Your SlideShare is downloading. ×
Joe Cudd - Maes y morfa
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.


Introducing the official SlideShare app

Stunning, full-screen experience for iPhone and Android

Text the download link to your phone

Standard text messaging rates apply

Joe Cudd - Maes y morfa


Published on

How PLCs relate to the Schools Effectiveness Framework

How PLCs relate to the Schools Effectiveness Framework

Published in: Education

  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide


  • 1. Fullan (2008) argues…schools are beginning todiscover new ideas, knowledge creation, inquiryand sharing are essential to solving learningproblems in a rapidly changing society…this feels like…
  • 2. Ringing the bell of change…
  • 3. The Challenge (SEF 2008)To transform the education system sothat we ensure success for each studentin each setting(Harris, 2008) But how do we transform our education system in Wales?
  • 4. Key aims of the SEF… Better outcomes and wellbeing for all children regardless of socio-economic status. Reduce the variation in learning outcomes in classrooms, schools and L.E.A’.s.
  • 5. The School EffectivenessFramework : key principles… Common understanding of the challenges. Commitment of all parties to work differently. Accepting responsibilities in making improvements.
  • 6. Tri-Level WorkingAll on the same page…great…improved studentoutcomes….BUT…how will this impact on schools?
  • 7. Professional LearningCommunities (PLCs) One of the central pillars of the success of the SEF is the use of PLCs to secure school improvement and reduce within school variation.
  • 8. • Professional Learning Communities• Families of Schools• School Governors
  • 9. A collection of parts that do notconnect is not a system. It is aheap. O’Connor and McDermott (1997)
  • 10. “…the most promising strategy for substantive school improvement is developing the capacity for school personnel to function as a professional learning community (PLC).”Robert Eaker, Richard DuFour, and Rebecca DuFour, Getting Started: Reculturing Schools to Become Professional Learning CommunitiesI like to think of it as…continued restlessness…are we doing this effectively?
  • 11. A Professional Learning Community...ISNOT a prescriptionISNOT a new programmeISNOT weekly team lesson plan meetingsIS NOT a meeting focused onadministration and management details
  • 12. Choosingthe Focus Data Skills Assessment Learner Needs Innovation Knowledge Staff Development
  • 13. Coming together is a beginningKeeping together is progressWorking together is success.Henry Ford.
  • 14. Academic Optimism…it’s an idea…how will SEF and PLC’s impact on this…it is myarea of research as a PHD student…
  • 15. Academic Optimism Academic EmphasisFaculty CollectiveTrust Efficacy
  • 16. This is what I am researching…it is critical to schools…and the system…and SEF…and more importantly PLC’s…local…national and internationally…Learning communities are driven by supportive ways a sense ofsolidarity and affiliation with each other. Trust in each other iscritical…
  • 17. Do you know that feeling? Someone else has the answer…
  • 18. The School Effectiveness Framework and the National Purpose for Schools: Key drivers for change focused on:• all children and young people to develop their full potential;• promote a culture of social inclusion;• establish strong professional learning communities in schools;• a curriculum that engages and motivates childrento learn;• a learning community for all engaged in school life;• deliver integrated services for children and young people to improve their wellbeing; and• ensure that all schools are community focussed…that’s why I went to New York…more later…
  • 19. What mechanisms do we have to support this?① robust use of data: and categorisation of schools.② strengthening teaching and learning…National Frameworks.③ distributed leadership within schools and local authorities④ development of Professional Learning Communities within, between and across schools;⑤ clear lines of accountability for schools, governors, local authorities and WAG;⑥ capacity building at school, local and national level and the development of system leaders.
  • 20. The Assembly Government’s Three Priorities for Action.• Literacy• Numeracy• Reducing links between poverty and educational attainment…one and two are in hand this priority is going to be the hardest to change it involves multiple partners and relevant service delivery at school level…
  • 21. Professional learning communities are whereeducators: • engage in collaborative work • participate in decision making • have a sense of purpose • accept joint responsibility for the outcomes of their work
  • 22. Fullan (2010)• The evidence is clear. PLCs, well implemented, produce learning results for students.• The reason is also clear ...PLCs develop the capacity of teachers to improve teaching practices that get results which means that PLCs can contribute to system transformation in Wales.
  • 23. Need for entire system to be pushed in the same directionProfessional LearningCommunities within, between and acrossSchools (SEF, 2008) High performing schools help teachers improve instruction by learning from each other…and we must include the children…
  • 24. Involving pupilsin PLCs
  • 25. None of usknow what all of us know!
  • 26. Effective PLCs -7 Tests  Clarity of focus  Consistent and creative use of data  Collaboration with purpose  Communication of intent and outcomes  Capacity building through engagement and involvement of others  Coherent action  Change in learning outcomes and professional practice
  • 27. Impact of the PLCChange in Learner Outcomes:Change in Professional Practices Getting it wrong is learning to get it right….
  • 28. Extending and Sustaining Heads Across Schools PLCs Teachers Nationally (PLC on line) GovernorsBetween Schools PLCs within SupportNetworks /Clusters schools staffof PLCs Across Schools Pupils Internationally (iPLC)