The Right Work of Collaborative Teams in a PLC at Work · already know it? The Focus of...

The Right Work of CollaborativeTeams in a PLC at Work

Rebecca DuFour

In-Depth Seminar

The Right Work of Collaborative Teams in a PLC at Work

Becky DuFour [email protected]

Objectives for this Session

! Reinforce Key Terms: ‣ Professional Learning Community ‣ Team ‣ Collaboration

! Experience the Right Work of Collaborative Teams in a PLC at Work

Team Defined

The Right Work of Collaborative Teams in a PLC at Work


Objectives for this Session

! Reinforce Key Terms: ‣ Professional Learning Community ‣ Team ‣ Collaboration

! Experience the Right Work of Collaborative Teams in a PLC at Work

Team Defined

© DuFour 2018. SolutionTree.comDo not duplicate. 1

The Criterion for Creating Teams

The fundamental question in organizing teams is:

Do the people on this team have shared responsibility for responding to the critical questions in ways that enhance the learning of their students?

Possible Team Structures:Provided Focus Is on LEARNING

! All teachers teaching the same grade level ! All teachers teaching the same course ! Logical links/similar-responsibility teams ! Vertical teams (K–2/3–5, 6–8 science, or French I–IV) ! Electronic teams:

" Professional organizations " Partner schools " See article,“Singletons Don’t Have to Go It Alone”

by Aaron Hansen in All Things PLC Magazine, Volume 1

! Interdisciplinary teams ! District or regional teams

To Facilitate Electronic Collaboration, Utilize …

! www.voicethread.com: For continuing dialogue at times convenient to each individual

! Google Docs, One Note for Educators, or Moodle for sharing agendas, essential outcomes, assessments, data

! www.skype.com, www.faceflow.com, and/or iChat to facilitate real-time dialogue

! Mikogo: To see each other’s desktops, documents, and videos

For information on other distance learning services: ! “Technology” category on Blog Archives

www.allthingsplc.info

What Is Collaboration?

A systematic process in which we work together interdependently to analyze and impact professional practice in order to improve our individual and collective results

(DuFour, DuFour, & Eaker, Getting Started: Reculturing Schools to Become Professional Learning Communities, 2002)

The Criterion for Creating Teams

The fundamental question in organizing teams is:

Do the people on this team have shared responsibility for responding to the critical questions in ways that enhance the learning of their students?

Possible Team Structures:Provided Focus Is on LEARNING

! All teachers teaching the same grade level ! All teachers teaching the same course ! Logical links/similar-responsibility teams ! Vertical teams (K–2/3–5, 6–8 science, or French I–IV) ! Electronic teams:

" Professional organizations " Partner schools " See article,“Singletons Don’t Have to Go It Alone”

by Aaron Hansen in All Things PLC Magazine, Volume 1

! Interdisciplinary teams ! District or regional teams

To Facilitate Electronic Collaboration, Utilize …

! www.voicethread.com: For continuing dialogue at times convenient to each individual

! Google Docs, One Note for Educators, or Moodle for sharing agendas, essential outcomes, assessments, data

! www.skype.com, www.faceflow.com, and/or iChat to facilitate real-time dialogue

! Mikogo: To see each other’s desktops, documents, and videos

For information on other distance learning services: ! “Technology” category on Blog Archives

www.allthingsplc.info

What Is Collaboration?

A systematic process in which we work together interdependently to analyze and impact professional practice in order to improve our individual and collective results

(DuFour, DuFour, & Eaker, Getting Started: Reculturing Schools to Become Professional Learning Communities, 2002)

© DuFour 2018. SolutionTree.comDo not duplicate.2

The Focus of Collaboration“Collaborative cultures, which by definition have close relationships, are indeed powerful, but unless they are focusing on the right things, they may end up being powerfully wrong.”

—Fullan, Leading in a Culture of Change (2001)

A Key Question in PLCs

The critical question in a PLC is not, “Do we collaborate?”, but rather

“What do we collaborate about?”

You must not settle for “collaboration lite.”

Co-Laboring on the Wrong Work Won’t Improve Student Achievement.

Until doing the right work becomes the norm, giving educators time to collaborate will not impact student achievement.

Critical Corollary Questions: If We Believe All Kids Can Learn

1. What is it we expect them to learn? 2. How will we know when they have

learned it? 3. How will we respond when they don’t

learn? 4. How will we respond when they

already know it?

The Focus of Collaboration“Collaborative cultures, which by definition have close relationships, are indeed powerful, but unless they are focusing on the right things, they may end up being powerfully wrong.”

—Fullan, Leading in a Culture of Change (2001)

A Key Question in PLCs

The critical question in a PLC is not, “Do we collaborate?”, but rather

“What do we collaborate about?”

You must not settle for “collaboration lite.”

Co-Laboring on the Wrong Work Won’t Improve Student Achievement.

Until doing the right work becomes the norm, giving educators time to collaborate will not impact student achievement.

Critical Corollary Questions: If We Believe All Kids Can Learn

1. What is it we expect them to learn? 2. How will we know when they have

learned it? 3. How will we respond when they don’t

learn? 4. How will we respond when they

already know it?


Critical Issues for Team Consideration

Team Name:

Team Members:

Use the following rating scale to indicate the extent to which each statement is true of your team.

1 2 3 4 5 6 7 8 9 1 0

Not True of Our Team Our Team Is Addressing This True of Our Team

1. We have identified team norms and protocols to guide us in working together.

2. We have analyzed student achievement data and established SMART goals to improve on this level of achievement we are working interdependently to attain (SMART goals are specific and strategic, measurable, attainable, results oriented, and time bound. SMART goals are discussed at length on page 89).

3. Each team member is clear on the knowledge, skills, and dispositions (that is, the essential learning) that students will acquire as a result of our course or grade level and each unit within the course or grade level.

4. We have aligned the essential learning with state and district standards and the high-stakes assessments required of our students.

5. We have identified course content and topics we can eliminate to devote more time to the essential curriculum.

6. We have agreed on how to best sequence the content of the course and have estab-lished pacing guides to help students achieve the intended essential learning.

7. We have identified the prerequisite knowledge and skills students need in order to master the essential learning of each unit of instruction.

8. We have identified strategies and created instruments to assess whether students have the prerequisite knowledge and skills.

9. We have developed strategies and systems to assist students in acquiring prerequi-site knowledge and skills when they are lacking in those areas.

10. We have developed frequent common formative assessments that help us determine each student’s mastery of essential learning.

11. We have established the proficiency standard we want each student to achieve on each skill and concept examined with our common assessments.

page 1 of 2

Learning by Doing © 2006, 2010, 2016 Solution Tree Press • SolutionTree.comVisit go.SolutionTree.com/PLCbooks to download this free reproducible.

REPRODUCIBLE

4

12. We use the results of our common assessments to assist each other in building on strengths and addressing weaknesses as part of an ongoing process of continuous improvement designed to help students achieve at higher levels.

13. We use the results of our common assessments to identify students who need addi-tional time and support to master essential learning, and we work within the systems and processes of the school to ensure they receive that support.

14. We have agreed on the criteria we will use in judging the quality of student work related to the essential learning of our course, and we continually practice applying those criteria to ensure we are consistent.

15. We have taught students the criteria we will use in judging the quality of their work and provided them with examples.

