A Journey of Professional Learning
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This document provides an overview of a two-day professional development workshop focused on developing professional learning communities. The workshop objectives are to increase understanding of teaching standards, research on effective professional development, and collaborative professional learning communities. The agenda includes activities to build shared understanding of standards, protocols for collaboration, strategies for teamwork and conflict resolution, and developing plans to implement these strategies back at participants' schools.
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A Journey of Professional Learning
- 1. A Journey Worth Taking Fundamentals of Professional Learning MAKING THE CASE & DOING THE WORK August 17 and 18, 2009 Rosemary Seitel Englewood Public Schools
- 5. Accessing Prior Knowledge Thinking Circle Map PLCs
- 10. N S D C From the Editor: Enabling teachers to meet together routinely does not make them a professional learning community. Becoming a professional learning community requires intention , a focus on learning , a focus on results , a commitment to collegiality , an a willingness to reshape the school’s culture . Tracy Crow, JSD, Summer 2008
- 14. August 17 & 18, 2009 “ Teachers rate learning from other teachers second only to their own experiences as the most valuable source of information about effective teaching.” - Smylie, 1989
- 17. August 17 & 18, 2009 “ Continuous improvement is unlikely to occur in the absence of professional communities that change the way in which teachers and administrators work together to meet the needs of students.” Louis, K.S. (2008) Sustaining Professional Learning Communities . Thousand Oakes, CA: Corwin Press
- 19. BEFORE LUNCH Watch Video Fill out survey THINK ABOUT YOUR PROFESSIONAL LEARNING
- 21. August 17 & 18, 2009
- 24. Factory Model: Focus on Procedures Rather Than Results
- 26. August 17 & 18, 2009 The most promising strategy for sustained, substantive school improvement is developing the ability for school personnel to function as professional learning communities. - Du Four & Eaker, 1998
- 30. August 17 & 18, 2009 Four Corners: An exercise in understanding preferences in group work Structure Action Caring Vision-making
- 35. August 17 & 18, 2009
- 39. August 17 & 18, 2009 Overcoming the Five Dysfunctions of a Team
- 42. Diffusing Strategies “ Speaking of Tom, when does basketball season start this year.” Moving the conversation in a different direction. Divert “ Mr. Smith was actually opposed to the plan.” Clarifying that a statement is not true. Correct “ I thought we agreed we weren’t going to gossip.” Describing what’s going on so everyone can see it. Name “ Oh, I’m late; I’ve gotta go.” Cutting off negative conversation before it begins. Interrupt
- 48. August 17 & 18, 2009 Ideal Conflict Point Artificial Harmony Mean-Spirited Personal attacks Constructive Destructive CONFLICT CONTINUUM Five Dysfunctions of a Team: A Leadership Fable
- 49. August 17 & 18, 2009
- 50. August 17 & 18, 2009
- 60. August 17 & 18, 2009 The use of protocols encourages an environment for learning that presumes the social construction of knowledge. It is an idea well supported by research. Hearing other people’s understandings, enables learners to gain and deepen their own understandings. - Bransford, Brown, & Cocking 1999
- 67. August 17 & 18, 2009 N S D C SCHOOL IMPROVEMENT STUDENT ACHIEVEMENT LEADERSHIP PROFESSIONAL DEVELOPMENT CURRICULUM AND ASSESSMENT QUALITY TEACHING SCHOOL CULTURE SAFE LEARNING ENVIRONMENT DATA INTERVENTIONS VISION AND GOALS
- 84. Until Next Week Thank you for allowing us to learn together.
- 85. Protocols for Reflective Dialog
- 86. Phases of group development Forming Storming Norming Performing
- 91. No one prepares you for the path: some stones are slippery.
