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Intro to PLCs
The document discusses the concept of professional learning communities (PLCs) within the Graettinger-Terril Community School District, emphasizing the need for ongoing collaboration among educators to enhance student learning outcomes. It outlines key ideas of PLCs, such as a focus on learning, collaboration, and results, while also addressing barriers to effective teaching. Additionally, it encourages educators to reflect on their practices and data to improve educational strategies and achieve high standards for all students.
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Intro to PLCs
- 1. Professional Learning Communities Graettinger-Terril Community School District March 12, 2012
- 2.
- 3. IF... If I werea kid here at G-T (EL, MS, HS), how would I know GTCSD is on the path to becoming a high achieving school and/or what would it take to continue on this path?
- 4.
- 5. We Are YourPLC!
- 6. We Are YourPLC! Some entertainment to start our day off right!
- 7. We Are YourPLC! Some entertainment to start our day off right! http://www.youtube.com/watch? v=7CsGao_i1BM
- 8.
- 9. First... Jot down adefinition of the term Professional Learning Community
- 10. First... Jot down adefinition of the term Professional Learning Community Do you consider G-T CSD a PLC?
- 11. First... Jot down adefinition of the term Professional Learning Community Do you consider G-T CSD a PLC? Why or Why Not?
- 12. First... Jot down adefinition of the term Professional Learning Community Do you consider G-T CSD a PLC? Why or Why Not? What professional development have you personally done in the area of PLCs, Assessment, and/or Interventions?
- 13. What is aPLC?
- 14. What is aPLC? “An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve...”
- 15. What is aPLC? “An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve...” “A PLC is composed of collaborative teams whose members work interdependently to achieve common goals for which members are mutually accountable”
- 16. What is aPLC? “An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve...” “A PLC is composed of collaborative teams whose members work interdependently to achieve common goals for which members are mutually accountable” from Learning by Doing, 2nd ed
- 17. What is aPLC? “An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve...” “A PLC is composed of collaborative teams whose members work interdependently to achieve common goals for which members are mutually accountable” from Learning by Doing, 2nd ed
- 18. What is aPLC? “An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve...” “A PLC is composed of collaborative teams whose members work interdependently to achieve common goals for which members are mutually accountable” from Learning by Doing, 2nd ed
- 19. What is aPLC? “An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve...” “A PLC is composed of collaborative teams whose members work interdependently to achieve common goals for which members are mutually accountable” from Learning by Doing, 2nd ed
- 20. What PLCs arenot...
- 21. What PLCs arenot... A Program
- 22. What PLCs arenot... A Program Wednesday Morning Meetings
- 23. What PLCs arenot... A Program Wednesday Morning Meetings Something the District “did” Last Year
- 24. What PLCs arenot... A Program Wednesday Morning Meetings Something the District “did” Last Year A Book Study Group
- 25. The 3 BigIdeas of PLCs
- 26. The 3 BigIdeas of PLCs A Focus on Learning
- 27. The 3 BigIdeas of PLCs A Focus on Learning A Culture of Collaboration
- 28. The 3 BigIdeas of PLCs A Focus on Learning A Culture of Collaboration A Focus on Results
- 29. Big Idea #1:A Focus on Learning
- 30. Big Idea #1:A Focus on Learning http://www.youtube.com/watch?v=FTeIA8l_Jl8&feature=related
- 31. Big Idea #1:A Focus on Learning http://www.youtube.com/watch?v=FTeIA8l_Jl8&feature=related All students can learn at high levels
- 32. Big Idea #1:A Focus on Learning http://www.youtube.com/watch?v=FTeIA8l_Jl8&feature=related All students can learn at high levels Teams take responsibility for that learning
- 33. Big Idea #1:A Focus on Learning http://www.youtube.com/watch?v=FTeIA8l_Jl8&feature=related All students can learn at high levels Teams take responsibility for that learning Adults are learning too
- 34. Current Practice Do weprovide targeted, differentiated, research-based instruction to our students? Are our assessment and grading practices aligned to support extending learning time?
