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Paul Farmerpd@Solution-
Tree.com
July 11, 2011
What is a PLC?
How do we summarize that?
3 Big Ideas
4 Critical Questions
4 Schools Activity
Creating a Vision: G.O.I.L.S.
Creating a Mission:
“The Journey to Becoming a Professional Learning Community”
District Plan
Developing a 3 hour plan
1. A Focus on Learning
2. A Collaborative Culture
3. A Focus on Results
The guiding principle of a PLC is that the purpose of the
school is to ensure high levels of learning for all students and
staff. We will focus the attention and energy of the entire
school on learning not just teaching. We will validate our decisions by asking, “what is
the impact of our effort on learning?”
The guiding principle of a PLC is that the purpose of the
school is to ensure high levels of learning for all students.
Our fundamental purpose of high levels of learning will
increase if we work together. We will develop processes and procedures to work in collaborative interdependent teams.In teams we will develop and agree on a purpose, meeting norms, and commitment to professional communication focused on learning.
We assess our effectiveness in helping all students learn at high levels on the basis of results rather than activity.
We will use multiple indicators to judge our effectiveness on student achievementWe will move past only analyzing student achievement data to make action plans
1. What is it we expect them to learn?
(essential skills, guaranteed, and viable curriculum)
2. How will we know they are learning?
(frequent, team-developed, common formative assessments)
3. How will we respond when they don’t learn?
(timely, directive, systematic interventions)
4. How will we respond when they do?
(timely enrichment and extension)
Four SchoolsEach School Says
ALL CHILDREN CAN LEARN!
A. Which school did you attend?
B. Which school would you like to work at?
C. Which school do you work at?
D. Which school would you want your child
or loved one to attend?
1. We believe that all students can learn, but the extent of their learning is determined by their innate ability or aptitude. This aptitude is relatively fixed and, as teachers, we have little influence over the extent of student learning. It is our job to create multiple programs or tracks that address the different abilities of students, and then guide students to the appropriate program. This ensures that students have access to the proper curriculum and an optimum opportunity to master material appropriate to their ability.
2. We believe that all students can learn if they elect to put forth the necessary effort. It is our job to provide all students with the opportunity to learn, and we fulfill our responsibility when we attempt to present lessons that are both clear and engaging. In the final analysis, however, while it is our job to teach, it is the student’s job to learn. We should invite students to learn but honor their decision if they elect not to do so.
3. We believe that all students can learn and that it is our responsibility to help each student demonstrate some growth in a learning environment that is warm and inviting. The extent of the growth will be determined by a combination of the student’s innate ability and effort. It is our job to encourage all students to learn as much as possible, but the extent of their learning is dependent on factors over which we have little control.
4. We believe that all students can learn and must learn at relatively high levels of achievement. It is our job to create an environment in our classrooms that result in this high level of performance. We are confident that, with our support and help, students can master challenging academic material, and we expect them to do so. We are prepared to work collaboratively with colleagues, students, and parents to achieve this shared educational purpose.
Page 1
Think about Tulsa Public Schools, “What is a PLC” Article, data from the 4 schools
activity, 3 Big Ideas, and the 4 Critical Questions that drive the work of
Professional Learning Communities
Jot Down Your Thoughts on the Connections!
Page 2
It is now July 2016 you turn to your favorite news channel. What would you
hope to hear the anchor say about Tulsa Public Schools? It must be news
worthy.
Page 3
Align district/school policies, practices, and procedures with the learning mission.
Build collaborative teams that focus on learning. Build the foundation for a professional learning
community. Clarify “What is a professional learning
community?” Facilitate adult learning. Focus on learning. Focus on results to inform and improve
professional practice. Set aside systematic time and support for
learning (intervention and enrichment). Strive for continuous improvement. Why establish a professional learning community?
Page 4
Page 4
Page 8
Page 9
Page 10
Warm-up – IcebreakerWhat is a PLC?