16. We have developed or utilized common summative assessments that help us assess the strengths and weaknesses of our program.

17. We have established the proficiency standard we want each student to achieve on each skill and concept examined with our summative assessments.

18. We formally evaluate our adherence to team norms and the effectiveness of our team at least twice each year.

page 2 of 2


REPRODUCIBLE

5

Our Team’s Collective Commitments In order to make our team meetings positive and productive experiences for all members, we make the following collective commitments to each other: ! Begin and end our meetings on time and stay fully engaged

during each meeting; ! Maintain a positive attitude at team meetings – no

complaining unless we offer a better alternative; ! Listen respectfully to each other; ! Contribute equally to the workload;

! Make decisions on the basis of consensus;

! Encourage one another to honor our commitments and

candidly discuss our concerns when we feel a member is not living up to those commitments; and

! Fully support each other’s efforts to improve student

learning.

DuFour, DuFour, Eaker. © Solution Tree 2018. SolutionTree.comDo not duplicate.6

SMA

RT

GO

AL

AC

TIO

N P

LAN

TE

AM

:

Yea

r: _

____

__

D

istr

ict G

oal 1

: We

will

incr

ease

stu

dent

ach

ieve

men

t and

clo

se th

e ac

hiev

emen

t gap

in a

ll ar

eas

usin

g a

varie

ty o

f ind

icat

ors

t

o do

cum

ent i

mpr

oved

lear

ning

on

the

part

of o

ur s

tude

nts.

Sc

hool

Goa

l 1: W

e w

ill im

prov

e st

uden

t per

form

ance

in li

tera

cy a

s m

easu

red

by lo

cal,

dist

rict,

stat

e/pr

ovin

cial

, and

Nat

iona

l ind

icat

ors.

TEA

M S

MA

RT

GO

AL

STR

ATE

GIE

S/A

CTI

ON

STE

PS

WH

O IS

R

ESPO

NSI

BLE

TA

RG

ET

DA

TES/

TIM

ELIN

E

EVID

ENC

E O

F EF

FEC

TIVE

NES

S

Cur

rent

Rea

lity:

Las

t yea

r, 85

% o

f our

stu

dent

s m

et o

r ex

ceed

ed th

e ta

rget

sco

re o

f 3

on o

ur s

umm

ativ

e w

ritin

g p r

ompt

in M

ay.

SMA

RT

Goa

l: Th

is y

ear,

at

leas

t 90%

of o

ur s

tude

nts

will

m

eet o

r exc

eed

the

targ

et

scor

e of

3 o

n ou

r sum

mat

ive

writ

ing

prom

pt in

May

.

Cur

ricul

um:

1. C

larif

y &

pac

e E

ssen

tial S

tude

nt

Lear

ning

Out

com

es in

Writ

ing

utili

zing

S

tand

ards

Doc

umen

ts, C

urric

ulum

G

uide

s, a

sses

smen

t blu

eprin

ts &

dat

a,

Wis

h-Li

st o

f Ski

lls fr

om te

am in

the

next

gra

de le

vel.

Ass

essm

ents

: 2.

Dev

elop

, im

plem

ent,

and

colla

bora

tivel

y sc

ore

grad

e le

vel

form

ativ

e w

ritin

g pr

ompt

s to

: a.

) fre

quen

tly m

onito

r eac

h st

uden

t’s

lear

ning

of e

ssen

tial w

ritin

g ou

tcom

es

b.) p

rovi

de s

tude

nts

with

mul

tiple

op

portu

nitie

s to

dem

onst

rate

pro

gres

s in

mee

ting

and

exce

edin

g le

arni

ng

targ

ets

in w

ritin

g;

c.) l

earn

with

and

from

eac

h ot

her

bette

r way

s to

hel

p st

uden

ts b

ecom

e pr

ofic

ient

writ

ers

Inst

ruct

ion:

3.

P

rovi

de s

tude

nts

with

writ

ing

assi

gnm

ents

in a

ll su

bjec

t are

as &

ut

ilize

a v

arie

ty o

f ins

truct

iona

l st

rate

gies

to h

elp

stud

ents

lear

n al

l E

ssen

tial W

ritin

g S

kills

.

All

Mem

bers

of

our T

eam

A

ll M

embe

rs o

f ou

r Tea

m

All

Mem

bers

of

our T

eam

A

ll M

embe

rs o

f ou

r Tea

m,

Prin

cipa

l, R

esou

rce

Sta

ff,

Vol

unte

ers

Oct

ober

15t

h O

ctob

er -M

ay

chec

kpoi

nts

at m

id-

poin

t of e

ach

grad

ing

perio

d;

(dis

trict

ben

chm

ark

asse

ssm

ents

at e

nd

of e

ach

sem

este

r)

Dai

ly:

Sep

tem

ber -

May

List

s of

Ess

entia

l Stu

dent

Le

arni

ng O

utco

mes

&

Pac

ing

Gui

de

Incr

ease

d re

sults

for a

ll st

uden

ts o

n te

am, d

istri

ct,

stat

e/pr

ovin

cial

, and

na

tiona

l ind

icat

ors

C

omm

on W

ritin

g P

rom

pts

Com

mon

Writ

ing

Rub

ric

Incr

ease

d re

sults

for a

ll st

uden

ts o

n te

am, d

istri

ct,

stat

e/pr

ovin

cial

, and

na

tiona

l ind

icat

ors

C

omm

only

sco

red

writ

ing

sam

ples

in m

ultip

le

subj

ects

; In

crea

sed

resu

lts fo

r all

stud

ents

on

team

, dis

trict

, st

ate/

prov

inci

al, a

nd

natio

nal i

ndic

ator

s

DuFour, DuFour, Eaker. © Solution Tree 2018. SolutionTree.comDo not duplicate. 7

Cur

rent

Rea

lity:

Las

t yea

r, 85

% o

f our

stu

dent

s m

et o

r ex

ceed

ed th

e ta

rget

sco

re o

f 3

on o

ur s

umm

ativ

e w

ritin

g p r

ompt

in M

ay.

SMA

RT

Goa

l: Th

is y

ear,

at

leas

t 90%

of o

ur s

tude

nts

will

m

eet o

r exc

eed

the

targ

et

scor

e of

3 o

n ou

r sum

mat

ive

writ

ing

prom

pt in

May

.

4.

Initi

ate

indi

vidu

al a

nd s

mal

l gro

up

sess

ions

to p

rovi

de a

dditi

onal

in

terv

entio

n an

d en

richm

ent

focu

sed

on w

ritin

g.

5.

Pro

vide

oth

er in

stru

ctio

nal s

taff

and

pa

rent

s w

ith re

sour

ces

and

stra

tegi

es

to h

elp

stud

ents

suc

ceed

as

writ

ers.

St

aff D

evel

opm

ent:

6.

Dev

elop

, im

plem

ent,

and

eval

uate

O

ur T

eam

Act

ion

Res

earc

h

Pro

ject

in W

ritin

g to

impr

ove

our

indi

vidu

al &

col

lect

ive

abili

ty to

hel

p

ou

r stu

dent

s le

arn

to w

rite

at h

igh

leve

ls.

Use

info

rmat

ion

from

our

com

mon

fo

rmat

ive

asse

ssm

ents

to id

entif

y

st

aff d

evel

opm

ent n

eeds

& e

ngag

e

in

ong

oing

, job

-em

bedd

ed s

taff

deve

lopm

ent i

n th

e ar

ea o

f writ

ing.

