Presentation is loading. Please wait.

Presentation is loading. Please wait.

1 PROFESSIONAL LEARNING COMMUNITIES 2 Complete your Training, You Must.

Similar presentations


Presentation on theme: "1 PROFESSIONAL LEARNING COMMUNITIES 2 Complete your Training, You Must."— Presentation transcript:

1

2 1 PROFESSIONAL LEARNING COMMUNITIES

3 2 Complete your Training, You Must.

4 3 WHAT IS A PROFESSIONAL LEARNING COMMUNITY? A PLC is a collection of collaborative teams whose members  work interdependently to achieve common goals  have a persistent dissatisfaction with the status quo  are committed to the learning of each student  are committed to the learning of each adult  are action oriented and work to turn visions into reality  set and pursue measurable improvement goals  develop and monitor strategies to address weaknesses in learning  assess their efforts on the basis of results rather than intentions Georgia will lead the nation in improving student achievement.

5 4 P.L.C. Collaborative Culture Continuum Rubric Stages Pre-Initiation Initiation Developing Sustaining Teachers work to gather relevant data, set collective goals, develop strategies to reach the goals. They learn from one another and function as a team. Teachers work in isolation. There is little awareness of what or how colleagues are teaching. Teachers recognize a common curriculum that they are responsible for teaching, but there is little exchange of ideas regarding teaching, learning and assessment strategies. Teachers function as a group that meets periodically to complete certain tasks such as reviewing intended outcomes and coordinating calendars. Georgia will lead the nation in improving student achievement.

6 5 Learning Community Activity Direct Benefit using shared planning to develop units, lessons, and activities divides the labor; saves time because no one has to do it all; increases quantity and quality of ideas NEVERSELDOMSOMETIMES OFTENALWAYS This occurs in my school... 1 2345 Georgia will lead the nation in improving student achievement.

7 6 Learning Community Activity Direct Benefit learning from one another by watching each other teach provides concrete examples of effective practices; expands the observer's repertoire of skills, stimulates analytical thinking about teaching NEVERSELDOMSOMETIMES OFTENALWAYS This occurs in my school... 1 2345 Georgia will lead the nation in improving student achievement.

8 7 Learning Community Activity Direct Benefit collectively studying student work to identify weaknesses and plan new ways to teach to those weaknesses increases quantity and quality of insights into student performance; focuses efforts on "the bottom line"-- student learning; increases professionalism and self- esteem of learning community members NEVERSELDOMSOMETIMES OFTENALWAYS This occurs in my school... 1 2345 Georgia will lead the nation in improving student achievement.

9 8 Learning Community Activity Direct Benefit sharing articles and other professional resources for ideas and insights; conducting book studies of books on teaching and learning expands pool of ideas and resources available to members of the learning community NEVERSELDOMSOMETIMES OFTENALWAYS This occurs in my school... 1 2345 Georgia will lead the nation in improving student achievement.

10 9 Learning Community Activity Direct Benefit talking with one another about what and how you teach and the results your teaching produces decreases isolation; increases experimentation and analysis of teaching practices; increases confidence of teachers; provides teachers with greater access to a range of teaching styles, models, and philosophies NEVERSELDOMSOMETIMES OFTENALWAYS This occurs in my school... 1 2345 Georgia will lead the nation in improving student achievement.

11 10 Learning Community Activity Direct Benefit providing moral support, comradeship, and encouragement enables teachers to stick with new practices through the rough early stages; decreases burnout & stress; increases team members' willingness to try new methods & to share ideas & concerns with others NEVERSELDOMSOMETIMES OFTENALWAYS This occurs in my school... 1 2345 Georgia will lead the nation in improving student achievement.

12 11 Learning Community Activity Direct Benefit jointly exploring a problem, including data collection and analysis; conducting action research improves quality of insights and solutions; increases professionalism NEVERSELDOMSOMETIMES OFTENALWAYS This occurs in my school... 1 2345 Georgia will lead the nation in improving student achievement.

13 12 Learning Community Activity Direct Benefit attending training together and helping each other implement the content of the training helps learning community members get more out of training; enables them to go to one another with questions or to get clarification about what was presented during training NEVERSELDOMSOMETIMES OFTENALWAYS This occurs in my school... 1 2345 Georgia will lead the nation in improving student achievement.

14 13 Learning Community Activity Direct Benefit sharing the responsibility for making and/or collecting materials helps learning community members feel secure in asking for help and advice; enables the giving of assistance and advice without establishing one- up/one-down relationships NEVERSELDOMSOMETIMES OFTENALWAYS This occurs in my school... 1 2345 Georgia will lead the nation in improving student achievement.

