Vertical Collaborative Teams February 9, 2012
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This document summarizes a meeting about developing core instruction action plans. It includes: 1) An overview of the meeting objectives which were to share plans from different schools, clarify expectations for instruction plans, and develop a checklist outlining the plan expectations. 2) A discussion of the components and implementation of instruction plans, including actions, evidence, impact, resources, responsibilities, and timelines. 3) Instructions for teachers to work in groups to develop a comprehensive checklist communicating the criteria for strong instruction plans using an online template.
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httpwww.sedl.orginsightsAdvancing Research, Improving Ed.docx
http://www.sedl.org/insightsAdvancing Research, Improving Education Copyright © 2014 by SEDL
insightsSEDL
Sylvia Segura Pirtle, PhD, and Ed Tobia, EdD
Vol. 2, No. 3, Winter 2014
D istrict and school leaders seeking to improve student gains are often inundated with well-intentioned programs and supports
that promise to produce rapid results.1 Determining
the best structures, supports, and approaches to
advance student learning outcomes while fostering
an improved school culture and developing
teachers’ instructional expertise can be a substantial
undertaking.2 Various researchers have noted that
the use of professional learning communities offers
an effective, learning-focused process that can foster
improvement in teaching and learning.3
At SEDL, we believe that the use of professional
learning communities in schools offers a powerful
infrastructure where teachers can engage in
constructive dialogue, reflect on and improve
instruction, and learn how to become more effective in
the classroom to improve student learning. In addition,
SEDL Insights on implementing
effective professional learning
communities in districts and schools.
1. Provide a clear structure and purpose for
PLC meetings
2. Address the most pressing instructional
challenges
3. Provide support from all levels of the school
system.
4. Foster an atmosphere of trust.
5. Monitor the work of PLCs and provide con-
structive feedback.
6. Support teachers’ sense of efficacy and level
of professionalism.
Implementing Effective Professional Learning
Communities
“Professional learning communities,” the name given to teachers’ collaborative professional
learning—or PLCs, as they are often called—has become so overused that the term’s meaning is
often lost. Only when teachers reflect on their instructional practice, consider the effect instruction
has on students, and implement insights gained from a meeting to improve their teaching
performance, can this process be called a professional learning community. This issue of SEDL Insights
explores ways that education leaders can guide their staff in the implementation of effective PLCs.
1 Pirtle, 2012.
2 Pirtle, 2012.
3 Cowan, Joyner, & Beckwith, 2012; Harris & Jones, 2010; Hord
& Tobia, 2012; Resnick, 2010; The Wallace Foundation, 2012.
http://www.sedl.org/insights
Implementing Effective Professional Learning Communities SEDL Insights / Vol. 2, No. 3, Winter 20142
research indicates there is a strong correlation
between the use of effective PLCs in schools and
improved teacher learning and instruction and
student learning.4 Through SEDL’s Center for High-
Performing Schools, a program that partners with
schools and districts to improve teaching and
learning through professional development and
technical assistance, we have helped education
leaders in South Carolina, Louisiana, and Texas
implement PLCs. We have drawn on this experience
and recent research on sc ...
Module5 Webinar5 Monmouth 10 28
The document provides an overview of a webinar on collaborative professional learning and professional development planning in New Jersey. The webinar covered establishing goals for professional learning, defining student achievement, analyzing student data, aligning professional development and student learning goals, providing structures and resources for professional learning, evaluating professional development plans, and timelines for professional development plans and accrual of hours. Key aspects included using protocols and tools to guide collaborative work, focusing professional development on improving teacher practice and student achievement, and emphasizing accountability for results in professional development planning.
Canberra principals leading adoption
This document discusses implementing a connected learning community (cLc) in a school. It provides an overview of opportunities that a cLc provides, such as blurring boundaries between formal and informal learning. It also discusses observations from cLc pilots, including how it is changing how students and teachers approach learning. The document then provides a roadmap for cLc implementation, including stages of familiarization, exploration, growth, integration and maturity. Key steps like developing policies, training teachers, and gaining support from leadership are discussed. Challenges like ensuring student access are also addressed.
Coherent and Rigoreous Instructional Programs
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Strategies to Scaffold Rigor in Content for Secondary ELLS
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CWT Bankston ppc
Classroom walkthroughs are brief, informal observations meant to encourage dialogue around teaching practices and student learning. They are not evaluations, but are intended to help teachers reflect on their work. The process involves identifying an instructional focus area, conducting observations with a non-judgmental lens, analyzing patterns in teaching and learning, and having reflective conversations to improve student outcomes. Repeating this cycle of inquiry supports continuous professional growth.
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Facilitator Training Program Manual
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Ca eett modules 1-4 - april 21
The document summarizes a professional development session for teachers on integrating technology into instruction. It includes discussions on developing lesson plans, choosing assessments, and selecting learning activities and instructional strategies. Teachers worked in groups to design demonstrations of learning and shared examples of using technology like Google Earth, BrainPop, and SMART notebooks. The goal was to help teachers think about using technology to engage students and support higher-order thinking skills.
