2. Helping all students learn requires a collaborative and collective effort. 3. To assess our effectiveness in helping all students learn we must focus on results—evidence of student learning—and use results to inform and improve our professional practice and respond to students who need intervention or enrichment.

Do you know a Psychopath? You do not know me; but after reading my memoir you will know me a little better and you will have had the experience of safely getting into the mind and life of a young psychopath in training. Critics have written: It is a powerful and unusual memoir; brutal and raw. A Psychopath In Training: In 1997 psychiatrist’s contracted by the Correctional Service and the National Parole Board wrote in their final report, before I was released back into the community, they had diagnosed me to be a psychopath. A Psychopath: How does one become a Psychopath? After of the death of my young mother, when I was fourteen, I became a ward of the state and forced into the care and custody of the Catholic Christian Brothers at St. John’s Catholic Training School for Boys until after I turned sixteen. Since then I have been incarcerated over seventeen years in various prisons, institutions and juvenile detention centres. I have been interviewed and treated by so many prison psychiatrists and psychologists I should be called the professional. In my youth I have experienced almost every kind of sleaze, sex and violence humans can inflict on each other. I had to learn the hard way on how to identify and deal with the people who were the dangerous psychopath’s in my life and the proof I succeeded is; I am still alive. My book cover depicts what is coming out of the government foster homes and prisons today: Our communities and our police forces are not at all prepared for the dangerous psychopaths being churned out. Are you ready? You and the educators alike can learn from my memoir.

Faculty professional development workshops are often top-down, designed and offered by the college’s administration with little input or feedback from the faculty themselves. Workshops are also isolated from the classroom: they provide participants with an opportunity to learn more about a topic or technique, but when or how the technique can be effectively applied in each participant’s own class remains unclear. 44 Furthermore, workshops are typically unaccompanied by additional structures to help faculty sustain and build on their learning across time. Taken together, the top-down, decontextualized, and short-term nature of many faculty development workshops conspire to create an experience that instructors characterize as “painful,” “boring,” and “insulting.” 45

The second arena is vocation, that powerful, often ignored intersection of faith and calling. Millions of Christ-following teens and young adults are interested in serving in mainstream professions, such as science, law, media, technology, education, law enforcement, military, the arts, business, marketing and advertising, health care, accounting, psychology, and dozens of others. Yet most receive little guidance from their church communities for how to connect these vocational dreams deeply with their faith in Christ. This is especially true for the majority of students who are drawn to careers in the fields of science, including health care, engineering, education, research, computer programming, and so on. These young Christians learn very little in their faith communities about how to live honestly and faithfully in a world dominated by science—much less how to excel in their chosen scientific vocation. Can the Christian community summon the courage to prepare a new generation of professionals to be excellent in their calling and craft, yet humble and faithful where God has asked them to serve?

Gone are those days when media platforms were available to few individuals like politicians, movie stars, artists,sports sensations, civil right activists, and religious scholars. =Today social media gives people an easy way to almost everything =It is very easy to learn from others who are experts and professionals,Regardless of your location and education background you can educate yourself, without paying for it. =It even reveals good and Mabošaedi of the most respected people who are role models to others = You can share your issues with the community and get help within an hour . = The main advantage of the social media is that you update yourself from the latest happenings around in the world. = you can promote your business to the largest audience and even employ people But it can also damage your life for good = Since anyone can create a fake account and do anything without being traced, it has become quite easy for people to frustrate others and do a damage to their names or life. = Personal data and privacy can easily be hacked and shared on the Internet. Which can make financial losses and loss to personal life. Similarly, identity theft is another issue that can give financial losses to anyone by hacking their personal accounts. This is one of the dangerous disadvantages of the social media and it even made people kill them selfs. = Addiction destroyed many families and employments.

Each of the three recognized categories—care, service, and education—would encompass a wide range of activities, with different levels of compensation for full- and part-time participation. Care work could include parenting of young children, attending to an aging parent, assisting a friend or family member dealing with illness, or helping someone with mental or physical disabilities live life to the fullest. This category would create a veritable army of people—loved ones, friends, or even strangers—who could assist those in need, offering them what my entrepreneur friend’s touchscreen device for the elderly never could: human warmth. Service work would be similarly broadly defined, encompassing much of the current work of nonprofit groups as well as the kinds of volunteers I saw in Taiwan. Tasks could include performing environmental remediation, leading afterschool programs, guiding tours at national parks, or collecting oral histories from elders in our communities. Participants in these programs would register with an established group and commit to a certain number of hours of service work to meet the requirements of the stipend. Finally, education could range from professional training for the jobs of the AI age to taking classes that could transform a hobby into a career. Some recipients of the stipend will use that financial freedom to pursue a degree in machine learning and use it to find a high-paying job.