All

Mem

bers

of

our T

eam

A

ll M

embe

rs o

f O

ur T

eam

A

ll M

embe

rs o

f O

ur T

eam

Dai

ly:

Sep

tem

ber-

May

1st

Sem

este

r W

orks

hop:

10/

20

2nd S

emes

ter

Wor

ksho

p: 1

/19

New

slet

ters

; End

-of

-Gra

ding

Per

iod

Con

fere

nces

W

eekl

y co

llabo

rativ

e te

am

mee

tings

; st

aff d

evel

opm

ent

days

; fa

culty

mee

ting

sess

ions

; ad

ditio

nal

prof

essi

onal

le

arni

ng ti

me

by

requ

est

Inte

rven

tion/

Enr

ichm

ent

Sch

edul

e; S

tude

nt

Lear

ning

Res

ults

N

umbe

r of P

aren

ts in

A

ttend

ance

, Stu

dy

Gui

des

& N

ewsl

ette

rs

Com

mon

Ass

essm

ents

Q

uarte

rly R

evie

ws;

M

id -Y

ear P

rogr

ess

Rep

orts

; E

nd-o

f-Yea

r Tea

m

Eva

luat

ions

; In

crea

sed

resu

lts fo

r all

stud

ents

on

team

, dis

trict

, st

ate/

prov

inci

al, a

nd

natio

nal i

ndic

ator

s

DuFour, DuFour, Eaker. © Solution Tree 2018. SolutionTree.comDo not duplicate.8

Team Learning Process

Clarify and pace essential learnings (skills, knowledge, concepts, dispositions) for each course/subject to ensure students have access to a guaranteed and viable curriculum, unit by unit.

Step One in the PLC Process: Build Shared Knowledge

! A cardinal rule: Professional learning communities always attempt to answer critical questions by first building shared knowledge—engaging in collective inquiry—and learning together.

! If people make decisions based on the collective study of the same pool of information, they increase the likelihood that they will arrive at the same conclusion.

Resources to Help Teams Build Shared Knowledge and Clarify “Learn What”

! State, provincial, national standards (e.g., Common Core, NCTE, NCTM)

! Vertical articulation ! District or department curriculum guides ! Assessment frameworks

(How will students be assessed?) ! Data on past student performance

(local, district, state, provincial, national) ! Examples of student work and the criteria by which the

quality of student work will be judged ! Textbook presentation of curriculum ! Curriculum framework of high-performing schools

Criteria for Identifying Essential Common Outcomes

To separate the essential from the peripheral, apply these three criteria to each standard: 1. Endurance: Are students expected to retain the skills or

knowledge long after the test is completed? 2. Leverage: Is this skill or knowledge applicable to many

academic disciplines? 3. Readiness for the next level of learning: Is this skill or

knowledge preparing students for success in the next grade or course?

(Reeves & Ainsworth, Power Standards: Identifying the Standards That Matter Most, 2003)


Clarify and pace essential learnings (skills, knowledge, concepts, dispositions) for each course/subject to ensure students have access to a guaranteed and viable curriculum, unit by unit.

Step One in the PLC Process: Build Shared Knowledge

! A cardinal rule: Professional learning communities always attempt to answer critical questions by first building shared knowledge—engaging in collective inquiry—and learning together.

! If people make decisions based on the collective study of the same pool of information, they increase the likelihood that they will arrive at the same conclusion.

Resources to Help Teams Build Shared Knowledge and Clarify “Learn What”

! State, provincial, national standards (e.g., Common Core, NCTE, NCTM)

! Vertical articulation ! District or department curriculum guides ! Assessment frameworks

(How will students be assessed?) ! Data on past student performance

(local, district, state, provincial, national) ! Examples of student work and the criteria by which the

quality of student work will be judged ! Textbook presentation of curriculum ! Curriculum framework of high-performing schools

Criteria for Identifying Essential Common Outcomes

To separate the essential from the peripheral, apply these three criteria to each standard: 1. Endurance: Are students expected to retain the skills or

knowledge long after the test is completed? 2. Leverage: Is this skill or knowledge applicable to many

academic disciplines? 3. Readiness for the next level of learning: Is this skill or

knowledge preparing students for success in the next grade or course?

(Reeves & Ainsworth, Power Standards: Identifying the Standards That Matter Most, 2003)


Teams that prioritize the standards they teach learn that the process is as important as the product. Carefully analyzing the standards, debating the merits of individual standards, and coming to a consensus on the most essential standards help everyone gain a more thorough understanding of what teachers should teach and what students should learn.

Identifying the essential standards for every subject and every course is at the heart of the work that PLCs do

when they answer the question “What do we want our students to learn?”

Here’s one strategy that PLCs can use to aid in this important work. Ted Horrell and his colleagues at Germantown High School in Germantown, Tennessee, created the R.E.A.L. criteria to determine if a standard is essential. They drew on the work of Larry Ainsworth in Power Standards: Identifying the Standards That Matter the Most (Advanced Learning Press, 2004).

Is it R.E.A.L. or not?By Thomas W. Many

ReadinessThe standard may be essential if it provides students with essential knowledge and skills necessary

for success in the next class, course, or grade level.

An example of a standard meeting this criterion: Algebra 1 standard—Manipulate formulas and solve literal equations.

Students would need this skill to be prepared for geometry or algebra 2.

EnduranceThe standard may be essential if it provides students with knowledge and skills that are useful beyond

a single test or unit of study.

An example of a standard meeting this criterion: English 9–10 standard—Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Knowing how to write an objective summary of written passages would be necessary for many high school and college courses as well as many professions.

AssessedThe standard may be essential if it is likely to be assessed on upcoming state and national exams.

An example of a standard meeting this criterion: Algebra 1 standard—Order and classify rational numbers.

Questions on the ACT and PSAT require students to use this skill, which might make this a priority standard.

LeverageThe standard may be essential if it provides students with knowledge and skills that will be of value

in multiple disciplines.

An example of a standard meeting this criterion: Physical science standard—Choose, construct, and analyze appropriate graphical representations for a data set.

Students will be expected to apply these skills in future science classes as well as in other content areas such as social studies, career and technical education, and mathematics.

If a standard aligns with these criteria, teachers should consider it an essential standard and teach it to mastery.

SKILL SHOP

The four R.E.A.L. criteria are:

R

E

A

L

34

AllThingsPLC Magazine, Summer 2016 Issue © 2016 Solution Tree Press • SolutionTree.com.All rights reserved. Do not duplicate.10

Is this standard R.E.A.L.?Proposed standard:

ReadinessIf students meet this standard, will they be prepared for the next class, course, or grade level?

What classes or courses might expect students to have the knowledge acquired by meeting this standard?

EnduranceIf students meet this standard, will they have knowledge and skills that will serve them beyond a single test or one unit of study?

What knowledge and skills would students acquire by meeting this standard?

AssessedWould students benefit from having met this standard when they take an upcoming state exam or a college-readiness exam?

Upcoming state exams? Yes No

College-readiness exams, such as the SAT or ACT? Yes No

LeverageBy meeting this standard, will students have knowledge and skills that they can use and would need in multiple disciplines?

What knowledge and skills would students acquire by meeting this standard?

