The document summarizes key aspects of professional learning communities (PLCs) discussed during administrator training. It defines PLCs and outlines the core components of effective PLC implementation, including establishing SMART goals, developing common formative assessments, analyzing student performance data, and using results to inform instructional practices. The goal is to build teacher leadership and collaboratively improve student learning outcomes.
A presentation to UNCP Spring 2013 Student Interns on the relationship between the NC Educator Evaluation System for inservice teacher and the pre-service rubric and the Certification of Teaching Capacity form.
A presentation to UNCP Spring 2013 Student Interns on the relationship between the NC Educator Evaluation System for inservice teacher and the pre-service rubric and the Certification of Teaching Capacity form.
Organization Development Network of Western New York.
Learning and Performance through Peer Coaching
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Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
Ask yourself – how can you as a Learning & Development professional guarantee business outcomes after your training programs?
What has to happen in your organisation to get change post learning?
Flick through this SlideShare to find out why we need to focus on learning transfer, and who is best placed to deliver it
This one tells you about the theories followed by the Human Resource Development people in order to tackle their problems. It contains number of theories, info about self learning, informal learning, learning curve, role of UK govt. etc.
Teacher Effectiveness: Fulfilling the Promise of the Common Core State Standa...ohedconnectforsuccess
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Main Presenter: Harvey Silver, Silver Strong and Associates
Innovative Leadership in Education for the New Normal Timothy Wooi
Objective
To introduce Educators to the Concepts and Features of Innovative Leadership, preparation and effective practices.
Preparing Educators with Innovative Leadership characteristic and features applicable to practice, making a difference in School Improvement.
Developing successful Principals and Leaders to lead school with Innovative Leadership styles, building Relationship, Collaboration and Trust.
This is a presentation I made in 2008 proposing a peer coaching project to improve collaboration between teachers delivering Vocational Training Opportunities Schemes to adults in County Wicklow.
Q-JSON - Reduced JSON schema with high Data Representation Efficiencyiosrjce
IOSR Journal of Computer Engineering (IOSR-JCE) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of computer engineering and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in computer technology. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Organization Development Network of Western New York.
Learning and Performance through Peer Coaching
By: Philip LeNir, President CoachingOurselves
http://odofwny.com/
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
Ask yourself – how can you as a Learning & Development professional guarantee business outcomes after your training programs?
What has to happen in your organisation to get change post learning?
Flick through this SlideShare to find out why we need to focus on learning transfer, and who is best placed to deliver it
This one tells you about the theories followed by the Human Resource Development people in order to tackle their problems. It contains number of theories, info about self learning, informal learning, learning curve, role of UK govt. etc.
Teacher Effectiveness: Fulfilling the Promise of the Common Core State Standa...ohedconnectforsuccess
June 28
1:45 – 4:15pm
Room: Delaware C&D
Explore the Thoughtful Classroom Teacher Effectiveness Framework—a practical framework, aligned with the Common Core State Standards, for evaluating the effectiveness of classroom practice. Participants will learn how the framework helps teachers design standards-based lessons and units and select research-based strategies to ensure classroom lessons are effective and engaging. Participants will hear how one school district implemented a thoughtful evaluation process using this framework.
Main Presenter: Harvey Silver, Silver Strong and Associates
Innovative Leadership in Education for the New Normal Timothy Wooi
Objective
To introduce Educators to the Concepts and Features of Innovative Leadership, preparation and effective practices.
Preparing Educators with Innovative Leadership characteristic and features applicable to practice, making a difference in School Improvement.
Developing successful Principals and Leaders to lead school with Innovative Leadership styles, building Relationship, Collaboration and Trust.
This is a presentation I made in 2008 proposing a peer coaching project to improve collaboration between teachers delivering Vocational Training Opportunities Schemes to adults in County Wicklow.
Q-JSON - Reduced JSON schema with high Data Representation Efficiencyiosrjce
IOSR Journal of Computer Engineering (IOSR-JCE) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of computer engineering and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in computer technology. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
PLC TEAM MEMBERS
Team Sponsors
Glenn Maleyko
Dearborn Public Schools Superintendent
Rose Aldubaily
English Learner (EL) Director
Team Leader
Scott Casebolt
Edsel Ford High School Principal
Team Scribe
Laurie Lintner
Dearborn High School Literacy Coordinator
Team Members
Mohammed Abdelfattah
EL Bilingual Resource Teacher
Eman Ahmed
Salina Intermediate Teacher
Kellie Bugajski
EL Language & Literacy SIOP Trainer
Sean Fisher
O.L. Smith Middle School Principal
Jeanine Oynoian
Whitmore-Bolles Elementary Instructional Coach
PROJECT STATEMENT
To achieve effective implementation of Professional Learning Communities (PLCs) as measured by continuity, common understanding, collaboration, and accountability, resulting in increased student achievement.