The problem that ought to concern us first is the fairly recent dismantling of our old understanding and acceptance of human limits. For a long time we knew that we were not, and could never be, “as gods.” We knew, or retained the capacity to learn, that our intelligence could get us into trouble that it could not get us out of. We were intelligent enough to know that our intelligence, like our world, is limited. We seem to have known and feared the possibility of irreparable damage. But beginning in science and engineering, and continuing, by imitation, into other disciplines, we have progressed to the belief that humans are intelligent enough, or soon will be, to transcend all limits and to forestall or correct all bad results of the misuse of intelligence. Upon this belief rests the further belief that we can have “economic growth” without limit. Economy in its original—and, I think, its proper—sense refers to household management. By extension, it refers to the husbanding of all the goods by which we live. An authentic economy, if we had one, would define and make, on the terms of thrift and affection, our connections to nature and to one another. Our present industrial system also makes those connections, but by pillage and indifference. Most economists think of this arrangement as “the economy.” Their columns and articles rarely if ever mention the land-communities and land-use economies. They never ask, in their professional oblivion, why we are willing to do permanent ecological and cultural damage “to strengthen the economy.

up with work I found meaningful. As a young person, I’d explored exactly nothing. Barack’s maturity, I realized, came in part from the years he’d logged as a community organizer and even, prior to that, a decidedly unfulfilling year he’d spent as a researcher at a Manhattan business consulting firm immediately after college. He’d tried out some things, gotten to know all sorts of people, and learned his own priorities along the way. I, meanwhile, had been so afraid of floundering, so eager for respectability and a way to pay the bills, that I’d marched myself unthinkingly into the law. In the span of a year, I’d gained Barack and lost Suzanne, and the power of those two things together had left me spinning. Suzanne’s sudden death had awakened me to the idea that I wanted more joy and meaning in my life. I couldn’t continue to live with my own complacency. I both credited and blamed Barack for the confusion. “If there were not a man in my life constantly questioning me about what drives me and what pains me,” I wrote in my journal, “would I be doing it on my own?” I mused about what I might do, what skills I might possibly have. Could I be a teacher? A college administrator? Could I run some sort of after-school program, a professionalized version of what I’d done for Czerny at Princeton? I was interested in possibly working for a foundation or a nonprofit. I was interested in helping underprivileged kids. I wondered if I could find a job that engaged my mind and still left me enough time to do volunteer work, or appreciate art, or have children. I wanted a life, basically. I wanted to feel whole. I made a list of issues that interested me: education, teen pregnancy, black self-esteem. A more virtuous

Our team’s vision for the facility was a cross between a shooting range and a country club for special forces personnel. Clients would be able to schedule all manner of training courses in advance, and the gear and support personnel would be waiting when they arrived. There’d be seven shooting ranges with high gravel berms to cut down noise and absorb bullets, and we’d carve a grass airstrip, and have a special driving track to practice high-speed chases and real “defensive driving”—the stuff that happens when your convoy is ambushed. There would be a bunkhouse to sleep seventy. And nearby, the main headquarters would have the feel of a hunting lodge, with timber framing and high stone walls, with a large central fireplace where people could gather after a day on the ranges. This was the community I enjoyed; we never intended to send anyone oversees. This chunk of the Tar Heel State was my “Field of Dreams.” I bought thirty-one hundred acres—roughly five square miles of land, plenty of territory to catch even the most wayward bullets—for $900,000. We broke ground in June 1997, and immediately began learning about do-it-yourself entrepreneurship. That land was ugly: Logging the previous year had left a moonscape of tree stumps and tangled roots lorded over by mosquitoes and poisonous creatures. I killed a snake the first twelve times I went to the property. The heat was miserable. While a local construction company carved the shooting ranges and the lake, our small team installed the culverts and forged new roads and planted the Southern pine utility poles to support the electrical wiring. The basic site work was done in about ninety days—and then we had to figure out what to call the place. The leading contender, “Hampton Roads Tactical Shooting Center,” was professional, but pretty uptight. “Tidewater Institute for Tactical Shooting” had legs, but the acronym wouldn’t have helped us much. But then, as we slogged across the property and excavated ditches, an incessant charcoal mud covered our boots and machinery, and we watched as each new hole was swallowed by that relentless peat-stained black water. Blackwater, we agreed, was a name. Meanwhile, within days of being installed, the Southern pine poles had been slashed by massive black bears marking their territory, as the animals had done there since long before the Europeans settled the New World. We were part of this land now, and from that heritage we took our original logo: a bear paw surrounded by the stylized crosshairs of a rifle scope.

Performance measure. Throughout this book, the term performance measure refers to an indicator used by management to measure, report, and improve performance. Performance measures are classed as key result indicators, result indicators, performance indicators, or key performance indicators. Critical success factors (CSFs). CSFs are the list of issues or aspects of organizational performance that determine ongoing health, vitality, and wellbeing. Normally there are between five and eight CSFs in any organization. Success factors. A list of 30 or so issues or aspects of organizational performance that management knows are important in order to perform well in any given sector/ industry. Some of these success factors are much more important; these are known as critical success factors. Balanced scorecard. A term first introduced by Kaplan and Norton describing how you need to measure performance in a more holistic way. You need to see an organization’s performance in a number of different perspectives. For the purposes of this book, there are six perspectives in a balanced scorecard (see Exhibit 1.7). Oracles and young guns. In an organization, oracles are those gray-haired individuals who have seen it all before. They are often considered to be slow, ponderous, and, quite frankly, a nuisance by the new management. Often they are retired early or made redundant only to be rehired as contractors at twice their previous salary when management realizes they have lost too much institutional knowledge. Their considered pace is often a reflection that they can see that an exercise is futile because it has failed twice before. The young guns are fearless and precocious leaders of the future who are not afraid to go where angels fear to tread. These staff members have not yet achieved management positions. The mixing of the oracles and young guns during a KPI project benefits both parties and the organization. The young guns learn much and the oracles rediscover their energy being around these live wires. Empowerment. For the purposes of this book, empowerment is an outcome of a process that matches competencies, skills, and motivations with the required level of autonomy and responsibility in the workplace. Senior management team (SMT). The team comprised of the CEO and all direct reports. Better practice. The efficient and effective way management and staff undertake business activities in all key processes: leadership, planning, customers, suppliers, community relations, production and supply of products and services, employee wellbeing, and so forth. Best practice. A commonly misused term, especially because what is best practice for one organization may not be best practice for another, albeit they are in the same sector. Best practice is where better practices, when effectively linked together, lead to sustainable world-class outcomes in quality, customer service, flexibility, timeliness, innovation, cost, and competitiveness. Best-practice organizations commonly use the latest time-saving technologies, always focus on the 80/20, are members of quality management and continuous improvement professional bodies, and utilize benchmarking. Exhibit 1.10 shows the contents of the toolkit used by best-practice organizations to achieve world-class performance. EXHIBIT 1.10 Best-Practice Toolkit Benchmarking. An ongoing, systematic process to search for international better practices, compare against them, and then introduce them, modified where necessary, into your organization. Benchmarking may be focused on products, services, business practices, and processes of recognized leading organizations.

