This document outlines the steps for building collaborative professional learning communities (PLCs) and SGO teams. It defines a PLC as focusing on ensuring all students are learning, not just being taught, by determining essential standards, assessments, interventions, and adult professional development. The 5 phases of the PLC process are identified: 1) identifying problems, 2) researching problems, 3) analyzing data and designing interventions, 4) implementing and evaluating programs, and 5) making findings and recommendations. It asks how staff could be organized into SGO teams and what time would need to be dedicated to support their work.
Tony Bryk - Bristol - Joining Improvement Science to NICslearningemerg
A public lecture by Prof Tony Bryk (President of the Carnegie Foundation for the Advancement of Teaching) on the Design-Educational Engineering and Development (DEED) approach to systemic school improvement, through the use of Improvement Science concepts and Networked Improvement Communities.
Tony Bryk - Bristol - Joining Improvement Science to NICslearningemerg
A public lecture by Prof Tony Bryk (President of the Carnegie Foundation for the Advancement of Teaching) on the Design-Educational Engineering and Development (DEED) approach to systemic school improvement, through the use of Improvement Science concepts and Networked Improvement Communities.
A presentation targeted for Kansas Technology Rich Classroom teachers at a summer conference (2011) who are trying to manage PBL amid the infusion of the Common Core, MTSS, TRC, 21st Century Skills and so on.
Workplace Simulated Courses - Course Technology Computing Conference
Presenter: Angie Rudd & Kelly Hinson, Gaston College
What do our students need to learn to be productive in the workplace, to get a job, what skills do they need? The workplace has changed, leadership has changed, and the future is collaboration. This presentation will discuss the methods and tools used in two online project classes. We will show you how we take our learning outcomes and design online classes to simulate a workplace environment. These courses are designed to give students the most realistic workplace environment that we can in an academic setting. One course teaches Emerging Technologies by using teamwork and collaboration environments. The other course uses the System Development Lifecycle as a guide for students to complete an individual project with feedback and brainstorming from other students. The goals for the session are: demonstrating and discussing collaboration, showing how to include useful teamwork in an online environment, working as a collective team, sharing information and knowledge, encouraging suggestions and ideas, brainstorming, building in frustration on purpose, using peer feedback in projects, enabling team resources, and embracing roles and responsibilities. Attendees will walk away with a template of how to design a course for a workplace environment while meeting the learning objectives of the course.
Teacher Leaders: Leading Change in Difficult Times
What will schools look like 20 years from now? What role should teacher leaders play in this process? Come hear a national presenter discuss lessons learned from the nations’ most rapidly improving schools. This presentation looks at moving to CCSS using high levels of rigor for student learning and preparing classrooms for high student engagement.
Presenter: Bobby Ashley - Jefferson, NC
A presentation targeted for Kansas Technology Rich Classroom teachers at a summer conference (2011) who are trying to manage PBL amid the infusion of the Common Core, MTSS, TRC, 21st Century Skills and so on.
Workplace Simulated Courses - Course Technology Computing Conference
Presenter: Angie Rudd & Kelly Hinson, Gaston College
What do our students need to learn to be productive in the workplace, to get a job, what skills do they need? The workplace has changed, leadership has changed, and the future is collaboration. This presentation will discuss the methods and tools used in two online project classes. We will show you how we take our learning outcomes and design online classes to simulate a workplace environment. These courses are designed to give students the most realistic workplace environment that we can in an academic setting. One course teaches Emerging Technologies by using teamwork and collaboration environments. The other course uses the System Development Lifecycle as a guide for students to complete an individual project with feedback and brainstorming from other students. The goals for the session are: demonstrating and discussing collaboration, showing how to include useful teamwork in an online environment, working as a collective team, sharing information and knowledge, encouraging suggestions and ideas, brainstorming, building in frustration on purpose, using peer feedback in projects, enabling team resources, and embracing roles and responsibilities. Attendees will walk away with a template of how to design a course for a workplace environment while meeting the learning objectives of the course.
Teacher Leaders: Leading Change in Difficult Times
What will schools look like 20 years from now? What role should teacher leaders play in this process? Come hear a national presenter discuss lessons learned from the nations’ most rapidly improving schools. This presentation looks at moving to CCSS using high levels of rigor for student learning and preparing classrooms for high student engagement.
Presenter: Bobby Ashley - Jefferson, NC
2. To clarify the definition of a PLC
To review the research-based steps of the PLC
process by creating a mock administrative PLC
using a PLC plan template.
To brainstorm potential SGO team configurations
for your department and the time in which the
work would occur.
"DO THE RIGHT THING"
3. Take a minute to think of a definition of a
PLC and be prepared to share your definition
with a neighbor.
"DO THE RIGHT THING"
5. A PLC or team places its focus on ensuring that all
students are learning, NOT on ensuring that all
students are simply taught.
– What is essential for students to know (standards)?
– How will we KNOW they have learned it (assessment)?
– What will we do when they have not learned it
(interventions)?
– What will we do if they master the content?
(interventions)
– What do the adults need to know and be able to do to
ensure that learning is taking place?
"DO THE RIGHT THING"
6. PLCs and Professional Development
• What is the relationship between
PLCs and professional
development?
“…the data they [PLC members] examine and the
needs they identify will point toward learning they
must undertake in order to successfully address
the challenges that face them. (Hord and Hirsh,
2008).”
"DO THE RIGHT THING"
8. Procedural Sequence of PLCs
Phase 1: Identification of the Problem
Identifying an element of student
performance/behavior (staff) in need of
improvement-The problem.
Brainstorm: When thinking about your grade
level or subject area (department/school),
what is one skill or behavior with which a
student or students (staff) struggle?
"DO THE RIGHT THING"
9. Procedural Sequence of PLCs
Phase 2: Researching the Problem
• Conducting a review of current
professional research/literature to
learn about the “topic”.
• Collecting student data or work-this
can be qualitative data in the form of
student perceptions or opinions,
quantitative assessment data, or both.
"DO THE RIGHT THING"
10. Procedural Sequence of PLCs
Phase 3: Data Analysis and Program
Design
• Interpreting Data: What hypotheses evolve
out of our research and student data?
• Designing an intervention in the form of a unit
of study or program the purpose of which is
to bring positive improvements to student
performance as well as assess progress.
• Identify professional learning needs
"DO THE RIGHT THING"
11. Procedural Sequence of PLCs
Phase 4: Program Implementation and
Evaluation
• Implementing interventions, lessons
etc.
• Administering post-test/assessment
and analyzing results.
"DO THE RIGHT THING"
12. Procedural Sequence of PLCs
Phase 5: Findings and
recommendations
• Making recommendations for future
action research or instructional “best
practices” which is to say effective
practices.
"DO THE RIGHT THING"
13. How might you organize staff into
collaborative SGO teams?
What kind of time would need to be
dedicated to support the teams’ work?
"DO THE RIGHT THING"