Can online learning communities achieve the goals of traditional professional learning communities?
Personal Learning Communities
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Transcript of Personal Learning Communities
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PLC NCMSC
March 18th, 2012
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Purpose:
How can we strengthen our capacity to work together in
professional learning to become successful at creating learning
environments that provide high levels of learning for all students?
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Essential Questions• What does a PLC meeting look like?
• How can a continuous improvement cycle lead a professional learning community?
• How can data analysis drive instruction on a regular basis?
• How can I start a PLC at my school?
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What does a PLC look like?
Professional Learning Communities – Doug Reeves
The experts:Richard and Rebecca DuFourDoug Reeves
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What does a PLC look like? • Teams are formed of teachers who are responsible
for the same curricular subject area of student learning.
• Teams meet for 45 minutes a week.
• Each PLC meeting must be summarized including next steps and who was in attendance.
• All PLC meetings must have a designated facilitator.
• All PLC meetings must be monitored by an administrator (through visits and/or review of minutes/action plans).
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What does a PLC look like?• What do we want our students to know, understand and be
able to do?– Deconstructing/Unpacking Standards, Examining Student
Work Assignments
• How will we know when they have learned it?– Examining Data Protocols and Common Assessments – Examining Student Work Assignments
• How will we respond when some students have not learned and how will we respond when some students have learned? – Teacher Interventions– Team Interventions– School Interventions
“Learning by Doing”. Dufour, Dufour, Eaker, Many. Solution Tree.2006
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Norms & Ground Rules
• Ground rules are a statement of how we hope we will all behave.
Launching and Sustaining PLCs by Marnie Thompson is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License
• Norms are the behaviors we actually enact, the expectations that we actually hold each other to.
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For example…
– Your group may have a ground rule that states that PLC time is not to be used for grading papers
– But if people grade papers in the meeting and no one intervenes, then the norm of your group is that it is okay to grade papers during a PLC meeting
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Ground rules and NormsTeams should formally evaluate their
effectiveness at least twice a year.
Are we adhering to our norms?
Do we need to establish a new norm to address a problem reoccurring on our team?
Are we working interdependently to achieve our team goal?
*Article Resource – Norms put the ‘Golden Rule’ into practice for groups
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1. Teams Set Ground Rules and Develop Norms
2. Set Goals to Guide Work -Team decides area of focus from data, curriculum standards or identifies an opportunity for improvement that they will work on together.
3. A team action plan is created to address the opportunities for improvement agreed upon by the team
4. Teachers work on agreed upon strategies in classes or take next steps between meetings.
5. Team meetings are centered around one of the following:
Clarifying essential student learning (Standards)
Analyzing evidence of student learning (Assessment)
Examining student work assignments for rigor and alignment (Alignment & Rigor)
Instructional practices to impact student learning (Intervention)
6. Next Meeting: Debrief the strategy, share data, what worked, what did not work, focus on the next steps and continue the cycle.
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• This document sets the stage for all PLC meetings within a school.
• Meetings should be addressing something on the cycle at all times.
• It is a cycle and never-ending.
• The cycle can be entered at any place.
Continuous Improvement Cycle
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Develop StrategiesDevelop
Strategies
Analyze the Impact
Data Cycle
Analyze the Impact
Data Cycle
Implement StrategiesImplement Strategies
Apply New KnowledgeApply New Knowledge
Continuous Improvement Cycle
- Set Goals
- Prioritize Learning Targets
- Develop pre/post assessment
- Instructional Sequencing
- Administer pre-assessment
- Instruction
- Administer Common Assessment
1. Collect & Chart Data
2. Analyze Data3. Review Goals4. Instructional Strategies5. Results Indicators6. Monitor & Evaluate Results
- What worked?
- Set next steps for students
- Interventions
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Develop StrategiesDevelop
Strategies
Analyze the
ImpactData Cycle
Analyze the
ImpactData Cycle
Implement
Strategies
Implement
Strategies
Apply New
Knowledge
Apply New
Knowledge
Continuous Improvement
Cycle
- Set Goals
- Prioritize Learning Targets
- Develop pre/post assessment
- Instructional Sequencing
- Administer pre-assessment
- Instruction
- Administer CACommon Assessment
1. Collect & Chart Data
2. Analyze Data3. Review Goals4. Instructional Strategies5. Results Indicators6. Monitor & Evaluate Results
- What worked?
- Set next steps for students
- Interventions
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Develop Strategies
Set Goals – This is when your team will ask those inquiry questions and set attainable goals for you and your students.
Prioritize Learning Targets – Which learning targets are the ones students must learn?
Develop Pre / Post Assessment – Teachers use prioritized learning targets to create a short pre / post assessment.
Instructional Sequencing – The PLC determines the instructional sequence of the learning targets.
