This professional development workshop was created as part of SFA's Master in Ed. Leadership Principal Prep program for a fictional school as an assignment for AED 519 Instructional Leadership.
The document outlines the schedule and tasks for the final day of a four day curriculum review week at Ridgewood Elementary School, which includes embedding English Language Arts standards into curriculum guides, finalizing the guides, and identifying exemplar lesson plans and assessments from previous professional development sessions. Teachers are asked to complete their work by the end of the day and are thanked for their hard work in reviewing and revising the school's curriculum over the course of the week.
Workshop Materials: Pedagogical Foundations for Games, Gamification and Immer...Karl Kapp
This document provides an overview of concepts related to gamification of learning and instruction. It discusses key topics like the difference between gamification and games/simulations, examples of gamification in classroom and training settings, research on the effectiveness of games for learning, and design principles for educational games. Some of the main points covered include that gamification uses elements of games but does not constitute a full game, research shows games can increase knowledge retention over lectures, and games must be properly embedded in instructional programs to be effective for learning.
CIRTL Class Meeting 7: Jigsaw and Peer InstructionPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
12 March 2015
collegeclassroom.ucsd.edu
cirtl.net
This document summarizes a presentation on differentiation in mathematics instruction. It discusses differentiation strategies like tiered lessons, think tac toe boards, and open-ended tasks to engage students of varying abilities. Presenters shared their experiences implementing differentiation and benefits like increased student engagement and achievement. Differentiation provides multiple ways for students to learn and demonstrate their understanding. The document encourages teachers to start with one strategy and get support from colleagues.
O documento descreve um projeto para organizar uma campanha sobre inclusão e autismo em uma unidade escoteira local. Ele fornece etapas para planejar a campanha, incluindo análise do problema, objetivos, parceiros, mensagem, estratégias, recursos e avaliação. O projeto usará desenhos feitos por crianças para educar sobre autismo.
Letter of Recommendation - Linda Franklin 11_08LFranklin123
Linda Franklin worked as an account manager at Verizon Multimedia, where she successfully managed client projects by streamlining goals and communicating them clearly. Her client relations skills increased the agency's profits, as she responded immediately to requests and delivered projects on time and under budget while managing up to 12 campaigns simultaneously. Linda is praised as a strong leader who motivated her teams to exceed client expectations. She is recommended without hesitation for her organizational skills and ability to manage complex projects.
The document announces a final event for the first year students at the Istituto Comprensivo "G. Lombardo Radice" in Syracuse, Italy. Students and teachers from the kindergarten and primary school will parade through the city streets wearing costumes recalling Greek myths and the founding of Syracuse as a Greek colony in 734 BC. The headteacher will then open an exhibition of products made by students of the school, followed by classical music performances from pupils, teachers, and parents, concluding with a flutes performance.
The document outlines the schedule and tasks for the final day of a four day curriculum review week at Ridgewood Elementary School, which includes embedding English Language Arts standards into curriculum guides, finalizing the guides, and identifying exemplar lesson plans and assessments from previous professional development sessions. Teachers are asked to complete their work by the end of the day and are thanked for their hard work in reviewing and revising the school's curriculum over the course of the week.
Workshop Materials: Pedagogical Foundations for Games, Gamification and Immer...Karl Kapp
This document provides an overview of concepts related to gamification of learning and instruction. It discusses key topics like the difference between gamification and games/simulations, examples of gamification in classroom and training settings, research on the effectiveness of games for learning, and design principles for educational games. Some of the main points covered include that gamification uses elements of games but does not constitute a full game, research shows games can increase knowledge retention over lectures, and games must be properly embedded in instructional programs to be effective for learning.
CIRTL Class Meeting 7: Jigsaw and Peer InstructionPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
12 March 2015
collegeclassroom.ucsd.edu
cirtl.net
This document summarizes a presentation on differentiation in mathematics instruction. It discusses differentiation strategies like tiered lessons, think tac toe boards, and open-ended tasks to engage students of varying abilities. Presenters shared their experiences implementing differentiation and benefits like increased student engagement and achievement. Differentiation provides multiple ways for students to learn and demonstrate their understanding. The document encourages teachers to start with one strategy and get support from colleagues.
