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Timbercrest’s

PLC Handbook Collaborating for Our Students’ Success

Lead *Set Goals *Share Best Practices *Monitor Growth *Achieve Results

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Table of Contents

Essential Characteristics of PLC…………………….........3

Supportive Conditions and Structures of PLC………….5

Facilitators/Collaboration…………………………………….7

Facilitator's Role………………………………………………...8

PLC vs. Team Time………………. …………………………....9

PLC Expectations……………………………………………..10

Choosing a Focus………………………………………………..11

SMART Goals……………………………………………………12

SMART Goals Checklist………………………………………13

Scheduled Meeting Days….…………………………………..14

Calendar……………………………………………………………15

Things to Consider and Remember………………………….16

          Resources……………………………………………………………….17 PLC Cliff Notes…………………………………………18

Classroom Quick Check Examples…………...........20

Classroom Coaching/Mentoring Form………………21

PLC Discussion Form………………………..……......22

Nine Weeks SMART Goal Template..………………23 PLC Terms Defined………….……………..…………25

Instructional Web Resources………….….…………29 References………….……………………………..................31

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Essential Characteristics of PLCs The InPraxis Group Inc. (2006) lists the following essential characteristics of PLCs: supportive and shared leadership, shared mission, focus and goals, collective learning and application of learning, continuous inquiry and practice, and focus on improvement. The authors further contend that each of these attributes provides an essential building block for PLCs. The first essential element, supportive and shared leadership, involves colleagues within a school community coming together and sharing leadership responsibilities. This shared leadership is deemed to be necessary to create an environment where leadership capacity can be developed from within the community. Ultimately, this empowers all members of the PLC to make effective decisions (Davies, Herbst-Leudtke & Reynolds, 2008). It is our belief that school administrators participating in collegial relationships with teachers is a good starting point to demonstrate a willingness to share power and decision-making. Bolman and Deal (2003) suggest a component of their human resource frame recognizes the value of listening and empowering those who work for you. The leader is a facilitator who can motivate and empower (Lambert, 1998). From our experience as leaders in a PLC, this makes sense. The second essential element, shared mission, focus and goals, is to be created by the PLC members and embedded in their daily routines. These goals are required to be centered on the improvement of student achievement and learning. Hord (1997), Senge (2000) and Sergiovanni (1996) state that in a PLC, one’s obligations result from a common commitment to shared beliefs and values. These obligations provide the foundation for determining how to collectively impact student achievement. The third essential element, collective learning and application of learning, involves principals and teachers inquiring and through which, together, they will create a community (Hord, 1997). Dufour and Eaker (1998) view the collective action slightly differently. In their view, as collaborative teams work independently, they are able to achieve common goals. This is similar to PLCs structured around subject or grade level groupings in that the ultimate goal may be to increase student

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achievement but a language arts PLC will approach this differently than a math PLC. Continuous inquiry and practice, the fourth essential element, involves an inquiry-based model and support processes such as, coaching, mentoring, and collaborative decision-making. Cowan and Capers (2000), Dana and Yendel-Hoppey (2008), and Hord (1997) all support the idea that coaches and co-developers continually stimulate the PLC to allow for continuous inquiry and practice. Having support processes in place allows the group to share personal practice and reflect on best practice. The fifth and final essential element focuses on improvement. Hord (1997) views this improvement as continuous as does Dufour and Eaker (1998). Also Dufour and Eaker focus on results so as to ensure that continuous improvement is evident. InPraxis Group Inc. appears to put this in context. All school improvement initiatives are centered on the critical goal of improving student learning and achievement and stress the belief that improvement is part of the overall culture of all school beliefs, values and practice. It emphasizes the role of collecting data that establishes a base for decision-making, problem solving and inquiries. (InPraxis Group Inc, 1996, p. 11) From the research and literature highlighted in this section, we can make the case that there are specific elements that will be evident in successful PLCs. Shared and supportive leadership allows teachers to share leadership responsibilities while creating an opportunity for leadership capacity to be developed. Shared mission, focus, and goals provide an opportunity for a group of teachers to determine how to best influence student achievement. Collective learning and application of learning allows PLC groupings the flexibility to achieve common goals although PLCs may be working independently in the school. Continuous inquiry and practice embraces the idea that coaching and mentoring will allow the sharing of best practices. Another attribute of PLCs is the focus on continuous improvement in student learning. This quality recognizes the role of data collection in decision-making.

