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Laying the Groundwork for Effective PLCs ESEA/Odyssey Conference. Facilitated by: Liz DurantDianne Greif School Improvement SpecialistPrincipal InterMountain ESDStella Mayfield Elementary Elgin School District. PLC Lite or PLC Right?. Meeting as time allows - PowerPoint PPT Presentation
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Facilitated by:Liz Durant Dianne GreifSchool Improvement Specialist PrincipalInterMountain ESD Stella Mayfield
ElementaryElgin School District
PLC Lite or PLC Right?Meeting as time allowsMeeting during scheduled, sacred timePicking and choosing PLC practices you’re most
comfortable doingAnalyzing student workDiscussions about upcoming field trips, assemblies,
computer lab schedule, Oriental Trading catalogDiscussions about effective instructional practicesNo one is “in charge”Team leader facilitates the meeting
PLC time is a significant investment
How can the time be used most effectively?
The Four PLC Questions1. What do we expect students to learn?
Essential outcomes, power standards, learning targets, pacing
2. How will we know if they learn it?
Common assessments, quick checks for understanding, results analysis
3. How do we respond when students experience difficulty in learning?
Differentiated instruction, targeted interventions, RTI, and PBIS
4. How do we respond when students do learn?
Differentiated instruction, enrichment
Highly Effective Teams How?
Collaboration is embedded into routine practices.
Time for collaboration is built into the school day and school calendar.
Products of collaboration are made explicit.Team norms guide collaboration.Teams pursue specific and measurable goals.Teams focus on key questions associated with
learning.Teams have access to relevant information.
Build Shared Knowledge As a Team
All teams need to:Examine state standards and engage in dialogue
about what students should learn.Analyze data to make decisions.Clarify essential common outcomes by
course/content area.Develop and administer common formative
assessments.Analyze results.Establish specific measurable standards or goals.Identify and implement improvement strategies.
Happy PLC Meetings
Willingness to consider matters from another’s perspective
Accurate understanding of spoken and unspoken feeling and concerns of members
Willingness to confront a team member who does not participate/contribute
Communicate positive regard, caring and respect
Willingness and ability to evaluate the team’s own effectiveness
Happy PLC Meetings - ContinuedSeeking feedback about and evidence of team
effectiveness from internal and external sources
Maintaining a positive attitude and outlookSolving problems -be proactiveAwareness of how group contributes to the
purpose and goals of the larger organizationEstablishes own protocols-reviews and
addresses violations
The BIGGEST Idea
Are all kids learning?We don’t know if all kids are learning unless we work together and talk about the evidence
of their understanding.“My students” become “Our students”
On a collaborative team, EVERYONE plays an
important role.
Participate honestly,respectfully,constructively
Assume a role Come prepared to meeting
Be punctual
Engage fully In the process
Team LeadersPlan and distribute the team meeting agendaFacilitate the process and meetingsMeet with principal and other team leaders
Limits of Team Leaders’ ResponsibilitiesPLC Team Leaders should not be expected to:Serve as pseudo-administratorsShoulder the responsibilities of the whole teamAddress peers and colleagues who do not want to cooperateEvaluate colleagues’ performance
Roles of Team MembersRecorder: Takes minutesDistributes to PLC team leader, colleagues, administrators
Focus Monitor:Reminds members of tasks and purposeRefocuses dialogue on processes and agenda items
Timekeeper:Follows time frames allocated on the agendaInforms group of time frames during dialogue
Data Technician:Gathers data from team memberCreates tables/charts/graphs that represent assessment results
Non-negotiablesNormsAssigned rolesPLC Agenda and Minutes formSMART goalsCommon Formative Assessments
Data Driven Conversation within your PLC Q: What do we mean by data?A: Evidence of student learning (a.k.a. assessment data)
You should spend most of your time analyzing teacher -generated common formative assessment data that indicates students’ understanding of power standards.
Common Formative Assessments“An assessment typically created collaboratively by a team of teachers responsible for the same grade level or course. CFAs are frequently administered throughout the year to identify (1) individual students who need additional time and support for learning, (2) the teaching strategies most effective in helping students acquire the intended knowledge and skills, (3) program concerns – areas in which students generally are having difficulty achieving the intended standard – and (4) improvement goals for individual teachers and the team.” – Learning by Doing, p 214
Parameters for Designing CFAsAlign each item on the assessment to a power
standardAssess the level of cognitive demand (Bloom’s
taxonomy) listed in the power standardSpecify proficiency (what will the student’s
work look like? What must students score?)Clarify the conditions for administering the
test consistentlyAssess a few key concepts frequently rather
than many concepts infrequently
Options for CFA items
Selected response questions (multiple choice, True/False, matching)
Construction response questions (short answer, essay)
Performance assessment with rubric (real world task)
Personal communication (interview, individual reading inventory)
Use of a Data Analysis ProtocolWhy is it important to have some type of
protocol when looking at data? - To remind us of the minimum necessary
steps and make them explicit- To instill a discipline of higher performance- To keep us on track
- Adapted from The Checklist Manifesto by Gawande
- Data Analysis Example
Resourceswww.allthingsplc.info
http://plc.sdcoe.net/Resources/PLC-Rubric_041712_v2.pdf
or google “San Diego PLC rubric”
http://www.rti4success.org/
http://www.interventioncentral.org/
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