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Develop StrategiesDevelop
Strategies
Analyze the
ImpactData Cycle
Analyze the
ImpactData Cycle
Implement
Strategies
Implement
Strategies
Apply New
Knowledge
Apply New
Knowledge
Continuous Improvement
Cycle
- Set Goals
- Prioritize Learning Targets
- Develop pre/post assessment
- Instructional Sequencing
- Administer pre-assessment
- Instruction
- Administer CACommon Assessment
1. Collect & Chart Data
2. Analyze Data3. Review Goals4. Instructional Strategies5. Results Indicators6. Monitor & Evaluate Results
- What worked?
- Set next steps for students
- Interventions
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Implement Strategies• Administer the Pre-Assessment – Teachers will
administer and score the pre-assessment.– Does the data from the pre-assessment tell you that the
lessons you are preparing are the lessons students need?
• Instruction – The teacher teaches and the students learn.
• Administer and score the Common Assessment – During instruction, the teachers will “check” for understanding with the common assessment created by the PLC.
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Develop StrategiesDevelop
Strategies
Analyze the
ImpactData Cycle
Analyze the
ImpactData Cycle
Implement
Strategies
Implement
Strategies
Apply New
Knowledge
Apply New
Knowledge
Continuous Improvement
Cycle
- Set Goals
- Prioritize Learning Targets
- Develop pre/post assessment
- Instructional Sequencing
- Administer pre-assessment
- Instruction
- Administer CACommon Assessment
1. Collect & Chart Data
2. Analyze Data3. Review Goals4. Instructional Strategies5. Results Indicators6. Monitor & Evaluate Results
- What worked?
- Set next steps for students
- Interventions
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Analyze the Impact
Step 1: Collect and Chart DataStep 2: Analyze the DataStep 3: Review GoalsStep 4: Instructional StrategiesStep 5: Results IndicatorsStep 6: Monitor and Evaluate Results
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Develop StrategiesDevelop
Strategies
Analyze the
ImpactData Cycle
Analyze the
ImpactData Cycle
Implement
Strategies
Implement
Strategies
Apply New
Knowledge
Apply New
Knowledge
Continuous Improvement
Cycle
- Set Goals
- Prioritize Learning Targets
- Develop pre/post assessment
- Instructional Sequencing
- Administer pre-assessment
- Instruction
- Administer CACommon Assessment
1. Collect & Chart Data
2. Analyze Data3. Review Goals4. Instructional Strategies5. Results Indicators6. Monitor & Evaluate Results
- What worked?
- Set next steps for students
- Interventions
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Apply New Knowledge
• What Worked? – This is when the PLC team members discuss what worked and what didn’t work according to the data.
• Next Steps for Students – What will be the next steps for students who did not reach proficiency? For those who did?
• Interventions – The PLC team agrees on interventions to assist those students who are not proficient.
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Current Reality
Does this process resemble what happens throughout the year in your school?
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How can data analysis drive instruction?
• Shanon to add slides or add some
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How can I start a PLC at my school?
• Administrative support
• Teacher willingness
• Basic picture of the PLC process
• Meeting notes / Action plans
• Time to meet
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Start with a book study…
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PLC Basic Picture• What do we want our students to know, understand and be able
to do?– Deconstructing/Unpacking Standards, Examining Student
Work Assignments
• How will we know when they have learned it?– Examining Data Protocols and Common Assessments – Examining Student Work Assignments
• How will we respond when some students have not learned and how will we respond when some students have learned? – Teacher Interventions– Team Interventions– School Interventions
![Page 26: Personal Learning Communities](https://reader035.fdocuments.us/reader035/viewer/2022081413/548012f6b4af9fc9298b4877/html5/thumbnails/26.jpg)
1. Teams Set Ground Rules and Develop Norms
2. Set Goals to Guide Work -Team decides area of focus from data, curriculum standards or identifies an opportunity for improvement that they will work on together.
3. A team action plan is created to address the opportunities for improvement agreed upon by the team
4. Teachers work on agreed upon strategies in classes or take next steps between meetings.
5. Team meetings are centered around one of the following:
Clarifying essential student learning (Standards)
Analyzing evidence of student learning (Assessment)
Examining student work assignments for rigor and alignment (Alignment & Rigor)
Instructional practices to impact student learning (Intervention)
6. Next Meeting: Debrief the strategy, share data, what worked, what did not work, focus on the next steps and continue the cycle.
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PLC Meeting Agenda / Action Record TEAM NORMS (To be reviewed at each meeting)
TEAM NAME: Date: Roles (should alternate throughout the year): Facilitator: Time Keeper: Recorder:
Purpose/Goal(s) for this meeting:
Meeting Topics: 1. 2. 3.
Desired Outcomes: 1. 2.3.
MEETING MINUTES (TO BE COMPLETED BY THE RECORDER): Team Members Present Team Members Absent
Discussion / Decision Action Summary:
Action Steps For Facilitators: 1.
2.
Action Steps for PLC Support:1. 2.
Agenda items for next meeting: 1. 2.
Artifacts attached from this meeting: 1. 2.
Date of Next Meeting:
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Resources
• Learning by Doing – DuFour• All Things PLC website -
http://www.allthingsplc.info/
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Questions
• Thank you for your attention.
Contact information:Cathy Barlow – [email protected] White – [email protected]