CH 8 Instructional Leadership and Change.pdfVATHVARY
Define instructional leadership.
List and summarize the main characteristics of instructional change.
List a series of processes and procedures that instructional leaders can use to implement and sustain change initiatives.
Collective capacity building involves the increased ability of edu.docxmccormicknadine86
Collective capacity building involves the increased ability of educators at all levels of the system to make the instructional changes required to raise the bar and close the gap for all students
The key to a capacity building approach lies in developing a common knowledge and skill base across all leaders and educators in the system, focusing on a few goals, and sustaining an intense effort over multiple years. A capacity building approach creates a foundation for sustainable improvement as it does the following.
Mobilizes a growth mind-set at all levels of the system •Sustains and cultivates improved student learning • Builds a common knowledge base and set of skills at all levels of the system.
•Focuses on collaborative learning •
Emphasizes collective capacity, which engages everyone in the system with clear goals and commitment to the strategy for achievement •
Fosters cross-role learning or lateral capacity
• Incorporates a learning cycle of new learning, application on the job, reflection, and dialogue with colleagues
Capacity building is effective because it combines knowledge building, collective action, and consistent focus. When done well, it produces the following effects:
Districtleadersformlearningpartnershipsacrossrolesanddepart- ments to develop a common language, knowledge base, and skills to focus on sustained development. They explore case examples and current research applied to their context. As a team, they refine the focus to a few key goals, sharpen the strategy, and rethink the resources and practices needed to achieve the goals.
• A district capacity team is composed of consultants or teacher- leaders who provide support to schools often by subject or project but often initially from a silo configuration. In a capacity building approach, all support providers form a learning community, and as they develop their common knowledge and strategy, they begin to interact in a more consistent manner so that innovations are not experienced by schools as a series of discrete initiatives but rather as an integrated, coherent strategy for change.
•Principals are the key to change. They work with peers as learning partners to build the skills needed to support capacity building at the school level.
• School leadership teams are composed of the principal and two to five teachers with a focus on improving learning and teaching. They are engaged as learning teams with other schools from the district to develop a common language, knowledge base, and set of skills to apply back in the school and classrooms. The cycle of learning approach has them implement the new understandings in their school and return to subsequent sessions to share their results and insights with other schools. This ensures that all participants understand deep learning communities by being a member of one.
The formats and content vary depending on the district focus, but three features of the capacity building approach have demonstrated a strong impact in bo ...
How to Make a Field invisible in Odoo 17Celine George
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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2. PLCs at Work: Practical Implications of
the December Session
LaVette Ford, Dawn Singleton, Seth Brown, and Thomas Feller
3. Purpose and Objectives
Today, principals will:
…better understand the Dufour training
attended by administrators and ICs on
December 14-15, 2011;
…identify practical suggestions for the
implementation of PLCs at their respective
schools
4. Most slides are taken from the
handout from the Triangle High
Five Regional Partnership
training, December 14-
15, 2011, held in Raleigh, NC.
Training originally conducted by
Dr. Rick and Becky DuFour.
5. Assumption #1: Teachers Matter
Regardless of the research basis, it is clear
that effective teachers have a profound
impact on student achievement and
ineffective teachers do not. In
fact, ineffective teachers might actually
impede the learning of their students
(Marzano 2003, p 75)
6. Assumption #2: Schools Matter
An analysis of research conducted over a
thirty-five year period demonstrates that
schools that are highly effective produce
results that almost entirely overcome the
affects of student backgrounds.
(Marzano 2003)
8. Definition of a PLC
In the context of school improvement, Professional Learning
Communities (PLCs) shift the focus of school reform from
restructuring to reculturing. The PLC concept often is misused or
implied to describe a committee or any weekly meeting in which the
participants undertake data-based decision making. However, a PLC
is much more than that. It is an ongoing process used to
establish a schoolwide culture that is based on a
fundamental belief in building teacher leadership in
school improvement efforts. Through participation in
PLCs, teachers enhance their leadership capacity as they work as
members of ongoing, high-performing, collaborative teams that focus
on improving student learning.
- The Center for Comprehensive School Reform & Improvement
9. The Crux of Work in a PLC
The heart of work in a PLC is when educators
collectively analyze evidence of student learning to:
Inform individual professional practice
Improve a team’s ability to achieve its SMART
goals
Intervene on behalf of individual students
The other steps on the PLC journey are
designed to help teams engage in this
essential work.
10. Professional Learning
Communities
Are they based on…
Adherence to core principals OR individual
autonomy?
