Downloaded 10 times
Uploaded byKeith Eades
Professional learning communities overview 1
Professional learning communities (PLCs) are ongoing groups of educators who work collaboratively to improve student outcomes. PLCs operate under the assumption that improved educator learning leads to improved student learning. There are three big ideas of PLCs: 1) ensuring all students learn, 2) cultivating a culture of collaboration through teamwork, and 3) making data-driven decisions focused on results. Effective PLCs schedule regular collaboration time, focus on critical student learning questions, and establish team norms to guide their work towards improving student achievement.
More Related Content
Similar to Professional learning communities overview 1
![Fall 2014 administrative retreat agenda[1]](https://cdn.slidesharecdn.com/ss_thumbnails/fall2014administrativeretreatagenda1-141202093309-conversion-gate01-thumbnail.jpg?width=640&height=640&fit=bounds)
Professional learning communities overview 1
- 1. Professional Learning Communities (PLC) Wheredo we begin? (Adapted from Professional Learning Communities at Work Designed by DuFour, DuFour and Eaker) Administrative Retreat December 6-8, 2013
- 2. What does PLCmean? An on going- process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the student they serve. PLC’s operate under the assumption that the key to improved learning for students is continuous, job embedded learning for educators. DuFour, DuFour, Eaker and Many (2010)
- 3. PLC Big Ideas &Core Values Ensuring that students learn –Learning for all A Culture of Collaboration –Teamwork Focus on Results –Data-Driven Decisions
- 4. The PLC BigIdeas #1 LearningWe accept learning as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning. “the fundamental purpose of the school is to ensure that all students learn rather than see to it that all students are taught-an enormous distinction.” from Raising the Bar and Closing the Gap-Whatever it Takes
- 5. Critical Questions ofLearning 1. What is it that we expect them to learn? 2. How will we know when they have learned it? 3. How will we respond when they don’t learn? 4. How will we respond when they already know it?
- 6. The PLC BigIdeas #2 Collaboration- To co labor We are committed to working together to achieve our collective purpose. We cultivate a collaborative culture through development of high-performing teams. A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve our individual and collective results. DuFour, Dufour & Eaker
- 7. Why Collaborate? Gains instudent achievement Higher quality solutions to problems Increased confidence among all staff Teachers able to support one another’s strengths and accommodate weaknesses Ability to test new ideas More support for new teachers Expanded pool of ideas, materials, and methods Judith Warren Little (1990)
- 8. “Wide ranging research…showsit is impossible for even the most talented people to do competent, let alone brilliant, work in a flawed system. Yet a well-designed system filled with ordinary-but well trainedpeople can consistently achieve stunning performance levels” Pfeffer and Sutton (2006)
- 9. Lucky Number 7 SevenKeys to Collaboration in a PLC 1. 2. 3. 4. 5. 6. 7. Embed collaboration with a FOCUS ON LEARNING in routine practices of the school. Schedule time for collaboration in the school day and school calendar. Focus teams on critical questions. Make products of collaboration explicit. Establish team norms to guide collaboration (See next slide.) Pursue specific and measurable team performance goals. Provide teams with frequent access to relevant information.
- 10. Why Norms? When allis said and done, the norms of a group help determine whether it functions as high-performing team or becomes simply a loose collection of people working together. Positive norms will stick only if the group puts them into practice over and over again. Being explicit about norms raises the level of effectiveness, maximizes emotional intelligence, produces a positive experience for group members and helps to socialize newcomers into the group quickly.
- 11. TIPS for TeamNorms Each team establishes its own norms. Norms are stated as commitments to act or behave in certain ways. Norms are reviewed at the beginning and end of each meeting until they are internalized. One norm requires team to assess its effectiveness every six months. This assessment should include review of adherence to norms and the need to identify new norms. Less is more. A few key norms are better than a laundry list. Violations of norms must be addressed.
