Influences of Professional Learning Communities on an Administrators Lived Experiences

Women in Film Noir

Teaching is in many ways a solitary profession: A teacher in his or her own classroom spends hours in contact with students but often relatively little time talking to other teachers and educators. Administrators are also in many ways isolated from the teachers. Perhaps because of this fact, the administrators interviewed for this project emphasized the personal importance of collaboration with other members of the professional and the necessity of providing support for each other. This section summarizes the findings of this research concerning how education professionals defined and evaluated different aspects of cooperation within the profession.

Subject Population and Research Design

This study was conducted at a kindergarten through eighth grade school in the district where I am employed. I conducted six interviews with administrators who ranged in experience (in administration) from one to eight years. Five were women and five were former teachers in the district. The administrators have a variety of teaching experience. One was a former sixth grade teacher, one was a former coach and art teacher and four were elementary teachers. The newest administrator, a male, is a somewhat younger than the more veteran administrators. None of them had initially intended to go into administration. Each has days when they wake up and say, "What am I doing here?" However, they do not leave.

The data-gathering procedure I used consisted of two phases. The first phase was a review of the literature on ethnographic especially vis-a-vis professional learning communities. The results of this phase were presented in chapter two of this study.

The second phase of the data gathering for this study was primary research with the six building administrators described above. In this phase, data was gathered through two methods, interviews and a focus group session. One-on-one interviews were conducted with each administrator. These sessions lasted one hour to two hours and were held at the convenience of the co-participant in their office. Sessions were verbally recorded and transcribed. Questions did vary among the co-participants. The methodology was the same, but the questions evolved as the interviews proceeded in these unstructured interviews.

The format of interviewing used in this research was that of a guided but unstructured interview. Unstructured interviews are not based on the answers to a predetermined set of questions that is given to everyone in a research project. This form of interview allowed for the researcher to derive some common data from each subject while also allowing the interview subject himself or herself to introduce topics of importance to that individual.

Unstructured interviews such as those conducted for this project are an excellent way of determining how "natives" think about a subject because they allow those "natives" to establish and respond to their own categories. This would not be possible within either a structured interview or traditional questionnaire format.

The passage below summarizes both the advantages and limitations of the kind of guided but unstructured interviews used to obtain the data for this project:

Unstructured interviewing involves direct interaction between the researcher and a respondent or group. It differs from traditional structured interviewing in several important ways. First, although the researcher may have some initial guiding questions or core concepts to ask about, there is no formal structured instrument or protocol. Second, the interviewer is free to move the conversation in any direction of interest that may come up. Consequently, unstructured interviewing is particularly useful for exploring a topic broadly.

However, there is a price for this lack of structure. Because each interview tends to be unique with no predetermined set of questions asked of all respondents, it is usually more difficult to analyze unstructured interview data, especially when synthesizing across respondents (http://trochim.human.cornell.edu/kb/qualmeth.htm).

One focus group session was held with five of the six administrators. This session was held at my home and was recorded.

Recording of Data

An analysis of the material gathered during the interviews and focus group allowed for patterns to develop after all of the data had already been gathered: I did not precode any datum until it was all data were collected. The grounded approach is more open-minded and more sensitive to the context (Glaser & Strauss, 1997).

Each interview was transcribed and returned to the subject. Upon their approval, copies of all stories were distributed to each co-participants. Co-participants read each other's stories and the focus group session centered on their shared stories. As I wrote their stories, I conveyed the meanings that I have attached to their stories. I used emotional recall where I imagined being back in the scene emotionally and physically. I integrated parts of my experience into each of their stories with each having separate chapters. I also reflected upon the character of each person's story. The data gathered through these interviews can be usefully divided into a number of different categories.

Why Participants Entered the Field of Education

Each interview took place at a time chosen by the co-participants and lasted between one and two hours. All were conducted in April 2003. Each person was asked why he or she entered the field of education. Their answers included:

Having been good in school. One participant said: "I was....a very good student in school and you tend to gravitate to what you are good in doing. I had a social studies teacher teaching us the civil war. At that point, I decided that I wanted to be a high school history teacher."

Teaching is a profession that is compatible with raising a family. One participant answered: "To be frank, I had two children and the hours of a teacher were conducive to having a family."

The desire to help others, as this respondent described: "I wanted to be in some profession that helped people. First, I thought nursing, but as a single mom, my friend suggested teacher. Once I got into a teaching program, I knew it was meant to be."

