whatever it takes: how secondary professional learning communities respond when
TRANSCRIPT
Whatever It Takes: How Secondary Professional
Learning Communities Respond When Kids Don’t Learn
Northeast ASCD Affiliate Conference Breakout Session
December 4th, 2:15 – 4:00
Rick DuFour [email protected]
Whatever It Takes: How a Professional Learning Community
Responds When Kids Don’t Learn
Dr. Rick DuFour
Rethinking Our Assumptions
The assumptions, beliefs, expectations, and habits that constitute the culture of most schools go largely unexamined. We act in accordance with our understanding of traditional practice and conventional wisdom. If culture reflects “the way we do things around here,” we face the challenge of making conscious that which is typically unconscious.
Seeing With New Eyes
• Sometimes the art of discovery isn’t finding new lands; it is seeing with new eyes. - Marcel Proust
• “You must have the discipline to confront the most brutal facts of your current reality, whatever they might be.” - Jim Collins
DuFour & DuFour Copyright Solution Tree 2009 1
Three Focus Questions
• What is the response of the school when it becomes apparent that the student is not being successful?
• If you are the student, what message does the school seem to be sending you?
• Given the practices and procedures of this school, what conclusions can you draw regarding its assumptions about the purpose of the school?
The School’s Response
• Increased levels of time and support are given when the student is not being successful.
• Response is timely.
• Response is increasingly directive, not invitational.
• Response is SYSTEMATIC.
A Support System for Students:The Pyramid of Interventions
• Pre-enrollment initiatives
– Counselor Watch/Good Friend
• For all entering students
– Daily meeting with a faculty advisor
– Daily small-group meeting with a senior mentor
– Weekly meeting with counselor
– Participation in two co-curricular activities
– Progress reports or grades in every class every three weeks
DuFour & DuFour Copyright Solution Tree 2009 2
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WHATEVER IT TAKES
SpecialEducationPlacement
Case Study Evaluation
OmbudsmanPlacement
Child Review Team
Mentor ProgramPlacement
Guided Study Program
Itinerant Support Program
Insight Class
Student Assistance Team Referral
SST and Teacher Conference With Parent
Doctor Verification
Social Work Contact / Peer Mediation
Student Placement on Weekly Progress Reports
Counselor Conference With Student and Parent
Good Friend Program
Counselor Phone Calls to Parents
Counselor Meeting With Student
Counselor Watch / Survival Skills for High School
Freshman Advisory / Freshman Mentor Program
DuFour & DuFour Copyright Solution Tree 2009 3
A Systematic Response to Students Who Are Not Learning
• At 3 weeks: Conferences/offer of tutoring services/peer tutoring
• At 6 weeks: Mandatory tutoring/weekly progress reports
• At 12 weeks: Guided Study and parent conferences
• At 18 weeks: Mentor Program
We Can’t Build a System of Time and Support for Kids Because:
• We don’t have the staff.
• We don’t have the money to hire new staff.
• The contract doesn’t provide for it.
• The union won’t support it.
• We don’t have time in the schedule.
A Syllogism of What Should Be Rhetorical Questions
• Do we believe it is the purpose of our school to ensure all students learn at high levels?
• Do we acknowledge that students learn at different rates and with different levels of support?
• Therefore, have we created a schedule that guarantees students they will receive additional opportunities for learning through extra time and support in a systematic way, regardless of who the teacher might be?
DuFour & DuFour Copyright Solution Tree 2009 4
Adlai Stevenson High SchoolEight 50 Minute Periods
• Students take six classes (50 minutes)
• Freshmen and Sophomores have one study hall (50 minutes)
• Juniors and Seniors passing all classes have one free 50 minute period
• Freshmen have 25 min. advisory/25 min. lunch
• Sophomores, Juniors,and Seniors passing all classes get 50 minutes for lunch
Cinco Ranch High SchoolSeven Periods
• Freshmen must enroll in one study hall to provide time for intervention
• Intensive study skills
• Target math study hall
• Before and after school tutoring. Each teacher tutors twice a week as part of his/her duty.
• Choice of detention or tutoring if fail to go to tutoring
• NHS students tutor during their study hall
• Progress reports or report cards every 3 weeks
• On-line credit recovery
Monticello High School Seven Period Block
• Tuesday and Thursday - classes begin at 9:00am periods 1,3,7 meet for 90 minutes, 55 minutes for lunch
• Wednesday and Friday - classes begin at 9:00am periods 2,4,6 meet for 90 minutes, 55 minutes for lunch
• Tuesday - Friday - period 5 meets for 55 minutes
• Mondays -
• Required tutorial period from 8:50 to 9:30 for any student not passing classes or requested by teacher
• Classes begin at 9:30, periods, 1,2,3,4,6,7 meet for 50 minutes, 35 minutes for lunch
DuFour & DuFour Copyright Solution Tree 2009 5
Monticello High School
• Transition and Orientation Program - Freshmen and transfer students meet in and advisory program 25 minutes each day for first 9 weeks to assist with transition into high school
• CARE Program - Tuesdays through Fridays. Students not passing classes report to tutorial for first 25 minutes of their lunch period. Then provided 30 minutes for lunch.
