0.2 Wells, c. (july 2009). leadership, quantum mechanics and the  (Page 5/9)

• Building trust and rapport
• Organizational diagnosis
• Dealing with the process
• Using resources
• Managing the work
• Building skill and confidence in others (p.153)

The skills listed above follow the logic of the quantum world; they are the skills that focus on the connections that people make as they bring their wisdom and voices to the table. First on the list is the importance of relational trust. In the area of organizational diagnosis, teachers are encouraged to observe and share their observations with other members of the school, rather than passively receive the data to review. Lieberman, Saxl and Miles (1998) suggested, “Collaboration does not come as a natural consequence of working in a school. It must be taught, learned, nurtured, and supported until it replaces working privately” (p.156). Collaboration is not without conflict, and therefore it is essential that teachers learn new methods for resolving disputes and reaching consensus in PLC work.

Teachers can become agents of institutional change. Palmer (2008) stated, “These are not simply talking points for a sermon. We have empirical evidence that in the absence of moral agency and peer community, schools are less likely to grow their capacity to serve the young” (p.13). Tschannen-Moran (2004) agreed,

Professional learning communities share three important features: the adults in them act and are treated as professionals, there is a focus on learning, and there is a strong sense of community. For these three features to characterize a schools’ culture, trust is required. (p.107)

Trust is the seed in the school that feeds the culture and the culture feeds the trust; the two interact. Trust is the building block for teachers who can begin to believe again that their voice matters. Yet, Fullan (2007) reminded us, “…finding moral and intellectual meaning is not just to make teachers feel better, it is fundamentally related to whether teachers are likely to find the considerable energy required to transform the status quo” (p.39). The purpose of collaboration is to use human talent for growth and change, avoiding the ceiling effect of learning that people have when they learn in isolation. Leaders make a difference as they strive to create environments that empower teachers and foster relationships that develop PLCs (Fleming, 2004; LeTelllier, 2007; Hord&Sommers, 2008; McLaughlin&Talbert, 2006; Moller, 2004; Morrissey&Cowan, 2004).

Quantum theory and its application to plcs

Quantum theory provides a framework for analyzing the transformation that occurs in PLCs. For purposes of this paper, the conceptual design of PLCs is taken from Hord (2004) in which five dimensions are listed as interdependent characteristics:

• Supportive and shared leadership
• Shared values and vision
• Collective learning and application of learning
• Supportive conditions
• Shared practice (p.7)

In PLCs, teachers work collaboratively to study together, build shared practice, and improve student learning. Analysts have pointed to the difficulty in creating learning communities while calling for their creation. McLaughlin&Talbert (2001) stated, “Principles for professional development policy, practice and initiative that come from nearly two decades of U.S. reform underscore our conclusion that teacher learning communities constitute the best context for professional growth and change” (p.135). As principals foster the vision for PLCs they are well-served to begin with fostering relationships.