It was one of the few professional options open to women in their generation, as one subject noted: "When I was growing up, there were not many opportunities for women. It was either a secretary, teacher, or a nurse. I was a good student, and I also was influenced by two teachers who made me feel special."

Others gave more visceral reasons for wanting to become teachers. Randy fell into teaching by accident. He needed employment so he accepted a position as a substitute teacher. Randy's first day as a substitute, he gave an exam that every student failed.

In the following days, he re-taught that lesson and every student passed. Randy stated, "The feeling was overwhelming."

Pat had experienced the love of teaching after she accepted a position as a teacher's assistant. She stated, "I loved it."

While the reasons varied substantially from one subject to another, each one had a clear and easily articulated reason for going in to teaching. Two of the six co-participants stated that they were influenced by teachers, and that they were good students. Three other co-participants stated, that it is a good profession for moms. However, once they became teachers they each fell in love with the profession. And yet, despite the fact that each one of them loved being in the classroom, each one of them had decided to become an administrator.

During each interview I asked the question. "I hear your enthusiasm for teaching and now we are sitting here with you as an administrator. How did that happen?" Five of the six co-participants stated that they were encouraged by other administrators. None of them had originally intended to become an administrator, although they recognized when they were still teachers the important role that a good administrator can have, as one of the subjects said: "I realized that I could influence student learning more if I were an administrator."

Effect of Administrators on Students asked each of the six administrators whether they believed they were still having a direct impact on student learning even though they were no longer in the classroom. Each of the six said that they believed that they were in fact having a continuing impact on student learning. One subject, who is focused on working together with teachers and supporting them in their initiatives, summarized her feelings like this:

Yes, I think it is our prime responsibility. We have to provide structure, resource, and support. Teachers cannot do it alone. We must support them."

Another summarized how she believed that she affected the classroom environment like this:

It is hard to tell, but I do think that in the teams where they are consistent and working on common assessments, things will translate into a more cohesive experience and improve students learning.

Randy's answer to the question was different from the others. One of the primary responsibilities of the assistant principal at the middle school is discipline. Randy believed that it would be difficult for him to handle the task of meting out discipline but found that he has a certain talent for doing so.

A deal with kids daily and yes sometimes it is negative, but the outcomes are usually positive. I take time for the frequent flyers that are in my office. I am consistent, fair, and honest.

Kathy said her own emphasis on supporting teachers and giving them leadership roles allowed her to contribute to the daily improvement of learning and said she experiences as a staff developer helped her as an administrator.

I saw the difference in a building where the collaborative leadership was evident and initiatives from Central office were supported. I saw a huge difference in the outcome based upon the leadership of the principal.

Pat's experiences and beliefs were similar:

Sometimes it is through overseeing, evaluating, supervising teaches, and noticing how they implement instruction for student learning. Sometimes it is how the principal gets the whole group working together towards a common goal. Learning is the number one priority here.

Marianne emphasized the importance of collaboration: "Because we are more aware of research, Pat and I were both teachers in this building and we understand what it takes to improve student learning. I think we are more aware of best practices, the data movement, and collaborative leadership. "

Each of the six administrators argued passionately for the importance of collaborative leadership, of working together with the teachers, and providing appropriate structure They all believed that building leaders make a difference in student learning although each emphasized a different way in which administrators can improve the daily learning climate.

An Administrator's Place in the Overall Structure

As administrator in a building, where do you see yourself on a flowchart?

Because I myself think in terms of flowcharts, I asked each administrator where he or she saw himself or herself in the overall "flow" of the school's structure. After asking this question, I realized not everyone thinks in those terms. Maybe I should have asked this question in a different way. Margaret chuckled when I asked this question. Her response, "In the front leading and in the bottom pushing. They (principals) are adjunct to every single team and work with each teacher. The cool thing is that people are seeing that it is not going to increase your workload."

Donna described her position like this: "I am a web sort of a person. I would put myself at the center. You can put all of the spokes out from the center circle but there is no one that is necessarily higher. The principal needs to be tied into every aspect." Donna also wants to be wherever she is needed. This could be at the center, in the front or at the bottom, an answer that accorded with the one that Margaret had given.

Randy gave a similar answer:

Somewhere in the middle. It has to be in the middle. Compared to a pyramid. The teachers are at the bottom supporting everything. If you invert this pyramid, teachers are at the tope. I am in the middle surrounded by teaches and students.

Kathy stated, "I don't think in terms of flowcharts. However, I think of myself as collaborative - teacher-to-teacher, learner-to-learner. I want them to see that there is leadership but on a level of shared learning. I believe Kathy is saying that we work together on the same level and learn together. She mentioned collaborative and working together.

