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Network 8: Culture with F. Massé

Network 8: Culture with F. Massé

Overall learning goal

By the end of the learning session, participants will:

  • Have a better understanding of the importance of considering the effect of school cultures on the implementation of effective PLCs

Instructional design


The principals involved in the network are welcomed to the first of two PD sessions delivered by Francois Massé, from Solution Tree.  Francois Massé is introduced and an overview is given of what will be covered over the two days.

Day 1: Developing & maintaining a positive culture: learning for all students

The participants are introduced to the results cycle, the root of the planning for school and student success process, and the correlates of effective schools.

The PLC roadmap for continuous improvement is discussed in relation to creating a culture of shared values. Changing minds of a staff team in order to change behaviours and results is discussed, as is the idea of collective responsibility and shared values.

Activity 1:

To what extent does your staff believe all students can learn at high levels?
To what extent does your staff accept responsibility to ensure that all students learn?  
How do you know?    

Strategic planning and the design of a school’s improvement plan is reviewed as a group, using visuals from the PPT presentation. The myths and realities of what improvement plans are are discussed, along with the basic components. The importance of not overburdening a school with initiatives is highlighted as related to significantly higher gains in student achievement.   

Critical evidence in the planning process is used to set meaningful goals and make necessary changes in structures and systems. The information it provides helps to assess whether progress is being made toward achieving the goals that have been set in the school’s improvement plan. Effective Schools Research identifies four indicators of school and student success: attendance, student attitudes, behaviour, and achievement. Achievement is the most critical of the three.

Activity 2: Reflection

Reflection is highlighted as a crucial part of the process. Participants are asked to do a structured inquiry and select one challenge that has arisen at their school from action steps their guiding coalition has taken.

The group discuss the shifting of mindsets for success from teaching to learning and the stages in the development of a team versus a group. Collaborative learning teams are examined in more depth, as are the characteristics of effective teams.


Participants are offered a framework for developing collaborative teams and establishing curricular priorities in order to help schools begin with the end in mind. Quotes from educators in relation to changing minds are offered in conclusion to the day’s presentation.


Participants complete evaluation forms and are asked to say what they came expecting, what they experienced, and their hopes for future sessions.