Five
qualities are critical to building and sustaining professional learning
communities:
Vision
Vision refers to the future-focused quality of leadership that is necessary
in creating a meaningful context for action. Future-focused leadership is
the ability to look beyond the present circumstances and “conjure
an image of the future that recognizes and responds to the need for change”
(Wald & Castleberry, 2000, p. 20). Building a school vision answers
the question “What do we hope to become?”. DuFour & Eaker
(1998) state that “until educators can describe the ideal school they
are trying to create, it is impossible to develop policies, procedures,
or programs that will help make that ideal a reality” (p. 64). The
school vision is not solely created by the school leader but “is created
by the school community” (DuFour & Eaker, 1998, p. 64). There
are a variety of ways to develop a vision statement: telling (the leader
tells); selling (the leader provides); testing (the leader gets reactions
to help refine and redesign the vision statement); consulting (a representative
committee develops a statement for the leader to approve); and co-creating
(a collaborative process where all stakeholders build a shared vision) (DuFour
& Eaker, 1998, p. 65). A vision will have little impact unless ownership
is established. Thus, although co-creating is the most time consuming, it
is also most likely to result in a shared vision critical to professional
learning communities. “A vision becomes the community’s road
map to the future” (Wald & Castleberry, 2000, p. 20). It motivates
and energizes people, provides direction, creates a pro-active organization,
and sets a clear path for action. To sustain this energy, the leader must
“hold the vision high for all to see”, constantly revisit it,
expand upon it, and continuously help members of the community connect with
it (Wald & Castleberry, 2000, p. 20).
Values
“Leaders, by their words and actions, are the keepers of values”
(Wald & Castleberry, p. 20). They are then able to welcome the values
and beliefs of the members of their school community, help them to unveil
their common values, and then define what they value collectively. These
values then become the moral and ethical foundation for the leader and
school, and guide their decision making. The role of the leader is to
then ensure that values are transformed into action. Value statements
should be few in number, direct, clearly linked to the vision statement,
focused on behaviors and should commit the staff to action.
Service
A service-based leader acts as a steward to the mission, vision, and values
of the organization and to its individual members. According to Block
(1993), stewardship is the willingness to be accountable for the well
being of the larger organization by operating in service, rather than
in control, of those around us. In schools, principals establish infrastructures
that make it possible for staff to reach their potential and advance the
vision of the school. The principal provides resources, plans for ongoing
collaboration, eliminates unnecessary obstacles, engages the public community,
and protects the integrity of the school (Wald & Castleberry, 2000).
Capacity
Building
A school is unable to realize its vision without expanding the skill and
knowledge base of its staff. A quality leader encourages risk taking and
offers a non-threatening environment in which staff can learn, grow, and
change. Leaders also must consider ways to facilitate school-based, collaborative
groups and be able to align new practices with the school vision.
Relationship
Building
The image of the leader as a hero is changing, and an alterative image
of leadership is emerging: the leader as an architect of relationships.
“In this capacity, the leader designs a workplace where relationships
are primary, where a sense of belonging and trust is pervasive, where
diversity is valued, and where connections are open and active. Creating
an atmosphere of belonging is a primary role of a leader” (Wald
& Castleberry, 2000, p. 27).
These five qualities
of effective educational leadership (vision, values, service, capacity
building, and relationship building) are central in building professional
learning communities. In reality, there is an exhaustive list of specific
traits common among effective leaders, and the list continues to change,
as does the demanding role of the principal. Transforming schools into
professional learning communities demands quality and committed leadership
that encourages the intentions of the community to become the reality.
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