The essential-guide-to-professional-learning---collaboration-2
This document discusses the importance of collaborative professional learning among teachers. It defines collaboration as joint planning, decision making, and problem solving with common goals and high levels of trust. The benefits of collaboration include improved teacher learning and whole-school improvement. Effective collaboration is data-driven, focused on improving teaching practice and student outcomes. The school leader plays a key role in developing a collaborative culture through building trust, supporting collaboration time, and distributed leadership. Common collaborative approaches used in schools include peer observation, instructional coaching, professional learning communities, and learning walks. A case study example demonstrates how a collaborative inquiry approach improved student spelling at one school.
NCBTS
The NCBTS is a framework that defines effective teaching which means helping all students learn curriculum goals. It provides a single framework to define teaching that should minimize confusion and guide teacher development programs from school to national levels. The framework contains 7 domains that describe the different dimensions of teaching: social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal growth. Each domain contains competencies that effective teachers demonstrate.
Results-Based Performance Management System (RPMS) COT Rubrics .pdf
The document provides an introduction to the PPST-based Classroom Observation Tool (COT), which was developed to assess teacher performance based on the Philippine Professional Standards for Teachers (PPST). The COT indicators are selected from the 21 observable strands in the PPST. It describes the development of the COT, the parts of the rubric, the career stage levels, and the different COT subsets for assessment purposes.
Similar to Vertical Collaborative Teams February 9, 2012 (20)
Strategies to Scaffold Rigor and Create Relevance for ELLs-TESOL 2014
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Companion Materials Looking Through the Lens of Rubrics
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The GO TO Strategies: Scaffolding Options for Teachers of ELLs-TESOL 2014
The GO TO Strategies: Scaffolding Options for Teachers of ELLs-TESOL 2014
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Vertical Collaborative Teams February 9, 2012
- 1. Vertical Collaborative Teams February 9, 2012
- 2. Falling and Staying in Love When did you fall in love with teaching? What do you do to keep the romance alive?
- 3. Key Learning Objectives Participate in collaborative sharing from our colleagues from Rahn, Neill, and Hidden Valley Further clarify our expectations for core instruction action plans Develop a descriptive checklist that outlines the expectations for the core instruction action plan
- 4. Collaborative Teams Sharing Thank you to the teachers and administrators from Hidden Valley, Ed Neill, and Rahn for sharing their SIP plans today.
- 5. Back Channel Feedback Loops Rahn http://todaysmeet.com/rafeedback Neill http://todaysmeet.com/enfeedback Hidden Valley http://todaysmeet.com/hvfeedback
- 6. Team Feedback What did you learn from your colleagues today? In what ways does their work reflect and inform your efforts?
- 7. We‟ll continue our learning in 10 minutes! BREAK
- 8. Focus on Core Instruction “One of the keys to improving schools is to ensure teachers „know the learning intentions and success criteria of their lessons, know how well they are attaining these criteria for all their students, and know where to go next in light of the gap between students‟ current knowledge and understanding and the success criteria‟; this can be maximized in a safe and collaborative environment where teachers talk to each other about teaching.” ~Hattie, 2009, p. 239
- 9. Action Plan: Components and Implementation (Initially Shared 8/11/2011) Required Implementation: Components: 1. Actions/Strategies 1. Core Instruction 2. Evidence of 2. System of Implementation Interventions 3. Evidence of Impact 3. Climate and Culture 4. Resources Required 4. Community 5. Persons Responsible Engagement 6. Tools and Timelines for Progress Monitoring
- 10. Core Instruction: Defined (Initially Shared with Principals: 11/13/2011) Core instruction involves ◦ The identification of essential learning outcomes for the grade level and/or course(s) taught ◦ The development of units of instruction, guided by essential learning outcomes and standards and benchmarks ◦ The development of a continuum of assessments aligned with the essential learning outcomes, skills, knowledge, and key academic vocabulary ◦ The identification of research-based instructional strategies to deliver instruction ◦ The identification and/or development of classroom- based interventions and enrichments
- 11. Core Instruction: What’s Happened or Happening? (Initially Shared: 11/13/2011) The units of instruction (based on standards and essential learning outcomes) through our district curriculum meetings The essential learning outcomes (and essential knowledge, skills, and vocabulary) being articulated through our district PD days (including Jan. 23 & Feb. 20) The work of your collaborative teams dedicated to the 4 PLC questions, not building PD topics The PD being led in your building to support teachers' understanding of question 1 The meetings related to reading, math, team or department meetings that support the focus of question 1
- 12. Focus on Core Instruction Join 3 colleagues from different clusters and different levels where possible. Using the resources outlined on the handout, develop a comprehensive and descriptive checklist that communicates the criteria for the core instruction action plan. Use the template on Google docs to document your team’s processing.
- 13. Summarizing Our Learning What has become clearer about developing, implementing, and monitoring core instruction action plans as a result of revisiting and clarifying expectations?
- 14. Next Steps Share drafts with DLT. Further clarify expectations. Use checklist to guide planning for 2012-2013.
Editor's Notes
- The bold, italicized serve as the focus for your core instruction action plan this year.