you'll wonder again, later, why so many psychologists remain so vocal about having more and better training than anyone else in the field when every psychologist you've ever met but one will also have lacked these identification skills entirely when it seems nearly every psychologist you meet has no real ability to detect deception. You will wonder, later, why the assessment training appears to have been reserved for the CIA and the FBI is it because we as a society don't want to imagine that any other professionals will need the skills? And what about attorneys? What about training programs for guardian ad litems or anyone involved in approving care for all the already traumatized and marginalized children? You'll have met enough of those children after they grow up to know that when a small girl experiences repeated rapes in a series of households throughout her childhood, then that little girl is pretty likely to have some sort of "dysfunction" when she grows up. And you won't have any tolerance for the people who point their fingers at her and demand that she be as capable as they are it is, after all, a free country. We all get the same opportunities. You'll want to scream at all those equality people that you can't ignore the rights of this nation's children you can't ignore them and then get pissed when any raped and beaten little girls and boys grow up to be traumatized and perhaps hurtful or addicted adults. No more pointing fingers only a few random traumatized people stand up later as some miraculous example of perfectly acceptable societal success and if every judgmental person imagines that I would be like that I would be the one to break through the barriers then all those judgmental people need to go back in time and prove it, prove to everyone that life is a choice and we all get equal chances. You'll want anyone who talks about equal chances to go back and be born addicted to drugs in complete poverty and then to be dropped into a foster system that's designed for good but exploited by people who lack a conscience by people who rape and molest and whip and beat tiny little six year olds and then you will want all those people to come out of all that still talking about equal chances and their personal tremendous success. Thank you, dear God, for writing my name on the palm of your hand. You will be angry and yet you still won't understand the concept of evil. You'll learn enough to know that it's not politically correct to call anyone evil, especially when many terrible acts might actually stem from a physiological deficit I would never use the word evil, it's not professional but you will certainly come to understand that many of the very worst crimes are committed by people who lack the capacity to feel remorse for what they've done on any level. But when you gain that understanding, you still will not have learned that these individuals are more likable than most people that they aren't cool and distant that they aren't just a select few creepy murderers or high-profile con artists you won't know how to look for a lack of conscience in noncriminal and quite normal looking populations no clinical professors will have warned you about people who exude charm and talk excessively about protecting the family or protecting the community or protecting our way of life and you won't know that these types would ever stick around to raise kids you will have falsely believed that if they can't form real attachments, they won't bother with raising children and besides most of them will end up in prison you will not know that your assumptions are completely erroneous you won't understand that many who lack a conscience keep their kids close and tight for their own purposes.

C18: A child is autistic or has Asperger's syndrome. Should we use one language only with the child? Children diagnosed with a specific autism spectrum disorder have a greater or lesser degree of impairment in language and communication skills, as well as repetitive or restrictive patterns of thought and behaviour, with delays in social and emotional development. Such children use language in restricted ways, expecting much consistency in language and communication, and are less likely to learn through language. However, such children may experience the social and cultural benefits of bilingualism when living in a dual language environment. For example, such children may understand and speak two languages of the local community at their own level. Like many parents of children with language impairment, bilingualism was frequently blamed by teachers and other professionals for the early signs of Asperger's, and a move to monolingualism was frequently regarded as an essential relief from the challenges. There is almost no research on autism and bilingualism or on Asperger's syndrome and bilingualism. However, a study by Susan Rubinyi of her son, who has Asperger's syndrome, provides insights. Someone with the challenge of Asperger's also has gifts and exceptional talents, including in language. Her son, Ben, became bilingual in English and French using the one parent–one language approach (OPOL). Susan Rubinyi sees definite advantages for a child who has challenges with flexibility and understanding the existence of different perspectives. Merely the fact that there are two different ways to describe the same object or concept in each language, enlarges the perception of the possible. Since a bilingual learns culture as well as language, the child sees alternative ways of approaching multiple areas of life (eating, recreation, transportation etc.) (p. 20). She argues that, because of bilingualism, her son's brain had a chance to partly rewire itself even before Asperger's syndrome became obvious. Also, the intense focus of Asperger's meant that Ben absorbed vocabulary at a very fast rate, with almost perfect native speaker intonation. Further Reading: Rubinyi, S. (2006) Natural Genius: The Gifts of Asperger's Syndrome . Philadelphia & London: Jessica Kingsley Publishers.