Whittier Union High School
• Monday - 6 period day with 48 minutes each period
• Tuesday-Friday - modified block of 3 classes for 100 minutes for first 5 weeks• beginning sixth week, students passing all classes with at
least a C are released after 80 minutes for break, longer lunch, or early dismissal
• students not passing classes with a C or better remain for intensive tutoring and small-group work
Bernice McNaughton H.S.• Supplemental math and English class based on
proficiency assessment
• Math and science lunch labs
• RED (Remediation/Enrichment Days) after common assessments
• Directed learning for 30 minutes at end of day for study, homework completion, tutoring
• Hired full-time guided study teacher
• Grade 12 can carry lighter load if agree to tutor twice a week
DuFour & DuFour Copyright Solution Tree 2009 6
Lakeridge Junior High
• Moved from 7 period day to modified A/B block with FLEX time
• Students enroll in four 80-minute periods
• 30 minutes carved out Tues-Friday for FLEX time. Students failing, report to mandatory tutoring. All others provided enrichment options or free time.
• Those with continuing academic difficulty can be assigned to a double period of language arts or math.
Margaret Mead Middle School• 9 period day, 40 minutes each, with one period
reserved for lunch
• Students missing assignments are assigned to Guided Study instead of lunch
• If Guided Study does not resolve their difficulties, they are assigned to Fast Track - an after school tutorial program
• If Fast Track does not resolve their difficulties they are removed from an elective and assigned to an intensive study skills class for 9 weeks.
A Crucial Caution
• No system of intervention can compensate for weak and ineffective teaching. At the same time that a school is working to develop time and support for student learning, it must take steps to create the powerful collaborative teams and common assessments that contribute to adult learning.
DuFour & DuFour Copyright Solution Tree 2009 7
“High expectations for success will be judged not only by the initial staff beliefs and behaviors, but also by the organization’s response when some students do not learn.”- Larry Lezotte, 1991
What Happens When Kids Don’t Learn?
Assess Your Response to Kids Who Are Not Learning
• Is it based on providing additional TIME AND SUPPORT for learning when they experience difficulty?
• Is it TIMELY? How quickly are we able to identify the kids who need extra time and support?
• Is it DIRECTIVE rather than invitational? Are kids invited to put in extra time, or does the system ensure they put in extra time?
• Is it SYSTEMATIC? Do kids receive this intervention according to a schoolwide plan rather than at the discretion of individual teachers?
Assessing Your School’s Current Reality
Consider the descriptions of five stages of PLC progress regarding:
Learning as our Fundamental Purpose Individually, silently, and honestly assess the current status of your school on the
Professional Learning Community Continuum.
DuFour & DuFour Copyright Solution Tree 2009 8
An
Aud
it of
Our
Com
mitm
ent t
o K
ey P
LC C
once
pts
Pa
rt I.
Lea
rnin
g as
our
Fun
dam
enta
l Pur
pose
(Con
tinue
d)
We
ackn
owle
dge
that
the
fund
amen
tal p
urpo
se o
f our
scho
ol is
to h
elp
all s
tude
nts a
chie
ve h
igh
leve
ls o
f lea
rnin
g, a
nd th
eref
ore
we
are
will
ing
to
exam
ine
all o
f our
pra
ctic
es in
ligh
t of t
heir
impa
ct o
n le
arni
ng.
Indi
cato
r Pr
e-In
itiat
ing
Initi
atin
g Im
plem
entin
g D
evel
opin
g Su
stai
ning
W
e pr
ovid
e a
syst
em o
f int
erve
ntio
ns
that
gua
rant
ees e
ach
stud
ent w
ill
rece
ive
addi
tiona
l tim
e an
d su
ppor
t fo
r lea
rnin
g if
he/sh
e ex
perie
nces
in
itial
diff
icul
ty.
We
have
not
yet
beg
un
to a
ddre
ss th
is is
sue.
We
are
talk
ing
abou
t th
is, b
ut h
ave
take
n no
sig
nific
ant a
ctio
n to
m
ake
it a
real
ity.
We
have
beg
un to
do
this
, but
at t
his s
tage
of
the
impl
emen
tatio
n pr
oces
s, m
any
staf
f ap
proa
ch th
e ta
sk w
ith
a se
nse
of c
ompl
ianc
e ra
ther
than
co
mm
itmen
t.
We
have
mov
ed
beyo
nd in
itial
im
plem
enta
tion
and
cont
inue
to w
ork
our
way
thro
ugh
the
proc
ess.
