Supporting Schools and District Improvement in Massachusetts

LW Version 1.0 August 2009 1

Supporting Schools and District Improvement in Massachusetts

Building Professional Learning Communities to Improve Instruction and Raise Achievement

`February 2014


CCE Facilitation Team

Meg Robbins, PLC Consultant Richard Dubuisson, PLC Project Lead Carlton Carter, PLC Team Stacy Young, PLC Team Frank DeVito, PLC Consultant Meg Maccini, PLC Consultant


Institute Goals

To help schools consider how the power of PLCs can create a culture of equity that supports equitable teaching and learning

To continue to develop the knowledge and skills needed to create and sustain effective school and district-wide PLCs

To share best practices of evolving PLCs

To model and teach a process for creating structures and norms for successful peer observations


Today’s Agenda - Morning

Welcome, Introduction & Framing Connections – Maassai Greeting Equity Cards Making Meaning Protocol Break Peer Observation Protocols Morning Reflections Lunch


Today’s Agenda - Afternoon

Microlab Protocol Team Planning Time & Gallery Walk Team Reports Debrief & Reflections Closure


How we work together

We use norms to create safe spaces for working together

We make use of protocols to structure discussions and keep the focus on student and teacher work as a means to improving teaching and learning

We model tools and practices for PLC implementation, group activities to promote learning from each other, gradual release of responsibility as we go through the work, and sharing of our learning through presentations and peer critique

We use the website: http://plcexpansionproject.weebly.com/ to share our work, and resource tools to facilitate PLC work.

http://plcexpansionproject.weebly.com/


How we work together

Our Norms: Listen Actively Recognize that everyone is a learner Check your assumptions Trust the process Respect all voices Start and end on time


Connections: Maasai Greeting


“Karibu!” (Swahili Welcome)

“Hamjambo!” (Hello)

“Hatujambo!” (Hello return)



Kasserian Ingera! (How are the children?)

Sepati Ingera! (The children are well!)



Reflections journal brief quiet write

Popcorn share

Nashanga (Thank you)



Equity Cards

Our Working Definition of Equity: Equity Exists when all groups have access to the resources and

opportunities necessary to eliminate opportunity and resource gaps, and thereby improve the quality of their lives


Equity Cards

Select a card Take a minute to consider a response Find others with the same number or letter card (not suit) Each person takes a minute to share his/her response Group discussion for two minutes Share out with the large group


Making Meaning Protocol

In Groups – Select a facilitator and a time keeper Use article: Myth of the Culture of Poverty

Follow Protocol Don’t skip the debrief Large group share out


Break – 10 minutes


Bringing collaborative Looking at Student and Teacher Work into the classroom:

Connection

Think about a time you learned from a colleague. Think about a time when feedback hurt.

Pair—share

Popcorn share


Ensuring school leaders advocate and support teacher non-evaluative peer observation as a valid form of professional development

Building a community of trust among faculty

Establishing a school-wide commitment to the approach

Separating observation from the teacher evaluation process

Declaring the purpose for teacher observation and a commitment to its outcomes

Critical Elements of Teacher Collaborative Observation as Professional Development


Inviting teachers to first participate in the process as volunteers

Allowing time for teachers to observe other teachers

Organizing scheduled meetings, coaching sessions, and follow-up conversations

Selecting specific strategies and skills on which to focus during an observation session

Instituting a way to measure the impact of observation

Critical Elements of Teacher Collaborative Observation as Professional Development (Continued…)


Why do highly effective PLCs use the practice of peer observation?

Video clip: Innovations in Professional Collaboration:

Video Protocol Prompt: As you watch, be prepared to share: 3 things I heard or saw, that made me think

Pair -Share


Using peer observation protocols to structure the conversation:

Three Protocols to practice:

Focus Point

Video Camera

Interesting Moments

Remember—just as in Looking at Student Work, these protocols require us to look at “evidence” and to avoid judgment or assumption.


Focus Point Peer Observation Protocol


Video Camera Peer Observation Protocol


Groups will work with one of the three protocols 1. Read over the protocol together and identify the key features

of the protocol.

2. You will be seeing a very short clip of a first grade bi-lingual classroom doing literacy activities.

Groups using the Focus Point Protocol will be looking at the observed teacher’s question: Are my students clear about what I am asking them to do?

Groups using Interesting Moments and Video Camera will be “Discovering something about the events you have seen.”


Review your observations from the video-taped lesson together.

What did each of you see? Imagine what the debriefing of this observation would be like if you were the observed teacher.

Were your observations similar or vastly different?

How did your do in keeping your observations to “evidence”?

Was it difficult to with hold judgment?


After completing the debrief—talk together using these queries: What do I want to remember about peer observation and

debriefing? What more do I want to know about using these protocols in our practice at my school?

What is one question I have about my practice that peer observation might be valuable to really learn about it? What would someone observe?

Which of the peer observation protocols we used today could I use?

What norms do we need to have in place for peer observations to be of value?


Morning Reflections

What new questions, or insights came up for you from this morning’s work?

What are your thoughts on bringing this work back to your schools? What are the implications?

Additional Reflections?


Lunch & Team Planning Time


Afternoon Agenda

Microlab Protocol Team Planning & Twitter Gallery Team Reports Debrief & Reflections Closure


Microlabs

Create triads with members of other school/team – Each person is either a 1, 2 or 3

Respond to following questions:

What is a fear you’ve had with your PLCs What is a challenge you’ve experienced with your PLCs What is a success you’ve had with your PLCs


Team Planning Time

Use tools provided (planning template) to structure a conversation about next steps Focus on Successes your team can build on to sustain the work Target challenges your team can work together to solve What could a PLC coach help you with?

Create “Twitter Page” on Flipchart paper to post on the wall (see attached examples)


Gallery Walk

Use post-it notes to write some feedback, suggestions, etc, for your colleagues

Leave your email address if you want them to contact you about your suggestion


Final Reflections & Closing

Please complete evaluations

Learnings and thoughts from the day

Download materials including PPT on our weebly site – link is on your agenda

Supporting Schools and District Improvement in Massachusetts

Documents

Transcript of Supporting Schools and District Improvement in Massachusetts