15 14 Learning Community Activity Direct Benefit participating in continual quality improvement activities creates more efficient use of time; takes advantage of particular talents or interests of learning community members NEVERSELDOMSOMETIMES OFTENALWAYS This occurs in my school... 1 2345 Georgia will lead the nation in improving student achievement.

16 15 Learning Community Activity Direct Benefit using collective decision making to reach decisions that produce collective action improves quality of instruction, student performance, and school operations NEVERSELDOMSOMETIMES OFTENALWAYS This occurs in my school... 1 2345 Georgia will lead the nation in improving student achievement.

17 16 Learning Community Activity Direct Benefit providing support for "help-seeking" as well as "help-giving" makes a strong statement of shared responsibility and commitment to one another's learning NEVERSELDOMSOMETIMES OFTENALWAYS This occurs in my school... 1 2345 Georgia will lead the nation in improving student achievement.

18 17 If your school is not there yet, who is going to step in and make a PLC happen? I DO

19 18 Eaker and DuFour’s Four Questions What do we want our students to know and be able to do? How will we know when they have learned? What will we do when they do not learn? What will we do if they already know the material? KEY QUESTIONS FROM WHATEVER IT TAKES Georgia will lead the nation in improving student achievement.

20 19 “The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.”... James Wright (2005) www.interventioncentral.org Georgia will lead the nation in improving student achievement.

21 20 SST GUIDED STUDY HALL MANDATORY TUTORING PROGRESS REPORT Every Week 3-WEEK PROGRESS REPORTS STUDENT MENTORS FACULTY ADVISOR GOOD FRIEND PROGRAM SUMMER PREP CLASS COUNSELOR WATCH Georgia will lead the nation in improving student achievement.

22 21 Georgia will lead the nation in improving student achievement.

23 22 TIER I: Standards-Based Learning TIER II: Needs-Based Learning TIER III: SST-Driven Learning TIER IV: Specially Designed Learning Georgia will lead the nation in improving student achievement.

24 23 Draw a pyramid to scale if S-B practices are not implemented. Draw a pyramid to scale if Tier II interventions are not developed. Georgia will lead the nation in improving student achievement.

25 24 INTENSIVE & EXPENSIVE Double Dosing Summer Intervention Saturday School Additional Courses Smaller Class Sizes Parapro for Class INTENSIVE & LESS EXPENSIVE Best Teachers Assigned to Weakest Students Lunch & Learn with Administrators Before School and After School Tutoring Tutoring During Electives One Academic Postponed Georgia will lead the nation in improving student achievement.

26 25 GEORGIA STANDARDS FOR SCHOOL PERFORMANCE EIGHT STRANDS OF QUALITY GEORGIA STANDARDS FOR SCHOOL PERFORMANCE EIGHT STRANDS OF QUALITY Curriculum Instruction Assessment Planning and Organization Student, Family & Community Support School Culture Leadership Professional Learning Georgia will lead the nation in improving student achievement.

27 26 ns dc National Staff Development Council

28 27

29 28

30 29

31 30

32 31

33 32 Pyramid Base: In the Fall all Homeroom Teachers Phone all Parents and Create an Initial Information Base. Subject Area Teachers Confer with Students about Ways to Improve Academic Success. Case Conference Academic Help Option Staff Tutoring During the Day Assignment of Peer Tutor From Outside Class In-class Strategies; Informal Peer Tutor, Grouping, Extra Direction, Etc. Subject Area Teachers Phone Parents re: Lack of Academic Success with Note to HR Teachers Subject Area Teachers Phone Parents re: Lack of Academic Success with Note to HR Teachers

34 33

35 34 Learning Communities Leadership Resources Data DrivenResearch-Based EvaluationLearning Design Collaboration Equity Quality Teaching Family Involvement Professional Learning Standards By Elements

36 35 Follow Up for your PLC High Schools Chapter 3 and 4 Middle Schools Chapter 5 Elementary Chapters 6 OR 7

37 36 Is there a disconnect between the posted beliefs and the daily classroom practices?

38 37 Does the staff of your school endorse this statement? “ALL KIDS CAN LEARN.” Georgia will lead the nation in improving student achievement.

39 38 The Charles Darwin SchoolThe Pontius Pilate School The Henry Higgins School The Chicago Cub Fan School “We believe all kids can learn... based on their ability.” “We believe all kids can learn... if they take advantage of their opportunity we give them to learn.” “We believe all kids can learn... something, and we will help all students experience academic growth in a warm and nurturing environment.” “We believe all kids can learn... and we will work to help all students achieve high standards of learning.”

40 39 From what you learned from the Pyramid of Intervention, address this question at your table: If you were called upon to build a system of interventions to assist students with their learning, what is a short-term win you would plan to achieve in the first 3 months and how would you celebrate that win?

41 40 to promote teacher reflection on their own learning and teaching practices.

