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Foundation of PLC Based on Four Pillars Mission Vision Values Goal What? How? Why? How? Must we Must we Do Will we become to behave to we mark accomplish achieve exist our our purpose our vision progressClarifiesPriorities Gives Guides Establishes and Direction Behavior PrioritiesSharpens Focus
A PLC is not…• A program• A meeting• A book study• A workshop• An add- 0n• About working harder at what we’ve always done
Building Capacity for a PLC Four Interconnected Benefit student learning• Factors: ◦ New Structures ◦ Improved Communication ◦ Enhanced Teacher Learning ◦ Collective Ownership and Intelligence
Big Idea Number OneThe fundamental purpose of our school is to ensure that all students learn at high levels.
A Shift in Fundamental PurposeFrom a focus on teaching… …to a focus on learningFrom emphasis on what was …to a fixation on what studentstaught… learnedFrom coverage of content… …to demonstration of proficiencyFrom providing individual …to engaging collaborativeteachers with curriculum teams in building shareddocuments such as standards knowledge regarding essentialand curriculum guides… curriculumBig Idea Number One
4 Critical Questions PLC groups should think aboutWhat do students need to know and be able to do?• Essential outcomes• Teacher knowledge
How will we know if students are learning ?• Common formative assessments ◦ Summative assessments: an event after the learning (chapter tests, state assessments, NWEA test scores) ◦ Formative assessments: a process during learning; descriptive feedback used to support growth and instruction• Monitoring of student growth
How will we respond when students don’t learn? School-wide systematic response• Failure Prevention• Math tutor lab• Wednesday Late in support 8:00 to 9:00• Bronc CaféTo Be Determined in teams: Using Seven I’s.. Video
A Shift in the Response When Students Don’t LearnFrom individual teachers determining …to a systematic response that ensures supportthe appropriate response… for every studentFrom fixed time and support for …to time and support for learning as variableslearning…From remediation… …to interventionFrom invitational support outside the …to direct (that is, required) support occurringschool day… during the school dayFrom one opportunity to demonstrate …to multiple opportunities to demonstratelearning… learningBig Idea Number Three
How will we respond when they already know it?• Pre-assessment• Differentiation• Engaging and rigorous instruction
Big Idea Number TwoIf we are to help all students learn, we must work collaboratively to meet the needs of each student
A Shift in the Work of TeachersFrom isolation… …to a focus on learningFrom each teacher clarifying what …to collaborative teams building shared knowledgestudents must learn… and understanding about essential learningFrom each teacher assigning priority …to collaborative teams establishing the priority ofto different learning standards… respective learning standardsFrom each teacher determining the …to collaborative teams of teachers agreeing onpacing of the curriculum… common pacingFrom individual teachers attempting …to collaborative teams of teachers helping eachto discover ways to improve results… other improveFrom privatization of practice… …to open sharing of practiceFrom decisions made on the basis of …to decisions made collectively by building sharedindividual preferences… knowledge of best practicesFrom “collaboration Lite” on matters …to collaboration explicitly focused on issues andunrelated to student achievement… questions that most impact student achievementFrom an assumption that “these are …to an assumption that these are “Our Kids”my kids, those are your kids”… Big Idea Number Two
Big Idea Number ThreeWe assess our effectiveness on the basis of results rather than intentionsIndividuals, PLCs, and schools seek relevant data and information and use that information to promote continuous improvement.
Working as effective PLC teams Seven Keys to Effective PLC Teams1. Embed collaboration in routine practices of the school with a FOCUS ON LEARNING2. Schedule regular time to meet3. Focus teams on critical questions4. Make products of collaboration explicit5. Establish team norms to guide collaboration6. Pursue specific and measurable(SMART)goals7. Provide teams with frequent access to relevant inform ~ Richard DuFour
What is a Norm?• Concern how team members will interact, communicate, and conduct themselves• Express intentions: they help team members agree on how they’d like to get along before situations emerge that might otherwise prevent them from getting along• Provide context for discussing grievances about team behavior, thereby preventing tensions from mounting and frustrations from festering• A norm setting gives team members an opportunity to express what’s important to them and to learn what’s important to their teammates
ONE THING IS CLEAR:• having norms gives teams a huge advantage• a key to effective teams is involving all members in establishing norms and then holding everyone accountable to what they have agreed upon
Our Admin Team’s Collective Commitments • In order to make our team meetings positive and productive experiences for all members, we make the following collective commitments to each other: ◦ Begin and end our meetings on time and stay fully engaged during each meeting ( no sidebars or cell phones) ◦ Maintain a positive attitude at team meetings—no complaining unless we offer a better alternative ◦ Listen respectfully to each other ◦ Conduct is professional, but debating is encouraged • In your PLC teams create your team norms…
Goals• * Stretch Goal – goal so ambitious that it can not be achieved unless practices change significantly• *Attainable Goals-(Smart) can be achieved in the short term
How and Why of Formative Assessment• Frequent• High-quality• Intended to inform teachers regarding the effectiveness of their practices• Results used to Guide student growth and improvement• Don’t need to reinvent the wheel• May look different in each discipline
Turn to your partner and answer the following question1. How do you know how many days are in each month?The point is you all learned your technique from someone different, but you all know how to solve the problem.That is formative assessment…
Administrators commitment to you• We will set clear work expectations to help guide you• We will support your efforts• We will attend various meetings each week• We will listen to your concerns• We will get you what you need to do your work as soon as we can• We will have patience with the process• We will recognize success
What we ask from you• Be patient with the process• Keep team focus on student learning• If you need help invite us to your meetings• Express your concerns in a constructive manner• Keep the main thing the main thing: Getting kids exit ready• Decisions are made based on evidence• Get on the bus
How might this look at Senior High• Projected Time-line•