O documento descreve um projeto para organizar uma campanha sobre inclusão e autismo em uma unidade escoteira local. Ele fornece etapas para planejar a campanha, incluindo análise do problema, objetivos, parceiros, mensagem, estratégias, recursos e avaliação. O projeto usará desenhos feitos por crianças para educar sobre autismo.
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Linda Franklin worked as an account manager at Verizon Multimedia, where she successfully managed client projects by streamlining goals and communicating them clearly. Her client relations skills increased the agency's profits, as she responded immediately to requests and delivered projects on time and under budget while managing up to 12 campaigns simultaneously. Linda is praised as a strong leader who motivated her teams to exceed client expectations. She is recommended without hesitation for her organizational skills and ability to manage complex projects.
The document announces a final event for the first year students at the Istituto Comprensivo "G. Lombardo Radice" in Syracuse, Italy. Students and teachers from the kindergarten and primary school will parade through the city streets wearing costumes recalling Greek myths and the founding of Syracuse as a Greek colony in 734 BC. The headteacher will then open an exhibition of products made by students of the school, followed by classical music performances from pupils, teachers, and parents, concluding with a flutes performance.
Este documento proporciona orientación sobre la gestión de un programa de auditoría, la planificación y realización de auditorías de sistemas de gestión, y la competencia y evaluación de auditores y equipos de auditoría. La norma ISO 19011:2011 no establece requisitos sino que ofrece flexibilidad en su aplicación dependiendo del tamaño y madurez de la organización y sistema de gestión a auditar.
The document summarizes the global economic and labor market outlook for the first quarter of 2016. It finds that while developed markets are expected to see moderate GDP growth and steady job creation, emerging markets face greater challenges due to slowing growth in China, low commodity prices, and political/fiscal issues in countries like Brazil and Russia. Unemployment is projected to rise in many emerging markets but remain stable or gradually fall in developed nations. Moderate economic expansion is forecast for Europe, but Eastern European countries and those dependent on oil will struggle. Growth in major Asian economies is also expected to cool slightly, restraining hiring, while India remains the fastest growing large economy.
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La herramienta de niveles tiene características similares al diálogo del histograma, pero también puede cambiar el rango de intensidad de la capa o selección activa en cada canal. Esta herramienta se usa para aclarar o oscurecer la imagen, para cambiar el contraste o para corregir el reparto de un color predominante.
Timber Design LT, UAB is innovative structural design company, delivering solutions and static calculations for multi-story buildings, based on timber frame modules, CLT (cross laminated timber) or other structures.
We deliver
(1) static calculations,
(2) structural-architectural solutions,
(3) design of connections,
(4) 3D modeling,
(5) workshop drawings,
(6) assembly drawings and
(7) consultations.
Le schede con cui Diego Zardini, deputato del Partito Democratico, ha voluto illustrare gli aspetti principali della Riforma Costituzionale che siamo chiamati ad approvare con il Referendum del 4 Dicembre.
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This document discusses professional learning communities (PLCs) and their role in promoting collaborative learning and sustained school improvement. It provides an agenda for a training on PLCs that will give an overview of their structure and function, how they promote improved teaching and learning, protocols that facilitate learning, and their role in a culture of teacher-directed professional development focused on student learning. The training will review essential elements of PLCs, protocols for examining professional practice, discussions, and student work, as well as how to address issues and problems. It emphasizes the importance of collaboration, continuous improvement, and results orientation for effective PLCs.
Professional Learning Teams Powerpoint 1aKim Wedman
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This document provides information about the Teacher Symposium taking place on May 7, 2016 at Abraham Lincoln High School. It includes the schedule, location details, and instructions for registering for sessions through SchoolNet. The symposium will consist of teacher-led professional development sessions across various subject areas and topics. Teachers must register and sign in/out of sessions to receive compensation and Act 48 credits.
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This document provides information about a two-day teacher conference being held August 8-10, 2011 in Columbus, Ohio. The conference aims to help teachers improve their instructional practice, learn about issues and reforms impacting teaching, and collaborate with peers. The schedule outlines pre-conference workshops and keynote speakers on day one addressing formative assessment strategies and connecting with students. Breakout sessions on both days focus on topics like classroom management, curriculum and instruction, assessment, and using technology to support inclusion.
