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    Plc ppt Plc ppt Presentation Transcript

    • The Power of Professional Learning Communities at Work™: Bringing the Big Ideas to Life Featuring Richard DuFour, Robert Eaker, and Rebecca DuFour
    • Session One: What Is a Professional Learning Community?
      • The purposes of this session are:
      • 1) To introduce the professional learning community concept, and
      • 2) To show the cultural shifts that must occur when a school decides to take action to ensure all kids learn
      • by becoming a PLC.
      • “ Schools have traditionally operated from the premise that educators have a responsibility to provide students with the opportunity to learn.
      • Whether or not students actually learn depends on factors educators cannot influence, such as innate ability, student motivation, a home environment that supports and encourages learning, student work habits, and so on.”
      • “ A professional learning community is an ethos that influences every single aspect of a school’s operation. When a school becomes a professional learning community, everything in the school looks different than it did before.” —Andy Hargreaves
      • “ Some students will always choose to fail, regardless of what we do in our schools and classrooms. It is impossible to help all students learn if students refuse to learn.”
      • “ We could help more of our students be successful if we were willing to work together to implement more effective practices.”
    • Session Two: A Focus on Learning
      • This session shows how focusing on learning (instead of teaching) can change everything about the way a school and all of its classrooms are run—
      • from the way teachers select their subject matter,
      • to the way they assess learning,
      • to the way they respond when students do not learn.
      • The Charles Darwin School
      • “ We believe all kids can learn . . .
      • based on their ability. ”
      • The Pontius Pilate School
      • “ We believe all kids can learn . . .
      • if they take advantage of the opportunity we give them to learn .”
      • The Chicago Cub Fan School
      • “ We believe all kids can learn . . .
      • something, and we will help all students experience academic growth in a warm and nurturing environment .”
      • The Henry Higgins School
      • “ We believe all kids can learn . . .
      • and we will work to help all students achieve high standards of learning .”
    • A Shift in the Response When Students Don’t Learn
      • From individual teachers determining the appropriate response . . .
      • to a systematic response that ensures support for every student
      • From fixed time and support for learning . . .
      • to time and support for learning as variables
      • From remediation . . .
      • to intervention
      • From invitational support outside of the school day . . .
      • to directed (that is, required) support occurring during the school day
      • From one opportunity to demonstrate learning . . .
      • to multiple opportunities to demonstrate learning
    • A Shift in the Work of Teachers
      • From isolation . . .
      • to collaboration
      • From each teacher clarifying what students must learn . . .
      • to collaborative teams building shared knowledge and understanding about essential learning
      • From each teacher assigning priority to different learning
      • standards . . .
      • to collaborative teams establishing the priority of respective learning standards
      • From each teacher determining the pacing of the curriculum . . .
      • to collaborative teams of teachers agreeing on common pacing
    • A Shift in the Work of Teachers
      • From individual teachers attempting to discover ways to improve results . . .
      • to collaborative teams of teachers helping each other improve
      • From privatization of practice . . .
      • to open sharing of practice
      • From decisions made on the basis of individual preferences . . .
      • to decisions made collectively by building shared knowledge of best practice
      • From “collaboration lite” on matters unrelated to student achievement . . .
      • to collaboration explicitly focused on issues and questions that most impact student achievement
      • From an assumption that these are “my kids, those are your kids” . . .
      • to an assumption that these are “our kids”
    • Session Three: A Culture of Collaboration
      • The purpose of this session is to clarify how teams work in a professional learning community:
      • how they are organized,
      • what their purpose is, and
      • what steps will help a group of teachers become a collaborative team.
      • Collaboration or Coblaboration?
      • Collaborative team: A group of people working interdependently to achieve a common goal for which members are mutually accountable.
      • “ These are my kids, my room, and I am the ruler of my room.”
      • Horizontal teams: Teachers who teach the same course or grade level (content-specific or interdisciplinary teams)
      • Vertical teams: Teachers who teach the same content over different grade levels (perhaps including teachers from other schools in the district)
      • Logical links: Teachers who are pursuing the same learning outcomes (including teachers in special education or specialist subjects such as music, art, physical education, and so on)
      • Electronic teams: Teachers who seek connection with colleagues across the district, state, or world
      • ( Learning by Doing, DuFour, DuFour, Eaker, & Many, 2006, pp. 93-95)
    • Parameters for Creating Time for Collaboration
      • Students must remain on campus during collaboration.
      • It can’t increase costs.
      • It won’t result in significant loss of instructional time.
    • Strategies to Create Time for Collaboration
      • Provide common preparation time.
      • Use parallel scheduling.
      • Adjust start and end times.
      • Share classes.
