1. Professional Learning
Communities:
Improving Teaching and Learning Across
a Suburban School District
Prepared By: Rhetta Sabean
Administrative Planning AP662, Boston University School of Education
John M. Poirier, Ed.D.
May 1, 2011

2. To augment HSD’s current Professional
Development Master Plan:
 Create a professional development practice that is
teacher-centered versus top-down in nature
 Promote a professional culture among teachers,
administrators, and students
 Initiate collaborative relationships among teachers
outside their grade level/content area
 Take concrete action to change instruction so
students do learn
Background and Purpose

3. Project Background and Significance
 Bedroom Community; 78% population works
outside the community
 Median 4-Person Family Income: $85,000
 Local Funding System:
 Trustees – Pro-education
 Town Budget Committee – Anti-education
 Annual Average Spending per Pupil:
 State: $11,745
 Town: $8,800

4. Problems Addressed by Project
Pressure from NCLB Act requirements:
 Mobilized community in reformation efforts
 Highly publicized “blacklist” in 2007
 New District in Need of Improvement (DINI)
 At risk of corrective actions by NCLB Act
 Not meeting reading and mathematics AYP scores
 Federal funds could be deferred
 Must meet AYP scores next year

5. Problems Addressed by Project
Current Efforts to Improve District Schools:
 Unveiled a “District Mission and Goals” (2007)
 Designed a District-wide PD Master Plan (2009)
 Increased PD budget by 4,000%
 Hired reading and mathematics experts
 Begun alignment of curriculum to NH State Frameworks;
state-mandated “Competency Work”
 Embedded PD release days
 Hired a full-time Academic Dean
 Began updating building facilities
 Initiated a “Student Drop-out Taskforce” (2010)
 Became more transparent with budgets, initiatives,
curriculum, Budget Committee meetings, etc.

6. Characteristics of Improved School Districts:
 Effective Leadership
 Quality Teaching and Learning
 Supports Systemwide Improvement
 Clear and Collaborative Relationships
Improving Teaching and Learning:
A Conceptual Model for Success

7. Characteristics of Improved School
Districts: A Conceptual Model for Success
 Effective Leadership
 Committed, persistent, proactive and distributed
 Focuses on all students learning
 Quality Teaching and Learning
 Requires high expectations and accountability
 Coordinates and aligns curriculum and
assessment
 Supports central focus on student learning
 Embeds PD time

8. Characteristics of Improved School
Districts: A Conceptual Model for Success
 Supports Systemwide Improvement
 Uses data effectively
 Strategically allocates resources
 Ensures policy and program coherence
 Supports central focus on student learning
 Clear and Collaborative Relationships
 Reflect needs and strengths
 Nurture and develop professional culture and
collaborative relationships
 Simultaneously empower and control
 Mobilize and manage community and business
support
 Involve family and community partners

9. Professional Learning Communities
CENTRAL MISSION :
To design a
Professional Learning
Community practice that
promotes a professional
culture and
collaborative
relationships in which
each teacher cohort has
a clear understanding of
personal, school and
district goals.
 Motivate teacher participation through
accountability
 Foster professional culture through public
forums
 Empower teachers through increased
participation
 Improve relational trust among teachers
and administrators
 Improve morale and teacher retention
 Create continuity across curriculum
 Foster innovative and effective teaching
practices
 Develop a high quality PD practice that
meets needs of teachers and their
students

10. Professional Learning Communities
CENTRAL MISSION :
To design a
Professional Learning
Community practice that
promotes a professional
culture and
collaborative
relationships in which
each teacher cohort has
a clear understanding of
personal, school and
district goals.
 Develop a PD needs assessment survey
 Achieve a 90% response rate
 Identify strengths and shortcomings of
PD across district and each school,
including anecdotal themes
 List top 10 teacher-generated PD ideas.
 Involve 90% of teachers in PLC practice;
PD time embedded
 Design PLC guidelines that include goal
setting and reflection to meet:
 District’s Individual Professional
Development Plan (IPDP)
 NH State Certification requirements.