Pat argued that principals should be in the middle as well as everywhere else that they are needed:

look at it like a daisy. Principals at the center. I am thinking there are flower petals outside. There is a core and center in a daisy and all the petals come off..if you are the one responsible for promoting the culture and the values of your school, you are the one working with those people from the inner core to the outside. We have to model our beliefs and expectations.

Marianne argued that she needed to be both a leader and yet also accessible to teachers: "I have a very open door policy. I see myself as a server who serves the needs of the teacher. Courageous leadership...I see the whole picture." An open-door policy is extremely important to Marianne. She believes we need to serve the needs of the teachers and demonstrate courageous leadership.

All of the administrators believed that they need to be both at the center of the school's structure and also wherever it is that they are needed to work together with teachers, collaborate, and provide structure.

Styles of Leadership

Each of the administrators described their style of leadership as being more collaborative than hierarchical. Pat described it this way:

Leadership takes tenacity. Working together will make all the difference in the world. It is not insurmountable when you work together. Even if situations are painful, confrontational, we get through it for the better of the students. I have never been afraid. I know if we surpass the fear of it, we will get through a better place.

Donna summarized her leadership philosophy this way: "I have a collaborative style and a real positive belief in people. I have the tenacity to pursue what needs to be done.

I want to be a strong leader that empowers others. I so believe in teachers and their abilities to make a difference." Like Pat, Donna talked about tenacity, collaboration, and her belief in teachers. It takes the ability to see through the pressures and obstacles that leaders encounter.

Randy's philosophy of leadership centered on good listening and communication skills: "I am a good listener. I support teachers. I cannot do it all by myself." Randy believes in support and collaboration and a belief in teachers that is evidenced by his listening carefully to them..

Kathy describes the leadership ideal that she aims for as "Collaborative, shared decision making and a visionary. I see this leadership position s an investment not as a job. I feel that I am investing in someone else's life." She like each of the others emphasizes collaboration is discussed and the importance of investing in the teachers.

Marianne extended this idea to talk about the importance of character to leadership: "It takes a lot of character to be a leader and make the tough decisions. I have learned that it takes a great deal of tenacity."

Margaret summarized the responses given by the group:

Definitely not top down. We work together. I want to model expectations. I have never respected administrators that asked teachers to do things that they would not do themselves. It does take a great deal of courage. There is inertia in educators where they would really continue what they are doing because they know it and are comfortable with it. We have a school wide system that supports are initiatives. It is not one person's ideas that are important. It is our collaborative ideas.

Throughout each of the interviews collaboration, support, tenacity and structure were mentioned. All participants indicated that if we have students and teachers at the forefront, strong individual and shared leadership present, we would succeed at developing student learning. The importance of seeing the 'big picture' was mentioned by all.

Importance of Structure

Each of the administrators argued that an essential part of their job is establishing structures that can help teachers do their jobs. As Marianne stated:

One teacher does not know the expectations of another even though they may see each other in the hall. Our teachers asked for more collaboration time. It is not enough to schedule these meetings, but we need to assist teachers in making sure that the meetings are productive and focused on student learning. There are many layers of collaboration. One person does not always have the answers. We want to include all personnel in collaboration meetings. The problem is time. Two heads are better than one.

Administrators have a more global view of what is happening at a school than do teachers, and this allows them to create those structure that can help teachers help their students and themselves. Marianne, for example, discussed the importance of structuring time for teachers to collaborate and to come to a better understanding of their own jobs.

Pat discussed the importance of structuring time for collaboration, but elaborated on the difficulty she encountered when structuring more time for collaboration.

We have learned different ways to structure more collaboration time for teachers. Although it did cause some stress for some teachers I realized that anytime a leader changes a traditional structure in their school, he/she is going to receive a strong reaction. It wasn't just us that thought collaboration was important, but that was the message we were getting from teachers.

Two Heads Are Better Than One

The importance of collaboration was the single dominant theme of these interviews. As Donna summarized this point: "Collaboration is the key. I believe two heads are better than one. We consistently have better results if two people are involved in the decision-making. Collaboration influences student achievement because ideas are shared even on an informal basis." She strongly suggested that working together will create better results. I

Margaret argued that administrators must create ways for teachers to come together: "Collaboration did not exist between teachers because the structure was not there. We are trying to get creative and design more collaboration."