- 94. Theory of action for reflective practice Pause Openness Inquiry Thinking Learning Enhanced Student Learning Action Reflective Practice to Improve Schools, 2006 Corwin Press
- 96. Phases of group development Forming Storming Norming Performing
- 122. The world is round and the place that may seem like the end may also only be the beginning. Ivy baker priest
- 123. Whirlwinds Can Get in the Way of Finding Time to Collaborate
Editor's Notes
- Beginning-Context review-WHAT WE PLAN TO WORK ON AND WHY, HOW WE CAME TO BE HERE, WHAT WE HOPE TO ACHIEVE, AND HOW LONG AND IN WHAT WAYS WE PLAN TO WORK TOGETHER. SETTLING ON THE NORMS
- I can start with one fear is that I won’t get essential points across and one hope is that by Tuesday afternoon everyone will be better equipped to do the work of the PLC.
- Circle Map with Frame of Reference The Circle Map is used for brainstorming ideas and for showing prior knowledge about a topic by providing context information. Everything you know about PLCs, How you know it and how you learned it-What are your expectations for today and tomorrow?
- Report offers the most comprehensive picture and far reaching analysis of professional learning that has ever been conducted in the us Congress has the opportunity to promote significant improvement in teaching quality in American schools by supporting legislation that will amend the definition of Professional Development in NCLB to align it to research and successful practice.
- Handouts: Leader Standards, Teacher Standards & PD Standards Context Standards –the school culture for professional learning-Must be created intentionally Process Standards-Professional learning strategies that help adults learn address how the system organizes learning opportunities to ensure adults acquire the knowledge, skills, and dispositions to affect student learning To be truly helpful, professional development must be based on the kind of research and practices described in the standards. Content Standards address what educators must understand and be able to ensure students learn successfully NJ’s CCCS identify the essential kowledge and skills expected and guaranteed for students in NJ schools. These provide a unifying direction for educators and leaders. There is now an alignment among pd, school leadership and Three sets of standards: Professional Teaching Standards, Professional Leadership Standards and Professional Development Standards
- Groups of three-Count off by 3’s.Assign standard-prepare either oral or visual-10 minutes
- After Tool 1.2 Use Tool 1.3 Place dots on chart after filling out chart list ideas in slide 5 Reasons to work in learning teams: sense of urgency; collegial support; method of mentoring; way of implementing schoolwide initiatives; relevance and value; RELEVANCE-consider shifting aspects of of our world-diveristy of schools is rapidly increasing--40% percent of public school children come from minority groups-both opportunities and challenges as a result REFERENCE WORK FROM RESULTS NOW
- These questions direct the members attention to the core purpose of the community’s work – intentional professional learning for the purpose of improved student learning The communities of professionals study multiple sources of data to see where students are succeeding in their learning and where they are performing poorly. Poor student performance in an area suggests that the professionals should undertake alternative approaches to teaching students in the identified area. This information drives the work of the community.
- Shirley M. Hord Evolution of the Professional Learning community JSD Summer 2008 2 nd bullet – schools scheduled grade level and dept. meetings frequently led to work on managerial issues: ordering books, scheduling trips, good use of shared resources, conference reports – Many schools today use this pattern to describe PLC 3 rd bullet – as teachers met, sharing success and failures with team colleagues they began to wk together on instructional strategies and programs and plcs were characterized as places to work collaboratively and some learning occurs from collaborative work although as a by product with the teams work being the focus of attention 4 th bullet- another shift standards – identifying what students were expected to achieve and significantly, what teachers were responsible to teach so that students reached the standards. Professionals can no longer rely on yesterdays schooling practice T and A need opportunities for intentional learning preparing them to enable students to reach HIGH standards. Today's schools are expected to be successful with a diverse population which requires a broad spectrum of curriculum, instruction and assessment approaches. Research and exemplary practices inform school adm. And T about more effective ways of developing students into successful readers, mathematicians, writers and scientists
- The goal for our continued work together is to be able to lead and provide professinally inclusive and energizing rather than administratively intrusive and exhausting data driven improvement which will lead to greater empowerment and effectiveness
- Purpose – shared vision, mission and goals that the staff see as their common purpose Leadership – sharing power, authority, and decision making. “ Teachers broaden their perspectives, develop a higher level of professionalism, and deepen their effectiveness. “ Principal becomes the sharing P – developing the leadership potential of staff Support – Time and place as well as relational/human capacities include the development of positive attitudes, respect, trust, - build that capitol. Collective intentional learning and its applications the staffs decision on what to learn is based on deep exploration of student data to identify the needs of students and the reflection on the extent to which the staff’s work is producing the results intended. The identified student learning areas provide the target for the staff’s intentional learning. Staff study student needs to make decisions about the adoption of new practices/programs and accept the need for their own learning to employ the knew knowledge and practices effectively. Reflection/discussion/ assessment/ and new considerations. Shared personal Practice peer coaching, coaching What are you learning, why are you learning that/, how are you learning it/
- Linda
- Professor at the Graduate school of education at U of California, Berkley. Research isntersts center on organizational and occupational contexts of teaching with special attention to teachers’ collegial relationships and to the contexts, policies and practices of teachers’ PD.