4 SchoolsVision & Mission
G.O.I.L.S.Journey CardsLBD Continuum
Closure – Out the Door Ticket?
Page 11
Page 12
Paul Farmerpd@Solution-
Tree.com
July 11, 2011
Page 6
What teams are in place now?
How would one know the outcomes of the team meetings if they are not in attendance?
Page 7
Post-it
Logical Question
Write one question you have about Professional Learning Communities
Share and discuss your understanding or question with one other person and agree on one card to submit.
Page 1
Once the Essentials are Identified
Page 2
1. Resources: What instructional material and resources do are gathered and utilized to assist in delivering the Essential Learning?
2. Consistency: How can consistency be developed from one class to the next with the expected learning?
3. Monitoring: What agreements can reached to monitor essential learning is taking place?
State StandardsRecommended Standards from Professional OrganizationsDistrict Curriculum GuidesPrerequisite Skills for Students Entering a CourseDistrict or State Assessment FrameworkPast Assessment ResultsNeeded Workplace SkillsReleased Test ItemsRecommendations from authors such as Reeves, Jacobs, Marzanno, Wiggins, and McTighe
Adapted from Learning By Doing, 2006 p. 47
Corollary Question 1
Recent research reveals that teaching to the state standards would require approximately 23 years.
(Marzanno, 2003)
Corollary Question 2
Page 2
1. Efficiency – by sharing the load teachers save time2. Equity & Fairness – promotes common goals,
similar pacing, and consistent standards for assessing student learning
3. Effective Monitoring – provides timely evidence of whether the guaranteed and viable curriculum is being taught and learned
4. Informs teacher practice – provides teachers with a base of comparison regarding the achievement of their students so they can see strengths and weaknesses of their teaching
5. Team Capacity – collaborative teacher teams are able to identify and address problem areas in their program
6. Collective Response – helps teams and the schools create timely, systematic interventions for students
Modified from Learning by Doing, 2006 pages 56-57
Assessment Literacy improves for teachers as they develop,
administer and make instructional decisions based on student results
improves for students with frequency and continued support as necessary
Learning by Doing Second Edition 2010, Page 77-78
Why Common Assessments?
“Teachers of the same course or level should have absolute common
agreement on what they expect all their students to know and be able to
do.”(Douglas Reeves)
Page 3
8 – 10 Essential Outcomes Data from past indicators of achievement Examples of rubrics Released items from state assessments, nationally
normed tests (ACT, SAT, ITBS, NAEP, etc.) Instructional pacing guides Recommendations from Stiggins, Reeves, etc. Teacher-made assessments Textbook tests
Fullan, 2005a; Hargreaves & Fink, 2006; Reeves, 2004; Schmokler, 2003; Stiggins, 2005
“One of the most powerful, high-leverage strategies for improving student learning available to schools is
the creation of frequent, common, high-quality formative assessments by teachers who are working collaboratively to help a group of students develop
agreed-upon knowledge and skills”
Fullan, 2005a; Hargreaves & Fink, 2006; Reeves, 2004; Schmokler, 2003; Stiggins, 2005
Learning By Doing page 55
5 Essential skills assessed once a monthSkills must fall under the standards if
the students will be assessed by a high stakes in that grade or subject area
No less than 5, no more than 15 questions
Format must match high stakes assessment
Common formative assessments will not be graded
Page 3
What is the response at your school when a student is not succeeding?
How are students identified who need additional time and support?
Page 3
Engage students in self-reflection, self-analysis and goal setting
Create interventions to support students Target instructional strategies to specific
needs Frequently monitor the progress of the
students Evaluate and change interventions when
appropriate
Kilmer Middle In One Year SOL Performance Increases in English Performance
Overall from 85 to 93 percent Black from 75 to 81 percent Hispanic 54 to 82 percent Limited English Proficient from 52 to 78 percent Students with Disabilities from 47 to 72 percent
Increases in Math Performance Black from 75 to 88 percent Disadvantaged 71 to 81 percent Students with Disabilities from 67 to 76 percent
Page 6