This document provides information about assessment for learning (AFL). It begins by stating the objectives of the session are to understand what AFL is and isn't, recognize its importance in helping pupils develop, and share ideas for good practice. It then discusses Dylan William's research on improving teaching and learning. Key aspects of AFL covered include using assessment to raise achievement, understanding learning aims, and closing knowledge gaps. Examples of what AFL looks like in the classroom are shown, and the importance of data, marking, review, and questioning for AFL is discussed.
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This document provides an agenda and materials for an ACL cohort retreat held at Grand Traverse Resort on July 26, 2016. The retreat was facilitated by Derek Wheaton and focused on redesigning organizations. Some key points covered include:
- Providing current and relevant information to participants
- Modeling teaching strategies and shaping a supportive learning environment
- Focusing on school culture and providing tools leaders can use right away
- Discussing the importance of ensuring challenging, engaging instruction and high-performance school cultures
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This document outlines the vision and goals for a school district to become world-class. It discusses defining academic rigor, writing, and planning through professional learning communities. Data is presented showing the importance of postsecondary education for future careers. Teachers engage in an activity to define what a world-class school system means for students, families, teachers, and the community. The document discusses building teacher collaboration and data-driven instruction through professional learning communities to increase student achievement and ensure all students learn.
This document provides an agenda for the fourth and final day of a curriculum review week. It includes time for reflection on the previous day's work, continuing to refine curriculum guides, and preparing to turn in final drafts. The goals for the day are to incorporate English language arts standards throughout guides and complete the guides with pacing, targets, questions, and assessment suggestions. The schedule allows for working in groups and a concluding debrief session before participants turn in their work and conclude the week.
This document provides an outline for a course on designing training. The course will cover various topics related to instructional design including integrating instructional systems design principles, creating detailed training plans and lesson plans, applying learning principles, and defending pedagogical choices in training design. The tentative course outline lists topics to be covered each class such as introductions, models of instructional design, lesson planning assignments, and a course test. The document also provides administrative information about the instructor, expectations for student conduct in class, and context about how the course fits into a certificate program.
Este documento proporciona orientación sobre la gestión de un programa de auditoría, la planificación y realización de auditorías de sistemas de gestión, y la competencia y evaluación de auditores y equipos de auditoría. La norma ISO 19011:2011 no establece requisitos sino que ofrece flexibilidad en su aplicación dependiendo del tamaño y madurez de la organización y sistema de gestión a auditar.
The document summarizes the global economic and labor market outlook for the first quarter of 2016. It finds that while developed markets are expected to see moderate GDP growth and steady job creation, emerging markets face greater challenges due to slowing growth in China, low commodity prices, and political/fiscal issues in countries like Brazil and Russia. Unemployment is projected to rise in many emerging markets but remain stable or gradually fall in developed nations. Moderate economic expansion is forecast for Europe, but Eastern European countries and those dependent on oil will struggle. Growth in major Asian economies is also expected to cool slightly, restraining hiring, while India remains the fastest growing large economy.
Detection of ug99_in_egypt_bgri2015_austrilia_atef_shahinAtef Shahin
Wheat stem rust caused by Puccinia graminis f. sp. tritici = Pgt play an important role in wheat production throughout the world with rusts disease of wheat (Triticum aestivum L.).
La herramienta de niveles tiene características similares al diálogo del histograma, pero también puede cambiar el rango de intensidad de la capa o selección activa en cada canal. Esta herramienta se usa para aclarar o oscurecer la imagen, para cambiar el contraste o para corregir el reparto de un color predominante.
Timber Design LT, UAB is innovative structural design company, delivering solutions and static calculations for multi-story buildings, based on timber frame modules, CLT (cross laminated timber) or other structures.
We deliver
(1) static calculations,
(2) structural-architectural solutions,
(3) design of connections,
(4) 3D modeling,
(5) workshop drawings,
(6) assembly drawings and
(7) consultations.
Le schede con cui Diego Zardini, deputato del Partito Democratico, ha voluto illustrare gli aspetti principali della Riforma Costituzionale che siamo chiamati ad approvare con il Referendum del 4 Dicembre.
