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Please Do Now…. 
As you enter the room please reflect on the 
following questions as you think about leading 
and spending...
Professional Learning 
Communities 
Promoting 
Collaborative 
Learning
Research shows that the most promising 
strategy for sustained school improvement 
is developing the capacity of schools t...
Four Corners Activity 
“In times of drastic change, it is 
the learners who inherit the 
future. The learned usually find ...
Expected Outcomes 
• Overview the structure and function of a Professional 
Learning Community 
• Understand the role of t...
Agenda – Day 2 
• Creating Successful Collaborative Teams 
• Essential Ingredients of PLCs 
• Protocol 1: Examining Profes...
Norms 
• Listen 
• Engage 
• Ask 
• Reflect 
• Nurture
In order to enhance this learning 
experience… 
M-DCPS Center for Professional Learning
Beliefs 
• Teachers are intelligent, capable, and want to do the 
right thing for their students. 
• People are committed ...
Anticipation Guide 
• Read the statements on the anticipation guide. Decide 
if you agree or disagree with each statement....
Scavenger Hunt
Please be back 
@ 10:15 
Thank you.
Effective Discussions 
The Last Word Protocol, pp. 82-83 
Step 1: Identifying Significant Ideas (3 minutes) 
Step 2: Shari...
Debrief Protocol 
How was this a useful way to explore 
the ideas in the text and to explore 
your own thinking?
PLC Essential Elements 
1. Shared mission, vision, values, goals 
2. Collaborative teams focused on learning 
3. Collectiv...
M-DCPS PLC Guidelines 
• 5-12 participants 
• Regularly scheduled meetings at least one 
hour in duration (not less than t...
M-DCPS Guidelines
It’s a Shift 
A Shift In Fundamental Purpose 
From…… To…… 
a focus on teaching a focus on learning 
A Shift In Use Of Asse...
21 
Which Champion Works Within a PLC?
22 
Tiger Woods 
He works in a foursome, but he is 
truly independent. No matter 
which foursome he is with, he does 
not ...
23 
Michael Jordan 
In the pros, Michael earned many 
individual awards and titles including 
league MVP. But of all those...
Leadership 
Excellence 
Shared 
Expertise 
Collaborative 
Culture 
Results 
Oriented 
New Model of Teamwork
Time for lunch… 
Please be back by 
12:30 p.m. 
Thank you.
3 Minute Buzz 
Spend the next 3 minutes reflecting on the 
following and write your thoughts on the “Do 
Now” paper: 
1. S...
Examining Student Work 
Tuning Protocol, pp. 34-36 
Step 1: Introduction (5 minutes) 
Step 2: Presentation (15 minutes) 
S...
Debriefing 
1. Did the team honor the norms at all 
times? 
2. What went well? 
3. What could have gone better?
All Things PLC! 
Imagine the local television station has provided 
you with a sixty-second spot on the evening 
news to h...
Creating Conditions to Get Started 
Compare and contrast your organization to the story. 
This story teaches two lessons: ...
Addressing Issues & Problems 
SWOT Protocol, pp. 74-76 
Step 1: Introduction (5 minutes) 
Step 2: Presentation (15 minutes...
Questions 
• How can we create a professional learning 
culture at our school? 
• What can we do to begin the process and ...
Debriefing protocol 
1. What did we learn? What helped us to do that 
learning? 
2. Did the conversation move us closer to...
Stop – Start - Continue 
• Take a sheet of paper and divide it into 3 
columns. Label one column STOP, 
another START, and...
“School improvement happens when a 
school develops a professional learning 
community that focuses on student 
work and c...
3-2-1 Reflection 
• What 3 things about professional learning 
communities did you learn or were clarified 
for you? 
• Wh...
Resources 
• A Big Picture Look at Professional Learning Communities. Available from www.allthings.plc.info 
• Campbell, M...
THANK YOU
Professional learning communities
Professional learning communities
Professional learning communities
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Professional learning communities

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Professional learning communities

  1. 1. Please Do Now…. As you enter the room please reflect on the following questions as you think about leading and spending your time focused on learning. Write a sentence or two to respond to each question. 1. How much of my time is spent talking about and actively engaging in learning during my daily professional life? 2. How am I creating ongoing, job-embedded, results driven professional learning for staff? 3. How do you rate yourself as a learner? How would the staff and students rate you as a learner? “Children need models more than critics.” French proverb “Be the change you want to see in the world.” Ghandi
  2. 2. Professional Learning Communities Promoting Collaborative Learning
  3. 3. Research shows that the most promising strategy for sustained school improvement is developing the capacity of schools to function as a professional learning community.