Groups are, in a sense, a microcosm of the real world. In all groups, there are leaders and followers . . . and many people who fall somewhere in between. Some groups are professionally led, and some are self- or volunteer-directed. In every group, there will be people you like and people you don’t, people who seek you out, and people who do not. Understanding and joining in the group process and making it work for you is what is important. Experiment with several groups, if you like, to find the ones that you enjoy the most. Strive to find a group in which you think you would feel comfortable expressing yourself or interacting with others and which has an appropriate meaning for you (a self-help group should address your particular issues; a hobby club should focus on something you enjoy). Attend the group a few times to get a sense of how members interact with each other. If the thought of doing so still causes you anxiety, continue working on stress management, and remain fairly passive in the group until you feel more comfortable. In my own social therapy group program, our purpose is to help individuals learn how to control social anxiety and refine their interactive skills. Social anxiety is a people-oriented problem, which makes group experience important both theoretically and practically. Some traditional therapists have called my program unorthodox because it encourages patients to talk to and learn from each other—as opposed to the isolation and protection offered by many of the more conservative therapies. But I say that social interaction is something you learn by doing. My groups are places to practice, make mistakes, and experience success in a supportive yet challenging environment. Of course, even in such a supportive setting, resistance still arises. In a “friendly” forum, stressors can be explored and confronted more easily, however, and I have found that the degree to which a person uses the group is often a good indicator of how well he or she is progressing therapeutically. Good attendance shows effort and commitment; poor attendance indicates that a person is giving in to anxiety. I’ve heard all the excuses and manipulations—canceling plans is typical of people with avoidance problems related to social anxiety. (I’m sometimes tempted to open a garage to repair all those cars that break down on group night!) Yet often, after overcoming the initial stage of anxiety, many participants enjoy the process. As you consider the option of incorporating various kinds of groups in your community into your self-help program, remember that groups can be a very important component of your map for change. Groups can provide you with the opportunity to practice the skills that are crucial to your success. Make sure that your expectations are realistic and that you understand the purpose and the limitations of whatever group you join.

You’ve begun to master several techniques for controlling your anxiety. You’re learning the finer points of interaction and studying ways to apply your interactive skills. The next step is to add community resources—relevant agencies, groups, and organizations—to your self-help program. As you consider your particular needs, look to your own community for ways to enhance your social system: Parks and recreation departments, churches and synagogues, singles groups, self-help groups, clubs, volunteer organizations, business associations—there is an infinite array of resources to choose from. Contact your local chamber of commerce, consult newspapers for upcoming activities, and even inquire at area shops about any clubs or groups that share an interest (for example, ask at a garden center about a garden club, at a bookstore about a book club, and so on). Working through the exercises in this book is merely one component of a total self-help program. To progress from background knowledge to practical application, you must venture beyond your home and workplace (and beyond the confines of a therapist’s office, if you are in counseling). For people with social anxiety an outside system of resources is the best place to work on interactive difficulties. Here are three excellent reasons to use community resources: 1. To facilitate self-help. Conquering social anxiety necessitates interaction and involvement within the community, which is your laboratory. Using community resources creates a practical means of refining your skills and so moving forward on your individual map for change. 2. To diminish loneliness. Becoming part of the community provides the opportunity to develop personal and professional contacts that can enhance your life in many ways. 3. To network. Community involvement will not only give you the chance to improve your interactive skills, but will allow you to promote your academic or work life as well as your social life. Building connections on different levels can be the key. Any setting can provide a good opportunity for networking. In fact, I met the writer who helped me with this book in a fairly unlikely place—on the basketball court! A mutual friend introduced us, and when the subject of our professional interests came up, we saw the opportunity to work together on this project. You never know!

School administrators facilitate staff professional development opportunities, emphasizing the importance of ongoing growth and learning within the school community.

However, this new approach alone is not enough. Schools that are true professional learning communities, as defined by Rick and Becky DuFour, Bob Eaker, and Tom Many (2006), understand the power that comes with this kind of professional development. PLCs enhance the learning that occurs in their collaborative cultures through well-defined and focused adult learning. They define areas of growth through data analysis, and then they ensure that the adults receive the knowledge they need to make the necessary decisions for continuous growth. Through their structures and processes, these professional learning communities define, learn, and implement appropriate professional development: that which will positively impact student achievement.

the mantra of an innovative educator. I am an educator. I am an innovator. I am an innovative educator and I will continue to ask, “What is best for learners?” With this empathetic approach, I will create and design learning experiences. I believe that my abilities, intelligence, and talents can be developed, leading to the creation of new and better ideas. I recognize that there are obstacles in education, but, as an innovator, I will focus on what is possible today and where I can push to lead towards tomorrow. I will utilize the tools that are available to me today, and I will continue to search for new and better ways to grow, develop, and share my thinking, while creating and connecting my learning. I focus not only on where I can improve, but where I am already strong, and I look to develop those strengths in myself and in others. I build upon what I already know, but I do not limit myself. I’m open to and willing to embrace new learning, while continuously asking questions that help me move forward. I question thinking, challenge ideas, and do not accept, “This is the way we have always done it” as an acceptable answer for our students or myself. I model the learning and leadership I seek in others. I take risks, try new things to develop, and explore new opportunities. I ask others to take risks in their learning, and I openly model that I’m willing to do the same. I believe that isolation is the enemy of innovation, and I will learn from others to create better learning opportunities for others and myself. I connect with others both locally and globally to tap into ideas from all people and spaces. I will use those ideas, along with my professional judgment, to adapt the ideas to meet the needs of the learners in my community. I believe in my voice and experiences, as well as the voice and experiences of others, as they are important for moving education forward. I share because the learning I create and the experiences I have help others. I share to push my own thinking and to make an impact on learners, both young and old, all over the world. I listen and learn from different perspectives because I know we are much better together than we could ever be alone. I can learn from anyone and any situation. I actively reflect on my learning because I know looking back is crucial to moving forward. If we all embrace this mindset, imagine what education could become.