11. Level 1: Develop Survey
WBS Task Name Duration Start Finish
1 Develop and disseminate a professional development needs assessment survey. 115 days Mon 4/25/11 Fri 9/30/11
1.1 TWB protocols for endorsing and disseminating the survey. 1 day Mon 4/25/11 Mon 4/25/11
1.2 TWB a collection of data regarding the current PD status of teachers in the HSD. 45 days Mon 4/25/11 Fri 6/24/11
1.2.1 Write survey questions to include PD status (45 hrs over 45 days). 45 hrs Tue 4/26/11 Tue 5/3/11
1.2.2 Approve survey questions. 0.5 days Fri 6/24/11 Fri 6/24/11
1.3 TWB a collection of data regarding the current PD needs of teachers in the HSD. 45 days Mon 4/25/11 Fri 6/24/11
1.3.1 Write survey questions to include PD needs (45 hrs over 45 days). 45 days Tue 4/26/11 Mon 6/27/11
1.3.2 Approve survey questions. 0.5 days Tue 6/28/11 Tue 6/28/11

12. Level 2: Survey Teachers
WBS Task Name Duration Start Finish
2
To achieve a 90% response rate of the professional development needs assessment
survey using Survey Monkey.
35 days Mon 7/25/11 Fri 9/9/11
2.1 TWB protocols for achieving a 90% response rate using Survey Monkey. 15 days Mon 8/22/11 Fri 9/9/11
2.1.1 Write survey using Survey Monkey 1 day Mon 8/22/11 Mon 8/22/11
2.1.2 Email survey to district faculty (first sweep). 1 hr Fri 8/26/11 Fri 8/26/11
2.1.3 Email survey to district faculty (second sweep). 1 hr Fri 9/2/11 Fri 9/2/11
2.1.4 Email survey to district faculty (third sweep). 1 hr Fri 9/9/11 Fri 9/9/11

13. Levels 3 & 4: Write Reports
WBS Task Name Duration Start Finish
3
To identify the strengths and shortcomings of professional development across the
district and each school, including anecdotal themes.
15 days Mon 9/12/11 Fri 9/30/11
3.1
TWB a written report on the strengths and shortcomings of HSD PD based on the
teacher survey, including anecdotal themes (30 hrs over 15 days).
15 days Mon 9/12/11 Fri 9/30/11
WBS Task Name Duration Start Finish
4
To list the top 10 teacher-generated ideas for professional development in the school
district, including anecdotal themes.
5 days Mon 9/26/11 Fri 9/30/11
4.1
TWB a list of the top 10 teacher-generated PD ideas addressing personal needs of
teachers (6 hrs over 2 days).
2 days Mon 9/26/11 Tue 9/27/11
4.2
TWB a list of the top 10 teacher-generated PD ideas addressing Individual Professional
Development Plan (IPDP) and NH State Certification requirements (6 hrs over 2 days).
2 days Wed 9/28/11 Thu 9/29/11
4.3
TWB a written report on top 10 teacher-generated ideas for PD, including anecdotal
themes (9 hrs over 3 days).
3 days Wed 9/28/11 Fri 9/30/11

14. Level 5: Involve Teachers
WBS Task Name Duration Start Finish
5
To involve 90% of teachers in professional learning communities (PLCs) that are
tailored to the teachers’ needs within each cohort.
178 days Mon 10/10/11 Wed 6/13/12
5.1
TWB sessions for teachers to collaborate outside their content area and/or grade
level.
2 days Thu 10/13/11 Fri 10/14/11
5.1.1 Session to change existing attitudes/beliefs concerning PD. 1 day Thu 10/13/11 Thu 10/13/11
5.1.2
Session in which teachers organize into cohorts according to personal needs and IPDPs
and NH State Certification requirements..
1 day Fri 10/14/11 Fri 10/14/11
5.1.3 PLC session for the month of November. 0.5 days Wed 11/9/11 Wed 11/9/11
5.1.4 PLC session for the month of December. 0.5 days Wed 12/14/11 Wed 12/14/11
5.1.5 PLC session for the month of January. 0.5 days Wed 1/18/12 Wed 1/18/12
5.1.6 PLC session for the month of February. 0.5 days Wed 2/8/12 Wed 2/8/12
5.1.7 PLC session for the month of March. 0.5 days Wed 3/14/12 Wed 3/14/12
5.1.8 PLC session for the month of April. 0.5 days Wed 4/11/12 Wed 4/11/12
5.1.9 PLC session for the month of May. 0.5 days Wed 5/9/12 Wed 5/9/12
5.1.10 PLC session for the month of June. 0.5 days Wed 6/13/12 Wed 6/13/12

15. Level 6: Involve Administrators
WBS Task Name Duration Start Finish
6
To design PLC guidelines that include goal setting and reflection to meet district
Individual Professional Development Plan (IPDP) and NH State Certification
requirements.
5 days Mon 10/17/11 Fri 10/21/11
6.1
TWB sessions for administrators to develop a formal goal setting and reflection
process for teachers.
5 days Mon 10/17/11 Fri 10/21/11
6.1.1
Administrators (12 high school; 16 elementary) design parameters for goal setting and
reflection.
2 days Mon 10/17/11 Tue 10/18/11
6.1.2 Train administrators to effectively help teachers with goal setting and reflection. 2 days Wed 10/19/11 Thu 10/20/11
6.1.3 Administrators formulate a schedule to meet with individual teachers. 1 day Fri 10/21/11 Fri 10/21/11