35

AllThingsPLC Magazine, Summer 2016 Issue © 2016 Solution Tree Press • SolutionTree.com.All rights reserved. Do not duplicate. 11

Advantages of Team Discussion of Essential Learning

! Greater clarity regarding the interpretation of standards

! Greater consistency regarding the importance of different standards

! Greater consistency in the amount of time devoted to different standards (common pacing)

! Common outcomes and common pacing are essential prerequisites for a team to create common assessments and team interventions.

! Greater ownership of and commitment to standards

Levels of Curricula at Workin Your School

1. Intended: What we want them to learn 2. Implemented: What actually gets taught 3. Attained: What they actually learn

To impact the attained curriculum in the most powerful way, make certain the implemented curriculum is guaranteed and viable.

(Marzano, What Works in Schools: Translating Research Into Action, 2003)

A Guaranteed and Viable Curriculum ...

Only happens when teachers—who are called on to deliver the curriculum—work collaboratively to: " Study the intended curriculum and agree on priorities

within the curriculum.

" Clarify how the curriculum translates into specific student knowledge and skills.

" Establish pacing guidelines for delivering the curriculum.

" Commit to one another that they will actually teach the curriculum (DuFour & Marzano, 2011).

An Example of Essential Writing Skills for Sixth Graders

! Develop a plan for writing. ! Focus on a central claim. ! Support a claim with logical reasoning and evidence. ! Use words, phrases, and sentences to create fluency

and cohesion. ! Provide a concluding statement and section that

supports the central claim. ! Edit final copies for grammar, capitalization,

punctuation, and spelling.

By the end of this year, each student will be able to:

Advantages of Team Discussion of Essential Learning

! Greater clarity regarding the interpretation of standards

! Greater consistency regarding the importance of different standards

! Greater consistency in the amount of time devoted to different standards (common pacing)

! Common outcomes and common pacing are essential prerequisites for a team to create common assessments and team interventions.

! Greater ownership of and commitment to standards

Levels of Curricula at Workin Your School

1. Intended: What we want them to learn 2. Implemented: What actually gets taught 3. Attained: What they actually learn

To impact the attained curriculum in the most powerful way, make certain the implemented curriculum is guaranteed and viable.

(Marzano, What Works in Schools: Translating Research Into Action, 2003)

A Guaranteed and Viable Curriculum ...

Only happens when teachers—who are called on to deliver the curriculum—work collaboratively to: " Study the intended curriculum and agree on priorities

within the curriculum.

" Clarify how the curriculum translates into specific student knowledge and skills.

" Establish pacing guidelines for delivering the curriculum.

" Commit to one another that they will actually teach the curriculum (DuFour & Marzano, 2011).

An Example of Essential Writing Skills for Sixth Graders

! Develop a plan for writing. ! Focus on a central claim. ! Support a claim with logical reasoning and evidence. ! Use words, phrases, and sentences to create fluency

and cohesion. ! Provide a concluding statement and section that

supports the central claim. ! Edit final copies for grammar, capitalization,

punctuation, and spelling.

By the end of this year, each student will be able to:


The

Pro

fess

iona

l Lea

rnin

g C

om

mun

itie

s at

Wo

rk™

Co

ntin

uum

: C

lari

fyin

g W

hat

Stud

ents

Mus

t Le

arn

DIR

EC

TIO

NS

: In

div

idu

ally

, sile

ntly

, an

d hones

tly

asse

ss t

he

curr

ent

real

ity

of

you

r sc

ho

ol’s

imp

lem

enta

tio

n o

f ea

ch in

dic

ato

r lis

ted

in

the

left

co

lum

n. C

on

sid

er w

hat

evi

den

ce o

r an

ecd

ote

s su

pp

ort

yo

ur

asse

ssm

ent.

Th

is f

orm

may

als

o b

e u

sed

to

ass

ess

dis

tric

t o

r te

am

imp

lem

enta

tio

n.

We

ackn

ow

led

ge

that

th

e fu

nd

amen

tal p

urp

ose

of

ou

r sc

ho

ol i

s to

hel

p a

ll st

ud

ents

ach

ieve

hig

h le

vels

of

lear

nin

g, a

nd

th

eref

ore

, we

wo

rk

colla

bo

rati

vely

to

cla

rify

wh

at s

tud

ents

mu

st le

arn

.

Ind

icat

or

Pre

-Ini

tiat

ing

Init

iati

ngIm

ple

men

ting

Dev

elo

pin

gSu

stai

ning

We

wo

rk w

ith

colle

agu

es o

n o

ur

team

to

bu

ild

shar

ed k

no

wle

dg

e re

gar

din

g s

tate

, p

rovi

nci

al,

or

nat

ion

al

stan

dar

ds;

dis

tric

t cu

rric

ulu

m g

uid

es;

tren

ds

in s

tud

ent

ach

ieve

men

t; a

nd

ex

pec

tati

on

s fo

r th

e n

ext

cou

rse

or

gra

de

leve

l. T

his

co

llect

ive

inq

uir

y h

as e

nab

led

eac

h m

emb

er o

f o

ur

team

to

cla

rify

w

hat

all

stu

den

ts

mu

st k

no

w a

nd

b

e ab

le t

o d

o a

s a

resu

lt o

f ev

ery

un

it o

f in

stru

ctio

n.

Teac

her

s h

ave

bee

n p

rovi

ded

w

ith

a co

py

of

stat

e, p

rovi

nci

al,

or

nat

ion

al

stan

dar

ds

and

a d

istr

ict

curr

icu

lum

g

uid

e. T

her

e is

n

o p

roce

ss f

or

them

to

dis

cuss

cu

rric

ulu

m w

ith

colle

agu

es a

nd

n

o e

xpec

tati

on

they

will

do

so

.

Teac

her

re

pre

sen

tati

ves

h

ave

hel

ped

to

cr

eate

a d

istr

ict

curr

icu

lum

g

uid

e. T

ho

se

invo

lved

in t

he

dev

elo

pm

ent

feel

it is

a u

sefu

l re

sou

rce

for

teac

her

s. T

ho

se

no

t in

volv

ed in

th

e d

evel

op

men

t m

ay o

r m

ay n

ot

use

th

e g

uid

e.

Teac

her

s ar

e w

ork

ing

in

co

llab

ora

tive

tea

ms

to c

lari

fy t

he

esse

ntia

l le

arn

ing

fo

r ea

ch

un

it a

nd

to

est

ablis

h a

com

mo

n p

acin

g

gu

ide.

So

me

staf

f m

emb

ers

qu

esti

on

the

ben

efit

of

the

wo

rk. T

hey

arg

ue

that

d

evel

op

ing

cu

rric

ulu

m

is t

he

resp

on

sib

ility

of

the

cent

ral o

ffic

e o

r te

xtb

oo

k p

ub

lish

ers

rath

er t

han

tea

cher

s.

So

me

are

relu

ctan

t to

g

ive

up

fav

ori

te u

nit

s th

at s

eem

to

hav

e n

o

bea

rin

g o

n es

sent

ial

stan

dar

ds.

