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Personal Learning Communities
The document outlines the purpose and structure of Professional Learning Communities (PLCs) aimed at enhancing collaborative teaching practices to improve student learning outcomes. It details essential questions guiding PLC activities, the roles within PLC meetings, and the continuous improvement cycle for data-driven instructional strategies. Additionally, it emphasizes the importance of setting goals, norms, and action plans while facilitating ongoing reflection and evaluation among educators.
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Personal Learning Communities
- 1.
- 2. Purpose: How can we strengthen our capacity to work together in professional learning to become successful at creating learning environments that provide high levels of learning for all students?
- 3. Essential Questions • Whatdoes a PLC meeting look like? • How can a continuous improvement cycle lead a professional learning community? • How can data analysis drive instruction on a regular basis? • How can I start a PLC at my school?
- 4. What does aPLC look like? The experts: Richard and Rebecca DuFour Doug Reeves Professional Learning Communities – Doug Reeves
- 5. What does aPLC look like? • Teams are formed of teachers who are responsible for the same curricular subject area of student learning. • Teams meet for 45 minutes a week. • Each PLC meeting must be summarized including next steps and who was in attendance. • All PLC meetings must have a designated facilitator. • All PLC meetings must be monitored by an administrator (through visits and/or review of minutes/action plans).
- 6. What does aPLC look like? • What do we want our students to know, understand and be able to do? – Deconstructing/Unpacking Standards, Examining Student Work Assignments • How will we know when they have learned it? – Examining Data Protocols and Common Assessments – Examining Student Work Assignments • How will we respond when some students have not learned and how will we respond when some students have learned? – Teacher Interventions – Team Interventions – School Interventions “Learning by Doing”. Dufour, Dufour, Eaker, Many. Solution Tree.2006
- 7. Norms & GroundRules • Ground rules are a statement of how we hope we will all behave. • Norms are the behaviors we actually enact, the expectations that we actually hold each other to. Launching and Sustaining PLCs by Marnie Thompson is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License
- 8. For example… – Yourgroup may have a ground rule that states that PLC time is not to be used for grading papers – But if people grade papers in the meeting and no one intervenes, then the norm of your group is that it is okay to grade papers during a PLC meeting
- 9. Ground rules andNorms Teams should formally evaluate their effectiveness at least twice a year. Are we adhering to our norms? Do we need to establish a new norm to address a problem reoccurring on our team? Are we working interdependently to achieve our team goal? *Article Resource – Norms put the ‘Golden Rule’ into practice for groups
- 10. 1. Teams SetGround Rules and Develop Norms 5. Team meetings are centered around one of the following: 2. Set Goals to Guide Work Clarifying essential student -Team decides area of focus learning (Standards) from data, curriculum standards or identifies an Analyzing evidence of opportunity for student learning improvement that they will (Assessment) work on together. Examining student work assignments for rigor and 3. A team action plan is alignment (Alignment & created to address the Rigor) opportunities for improvement agreed upon Instructional practices to by the team impact student learning (Intervention) 4. Teachers work on agreed upon strategies in classes or 6. Next Meeting: Debrief the strategy, share data, what take next steps between worked, what did not work, meetings. focus on the next steps and continue the cycle.
- 11. Continuous Improvement Cycle •This document sets the stage for all PLC meetings within a school. • Meetings should be addressing something on the cycle at all times. • It is a cycle and never-ending. • The cycle can be entered at any place.
- 12. - Set Goals -What worked? - Prioritize - Set next steps for Learning Targets students - Develop pre/post - Interventions assessment Apply New Apply New Develop Develop Knowledge Knowledge Strategies Strategies - Instructional Sequencing Continuous Improvement Cycle 1. Collect & Chart Analyze the Analyze the - Administer pre- Data Implement Implement assessment 2. Analyze Data Impact Impact 3. Review Goals Strategies Strategies - Instruction 4. Instructional Data Cycle Data Cycle Strategies - Administer 5. Results Indicators Common Assessment 6. Monitor & Evaluate Results
- 13. - Set Goals -What worked? - Prioritize - Set next steps for Learning Targets students - Develop pre/post - Interventions assessment Apply New Apply New Develop Develop - Instructional Knowledge Knowledge Strategies Strategies Sequencing Continuous Improvement Cycle Analyze the Analyze the 1. Collect & Chart Implement Implement - Administer pre- Data Impact Impact Strategies Strategies assessment 2. Analyze Data 3. Review Goals Data Cycle Data Cycle - Instruction 4. Instructional Strategies - Administer CA 5. Results Indicators Common Assessment 6. Monitor & Evaluate Results
- 14. Develop Strategies Set Goals– This is when your team will ask those inquiry questions and set attainable goals for you and your students. Prioritize Learning Targets – Which learning targets are the ones students must learn? Develop Pre / Post Assessment – Teachers use prioritized learning targets to create a short pre / post assessment. Instructional Sequencing – The PLC determines the instructional sequence of the learning targets.
