4. Foundation of PLC
Based on Four Pillars
Mission Vision Values Goal
What? How?
Why? How?
Must we Must we
Do Will we
become to behave to
we mark
accomplish achieve
exist our
our purpose our vision
progress
Clarifies
Priorities Gives Guides Establishes
and Direction Behavior Priorities
Sharpens
Focus
5. A PLC is not…
• A program
• A meeting
• A book study
• A workshop
• An add- 0n
• About working harder at what
we’ve always done
6. Building Capacity for a PLC
Four Interconnected
Benefit student learning
•
Factors:
◦ New Structures
◦ Improved Communication
◦ Enhanced Teacher Learning
◦ Collective Ownership and
Intelligence
9. Big Idea Number One
The fundamental purpose of our
school is to ensure that all
students learn at high levels.
10. A Shift in Fundamental Purpose
From a focus on teaching… …to a focus on learning
From emphasis on what was …to a fixation on what students
taught… learned
From coverage of content… …to demonstration of proficiency
From providing individual …to engaging collaborative
teachers with curriculum teams in building shared
documents such as standards knowledge regarding essential
and curriculum guides… curriculum
Big Idea Number One
11. 4 Critical Questions PLC groups
should think about
What do students need to know
and be able to do?
• Essential outcomes
• Teacher knowledge
12. How will we know if students are
learning ?
• Common formative assessments
◦ Summative assessments: an event
after the learning (chapter tests, state
assessments, NWEA test scores)
◦ Formative assessments: a process
during learning; descriptive feedback
used to support growth and instruction
• Monitoring of student growth
13. How will we respond when
students don’t learn?
School-wide systematic response
• Failure Prevention
• Math tutor lab
• Wednesday Late in support 8:00 to 9:00
• Bronc Café
To Be Determined in teams:
Using Seven I’s..
Video
14. A Shift in the Response
When Students Don’t Learn
From individual teachers determining …to a systematic response that ensures support
the appropriate response… for every student
From fixed time and support for …to time and support for learning as variables
learning…
From remediation… …to intervention
From invitational support outside the …to direct (that is, required) support occurring
school day… during the school day
From one opportunity to demonstrate …to multiple opportunities to demonstrate
learning… learning
Big Idea Number Three
15. How will we respond when they
already know it?
• Pre-assessment
• Differentiation
• Engaging and rigorous
instruction
16. Big Idea Number Two
If we are to help all students learn,
we must work collaboratively to
meet the needs of each student
17. A Shift in the Work of Teachers
From isolation… …to a focus on learning
From each teacher clarifying what …to collaborative teams building shared knowledge
students must learn… and understanding about essential learning
From each teacher assigning priority …to collaborative teams establishing the priority of
to different learning standards… respective learning standards
From each teacher determining the …to collaborative teams of teachers agreeing on
pacing of the curriculum… common pacing
From individual teachers attempting …to collaborative teams of teachers helping each
to discover ways to improve results… other improve
From privatization of practice… …to open sharing of practice
From decisions made on the basis of …to decisions made collectively by building shared
individual preferences… knowledge of best practices
From “collaboration Lite” on matters …to collaboration explicitly focused on issues and
unrelated to student achievement… questions that most impact student achievement
From an assumption that “these are …to an assumption that these are “Our Kids”
my kids, those are your kids”…
Big Idea Number Two
18. Big Idea Number Three
We assess our effectiveness on the
basis of results rather than intentions
Individuals, PLCs, and schools seek relevant data
and information and use that information to
promote continuous improvement.
19. Working as effective PLC teams
Seven Keys to Effective PLC Teams
1. Embed collaboration in routine practices of the school with a FOCUS
ON LEARNING
2. Schedule regular time to meet
3. Focus teams on critical questions
4. Make products of collaboration explicit
5. Establish team norms to guide collaboration
6. Pursue specific and measurable(SMART)goals
7. Provide teams with frequent access to relevant inform
~ Richard DuFour
20. What is a Norm?
• Concern how team members will interact, communicate,
and conduct themselves
• Express intentions: they help team members agree on how
they’d like to get along before situations emerge that
might otherwise prevent them from getting along
• Provide context for discussing grievances about team
behavior, thereby preventing tensions from mounting and
frustrations from festering
• A norm setting gives team members an opportunity to
express what’s important to them and to learn what’s
important to their teammates
21. ONE THING IS CLEAR:
• having norms gives teams a huge
advantage
• a key to effective teams is involving
all members in establishing norms
and then holding everyone
accountable to what they have
agreed upon
22. Our Admin 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 ( no sidebars or cell
phones)
◦ Maintain a positive attitude at team meetings—no
complaining unless we offer a better alternative
◦ Listen respectfully to each other
◦ Conduct is professional, but debating is encouraged
• In your PLC teams create your team norms…
23. Goals
• * Stretch Goal – goal so
ambitious that it can not be
achieved unless practices change
significantly
• *Attainable Goals-(Smart) can
be achieved in the short term
24. How and Why of Formative
Assessment
• Frequent
• High-quality
• Intended to inform teachers regarding
the effectiveness of their practices
• Results used to Guide student growth
and improvement
• Don’t need to reinvent the wheel
• May look different in each discipline
25. Turn to your partner and answer
the following question
1. How do you know how many days
are in each month?
The point is you all learned your
technique from someone
different, but you all know how to
solve the problem.
That is formative assessment…
26. Administrators commitment to
you
• We will set clear work expectations
to help guide you
• We will support your efforts
• We will attend various meetings
each week
• We will listen to your concerns
• We will get you what you need to
do your work as soon as we can
• We will have patience with the
process
• We will recognize success
27. What we ask from you
• Be patient with the process
• Keep team focus on student learning
• If you need help invite us to your
meetings
• Express your concerns in a
constructive manner
• Keep the main thing the main thing:
Getting kids exit ready
• Decisions are made based on evidence
• Get on the bus
28. How might this look at Senior High
• Projected Time-line
•
Editor's Notes
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Press F5 or enter presentation mode to view the poll\r\nIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:\r\nhttp://www.polleverywhere.com/multiple_choice_polls/LTExMzk3MDIwNjUIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