Teac

her

s h

ave

clar

ifie

d t

he

esse

nti

al le

arn

ing

fo

r ea

ch u

nit

by

bu

ildin

g s

har

ed

kno

wle

dg

e re

gar

din

g s

tate

, p

rovi

nci

al, o

r n

atio

nal

sta

nd

ard

s;

by

stu

dyi

ng

hig

h-

stak

es a

sses

smen

ts;

and

by

seek

ing

in

pu

t re

gar

din

g t

he

pre

req

uis

ites

fo

r su

cces

s as

stu

den

ts

ente

r th

e n

ext

gra

de

leve

l. T

hey

are

b

egin

nin

g t

o a

dju

st

curr

icu

lum

, pac

ing

, an

d in

stru

ctio

n b

ased

on

evid

ence

o

f st

ud

ent

lear

nin

g.

Teac

her

s o

n ev

ery

colla

bo

rati

ve t

eam

ar

e co

nfi

den

t th

ey h

ave

esta

blis

hed

a

gu

aran

teed

an

d v

iab

le c

urr

icu

lum

fo

r th

eir

stu

den

ts. T

hei

r cl

arit

y re

gar

din

g

the

kno

wle

dg

e an

d s

kills

stu

den

ts

mu

st a

cqu

ire

as a

res

ult

of

each

un

it o

f in

stru

ctio

n, a

nd

th

eir

com

mit

men

t to

p

rovi

din

g s

tud

ents

wit

h th

e in

stru

ctio

n an

d s

up

po

rt t

o a

chie

ve t

he

inte

nd

ed

ou

tco

mes

, giv

e ev

ery

stu

den

t ac

cess

to

es

sen

tial

lear

nin

g.

page

1 o

f 2


REPRODUCIBLE

13

Whe

re D

o W

e G

o F

rom

Her

e? W

ork

shee

t C

lari

fyin

g W

hat

Stud

ents

Mus

t Le

arn

Ind

icat

or

of

a P

LC a

t W

ork

Wha

t st

eps

or

acti

viti

es m

ust

be

init

iate

d

to c

reat

e th

is

cond

itio

n in

yo

ur s

cho

ol?

Who

will

be

resp

ons

ible

fo

r in

itia

ting

o

r su

stai

ning

th

ese

step

s o

r ac

tivi

ties

?

Wha

t is

a

real

isti

c ti

mel

ine

for

each

ste

p

or

pha

se o

f th

e ac

tivi

ty?

Wha

t w

ill

you

use

to

asse

ss t

he

effe

ctiv

enes

s o

f yo

ur in

itia

tive

?

We

wo

rk w

ith

colle

agu

es o

n o

ur

team

to

bu

ild s

har

ed

kno

wle

dg

e re

gar

din

g s

tate

, pro

vin

cial

, or

nat

ion

al s

tan

dar

ds;

d

istr

ict

curr

icu

lum

gu

ides

; tre

nd

s in

stu

den

t ac

hie

vem

ent;

an

d

exp

ecta

tio

ns

for

the

nex

t co

urs

e o

r g

rad

e le

vel.

Th

is c

olle

ctiv

e in

qu

iry

has

en

able

d e

ach

mem

ber

of

ou

r te

am t

o c

lari

fy w

hat

al

l stu

den

ts m

ust

kn

ow

an

d b

e ab

le t

o d

o a

s a

resu

lt o

f ev

ery

un

it o

f in

stru

ctio

n.

page

2 o

f 2


REPRODUCIBLE

14

Assessing Your School’s Current Reality

Consider the descriptions of five stages of PLC progress regarding:

Clarifying What Students Must Learn in a Professional Learning Community at Work™

Individually, silently, and honestly assess the current status of your school on the professional learning community continuum.

Progress and Problems

Share your assessment with your colleagues.

! Where are areas of agreement? ! Where are areas of disagreement? ! Where can you celebrate the greatest

progress? ! What areas are you finding problematic?

Where Do We Go From Here? Closing the Knowing–Doing Gap

! What steps could you take to make progress in these indicators?

! Complete the “Where Do We Go From Here?” worksheet to begin your plan for becoming a school committed to building a collaborative culture.

! Clarify and pace essential learnings (skills, knowledge, concepts, dispositions) for each course/subject to ensure students have access to a guaranteed and viable curriculum, unit by unit.

! Develop multiple common formative assessments to assess each essential learning for each course or content area.


Assessing Your School’s Current Reality

Consider the descriptions of five stages of PLC progress regarding:

Clarifying What Students Must Learn in a Professional Learning Community at Work™

Individually, silently, and honestly assess the current status of your school on the professional learning community continuum.

Progress and Problems

Share your assessment with your colleagues.

! Where are areas of agreement? ! Where are areas of disagreement? ! Where can you celebrate the greatest

progress? ! What areas are you finding problematic?

Where Do We Go From Here? Closing the Knowing–Doing Gap

! What steps could you take to make progress in these indicators?

! Complete the “Where Do We Go From Here?” worksheet to begin your plan for becoming a school committed to building a collaborative culture.

! Clarify and pace essential learnings (skills, knowledge, concepts, dispositions) for each course/subject to ensure students have access to a guaranteed and viable curriculum, unit by unit.




A Common Assessment is …

… used to assess the learning of all students pursuing the same curriculum who are expected to acquire the same knowledge and skills.

It is administered at the same time or within a narrow window of time.

Formative vs. Summative Assessments

A summative assessment gives a student a chance to prove what he/she has learned.

A formative assessment gives a student a chance to improve on his/her learning.

Resources to Help Teams Build Valid Common Assessments

! Released items from district, state, provincial, and national assessments (ACT, SAT, ITBS)

! Data from past indicators of achievement ! Textbook and other published assessments and tests ! Recommendations from Stiggins, Wiliam, Reeves, and Ainsworth on

high-quality assessments " See article “Maximizing the Power of Formative Assessments” by

Dufour & Stiggins, available through www.AllThingsPLC.info

! Websites such as: " www.parcconline.org/samples/item-task-prototypes " www.smarterbalanced.org/pilot-test/ " www.nces.ed.gov/nationsreportcard/ " www.SolutionTree.com/globalpd " www.oecd.org/pisa

Two Essentials of Performance-Based Assessment

! Can we agree on the criteria by which we will judge the quality of student work?

! Can we apply those criteria consistently (inter-rater reliability)?

A Common Assessment is …

… used to assess the learning of all students pursuing the same curriculum who are expected to acquire the same knowledge and skills.

It is administered at the same time or within a narrow window of time.

Formative vs. Summative Assessments

A summative assessment gives a student a chance to prove what he/she has learned.

A formative assessment gives a student a chance to improve on his/her learning.

Resources to Help Teams Build Valid Common Assessments

! Released items from district, state, provincial, and national assessments (ACT, SAT, ITBS)

! Data from past indicators of achievement ! Textbook and other published assessments and tests ! Recommendations from Stiggins, Wiliam, Reeves, and Ainsworth on

high-quality assessments " See article “Maximizing the Power of Formative Assessments” by

Dufour & Stiggins, available through www.AllThingsPLC.info

! Websites such as: " www.parcconline.org/samples/item-task-prototypes " www.smarterbalanced.org/pilot-test/ " www.nces.ed.gov/nationsreportcard/ " www.SolutionTree.com/globalpd " www.oecd.org/pisa

Two Essentials of Performance-Based Assessment

! Can we agree on the criteria by which we will judge the quality of student work?

! Can we apply those criteria consistently (inter-rater reliability)?