42 41 1.MAKE SUGGESTIONS. Do this during post-observation conferences and informally, day to day. Suggestions must be purposeful, appropriate, and non-threatening. Principals should listen carefully, share their own experiences, use examples and demonstrations, give teachers choices, contradict outdated or destructive policies, encourage risk taking, offer professional literature, recognize teachers’ strengths, and focus on improving instruction. 2. GIVE FEEDBACK. Effective principals "hold up a mirror," serve as "another set of eyes," and are "critical friends" to teachers. Feedback focuses on observed classroom behavior, is specific, expresses caring and interest, provides praise, is problem solving, responds to concerns about students, and stresses the principal’s availability for follow-up talk.

43 42 3. MODEL. Demonstrate teaching techniques in classrooms and during conferences. Model positive interactions with students. Teachers viewed these forms of modeling as impressive examples of instructional leadership. 4. USE INQUIRY AND SOLICIT ADVICE AND OPINIONS. Question teachers and solicit their advice about instruction. 5. PRAISE. Focus on specific and concrete teaching behaviors

44 43 Six Strategies to Promote Professional Learning: 1.Emphasize the study of teaching and learning. Provide staff development opportunities that address emergent needs. Encourage teacher input, allow discretion in attending, and support innovation. Principals who were identified as effective leaders in the study often participated in staff development sessions. 2. Support collaboration among educators. Networks are essential for successful teaching and learning. Model teamwork, provide time for collaborative work, and advocate sharing and peer observation. Encourage teachers to visit other teachers, even in other schools, to observe classrooms and programs.

45 44 3. Develop coaching relationships. Encourage teachers to become peer coaches. Based on two decades of research, Joyce and Showers (1995) concluded training is effective only when it includes peer coaching in the classroom. 4.Encourage teachers to redesign instructional programs and support diverse approaches to teaching and learning. Be flexible on grouping and strategies. Provide resources to support program redesign when possible.

46 45 5. Apply principles of adult learning, growth, and development to staff development. Create cultures of collaboration, inquiry, lifelong learning, experimentation, and reflection consistent with the principles of adult learning and an understanding of teachers’ life cycles, roles, and motivation. 6. Implement action research to inform instructional decision making. Use action research. Effective principals in the study are working to conduct staff development as a large-scale action research project, although the efforts are not yet extensive. This is consistent with Calhoun’s (1994) thesis that without class and school-based data about learning, teachers cannot determine the effects of what they do in the classroom.

47 46 De-emphasize competition among teachers. Professional development programs should teach practicing and aspiring principals how to develop professional dialogue and collegiality among educators. The anchors for such programs should be training in group development, theories of teaching and learning for both adults and children, action research methods, change, and reflective practice.

48 47 Keys to Effective PLCs Collaboration embedded in routine practices Time for collaboration built in school day and school calendar Teams focus on key questions Products of collaboration are made explicit Team norms guide collaboration Teams pursue specific and measurable performance goals Teams have access to relevant information

49 48

50 49 REFLECTIVE BENCHMARKING My School Staff will say that:  I have a sense of humor.  I am good at keeping the school safe.  I like kids and kids respect me.  I understand and can explain S-B practices.  I am a good decision maker and believe in a democracy of ideas.  I am driven to support professional learning for staff.  I can explain why Differentiation is a great tool.  I am highly visible in classrooms and the community.  I can explain the power of Assessment for Learning practices.  I am developing rising stars with my APs and my Leadership Team.

51 50 My School Staff will say that:  I initiate and support change well.  I am proactive and can see “around the corners.”  I am very clear in communicating my expectations.  I can think “out of the box” and “in the box.”  I can identify problems, symptoms and root causes.  I am good at getting people to work together.  I am the lead learner in the school.  I am their boss but I also am very much their coach.  I model effective leadership and communicate “follower-ship.”  I am organized, have a good memory and read a lot. REFLECTIVE BENCHMARKING

52 51  Making AYP Now with Standards-Based Practices  Stocking a New Toolbox for Teachers & Leaders  Surviving the Accountability Tsunami with a Balanced Leadership Approach  Conquering the Knowing-Doing GAP with Professional Learning Teams  Immediate Results with Differentiated Instruction and Assessment for Learning  Using the Georgia School Standards to Move from Good to Great

53 52 1 2 3 4 5 6 7 8 9 10 Very Involved with Curriculum, Assessment, Instruction Very Involved with Curriculum, Assessment, Instruction Manager of Events & Crisis Manager of Events & Crisis Knowledge of Curriculum, Assessment, Instruction Knowledge of Curriculum, Assessment, Instruction


Download ppt "1 PROFESSIONAL LEARNING COMMUNITIES 2 Complete your Training, You Must."

Similar presentations


Ads by Google