  4. 4. Four Corners Activity “In times of drastic change, it is the learners who inherit the future. The learned usually find themselves beautifully equipped to live in a world that no longer exists.” Erick Hoffer “ You cannot have students as continuous learners and effective collaborators, without teachers that have the same characteristics.” Michael Fullan “Separated by their classrooms and packed teaching schedules, teachers rarely work or talk together about teaching practices.” Linda Darling-Hammond “Never doubt that a small group of committed, thoughtful people can change the world: Indeed it’s the only thing that ever has!” Margaret Mead
  5. 5. Expected Outcomes • Overview the structure and function of a Professional Learning Community • Understand the role of the Professional Learning Community in promoting improvement in teaching and learning • Identify protocols that facilitate learning in PLCs • Reflect on the role of PLCs in promoting a culture of teacher-directed professional development focused on student learning • Review M-DCPS Guidelines for implementing PLCs
  6. 6. Agenda – Day 2 • Creating Successful Collaborative Teams • Essential Ingredients of PLCs • Protocol 1: Examining Professional Practice • Protocol 2: Effective Discussions • Protocol 3: Examining Student Work • Protocol 4: Addressing Issues and Problems • M-DCPS PLC Guidelines • Closure
  7. 7. Norms • Listen • Engage • Ask • Reflect • Nurture
  8. 8. In order to enhance this learning experience… M-DCPS Center for Professional Learning
  9. 9. Beliefs • Teachers are intelligent, capable, and want to do the right thing for their students. • People are committed to ideas and plans that they have helped create. • Everyone’s opinion is of equal value, regardless of rank or position. • Groups can manage their own conflicts, behaviors, and relationships if they are given tools and training. • Groups make better decisions than any one person alone. • The process, if well designed and applied with fidelity, can be trusted to achieve results. Ingrid Bens, Facilitating with Ease!, 2000
  10. 10. Anticipation Guide • Read the statements on the anticipation guide. Decide if you agree or disagree with each statement. • Meet with your team members. Be ready to share your opinion and be open to listening to each other’s points of view. • After sharing and discussing, come to a consensus on whether you agree or disagree with each statement. No voting—if you can’t come to a consensus you can rewrite a statement so that all of you can support the same position.
  11. 11. Scavenger Hunt
  12. 12. Please be back @ 10:15 Thank you.
  13. 13. Effective Discussions The Last Word Protocol, pp. 82-83 Step 1: Identifying Significant Ideas (3 minutes) Step 2: Sharing, Round 1 (4 minutes) Step 3: Sharing, Round 2 (4 minutes) Step 4: Sharing, Round 3 (4 minutes) Step 5: Open Discussion (optional) Step 6: Debriefing (5 minutes) *When sharing, 1st participant shares significant idea but does not elaborate *Other participants have 1 minute to agree or disagree *1st participant then has two to 3 minutes to respond to and elaborate on what the others in the group have said.
  14. 14. Debrief Protocol How was this a useful way to explore the ideas in the text and to explore your own thinking?
  15. 15. PLC Essential Elements 1. Shared mission, vision, values, goals 2. Collaborative teams focused on learning 3. Collective inquiry 4. Action oriented and experimentation 5. Commitment to continuous improvement 6. Results orientation
  16. 16. M-DCPS PLC Guidelines • 5-12 participants • Regularly scheduled meetings at least one hour in duration (not less than twice monthly) • Focus on a common goal related to student achievement • First meeting is devoted to organizational tasks • Shared leadership is key • Protocols keep the meetings focused and facilitate equity • Submit M-DCPS form #
  17. 17. M-DCPS Guidelines
  18. 18. It’s a Shift A Shift In Fundamental Purpose From…… To…… a focus on teaching a focus on learning A Shift In Use Of Assessments From…… To…… isolated assessments collaborative on-going assessments A Shift In Response When Students Don’t Learn From…… To…… remediation intervention A Shift In the Work Of Teachers From…… To…… isolation collaboration
  19. 19. 21 Which Champion Works Within a PLC?
  20. 20. 22 Tiger Woods He works in a foursome, but he is truly independent. No matter which foursome he is with, he does not collaborate, help or encourage them. Tiger wants to get all the glory. Room 417
  21. 21. 23 Michael Jordan In the pros, Michael earned many individual awards and titles including league MVP. But of all those awards, his greatest desire was to win the World Championship. It wasn’t until he began to collaborate with his teammates that the ultimate goal was attained.
  22. 22. Leadership Excellence Shared Expertise Collaborative Culture Results Oriented New Model of Teamwork
  23. 23. Time for lunch… Please be back by 12:30 p.m. Thank you.
