Florida Education: The Next GenerationDRAFT March 13, 2008

Version 1.0

Common Planning Common Planning Time Time

Presented by:Presented by: Carole McGurk and Daniela SimicCarole McGurk and Daniela Simic

Region 1V Instructional SpecialistsRegion 1V Instructional Specialists

Florida Department of EducationFlorida Department of EducationDr. Eric J. Smith Dr. Eric J. Smith CommissionerCommissioner

Common Planning Outcomes

To optimize common planning time by:

Establishing the team effectiveness processes

Creating common assessments, common lessons

Starting with the end in mind

Analyzing data to guide instruction

DA Requirements Prevent II-D, Correct II D, F and Intervene schools are

required to create common planning in the master schedule.

“The district must ensure that appropriate resources are provided to support the school to redesign the master schedule to provide common planning time for data-based decision making within the Problem Solving process, job-embedded professional development, and Lesson Study.”

DA Strategies and Support Document: http://flbsi.org/pdf/Strategies%20and%20Support%20for%20DA_09-10%20rev%208.14.09.pdf

How does common planningalign with other initiatives?

Coaching Cycle and Continuous Learning Cycle

Job-embedded Professional Development

Florida’s Continuous Improvement Model (FCIM)

Professional Learning Communities (PLCs)

Lesson Study

PROFESSIONAL DEVELOPMENT Prevent I Correct I Prevent II Correct II Intervene The school must ensure Individual Professional Development Plans (IPDPs) for teachers of targeted subgroups. The IPDP must include professional development targeting for the needs of subgroups that did not meet AYP. X X The district ensures that IPDPs for teachers of targeted subgroups include professional development plans targeting the needs of subgroups not making AYP. X X X The district must participate in a sample of IPDP meetings. X X X The district must ensure that Leadership professional development includes professional development targeting the needs of subgroups that did not meet AYP. X X X X X The district must ensure that appropriate resources are provided to support the school to redesign the master schedule to provide common planning time for data-based decision making within the Problem Solving process, job-embedded professional development, and Lesson Study. X X X The district must provide Leadership development on monitoring classroom instruction and evaluating professional development. X X X X X The district must provide professional development on Florida’s Continuous Improvement Model, Response to Intervention, Lesson Study, and School Grade and AYP Calculations. X X X X X

Purpose of Common Planning

Ensure that Students have equitable opportunity for learning

Build a Culture of Collaboration

Focus on Results

Determine effectiveness of instructional processes

A group of teachers collaboratively:

unpacks standards,

reviews the district pacing guide,

creates common instructional calendars

plans common lessons and assessments,

reports student learning results, and

applies information to make improvements to teaching.

What will occur during our Common Planning?

Common Planning is an opportunity for PLCs to… Establish learning goals for common courses.

Think carefully about the goals of a particular lesson or unit.

Locate and improve available lessons or create collaborative lesson.

Deepen subject-matter knowledge.

Discuss and plan for instructional strategies based on student learning data.

Improve teaching through a systematic and collaborative approach.

Think deeply about short- and long-term goals for students.

Discuss the way students learn.

Collect and analyze student learning data.

Identify common student misconceptions. Improve instruction and assessment. Support the SIP goals

Common Planning is an opportunity to…

Where and when does Common Planning occur? Among course- alike teachers During PLCs Within departments Across Grade level teams

What is a PLC? A group of members typically from the same

discipline but may include cross-discipline members.

A structure of continuous adult learning, strong collaboration, and democratic participation (Hord & Sommers, 2008, p, 10).

A means to continuously improve instruction and student performance (Schmoker, 2006, p. 106).

A TEAM learning approach for continuous improvement through shared vision and collaboration.

Professional Learning Communities

PLC Attributes

Supportive and shared leadership

Collective creativity

Shared values and vision

Supportive conditions

Shared personal practice

Hord, S. M. Professional Learning Communities:

What Are They and Why Are They Important?

Issues About Change, 6(1)

PLC link to School Improvement

The most promising strategy for sustained substantive school improvement is building the capacity of school personnel to function as a Professional Learning Community. The path to change in the classroom lies within and through Professional Learning Communities.

Milbrey McLaughlin (1995)

What will happen at Department PLCs Follow an established standard agenda. Include data collection on mini- assessments and

time to analyze.

Discuss, monitor, analyze, and determine implementation fidelity of your SIP goals.

Include your SIP goals as a standard agenda item

Determine improvements to the strategies and implementation.

The SIP goals should be driving your PLC!!

How will we do this?

Purposefully creating team processes that address norms, way of work, mission, goals, core values/beliefs about student learning.

Form, storm, norm, perform! Identifying and understanding the depth of

each benchmark. Creating common assessments and common

lesson plans. Sharing and analyzing data. Using a continuous improvement cycle.

Consider this…

When teachers have “opportunities for collaborative inquiry and the learning related to it, they [are] able to develop and share a body of wisdom gleaned from their experience.”

Hord, S. M. Professional Learning Communities:

What Are They and Why Are They Important?:

Issues About Change, 6(1)

Building an Effective Team

Infrastructure and consensus must be built.

Develop processes for effective teaming.

Establish group norms.

Develop a standard agenda

Develop a communication plan.

Format minutes

Create mission statement and goals

Building Common Lesson PlansPre-planning

Review student proficiency data of past years for tested benchmarks

Identify the areas of greatest need

Access the district pacing guide

Create the core content calendar

Unpack the benchmarks

Identify the key vocabulary for each benchmark

Planning Common Assessments

Determine the essential concepts to be tested.

Decide upon the testing format and number of items.

Select the testing date (refer to your core content calendar).

Remember…

Begin with the End

in Mind!

THANK YOU!!