There is no simple way to determine when and where to get help. Many factors come into play, including the child’s age, family’s financial status, insurance, knowledge of resources, religious affiliation, availability of services in community, and so on. Parents may seek outside assistance for their adopted child when other factors such as a divorce, job loss, or other stresses compound the family needs. Parents are generally in the best position to determine when to get help, but advice from relatives, family physicians, teachers, and others in a position to know the family should be carefully considered. Services for children with special needs are provided by a variety of professionals. A physician—pediatrician or the family practitioner—is usually the place to begin. Families may be referred to a neurologist for a thorough assessment and diagnosis of neurological functioning (related to cognitive or learning disabilities, seizure disorders or other central nervous system problems). For specific communication difficulties, families may consult with a speech and language therapist, while a physical therapist would develop a treatment plan to enhance motor development. A rehabilitation technologist or an occupational therapist prescribes adaptive aids or activities of daily living. Early childhood educators specializing in working with children with special needs may be called a variety of titles, including Head Start teachers, early childhood special education teacher, or early childhood specialist.

Apparently many professionals do not truly believe that the need to honor our connections is an essential part of family life, as this belief is not reflected in the way that they work with families in stress who are dealing with complex issues of foster care, guardianship, kinship, and adoption. Whether it was a closed or open adoption, an adopted child must learn to integrate at least two distinctly different families—the birth family and the adoptive family. The biracial or other-culture child must also integrate two distinctly different cultures. The challenge to adoptive parents, and to others connected to this child, is to help the child to develop his/her own identity within the framework of both cultures. The challenge to professionals is to help the whole family to see itself as a multicultural family, and to develop its identity while integrating—not ignoring—the distinctively different cultures. How can that happen if the professionals don’t see the importance of respect for culture? How can that happen if the professionals don’t see any difference in culture because the race is the same? The psycho-education and modeling done by the professionals who are initially involved in building these complex families can set a tone, and begin a process of respect and integration. Without this education and modeling, the parents might be so busy with other essential psychological and emotional issues, and with possible trauma management for this child, that they might ignore the very important issues of culture and development of identity. Without that awareness, how will the parents be prepared to model and teach the larger community—the schools, courts, religious institutions, and neighborhoods—thereby creating a holding environment for that child that both honors and respects all of who he/she is?

Staffing an effective church is different than staffing the typical church of the past. It used to be most churches staffed primarily for the care and feeding of their members, and if any time was left over staff could attempt to reach out to the community. But even then church leaders looked for effective and innovative ways to proclaim, “Here we are; y’all come.” Not so today. Today the primary focus of an effective staff is the mobilization and empowerment of the entire congregation for the purpose of transforming the surrounding community and the world, which does result in the growth of the church as a by-product. This is a more “we have to go to them and meet them on their own terms” attitude. We have to listen to their story before we can tell them our story on the way to the story. Living on a mission field requires four huge shifts in how staff functions: The shift from professional paid staff who direct volunteers in carrying out programs to paid servants who equip and coach unpaid servants to carry out most of the pastoral responsibilities. When this shift happens a church learns it can accomplish its goals with fewer paid staff. The shift from using all paid staff to a combination of paid and unpaid servants to fill a role, or the use of unpaid servants as a replacement for paid staff. When this shift occurs staff management becomes a key role for some key staff person. The shift from seeing the needs of the congregation as the focus to seeing the penetration of the surrounding community as the focus. When this shift takes place the measurement of success changes. The shift from a clear division between clergy and laity to more of an “it doesn’t matter if you’re ordained or not” attitude. When this shift takes place it frees up the church to develop the priesthood of believers.

collaborative teams think of common formative assessments as academic scrimmages or dress rehearsals.

This adaptive capacity is the crucial leadership element for a changing world (see fig. 7.1). While it is grounded on the professional credibility that comes from technical competence and the trust gained through relational congruence, adaptive capacity is also its own set of skills to be mastered. These skills include the capacity to calmly face the unknown to refuse quick fixes to engage others in the learning and transformation necessary to take on the challenge that is before them to seek new perspectives to ask questions that reveal competing values and gaps in values and actions to raise up the deeper issues at work in a community to explore and confront resistance and sabotage to learn and change without sacrificing personal or organizational fidelity to act politically and stay connected relationally to help the congregation make hard, often painful decisions to effectively fulfill their mission in a changing context This capacity building is more than just some techniques to master. It’s a set of deeply developed capabilities that are the result of ongoing transformation in the life of a leader.

The children next produced and distributed four 60-second public service announcements (PSAs) on the effects of pollution on the environment and on health. In producing the PSAs, students learned how to use specialized applications for professional audiovisual scripts and shot their PSAs against a blue screen, using a computer as a teleprompter.

The problem was that the advocates of mission were blind to their own ethnocentrism. They confused their middle-class ideals and values with the tenets of Christianity. Their views about morality, respectability, order, efficiency, individualism, professionalism, work, and technological progress, having been baptized long before, were without compunction exported to the ends of the earth. They were, therefore, predisposed not to appreciate the cultures of the people to whom they went—the unity of living and learning; the interdependence between individual, community, culture, and industry; the profundity of folk wisdom; the proprieties of traditional societies—all these were swept aside by a mentality shaped by the Enlightenment which tended to turn people into objects, reshaping the entire world into the image of the West, separating humans from nature and from one another, and “developing” them according to Western standards and suppositions (cf Sundermeier 1986:72–82).