16. Level 7: Support PLC Practice
WBS Task Name Duration Start Finish
7.2
There will be a leadership program for administrators to be effective and involved
leaders that supports the PLC practice.
156 days Wed 11/9/11 Wed 6/13/12
7.2.1 Administrator meets w/ 2 cohorts for Nov x 4 schools. NOTE: ENDS IN JUNE 0.5 days Wed 11/9/11 Wed 11/9/11
WBS Task Name Duration Start Finish
7.1 TWB PD guidelines for teachers to be highly participatory. 166 days Wed 10/26/11 Wed 6/13/12
7.1.1 Training session for teachers to be highly participatory x 4 schools. 1 day Wed 10/26/11 Wed 10/26/11
7.1.2 Facilitator meets w/ 2 cohorts for Nov x 4 schools. NOTE: ENDS IN JUNE 1 day Wed 11/9/11 Wed 11/9/11

17. Level 7: Sustain Accountability
WBS Task Name Duration Start Finish
7.3
There will be a plan to sustain high expectations and accountability among teachers
and administrators.
161 days Wed 11/9/11 Wed 6/20/12
7.3.1 Cohorts (4) report out findings in public forum x 4 schools. 0.5 days Fri 1/13/12 Fri 1/13/12
7.3.2 Cohorts (4) report out findings in public forum x 4 0.5 days Fri 2/10/12 Fri 2/10/12
7.3.3 Cohorts (4) report out findings in public forum x 4 0.5 days Fri 4/13/12 Fri 4/13/12
7.3.4 Cohorts (4) report out findings in public forum x 4 0.5 days Fri 6/15/12 Fri 6/15/12
7.3.5 Administrators visit cohort classrooms (Nov) x 4 schools. NOTE: ENDS IN JUNE 0.5 days Wed 11/16/11 Wed 11/16/11

18. Duration and Time Estimates
 Survey to Written Report
 115 days
 Start: Late April
 End: Late September
 Lag/Extended Time:
Summer Months
 PLC Practice
 183 days
 Start: Early October
 End: Mid-June
 Public Forums: Jan, Feb,
Apr, Jun
Typical Monthly Schedule:
 2nd
Wed/month – Teacher Cohorts meet
 Administrators rotate through cohorts (2 p/mo)
 Facilitator rotates through cohorts (2 p/mo)
 3r Wed/month – Administrators visit classrooms

19. Resources and Costs
Survey Cost (WBS 1-5): $11,555
PLC Practice (WBS 6-7): $89,920
PROJECT TOTAL: $101,475
Real Cost (Facilitator Salary): $4,800
Resource: Cost per hour Half Day (4
hours)
Full Day (8
hours)
One Teacher $25 $100 $200
One Administrator/PDC Chair $50 $200 $400
Teacher Cohort (4 teachers) $100 $400 $800
Assistant Superintendent $60 $240 $480
Hired Facilitator $40 $160 $320
PDC = 4 teachers + 1
administrator
$150 $600 $1,200

20. Risk Assessment & Contingency Plan
Risk Probability Impact Detection Rank/
Priority
High
No Budget 90% High
Warrant articles for budget
increases often not recommended.
A
Medium
Accountability 70% High
Years of professional development
time wasted with attendance issues
B
Low
Relational
Trust/School
Climate Issues
50% High
Years of top-down initiatives versus
teacher-centered professional
development
C
Risk Prevention Contingency Plan Trigger Owner
High
No Budget
Invite LFS and
community leaders to
assess teacher survey.
Invite LFS to visit
classrooms, talk
about PD needs.
Get stakeholders to
attend Budget
Committee meeting to
increase budget.
Admin,
teachers,
parents,
students
Medium
Accountability
Ensure specific
directives during release
days.
Evidence of work
required for IPDP
approval.
Teachers who do not
attend PLC or call in
“make good” on work
missed.
Admin.
Low
Relational
Trust/School
Climate Issues
Ensure upper admin.
frequently “check-in”
with teachers, students
and parents.
Ensure teachers,
students, parents
are “heard”.
Keep an open dialogue
among all school
stakeholders.
Admin,
teachers,
parents,
students

21. Evaluation of Success
 Increased student test scores
 Reduced teacher attrition rates
 Reduced student drop-out rates
 Student academic performance increases
 Follow-up surveys (all school stakeholders)
 Warrant articles pass (increase budgets)
 Number one hindering factor is COST
 Ideal: Full-time Facilitator ($75,000 annual salary)