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Supportive Conditions and Structures for PLCs Suggested by Louis and Kruse

Supportive conditions are necessary in order for a school community to embrace change. Hord (1997), for example, viewed supportive conditions as including structural conditions and collegial relationships. As we understand it, structural conditions may include school size, proximity of the staff to one another, teacher empowerment and the provision of resources, scheduling, structures for two-way communication and, of course, leadership. Collegial relationships may include positive student-teacher-administrator relationships and a sense of school community. Sparks and Hirsh (Thompson, Gregg and Niska, 2004) describe this process as a change in school culture, whereas Fullan (2000) refers to the school’s need to re-culture. Either way this process involves “going from a situation of limited attention to assessment and pedagogy to a situation in which teachers and other routinely focus on these matters and make associated improvements” (p. 3). Fullan adds that existing structures within the school may help or hinder this process but the development of a professional community must become the focal point of the improvement process. Louis and Kruse (1995) also identify many structural conditions they feel must exist in order to create PLCs. The first condition is time for teachers to meet and dialogue. Within the PLC structure is regularly embedded time for teachers to collaborate. This time can be provided within the school day or PLC groups can meet at their discretion. Fogarty & Pete (2007), Hipp & Huffman (2003), Hord (1998), InPraxis Group Inc., (2006), and Leo and Cowan (2000), also recognized an essential need in having designated time. A second of the structural conditions advocated by Louis and Krause relates to the physical proximity of staff to one another. The ability of teachers to be readily available to their colleagues will help promote professional dialogue. It is important that teachers have common spaces available to them, as this will further encourage collaboration. A third condition relates to teachers’ teaching roles and responsibilities. It is important for PLC groupings to consist of teachers with similar

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teaching responsibilities and goals. Formalized structures allowing teachers to integrate teaching lessons or engage in team teaching opportunities should be promoted within a school community. A fourth condition requires effective communication programs. Communication between group members must have specific protocols. Communication between PLC groups, school administration, and central office also must have clear channels and protocols. The sharing of ideas between PLC groups is enabled by communication occurring between grade levels, departments and other organizational units. A final condition that Louis and Kruse suggest is that PLCs must embrace teacher empowerment. This condition respects the teachers’ ability to make decisions autonomously but these decisions are still guided by the beliefs and norms of the professional community. Teachers must view themselves as guiding their PLCs in cooperation with fellow teachers while being supported by senior administration. Leadership is also viewed as a supportive condition. Reeves (2006), identifies various forms of leadership, including collaborative leadership. Within this leadership structure, there is “shared decision making and also a willingness to concede one’s own agenda” (p. 51). Reeves describes collaborative leadership as having three distinct levels. Level one allows for individual autonomy and discretion. Within the school setting, this would comprise a teacher choosing his or her own teaching practices. Level two decisions are made collaboratively and both teachers and administrators try to find common ground. Senior leadership makes Level three decisions unilaterally since this decision may involve issues of security and safety. Put succinctly, supportive conditions and environments such as scheduling, resources, leadership, and communication allow a school community to embrace change and re-culture. In addition, certain structures must also be in place. Such structures include: embedded time for teachers to collaborate, close physical proximity of teachers within a school or system, teachers in PLCs in common teaching assignments, set communication protocols, leadership and teacher empowerment through decision making. These structures provide a more conducive setting for teachers to dialogue within a PLC.

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Welcome, Facilitator

Team cohesiveness is critical and how you begin the year will affect not only your role as the leader but also the group’s effectiveness. As a team leader you have many roles: encourager, moderator, guide, and more. Your enthusiasm and knowledge of your role sets the stage for the team. Don’t take your role lightly. You and your team have the ability to enact positive change in your school. We hope that this guidebook will assist in making your job productive and rewarding. It is arranged in the order of need and aligns with the PLC Timeline. Regular administration attendance is a goal for this school year.

The Rationale for Collaboration

For too long, teachers have been relegated to the classroom with little or no interaction with their peers. Historically, it has been noted that in schools across the national days, weeks, months, even years have passed with no collaborative planning or sharing of strategies. The expertise of each teacher was never shared with others. Professional Learning Communities (PLCs) challenge the practice of isolation. PLCs foster collaboration and the sharing of best practices. By joining together, teachers have the potential to affect great changes in their students and the school. High-performing schools embrace collaboration and make it part of their culture. It is essential that this professional practice continues as a part of the way we do business at Timbercrest.

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Facilitator’s Role

E-mail members on your contact list of details for upcoming meeting (at least 24 hours prior to meeting)

Remind teachers to bring any necessary materials to share

Create a simplified agenda to keep the meeting focused

Encourage participants to share (open ended vs. closed ended questions)

Encourage teachers to provide their colleagues with constructive and thoughtful feedback

E-mail completed PLC recording form within two day after meeting to:

Mr. Tidmarsh----K-2, Support, Special Area

Mrs. Tuten----3-5, Gifted

Note: PLC Facilitators are not stipend positions.

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A PLC is…

Focused on the 4 essential questions

Focused on standards, data, and achievement

An opportunity to share and learn new strategies

An opportunity to search for and/or build new resources

Gather input from staff related to the building’s academic goals and vision

Regularly and consistently scheduled

A Team meeting is…

Focused on students An appropriate time to deal

with logistics and scheduling issues

An appropriate time to call parents and/or schedule meetings with them

An opportunity to share and brainstorm ideas related to students’ behaviors, special needs, or other

Gather input from staff related to the building’s non-academic goals or logistical needs

A PLC is not…

Discussion of student behavior

Focused on the logistical workings in a school

A time to vent to co-workers

A time to work on tasks that benefit one rather than the whole (grading papers, checking personal emails, individual lesson planning, tasks related to extra-curricular activities)

A Team meeting is not…

A time to vent to co-workers A time to work on tasks that

benefit one rather than the whole (grading papers, checking personal emails, individual lesson planning, tasks related to extra-curricular activities)

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PLC Expectations:

PLCs should:

1) Create a set of norms to help the group function. Place norms in front of PLC notebook after first meeting.

2) Develop a clear agenda.

3) Share issues/topics addressed during meeting with team members and administration.

Keeping these four questions in mind during the meetings will help guide you when writing your PLC agenda:

1) What do we want students to know? 2) How will we know when they know it? 3) What will we do if they don’t? 4) What will we do if they already know it?

Suggested Group Norms to get you started:

Start and end on time Everyone participates Everyone comes ready to share and learn and with all necessary materials and

data Respect all opinions Reach consensus when at all possible, avoid majority rule if possible Always keep in mind the group goals Stay on task  

The PLC might consider, study, and/or discuss:

student involvement in work (papers, projects, activities) student engagement of expectations (rubrics, assessments, and procedures) student achievement (data from state tests, formative/summative assessments,

projects, or other) student-based strategies, good teaching strategies/collaborate on lesson planning

(technology integration, research based strategies, new strategies) modifying classroom materials, assessments, or instruction for students standards, curriculum, and pacing resources logistical and scheduling concerns related to the list above

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Guiding Question for Choosing a Focus

• What do I/we want to improve?

• What need holds the greatest priority?

• How will this affect my classroom practice?

• How does this align with our SIP?

• What am I/we planning to do about it?

• It is recommended that teachers involved with new curriculum implementation or training direct their PLC time

to data/assessments, Differentiated Instruction, CCSS trainings, etc.

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SMART Goals

SMART goals are set with the purpose of increasing student achievement. SMART goals are specific in that they clarify precisely what students should learn, the level of the learning (proficiency level), the formative/summative assessments that will be used to make the proficiency determination and a time frame. SMART goals should be used to reflect upon the overall effectiveness of instruction and assessments.

A SMART Goal is:

Specific- Linked to the SIP goals. It focuses on specific student learning and answers WHO and WHAT.

Measureable--Student success is measured by assessment. It answers the question- HOW.

Attainable- The goal should be set high but within reason. High goals are not always attained but this does not mean it was a failure.

Results Oriented/Relevant/Rigorous- Supporting the SIP, results tell you who has achieved proficiency. These results determine which students need remediation or enrichment.

Time Bound- All goals are bound by a clearly-defined time frame.

SMART Goal Examples:

1._____% of grade 3 math students will increase their _________ scores by

______% by the end of the second nine weeks as measured on the (assessment) __________________.

2. Fifty-two percent of my writing students will increase their average writing scores by one point by the end for the first nine weeks as measured by the (assessment) ________________.

Not a SMART Goal:

1. My students will do better on their math tests.

2. The team’s students will increase their understanding of expository writing.

3. My reading students will complete 80% of their homework.

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SMART Goals Checklist

S Specific _____States goal as positive statement linked to student achievement _____Identifies grade level that will achieve goal _____ Identifies specific content area to be measured and improved _____Identifies the student population to be measured (e.g., all students) M Measurable _____ Identifies the final value that needs to be achieved _____ Identifies the amount of increase from the previous year’s data associated with the standardized assessment A Attainable (yet rigorous) _____ Sets a final value that is reachable with the time frame _____ Stretches a previous achievement goal with a reasonable/logical increase given the starting point R Results-based _____ Identifies the formative/summative assessment _____ Includes all students for the academic year in the grades for which the district or state assessment(s) is administered _____ Identifies a measure of student achievement as defined by the standardized assessment (e.g., proficiency on the FCAT/SAT-10, district assessments, and/or VIMS reports) T Time-bound _____ Identifies the time when goal attainment will be measured

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Scheduled Meeting Days:

Faculty Meetings---2nd Mondays

Early Release Professional Development Days--- 1st Wednesdays (September-April)

Leadership---Thursdays (Except for November and March)

PLC Days---- 1st and 3rd Calendar Weeks

Mondays----3rd, 4th, 5th, Special Areas (Included: Media and Guidance), Gifted

Thursdays----K, 1st, 2nd, Support (ESE/ESOL)

Data Days with Tuten ---Tuesdays or Thursdays (Except for November)

SAC Meetings---Mondays (Except for May)

PDS Days---TBD

Grade Chair Meetings with Administration---TBD

*****NOTE: See calendar for individual dates.*****

     

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See Last Page and

Insert Calendar Here

 

 

 

 

 

 

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Things to Consider and Remember…

The use of an “I” for grading is defined differently than in the past (prior

administration approval is needed for an “I”).

Teachers are encouraged to visit other classrooms to see what other teachers are

doing.

 

 

 

 

 

 

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Resources

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Why? To provide staff members an opportunity to discuss and impact student learning and achievement.

Who? Generally teachers with a common subject, grade level, or goal in mind.

How? The PLC might consider, study, and/or discuss:

student work (papers, projects, activities) student expectations (rubrics, grading policies and procedures) student achievement (data from state tests, formative/summative

assessments, projects, or other) good teaching strategies/ collaborate on lesson planning (technology

integration, research based strategies, new strategies) modifying classroom materials, tests, or instruction for students standards, curriculum, and pacing resources logistical and scheduling concerns related to the list above

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Expectations:

PLCs should: 1) create a set of norms to help the group function, 2) develop a clear agenda, and 3) should report on what occurred to administration.

Keeping these four questions in mind while help guide you when writing your PLC agenda:

5) What do we want students to know? 6) How will we know when they know it? 7) What will we do if they don’t? 8) What will we do if they already know it?

Quick Group Norms to get you started:

start and end on time everyone participates everyone comes ready to share and learn and with all necessary materials respect all opinions reach consensus when at all possible, avoid majority rule if possible always keep in mind the group goals stay on task have fun collaborating

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CLASSROOM QUICK CHECK EXAMPLES “What a passerby might see.”