Supp
ort i
s gr
owin
g, b
ut c
hang
es
rem
ain
frag
ile.
This
pra
ctic
e is
dee
ply
embe
dded
in o
ur
cultu
re. M
ost s
taff
ar
e co
mm
itted
to d
oing
th
is a
nd fe
el it
is a
n im
porta
nt fa
ctor
in th
e co
llect
ive
effo
rt to
im
prov
e th
e sc
hool
. St
uden
ts a
re re
quire
d ra
ther
than
in
vite
d to
dev
ote
the
extra
tim
e an
d re
ceiv
e th
e ad
ditio
nal s
uppo
rt un
til
they
are
succ
essf
ul.
We
have
not
yet
beg
un
to a
ddre
ss th
is is
sue.
We
are
talk
ing
abou
t th
is, b
ut h
ave
take
n no
sig
nific
ant a
ctio
n to
m
ake
it a
real
ity.
We
have
beg
un to
do
this
, but
at t
his s
tage
of
the
impl
emen
tatio
n pr
oces
s, m
any
staf
f ap
proa
ch th
e ta
sk w
ith
a se
nse
of c
ompl
ianc
e ra
ther
than
co
mm
itmen
t.
We
have
mov
ed
beyo
nd in
itial
im
plem
enta
tion
and
cont
inue
to w
ork
our
way
thro
ugh
the
proc
ess.
Supp
ort i
s gr
owin
g, b
ut c
hang
es
rem
ain
frag
ile.
This
pra
ctic
e is
dee
ply
embe
dded
in o
ur
cultu
re. M
ost s
taff
ar
e co
mm
itted
to d
oing
th
is a
nd fe
el it
is a
n im
porta
nt fa
ctor
in th
e co
llect
ive
effo
rt to
im
prov
e th
e sc
hool
. W
e ha
ve d
evel
oped
stra
tegi
es to
ex
tend
and
enr
ich
the
lear
ning
of
stude
nts w
ho h
ave
mas
tere
d es
sent
ial
skill
s.
We
have
not
yet
beg
un
to a
ddre
ss th
is is
sue.
We
are
talk
ing
abou
t th
is, b
ut h
ave
take
n no
sig
nific
ant a
ctio
n to
m
ake
it a
real
ity.
We
have
beg
un to
do
this
, but
at t
his s
tage
of
the
impl
emen
tatio
n pr
oces
s, m
any
staf
f ap
proa
ch th
e ta
sk w
ith
a se
nse
of c
ompl
ianc
e ra
ther
than
co
mm
itmen
t.
We
have
mov
ed
beyo
nd in
itial
im
plem
enta
tion
and
cont
inue
to w
ork
our
way
thro
ugh
the
proc
ess.
Supp
ort i
s gr
owin
g, b
ut c
hang
es
rem
ain
frag
ile.
This
pra
ctic
e is
dee
ply
embe
dded
in o
ur
cultu
re. M
ost s
taff
ar
e co
mm
itted
to d
oing
th
is a
nd fe
el it
is a
n im
porta
nt fa
ctor
in th
e co
llect
ive
effo
rt to
im
prov
e th
e sc
hool
. W
e co
ntin
ually
wor
k to
geth
er to
id
entif
y po
licie
s and
pro
cedu
res t
hat
enco
urag
e le
arni
ng in
are
as su
ch a
s ho
mew
ork,
gra
ding
, dis
cipl
ine,
re
cogn
ition
, etc
.
We
have
not
yet
beg
un
to a
ddre
ss th
is is
sue.
We
are
talk
ing
abou
t th
is, b
ut h
ave
take
n no
sig
nific
ant a
ctio
n to
m
ake
it a
real
ity.
We
have
beg
un to
do
this
, but
at t
his s
tage
of
the
impl
emen
tatio
n pr
oces
s, m
any
staf
f ap
proa
ch th
e ta
sk w
ith
a se
nse
of c
ompl
ianc
e ra
ther
than
co
mm
itmen
t.
We
have
mov
ed
beyo
nd in
itial
im
plem
enta
tion
and
cont
inue
to w
ork
our
way
thro
ugh
the
proc
ess.
Supp
ort i
s gr
owin
g, b
ut c
hang
es
rem
ain
frag
ile.
This
pra
ctic
e is
dee
ply
embe
dded
in o
ur
cultu
re. M
ost s
taff
ar
e co
mm
itted
to d
oing
th
is a
nd fe
el it
is a
n im
porta
nt fa
ctor
in th
e co
llect
ive
effo
rt to
im
prov
e th
e sc
hool
.
DuFour & DuFour Copyright Solution Tree 2009 9
Progress and Problems
Share your assessment with your colleagues:
• Where are areas of agreement?
• Where are the areas of disagreement?
• Where can you celebrate the greatest progress?
• What areas are you finding problematic?
