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Collegial Collaboration: A New Way of Life for Professional Educators EDUC – 503 Session IX Original PLC presentation developed by faculty of Holly Springs.

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Presentation on theme: "Collegial Collaboration: A New Way of Life for Professional Educators EDUC – 503 Session IX Original PLC presentation developed by faculty of Holly Springs."— Presentation transcript:

1 Collegial Collaboration: A New Way of Life for Professional Educators EDUC – 503 Session IX Original PLC presentation developed by faculty of Holly Springs High School, NC Modified by Kimberly Beck, April 2011

2 In times of drastic change, it is the learners who inherit the future. The learned usually find themselves beautifully equipped to live in a world that no longer exists. Eric Hoffer, 1972 Forward thinking…

3 The essential question for ALL educators must be: What do schools look like when they are organized around the commitment of high standards by all students? (Describe or draw)

4 We know that part of the answer has to collaborative efforts of all those engaged in the process of educating these learners. One current buzz word for such collaboration is professional learning communities.

5 Whatever collaborative efforts are part of your professional life, constantly seek to have those efforts: Include ongoing discussions about current reality and best practice Have a commitment to continuous improvement (Good enough is NOT good enough) Be results oriented Involve more and more colleagues over time

6 Professional Learning Communities (PLC) for Collaboration

7 PROFESSIONAL? Every teacher is a leader; Every leader is a teacher. LEARNING? In a PLC School, learning applies as much to teachers, administrators, and parents as to students. Focus on instruction, curriculum and assessment. COMMUNITY? Support Cooperation vs. competition Focus intensely on the mission, vision, goals, and values. Improvement of the whole vs. striving to get ahead individually.

8 PLCs at Work: Core Elements Mission, Vision, Values and Goals Collaborative Teams Changing Your Schools Culture Planning a PLC-Model School

9 The Four Keys to a Successful PLC Mission: Clarifies Priorities/ Sharpens Focus Vision: Gives Direction Values: Guides Behavior Goals: Establish Priorities

10 Why do we exist? Mission

11 Schools exist because their mission is learning. Questions to ask as Educators What is it we expect all students to learn? How will we know when they have learned it? How will we respond when they dont learn? How will we respond when they already know it? Mission

12 You've got to be very careful if you don't know where you are going because you might not get there. Yogi Berra, 1947

13 What do we hope to become at some point in the future? Vision

14 Questions to ask as Educators with a Vision What are the essentials for our students? If we did an excellent job with the essentials, what would that look like? Vision

15 How must WE (the professionals) behave to create the school that will achieve our purpose? Values

16 Question to ask as Educators with Values What attitudes, behaviors, and commitments must WE demonstrate in order to create the school of our vision? Values

17 What results do we seek and how will we know we are making progress? Goals

18 Questions to ask as Educators with Goals Which steps should we take first? What is our timeline? What evidence will we present to demonstrate our progress? Goals

19 Professional Educators... Emphasize learning Emphasize active student engagement and significant content Collaborate with colleagues Focus on student performance and production Function as leaders

20 Separated by their classrooms and packed teaching schedules, teachers rarely work or talk together about teaching practices. Linda Darling-Hammond, 1995

21 Collaborative Teams Engaged in Collective Inquiry You cannot have students as continuous learners and effective collaborators, without teachers that have the same characteristics. Michael Fullan, 1993 You cannot have students as continuous learners and effective collaborators, without teachers that have the same characteristics. Michael Fullan, 1993

22 PLC Assumptions about Collaboration 1.If schools are to improve, staff must develop the capacity to function as professional learning communities. 1.If schools are to function as professional learning communities, they must develop a collaborative culture.

23 3.If schools are to develop a collaborative culture, they must overcome traditional teacher isolation. 3.If schools are to overcome their tradition of teacher isolation, teachers must learn to work in effective, high performing teams. PLC Assumptions about Collaboration

24 Collaboration is embedded into every aspect of the school culture Time for collaboration is built into the school calendar Products of collaboration are made explicit Teams have access to relevant information In a PLC school with high performing teams...

