Global PD Research

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Research on the practices of successful and unsuccessful professional learning communities

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Global PD Research

  1. 1. solution-tree.com
  2. 2. Source Research Type Focus Groups Mixture of Customers and Associates Survey 145 PLC Customers; diverse districts/roles Interviews with Subject Matter Experts • Rick DuFour • Becky DuFour • Mike Mattos • Claudia Weatley • Cassandra Erkins • Eric Twadell • Bill Ferriter • Jeanne Spiller • Common Formative Assessments • Learning by Doing • Raising the Bar and Closing the Gap • Embedded Formative Assessment • Professional Learning Communities at Work • AllThingsPLC References solution-tree.com
  3. 3. Explanation of Survey Results Respondents were asked how long they have been implementing PLCs and what level of measurable student impact their schools had achieved. The responses in this presentation represent those who have implemented for 3+ years. To identify common struggles and best practices, the responses have also been filtered to compare those who indicated low/no measurable impact with high measurable impact. solution-tree.com
  4. 4. Highly successful schools use technology to track and report formative assessment data more often. Measurable Impact Do teams in your school or district use technology to capture and report formative assessment data? Low / No High solution-tree.com
  5. 5. Highly successful schools provide more ongoing PD related to the PLC process. Measurable Impact Does your school or district provide ongoing professional development related to the PLC process? Low / No High solution-tree.com
  6. 6. Highly successful schools provide coaching more consistently to assist with the PLC process. Measurable Impact Does your school or district provide coaches to assist with the PLC process? Low / No High solution-tree.com
  7. 7. Highly successful schools review assessment data more regularly and frequently. Measurable Impact How frequently do teams in your school or district review formative and other assessment data? Low / No High solution-tree.com
  8. 8. Highly successful schools identify students for intervention more frequently. Measurable Impact How frequently do teams in your school or district identify students needing assistance or enrichment? Low / No High solution-tree.com
  9. 9. Highly successful schools create specific plans for interventions more regularly and more frequently. Measurable Impact How frequently do teams in your school or district create specific plans to intervene with students needing assistance or enrichment? Low / No High solution-tree.com
  10. 10. Highly successful schools have principals who meet with teams to review formative assessment and performance data more regularly and frequently. Measurable Impact How frequently do principals in your school or district meet with teams to review formative assessment or other student performance data? Low / No High solution-tree.com
  11. 11. Highly successful schools practice most PLC elements to a high degree, particularly those related to team meeting, assessments and analyzing data regularly. Which aspects of PLCs does your school or district consistently practice (choose all that apply)? Low/No Impact Impact High Impact solution-tree.com
  12. 12. Intervention, CFAs, and analyzing results student-by-student were the most difficult to implement among all respondents. Please select the three components of a PLC that have been the most difficult to implement in your school or district: solution-tree.com
  13. 13. For more information on Global PD solution-tree.com/globalpd 877.247.8270 solution-tree.com
  14. 14. Thank you! solution-tree.com

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