continuous improvement professional learning community framework where are we now? where are we now?...
TRANSCRIPT
Continuous ImprovementContinuous Improvement
Professional Learning Professional Learning Community FrameworkCommunity Framework
Where are we now?Where are we now?Where are we going?Where are we going?What is changing?What is changing?
February 6, 2009
PLC PLC Big Ideas & Core ValuesBig Ideas & Core Values
Ensuring that students learnEnsuring that students learn Learning for allLearning for all
A Culture of CollaborationA Culture of Collaboration TeamworkTeamwork
Focus on ResultsFocus on Results Data-Driven DecisionsData-Driven Decisions
Continuous Improvement Philosophy
ITBS/ITEDSummative Assessments
In-Process Measures – Summative & Formative Assessments
Pre Planning: Identification of Need1. Develop/Review Student Learning Expectations2. Examine alignment of learning expectations with assessments3. Review assessment data4. Identify areas of need based on assessment
Plan:1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram)3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Why’s, Relations Diagram)4. Study research-based best practice/improvement theory addressing areas of need
DO1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan)2. Implement research-based best practices improvement theory based on root causes according to the Action Plan3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity4. Assess student learning
Study:1. Examine student assessment results (compare to baseline)2. Assess the impact of research-based best practice/improvement theory on
student achievement
Act:1. Standardize the implementation of research-based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system)2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes)
Action ResearchOverview
for Professional
Learning Communitie
s
Identify areas of Identify areas of strength and weakness?strength and weakness?
WhatWhat do they know? do they know?WhatWhat have they learned? have they learned?
Most effective/best practice Most effective/best practice teaching and learning strategies?teaching and learning strategies?
Have they learned it?Have they learned it?What do we do if they don’t?What do we do if they don’t?
Into your classroomInto your classroom
PLAN
DO
STUDY
ACT
PLAN
DO
STUDY
ACT
PLAN
DO
STUDY
ACT
BL TeamSchool
SIP
ITBSSummative Assessment
AR Teams
Math-Communication-SEB
SMART Goal
ITBSSummative & Formative
Assessment
GLT
Std Learning Expectations-”I
can”
Formative Assessment•What to learn?
•Evidence of learning?
•If they don’t?
•If they do?
Pre Planning: Identification of Need1. Develop/Review Student Learning Expectations2. Examine alignment of learning expectations with assessments3. Review assessment data4. Identify areas of need based on assessment
Plan:1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram)3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Why’s, Relations Diagram)4. Study research-based best practice/improvement theory addressing areas of need
DO1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan)2. Implement research-based best practices improvement theory based on root causes according to the Action Plan3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity4. Assess student learning
Study:1. Examine student assessment results (compare to baseline)2. Assess the impact of research-based best practice/improvement theory on
student achievement
Act:1. Standardize the implementation of research-based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system)2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes)
Action ResearchOverview
for Professional
Learning Communitie
s
Identify areas of Identify areas of strength and weakness?strength and weakness?What do we want students to know?What do we want students to know?
WhatWhat do they know? do they know?WhatWhat have they learned? have they learned?
Most effective/best practice Most effective/best practice teaching and learning strategies?teaching and learning strategies?
Have they learned it?Have they learned it?What do we do if they don’t?What do we do if they don’t?How do we respond if they don’t?How do we respond if they don’t?
HOW do we know HOW do we know if they have learned it?if they have learned it?
What evidence do we have What evidence do we have of the learning?of the learning?
PLAN
DO
STUDY
ACT
PLAN
DO
STUDY
ACT
PLAN
DO
STUDY
ACT
BL TeamSchool
SIP
ITBSSummative Assessment
AR Teams
Math-Communication-SEB
SMART Goal
ITBSSummative & Formative
Assessment
GLT
Std Learning Expectations-”I
can”
Formative Assessment•What to learn?
•Evidence of learning?
•If they don’t?
•If they do?