- Use quote from Results Now-pgs 24 and 25 JUST LEAVE ME ALONE AND LET ME TEACH
- Follow with Blue Angels DVD
- If you look at page 2 slide 2 and this slide on page 4 what do you notice?
- Essential elements of group work Common goal Actions/tasks to be accomplished Indicators of accomplishment Person responsible Timeline Needed resources
- Pick a person, any person
- “ Because every group has unspoken norms for behavior, groups need to work at being explicit about what they expect from each other – Get those assumptions on the table . Micro Lab for setting norms. Two ways to write norms – Best at beginning of teams work – Observing and writing sdown the norms that already exist 2. group members make suggestins. MUST PUBLICIZE Post an celebrate them Enforcing the Norms If you don’t cal attention to a norm that has been violated in effect you’re creating a second set of norms ex on time Fun ideas to hadle violated norms Besket of nerf balls small colored card or flags or hankies waved whaen a violation was noted All responsible Evaluate the norms How well did we do on this norm
- Linda
- Anne Jolly Tools 4.3-4.7 Forming ground rules protocol
- Pg. 165 DuFour-Usually thought of as: All of us can embrace the proposal All of us can endorse the proposal All of us can live with the proposal All of us can agree not to sabotage the proposal
- If the vote is too close it does not move forward.
- Form triads-one person speaks-at some point someone interrupts-use strategy to change conversation
- Count off by threes. One person mid-strem throws in a “conversation stopper”.Someone in the group Diffuses using one of the above strategies.
- Time heals all wounds if they atr treated first – Conflict must be resolved with human contact
- Jim Knight
- Use consultancy protocol-30 minutes
- R - the presenter has the opportunity not only to reflection and describe an issue, dilemma but also to have interesting questions asked of him AND to gain differing perspectives and new insights. Protocols build space for listening and often give people a license to listen, without having to respond. In schools many people say time is of the essence and time is one resource that no one seems to have enough of. Protocols are a way to make the most of the time we have. Have you ever been to a meeting where you have a burning issue you want to discuss and what happens is everyone “dumps” his issue and feeds off of each other, but you walk away from the meeting dissatisfied not really having anything new of significance that will help you with your issue? A protocol guards against this.