4-Po

int

Argu

men

tativ

e Pe

rfor

man

ce T

ask

Writ

ing

Rubr

ic (G

rade

s 6-1

1)

Scor

e 4

3 2

1 N

S

Evidence/Elaboration

The

resp

onse

pro

vide

s tho

roug

h an

d co

nvin

cing

supp

ort/

evid

ence

fo

r the

arg

umen

t(s)

and

cla

im

that

incl

udes

the

effe

ctiv

e us

e of

so

urce

s (fa

cts a

nd d

etai

ls). T

he

resp

onse

cle

arly

and

effe

ctiv

ely

expr

esse

s ide

as, u

sing

pre

cise

la

ngua

ge:

co

mpr

ehen

sive

evid

ence

from

so

urce

s is i

nteg

rate

d; re

fere

nces

ar

e re

leva

nt a

nd sp

ecifi

c

ef

fect

ive

use

of a

var

iety

of

elab

orat

ive

tech

niqu

es*

voca

bula

ry is

cle

arly

app

ropr

iate

fo

r the

aud

ienc

e an

d pu

rpos

e

effe

ctiv

e, a

ppro

pria

te st

yle

enha

nces

con

tent

The

resp

onse

pro

vide

s ade

quat

e su

ppor

t/ev

iden

ce fo

r the

ar

gum

ent(

s) a

nd c

laim

that

in

clud

es th

e us

e of

sour

ces (

fact

s an

d de

tails

). Th

e re

spon

se

adeq

uate

ly e

xpre

sses

idea

s,

empl

oyin

g a

mix

of p

reci

se w

ith

mor

e ge

nera

l lan

guag

e:

ad

equa

te e

vide

nce

from

so

urce

s is i

nteg

rate

d; so

me

refe

renc

es m

ay b

e ge

nera

l

ad

equa

te u

se o

f som

e el

abor

ativ

e te

chni

ques

vo

cabu

lary

is g

ener

ally

ap

prop

riate

for t

he a

udie

nce

and

purp

ose

gene

rally

app

ropr

iate

styl

e is

evid

ent

The

resp

onse

pro

vide

s une

ven,

cu

rsor

y su

ppor

t/ev

iden

ce fo

r the

ar

gum

ent(

s) a

nd c

laim

that

in

clud

es p

artia

l or u

neve

n us

e of

so

urce

s: (f

acts

and

det

ails

). Th

e re

spon

se e

xpre

sses

idea

s un

even

ly, u

sing

sim

plis

tic

lang

uage

:

som

e ev

iden

ce fr

om so

urce

s m

ay b

e w

eakl

y in

tegr

ated

, im

prec

ise, o

r rep

etiti

ve;

refe

renc

es m

ay b

e va

gue

wea

k or

une

ven

use

of

elab

orat

ive

tech

niqu

es;

deve

lopm

ent m

ay c

onsis

t pr

imar

ily o

f sou

rce

sum

mar

y or

may

rely

on

emot

iona

l ap

peal

voca

bula

ry u

se is

une

ven

or

som

ewha

t ine

ffect

ive

for t

he

audi

ence

and

pur

pose

inco

nsist

ent o

r wea

k at

tem

pt

to c

reat

e ap

prop

riate

styl

e

The

resp

onse

pro

vide

s min

imal

su

ppor

t/ev

iden

ce fo

r the

ar

gum

ent(

s) a

nd c

laim

that

in

clud

es li

ttle

or n

o us

e of

so

urce

s: (f

acts

and

det

ails)

. The

re

spon

se’s

exp

ress

ion

of id

eas i

s va

gue,

lack

s cla

rity,

or i

s co

nfus

ing:

evid

ence

from

the

sour

ce

mat

eria

l is m

inim

al o

r irr

elev

ant;

refe

renc

es m

ay b

e ab

sent

or i

ncor

rect

ly u

sed

min

imal

, if a

ny, u

se o

f el

abor

ativ

e te

chni

ques

; em

otio

nal a

ppea

l may

do

min

ate

vo

cabu

lary

is li

mite

d or

in

effe

ctiv

e fo

r the

aud

ienc

e an

d pu

rpos

e

little

or n

o ev

iden

ce o

f ap

prop

riate

styl

e

U

nint

ellig

ible

In a

lang

uage

ot

her t

han

Engl

ish

O

ff-to

pic

Co

pied

text

Off-

purp

ose

*Ela

bora

tive

tech

niqu

es m

ay in

clud

e th

e us

e of

per

sona

l exp

erie

nces

that

supp

ort t

he a

rgum

ent(s

).

© Smarter Balanced Assessment Consortiumwww.smarterbalanced.org 17

Team

Lea

rnin

g Pr

oces

s!

Cla

rify

and

pace

ess

entia

l lea

rnin

gs (s

kills

, kno

wle

dge,

co

ncep

ts, d

ispo

sitio

ns) f

or e

ach

cour

se/s

ubje

ct to

en

sure

stu

dent

s ha

ve a

cces

s to

a g

uara

ntee

d an

d vi

able

cu

rric

ulum

, uni

t by

unit.

!

Dev

elop

mul

tiple

com

mon

form

ativ

e as

sess

men

ts to

as

sess

eac

h es

sent

ial l

earn

ing

for e

ach

cour

se o

r con

tent

ar

ea.

!Es

tabl

ish

a sp

ecifi

c ta

rget

or b

ench

mar

k sc

ore

that

is

suffi

cien

tly ri

goro

us to

ens

ure

succ

ess

on h

igh-

stak

es

asse

ssm

ents

. !

Ana

lyze

resu

lts.

!Id

entif

y an

d im

plem

ent i

mpr

ovem

ent s

trat

egie

s.

© DuFour, DuFour, Eaker. © Solution Tree 2018. SolutionTree.comDo not duplicate.18

Stud

ent

Cla

ss 1

Cla

ss 2

Cla

ss 3

Tota

lsC

lass

1C

lass

2C

lass

3To

tals

Cla

ss 1

Cla

ss 2

Cla

ss 3

Tota

lsC

lass

1C

lass

2C

lass

3To

tals

14

34

22

43

24

44

3

23

44

34

33

44

34

4

34

44

43

34

33

24

4

41

33

12

22

34

24

4

54

24

22

23

23

33

4

62

43

13

31

43

34

3

74

33

34

23

42

43

3

84

23

22

33

23

33

3

92

23

41

24

12

43

2

104

44

33

34

33

43

3

112

33

32

33

24

33

3

122

33

23

33

34

44

4

134

23

32

23

23

43

3

142

43

14

23

43

34

3

151

33

13

31

44

24

3

164

33

32

34

33

43

3

172

33

13

31

33

24

3

182

34

22

33

24

34

4

192

34

23

42

44

34

3

204

23

31

23

13

43

2

Mea

n Sc

ore

2.9

33.

43.

12.

32.

62.

82.

62.

82.

83.

33

3.2

3.6

3.2

3.3

Sent

ence

Flu

ency

& W

ord

Cho

ice

Org

aniz

atio

n &

Sup

port

Foc

us o

n C

entr

al C

laim

Con

vent

ion

Esse

ntia

l Writ

ing

Skill

s: C

omm

on A

sses

smen

t Res

ults

(Tar

get S

core

3/4

)

DuFour, DuFour, Eaker. © Solution Tree 2015. solution-tree.comDo not duplicate.