PBL 101: The PBL Experience Day 1 PresentationRhitt Growl
This document outlines the itinerary and objectives for Day 1 of a PBL 101 workshop. The itinerary includes sessions on understanding PBL and the PBL process, developing a project idea, and identifying an authentic challenge. Participants will work in groups to analyze a video using a 3-2-1 strategy, discuss the differences between projects and PBL, and give feedback on their learning using a self-evaluation rubric. The overall goals are for teachers to gain strategies for incorporating PBL in their classrooms in a way that engages students and connects to real-world issues.
Teaching & Learning @ Alfreton Grange 2015/16Jim Smith
Blair stressed the importance of education, students are told to respond to feedback, differences between growth and fixed mindsets are outlined, and developing effective teaching is explored.
This document discusses professional learning communities (PLCs) and their role in promoting collaborative learning and sustained school improvement. It provides an agenda for a training on PLCs that will give an overview of their structure and function, how they promote improved teaching and learning, protocols that facilitate learning, and their role in a culture of teacher-directed professional development focused on student learning. The training will review essential elements of PLCs, protocols for examining professional practice, discussions, and student work, as well as how to address issues and problems. It emphasizes the importance of collaboration, continuous improvement, and results orientation for effective PLCs.
Professional Learning Teams Powerpoint 1aKim Wedman
The document discusses the evolution of professional learning teams (PLTs) at Lochearn school over three years from an "add-on" to a "way of being". It began with one hour per week focused on questions from Dufour but grew to include deeper conversations around best practices. Administration took on a coaching role to focus discussions on improving student learning. PLT meetings now align with school and grade goals and include discussion of student achievement data and differentiation strategies. Teachers comment that the collaborative time allows them to enhance their teaching practices.
This document provides information about the Teacher Symposium taking place on May 7, 2016 at Abraham Lincoln High School. It includes the schedule, location details, and instructions for registering for sessions through SchoolNet. The symposium will consist of teacher-led professional development sessions across various subject areas and topics. Teachers must register and sign in/out of sessions to receive compensation and Act 48 credits.
-images-bfk-greatteachersmakegreatschools_program (1)Cms Principal
This document provides information about a two-day teacher conference being held August 8-10, 2011 in Columbus, Ohio. The conference aims to help teachers improve their instructional practice, learn about issues and reforms impacting teaching, and collaborate with peers. The schedule outlines pre-conference workshops and keynote speakers on day one addressing formative assessment strategies and connecting with students. Breakout sessions on both days focus on topics like classroom management, curriculum and instruction, assessment, and using technology to support inclusion.
This document provides information about assessment for learning (AFL). It begins by stating the objectives of the session are to understand what AFL is and isn't, recognize its importance in helping pupils develop, and share ideas for good practice. It then discusses Dylan William's research on improving teaching and learning. Key aspects of AFL covered include using assessment to raise achievement, understanding learning aims, and closing knowledge gaps. Examples of what AFL looks like in the classroom are shown, and the importance of data, marking, review, and questioning for AFL is discussed.
Wheeler, B. (2016). Team-Based Learning (TBL) Classrooms: Catalyzing Student-Centered Teaching and Learning (SCTL). Presentation at UMass Amherst College of Engineering student development workshop series.
This document provides an agenda and materials for an ACL cohort retreat held at Grand Traverse Resort on July 26, 2016. The retreat was facilitated by Derek Wheaton and focused on redesigning organizations. Some key points covered include:
- Providing current and relevant information to participants
- Modeling teaching strategies and shaping a supportive learning environment
- Focusing on school culture and providing tools leaders can use right away
- Discussing the importance of ensuring challenging, engaging instruction and high-performance school cultures
- Reviewing behavior and grade data from a high school that implemented positive school culture initiatives like a focus center and seminar/intervention hour, which correlated with reductions in discipline issues and failed grades.
This document outlines the vision and goals for a school district to become world-class. It discusses defining academic rigor, writing, and planning through professional learning communities. Data is presented showing the importance of postsecondary education for future careers. Teachers engage in an activity to define what a world-class school system means for students, families, teachers, and the community. The document discusses building teacher collaboration and data-driven instruction through professional learning communities to increase student achievement and ensure all students learn.
This document provides an agenda for the fourth and final day of a curriculum review week. It includes time for reflection on the previous day's work, continuing to refine curriculum guides, and preparing to turn in final drafts. The goals for the day are to incorporate English language arts standards throughout guides and complete the guides with pacing, targets, questions, and assessment suggestions. The schedule allows for working in groups and a concluding debrief session before participants turn in their work and conclude the week.