Strong administrative leadership OR teacher
empowerment?
Recognition and celebration of current efforts
and achievements OR discontent with the status
quo?
Approaching school improvement with a sense of
urgency OR demonstrating the patience to
sustain an improvement initiative over the long
haul?
11. The Tyranny of “or”
vs. the Genius of “and”
The tyranny of “or” is the rational view that cannot
easily accept paradox, cannot live with two seemingly
contradictory forces at the same time. It must be A
or B, but not both.
The genius of “and” is to embrace both of the extremes
at the same time. This is not just a question of
balance. Balance implies 50-50, going to the mid-
point. Visionary leaders did not seek the gray
of balance, but were determined to be
distinctly both A and B at the same time.
-Jim Collins & Jerry Porras
12. Simultaneous Loose AND
Tight School Cultures
Simultaneous loose and tight cultures establish
clear parameters and priorities that enable
individuals to work within established
boundaries in a creative and autonomous way.
They are characterized by “directed
empowerment” or what Marzano and Waters
refer to as “defined autonomy” – freedom to
act and to lead within clearly articulated
boundaries.
13. Group Discussion
Share with a partner how you create a
simultaneously loose and tight school
culture at your school. Give a specific
example.
15. Results-Oriented Goals:
Keys to Effective Teams
Leaders foster effective teams when they help
teams establish specific, measurable, results-
oriented, performance goals. Promoting teams
for the sake of teams or focusing on team-
building exercises does little to improve the
effectiveness of the organization.
“There is nothing more important than each
member’s commitment to common purpose and
a related performance goal to which the group
holds itself jointly accountable.”
– Katzenbach & Smith, 1999
16. SMART Goals (Chapter 6)
Strategic and specific
Measurable
Attainable
Results-Oriented
Time-Bound
- Conzemius & O’Neill (2000)
17. At your table, discuss which of the
following are SMART Goals?
Strategically aligned with the school-wide
goal of improving student
achievement, by the end of this school
year we will:
18. At your table, discuss which of the
following are SMART Goals?
Develop & administer at least six common
assessments.
Implement the Common Core State
Standards in 100% of our classrooms.
Increase the percentage of students
achieving and exceeding the target score
(80% or higher) on each strand of our end-
of-year assessment from 81% to 90%
19. Importance of Short-Term
SMART Goals
People can become so caught up in big dreams that
they don’t manage the current reality. Short-
term gains are needed to establish
credibility for a change initiative over the
long haul. Major change takes time. Zealots
will stay the course no matter what. Most of us
want to see some convincing evidence that
all the effort is paying off. Nonbelievers have
even higher standards of proof. We want clear
data indicating changes are working.
-John P Kotter (1996), p118-119
21. Team Learning Process
1. Clarify 8-10 Essential Common Outcomes
(skills, concepts, and dispositions) per
semester by course/content area;
2. Develop multiple Common Formulative
Assessments for each course/content
area by team
22. Common Formative Assessments
(Chapter 3)
Common formative assessments are the
lynchpin of the collaborative team
process in a PLC.
At your table, complete the following:
“Common” assessment means…
“Formative” assessment means…
23. Why Common Assessments?
Efficiency – by sharing the load, teachers
save time
Fairness – promotes common
goals, similar pacing, and consistent
standards for assessing student proficiency
Effective Monitoring – provides timely
evidence of whether the guaranteed and
viable curriculum is being taught and
learned
24. Why Common Assessments?
Informs individual teacher practice – provides
teachers with a basis of comparison regarding the
achievement of their students so they can see
strengths and weaknesses of their teaching
Team capacity – collaborative teacher teams are
able to identify and address problem areas in their
program
Collective response – helps teams and the school
create timely, systematic interventions and
enrichment for students.
25. Why Common Assessments?
Common formative assessments provide
the most powerful stimulus for changing
adult practice.
To change schools we must change
adult practice.
26. Keys to Formative Assessments
To determine if an assessment is formative ask the
following questions:
1. Is it used to identify students who are
experiencing difficulty in their learning?
2. Are students who are having difficulty provided
with additional time and support for learning?
27. Keys to Formative Assessments
3. Are students given an additional
opportunity to demonstrate their learning?
4. Do teachers use the results to inform and
improve their individual and collective
professional practice?
28. Resources to Build Valid CFAs
List of essential outcomes/pacing guides
Recommendations from assessment experts (examples:
Stiggins, Reeves, etc)
Released items from standardized tests
Websites
www.nces.ed.gov/nationsreportcard/
www.masteryconnect.com
Data from past indicators of achievement
Methods of alternative assessments
Example Rubrics
Assessments from other high-performing teams/teachers
29. Two Essentials of
Performance Based Assessments
1. Can we agree on the criteria by which we
will judge the quality of student work?