In a recent UCLA study of 25,000 youth over 12 years of age, James Caterall found that when young people are engaged in creating art at an early age, they outperform their peers in every category, including academics as well as life skills.8 Studies of US schools that integrate the arts into learning also paint a powerful picture. Schools, teachers and communities that use arts-based learning methods have consistently positive outcomes. The social and emotional climate in schools and classrooms improves, and students become better learners. Students typically:   •  participate more in class   •  become more interested in learning   •  are more creative and self-directed   •  develop communication and complex thinking skills   •  have better relationships with teachers and other students   •  are more likely to develop connections with community members Teachers who use arts-based approaches are more creative and enthusiastic and develop higher-level thinking skills. They are more innovative, flexible, and more willing to improve their skills through professional development training.

A culture of learning in an adult workplace is not just about “training.” A culture of learning is when a community of knowledge workers is empowered and inspired to continually learn and develop as professionals. People learn best by actually doing their work, making mistakes, and collaborating to improve their own practice. It’s an upward spiral: the teachers get better every year as the curriculum gets better, each causing and caused by the other.

As teachers, we can literally overcome the negative influence of a community. How many other professionals can say that? That’s practically a superpower.

There is no way an individual teacher has all the time, all the skills, and all the knowledge necessary to meet the individual needs of every child. Applying the formula for learning as an individual is nearly impossible. But collectively, the combined knowledge and skills of an entire staff can meet the learning needs of every child. Teachers must move beyond viewing students as “my kids” and “your kids” and instead regard all the students as “our kids.” This need for a collective effort is why we believe that RTI must be built upon professional learning community practices; the only way a school staff can achieve the mission of learning for all students is by working together (DuFour et al., 2010).

Collaboration by invitation rarely works. Considering that the professional learning communities process is endorsed by virtually every national teacher professional association, it is difficult to understand why a teaching professional would desire or expect the right to work in isolation. More importantly, if a teacher is allowed to opt out of team collaboration, then that teacher’s students will not benefit from the collective skills and expertise of the entire team. If the purpose of collective responsibility is to ensure that all students learn at high levels, then allowing any teacher to work in isolation would be unacceptable.

response to intervention (RTI) is our best hope to provide every child with the additional time and support needed to learn at high levels. RTI’s underlying premise is that schools should not delay providing help for struggling students until they fall far enough behind to qualify for special education, but instead should provide timely, targeted, systematic interventions to all students who demonstrate the need. To achieve this goal, we remain equally convinced that the only way for an organization to successfully implement RTI practices is within the professional learning community (PLC) model.

Criticizing highly educated women who “opt out” ignores two realities: the first is that society reaps tremendous, tangible benefits from able women (and men) who have the time to cultivate their families, neighborhoods, schools, churches, and politics. If all the capable people are working eighty hours a week, who will tend to our children, communities, and culture? Second, some values are intangible. Not everything can be monetized. It is good, and even necessary, that women be represented in all walks of professional life, because it expands the world of possibility for all women. However, there are values that defy commodification, such as the well-being of our children and even ourselves. There is also the opportunity to perpetuate our values through generations to come. By raising children well, we leave an indelible mark on posterity. Surely this is a rational choice that is worth the cost. In learning to use our words, we believe what we say matters, that our opinions are as important as our encouraging words. What we think and say can summon the best in others; it can also be an important tool for achieving our dreams. For instance, were someone to question Elizabeth’s decision to leave the workforce, I’m confident that she would have at least five well-crafted talking points that articulate her reasons. We can have our talking points too. Said Natalie Goldberg, author of Writing Down the Bones, “Once you have learned to trust your own voice . . . you have the basic tool to fulfill your dreams.

Then in March 1993, everything changed. My one-year-old son, Charlie, had his first seizure. There’s absolutely nothing funny about being the parent of a child with uncontrolled epilepsy. Nothing. After a year of daily seizures, drugs, and a brain surgery, I learned that the cure for Charlie’s epilepsy, the ketogenic diet—a high fat, no sugar, limited protein diet—had been hiding in plain sight for, by then, over seventy years. And despite the diet’s being well documented in medical texts, none of the half-dozen pediatric neurologists we had taken Charlie to see had mentioned a word about it. I found out on my own at a medical library. It was life altering—not just for Charlie and my family, but for tens of thousands like us. Turns out there are powerful forces at work within our health care system that don’t necessarily prioritize good health. For decades, physicians have barely been taught diet therapy or even nutrition in medical school. The pharmaceutical, medical device, and sugar industries make hundreds of billions every year on anti-epileptic drugs and processed foods—but not a nickel if we change what we eat. The cardiology community and American Heart Association demonize fat based on flawed science. Hospitals profit from tests and procedures, but again no money from diet therapy. There is a world epilepsy population of over sixty million people. Most of those people begin having their seizures as children, and only a minuscule percentage ever find out about ketogenic diet therapies. When I realized that 99 percent of what had happened to Charlie and my family was unnecessary, and that there were millions of families worldwide in the same situation, I needed to try to do something. Nancy and I began the Charlie Foundation (charliefoundation.org) in 1994 in order to facilitate research and get the word directly to those who would benefit. Among the high points were countless articles, a couple appearances of Charlie’s story on Dateline NBC, and a movie I produced and directed about another family whose child’s epilepsy had been cured by the ketogenic diet starring Meryl Streep titled First Do No Harm (1997). Today, of course, the diet permeates social media. When we started, there was one hospital in the world offering ketogenic diet therapy. Today, there are 250. Equally important, word about the efficacy of the ketogenic diet for epilepsy spread within the scientific community. In 1995, we hosted the first of many scientific global symposia focused on the diet. As research into its mechanisms and applications has spiked, incredibly the professional communities have found the same metabolic pathway that is triggered by the ketogenic diet to reduce seizures has also been found to benefit Alzheimer’s disease, ALS, severe psychiatric disorders, traumatic brain injury, and even some cancers. I