Closing the Knowing-Doing Gap
What steps could you take to make progress in these indicators?
Complete the “Where Do We Go From Here” worksheets to begin your action plan for becoming a school committed to a focus on learning.
DuFour & DuFour Copyright Solution Tree 2009 10
REPRODUCIBLE
80 Learning by Doing © 2006 Solution Tree ! www.solution-tree.com
Des
crib
e on
e or
mor
e as
pect
s of
apr
ofes
sion
al le
arni
ng c
omm
unity
tha
t yo
uw
ould
like
to
see
in p
lace
in y
our
scho
ol.
The
scho
ol h
as d
evel
oped
a s
yste
m o
f int
erve
ntio
nsth
at g
uara
ntee
s ea
ch s
tude
nt w
ill re
ceiv
e ad
ditio
nal
time
and
supp
ort f
or le
arni
ng if
he
or s
he e
xper
i-en
ces
initi
al d
iffic
ulty
. The
inte
rven
tions
are
tim
ely
and
requ
ire, r
athe
r th
an in
vite
, stu
dent
s to
dev
ote
the
extr
a tim
e an
d re
ceiv
e th
e ad
ditio
nal s
uppo
rt fo
rle
arni
ng.
The
inte
rven
tion
plan
is m
ulti-
dim
ensi
onal
. If o
nein
terv
entio
n st
rate
gy p
rove
s un
succ
essf
ul, t
he p
lan
prov
ides
for
alte
rnat
ive
stra
tegi
es to
be
used
.
Wha
t st
eps
orac
tiviti
es m
ust
bein
itiat
ed t
o cr
eate
this
con
ditio
n in
your
sch
ool?
Who
will
be
resp
onsi
ble
for
initi
atin
g or
sust
aini
ng t
hese
step
s or
act
iviti
es?
Wha
t is
a r
ealis
tictim
elin
e fo
r ea
chst
ep o
r ph
ase
of
the
activ
ity?
Wha
t w
ill y
ou u
seto
ass
ess
the
effe
ctiv
enes
s of
your
initi
ativ
e?
Whe
re D
o W
e G
o Fr
om H
ere?
Wor
kshe
etSy
stem
atic
Int
erve
ntio
n
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Recommended PLC Resources
For interactive, no-commerce PLC information, visit allthingsplc.info.
For books, videos, or events, contact Solution Tree at solution-tree.com or (800) 733–6786.
Books Raising the Bar an Closing the Gap: Whatever It Takes (DuFour, DuFour, Eaker, & Karhanek 2009). Revisiting Professional Learning Communities at Work (DuFour, DuFour, & Eaker, 2008). A Leader’s Companion (Eaker, DuFour, & DuFour, 2007). Learning by Doing: A Handbook for Professional Learning Communities at Work (DuFour, DuFour, Eaker, & Many, 2006). Professional Learning Communities at Work Plan Book (DuFour, DuFour, & Eaker, 2006). On Common Ground: The Power of Professional Learning Communities (DuFour, DuFour, & Eaker, Eds., 2005). Whatever It Takes: How Professional Learning Communities Respond When Kids Don’t Learn (DuFour, DuFour, Eaker, & Karhanek, 2004). Getting Started: Reculturing Schools to Become Learning Communities (Eaker, DuFour, & DuFour, 2002). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement (DuFour & Eaker, 1998).
Videos The Power of Professional Learning Communities at Work: Bringing the Big Ideas to Life (DuFour, Eaker, & DuFour, 2007). Let’s Talk About PLC: Getting Started (DuFour, Eaker, DuFour, & Sparks, 2003). Through New Eyes: Examining the Culture of Your School (DuFour, 2002). How to Develop a Professional Learning Community: Passion and Persistence (DuFour, 2001). Articles (Available at allthingsplc.info.) “Leadership Is an Affair of the Heart.” (Rick DuFour). Journal of Staff Development, Winter 2004. “What Is a Professional Learning Community?” (Richard DuFour). Educational Leadership, May 2004, 61(8), 6–11. “Building a Professional Learning Community.” (Rick DuFour). The School Administrator, May 2003. “Central-Office Support for Learning Communities.” (Rebecca Burnette DuFour). The School Administrator, May 2003. “How We Formed Our Community: Lights and Cameras Are Optional, but Action Is Essential.” (Becky Burnette DuFour). Journal of Staff Development, Winter 2002. “Pull Out Negativity by Its Roots.” (Rick DuFour & Becky Burnette). Journal of Staff Development, Summer 2002. “The Learning-Centered Principal.” (Richard DuFour). Educational Leadership, May 2002, 59(8), 12–15.
Other Resources National Staff Development Council: www.nsdc.org American Association of School Administrators: www.aasa.org “Learning Communities: What Do They Look Like and How Do You Get There?” Special issue of The School Administrator, May 2003.
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