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  • Background information about school. We currently do not have PLCs, so this presentation will be starting from square one. As I am explaining the information, the powerpoint will be displayed for the teachers to view concurrently while they are completing activities.
  • This is a description of the members of my PLC. All are full time classroom teachers, except the assistant principal.
  • Since this is brand new, I will begin with a standard definition.
  • To begin the implementation of the PLC, I will distribute Hord’s Phases of Professional Learning Communities and have the teachers circle their answers. These will collected and analyzed at a later time to see exactly where we need to start. For example, if we just have caring relationships, we will need to focus on building trust, so the PLC members will feel confident taking risks.
  • Distribute Professional learning Community Team Assessment. Have participants circle their answers regarding their perception of how our group works together.
  • We will tally the indicator sheets and compile the results. There will be a large chart on the wall to place the results.
  • They will do this activity and then discuss Katzenbach and Smith’s Hierarchy of Teams. We will then go around the room and share answers. We will then do a force field analysis by listing drivers and barriers that will promote and hinder a high performance team. This Force Field Analysis will remain on the wall in the room where the meetings will be held to constantly remind the team what is needed to be a high performance team.
  • We will then discuss our vision of our PLC and the dedication that is needed to accomplish our goals.
  • The teachers will complete this activity to define our vision. We will discuss responses and develop a refined vision.
  • Our refined vision will contain similar attributes.
  • All of our PLC meetings will be held during the school day. They will not be held during conference periods.
  • The Special Services Language Arts teacher will be invited to attend all meetings. The assistant principal will attend as needed. The meetings will be held every week in addition to our department meeting which will be held Tuesdays.
  • This agenda will keep the meetings from becoming weekly gripe sessons and allow the teachers to focus on student improvement.
  • The focus will always be on data and student improvement.
  • Keeping the focus on data is the tool we need to pin point areas of weakness. Otherwise, we are shooting in the dark.
  • We cannot only focus on our slow learners or our middle and advanced students will stagnate. All students must show growth.
  • This has to be a group effort in order to be successful. Each teacher has strengths to offer and if the teachers work together, all students’ needs can be met!
  • Staff development will be provided to all members of the team.
  • Our staff development will use the NSDC’s standards.
  • We will use NSDC’s standards for staff development.
  • Our staff development will use the NSDC’s standards.
  • Our school is recognized, but there is always room for improvement. We need to address the needs of our top learners as well the rest of the students who are not quite there. We need to focus not only on the TAKS but on an outside assessment that will measure the growth of all students.
  • By working together, analyzing data, and using the data to drive instruction, we will meet all building and district goals. We now have a focused curriculum.
  • Transcript

    • 1. PLC Plan
      V. Nicole Amason
      University of Houston-Victoria
    • 2. School Setting
      • Located in Calhoun County, population 20,500
      • 3. 4A High School
      • 4. Recognized campus in 2009-2010
    • English Department PLC
      • Department Head
      • 5. Four Senior English Teachers
      • 6. Four Junior English Teachers
      • 7. Four Sophomore English Teachers
      • 8. Four Freshman English Teachers
      • 9. Special Ed Language Arts Teacher
      • 10. Assistant Principal
    • Professional Learning Communities (PLCs) shift the focus of school reform from restructuring to reculturing
      A PLC is an ongoing process used to establish a schoolwide culture that develops teacher leadership explicitly focused on building and sustaining school improvement efforts.
      Generally, PLCs are composed of teachers, although administrators and support staff routinely participate
      Through participation in PLCs, teachers enhance their leadership capacity while they work as members of ongoing, high-performing, collaborative teams that focus on improving student learning
      What is a PLC?
    • 11. Where are we?
    • 12. Team Assessment
      Indicators of a Professional Learning Community
      Team AssessmentCopyright©2007 by Timothy Berkey
      Directions: Record the number listed on the rubric that best indicates the degree to which your team is matching the PLC indicator.
      0  1. Demonstrates a shared vision defined by goals and expected results.
          1                  2                 3                 4                 5
        Never          Almost Never      Sometimes      Almost Always      Always
      Comments: ________________________________________________________
      2. Achieves repeated short-term gains over extended periods of time and reports these to students and parents.
          1                  2                 3                 4                 5
        Never          Almost Never      Sometimes      Almost Always      Always
      Comments: ________________________________________________________
      0     3. Uses trial and error to discover more effective ways to differentiate instruction and improve learning.