Every Jewish community in every generation invents itself anew. Conservative Judaism is one such brilliant reinvention, one which now finds itself in a phase of dynamic reinvention. With roots in European Jewish Emancipation of the nineteenth century, Conservative Judaism provides an approach to Jewish thinking and practice that allows us to engage with the broader world and live our lives fully as Jews in that world. As a result, Conservative Judaism nurtures the optimistic faith that an ancient tradition can be successfully carried forward by people wholly invested in the success of an open society … if they use methods of inquiry that are intellectually honest, and also developed in the framework of a caring spiritual community. Conservative Jewish Torah thus becomes the “grid” on which the religious and spiritual framework of modern Jewish life and thought can be built by those committed to engaging with the world—intellectually, emotionally, socially, and spiritually. And so the Conservative approach has evolved. Generations of knowledgeable practicing Jews have brought the Jewish passion for justice, community, and Torah into every sphere of life. The movement has helped build and support the State of Israel; Conservative Jewish scholars and knowledgeable Jewish professionals lead institutions of all types around the world; and Conservative Jewish communities have taken root in every major city, providing opportunities for Jews throughout the world to live lives guided by the tenets of the Torah, as interpreted for modern times through the lens of Conservative Jewish ideology and belief. The essays in this book are a product of modern times, speaking to the realities of Jewish life in the twenty-first century. The wisdom and learning of the rabbis who authored them remains emblematic of Conservative

PE Scholar provides outstanding resources, courses and insight to bridge the gap between research and practice and consequently help physical education thrive. We are a digital platform for physical educators around the world. We aim to ensure all young people get the very best PE, school sport and physical activity experience to ignite a passion for movement in life. We help teachers make this happen by closing the research practice gap via insight posts, teaching resources and expertly led professional development. We build supportive communities of practices where you can connect with, collaborate, and learn from others including the very best in our sector via online and face to face training and consultancy. Our team of practitioners, researchers and teacher educators are here to ensure that PE stands for positive experiences and are committed to helping our subjects thrive.

Aimshala's Vision for Education: Empowering Educators, Enriching Lives In the heart of every learner's journey, there exists a light of inspiration, a guide through the moving seas of knowledge and discovery. This guide, often hidden and ignored, is the educator. At Aimshala, we understand the transformative power of educators not just in imparting knowledge, but in enriching lives and empowering minds. Our vision for education is deeply rooted in the belief that by empowering educators, we can create ripples of change that extend beyond classroom walls, enriching the lives of countless individuals and, by extension, society itself. The Unknown Heroes of Our Society Educators are the unknown heroes of our society, the architects of the future, shaping minds and inspiring hearts. They do more than teach; they awaken curiosity, instill resilience, and foster a lifelong love for learning. The impact of a passionate educator extends far beyond academic achievements; it touches on the very essence of who we become. At Aimshala, we recognize the challenges educators face daily juggling administrative tasks, adapting to new technologies, and meeting each student's unique needs. Yet, despite these hurdles, their commitment never wavers. They continue to light the path for their students, often with little recognition for their monumental impact. It's for these unsung heroes that Aimshala dedicates its mission: to empower educators and acknowledge their invaluable contribution to shaping our future. A Journey of Empowerment Empowerment is at the core of Aimshala's vision for education. But what does it truly mean to empower educators? It means providing them with the tools, resources, and support they need to thrive in their roles. It means creating an environment where their voices are heard, their challenges are addressed, and their achievements are celebrated. We believe in a holistic approach to empowerment. From continuous professional development opportunities to innovative teaching tools, Aimshala is committed to ensuring educators have what they need to succeed. But empowerment goes beyond material resources; it's about fostering a community of educators who can share experiences, challenges, and successes. A community where collaboration and support are the norms, not the exceptions. Enriching Lives Through Education Education has the power to transform lives. It opens doors to new opportunities, develops horizons, and builds bridges across cultures. Aimshala's vision extends to every student touched by our educators. By enriching the lives of educators, we indirectly enrich the lives of countless students. An enriched life is one of purpose, understanding, and continual growth. Through our support for educators, Aimshala aims to cultivate learning environments where students feel valued, respected, and inspired to reach their full potential. These environments encourage critical thinking, creativity, and the courage to question. They nurture not just academic skills but life skills—empathy, resilience, and the ability to adapt to change. Building a Future Together The future of education is a collaborative vision, one that requires the efforts of educators, students, families, and communities. Aimshala stands at the forefront of this collaborative effort, bridging gaps and fostering partnerships that enhance the educational experience for all. Technology plays a pivotal role in shaping this future. Aimshala embraces innovative educational technologies that make learning more accessible, engaging, and effective. However, we also recognize that technology is but a tool in the hands of our capable educators. It is their wisdom, passion, and dedication that truly transform education. At Aimshala, our vision for education is clear: to empower educators and enrich lives. We understand the challenges and celebrate the triumphs. We believe in the power of education to transform society.

