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Plc ppt

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Plc ppt

  1. 1. The Power of Professional Learning Communities at Work™: Bringing the Big Ideas to Life Featuring Richard DuFour, Robert Eaker, and Rebecca DuFour
  2. 2. Session One: What Is a Professional Learning Community? <ul><li>The purposes of this session are: </li></ul><ul><li>1) To introduce the professional learning community concept, and </li></ul><ul><li>2) To show the cultural shifts that must occur when a school decides to take action to ensure all kids learn </li></ul><ul><li>by becoming a PLC. </li></ul>
  3. 3. <ul><li>“ Schools have traditionally operated from the premise that educators have a responsibility to provide students with the opportunity to learn. </li></ul><ul><li>Whether or not students actually learn depends on factors educators cannot influence, such as innate ability, student motivation, a home environment that supports and encourages learning, student work habits, and so on.” </li></ul>
  4. 4. <ul><li>“ A professional learning community is an ethos that influences every single aspect of a school’s operation. When a school becomes a professional learning community, everything in the school looks different than it did before.” —Andy Hargreaves </li></ul>
  5. 5. <ul><li>“ Some students will always choose to fail, regardless of what we do in our schools and classrooms. It is impossible to help all students learn if students refuse to learn.” </li></ul><ul><li>“ We could help more of our students be successful if we were willing to work together to implement more effective practices.” </li></ul>
  6. 6. Session Two: A Focus on Learning <ul><li>This session shows how focusing on learning (instead of teaching) can change everything about the way a school and all of its classrooms are run— </li></ul><ul><li>from the way teachers select their subject matter, </li></ul><ul><li>to the way they assess learning, </li></ul><ul><li>to the way they respond when students do not learn. </li></ul>
  7. 7. <ul><li>The Charles Darwin School </li></ul><ul><li>“ We believe all kids can learn . . . </li></ul><ul><li>based on their ability. ” </li></ul><ul><li>The Pontius Pilate School </li></ul><ul><li>“ We believe all kids can learn . . . </li></ul><ul><li>if they take advantage of the opportunity we give them to learn .” </li></ul><ul><li>The Chicago Cub Fan School </li></ul><ul><li>“ We believe all kids can learn . . . </li></ul><ul><li>something, and we will help all students experience academic growth in a warm and nurturing environment .” </li></ul><ul><li>The Henry Higgins School </li></ul><ul><li>“ We believe all kids can learn . . . </li></ul><ul><li>and we will work to help all students achieve high standards of learning .” </li></ul>
  8. 8. A Shift in the Response When Students Don’t Learn <ul><li>From individual teachers determining the appropriate response . . . </li></ul><ul><li>to a systematic response that ensures support for every student </li></ul><ul><li>From fixed time and support for learning . . . </li></ul><ul><li>to time and support for learning as variables </li></ul><ul><li>From remediation . . . </li></ul><ul><li>to intervention </li></ul><ul><li>From invitational support outside of the school day . . . </li></ul><ul><li>to directed (that is, required) support occurring during the school day </li></ul><ul><li>From one opportunity to demonstrate learning . . . </li></ul><ul><li>to multiple opportunities to demonstrate learning </li></ul>
  9. 9. A Shift in the Work of Teachers <ul><li>From isolation . . . </li></ul><ul><li>to collaboration </li></ul><ul><li>From each teacher clarifying what students must learn . . . </li></ul><ul><li>to collaborative teams building shared knowledge and understanding about essential learning </li></ul><ul><li>From each teacher assigning priority to different learning </li></ul><ul><li>standards . . . </li></ul><ul><li>to collaborative teams establishing the priority of respective learning standards </li></ul><ul><li>From each teacher determining the pacing of the curriculum . . . </li></ul><ul><li>to collaborative teams of teachers agreeing on common pacing </li></ul>