2. Can we apply those criteria consistently
(inter-rater reliability)?
30. Team Learning Process
1. Clarify 8-10 Essential Common Outcomes (largely
done for us in the new standards)
2. Develop multiple CFAs for each course/content area
3. Establish specific target/benchmark so
rigorous it will lead to success on high stakes
assessments (SMART Goals)
4. Analyze Results
5. Identify & Implement improvement strategies
33. Informing & Impacting
Professional Practice
We must ensure all teachers receive:
Timely and frequent information on the
achievement of their students,
In meeting an agreed-upon standard,
On a valid assessment,
In comparison to others.
34. Most Powerful Strategy to
Improve Student Learning
Teachers work together in collaborative teams to:
Clarify what students must learn,
Gather evidence of student learning,
Analyze that evidence,
Identify the most powerful teaching strategies.
Reflecting teaching must be based on evidence of student learning
and reflection is the most powerful when it is collaborative
- John Hattie
35. Schools Suffer from
DRIP Syndrome
We are often
Data
Rich, but
Information
Poor
Data are not information; translating fact to understanding
means relating data to something you know and can visualize.
This typically requires comparison.
- Robert Waterman
36. Student Score
A 70
B 70
C 80
D 80
E 100
F 40
G 70
H 50
I 80
J 70
K 50
L 50
M 100
N 100
O 100
Average: 74%
Number Proficient: 7
Percent Proficient: 47%
40. Group Discussion
As a table, create a double-bubble map
identifying the similarities and differences
between a PLC meeting and a team meeting.
Be prepared to share-out at the end.
42. The Sequence of Changing
Attitudes (including your own)
Attitude is shaped by
Experience is a result of
Behavior
Attitude is seven times more difficult to
change than behavior, so start by addressing
behavior.
43. Keys to Responding to a Resister
Assume good intentions
Seek to understand
Use strategies of persuasion
Identify specific behaviors essential
to the success of the initiative
Focus on behavior, not attitude.
Monitor behavior
44. Behaving Our Way to
New Attitudes
There is a large literature demonstrating
that attitudes follow behavior. People
accept new beliefs as a result of changing
their behavior.
- Pfeffer and Sutton
45. Focus on Behavior
The central challenge and core problem of
all substantive change initiatives is
changing people’s behavior. Change
efforts must focus on what people do, and
the need for significant changes in what
people do.
- John Kotter and Dan Cohen, The Heart of Change
46. Changing Behavior
Which is most likely to persuade an educator to change?
1. Supervision and evaluation process
2. Workshops/Courses
3. A research article or book
4. Evidence of his/her skewed grade distributions
47. Persuading the Resistant Teacher
Lever 1: Concrete Evidence of Irrefutably Better Results
Nothing changes the mind like the hard cold world hitting it with
actual real-life data (Patterson, et. al)
Teachers have to feel there is some compelling reason for them to
change practice, with the best direct evidence being that students
learn better. The key to enduring change in teacher practice is
demonstrable results in terms of student achievement (Richard
Elmore, 2003)
Transparency of results creates an aura of “positive pressure” –
pressure that is actionable in that it points to solutions and
pressure that at the end of the day is inescapable (Michael
Fullan, 2008)
48. Persuading the Resistant Teacher
Lever 2: Positive Peer Pressure
When seeking tools to influence, no resource
is more powerful and accessible than the
people who make up our social networks.
The approval or disapproval of our fellow
human beings can do more to assist or
destroy our change efforts than almost any
other source. (Patterson, et. al, 2008)
50. Systematic Intervention: By Name
and By Need
The most effective schools and school systems in the
world monitor and intervene at the level of the
individual student. The best systems take the process
of monitoring student learning and intervention inside
schools, constantly evaluating student performance and
constructing interventions to assist individual students
in order to prevent them from falling behind.
(Barber and Mourshed, 2007)
51. A Crucial Caution
No system of interventions can compensate for
weak and ineffective teaching.
At the same time a school is working to develop
time and support for student learning, it must
take steps to create the powerful collaborative
teams and common assessments that
contribute to adult learning.
52. Resources
http://www.allthingsplc.info (look for
“Evidence of Effectiveness”
http://www.solution-tree.com
53. Critical Corollary Questions
If we believe all kids can learn:
What is it we expect them to learn?
How will we know when they have learned it?
How will we respond when they don’t learn it?
How will we respond when they already know it?
Editor's Notes
First two are teacher oriented and not student focused – they are not results orientedLast one focuses on student achievement.
First two are teacher oriented and not student focused – they are not results orientedLast one focuses on student achievement.
Last point is the difference between data and information.