This document provides an outline for a course on designing training. The course will cover various topics related to instructional design including integrating instructional systems design principles, creating detailed training plans and lesson plans, applying learning principles, and defending pedagogical choices in training design. The tentative course outline lists topics to be covered each class such as introductions, models of instructional design, lesson planning assignments, and a course test. The document also provides administrative information about the instructor, expectations for student conduct in class, and context about how the course fits into a certificate program.
The document discusses strategies for sustaining quality professional development, including developing personal learning networks and customizing learning for all staff. It provides examples of what different districts in California are doing to support ongoing professional growth through summer institutes, collaboration, the use of instructional coaches, and learning management systems. Challenges and alternatives to traditional professional development models are also examined, such as the use of blogging and online learning networks to reflect on practice and engage in collaborative conversations.
This document summarizes the agenda and content for a facilitator training session for a teaching programme. The session will include updates on programme news, discussing how the training supports participants' professional development, and exploring the content of upcoming sessions 15 and 17 on brain science and its implications for teaching. Participants will engage in individual and group activities to discuss how brain research relates to their practice, and will plan for delivering future sessions by forming presentation groups. The goal is to develop knowledge of programme content and collaboration skills to apply pedagogical strategies in facilitating collegiate learning.
The principal plays a key role in facilitating school improvement and professional learning for teachers. As an agent of change, the principal must intentionally address barriers to teacher learning, such as focusing too much on confirming existing ideas rather than challenging them. Some strategies for interrupting barriers include using protocols to structure discussion, making preconceptions explicit, and viewing mistakes as learning opportunities. The principal also ensures school goals are aligned to student needs based on data and provides resources to support teachers in achieving goals.
The document provides information about Professional Learning Communities (PLCs) for Helena Public Schools. It discusses the district's commitment to PLCs and creating an online workspace to facilitate collaboration. The main goal is to have more students learning more through ensuring timely communication and effective implementation of PLC initiatives. The document outlines what a PLC is, why schools should implement them, how to create a PLC, how to do the work of a PLC, and provides various resources to support PLCs.
This document provides an overview of active learning and teaching methods. It contains two main sections. Section 1 discusses how to effectively use the resource, including considering teacher and pupil motivation, classroom dynamics, preparedness, and the teacher's changing role from transmitter to facilitator. Section 2 contains the toolkit of over 40 specific active learning strategies like back-to-back, CAF, card ranking, and more. Each strategy outlines its purpose and how to implement it in the classroom.
monroe_Science content day 1 & 2 power point 2012klmonroe
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This document provides an overview of a peer coaching program between February and October that included 8 workshops over 9 months. It introduces the 8 peer coaches from different South African provinces and describes the program's focus on lesson design, coaching skills, and integrating information and communication technology (ICT). Examples are provided of activities used in the workshops, such as a chalk talk reflection where teachers silently responded to a question in writing. The document emphasizes that ICT integration should enhance learning by meeting objectives like providing access to information or allowing new ways to investigate concepts. Coaches are advised to help teachers improve lessons using a common definition of effective design and recommend how technology can enrich learning.
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7. GOALS FORTODAY:
Campus Objectives :
- Establish our InstructionalWorldView
- Create a shared Mission Statement
- Answer the four fundamental questions of
PLC’s
Grade Level Objectives: Evaluate and
determine if our grade level instruction
aligns with our campus instructional
worldview and mission statement
8. Jot Shot:
Take 3-5 minutes and jot down your thoughts on the video.
Each Group will take 1 of the 4 pillars of PLC’s and be prepared to share.
1. Mission
2. Vision
3. Values
4. Goals
PLC OverviewVideo
10. Students who are engaged::
• Learn at high levels and have a
profound grasp of what they learn
• Retain what they learn
• Can transfer what they learn to new
contexts
Schlechty, 2001
11. BREAK TIME (10 minutes)
Stretch and Mingle
Pick up 5 cards on your way out or back
in……
12. Heads Up Game
Everyone has 5 cards. You must play this
game with 5 other people alternating play
before finding another opponent.
Hold card to your head and partner tries to
get you to attempt to guess what’s on the
card.
