PLT - creating the conditions for learning

Since February 2011, I have met monthly with each of my elementary PLTs.  Each PLT has one or two principals who are participating (as well as I) in cognitive coaching training.  This training has helped me really focus on creating the conditions for principals (my students) to learn.  I have learned how criticial my behaviour is for creating the conditions for learning.  My default, is to move to the consultant mode; tell people what they need to do and hope they implement with understanding.  Now, in the coaching mode, I am trying to leverage the expertise that exists within the PLT to support our learning or create the environment where it is safe to say "We/I don't know" and then take the lead to provide the responsive PD (just like we expect our teachers to do for our students!).  During our PLT sessions, my role is to take minutes!  Actually, what I am doing when creating the minutes is enhancing my active listening skills, paraphrasing what I hear and then asking specific questions to clarify the thinking of the PLT in order to make their implicit intentions, very explicit. 

Each PLT has a clear focus for learning:
PLT 1: part lessons with the 7 mathematical processes
PLT 2 and 3: assessment continuum: learning goals and success criteria
PLT 4: analysis of student achievement data to inform instruction

As each PLT sharpens their focus, teacher teams within schools have begun to network with other teacher teams.  PLTs are then facilitating these sessions in a responsive, collaborative inquiry mode rather than a descriptive mode. 

For me, my PLTs are providing me with some of the best professional learning!