Study Guide Chapter 1

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Study Guide Chapter 1. Examining My Leadership Perspective. 1. What do you remember about your decision to become a school leader? Did it surprise you?

R E P R O D U C I B L E — C H A P T E R


Study Guide Chapter 1 Examining My Leadership Perspective 1. What do you remember about your decision to become a school leader? Did it surprise you? Why did you make that decision?

2. What is your vision for your area of school leadership? Is it widely shared and accepted? How do you know?

3. How do you and those on your leadership team or teacher team intentionally deliver a compelling picture of the future that produces energy and passion in others? What information will you use to justify the decisions you are making? Download the worksheet Decisions and Affirming Sources, and complete the activity.

4. Vision describes boundaries for action, boundaries that provide coherence to the efforts of the adults within the school and the learning community. In what way(s) have you or those you lead experienced vision-imposed boundaries recently?

5. What was the most meaningful aspect of this chapter for you? How will you use this material to apply the discipline of vision and values in your leadership role?

Extending My Leadership Perspective 1. Think about your daily messages as a school leader. Do they reflect the values of the school or district? How do you know? What about the daily words and messages of your leadership or teacher team?

2. Page 26 describes three fatal leadership mistakes that can impede the sustainability of the vision. What fatal mistakes have you observed in your own leadership activities? In the activities of others on your leadership or teacher team? page 1 of 2

The Five Disciplines of PLC Leaders © 2011 Solution Tree Press • Visit to download this page.

R E P R O D U C I B L E — C H A P T E R


3. Create a historical “PLC Vision Implementation” timeline for your district, school, or area of school leadership. Mark ticks on a horizontal line to indicate significant events in your history of becoming a professional learning community; between the marks, note the vision lessons learned along the way.

4. Stevenson’s Five Es (page 23) describe five general vision themes: excellence, equity, educating as a PLC, environment, and engagement with the community. Describe a simple yet clear method to communicate your overall vision themes for your district, school, or area of school leadership.

5. Download the Personal Vision Test. What do your answers to this test reveal about your vision actions? Are too many “main thing” vision actions expected this year? If so, as a leader, what priorities will you set? How do you plan to communicate these priorities to others?

6. What process are you using to develop the vision? To guide the team’s discussion of the process, refer to the worksheet Analyzing the Vision Development Process.

7. Prepare your one-minute professional learning community teachable point of view (TPOV) for your area of school leadership. Who will you invite to critique your TPOV?

8. A disciplined vision leader intentionally pursues double-loop learning (see fig. 1.1, page 29). Identify the specific area of your school leadership that could use the adjustments and corrective process of Step 2a thinking. How could you build Step 2a thinking into the normal rhythm and cycle of the school year? Download and share the figure Double Loop-Learning and Step 2a Thinking.

9. What is your “25.1” pursuit? Describe the no-limitations student achievement story you hope to tell someday. page 2 of 2

The Five Disciplines of PLC Leaders © 2011 Solution Tree Press • Visit to download this page.

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