  24. 24. 3 Minute Buzz Spend the next 3 minutes reflecting on the following and write your thoughts on the “Do Now” paper: 1. Something you’ve seen in the first part of the session that affirms your thinking. 2. An idea that’s new to you. 3. Something you’re uncertain about. 4. Something you’re hoping to see in the remainder of the session. M-DCPS Center for Professional Learning
  25. 25. Examining Student Work Tuning Protocol, pp. 34-36 Step 1: Introduction (5 minutes) Step 2: Presentation (15 minutes) Step 3: Clarifying Questions (5 minutes) Step 4: Individual Writing (5 minutes) Step 5: Participant Discussion (15 minutes) Step 6: Presenter Reflection (15 minutes) Step 7: Debriefing (5 minutes) *During presentation, participants listen and take notes *During the participant discussion, presenter is silent *During the presenter reflection, participants silently take notes
  26. 26. Debriefing 1. Did the team honor the norms at all times? 2. What went well? 3. What could have gone better?
  27. 27. All Things PLC! Imagine the local television station has provided you with a sixty-second spot on the evening news to help the community understand the PLC initiative that is underway in your school. Develop your presentation, keeping in mind that you cannot go over sixty seconds, you do not want to leave thirty seconds of “dead” air because you have run out of things to say, and you do not want to use a log of jargon.
  28. 28. Creating Conditions to Get Started Compare and contrast your organization to the story. This story teaches two lessons: 1. An encouraging word to someone who is down can lift them up and help them make it through the day. 2. A destructive word to someone who is down can be what it takes to kill them. Speak life to those who cross your path!
  29. 29. Addressing Issues & Problems SWOT Protocol, pp. 74-76 Step 1: Introduction (5 minutes) Step 2: Presentation (15 minutes) Step 3: Clarifying Questions (5 minutes) Step 4: Individual Writing (5 minutes) Step 5: Participant Discussion (15 minutes) Step 6 : Presenter Reflection (15 minutes) Step 7: Debriefing (5 minutes) *During the presentation, participants quietly take notes *During the participant discussion, presenter is completely silent
  30. 30. Questions • How can we create a professional learning culture at our school? • What can we do to begin the process and get teacher buy in? • How can our strengths as the PLST help reach the goal and be used most effectively?
  31. 31. Debriefing protocol 1. What did we learn? What helped us to do that learning? 2. Did the conversation move us closer to our goals? How? 3. Did we follow the process as we planned? If not, why? How could we improve our process? 4. How might we build on this conversation?
  32. 32. Stop – Start - Continue • Take a sheet of paper and divide it into 3 columns. Label one column STOP, another START, and the last CONTINUE. • Discuss what you need to stop doing, start doing or continue doing to create a PLC at your school. STOP START CONTINUE
  33. 33. “School improvement happens when a school develops a professional learning community that focuses on student work and changes teaching. In order to do that, you need certain kinds of skills, capacities, and relationships.” Michael Fullan
  34. 34. 3-2-1 Reflection • What 3 things about professional learning communities did you learn or were clarified for you? • What 2 things about professional learning communities you interested in learning about or what 2 questions do you still have about professional learning communities? • What is the 1 thing you feel is the most important aspect about professional learning communities that you must be aware of when planning one at your school?
  35. 35. Resources • A Big Picture Look at Professional Learning Communities. Available from www.allthings.plc.info • Campbell, M.(2011). The PLC at Work Cartoon Book. Bloomington, IN. Solution Tree Press. • Carmichael, D. L., & Martens, R. P. (2012). Midwestern magic: Iowa's statewide initiative engages teachers, encourages leadership, and energizes student learning. Journal of Staff Development, 33(3), 22- 26. • DuFour, R., DuFour, R., Eaker, R., Many, T. (2006) Learning by Doing: A Handbook for Professional Learning Communities at Work. Bloomingto, IN. Solution Tree Press • Ermeling, B. A., & Gallimore, R. (2013). Learning to be a community: Schools need adaptable models to create successful programs. Journal of Staff Development, 34(2), 42-45. • Hord, S., & Sommers, W. (2008). Leading Professional Learning Communities. Voices from Research and Practice. Thousand Oaks, CA. Corwin Press. • Kise, J. A. (2012). Give teams a running start: Take steps to build shared vision, trust, and collaboration skills. Journal of Staff Development, 33(3), 38-42 • Moirao, D. R., Morris, S. C., Klein, V., & Jackson, J. W. How Do You Know Your PLC is Working? Available from www.thoughtfulclassrooms.com • Moirao, D. R., Morris, S. C., Klein, V., & Jackson, J. W. (2012). Team check-up: Use 4 goals to assess a professional learning community's effectiveness. Journal of Staff Development, 33(3), 32-36. • Thomas, J. (2011). The Road to Developing Communities of Professional Learners. • Smith, R., Johnson, M., & Thompson, K. D. (2012). Data, our GPS. Educational Leadership, 69(5), 56-59
  36. 36. THANK YOU

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