Professional Learning Community Secondary Leaders

September 15 & 16 2009

About the Facility Rest Rooms Fire Exits Coffee & Water Hotel will be attached

• Welcome & Big Picture

• PLC Overview

•PLC Leader Role

•Creating a Collaborative Culture

•Team Time

Change in the Mission of Education

Old Mission Every Student CAN

learn Assessment OF

Learning (Summative) Select and Sort

Students Winners and Losers Focus on Teaching

New Mission Every Student WILL

learn Assessment FOR

Learning (Formative) Pyramid of Intervention Failure is Not an Option Focus on Learning

Myths and Legends

Jot down some of your ideas related to the questions in the boxes

Share with your elbow partner and have a brief discussion about the ideas.

Be prepared to report out to the larger group.

Activity5 minutes

The Foundation of Professional Learning

Communities

Three Big IdeasSix CharacteristicsFour Corollary Questions

PLC Big Ideas & Core Values

Ensuring that students learn

-Learning for all A Culture of

Collaboration - Teamwork Focus on Results

- Data-Driven Decisions

Big Idea #1 Focus on Learning

The ultimate purpose of schools is to ensure high levels of learning for ALL students. If this is true, then schools will:

Clarify what each student is expected to learnMonitor each student’s learning on a timely basisCreate systems to ensure students receive support if they are not learning

Big Idea #2Collaborative Culture

“We can achieve our fundamental purpose of high levels of learning

for all students only if we work together. We cultivate a

collaborative culture through the development of

high performing teams.”-DuFour, DuFour and Eaker

PLC Team StructuresCourse alike teamsGrade level teamsVertical teamsSimilar responsibility teams

(Learning Supports, PACT)

Interdisciplinary teams District teams

Big Idea #3 Focus on Results

We assess our effectiveness on the basis of results rather than intention. Individuals, teams, and schools seek relevant data and information and use that information to promote continuous improvement.What do the data tell us?

A Shift in Response

Frequent common formative assessments to: Inform student decisions Assess frequently Developed jointly by PLC teams Collaborate on response to

interventions Monitor student proficiency Respond when kids don’t learn

Pyramid of Interventions

R T I Response to Intervention

Focus on Learning Collaborative Culture Collective Inquiry Action Oriented Commitment to Continuous

Improvement Results Oriented

6 Characteristics

4 Critical

Questions What do we want each studentWhat do we want each studentto learn, know, or be able to do?to learn, know, or be able to do?

What evidence do we have of the What evidence do we have of the learning?learning?

How will we respond when some How will we respond when some students don’t learn? students don’t learn?

How will we respond to those who How will we respond to those who have already learned? have already learned?

Student Learning ExpectationsStudent Learning ExpectationsSMART GoalsSMART Goals

Formative AssessmentFormative Assessment

Pyramid Of InterventionPyramid Of InterventionDifferentiated InstructionDifferentiated Instruction

Student Questions

What do I need to know ?Where am I?How do I get there?What happens if I struggle or fail?

Student Learning ExpectationsStudent Learning ExpectationsSMART GoalsSMART Goals

Data Center & FolderData Center & Folder

SMART Goals & Action PlanSMART Goals & Action Plan

“I cannot teach anybody anything; I can only make them think.”

Socrates (BC 469- BC 399)

What is Collaboration? A systematic process in which

we work together, interdependently, to analyze and impact professional practice in order to improve out individual and collective results.

- DuFour, DuFour, & Eaker (2002)

Mark Buehrle White Sox Perfect Game July 23, 2009

Trust

“Trust is …cultivated through speech, conversation, communication and action.”

Building Trust by Solomon & Flores

The relationship among the adults in the schoolhouse has more impact on the quality and character of the schoolhouse – and on the accomplishments of youngsters – than any other factor.

-- Roland Barth,Learning by the Heart

Relational Trust Focuses on distinct role

relationships AND the obligation & expectations

associated with them

ResultsResults Enhances trust or diminishes trust

Someone’s Behavior

My belief about the behavior

Feelings

Outcome/Reactions

Enhanced Trust

Diminished Trust

Expectations Met

Expectations Not Met

Trusting Relationships 4 Key components

Respect Personal regard Personal integrity Competence

Built through day-to-day routines and life in the school

Researchers Anthony Bryk and Barbara Schneider

… the shared understanding by the entire staff that both the staff and the individuals within the staff are reliable and that they can be counted on to do what they say they will do.

Trust has been defined as…..

The Wright Family

Question to Consider…

The most critical question to consider when reflecting on the collaboration in your school is not, “Do we collaborate?”

The far more important question is, “What do we collaborate about?”

What Evidence Do We Have That Our Team Collaboration… Focuses on the critical questions of

learning? Leads to changes in classroom practice? Increases the teams ability to achieve

its SMART goals? Helps individual teachers, the team at

large and the school do a better job of helping all students learn at high levels?

One Step at a Time Stage 1: Filling the Time Stage 2: Sharing Personal Practices Stage 3: Planning, Planning, Planning Stage 4: Developing Common

Assessments Stage 5: Analyzing Student Learning Stage 6: Differentiating Follow-Up Stage 7: Reflecting on Instruction

Parry Graham & Bill Ferriter www.nsdc.org

Learning by Doing Capacity building… is not just

workshops and professional development for all. It is the daily habit of working together, and you can’t learn this from a workshop or course. You need to learn it by doing it and having mechanisms for getting better at it on purpose.

-Michael Fullan (2005)