Kathy wonders why certain strategies were not tried before: "One of the biggest thing that is happening in staff development is individualized group plans for teachers. Why we did not see this sooner is part of the isolation with the teaching profession?"

Every subject agreed that collaboration is extremely important even as they agreed that it may be difficult to change the infrastructure within your building, but the benefits are worth the change. Teachers are passionate and want to talk with each other. It takes creativity but designing more collaboration can be done even if the overall structure does not allow for this built in time.

Depending on Mutual Support

This journey of creating professional learning communities has had its difficult moments. However, within each interview, co-participants mentioned the tremendous support we in this district. This was reinforced in our focus group discussion.

Some comments made in the individual interviews included the following from Margaret: "I do not know how any of us could do this if we did not have each other. It is frustrating and tough and there is a great deal of uncertainty. Sometimes when it is messy, I just want to say forget it. We can lean on each other." Kathy summarized it this way:

spent a great deal of time with the Superintendent before I decided to move from Florida. She respects all administrators equally. As a team, we are not separated. I would not have the purpose or need to work in a non-collaborative environment. Dr. Carroll is committed to provide support for me in a growing role. The support is definitely provided here.

The subject of the importance of mutual support ran throughout interviews often in terms of professional learning communities, as Donna stated:

When I am talking about professional learning communities - collaboration and leadership, I believe that this is the best way. I get so excited talking about it. The whole concept of teams. We are all in this together for that one individual kid. It is not just about 2100 kids as a group. We need to individualize for each child to ensure its learning.

Margaret put the point this way: "Curriculum mapping has helped because we are communicating, working together and teachers realize that they actually have permission to drop some things and focus more on others."

The same issues that arose during the interviews also arose during the focus session, which lasted four hours. I invited the co-participants over to my house for dinner and to discuss our stories. This focus group comprised of five of the six co-participants. One of the co-participants was ill. This focus group continued longer than planned because we did not want to stop talking about professional learning communities and our experiences. The co-participants were eager and willing to participate even though it was May, the end of the school year, and a very busy time in their buildings. I was very touched that they were willing to participate.

Before our group session, each co-participants read their story and if asked, I made changes. I then sent copies of all stories to co-participants. The purpose of our focus group was to discuss each other's stories and come to a better understanding of the ways in which we support each other, as Margaret said: "Support for each other was so evident." We probably could not do this to the level somewhere else because the support we have is going to be very difficult to duplicate."

Donna continued, "I believe I can go into anyone of your offices, close the door, cry, and any one of you would be here for me. That is why we stay."

Discussion continued about how we all have options, but we all stay. The primary reason for this was the degree of mutual support, as Pat stated, "We have the support. We believe the same things, we believe in kids." Randy elaborated, "That is why I am here. I have the support and that is so important to me. The job is too difficult without the support. That is what we want for our teachers as well. That is why we provide the structure and support for them." contributed to this discussion by telling them about a time a teacher said to me that principals come and go and teachers are here to stay. They are the key. Yes, we all agreed they are the key; however, collaborative leadership is necessary for teacher empowerment and support. That is the same feelings we all have as administrators..we need and want empowerment and support.

Discussion further involved data management. We discussed in great deal how we can manage data and the importance of making data readily available for our teachers. We now were discussing other pieces of professional learning communities. However, it came down to providing the time to articulate. That is what I did when I had this focus group. All co-participants wanted to talk about everything. Like the teachers, we never have enough time to articulate.

The group possessed a great deal of positive energy, as Donna stated, "Our group together, overcomes negativity. We all need the tenacity to make the right decisions.' She further stated how glad she is that we work for Dr. Carroll. She is a 'big idea' person who supports us. There are no personal agendas." We all immediately concurred. We are so fortunate to have a leader that is a visionary and provides the support of our initiatives.

Our group went in many different directions, yet it was all focused on kids. I believe that we do meet as a group as often as we would like because our schedules will not permit such meetings. However, during the discussions it was clear that we have the utmost respect for each other and for the teachers within our district. One co-participant compared us to a marriage, "The District is lucky to have all of us, and we are lucky to work in this district." We both feel lucky.