      • Schedule group activities, events, and testing.
      • Bank time.
      • Use in-service and faculty meeting time wisely.
      • ( Learning by Doing, DuFour, DuFour, Eaker, & Many, 2006, p. 97)
      • The fact that teachers collaborate will do nothing to improve a school. The pertinent question is not, “Are they collaborating?”
      • but rather, “What are they collaborating about?”
      • Building a collaborative culture is a means to an end, not the end itself.
      • The purpose of collaboration—to help more students achieve at higher levels—can only be accomplished if the professionals engaged in collaboration are focused on the right things.
      • Team norms: Protocols or 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.
      • A clear definition of norms
      • Examples of norms
      • Research on why norms are important
      • Research on the norms of the most effective teams
      • Templates for writing norms
      • Parameters to help a team assess the quality of norms
    • Session Four: A Focus on Results
      • The purposes of this session are:
      • 1) To establish that the most powerful strategy for helping a school move forward as a PLC is to engage teachers in writing common assessments and using the data to respond to students, inform teaching practice, and fuel continuous improvement;
      • 2) To stress the significance of SMART goals in helping a group become a team and creating a results orientation; and
      • 3) To establish the significance of celebration in sustaining momentum.
    • SMART Goals
      • S trategic and S pecific
      • M easurable
      • A ttainable
      • R esults-Oriented
      • T ime-Bound
      • Common assessment: An assessment created collaboratively by a team of teachers responsible for the same grade level or course and administered to all students in that grade level or course.
      • Formative assessment: An assessment used to advance and not merely grade learning. A formative assessment is an assessment FOR learning (that is, used as part of the teaching and learning process) as opposed to a summative assessment, an assessment OF learning (used to determine if the student achieved the intended outcome by the deadline).
    • Common formative assessments are used frequently throughout the year to identify:
      • Individual students who need additional time and support for learning
      • The teaching strategies most effective in helping students acquire the intended knowledge and skills
      • Program concerns—areas in which students generally are having difficulty in achieving the intended standard
      • Improvement goals for individual teachers and the team
      • (adapted from Learning by Doing , DuFour, DuFour, Eaker, & Many, 2006, pp. 214-215)
    • To determine if an assessment is formative, ask:
      • Is one of the reasons we give the assessment to identify students who are having difficulty in their learning?
      • Do we require those students to devote additional time and utilize additional support to help them acquire the intended knowledge or skill?
      • Do we then give those students an additional opportunity to demonstrate that they have learned?
    • A Shift in the Use of Assessments
      • From infrequent summative assessments . . .
      • to frequent common formative assessments
      • From assessments to determine which students failed to learn by the deadline . . .
      • to assessments to identify students who need additional time and support
      • From assessments used to reward and punish students . . .
      • to assessments used to inform and motivate students
      • From assessing many things infrequently . . .
      • to assessing a few things frequently
    • A Shift in the Use of Assessments
      • From individual teacher assessments . . .
      • to assessments developed jointly by collaborative teams
      • From each teacher determining the criteria to be used in assessing student work . . .
      • to collaborative teams clarifying the criteria and ensuring consistency among team members when assessing student work
      • From an over-reliance on one kind of assessment . . .
      • to balanced assessments
      • From focusing on average scores . . .
      • to monitoring each student’s proficiency in every essential skill
      • Harvard sociologist Henry Louis Gates contends,
      • “ Collecting data is only the first step toward wisdom. Sharing data is the first step toward community.”
      • The goal of a learning community is ultimately to make data easily accessible and openly shared among members of a team so that team members can use it to inform and improve their practice and better meet the needs of their students.
    • The 3Rs advocate that every teacher should have the benefit of:
      • 1. Regular and timely feedback on his or her student’s progress . . .
      • 2. . . . in achieving an agreed-upon essential standard
      • 3. . . . as measured on a valid, team-developed common assessment
      • 4. . . . in comparison to the other students in the school who are attempting to achieve that same standard.
    • Tips for Incorporating Celebration Into Your School Culture
      • 1. Explicitly state the purpose of celebration.
      • 2. Make celebration everyone’s responsibility.
      • 3. Establish a clear link between the recognition and the behavior or commitment you are attempting to encourage or reinforce.
      • 4. Create opportunities for many winners.
      • ( Learning by Doing, DuFour, DuFour, Eaker, & Many, 2006, p. 31)
    • A Shift in School Culture
      • From independence . . .
      • to interdependence
      • From a language of complaint . . .
      • to a language of commitment
      • From long-term strategic planning . . .
      • to planning for short-term wins
      • From infrequent generic recognition . . .
      • to frequent specific recognition and a culture of celebration that creates many winners