13. Professional Learning Community
It starts with an instructional worldview.
• Instructional worldviews guide teachers as they organize and implement academic
tasks in their classrooms and predict how students will respond to agreed-upon
definitions of good teaching and good curricula.
What is a PLC?
McCann, Jones, and Aronoff, (2012)
14. It is important that you understand that
the PLC model is not a canned program
or a step-by-step recipe for school
improvement. It represents a process for
making the structural and cultural
changes necessary to help students
achieve at higher levels and make
teaching a more rewarding and
satisfying profession.
Du Four, DuFour, Eaker(2010)
15. 4
PLC
Questions
What do we
want students
to know?
How will we
know when
they know it?
How will we
support
students who
don’t know it?
How will we
support
students who
already know
it?
Dufour, Dufour, and
Eaker(2010)
16. • What do we want students to know?
• How will we know when they know it?
• How will we support students who don’t know it?
• How will we support students who already know it?
Jot Shot:Take a few minutes to
write down your answers to these 4
questions and share with someone
else at your table.
18. Grade Level: Evaluate and determine
if our grade level instruction aligns
with our campus instructional
worldview and mission statement
Day 2: Afternoon Session
19. Sythesis Assignment
Each Grade Level design and write a
lesson that aligns to our campus
instructional worldview and mission
statement. IncludeTEKS
Be prepared to share with large group
21. •Is sustained by supportive and shared leadership
•Works to develop a shared vision, mission, values and goals
•Collaborates within the team to deepen the knowledge base
of all professionals to support student needs
•Utilizes inquiry and reflection to solve the tough problems
FOOD FORTHOUGHT FOR
TOMORROW…..
A COLLABORATIVE LEARNINGTEAM…or PLC
22. Please leave feedback / comments / questions on
the Parking Lot as you leave.
Reminder….Meet at Pine Cove Camp on Lake
Palestine at 8:00am tomorrow
Address: 17432 Pop McKenzie Rd, Flint, TX 75762
Day 2 Summary
23. Day 3: Morning Session
Breakfast Provided by Sweet Sues ofTyler
24. PINE COVE CAMP:
Team Building Activities in Grade
Level Groups
9-10:30am Low Ropes Course
10:30-12:00pm High Ropes Course
Each grade level will be timed. Winner = 3 free Jeans Days
26. - Defined Quality Instruction
- Answered the 4 Questions of PLC’s
- Created our campus Mission Statement
- Established our Campus Instructional Worldview
- Designed and Created a lesson plan with TEKS
collaboratively
WhatWe’ve Done So Far…..
27. GOALS:
1. To understand how collaborative communities (PLCs)
impact teacher improvement and student achievement.
2. To understand the role teachers play in PLCs.
3. To shift our thinking from instruction to student retention
Our Objectives Today
Develop an understanding of Professional
Learning Communities and how we can
implement them
28. Ice Breaker Litterally…….
FrozenT-shirt Game
Each Grade level will be given a t-shirt
that has been frozen overnight.
First group to get the t-shirt on one
member wins Starbucks gift cards
29. You have been placed into your PLC’s
Find your name tent and Book
We will be doing a book study
this year in our PLC’s.
PLC Implementation
30. Meet with your PLC
Discuss 4 PLC Questions
Develop lessons for the first six weeks
collaboratively
Return to main conference room at 3:00pm
PLC: Small Groups
31. Please complete workshop evaluation and include comments. Take your
time and be reflective.
As your principal I want to know how better to serve you in the future.
Final Thought:
The very essence of a learning community is a focus on and a
commitment to the learning of each student……if the
organization is to become more effective in helping all
students learn, the adults in the organization must be
continually learning.
DuFour,Eaker, and Many (2010)
Summary of the Day
32. References
McCann,T. M., Jones, A. C., & Aronoff, G. A. (2012). Teaching matters most: A
school leader's guide to improving classroom instruction.Thousand Oaks: Corwin
Press, a joint publication with Learning Forward.
Schlechty, P. C. (2001). Shaking up the school house: How to support and sustain
educational innovation. San Francisco: Jossey-Bass.
Dufour, R., Dufour, R., Eaker, & Many. (2010). CollaborativeTeams in Professional
Learning Communities at Work: Learning by Doing. SolutionTree.
Training information primarily obtained from: