May 9 th, 2012 Renee M. Burnett * OCM BOCES Network Team An introduction based upon Learning By...
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May 9 th , 2012 P Renee M. Burnett * OCM BOCES Network Team An introduction based upon Learning By Doing: A Handbook for Professional Learning Communities at Work L C Cincinnatus, LaFayette, & McGraw CSDs
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Transcript of May 9 th, 2012 Renee M. Burnett * OCM BOCES Network Team An introduction based upon Learning By...
May 9th,
2012
P
Renee M. Burnett * OCM BOCES Network Team
An introduction based upon Learning By Doing: A Handbook for
Professional Learning Communities at Work
L C
Cincinnatus, LaFayette, & McGraw CSDs
Examine our current PLC experiences
Deepen our understanding of the PLC process through case studies & district-specific planning
Lunch on your own
Continue with case studies & planning time
Analyze a PLC meeting
Wrap-up
AG
EN
DA
OU
TCO
ME
S
Build shared
knowledge of the PLC process
Define your PLC direction for next
year
4
What a PLC is NOT
Committee
Grade-Level Team
Meeting
Program
Advancing through a checklist
5
David Salisbury & Daryl Conner, 1994
If you intend to introduce a change that is incompatible
with the organization’s culture, you have only three
choices:
• Modify the change to be more in line with the existing culture
• Alter the culture to be more in line with the proposed change
• Or prepare to fail
Your PLC
Journey
TRADITIONAL SCHOOL STRUCTURE
INDEPENDENT KINGDOMS
5th Independent Kingdom
Independent Kingdom
Independent Kingdom
Independent Kingdom
6th Independent Kingdom
Independent Kingdom
Independent Kingdom
Independent Kingdom
7th Independent Kingdom
Independent Kingdom
Independent Kingdom
Independent Kingdom
8th Independent Kingdom
Independent Kingdom
Independent Kingdom
Independent Kingdom
BIG
ID
EA
OF P
LC
S
PLC
Collaborative
PSEUDO PLC STRUCTURE
INDIVIDUAL KINGDOMSORGANIZED INTO ISOLATED GROUPS ON AN
INFREQUENT BASIS
9th Grade Group
10th Grade Group
11th Grade Group
12th Grade Group
BIG
ID
EA
S O
F
PLC
S
PLC
Interdependent Collaborative
10
GRADE LEVEL MEETINGS
Are we talking about
the right things?
Kindergarten
12th grade
Shared Purpose Shared Vision Collective Commitments Shared Goals
Ensuring high Creating the Clarifying how each Identifying levels of learning structures and individual will indicators to for all students culture to ensure contribute to monitor our all students learn achieving the progress vision
Vertical D
ialogue
True PLC Structur
e=
A cohesive school organized into interdependent
collaborative teams united by a PLC
foundation
BIG
ID
EA
S O
F
PLC
S
PLC
Interdependent
Focus on learning
Results-based
Collaborative
Shared Purpose
Shared Vision
Collective Commitmen
ts
Shared Goals
13
PLC Journey
CFA CROSSWALK
•pp.3-4Ch. 1
14
PLC Theme
s
Focus on Learning
Collaborative Teams
Best Practices in Teaching & Learning
Action Oriented
Dissatisfaction with the Status Quo
Focus on Results
15
Your PLC
Journey
16
The PLC
Journey
PROMOTING A CLEAR & COMPELLING
PURPOSECASE STUDY
#1
Read Discuss
Advice?
17
BREATHING LIFE INTO MISSION STATEMENTS
MISSION VISION GOALSVALUES
WHY?Why do we
exist?
WHAT?What must our school become to accomplish our purpose?
HOW?How must we
behave to achieve our
vision?
HOW WILL WE MARK
OUR PROGRESS
?
FUNDAMENTAL PURPOSE
TARGETS & TIMELINES
COLLECTIVE COMMITMENT
S
COMPELLING FUTURE
Clarifies priorities & Sharpens
focus
Gives directions
Guides behaviors
Establishes priorities
18
Key Ideas
Promoting a Clear & Compelling
PurposeBuild consensus one
small group at a time
Build shared knowledge
Don’t confuse a “mission statement”
with action
19
PLC Journey
CFA CROSSWALK
•pp.6-7•pp.10-12
Ch. 1
20
The PLC
Journey
CREATING A FOCUS ON LEARNING
CASE STUDY #2
Read Discuss
Advice?
QUESTIONS THAT DRIVE PROFESSIONAL LEARNING
COMMUNITIES
4
What do we
want each
student to
learn?
1
LEVELS OF CURRICULA
Intended• Written
Implemented• Taught
Attained• Learned
To impact the attained curriculum in the most powerful way, make certain
the implemented curriculum is guaranteed and viable.
If we want all students to learn at high levels, those who teach them must be
able to answer the question
“Learn what?” with a consistent voice.
How will we know if each student
has learned it?
2
In my reviews of accountability data from hundreds of schools, the schools with the greatest
gains in achievement consistently happen to
use common assessments and
collaborative scoring by faculty. Doug Reeves, 2007
27
Key Ideas
Creating a Focus on Learning
Create a school culture that is simultaneously
loose and tight.
Clarify what students must learn.
Conduct frequent monitoring of student
learning.
PLC Journey
28
CFA CROSSWALK
• Common Formative Assessments
Ch.2
• Power StandardsCh.3
• Unwrapping Power Standards
Ch. 4
• Designing Quality CFA
Ch. 5
29
The PLC
Journey
HOW WILL WE RESPOND WHEN SOME STUDENTS
DON’T LEARN?
CASE STUDY #3
Read Discuss
Advice?
How will we respond when
some students do not learn it?
34
How will we respond when some students
already know it?
SYSTEMATIC
TIMELY
DIRECTIVETIM
E AN
D L
EVEL
S O
F
SUPP
ORT
The School’s Response
HIGH LEVELS OF LEARNING FOR
ALL
CLARIFY ESSENTIAL
KNOWLEDGE
MONITOR VIA COMMON
FORMATIVE ASSESSMENTS
SYSTEMATIC INTERVENTIONS
SYSTEMATIC ENRICHMENT
33
Key Ideas
How will we respond when some students
don’t learn?
Interventions should not become life
sentences
Interventions are school-wide, not teacher-specific
Interventions will not compensate for
ineffective instructional practices
PLC Journey
34
CFA CROSSWALK
• pp. 80-82Ch.7
35
The PLC
Journey
BUILDING A COLLABORATIVE CULTURE
CASE STUDY #4
Read Discuss
Advice?
36
Most Promisin
g Practices
for Improvin
g Student Learning
John Hattie (2009), Visible Learning
Teachers work in collaborative teams.
Teachers clarify the essential learning for
each student.
Teacher teams frequently gather
evidence of student learning.
Based on analysis of evidence of student learning, TT identify
& implement the most powerful instructional strategies.
The school provides a collaborative culture where
participants feel safe to learn, relearn, & explore teaching &
learning.
The question is not
Do we collaborate?
but rather
What do we collaborate about?
True Collaboration
Congenial Harmony
TEAM LEARNING PROCESS
Clarify essential learnings
Develop CFA
Establish proficiency
targets
Analyze data from
CFA
Adjust instruction
40
Key Ideas
Building a Collaborative
CultureCollaboration
vs. Co-blaberation
Identify logical team structures that can focus on
the 4 critical questions
Create time and provide structures for collaboration
PLC Journey
41
CFA CROSSWALK
• Sustaining the Work
Ch.9
42
The PLC
Journey
USING RELEVANT INFORMATION TO IMPROVE
RESULTS
CASE STUDY #5
Read Discuss
Advice?
43
DR
PI
44
Key Ideas
Using Relevant Information to Improve
ResultsSchools only become
PLCs if they switch their focus from inputs to outcomes and from activities to results.
Common formative assessments provide powerful
data that can be used to improve teaching and learning during the work, rather than
when it is completed.
PLC Journey
45
CFA CROSSWALK
• Using Data to Make a Difference
Ch.7
• Getting the Most Bang for Your Assessment Buck – Involving Students
Ch.8
46
The PLC
Journey
CONSENSUS & CONFLICT
CASE STUDY #6
Read Discuss
Advice?
47
Key Ideas
Consensus & ConflictConsensus means: All points of
view have been heard. The will of the group is evident even to those who most oppose it.
The real strength of a PLC is determined by the response to
the disagreements & violations of commitments that inevitably
occur.
Don’t focus on the attitude; focus on the behavior.
48
KEY POINTS
FOR LEADING
A PLC INITIATIV
E
Evolution, not Revolution Do as you say
Stay tight on the
foundations
Build support & move forward without
unanimityExpect to
make mistakes & learn from
them
Learn by doing
49
Books• Learning By Doing by DuFour, DuFour, Eaker,
& Many• Common Formative Assessment by Bailey
& JakicicWebsite•www.Allthingsplc.info/
RESOURCES