Chapter Five

The Influences of Professional Learning Communities on an Administrator's Lived Experiences

As I sat down to write this final chapter of my dissertation, I wondered how I could write the analysis of this study without taking away from the evocative nature of the co-participants' stories. Yes, I used grounded theory where I coded my material, and compared and analyzed my data along the way; however, if I write my analysis based on the analysis of the data would that destroy the stories? The co-participants deserved to have their stories heard even though I had a strong hand in how their stories were told (Ellis, 1999). I am also concerned that my committee would not think that my chapter four was analytical; however, as Ellis (1995) stated, I grounded the analysis of my study when the co-participants read each other's stories, discussed their interpretations of each other's stories and heard my interpretations. I had the utmost respect for the co-participants before this journey began and now, although I did not think possible, my respect for them has grown. I experienced goose bumps up and down my spine as I wrote that line. I am so fortunate to work with such "kids first" administrators who believe that teachers are the key. Furthermore, I am more confident than ever that leadership and collaboration, two important components of professional learning communities, are key elements to improving students achievement.

Discussion

There were many times during my dissertation journey that I thought, "Why in the world did I choose this type of study?" The answer was simple; first, I wanted to determine if my sense of mission as an educator was impacted by other educators' opinions.

Secondly, I wanted to write a story that would prompt other educators to investigate collaboration and leadership. Thirdly, I wanted to help others that were embarking on developing professional learning communities. This study assisted in that journey.

At first, it was very difficult to complete this study. Of course, many of you are probably thinking, "Then why in the world do you have to embark upon a methodology that is not well-known in the education world?" Good question.

In many classroom discussions during my Educational Research class, we talked about protecting against our own biases and interfering with our own biases. We should not give opinions; we should just state the facts. How, I thought, could I write this story without giving my opinion, my feelings? I am so entrenched in the process. Additionally, I wanted the reader to feel what I felt about leadership and collaboration. I was excited about auto ethnography because I knew that this methodology could assist me in my journey to contribute to the research on collaboration and leadership. Yes, at first, it was difficult, but as time went on the stories flowed.

Commonalities few common themes emerged from my own experience, the interviews I conducted and the focus session. Each of the participants in this study emphasized the significance of tenacity, collaboration, structure, and working together - and each provided a different perspective on these common elements.

In Pat's story she discussed changes that were made to the infrastructure of her building and how surprised she was when some teachers did not understand the change. She was troubled by this to the point that even her butcher noticed. However, Pat and Marianne had the tenacity to follow through as they supported the teachers. They were there for their teachers and provided a listening platform and/or advice. Whatever was needed? We all agreed that we must be supportive.

Marianne talked about providing teachers with information because they are so isolated within their classroom. She further stated that we need to provide the structure and it disturbed her that we cannot fully provide the much needed structure. We have facilities and scheduling restraints. That is so frustrating for all of us.

Margaret discussed her experience at Central office. When she worked at Central office, she did not always have building support for district-wide initiatives. This made the implementation stage very difficult. She further discussed empowering teachers and staff to reach a common vision so that administrators and teachers together can work to put kids first.

Margaret's point brings up an important issue: Many teachers do not want to change because what they are doing works. Why should they change? As a former principal, I have had many teachers ask me that same question. My answer usually went something like this, "let us look at the data and determine areas that we could improve." I then provided the support and resources, and we collectively researched information. In the back of our minds, we always remembered that we could improve no matter how successful we are.

Kathy discussed her experiences with many different building administrators. She saw the difference in buildings where collaborative leadership was evident and Central office initiatives were supported, situations in which there was both leadership and support as well as the appropriate structure to allow for collaboration. However, she also discussed the fact that no matter what change was occurring, the building administrator is an important part of the "culture" of a school. She stated, "If you cannot sell an idea to the building administrator, it is very difficult to sell it to the teachers. It is completely dependent on the involvement of the leadership - they needed to be at the meetings."

Donna argued that for her one of the most important elements of her job was providing support for the teachers and collaborating with them so that teachers can develop their own skills: "I always believed two heads are better than one."

Randy concurred. As an art teacher, Randy said it was difficult to communicate with other teachers because of the structure of the schedule. The structure was not conducive for special area teachers (e.g. art, music, physical education and Spanish) to meet on a regular basis. In addition, it was very difficult to meet with the academic area teachers and special education teachers. He believed that it took especial tenacity for these teachers to create the collaborative structures they needed.

Acknowledging Mutual Debts

During the focus group discussion, everyone stated that we definitely support each other. In addition, many of us wondered if we did not have the support, from the school board, superintendent and teachers, would still possess the tenacity to make the changes to the infrastructure? Additionally, would we continue to lead from the center or do we lead from the center because we have a tremendous amount of support? During our discussions, Marianne asked the question, "Could we continue at this level if we did not have each other?"