AR Teams
Math-Communication-SEB
Vertical Articulation
CRCSD 3-Year Vision for PLC Year OneYear One -Define the Vision &
Build Capacity Year TwoYear Two -Build Capacity & Implement Year ThreeYear Three -Implement – Review – Refine Major areas of FocusMajor areas of Focus
Student learning expectationsFormative assessmentCollaborationContinuous Improvement
Three Year Vision for PLC Year 1 – Define the Vision/Build Capacity
Define PLC & establish common understanding Today’s Agenda!
Collaboratively build consensus on the vision Build capacity Develop Elementary Student Learning Expectations
(SLE) (44 teachers) Introduce Formative Assessment Begin discussion of time
Year 2 – Build Capacity & Implement Build capacity Implement PLC framework pre K-12 Utilize Quality Liaison Network Continue to investigate time issue Elementary – roll-out SLE and “I can” statements Develop Formative Assessments
What do we want students to know & be able to do? What evidence do we have of the learning?
Year 3 – Implement/Review & Refine Refine model Implement systemic changes to create time for
PLC’s to meet Provide opportunities for teams to share best
practices Address PLC Q – How do we respond when
students don’t learn? Barriers to learning Differentiated instruction
Continuous Improvement - PLC 3 Year Visioning Feedback from Elementary & Secondary Principals,
Learning Council & CREA Focus Group
PLC Crucial QuestionsPLC Crucial QuestionsWhat do we want each studentWhat do we want each studentto learn, know, or be able to to learn, know, or be able to do?do?What evidence do we have of What evidence do we have of the learning?the learning?
How will we respond when How will we respond when some students don’t learn?some students don’t learn?
How will we respond to those How will we respond to those who have already learned?who have already learned?
StudentStudent Crucial QuestionsCrucial Questions
What do I need to know?What do I need to know? Where am I now?Where am I now? How do I get there?How do I get there? What happens if I fail?What happens if I fail?
Focus on LearningCollaborative CultureCollective InquiryAction OrientedCommitment to Continuous
ImprovementResults Oriented
Professional Learning Communities Essential Elements
Hand-outPLC - Overview
What are Professional Learning Communities?
Article from Learning by DoingDefinition & essential elements Discuss & record key points
using hand-out
Learning by Doing2 page hand-out
How are these evident in your school?
Select an element Record evidence of this element in your school or
team
Rotate after 2 minutes Last rotation – select one person to report to
group
Professional Learning Communities Essential Elements
Culture Shifts in a PLCCulture Shifts in a PLC Shift in Fundamental PurposeShift in Fundamental Purpose
…… From teaching to learning…… From teaching to learning
Shift in Use of AssessmentsShift in Use of Assessments…… …… From summative to frequent From summative to frequent
formativeformative
Shift in the Work of Teachers Shift in the Work of Teachers …….. From isolation to collaboration.. From isolation to collaboration
Shift in Response When Shift in Response When Students Don’t LearnStudents Don’t Learn
…….. From remediation to intervention.. From remediation to intervention
Where are Where are you? you?
Mark on Mark on the the continuumcontinuum
X
Where are we now?Where are we now?
Hand-out2 page
Record your Record your discussion points:discussion points:
Key Strengths, Key Strengths, Opportunities & Opportunities & Actions/IdeasActions/Ideas
Going well?Going well?
Areas to Areas to consider?consider?
PLAN
DO
STUDY
ACT
PLAN
DO
STUDY
ACT
PLAN
DO
STUDY
ACT
BL TeamSchool
SIP
ITBSSummative Assessment
AR Teams
Math-Communication-SEB
SMART Goal
ITBSSummative & Formative
Assessment
GLT
Std Learning Expectations-”I
can”
Formative Assessment•What to learn?
•Evidence of learning?
•If they don’t?
•If they do?
AR Teams
Math-Communication-SEB
Vertical Articulation
Next Steps: Based on your :
Understanding of PLC framework Culture Shift Discussion
What are the next steps? For you? For your GLT?
Select 2 or 3 ideas for your focus Build on your strength areas
In a Professional Learning Community educators create an environment that fosters mutual cooperation, emotional support and personal growth as they work together to
achieve what they cannot accomplish alone.
--PLC at Work