Generated by a PLC team based on areas of study and anticipated classroom implementation and correlates with FEAPS and VSET Student Behaviors Students identifying and retrieving text that they are able to read independently Students engaged in dialogue around a text, asking and responding to questions Students using post-it notes to identify where they used a specific reading strategy Students independently reading text at their levels Small groups of students engaged in differentiated instruction with and without

the teacher Students independently engaged in work at centers/work stations Students engaged in partner reading Student-lead questionings/discussions on topic Students responding to text in reading response journals Students able to describe what they are learning and why Students demonstrate multiple ways to solve math/critical thinking problems Classroom artifacts, Classroom library books organized by level, genre, author etc.

are accessible to students Space is available for meeting with small groups Posting of criteria for quality work specific to the area of study (student-created

rubrics) Content and language objectives posted (all subjects) Objective/standard listed in student friendly language

Teacher Behaviors Teacher serving as a “guide on the side” vs. a “sage on the stage.” Teacher making connections to a previous learning experience Teacher posing questions that require students to provide evidence of their

thinking Teacher provides opportunities for students to exchange ideas with each other Teacher conferring with individual students Teacher working with a small group of students Teacher bringing whole class together for closure which includes engaging

students in sharing their learning Teacher use of reflection to enhance flexibility and/or differentiated instruction

mastery standards or lesson objective(s)

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CLASSROOM COACHING/MENTORING FORM

Teacher:____________________ Grade Level:________________ Subject:____________________ Date:_____________________

Student (S)

Teacher (T)

Behaviors As evidence of our learning, things to look for include: (See Implications for Classroom Instruction section on PLC Reflection Sheets and QUICK CHECK EXAMPLES.)

Affects on Learning For example, “Students identifying and retrieving text that they are able to read independently is evidence of Clear Expectations.”

Developed from the Minnesota Public Schools Literacy Department, 2008/ Revised by Timbercrest Elementary School, Volusia County, Florida 2013

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Insert PLC Discussion Page  

 

 

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PLC SMART Goal: 1st Nine Weeks (See pages 12 and 13) 

S M A R T

Write a specific goal.

How will we measure our

goal?

What actions will we take to reach our goal?

Is our goal realistic?

What is the time frame

for our goal?

 

PLC SMART Goal: 2nd Nine Weeks (See pages 12 and 13)

S M A R T

Write a specific goal.

How will we measure our

goal?

What actions will we take to reach our goal?

Is our goal realistic?

What is the time frame

for our goal?

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PLC SMART Goal: 3rd Nine Weeks (See pages 12 and 13)

S M A R T

Write a specific goal.

How will we measure our

goal?

What actions will we take to reach our goal?

Is our goal realistic?

What is the time frame

for our goal?

 

 

PLC SMART Goal: 4th Nine Weeks (See pages 12 and 13)

S M A R T

Write a specific goal.

How will we measure our

goal?

What actions will we take to reach our goal?

Is our goal realistic?

What is the time frame

for our goal?

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PLC Terms Defined

Attainable Goals- Goals perceived as achievable by those who set them. Attainable goals are intended to document incremental progress and build momentum and self-efficacy through short-term wins. Building Shared Knowledge- Learning together. Members of professional learning communities always attempt to answer critical questions by first learning together. They engage in collective inquiry to build shared knowledge. This collective study of the same information increases the likelihood that members will arrive at the same conclusion. Members of a PLC, by definition, will learn together. Collaboration- A systematic process in which people work together, interdependently, to analyze and impact professional practice in order to improve individual and collective results. In a PLC, collaboration focuses on the critical questions of learning: What is it we want each student to learn? How will we know when each student has learned it? How will we respond when a student experiences difficulty in learning? How will we enrich and extend the learning for students who are proficient? Common Assessment- An assessment of student learning that uses the same instrument or a common process utilizing the same criteria for determining the quality of student work. State and provincial assessments and district benchmark assessments are “common” assessments. However, in a PLC, common assessments are also created by a team of teachers with collective responsibility for the learning of a group of students who are expected to acquire the same knowledge and skills. Team-developed common assessments provide members with the basis of comparison that turns data into information and help individuals identify strengths and weaknesses in their instructional strategies. They also help identify problem areas in the curriculum that require attention. Common Formative Assessment- An assessment typically created collaboratively by a team of teachers responsible for the same grade level or course. Common formative assessments are used frequently throughout the year to identify (1) individual students who need additional time and support for learning, (2) the teaching