As I reflect upon that conversation, I think that here it is May, the busiest time in a school, and my fellow colleagues are at my house on a Tuesday night to discuss our stories. I am overwhelmed and tears are forming in my eyes as I write that line. Yes, it was a busy time for building administrators, but not only is contributing to the positive research on professional learning communities important to them, they know this study is important to me and they wanted to support me. I am very touched. Okay, I did give them a wonderful dinner and a fabulous dessert, but I can honestly say that they would have attended this group session if I served just water. How fortunate I am to work with such dedicated people who believe every child should definitely have the opportunity to learn and believe that teachers should be empowered. The task is too large to do it alone.

Furthermore, during our focus group discussion, Donna mentioned that she knows that she could not perform at this level somewhere else because, "the support we have is going to be difficult to duplicate." We all agreed that we could go into any one of our offices, close the door, and cry if we needed to cry. That is why we stay. We have a wonderful superintendent who is so supportive, collaborative, and has the tenacity to lead such a wonderful district. We have a school board that trusts their administrators. We have the leadership at the top. We all have options, and we all stay. Why? We believe in the same things...we believe in kids. That is why we are all here. "Kids first." That is our motto.

Conclusion: It Really Is About the Kids

As I reflect upon the "Kids First" concept, I realize that is why I went into education. Let us think back to the first chapter. I felt ignored, and wanted some teachers to understand and listen. Analyzing all of the stories helped me to theorize inductively about what I had learned. The mass of information in the stories began to make sense to me.

The co-participants in my study really emphasized organizing their schools for learning. They discussed setting the structure for collaboration, and having the tenacity to follow through with the changes. According to DuFour, 1999c:

The 1990s view of leadership calls for principals to act as partners with teachers, involved in a collaborative quest to examine practices and improve schools (p.1).

All of the co-participants expressed the need for a collaborative quest - "Kids First" attitude. They also expressed the need to what DuFour refers to as "principals to act as partners (DuFour, 1999, p.2). The co-participants continuously referred to working together with teachers as well as working together with the other administrators. We have a great deal of support from each other, the school board and our superintendent. Rosenholtz (1989b) maintained that teachers who felt supported were more committed and effective than those who did not receive support. This idea was expressed continuously throughout the interviews and focus session.

This does not mean that we do not feel, as administrators, that we cannot achieve higher standards. We have all experienced increased efficiency when we are able to develop a collaborative environment. This results because we have the tenacity and support to do whatever it takes. During our focus group meeting, Margaret stated, "We have the players...we can make a difference...the commitment to intellectual rigor is present...we have a lot of highly successful people." We all agreed that our frustrations stem from the fact that we want to make sure that every child learns and does not fall through the cracks.

Our superintendent concurs with the state that, "we are only as good as our lowest-achieving student." As Dufour and Eaker (1998) discuss, many schools in our nation operate as if everyone knows everything already and that professionals have little to gain from cooperation. This is, of course, not true. If a school operates as a professional learning community "its members must engage in the ongoing study and constant practice that characterize an organization committed to continuous improvement" (p.xii). In our focus group discussion, we discussed in great length the importance of teachers reaching their highest level of learning and we must provide the support and resources.

Wow, the attributes of professional learning communities make a tremendous difference to all whom participated.

Providing a Structure

The link between the school leaders - principals and teachers - and the development of professional learning communities exists. Dufour (1997) suggests that we should abolish the principalship in favor of faculty committees. Our district has not gone to that extent; however, we are definitely collaborative and provide a structure to the best of our ability that will empower teachers in the decision-making process.

We have a principal and assistant principal at each building; however, when referring the building administration we always say, "Building Leadership Teams" who work together for kids.

We are aligned with professional learning communities in a number of different ways. One characteristic that is continuously present for administrators and teachers alike in our district is the willingness to grow and learn. Yes, at first, some were skeptical, but as time goes on, more and more are understanding the importance of the attributes. As Fullan (1993) stated "You cannot have students as continuous learners and effective collaborators, without teachers having the same characteristics" (p.46).

Support Must Exist at All Levels

As I read the previous paragraphs, I am again reminded how fortunate I am to work with such child centered, collaborative, caring individuals. Recently we all received a letter in the mail from our superintendent. It was addressed "Dear Teammates" and one line stated "highly influenced by each of you in your unique and committed spirit to our collective work. I am blessed to serve on our very powerful team with you both collectively and personally" (Carroll, 2003). That really sums up my feelings. We are teammates in the quest to assist student learning. It is not about one person, but about learning where students demonstrate their understanding. Our learning at all levels is about conceptual understanding and the ability to apply this knowledge.