Part One of Building a Learning-Focused Culture in Four Parts: Defining It

Sometimes the best way to define something is to include descriptions of what it is NOT. I believe this is true in the case of defining a learning-focused culture. It is complex and multidimensional, which makes it difficult to fully describe. Must it include a fully-functioning PLC framework? Does it mean that reading and math scores are improving? Must the term “learning-focused” be part of the school’s vision, mission and/or goals?

While these are important considerations, in this series of articles I want to pinpoint what YOU do to build relationships as the site instructional leader with your individual teachers. I know this may sound like an impossible task and I will admit what I am about to suggest may sound a bit counterintuitive. It did to me when I was first introduced to the science of implementation as it applies to school improvement. Stay with me and I promise it will make more sense as we move forward in the coming weeks.

Here are a few examples and non-examples what you would see happening in a learning-focused culture.

What it is:

• Visiting classrooms DAILY for at least 10 minutes.
• Asking teachers reflective questions about their practice every day.
• Following up with teachers with on-going convos about their instructional practice.
• Maintaining a positive pre-supposition about the efforts that your teachers are making to educate ALL their students.

What it isn’t:

• Posting a sign in every classroom and public spaces that declares that your school is “learning-focused”
• Visiting as many classrooms as you can every day for just a minute or two.
• Not following up with teachers whose classrooms you have visited with reflective questions.
• Thinking about the time you spend talking to teachers about non-instructional matters as time that will positively impact their classroom instruction.

What I want you to notice is that it all begins and ends with YOU and YOUR intentional actions to engage your teachers in learning-focused conversations to support their classroom practice.

We will be looking at how to measure your learning-focused practice, how to improve your practice, and how to evaluate your improvement. By the end of this series, you will be able to consistently visits classrooms and have follow-up conversations with your teachers about instruction every day. This will build a more learning-focused culture at your school. Of this I am certain: your efforts WILL positively impact student engagement and achievement!

Stay tuned for Part Two of Building a Learning-Focused Culture in Four Parts: Taking Stock

Amy