0.2 Wells, c. (july 2009). leadership, quantum mechanics and the  (Page 7/9)

“Fourth, the time I formerly spent on detailed planning and analysis I now use to look at the structures that might facilitate relationships. I have come to expect that something useful occurs if I link up with people, units, or tasks, even though I cannot determine precise outcomes.” (Wheatley, 1994, pp.43-44)

The Newtonian approach in organizations is visible in the organizational charts, timelines and flowcharts, often by listing a linear progression of steps to be taken and the problems to be solved. Problems in schools are messy; simple answers do not exist for complex problems (Fullan, 2001). The quantum approach is to look at the interconnectedness of issues, and see the energy flow that people bring to the table. Self-renewing schools bring people together with an expectation for change; relational trust facilitates the changes that need to take place (Garmston&Wellman, 1995). Finally, the work in PLCs demands respect for the history and traditions of the school, while working to change them (McLaughlin&Talbert, 2001).

“And last, I realize more and more that the universe will not cooperate with my desire for determinism.” (Wheatley, 1994, p. 44)

PLCs evolve as people build capacity for shared leadership; structural changes are not enough to change the deeper cultural changes (McLaughlin&Talbert, 2006). Teacher learning is fundamental to the growth and change that is needed in PLC work (Fullan, 2007; Hord&Sommers, 2008). As teachers learn together, shared practice is built, and norms for interaction begin to shape and change the way business is conducted in the school. Learning is a foundation, not a by-product of PLC work (Hord, 2004). PLCs demand collegial interaction that moves beyond an exchange of managerial issues such as materials to purchase, student discipline, or scheduling concerns. It also means moving beyond a superficial look at assessments. Garmston and Wellman (1995) stated, “In too many settings, collegiality is confused with conviviality. Here we move beyond staff room conversations to real dialogue about teaching and learning” (¶42).

Conclusions and recommendations

The transformation to PLCs is a slow and deliberate journey, one that involves the recultering of the school (Fullan, 2001; Hord, 2004; McLaughlin&Talbert, 2006). As the difficulties that schools encounter are reviewed through the lenses of the quantum world, perhaps some of the challenges can be mitigated. The quantum experience speaks to the interconnectedness, energy, and participation that define PLCs. Leaders who are want to build capacity and transform schools provide pressure and support for change. Effective PLCs share decision making and power, and teachers are leaders in formal and informal ways. School administrators must simultaneously navigate the world in which they recruit new teachers whom they feel will collaborate, while working with experienced staff who are learning the skills of working together (McLaughlin&Talbert, 2006).

Educational leaders are faced with choices without easy answers for pursuing educational change in their schools. Analysts have pointed to the myriad attempts to change schools to without success and the research base is growing from those who report that there is diminishing chance that the type of transformation needed to transform schools to PLCs will occur (Fullan, 2006: Giles&Hargreaves, 2006; Joyce, 2004; Schmoker, 2004: Wells&Feun, 2007).