Some students—with and without special needs—may not achieve the levels we hope even after high quality standards-based instruction. But we have no way to predict which ones will not achieve high levels of learning; thus, we have to teach them ALL well.

Campaigns A “humble campaign” is very similar to Sean and Alan’s approach: launch a small campaign as your first project to learn the ropes, then launch a more ambitious project later. Humble campaigns aren’t meant to raise $100,000+ from thousands of backers, though. They have humble ambitions. Not only is this good for running the campaign itself, but it also gives you the opportunity to learn how to create and ship something without the pressure of thousands of backers. The other benefit of a humble campaign is that it’s not as all consuming as a big, complex project. You might actually get to sleep and eat on a regular schedule during a humble campaign. A prime example of a humble campaign is Michael Iachini’s light card game, Otters. In a postmortem blog post6 following his successful campaign ($5,321 raised from 246 backers), Michael outlined the five core elements of a humble campaign: • Low funding goal Keep the product simple and find a way to produce it in small print runs. • Paid graphic design Just because a campaign is humble doesn’t mean it shouldn’t look polished and professional. • Creative Commons art The cards in Otters feature photos of actual otters downloaded from Google Images using a filter for images that are available for reuse (even for commercial purposes, pending credit to the photographers). • Efficient marketing Instead of spending every waking hour on social media, Michael targeted specific reviewers and offered them prototype copies of Otters before the campaign. All he had to do during the campaign was share the reviews when they went live. • Limited expandability Michael offered exactly two stretch goals (compared with dozens for many other projects) and one add-on. In doing so, he intentionally limited the growth potential for the project. You might read this and wonder why you would want to run a humble campaign for $12K or $5K when you create something that could raise $100K. Aside from the standard cautionary tales about letting a project spiral out of control, maintaining a manageable project is like having a summer internship before jumping into a career at an unknown organization. It gives you the chance to poke around, experience the pros and cons firsthand, and make a few mistakes without jeopardizing your entire future.

Bringing Citizen Participation to Life Some years ago John McKnight attended the annual Canadian Conference of Community Development Organizations. Several hundred groups were in attendance. The convener of the conference told him that the best community “developer” in all of Canada was at the conference and pointed toward a middle-aged man named Gaëtan Ruest, the mayor of Amqui, Quebec. John introduced himself to Mayor Ruest and asked about Amqui. The mayor said that it was a town of about six thousand people on the Gaspé Peninsula amid the Chic-Choc Mountains, located at the intersection of the Matapédia and Humqui rivers. These rivers are the richest Atlantic salmon rivers on the North American continent, and Amqui is the regional center for fishing for these salmon. Gaëtan invited John to visit his town, and a year later John was able to take him up on the invitation. He found that all the townspeople were French-speaking, and a great deal of the economic base of the community was from fisherpeople who came to fish for the rare Atlantic salmon. One day, as Gaëtan and John walked together down the street, two men approached the mayor. There was a long conversation in French. After they were finished Gaëtan explained to John what had happened. The mayor said that the town had put nets on salmon streams in order to keep the fish near Amqui and accessible to the fishing guides. The two men reported that somebody was cutting the nets to let the salmon go upstream where they could poach them. “That’s terrible,” Gaëtan replied. “What do you think we can do about that?” The men thought for a while and then suggested three things that could be done. “Is there anybody who could help you do those things?” Gaëtan asked. “Yes,” they responded. “We know a couple of other fisherpeople who could help.” Gaëtan said, “Will you ask them to join you to meet with me at city hall this evening?” They agreed. That evening John joined Gaëtan at the meeting with four concerned people. The mayor had insisted that they meet in the city council’s meeting room and he led a discussion of how the group could deal with the salmon poaching problem. By the time they were done, the group had specific plans and specific people committed to carrying them out. Then Gaëtan asked, “Is there anything the city can do to help you with the job?” The participants came up with two ways the city could be helpful. “I am making you the official Amqui Salmon Preservation Committee,” Gaëtan said. “I want you to hold your meetings in the city council meeting room because you are official. I want you to come to city council meetings and tell the council people how you are coming along.” The convener of the National Association of Community Development Organizations, previously mentioned, told John that the process he had observed in the council meeting room that gave birth to the Amqui Salmon Preservation Committee was repeated over and over during Gaëtan’s long tenure as mayor. As a result, the convener said that in Amqui, hidden away in the Chic-Choc Mountains, almost all the residents had become officials of the local government and the principal problem-solvers for the community. John wholeheartedly believes that every public official can learn a great deal from the mayor of Amqui.

from writing up a fake schedule of classes they’d take based on college course guides, to researching a “thesis” project in their subject, to doing work-study programs in the community. If someone wants to do an SWS major in premed, they have to figure out how to finance med school, how to get all their prerequisites taken without overloading on hours for any semesters, which labs they’ll need, what their books will cost, and which academic groups to join. Then they do a minithesis—ten pages at least—learn about med school entrance exams, and finally, in the last week before summer, shadow a professional in the field well enough to get a good recommendation. Grades are based on that recommendation, their educational plan, their financial plan, and their thesis. And the faculty who grade them are those who aren’t burdened with the grading of normal finals. A.k.a.: me. Me, the counselors, special-subject teachers, coaches, even the nurse. It’s all hands

Check your explanations. Share your alternative explanations with other culturally responsive teachers in your professional learning community or those in your own personal learning circle.

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