- Read over the Processes Tool which describes the use of protocols. Select one of the Facilitation Strategies with your team described need or one of the identified scenarios Complete a Powerful Designs plan and present it to the group
- If school improvement is the umbrella for improving student achievement, then the handle and central tubing (the core support) is effective professional learning that focuses on the enhancing the learning of adults in order to increase student achievement – student success in life. None of the _______can be fully successful without sustained and supported professional learning opportunities that build the capacity of the “community” to improve, to change,
- Provide each team with chart paper and markers. Give each team one card. (even among teams) After brainstorming, ask teams to have one member report on team’s ideas. List Desing Inc. ideas and Sabotage Inc.s ideas. ASK TEACHERS TO REFER TO THE CHARTS & DISCUSS HOW THEIR CURRENT SCHOOL CULTURE FACILITATES OR HINDERS THE SUCCESS OF LEARNING TEAMS. Vary the share out depending on the size of the group..List the items needed in the ppt presentation. DAY TWO-compile and distribute a single list of teachers’ ideas for making collaboration work. Work
- Shirley M. Hord Evolution of the Professional Learning community JSD Summer 2008 2 nd bullet – schools scheduled grade level and dept. meetings frequently led to work on managerial issues: ordering books, scheduling trips, good use of shared resources, conference reports – Many schools today use this pattern to describe PLC 3 rd bullet – as teachers met, sharing success and failures with team colleagues they began to wk together on instructional strategies and programs and plcs were characterized as places to work collaboratively and some learning occurs from collaborative work although as a by product with the teams work being the focus of attention 4 th bullet- another shift standards – identifying what students were expected to achieve and significantly, what teachers were responsible to teach so that students reached the standards. Professionals can no longer rely on yesterdays schooling practice T and A need opportunities for intentional learning preparing them to enable students to reach HIGH standards. Today's schools are expected to be successful with a diverse population which requires a broad spectrum of curriculum, instruction and assessment approaches. Research and exemplary practices inform school adm. And T about more effective ways of developing students into successful readers, mathematicians, writers and scientists
- Pausing: Pausing before responding or asking a question, allows time for thinking and enhances dialogue, discussion and decision-making. Paraphrasing: Using a paraphrase starter that is comfortable for you: “So…” or “As you are…” or “You’re thinking…” and following the starter with a paraphrase assists members of the group to hear and understand each other as they formulate decisions. Probing: Using Gentle open-ended probes or inquiries such as, “Please say more…” or “I’m curious about…” or “I’d like to hear more about…” or “Then, are you saying…?” increases the clarity and precision of the group’s thinking. Putting ideas on the table: Ideas are the heart of a meaningful dialogue. Label the intention of your comments. For example, you might say, “Here is one idea…” or “One thought I have is…” or “Here is a possible approach…” Paying attention to self and others: Meaningful dialogue is facilitated when each group member is conscious of self and of others and is aware of not only what she/Me is saying, but also how it is said and how others are responding. This includes paying attention to learning style when planning for, facilitating, and participating in group meetings. Responding to others in their own language forms is one manifestation of this norm. Presuming positive intentions: Assuming that others’ intentions are positive promotes and facilitates meaningful dialogue and eliminates unintentional put-downs. Using positive intentions in your speech is one manifestation of this norm. Pursuing a balance between advocacy and inquiry: Pursuing and maintaining a balance between advocating a position and inquiring about one’s own and others’ positions, assists the group to become a learning organization
- Consultant PS teacher ,principal, Harvard Grad School of Education Improving Schools From Within. School Leadership, school improvement from within, the personal and pofessional development of educators
- Forming-ice breaker, circle of trust
- You should begin each meeting with a review of the team norms
- Fostering trust: what can I do to foster trust: be present, be open, listen: with empathy, without judgement, seek understanding, view learning as mutual, honor the person, honor the process Ask open questions-pay attention to syntax, intonation, presuppositions Respond with SPACE-silence, paraphasing, accepting without judgement, clarifying and elaborating Reframe: apply new frames to wident viewpoints Dialog-engage in conversations that deepen understanding--read trust poem, engage in stone activity
- Prevents attacks and rebuttals
- Add link to “Portfolio of Student Work: Focus on Research Standard”
- Framing clarifying questions—cool versus frosty Role of facilitator is critical.
- Facilitator must check to see if the group has responded to the presenter’s focus questions, monitors time, keeps one or two people from dominating the discussion,protects presenter, leads debriefing. Presenter prepares: copies, amount of context necessary, focusing question(s), how much time needed for participants to examine work, may also alter other times BUT no step skipped. Explain why/how you chose this work Explain the context: Assignment What came before Parameters (drafts, group work, help) Provide a focusing question(s)
- Importance of sticking to time limits and order At first will feel artificial and restrictive. Can adjust time periods as necessary (less of presentation, more for clarifying questions)
- Tuning protocols work best when participants and presenters think of their work as a collaboration to help students learn. Facilitator must monitor the warm and cool feedback and be ready to step in to get a rephrasing or to redirect the comment.
- Accessible during 15 min. time allotment Copies of written material
- How did the protocol compare with what you expected?—to presenter Frustrations, misunderstandings, as well as positive reactions--participants
- Show video of tuning protocol in action.