25 Teams pursue specific and measurable performance goals: Strategic & Specific Measurable Attainable Results-oriented Time bound

26 The SMART Goals process creates the motivation for team action and experimentation. But in order to apply the SMART Goals process effectively, individuals need strong team skills, the ability to understand and use data, and a willingness to engage in continuous improvement. The SMART Goals process creates the motivation for team action and experimentation. But in order to apply the SMART Goals process effectively, individuals need strong team skills, the ability to understand and use data, and a willingness to engage in continuous improvement. The best way to improve schools is to develop the people within them. Richard DuFour and Robert Eaker

27 The SMART Plan Guides the work of the PLC Emphasizes the measurement and tracking of progress toward the goal Provides a means of analyzing the student work data

28 David Salisbury & Daryl Conner, 1994 If you intend to introduce a change that is incompatible with the organizations culture, you have only three choices: 1)modify the change to be more in line with the existing culture, 2) alter the culture to be more in line with the proposed change or 3) prepare to fail.

29 A Schools Culture Might Mean... Shared decision-making and teamwork Effective meetings Focus on goals Continuous Improvement Results Oriented

30 Perhaps the greatest insight we have gained in our work with school districts across the continent is that schools that take the plunge and actually begin doing the work of a PLC develop their capacity to help students learn at high levels far more effectively than schools that spend years preparing to become PLCs through reading or even training. Richard DuFour, et. al., Learning by Doing

31 Planning a PLC Model Key Questions to ask: How do we develop a shared vision and goals? How can we effectively use data in all aspects? What are some additional ways to get collaboration among colleagues?

32 PLC Resources DuFour, Richard and Robert Eaker. Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, IN: National Educational Service, and Rebecca DuFour. Professional Learning Communities at Work. Educational Workshop. Kennewick, WA, May 16-17, et. al., Ed. The Power of Smart Goals. Bloomington, IN: Solution Tree, et. al., Ed. On Common Ground: The Power of Professional Learning Communities. Bloomington, IN: Solution Tree,

33 COLLEGIAL COLLABORATION THRU DATA TEAMS Another framework

34 Data teams are groups of professional educators, working collaboratively to analyze the effect of their actions on identified student outcomes. Data teams adhere to continuous improvement cycles, examine patterns and trends, and establish specific timelines, roles, and responsibilities to facilitate analysis that results in action. S. White, Beyond the Numbers, 2005, p.13)

35 By definition… What are the similarities between PLCs and Data Teams?

36 District: District Data Team School:School Data Teams Classroom:Instructional Data Teams Student: Student Assistance Teams

37 To create a consistent and comprehensive framework for improvement planning that translates from district to school to classroom to individual students

38 Data Teams: Are Research-based Empower teachers *Focus on what adults can do differently to improve instruction Create coherence within the district/school Provide a mechanism to set achievement and instructional priorities

39 Data Teams: Provide time for collaboration and planning Follow the five-step process: Collect and Chart Data Analyze strengths and obstacles Establish goals: set, review, revise Select instructional strategies Determine results indicators Provide opportunity for training and resources

40 District Data Team Meets monthly Identifies District: – Goals – Student Outcome Indicators – District Targets – Adult Action Indicators Develops District Strategic Improvement Plan

41 School Data Team Meets monthly Identifies School: – Goals – Student Outcome Indicators – School Targets – Adult Action Indicators Drafts School Strategic Improvement Plan

42 Instructional Data Teams Meets frequently Focused on groups of students Engaged in collaborative, cyclical process Identifies specific strategies for targeted timeline Assesses short term results

43 By description… How are PLCs and Data Teams similar? How are PLCs and Data Teams different?

44 Collegial Collaboration What do you think? Select one quote and respond to it. How do you think collegial collaboration effects student learning? What are the benefits? What do you predict are the challenges?


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