Professional Learning Community Secondary Leaders
September 15 & 16 2009
About the Facility Rest Rooms Fire Exits Coffee & Water Hotel will be attached
• Welcome & Big Picture
• PLC Overview
•PLC Leader Role
•Creating a Collaborative Culture
•Team Time
Change in the Mission of Education
Old Mission Every Student CAN
learn Assessment OF
Learning (Summative) Select and Sort
Students Winners and Losers Focus on Teaching
New Mission Every Student WILL
learn Assessment FOR
Learning (Formative) Pyramid of Intervention Failure is Not an Option Focus on Learning
Myths and Legends
Jot down some of your ideas related to the questions in the boxes
Share with your elbow partner and have a brief discussion about the ideas.
Be prepared to report out to the larger group.
Activity5 minutes
The Foundation of Professional Learning
Communities
Three Big IdeasSix CharacteristicsFour Corollary Questions
PLC Big Ideas & Core Values
Ensuring that students learn
-Learning for all A Culture of
Collaboration - Teamwork Focus on Results
- Data-Driven Decisions
Big Idea #1 Focus on Learning
The ultimate purpose of schools is to ensure high levels of learning for ALL students. If this is true, then schools will:
Clarify what each student is expected to learnMonitor each student’s learning on a timely basisCreate systems to ensure students receive support if they are not learning
Big Idea #2Collaborative Culture
“We can achieve our fundamental purpose of high levels of learning
for all students only if we work together. We cultivate a
collaborative culture through the development of
high performing teams.”-DuFour, DuFour and Eaker
PLC Team StructuresCourse alike teamsGrade level teamsVertical teamsSimilar responsibility teams
(Learning Supports, PACT)
Interdisciplinary teams District teams
Big Idea #3 Focus on Results
We assess our effectiveness on the basis of results rather than intention. Individuals, teams, and schools seek relevant data and information and use that information to promote continuous improvement.What do the data tell us?
A Shift in Response
Frequent common formative assessments to: Inform student decisions Assess frequently Developed jointly by PLC teams Collaborate on response to
interventions Monitor student proficiency Respond when kids don’t learn
Pyramid of Interventions
R T I Response to Intervention
Focus on Learning Collaborative Culture Collective Inquiry Action Oriented Commitment to Continuous
Improvement Results Oriented
6 Characteristics
4 Critical
Questions What do we want each studentWhat do we want each studentto learn, know, or be able to do?to learn, know, or be able to do?
What evidence do we have of the What evidence do we have of the learning?learning?
How will we respond when some How will we respond when some students don’t learn? students don’t learn?
How will we respond to those who How will we respond to those who have already learned? have already learned?
Student Learning ExpectationsStudent Learning ExpectationsSMART GoalsSMART Goals
Formative AssessmentFormative Assessment
Pyramid Of InterventionPyramid Of InterventionDifferentiated InstructionDifferentiated Instruction
Student Questions
What do I need to know ?Where am I?How do I get there?What happens if I struggle or fail?
Student Learning ExpectationsStudent Learning ExpectationsSMART GoalsSMART Goals
Data Center & FolderData Center & Folder
SMART Goals & Action PlanSMART Goals & Action Plan
“I cannot teach anybody anything; I can only make them think.”
Socrates (BC 469- BC 399)
What is Collaboration? A systematic process in which
we work together, interdependently, to analyze and impact professional practice in order to improve out individual and collective results.
- DuFour, DuFour, & Eaker (2002)
Mark Buehrle White Sox Perfect Game July 23, 2009
Trust
“Trust is …cultivated through speech, conversation, communication and action.”
Building Trust by Solomon & Flores
The relationship among the adults in the schoolhouse has more impact on the quality and character of the schoolhouse – and on the accomplishments of youngsters – than any other factor.
-- Roland Barth,Learning by the Heart
Relational Trust Focuses on distinct role
relationships AND the obligation & expectations
associated with them
ResultsResults Enhances trust or diminishes trust
Someone’s Behavior
My belief about the behavior
Feelings
Outcome/Reactions
Enhanced Trust
Diminished Trust
Expectations Met
Expectations Not Met
Trusting Relationships 4 Key components
Respect Personal regard Personal integrity Competence
Built through day-to-day routines and life in the school
Researchers Anthony Bryk and Barbara Schneider
… the shared understanding by the entire staff that both the staff and the individuals within the staff are reliable and that they can be counted on to do what they say they will do.
Trust has been defined as…..
The Wright Family
Question to Consider…
The most critical question to consider when reflecting on the collaboration in your school is not, “Do we collaborate?”
The far more important question is, “What do we collaborate about?”
What Evidence Do We Have That Our Team Collaboration… Focuses on the critical questions of
learning? Leads to changes in classroom practice? Increases the teams ability to achieve
its SMART goals? Helps individual teachers, the team at
large and the school do a better job of helping all students learn at high levels?
One Step at a Time Stage 1: Filling the Time Stage 2: Sharing Personal Practices Stage 3: Planning, Planning, Planning Stage 4: Developing Common
Assessments Stage 5: Analyzing Student Learning Stage 6: Differentiating Follow-Up Stage 7: Reflecting on Instruction
Parry Graham & Bill Ferriter www.nsdc.org
Learning by Doing Capacity building… is not just
workshops and professional development for all. It is the daily habit of working together, and you can’t learn this from a workshop or course. You need to learn it by doing it and having mechanisms for getting better at it on purpose.
-Michael Fullan (2005)
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