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strategies most effective in helping students acquire the intended knowledge and skills, (3) curriculum concerns—areas in which students generally are having difficulty achieving the intended standard—and (4) improvement goals for individual teachers and the team. Community- A group linked by common interests. Whereas the term organization tends to emphasize structure and efficiency, community suggests shared purpose, mutual cooperation, and supportive relationships. Continuous Improvement Process- The ongoing cycle of planning, doing, checking, and acting designed to improve results—constantly. In a PLC, this cycle includes gathering evidence of current levels of student learning, developing strategies and ideas to build on strengths and address weaknesses in that learning, implementing those strategies and ideas, analyzing the impact of the changes to discover what was effective and what was not, and applying the new knowledge in the next cycle of continuous improvement. Essential Learning- The critical skills, knowledge, and dispositions each student must acquire as a result of each course, grade level, and unit of instruction. Essential learning may also be referred to as essential outcomes, power standards (Reeves, 2002), guaranteed and viable curriculum (Marzano, 2003), essential academic goals (Lezotte, 1991), learning intentions and success criteria (Hattie, 2009), or learning expectations and tangible exemplars of student proficiency (Saphier, 2005). Florida Educators Accomplished Practices (FEAPs)- The Educator Accomplished Practices are set forth in rule as Florida’s core standards for educators. FEAPs form the foundation for the state’s teacher preparation programs, educator certification requirements and school district instructional personnel appraisal systems. FEAPs are based upon and further describe 3 essential principles: (1) The effective educator creates a culture of high expectations for all students by promoting the importance of education and each student’s capacity for academic achievement. (2) The effective educator demonstrates deep and comprehensive knowledge of the subject taught. (3) The effective educator exemplifies the standards of the profession. Formative Assessment- An assessment for learning used to advance and not merely monitor each student’s learning; the assessment informs the teacher regarding the effectiveness of

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instruction and the individual student regarding progress in becoming proficient. The checks for understanding that individual teachers use in the classroom on a daily basis are examples of formative assessments. In a PLC, collaborative teams also use common formative assessments to (1) identify students who are experiencing difficulty in their learning, (2) provide those student with additional time and support in a way that does not remove them from new direct instruction, and (3) give them additional opportunities to demonstrate their learning. Goals- Measurable milestones that can be used to assess progress in advancing toward a vision. Goals establish targets and timelines to answer the question, what results do we seek, and how will we know we are making progress? Norm-referenced Assessment- An assessment designed to compare the performance of an individual or group with a larger “norm” group typically representing a national sample with a wide and diverse cross-section of students (Ainsworth & Viegut, 2006). Professional Learning Community (PLC)- An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. Professional learning communities operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators. SMART Goals- Goals that are Strategic & Specific, Measurable, Attainable, Results-oriented, and Timebound (O’Neill & Conzemius, 2005). School Improvement Plan (SIP)- The School Improvement Plan (SIP) is required by law and is the dynamic document that keeps a school focused and on track as school staff work throughout the school year towards overall improvement and success for every student. This document is data driven and incorporates FEAPS , best practices, and focuses on student engagement and accountability. Summative Assessment- An assessment of learning (Stiggins, 2002) designed to provide a final measure to determine if learning goals have been met (Ainsworth & Viegut, 2006). Summative assessments yield a dichotomy: pass or fail, proficient or not proficient. Additional timely support is typically not forthcoming. Team- A group of people working interdependently to achieve a common goal for which members are held mutually accountable. Collaborative teams are the fundamental building blocks of PLCs.