- 35. Big Idea #2:A Culture of Collaboration
- 36. Big Idea #2:A Culture of Collaboration Educators work collaboratively to foster the learning of all students and accept collective responsibility for that learning
- 37. Big Idea #2:A Culture of Collaboration Educators work collaboratively to foster the learning of all students and accept collective responsibility for that learning Work of teams is to gain clarity around essential learning targets, develop common formative assessments and analyze data to increase student achievement
- 38. Big Idea #3:A Focus on Results
- 39. Big Idea #3:A Focus on Results Teams develop and pursue measurable improvement goals
- 40. Big Idea #3:A Focus on Results Teams develop and pursue measurable improvement goals Teams review results of common formative assessments to discover strengths and weaknesses in their individual teaching in order to learn from on another
- 41. Big Idea #3:A Focus on Results Teams develop and pursue measurable improvement goals Teams review results of common formative assessments to discover strengths and weaknesses in their individual teaching in order to learn from on another Teams use data to identify students who need additional time and support
- 43. What does ourdata say? What does it tell us about GTCSD?
- 44. What does ourdata say? What does it tell us about GTCSD?
- 45. What does ourdata say? What does it tell us about GTCSD? How would knowing our data change and guide our discussions, our teaching efforts, our research?
- 46. What does ourdata say? What does it tell us about GTCSD? How would knowing our data change and guide our discussions, our teaching efforts, our research?
- 47. Where do werate?
- 48. Where do werate? Learning should not be an accident; it should be determined, assessed, and revisited through a systematic approach...
- 49. Where do werate? Learning should not be an accident; it should be determined, assessed, and revisited through a systematic approach... Can we honestly say that we are approaching education, instruction and learning, with research- based and efficient methods?
- 50. Where do werate? Learning should not be an accident; it should be determined, assessed, and revisited through a systematic approach... Can we honestly say that we are approaching education, instruction and learning, with research- based and efficient methods? Regardless of “research-based” - is what we are doing working? What is the evidence that what we are currently doing is working?
- 51. Where do werate? Learning should not be an accident; it should be determined, assessed, and revisited through a systematic approach... Can we honestly say that we are approaching education, instruction and learning, with research- based and efficient methods? Regardless of “research-based” - is what we are doing working? What is the evidence that what we are currently doing is working? If not, what is holding us back? What are the barriers?
- 52. Where do wewant to send our kids?
- 53. Where do wewant to send our kids? “Henry Higgins School” - where “We believe all kids can learn...and we will work to help all students achieve high standards of learning.”
- 54. Take a minuteand discuss with a partner...
- 55. Take a minuteand discuss with a partner... What does our “District’s Purpose, Mission, Vision, Goals, Collective Commitments” mean to us?
- 56. Take a minuteand discuss with a partner... What does our “District’s Purpose, Mission, Vision, Goals, Collective Commitments” mean to us? Mission: Why do we exist?
- 57. Take a minuteand discuss with a partner... What does our “District’s Purpose, Mission, Vision, Goals, Collective Commitments” mean to us? Mission: Why do we exist? Vision: What do we hope to become?
- 58. Take a minuteand discuss with a partner... What does our “District’s Purpose, Mission, Vision, Goals, Collective Commitments” mean to us? Mission: Why do we exist? Vision: What do we hope to become? Collective Commitments: What commitments must we make to create the school or district that will improve our ability to fulfill our purpose?
- 59. Take a minuteand discuss with a partner... What does our “District’s Purpose, Mission, Vision, Goals, Collective Commitments” mean to us? Mission: Why do we exist? Vision: What do we hope to become? Collective Commitments: What commitments must we make to create the school or district that will improve our ability to fulfill our purpose? Goals: What goals will we use to monitor our progress?
- 60. Take a minuteand discuss with a partner... What does our “District’s Purpose, Mission, Vision, Goals, Collective Commitments” mean to us? Mission: Why do we exist? Vision: What do we hope to become? Collective Commitments: What commitments must we make to create the school or district that will improve our ability to fulfill our purpose? Goals: What goals will we use to monitor our progress? If you were to share this information with a new teacher, how would you summarize in your own words, through examples, stories, evidence, etc.?
- 61. Don’t tell meyou believe “all kids can learn”… tell me what you’re doing about the kids who aren’t learning. -- Rick DuFour