Presentation on theme: "Professional Learning Communities Chardon High School Douglas J. DeLong, Ann Grantham, Allen Herner 2002-2007."— Presentation transcript:
Professional Learning Communities Chardon High School Douglas J. DeLong, Ann Grantham, Allen Herner
1.What do we want the students to learn? 2.How will we know they have learned? 3.What will we do if they do not learn?
Answers the first two questions: What will the students learn? How will we know what the students have learned?
“ Begin with the end in mind” What are the essential outcomes you want the students to master? Establish Specific, Measurable Standards or Goals Develop common assessments Analyze results Identify improvement strategies
Specific Measurable Attainable Results-based Time-bound
Teachers will continue to choose their own teaching style, class format and classroom management. Common short cycle assessments will be written by each team throughout the school year. Common assessments can be tests, projects, research papers or whatever the team decides is the best evaluation.
Students will be assessed at the same time of the year. A rubric or common grading scale will be used to evaluate their progress. Results of the assessment will be compiled and discussed. Interventions will occur within the classrooms.
Collaborative teams focus on LEARNING. This time will allow teachers to collaborate, share ideas, share materials and help each other with strategies. It emphasizes the importance of working together. (interdependently)
Science teacher: “ I have really learned a lot from looking at these common assessments. It has given me so many ideas about how to do things differently next year and more importantly, it has given us the opportunity to revisit any concepts that the students did not get the first time.”
ProblemLearning Target ConfidentUnsureRightWrongSimple Mistake Further Study
Gains in student achievement Higher quality solutions to problems Increased confidence among staff Ability to test new ideas Teachers able to support one another with ideas, materials, and methods More support for new teachers Time available for vertical articulation
Answers the third question: What will we do if the students do not learn?
Progress reports are mailed home every three weeks Progress reports are discussed with individual ninth graders in advisory Students with failing grades receive intervention beginning in advisory Report cards are also reviewed with ninth grade students
Mentor tutoring in advisory Peer tutoring in advisory National Honor Society tutoring
Labs are staffed by teachers Students may get help during studyhall 07-08: Math, Science, Social Studies, Spanish, French, Special Education
Volunteers/educational aides/staff Students complete homework during this time or before school Books, pencils, materials are provided
Parents may need to meet to discuss concerns with faculty advisor, counselors, and administrators. Students are invited to this meeting. Parent communication, weekly updates, may be established.
Schedule Change Referral to outside agencies Alternative placement IAT referral
Counselor assigns a volunteer teacher to an “at risk” freshman. Teacher establishes a positive relationship with this student. Eighth grade “at risk” students are identified. Student is unaware that he/she has been assigned a good friend.
A faculty advisor will oversee student academic progress throughout the freshmen year.
· Faculty advisors will monitor approximately 25 freshmen for one ½ period per day. · During the other ½ period the faculty advisor will have a duty or additional free twenty-two minutes.
1.Facilitate the advisory each day, take attendance and oversee the daily activities. 2.Review progress reports with students every three weeks and provide intervention through senior mentors. 3.Communicate with counselors about needs and options of failing students.
· Faculty advisors will be accompanied by 5 senior mentors who will help facilitate the 22- minute sessions.
FCS teachers will meet with freshmen 2 out of 6 days FCS teachers will teach mini-lessons to freshmen during faculty advisory time on Personal & School Management
FCS teachers are responsible for meeting with the senior mentors and coordinating the weekly PSM activities. Will meet with mentors during the common planning time.
FCS teachers will communicate with the faculty advisor to determine needs of students so that they may incorporate these into their lessons.
Will run freshmen discussion groups 1 out of 12 days Will meet and become acquainted with his/her incoming students Will be able to talk about necessary topics (credits, electives, courses, etc) with the students as a group
Will allow time to answer questions for students who may not be able to schedule time at his/her office Talk about career/college counseling, character building and other related guidance topics
Senior mentors will assist faculty advisors and FCS teachers Senior mentors will meet with approximately 5 freshmen students daily during freshmen advisory time
Senior mentors will teach mini-lessons that correspond with the FCS lessons Senior mentors will update students on school events Senior mentors will tutor struggling freshmen in their areas of concern
Senior mentors will meet with the FCS teachers on an as needed basis to coordinate their weekly activities Senior mentors will attend mentor training sessions Senior mentors will go over handbook with students and will also test the freshmen on the material
In recognition for the accomplishment of Academic Excellence Chardon High School presents this award to Freshmen Mentor Program Excellence Award __________________________________________ Signature __________________________________________ Signature __________________________________________ Signature ————————————————————— Signature __________________________________________ Signature __________________________________________ Signature
Principal attended a DuFour workshop in October of 2002 Team of nine staff members attended a two-day workshop with Dr. DuFour in January These nine individuals began working on an action plan for the school year.
Team members met and developed the FMP schedule. FMP application for prospective seniors was written. Counselors visited classes to explain the program and to recruit mentors. Team scored applications and selected the 60 mentors.
Training for seniors mentors in May by FCS teachers. Letter sent by principal to all ninth grade parents about the PLC program. Special faculty meeting with PowerPoint presentation in March. Board of education presentation in May.
Principal asked for volunteers (teachers) to be faculty advisors. Picnic for senior mentors and faculty advisors in August to prepare for the FMP. Principal created subject area teams and individual booklets for each team member.
Discuss the ideas over lunch, happy hour, staff parties, one on one. Gather a “core” group to hear it for themselves. Select open minded teachers. Address any potential union issues from the beginning. Allow the “core” teachers to spread the word. Allow them to work on implementation.
Present/talk to superintendent/assistant superintendent-support and understanding. Have the “core” present the PLC to the rest of the faculty. Have the “core” present the PLC to the board and community. Knowing vs. Doing: DO IT!