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Team Learning Process- The cyclical process in which all teams in a PLC engage to stay focused on learning. The team learning process includes: clarifying essential student learnings (skills, concepts, and dispositions) for each course and content area; agreeing on common pacing of instruction; developing multiple common formative assessments aligned to each essential outcome; establishing specific, rigorous target scores or benchmarks that will lead to success on high-stakes assessments; analyzing common assessment results; and identifying and implementing improvement strategies. Teams address each step in the process by first building shared knowledge rather than pooling opinions. Team Norms- In PLCs, norms represent collective commitments developed by each team to guide members in working together. Norms help team members clarify expectations regarding how they will work together to achieve their shared goals. Volusia Instructional Management System (VIMS)- A data warehouse and teacher resource site.

Learning by Doing © 2006, 2010 Solution Tree Press • solution-tree.com

Visit go.solution-tree.com/PLCbooksto download more PLC terms Revised by Timbercrest Elementary School, Volusia County, Florida 2013

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PLC Instructional Web Resources 

Helping Reluctant Writers

http://www.sarasota.k12.fl.us/Sarasota/naturpartn.htm#Writing to Reading Activities  www.ldonline.org  http://www.readingrecovery.org/pdf/conferences/NC05/Handouts/Barnes_Using_Reading_And_Writing.pdf  http://www.associatedcontent.com/article/2680901/10_literacy_activities_that_connect.html  http://www.helpguide.org/mental/adhd_add_teaching_strategies.htm  http://www.additudemag.com/adhd/article/1874.html  http://www.brucevanpatter.com/funstuff.html  www.lessonplanet.com  http://www.k8accesscenter.org/training_resources/writingdifferentation.asp  http://writingfix.com/index.htm http://writingfix.com/right_brain.htm#4 http://writingfix.com/left_brain.htm http://writingfix.com/WAC/RAFT.htm   http://www.readingrockets.org/article/22263/  Differentiated Instruction in Writing 

 RTI strategies for writing http://wvde.state.wv.us/strategybank/GraphicOrganizersforWriting.html good graphic organizers for writing http://www.eduplace.com/graphicorganizer/  http://www.hwtears.com/  Handwriting without Tears writing program http://teachingld.org/teaching_how‐tos/written/default.htm  http://www.brighthub.com/education/k‐12/articles/4946.aspx?image=43138  personal word wall template  

Math Enrichment Financial math lesson‐ learning opportunities http://illuminations.nctm.org/  samples of enrichment lessons on ALL math topics http://www.themathleague.com/index.php    math contests and events for students http://nlvm.usu.edu/en/nav/vlibrary.html  virtual manipulatives  http://mathplayground.com//  math games‐ including a word problem database http://mathwire.com//  standards based math activities http://nrich.maths.org// newsletter with many strategies for all levels and areas of math http://nlvm.usu.edu//  http://mathforum.org/teachers/ lessons for all grade levels of math http://figurethis.org/index.html  math challenges for families‐ good to share http://coolmath.com//  lesson plans, games, templates and teacher section http://wps.ablongman.com/ab_vandewalle_math_6/54/13858/3547876.cw/index.html Black line Masters http://wps.ablongman.com/ab_vandewalle_math_6/54/13859/3547916.cw/index.html Math Literature http://writingfix.com/WAC/numberfix.htm#CR ACE Method http://mkgcomputerlearninglab.weebly.com/math.html  

 

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More Instructional Web Resources

