Professional Development (Teaching and Learning)
Collaborative Commitment</li></li></ul><li>Learning Outcomes<br /><ul><li>The participants will develop an understanding of the genesis of professional learning communities in Domain 3 – Collective Learning and Application.
The participants will identify the specific roles and responsibilities of the principal and school faculty in Domain 3 – Collective Learning and Application.</li></li></ul><li>Phases of Development<br />There are three phases of development for PLCs:<br />Genesis – The initiation of the process. The primary responsibilities for facilitation are incumbent on the principal. The principal works extensively on building the leadership of the faculty to foster capacity and start the process of developing shared leadership.<br />
Phases of Development<br />Process – the second phase of development starts once there is an understanding of the purpose and function of PLCs.<br />The principal collaborates with the faculty to build leadership capacity. As this process matures, more of the facilitation and leadership responsibilities are managed by teacher leaders.<br />
Phases of Development<br />Implementation – the collaborative practices of PLCs are institutionalized in school practices.<br />The culture of the school is based on collaboration between the faculty, administration, and school community. School practices are regularly adjusted to meet the needs of the students, teachers, and school community. Decision-making authority is shared.<br />
Collective Learning and Application<br />(1) Collaboratively examine student learning and data to plan differentiated instruction based on student needs.<br />(2) Collaboratively examine professional growth needs to intentionally plan professional learning.<br />
Collaboration is Primary MO<br />The purpose and benefits of collaboration are established through professional dialogue facilitated by the principal.<br />Goal: Collaboration is the primary method of making decisions, determining strengths and weaknesses for instruction, establishing professional development strands, and evaluating school practices.<br />
Principal Actions<br /><ul><li>Principal – facilitates professional development on the purpose and benefits of collaboration for decision-making and program evaluation.
Discuss how collaboration will manifest in the school
Discuss how collaboration will impact current school programs
Discuss how collaboration provides a significant opportunity to share input on decisions and school operations
Relate collaboration to the other six domains and how the benefits intertwine with expected outcomes of the PLC initiative
Demonstrate how protocols can be used to structure collaboration to increase efficiency and effectiveness of personal practice.</li></li></ul><li>Teacher Actions<br /><ul><li>Teachers – actively participate in the discussions to gain an understanding of the purpose and benefits of collaboration
Gain new insight on how teachers can develop ownership in school actions
Actively participate in discussions to develop an understanding of how collaboration affects teachers on a personal and school levels
Continue to develop proficiency with using protocols to guide professional dialogue</li></li></ul><li>Collegial Relationships<br />Collegial relationships are mandatory in a PLC to allow professional dialogue that can question personal and school practices without causing offense or concerns about professional evaluations.<br />Goal: Stakeholders develop trusting, collegial relationships that allow for open, honest dialogue about instructional and school practices for the purpose of continuous evaluation.<br />
Principal Actions<br /><ul><li>Principal – facilitates the discussions on the differences between congenial and collegial professional relationships.
Model professional dialogue that demonstrates an open, honest, non-evaluatory approach.
Establish ground rules for these conversations that assure objectivity.</li></li></ul><li>Teacher Actions<br /><ul><li>Teachers – develop collegial relationships that allow for honest conversations about the core issues of beliefs, attitudes, and practices.
Utilize the ground rules to ensure an absence of judgmental comments or actions
Actively engage in the development of collegial relationships through the discussion of core issues</li></li></ul><li>Professional Development (Teaching and Learning)<br />Professional development focuses of collaboration and collegial relationships within the context of meeting professional responsibilities.<br />Goal: Professional development is a natural outgrowth collaborative discussion of student performance as teachers seek out methods of increasing instructional effectiveness.<br />
Principal Actions<br /><ul><li>Principal – needs to model personal professional growth through the participation with faculty in professional development opportunities.
Focus efforts on professional development that has a direct impact on teaching and learning.
Engage faculty in frequent conversations about professional growth.
Consistently encourage staff to participate in professional development opportunities by communicating opportunities become available.</li></li></ul><li>Teacher Actions<br /><ul><li>Teacher – actively seek out and participate in professional development opportunities that directly impact student achievement.
Participate actively and positively in professional development opportunities
Approach professional development with an open mind
Collaborate with colleagues about best practices for integrating new instructional practices/strategies into classroom instruction</li></li></ul><li>Collaborative Commitment<br />Principal models the process of using data to build a collective understanding of the school programs.<br />Goal: School community demonstrates a collective commitment to effective instruction through a continual evaluation of instructional practices.<br />
Principal Actions<br /><ul><li>Principal needs to model the process of using data to increase stakeholder understanding of the purpose and function of school programs.
Solicit feedback about the perceptions of school programs
Engage stakeholders in dialogue about these perceptions and the purpose of school programs to determine potential areas of disconnect between participants and non-participants
Be open to potential changes in the school programs and/or communication structures to share a consistent message about the purpose and actions of school programs.</li></li></ul><li>Teacher Actions<br /><ul><li>Teachers – need to collectively commit to improving school programs.
Engage in dialogue to learn about aspects of the school program that may not be fully understood
Participate in the communication system to share information fully throughout the school staff
Build ownership in the school programs through actively building an understanding of them. If you choose not to understand the school program, then the program becomes less effective.</li></li></ul><li>Reflections<br />What aspect of collective learning and application do you find to be the most important? Why?<br />What aspect of collective learning and application do you see as the greatest challenge? Why?<br />How do you feel about addressing core issues that lead to difficult conversations?<br />