- 12. The Big Ideasof PLC #3 ResultsWe assess our effectiveness on the basis of results rather than intentions. Individuals, teams, and schools seek relevant data and information and use that information to promote continuous improvement.
- 13. How Should WeDetermine what is the right work?- Best available evidence of positive impact on student learning Keys to Formative Assessment – It is used to identify students who are experiencing difficulty in their learning? – Are students who are having difficulty provided with an additional time and support for learning? – Are students given an additional opportunity to demonstrate their learning?
- 14. If We ImplementedWhat We Know to be Best Practice Common Curriculum -Learn What? Teachers must come together to agree on the “Learn What” Common Pacing -Implementing the Common Curriculum collaboratively Common Assessment -Formative Assessments designed around the common curriculum to monitor student learning
- 15. Are PLC’s anOption? Loose vs. TightEffective school cultures don’t simply encourage individuals to go off and do whatever they want, but rather establish clear parameters and priorities that enable individuals to work within established boundaries in a creative and autonomous way. – Procedures are “tight” – Agreement on what is to be taught, not how it is to be taught
- 16. Changing the Focus OldFocus Every student can learn New Focus Every student will learn Focus on teaching Focus on learning Isolation Collaboration Assessment OF learning (Summative) Failure is an option Assessment FOR learning (Formative) Failure is not and option
- 17. Culture Shifts ina PLC Shift in Fundamental Purpose …… From teaching to learning Shift in Use of Assessments …… From summative to frequent formative Shift in the Work of Teachers ….. From isolation to collaboration Shift in Response When Students Don’t Learn ….. From remediation to intervention
- 18. Resources www.allthingsplc.info www.allthingsassessment.info http://go.solution-tree.com/PLCbooks Planning/Evaluating PD Professional LearningCommunities Professional Learning Communities Reproducibles
Editor's Notes
- #3 Many times the term PLC is used to describe work done in schools, but it is much more than just meeting as a group. PLC is not a workshop, program, book study, or meeting.
- #4 When talking as group about what is important from the PLC conference the three big ideas stuck out most.
- #5 The focus in not if the curriculum was taught, but if it was learned.
- #6 Common Curriculum- This will be discussed later also as it relates to formative assessment. Common Assessment Common Pacing The ideal shift here with these critical questions would be to get teachers to the point that when things aren’t going well they look in the mirror to say what can I change? We want to move past the excuses of that is how he/she is or a blame on parents. Once teachers see these questions they may feel scripted or the need to teach identically to their neighbor. This however is not the case, the beginning is the same (focusing on the big ideas) the end is the same (formative assessment) it is the middle where the teacher gets to show their art of teaching.
- #8 When teachers are collaborating, egos need to be left at the door.
- #9 Let me give you a minute to read this slide. Now I know you have a lot of outstanding teachers in your school but for now just have one pictured in your head. This teacher is the beginning of this quote. He/She is brilliant in their classroom. The students in there benefit greatly. How do you get this teachers brilliance shared across the grade level and throughout the school? More collaboration and less isolation.
- #10 3 and 4: Hand out Critical Issues for Team Consideration questionnaire Example Timeline for products: By the end of the 2nd week: Team Norms 4th Week: Team SMART Goal 6th Week: Common essential outcomes 8th Week: First common assessment 10th week: Analysis of student performance on first common formative assessment: This is a great time to sit in and listen to the group discussion and ask them what they need from you.
- #11 Adaptive Schools Handbook NSDC-how to establish norms
- #12 Great way to start this conversation off is to discuss their pet peeves. This is a step that was stated that it cannot be skipped because it goes beyond just getting along.
- #13 Share Meaningful teamwork, results oriented goals, regular collection and analysis of performance data. This is where the team also develops its SMART goal. We liked the quote that without data, your just another person with an opinion.
- #14 How do we know that we are working on the right work?
- #15 If we help kids learn by focusing on what is the most essential, the test scores will follow.
- #17 A summary Cedar Rapids Power Point
- #18 Here is just another way to look at the previous slide.