Reading Center Ideas http://www6.swlauriersb.qc.ca/crestview/ls/Teacher/Teacher_Literacy_Centers.htm  http://teachingheart.net/LC.htm  http://www.teachervision.fen.com/teaching‐methods‐and‐management/curriculum‐planning/4755.html?detoured=1  (no dash) http://www.cobbk12.org/sites/literacy/centers/centers.htm http://www.fcrr.org/curriculum/SCAindex.shtm  http://www.reading‐activities.com/literacy_centers  Differentiated Instruction/Diverse Learners http://www.rti4success.org/pdf/differentiatedinstructionanddisproportinalitybrief.pdf http://www.differentiationcentral.com/  https://sites.google.com/site/wecdsbdi/d‐i‐strategies  http://www.scholastic.com/teachers/article/8‐lessons‐learned‐differentiating‐instruction http://images.pcmac.org/SiSFiles/Schools/TN/GreenevilleCity/GreenevilleHigh/Uploads/DocumentsCategories/Documents/Low+Prep+DI+Strategiesnew.pdfhttp://cnweb.cn.edu/tedu/New%20Website%20Docs/DifferentiatedInstructionStrategiesKit.pdf  See page 56 for Low Prep and High Prep Strategies Lists https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnx3ZWNkc2JkaXxneDo0MWE5MzU5OTk1NjJlYzc0  Learning Style Survey http://www.montgomeryschoolsmd.org/departments/development/documents/ell/Accomm_and_Differen.pdf ESOL http://www.champaignschools.org/ESL/la30hr/instructionalstrategies.htm ESOL http://www.colorincolorado.org/article/41025/ ESOL http://www.centeroninstruction.org/files/Using%20Instructional%20Routines%20to%20Differentiate%20Instruction.pdf http://www.ldonline.com Learning Disabled/Differentiated Instruction    

  

NOTE: Timbercrest shared websites are located on the I‐drive.     

   

    

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REFERENCES

Bolman, L. & Deal, T. (2003). Reframing organizations: Artistry, choice, and leadership. San Francisco: Jossey-Bass.

Davies, A., Herbst-Luedtke, S., & Reynolds, B. (2008). Leading the way to making classroom assessment work. Courtenay, BC: Connections Publishing.

Dufour, R. & Eaker, R. (1998). Professional learning communities at work. Best practices for

enhancing student achievement, Bloomington, IN: National Educational Service .

Hipp, K. & Huffman, J. (2003). Professional learning communities: Assessment—development—effects. Paper presented at the International Congress for School Effectiveness and Improvement, Sydney, Australia. (Eric Document Reproduction Service No. ED482255).

Hord, S. (1998). Creating a professional learning community: Cottonwood creek school. Issues …about Change 6(2), 1-8.

InPraxis Group Inc. (2006). Professional learning communities: An exploration. InPraxis Group Inc. developed this report for the School Improvement Branch, Basic Learning, Alberta Education. (Eric Document Reproduction Service No. ED494707)

Sergiovanni, T. (1996). Leadership for the schoolhouse: How is it different? Why is it important? San Francisco: Jossey-Bass.

E-Resources

All Things PLC http://www.allthingsplc.info/

Blogs, History of PLC, Articles & Research, Tools & Resources, Evidence of Effectiveness Andover, Kansas, Unified School District 385 http://www.usd385.org/vnews/display.v/SEC/Faculty%20%26%20Staff%7CPLC%20Forms

PLC: the Cliff Notes Differences between PLC and Team Meetings

SMART Goals

Florida Department of Education: Florida Educators Accomplished Practices http://www.fldoe.org/profdev/FEAPs/ Minnesota Public Schools: Professional Learning Communities Handbook http://staffdev.mpls.k12.mn.us/uploads/plc_handbook_2011_2.pdf, pp. 32-33, 38-40

Orange County Public Schools: Accountability, Research and Assessment https://www.ocps.net/cs/services/accountability/improvement/Pages/CurrentSchoolImprovementPlans.aspx

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REFERENCES Cont’d

Solution Tree -Professional Learning Communities at Work http://go.solution-tree.com/plc/

Workshops, Speakers, Resources, Reproducible

Osceola County’s: The PLC Guide Book. http://www.osceola.k12.fl.us/depts/ResearchEvalAcct/documents/THEPLCGUIDEBOOK.pdf, pp.3, 14

PLC Facilitator’s Handbook http://www.ata39.org/PD/Facilitator%20Handbook.pdf, pp. 5-8, 17, 19, 22