© DuFour, DuFour, Eaker. © Solution Tree 2018. SolutionTree.comDo not duplicate. 19

Dat

a A

naly

sis P

roto

col

Te

am__

____

____

____

____

____

____

____

____

___

Te

ache

r___

____

____

____

____

____

____

____

____

____

D

ate

____

____

____

____

_ Th

is an

alys

is is

base

d on

our

team

’s c

omm

on a

sses

smen

t of t

he fo

llow

ing

esse

ntia

l lea

rnin

gs.

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

1.

Whi

ch o

f our

stud

ents

nee

d ad

ditio

nal t

ime

and

supp

ort t

o ac

hiev

e at

or

abov

e pr

ofic

ienc

y on

an

esse

ntia

l lea

rnin

g?

How

will

we

prov

ide

that

tim

e an

d su

ppor

t?

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

2.

Wha

t is o

ur p

lan

to e

nric

h an

d ex

tend

the

lear

ning

for

stud

ents

who

are

hig

hly

prof

icie

nt?

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

3.

Wha

t is a

n ar

ea w

here

my

stud

ents

stru

ggle

d? _

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

Wha

t str

ateg

ies w

ere

used

by

team

mat

es w

hose

stud

ents

per

form

ed w

ell?

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

4.

Wha

t is a

n ar

ea w

here

our

team

’s st

uden

ts st

rugg

led?

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

W

hat d

o w

e be

lieve

is th

e ca

use?

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

Wha

t is o

ur p

lan

for

impr

ovin

g th

e re

sults

?___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

© DuFour, DuFour, Eaker. © Solution Tree 2018. SolutionTree.comDo not duplicate.20

Team Learning Process! Clarify and pace essential learnings (skills, knowledge,

concepts, dispositions) for each course/subject to ensure students have access to a guaranteed and viable curriculum, unit by unit.


! Establish a specific target or benchmark score that is sufficiently rigorous to ensure success on high-stakes assessments.

! Analyze results. ! Identify and implement improvement strategies.

Simultaneous Loose AND Tight School Cultures

Simultaneous loose and tight cultures establish clear parameters and priorities that enable individuals to work within established boundaries in a creative and autonomous way. They are characterized by “directed empowerment” or what Marzano and Waters refer to as “defined autonomy”—freedom to act and lead within clearly articulated boundaries.

(Marzano & Waters, District Leadership That Works: Striking the Right Balance, 2009)

Thank You!


Team Learning Process! Clarify and pace essential learnings (skills, knowledge,

concepts, dispositions) for each course/subject to ensure students have access to a guaranteed and viable curriculum, unit by unit.


! Establish a specific target or benchmark score that is sufficiently rigorous to ensure success on high-stakes assessments.

! Analyze results. ! Identify and implement improvement strategies.

Simultaneous Loose AND Tight School Cultures

Simultaneous loose and tight cultures establish clear parameters and priorities that enable individuals to work within established boundaries in a creative and autonomous way. They are characterized by “directed empowerment” or what Marzano and Waters refer to as “defined autonomy”—freedom to act and lead within clearly articulated boundaries.

(Marzano & Waters, District Leadership That Works: Striking the Right Balance, 2009)

Thank You!



The

Pro

fess

iona

l Lea

rnin

g C

om

mun

itie

s at

Wo

rk™

C

ont

inuu

m: M

oni

tori

ng E

ach

Stud

ent’

s Le

arni

ng

DIR

EC

TIO

NS

: Ind

ivid

ually

, sile

ntly

, and

hone

stly

ass

ess

the

curr

ent

real

ity

of

your

sch

oo

l’s im

ple

men

tati

on

of

each

ind

icat

or

liste

d in

the

left

co

lum

n. C

ons

ider

wha

t ev

iden

ce o

r an

ecd

ote

s su

pp

ort

yo

ur a

sses

smen

t. T

his

form

may

als

o b

e us

ed t

o a

sses

s d

istr

ict

or

team

imp

lem

enta

tio

n.

We

ackn

ow

led

ge

that

th

e fu

nd

amen

tal p

urp

ose

of

ou

r sc

ho

ol i

s to

hel

p a

ll st

ud

ents

ach

ieve

hig

h le

vels

of

lear

nin

g, a

nd

th

eref

ore

co

llab

ora

tive

ly w

e w

ill

mo

nit

or

each

stu

den

t’s

lear

nin

g.

Ind

icat

or

Pre

-Ini

tiat

ing

Init

iati

ngIm

ple

men

ting

Dev

elo

pin

gSu

stai

ning

We

wo

rk w

ith

colle

agu

es o

n o

ur

team

to

cla

rify

th

e cr

iter

ia b

y w

hic

h w

e w

ill ju

dg

e th

e q

ual

ity

of

stu

den

t w

ork

, an

d w

e p

ract

ice

app

lyin

g

tho

se c

rite

ria

un

til

we

can

do

so

co

nsi

sten

tly.

Eac

h te

ach

er

esta

blis

hes

h

is o

r h

er

ow

n cr

iter

ia

for

asse

ssin

g

the

qu

alit

y o

f st

ud

ent

wo

rk.

Teac

her

s h

ave

bee

n p

rovi

ded

w

ith

sam

ple

ru

bri

cs f

or

asse

ssin

g

the

qu

alit

y o

f st

ud

ent

wo

rk.

Teac

her

s w

ork

ing

in

colla

bo

rati

ve t

eam

s ar

e at

tem

pti

ng

to

as

sess

stu

den

t w

ork

ac

cord

ing

to

co

mm

on

crit

eria

. Th

ey a

re

pra

ctic

ing

ap

ply

ing

th

e cr

iter

ia t

o

exam

ple

s o

f st

ud

ent

wo

rk, b

ut

they

are

n

ot

yet

con

sist

ent.

T

he

dis

crep

ancy

is

cau

sin

g s

om

e te

nsi

on

on

the

team

.

Teac

her

s w

ork

ing

in

co

llab

ora

tive

te

ams

are

clea

r o

n th

e cr

iter

ia t

hey

will

u

se in

ass

essi

ng

th

e q

ual

ity

of

stu

den

t w

ork

an

d c

an

app

ly t

he

crit

eria

co

nsi

sten

tly.

Co

llab

ora

tive

tea

ms

of

teac

her

s fr

equ

entl

y u

se p

erfo

rman

ce-b

ased

as

sess

men

ts t

o g

ath

er e

vid

ence

of

stu

den

t le

arn

ing

. Mem

ber

s h

ave

esta

blis

hed

str

on

g in

ter-

rate

r re

liab

ility

an

d u

se t

he

resu

lts

fro

m t

hes

e as

sess

men

ts t

o in

form

an

d im

pro

ve

thei

r in

div

idu

al a

nd

co

llect

ive

pra

ctic

e.

Th

e te

am’s

cla

rity

als

o h

elp

s m

emb

ers

teac

h th

e cr

iter

ia t

o s

tud

ents

, wh

o

can

then

ass

ess

the

qu

alit

y o

f th

eir

ow

n w

ork

an

d b

eco

me

mo

re a

ctiv

ely

eng

aged

in t

hei

r le

arn

ing

.

page

3 o

f 5


REPRODUCIBLE

22

Ind

icat

or

Pre

-Ini

tiat

ing

Init

iati

ngIm

ple

men

ting

Dev

elo

pin

gSu

stai

ning

We

mo

nit

or

the

lear

nin

g o

f ea

ch s

tud

ent’

s at

tain

men

t o

f al

l ess

enti

al

ou

tco

mes

on

a ti

mel

y b

asis

th

rou

gh

a se

ries

o

f fr

equ

ent,

te

am-d

evel

op

ed

com

mo

n fo

rmat

ive

asse

ssm

ents

th

at a

re a

lign

ed

wit

h h

igh

-sta

kes

asse

ssm

ents

st

ud

ents

will

be

req

uir

ed t

o t

ake.