  10. 10. A Shift in the Work of Teachers <ul><li>From individual teachers attempting to discover ways to improve results . . . </li></ul><ul><li>to collaborative teams of teachers helping each other improve </li></ul><ul><li>From privatization of practice . . . </li></ul><ul><li>to open sharing of practice </li></ul><ul><li>From decisions made on the basis of individual preferences . . . </li></ul><ul><li>to decisions made collectively by building shared knowledge of best practice </li></ul><ul><li>From “collaboration lite” on matters unrelated to student achievement . . . </li></ul><ul><li>to collaboration explicitly focused on issues and questions that most impact student achievement </li></ul><ul><li>From an assumption that these are “my kids, those are your kids” . . . </li></ul><ul><li>to an assumption that these are “our kids” </li></ul>
  11. 11. Session Three: A Culture of Collaboration <ul><li>The purpose of this session is to clarify how teams work in a professional learning community: </li></ul><ul><li>how they are organized, </li></ul><ul><li>what their purpose is, and </li></ul><ul><li>what steps will help a group of teachers become a collaborative team. </li></ul>
  12. 12. <ul><li>Collaboration or Coblaboration? </li></ul>
  13. 13. <ul><li>Collaborative team: A group of people working interdependently to achieve a common goal for which members are mutually accountable. </li></ul><ul><li>“ These are my kids, my room, and I am the ruler of my room.” </li></ul>
  14. 14. <ul><li>Horizontal teams: Teachers who teach the same course or grade level (content-specific or interdisciplinary teams) </li></ul><ul><li>Vertical teams: Teachers who teach the same content over different grade levels (perhaps including teachers from other schools in the district) </li></ul><ul><li>Logical links: Teachers who are pursuing the same learning outcomes (including teachers in special education or specialist subjects such as music, art, physical education, and so on) </li></ul><ul><li>Electronic teams: Teachers who seek connection with colleagues across the district, state, or world </li></ul><ul><li>( Learning by Doing, DuFour, DuFour, Eaker, & Many, 2006, pp. 93-95) </li></ul>
  15. 15. Parameters for Creating Time for Collaboration <ul><li>Students must remain on campus during collaboration. </li></ul><ul><li>It can’t increase costs. </li></ul><ul><li>It won’t result in significant loss of instructional time. </li></ul>
  16. 16. Strategies to Create Time for Collaboration <ul><li>Provide common preparation time. </li></ul><ul><li>Use parallel scheduling. </li></ul><ul><li>Adjust start and end times. </li></ul><ul><li>Share classes. </li></ul><ul><li>Schedule group activities, events, and testing. </li></ul><ul><li>Bank time. </li></ul><ul><li>Use in-service and faculty meeting time wisely. </li></ul><ul><li>( Learning by Doing, DuFour, DuFour, Eaker, & Many, 2006, p. 97) </li></ul>
  17. 17. <ul><li>The fact that teachers collaborate will do nothing to improve a school. The pertinent question is not, “Are they collaborating?” </li></ul><ul><li>but rather, “What are they collaborating about?” </li></ul><ul><li>Building a collaborative culture is a means to an end, not the end itself. </li></ul><ul><li>The purpose of collaboration—to help more students achieve at higher levels—can only be accomplished if the professionals engaged in collaboration are focused on the right things. </li></ul>
  18. 18. <ul><li>Team norms: Protocols or commitments developed by each team to guide members in working together. Norms help team members clarify expectations regarding how they will work together to achieve their shared goals. </li></ul>
  19. 19. <ul><li>A clear definition of norms </li></ul><ul><li>Examples of norms </li></ul><ul><li>Research on why norms are important </li></ul><ul><li>Research on the norms of the most effective teams </li></ul><ul><li>Templates for writing norms </li></ul><ul><li>Parameters to help a team assess the quality of norms </li></ul>
  20. 20. Session Four: A Focus on Results <ul><li>The purposes of this session are: </li></ul><ul><li>1) To establish that the most powerful strategy for helping a school move forward as a PLC is to engage teachers in writing common assessments and using the data to respond to students, inform teaching practice, and fuel continuous improvement; </li></ul><ul><li>2) To stress the significance of SMART goals in helping a group become a team and creating a results orientation; and </li></ul><ul><li>3) To establish the significance of celebration in sustaining momentum. </li></ul>
  21. 21. SMART Goals <ul><li>S trategic and S pecific </li></ul><ul><li>M easurable </li></ul><ul><li>A ttainable </li></ul><ul><li>R esults-Oriented </li></ul><ul><li>T ime-Bound </li></ul>
