0.2 Wells, c. (july 2009). leadership, quantum mechanics and the  (Page 6/9)

Quantum theory would suggest the importance of connections and relationships for their relation to PLC work. Not surprisingly, the difficulties of the tasks in collaborating stall or abort the possibilities of getting to the essence of PLC work, namely, teachers working and studying together to improve student learning. Consider the wisdom of the approach taken by Meg Wheatley (1994) who described how the understanding of the quantum universe has impacted her organizational life:

“First, I try hard to discipline myself to remain aware of the whole and to resist my well-intentioned desire to analyze the parts to death. I look for patterns of movement over time and focus on qualities like rhythm, flow, direction, and shape” (p.43).

In PLC work, there can be a tendency to analyze the parts to death as some schools take on the challenge on improving student achievement. If the driver for the improvement is lost in data analysis without the important foundational work of building relationships and allowing teachers to discover and own the problems and strengths of their school, there is a huge disconnect. Garmston and Wellman (1995) reported, “Our need to measure, record, and report may actually inhibit significant reform” (¶14).

“ Second, I know I am wasting time whenever I draw straight arrows between two variables in a cause and effect diagram, or position things as polarities, or create elaborate plans and time lines.” (Wheatley, 1994, p.43)

Well-intentioned school leaders can unwittingly take on a Newtonian view of their school in an attempt to understand what is working or not working with regard to student achievement. Unfortunately, as people grapple with the PLC concepts of data analysis, there can be a causal interpretation of facts, as opposed to looking at the system as a whole. A systems approach looks at the relationships that exist between and among the variables in the school. Garmston and Wellman (1995) related, “When we apply systems thinking, we look for patterns of interaction within the system and subsystems, seeking key and often nonlinear relationships between seemingly unrelated elements” (¶39). A cause and effect approach to improving schools can be the genesis for guilt, shame, and blame, all counterproductive to growth.

“Third, I no longer argue with anyone about what is real” (Wheatley, 1994, p.43).

The work of PLCs creates tension and discord as teachers begin to define their work environment and seek to improve it (Fullan, 2007). McLaughlin&Talbert (2006) stated, “The literature on teacher learning communities also is mostly silent on the matter of how schools develop these productive professional norms and practices” (p.38). As teachers begin to work in PLCs they break cultural norms that have dictated the work environment that is autonomous and isolating. Schools can break down the barriers of isolation when they facilitate teacher work groups and build capacity for teacher leadership (Fullan, 2007; Hord&Sommers, 2008). It takes time and patience to cultivate new relationships in schools.