          1                  2                 3                 4                 5
        Never          Almost Never      Sometimes      Almost Always      Always
      Comments: ________________________________________________________
      0     4. Engages members in ongoing diagnosis and treatment of student
      learning problems.
          1                  2                 3                 4                 5
        Never          Almost Never      Sometimes      Almost Always      Always
      Comments: ________________________________________________________
    • 13. What Are Our Priorities?
      Timothy Berkey
    • 14. In groups or 2 or three, think of a time when you were a member of a high performing team. List the attributes.
      Think of a time when you were on a low performing team. List the causes.
      Defining a High Performance Team
    • 15. A real team whose members are deeply committed to one another’s growth and success.
      Willing to place our priority on teaching and learning
      Have a strong commitment to our mission
      Understand the need for change
      Vision of our PLC – High Performance Team
    • 16. Teachers as Instructional Leaders
      Copyright 2007 Timothy Berkey
    • 17. Refined Vision
      Copyright 2007 Timothy Berkey
    • 18. We will meet as a department weekly on Tuesdays during second period
      Meeting Times:
    • 19. All meetings will be held during second period
      Monday – Freshman Teachers
      Wednesday - Junior Teachers
      Thursday – Sophomore Teachers
      Friday – Senior Teachers
      Meeting Times:
    • 20. How will the meetings function?
      • The meetings will be held weekly
      • 21. They will last no more than 45 minutes
      • 22. The group will set the agenda for the next meeting at the end of the first
      • 23. The focus will be on student improvement
      • 24. Student behavior can be discussed at a different time
      • 25. Data will drive the decisions
    • Agenda for Meetings:
      • We will use our Refined Vision to align our curriculum, instruction and assessment.
      • 26. The Team will disaggregate data to find the students’ weakness
      • 27. The Team will design a plan to attack the areas of student need
      • 28. The Team will report back successes and failures
      • 29. The Team will work together to find solutions
      • 30. The Team will always focus on student improvement
    • Curriculum
      • Each grade level will administer the ACT test
      • 31. The data will be disaggregated
      • 32. Curriculum will be developed to focus on areas of weakness at the beginning of the year
      • 33. We will divide the objectives among the 6 six week terms, spiraling our lowest objectives to ensure mastery
    • Curriculum
      • We will administer standardized six weeks tests to monitor student progress
      • 34. The data will be disaggregated and analyzed to monitor student learning and drive instruction
      • 35. We will use the data to adjust instruction as necessary
      • 36. These formative evaluations will ensure that we are on the right path of student improvement
    • Differentiation
      • We need to add value to every student in the class
      • 37. We must bring the slow learner up to grade level
      • 38. We must add growth to the middle learner
      • 39. We must advance the learning of our top students
    • Differentiation
      • We will improve differentiation of instruction
      • 40. We will work as a team to develop differentiated lessons
      • 41. We will monitor student progress to further guide our need for differentiation
    • Staff Development
      • Our Teams will attend staff development in order to develop skills necessary for student achievement and differentiation.
      • 42. The staff development the teams attend will follow the National Staff Development Council’s Standards
    • Staff Development Context Standards:
      • Organizes adults into learning communities whose goals are aligned with those of the school and district. (Learning Communities)
      • 43. Requires skillful school and district leaders who guide continuous instructional improvement. (Leadership)
      • 44. Requires resources to support adult learning and collaboration. (Resources)
    • 45. Staff Development Process Standards:
      • Staff development that improves the learning of all students: Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement.
      • 46. Uses multiple sources of information to guide improvement and demonstrate its impact.
      • 47. Prepares educators to apply research to decision making.
      • 48. Uses learning strategies appropriate to the intended goal.
      • 49. Applies knowledge about human learning and change.
      • 50. Provides educators with the knowledge and skills to collaborate.
    • 51. Staff Development Content Standards
      • Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement.
      • 52. Deepens educators' content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately.
      • 53. Provides educators with knowledge and skills to involve families and other stakeholders appropriately.
    • 54. Results
      Our Goals:
      • Increase the level of commended performance on our TAKS test
      • 55. Increase the number of students who attain the college readiness standard on the TAKS test
      • 56. Increase the ACT scores of every student
    • Our results vs. Building and District Goals
      • District Goals: Student Improvement
      • 57. Building Goals: Student Improvement
      • 58. Building and District Goal: An Exemplary Performance Rating
      Our results WILL transform the goals into a reality!