Plc West Bladen

494 views

Published on

Power Point for PLC

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
494
On SlideShare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
7
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Plc West Bladen

  1. 1. Beginning the Journey Developing Professional Learning Communities Amy Boyette, DPI West Bladen High School February 12, 2010
  2. 2. Session Overview <ul><li>Introductions </li></ul><ul><li>Purpose/Definition </li></ul><ul><li>Crucial Questions </li></ul><ul><li>Connections Protocol </li></ul><ul><li>Evaluation of Practice </li></ul><ul><li>Task Completion PLC </li></ul><ul><li>Next steps: article, norms </li></ul>
  3. 3. Definition <ul><li>Rick DuFour defines a PLC or professional learning community as “every imaginable combination of individuals with an interest in education” </li></ul><ul><ul><ul><ul><ul><li>grade-level teaching team </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>school committee </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>school department </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>school district </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>state department of education </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>national professional organization </li></ul></ul></ul></ul></ul>
  4. 4. Purpose <ul><li>The driving engine of a PLC is the collaborative team , on which members work interdependently to achieve a common goal for which each team member is mutually accountable. </li></ul><ul><li>-Dufour, Dufour, Eaker </li></ul>
  5. 5. Crucial Questions <ul><li>What do we want each student to learn? </li></ul><ul><li>How will we know when each student has learned it? </li></ul><ul><li>How will we respond when a student experiences difficulty in learning? </li></ul>
  6. 6. Connections Protocol <ul><li>What does a school look like if it is functioning as a professional learning community? </li></ul>
  7. 7. Evaluation of Practice <ul><li>We are going to chart the components of our PLC/team by using the following multi-colored dots: </li></ul><ul><li>Melon </li></ul><ul><li>Lime </li></ul><ul><li>Avacado </li></ul><ul><li>Lemon </li></ul><ul><li>*Please take one dot of each color to </li></ul><ul><li>represent your rating for questions 1-4. </li></ul>
  8. 8. Components of a PLC <ul><li>Indicate the extent to which each of the following statements is true of your team/PLC. </li></ul><ul><li>1………………………5…………………….10 </li></ul><ul><li>not true being addressed true </li></ul>
  9. 9. Components of a PLC: MELON <ul><li>1 </li></ul><ul><li>We have identified team norms to guide our work. </li></ul><ul><li>1………………………5…………………….10 </li></ul><ul><li>not true being addressed true </li></ul>
  10. 10. Components of a PLC: LIME <ul><li>2 </li></ul><ul><li>We have analyzed student data and have established specific goals that we are working interdependently to achieve. </li></ul><ul><li>1………………………5…………………….10 </li></ul><ul><li>not true being addressed true </li></ul>
  11. 11. Components of a PLC: AVACADO <ul><li>3 </li></ul><ul><li>We have developed frequent common assessments that help us determine student mastery of essential learning. </li></ul><ul><li>1………………………5…………………….10 </li></ul><ul><li>not true being addressed true </li></ul>
  12. 12. Components of a PLC: LEMON <ul><li>4 </li></ul><ul><li>We meet to discuss results of common assessments and to plan adjustments for instruction. </li></ul><ul><li>1………………………5…………………….10 </li></ul><ul><li>not true being addressed true </li></ul>
  13. 13. Using Data <ul><li>Let’s look at our continuum. </li></ul><ul><li>What is our data demonstrating to us about our team? </li></ul><ul><li>How are we going to adjust our practice to yield results? </li></ul>
  14. 14. Next Steps <ul><li>Read the passage labeled “Big Idea # 2” in Rick DuFour’s article “Schools as Learning Communities” </li></ul><ul><li>Make any notations. </li></ul><ul><li>Save the Last Word for Me Protocol </li></ul><ul><li>Norms Activity </li></ul>
  15. 15. Credits <ul><li>Parts of this presentation were adapted from the work of: </li></ul><ul><li>Schools as Learning Communities by Rick DuFour (2004) </li></ul><ul><li>Professional Learning Communities at Work by Dufour, Dufour, and Eaker (2006). </li></ul><ul><ul><li>Special Thanks to: </li></ul></ul><ul><ul><li>Melissa Brown </li></ul></ul><ul><ul><li>Melissa Champion Hurst </li></ul></ul><ul><ul><li>Julie Malcolm </li></ul></ul>

×