  22. 22. <ul><li>Common assessment: An assessment created collaboratively by a team of teachers responsible for the same grade level or course and administered to all students in that grade level or course. </li></ul><ul><li>Formative assessment: An assessment used to advance and not merely grade learning. A formative assessment is an assessment FOR learning (that is, used as part of the teaching and learning process) as opposed to a summative assessment, an assessment OF learning (used to determine if the student achieved the intended outcome by the deadline). </li></ul>
  23. 23. Common formative assessments are used frequently throughout the year to identify: <ul><li>Individual students who need additional time and support for learning </li></ul><ul><li>The teaching strategies most effective in helping students acquire the intended knowledge and skills </li></ul><ul><li>Program concerns—areas in which students generally are having difficulty in achieving the intended standard </li></ul><ul><li>Improvement goals for individual teachers and the team </li></ul><ul><li>(adapted from Learning by Doing , DuFour, DuFour, Eaker, & Many, 2006, pp. 214-215) </li></ul>
  24. 24. To determine if an assessment is formative, ask: <ul><li>Is one of the reasons we give the assessment to identify students who are having difficulty in their learning? </li></ul><ul><li>Do we require those students to devote additional time and utilize additional support to help them acquire the intended knowledge or skill? </li></ul><ul><li>Do we then give those students an additional opportunity to demonstrate that they have learned? </li></ul>
  25. 25. A Shift in the Use of Assessments <ul><li>From infrequent summative assessments . . . </li></ul><ul><li>to frequent common formative assessments </li></ul><ul><li>From assessments to determine which students failed to learn by the deadline . . . </li></ul><ul><li>to assessments to identify students who need additional time and support </li></ul><ul><li>From assessments used to reward and punish students . . . </li></ul><ul><li>to assessments used to inform and motivate students </li></ul><ul><li>From assessing many things infrequently . . . </li></ul><ul><li>to assessing a few things frequently </li></ul>
  26. 26. A Shift in the Use of Assessments <ul><li>From individual teacher assessments . . . </li></ul><ul><li>to assessments developed jointly by collaborative teams </li></ul><ul><li>From each teacher determining the criteria to be used in assessing student work . . . </li></ul><ul><li>to collaborative teams clarifying the criteria and ensuring consistency among team members when assessing student work </li></ul><ul><li>From an over-reliance on one kind of assessment . . . </li></ul><ul><li>to balanced assessments </li></ul><ul><li>From focusing on average scores . . . </li></ul><ul><li>to monitoring each student’s proficiency in every essential skill </li></ul>
  27. 27. <ul><li>Harvard sociologist Henry Louis Gates contends, </li></ul><ul><li>“ Collecting data is only the first step toward wisdom. Sharing data is the first step toward community.” </li></ul><ul><li>The goal of a learning community is ultimately to make data easily accessible and openly shared among members of a team so that team members can use it to inform and improve their practice and better meet the needs of their students. </li></ul>
  28. 28. The 3Rs advocate that every teacher should have the benefit of: <ul><li>1. Regular and timely feedback on his or her student’s progress . . . </li></ul><ul><li>2. . . . in achieving an agreed-upon essential standard </li></ul><ul><li>3. . . . as measured on a valid, team-developed common assessment </li></ul><ul><li>4. . . . in comparison to the other students in the school who are attempting to achieve that same standard. </li></ul>
  29. 29. Tips for Incorporating Celebration Into Your School Culture <ul><li>1. Explicitly state the purpose of celebration. </li></ul><ul><li>2. Make celebration everyone’s responsibility. </li></ul><ul><li>3. Establish a clear link between the recognition and the behavior or commitment you are attempting to encourage or reinforce. </li></ul><ul><li>4. Create opportunities for many winners. </li></ul><ul><li>( Learning by Doing, DuFour, DuFour, Eaker, & Many, 2006, p. 31) </li></ul>
  30. 30. A Shift in School Culture <ul><li>From independence . . . </li></ul><ul><li>to interdependence </li></ul><ul><li>From a language of complaint . . . </li></ul><ul><li>to a language of commitment </li></ul><ul><li>From long-term strategic planning . . . </li></ul><ul><li>to planning for short-term wins </li></ul><ul><li>From infrequent generic recognition . . . </li></ul><ul><li>to frequent specific recognition and a culture of celebration that creates many winners </li></ul>

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