Eac

h te

ach

er

crea

tes

his

o

r h

er o

wn

asse

ssm

ents

to

m

on

ito

r st

ud

ent

lear

nin

g.

Ass

essm

ents

ar

e ty

pic

ally

su

mm

ativ

e ra

ther

th

an

form

ativ

e. A

te

ach

er c

an

teac

h an

en

tire

ca

reer

an

d n

ot

kno

w if

he

or

she

teac

hes

a

par

ticu

lar

skill

or

con

cep

t b

ette

r o

r w

ors

e th

an

the

colle

agu

e in

th

e n

ext

roo

m.

Th

e d

istr

ict

has

es

tab

lish

ed

ben

chm

ark

asse

ssm

ents

th

at

are

adm

inis

tere

d

seve

ral t

imes

th

rou

gh

ou

t th

e ye

ar. T

each

ers

pay

litt

le

atte

nti

on

to

the

resu

lts

and

w

ou

ld h

ave

a d

iffi

cult

tim

e ex

pla

inin

g t

he

pu

rpo

se o

f th

e b

ench

mar

k as

sess

men

ts.

Teac

her

s w

ork

ing

in

co

llab

ora

tive

te

ams

hav

e b

egu

n to

cre

ate

com

mo

n as

sess

men

ts. S

om

e at

tem

pt

to c

ircu

mve

nt

the

colla

bo

rati

ve

pro

cess

by

pro

po

sin

g

the

team

mer

ely

use

th

e q

uiz

zes

and

tes

ts

that

are

ava

ilab

le in

th

e te

xtb

oo

k as

th

eir

com

mo

n as

sess

men

ts.

So

me

adm

inis

trat

ors

q

ues

tio

n th

e ab

ility

of

teac

her

s to

cre

ate

go

od

as

sess

men

ts a

nd

ar

gu

e th

at t

he

dis

tric

t sh

ou

ld p

urc

has

e co

mm

erci

ally

d

evel

op

ed t

ests

.

Teac

her

s w

ork

ing

in

co

llab

ora

tive

te

ams

hav

e cr

eate

d

a se

ries

of

com

mo

n as

sess

men

ts a

nd

ag

reed

on

the

spec

ific

sta

nd

ard

st

ud

ents

mu

st

ach

ieve

to

be

dee

med

pro

fici

ent.

T

he

use

r-fr

ien

dly

re

sult

s o

f co

mm

on

asse

ssm

ents

are

p

rovi

din

g e

ach

mem

ber

of

the

team

wit

h ti

mel

y ev

iden

ce o

f st

ud

ent

lear

nin

g. M

emb

ers

are

usi

ng

th

at

evid

ence

to

imp

rove

th

eir

asse

ssm

ents

an

d t

o d

evel

op

m

ore

eff

ecti

ve

inst

ruct

ion

al

stra

teg

ies.

Co

llab

ora

tive

tea

ms

of

teac

her

s g

ath

er

evid

ence

of

stu

den

t le

arn

ing

on

a re

gu

lar

bas

is t

hro

ug

h fr

equ

ent

com

mo

n fo

rmat

ive

asse

ssm

ents

. Th

e te

am

anal

ysis

of

resu

lts

dri

ves

the

cont

inu

ou

s im

pro

vem

ent

pro

cess

of

the

sch

oo

l. M

emb

ers

det

erm

ine

the

effe

ctiv

enes

s o

f in

stru

ctio

nal

str

ateg

ies

bas

ed o

n ev

iden

ce o

f st

ud

ent

lear

nin

g r

ath

er

than

tea

cher

pre

fere

nce

or

pre

ced

ent.

M

emb

ers

wh

o s

tru

gg

le t

o t

each

a s

kill

are

lear

nin

g f

rom

th

ose

wh

o a

re g

etti

ng

th

e b

est

resu

lts.

Th

e fr

equ

ent

com

mo

n fo

rmat

ive

asse

ssm

ents

pro

vid

e th

e vi

tal i

nfo

rmat

ion

that

fu

els

the

sch

oo

l’s

syst

em o

f in

terv

enti

on

s an

d e

xten

sio

ns.

T

he

asse

ssm

ents

are

fo

rmat

ive

bec

ause

(1

) th

ey a

re u

sed

to

iden

tify

stu

den

ts

wh

o n

eed

ad

dit

ion

al t

ime

and

su

pp

ort

fo

r le

arn

ing

, (2)

th

e st

ud

ents

rec

eive

th

e ad

dit

ion

al t

ime

and

su

pp

ort

fo

r le

arn

ing

, an

d (

3)

stu

den

ts a

re g

iven

an

oth

er o

pp

ort

un

ity

to d

emo

nst

rate

th

at t

hey

hav

e le

arn

ed.

page

4 o

f 5


REPRODUCIBLE

23

Whe

re D

o W

e G

o F

rom

Her

e? W

ork

shee

t M

oni

tori

ng E

ach

Stud

ent’

s Le

arni

ng

Ind

icat

or

of

a P

LC a

t W

ork

Wha

t st

eps

or

acti

viti

es m

ust

be

init

iate

d

to c

reat

e th

is

cond

itio

n in

yo

ur s

cho

ol?

Who

will

be

resp

ons

ible

fo

r in

itia

ting

o

r su

stai

ning

th

ese

step

s o

r ac

tivi

ties

?

Wha

t is

a

real

isti

c ti

mel

ine

for

each

ste

p

or

pha

se o

f th

e ac

tivi

ty?

Wha

t w

ill

you

use

to

asse

ss t

he

effe

ctiv

enes

s o

f yo

ur in

itia

tive

?

We

wo

rk w

ith

colle

agu

es o

n o

ur

team

to

cla

rify

th

e cr

iter

ia

by

wh

ich

we

will

jud

ge

the

qu

alit

y o

f st

ud

ent

wo

rk, a

nd

w

e p

ract

ice

app

lyin

g t

ho

se c

rite

ria

un

til w

e ca

n d

o s

o

con

sist

entl

y.

We

mo

nit

or

the

lear

nin

g o

f ea

ch s

tud

ent’

s at

tain

men

t o

f al

l ess

enti

al o

utc

om

es o

n a

tim

ely

bas

is t

hro

ug

h a

seri

es o

f fr

equ

ent,

tea

m-d

evel

op

ed c

om

mo

n fo

rmat

ive

asse

ssm

ents

th

at a

re a

lign

ed w

ith

hig

h-s

take

s as

sess

men

ts s

tud

ents

will

b

e re

qu

ired

to

tak

e.

page

5 o

f 5


REPRODUCIBLE

24

The Right Work of Collaborative Teams in a PLC at Work · already know it? The Focus of...

Documents

Transcript of The Right Work of Collaborative Teams in a PLC at Work · already know it? The Focus of...