- 15. - Set Goals -What worked? - Prioritize - Set next steps for Learning Targets students - Develop pre/post - Interventions assessment Apply New Apply New Develop Develop - Instructional Knowledge Knowledge Strategies Strategies Sequencing Continuous Improvement Cycle Analyze the Analyze the 1. Collect & Chart Implement Implement - Administer pre- Data Impact Impact Strategies Strategies assessment 2. Analyze Data 3. Review Goals Data Cycle Data Cycle - Instruction 4. Instructional Strategies - Administer CA 5. Results Indicators Common Assessment 6. Monitor & Evaluate Results
- 16. Implement Strategies • Administerthe Pre-Assessment – Teachers will administer and score the pre-assessment. – Does the data from the pre-assessment tell you that the lessons you are preparing are the lessons students need? • Instruction – The teacher teaches and the students learn. • Administer and score the Common Assessment – During instruction, the teachers will “check” for understanding with the common assessment created by the PLC.
- 17. - Set Goals -What worked? - Prioritize - Set next steps for Learning Targets students - Develop pre/post - Interventions assessment Apply New Apply New Develop Develop - Instructional Knowledge Knowledge Strategies Strategies Sequencing Continuous Improvement Cycle Analyze the Analyze the 1. Collect & Chart Implement Implement - Administer pre- Data Impact Impact Strategies Strategies assessment 2. Analyze Data 3. Review Goals Data Cycle Data Cycle - Instruction 4. Instructional Strategies - Administer CA 5. Results Indicators Common Assessment 6. Monitor & Evaluate Results
- 18. Analyze the Impact Step1: Collect and Chart Data Step 2: Analyze the Data Step 3: Review Goals Step 4: Instructional Strategies Step 5: Results Indicators Step 6: Monitor and Evaluate Results
- 19. - Set Goals -What worked? - Prioritize - Set next steps for Learning Targets students - Develop pre/post - Interventions assessment Apply New Apply New Develop Develop - Instructional Knowledge Knowledge Strategies Strategies Sequencing Continuous Improvement Cycle Analyze the Analyze the 1. Collect & Chart Implement Implement - Administer pre- Data Impact Impact Strategies Strategies assessment 2. Analyze Data 3. Review Goals Data Cycle Data Cycle - Instruction 4. Instructional Strategies - Administer CA 5. Results Indicators Common Assessment 6. Monitor & Evaluate Results
- 20. Apply New Knowledge •What Worked? – This is when the PLC team members discuss what worked and what didn’t work according to the data. • Next Steps for Students – What will be the next steps for students who did not reach proficiency? For those who did? • Interventions – The PLC team agrees on interventions to assist those students who are not proficient.
- 21. Current Reality Does thisprocess resemble what happens throughout the year in your school?
- 22. How can dataanalysis drive instruction? • Shanon to add slides or add some
- 23. How can Istart a PLC at my school? • Administrative support • Teacher willingness • Basic picture of the PLC process • Meeting notes / Action plans • Time to meet
- 24. Start with abook study…
- 25. PLC Basic Picture •What do we want our students to know, understand and be able to do? – Deconstructing/Unpacking Standards, Examining Student Work Assignments • How will we know when they have learned it? – Examining Data Protocols and Common Assessments – Examining Student Work Assignments • How will we respond when some students have not learned and how will we respond when some students have learned? – Teacher Interventions – Team Interventions – School Interventions
- 26. 1. Teams SetGround Rules and Develop Norms 5. Team meetings are centered around one of the following: 2. Set Goals to Guide Work Clarifying essential student -Team decides area of focus learning (Standards) from data, curriculum standards or identifies an Analyzing evidence of opportunity for student learning improvement that they will (Assessment) work on together. Examining student work assignments for rigor and 3. A team action plan is alignment (Alignment & created to address the Rigor) opportunities for improvement agreed upon Instructional practices to by the team impact student learning (Intervention) 4. Teachers work on agreed upon strategies in classes or 6. Next Meeting: Debrief the strategy, share data, what take next steps between worked, what did not work, meetings. focus on the next steps and continue the cycle.
- 27. PLC Meeting Agenda/ Action Record TEAM NORMS (To be reviewed at each TEAM NAME: meeting) Date: Roles (should alternate throughout the year): Facilitator: Time Keeper: Recorder: Purpose/Goal(s) for this meeting: Meeting Topics: Desired Outcomes: 1. 1. 2. 2. 3. 3. MEETING MINUTES (TO BE COMPLETED BY THE RECORDER): Team Members Present Team Members Absent Discussion / Decision Action Summary: Action Steps For Facilitators: Action Steps for PLC Support: 1. 1. 2. 2. Agenda items for next meeting: Artifacts attached from this meeting: 1. 1. 2. 2. Date of Next Meeting:
- 28. Resources • Learning byDoing – DuFour • All Things PLC website - http://www.allthingsplc.info/
- 29. Questions • Thank youfor your attention. Contact information: Cathy Barlow – cabarlow@caldwellschools.com Shanon White – swhite@ccaldwellschools.com
Editor's Notes
- #7 The focus on learning centers around 3 questions that encompass knowing and understanding the essential standards/goals/objectives of our content; common formative assessments and the ways we know students have learned as well as how we use that information; what will we do when some of our students have not learned and some have…..interventions, reteaching, extending and enriching—What will we do to ensure high levels of learning for all students?
- #8 How does a school level facilitator help address this?
- #10 These serve as our shared values…our collective commitments of how we must behave to achieve our vision.
- #15 Refer back to The Continuous Improvement Cycle and the handout while describing each piece.