Shared leadership Continued from page 26


across as taking over. What I really want is for us to lead our team together. Maureen: You’ve never asked me to work


with you on leading our team. Terry: I’m asking you now. At this point, we spontaneously hugged,


and the room broke into relieved laugh- ter, although it was only role-playing. We stressed that the outcome of such inter- changes cannot be predicted; in opening a difficult conversation, it is entirely possible that we will receive information about our own behavior that needs to be changed.


Addressing adult behavior We followed this demonstration with


having each ILC member identify a problem situation in his/her own team leadership, and then planning and role-playing a similar conversation with a colleague for practice. Interdependence and mutual accountability are also hallmarks of professionals working


in a PLC, and the district’s new commitment to PBIS – including addressing adult behav- ior – further supports PLC development at the sites. The district vision for students is the


impetus for continuous improvement in Beaumont, and was the basis of the decision to support principals in developing their teachers as leaders. We feel a strong sense of urgency: we are preparing students for a fu- ture we can barely imagine.


The student is the focus We know we cannot complacently con-


tinue to operate as we have always done. The cabinet and district leadership recognize that we must adapt our knowledge and un- derstanding of information/technology lit- eracy, and develop our own skills through the full spectrum of professional learning. While accountability measures will re-


main important – and will be much more meaningful and useful as we transition fully to the Smarter Balanced Assessments for CCSS – we feel that this is the very moment


where it is critical for us to recapture the es- sence of addressing whole-child/whole-stu- dent needs in order to prepare students for their future. Just as parents are choosing the best


school environment to meet their children’s needs, the district recognizes that learning must reflect choice and diversity to provide that environment. The student is the focus – not the bus schedule, bell schedule or lunch schedule. As the advertisements remind us, learning is 24/7, any time, anywhere. Re- sponding to the learning needs of all stu- dents in Beaumont is the focus of our work. This rests upon our ability to collectivelyuse our talents and resources – the human capi- tal of the district – to accomplish and fulfill this compelling vision. n


Resources


City, E.A.; Elmore, R.; Fiarman, S.E. & Te- itel, L. (2010). Instructional Rounds in Education: A Network Approach to Im- proving Teaching and Learning. Cam- bridge, MA: Harvard Education Press.


DuFour, R.; DuFour, R.; Eaker, R. & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work, second edition. Bloomington, IN: Solution Tree.


Johns, Suzy & Patrick, Jacquelin are our PBIS trainers. Their website is www.mo- delprogram.com.


Marzano, R., Waters, T. & McNulty, B. (2005). School Leadership That Works: From Research to Results. Alexandria, VA: ASCD.


Mid-Continent Research for Education and Learning (McREL) offers the program, Balanced Leadership. Information may be found at www.mcrel.org/products- and-services/featured-products-and- services/bl-suite-page.


Patterson, K.; Grenny, J.; McMillan, R. & Switzler, A. (2002). Crucial Conversa- tions: Tools for Talking When Stakes are High. New York, NY: McGraw-Hill.


Maureen E. Latham is superintendent, Beaumont Unified School District. Terry Wilhelm is a


consultant and founder/owner of Educators 2000 (educators2000@earthlink.net).


38 Leadership


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