Professional Learning Communities at Work TM. Robert Eaker

recognize that content is secondary.

      • Teachers must be empowered if schools are to become more effective.

      No, teachers’ unions with too much power represent the single biggest obstacle to meaningful school improvement. (DuFour, 1997b, p. 56).

      Bombarded by this cacophony of mixed signals and anxious to be all things to all people, educators have often resorted to vision statements filled with sweeping generalities. But even this strategy has failed to result in consensus as groups have challenged what were assumed to be irrefutable, morally impeccable goals. Such seemingly uncontroversial statements as “We will teach our students to be critical thinkers” or “We will promote the health and well-being of each student” have generated vocal opposition in communities around the country.

      So the lack of a compelling vision for public schools continues to be a major obstacle in any effort to improve schools. Those who hope to develop a school’s capacity to function as a learning community cannot overlook the importance of this critical building block in achieving that goal. Until educators can describe the ideal school they are trying to create, it is impossible to develop policies, procedures, or programs that will help make that ideal a reality. In the indisputable logic of the great Yankee philosopher, Yogi Berra, “If you don’t know where you are going, you probably aren’t going to get there.”