3 Georgia will lead the nation in improving student achievement. WHAT IS A PROFESSIONAL LEARNING COMMUNITY?A PLC is a collection of collaborative teams whose memberswork interdependently to achieve common goalshave a persistent dissatisfaction with the status quoare committed to the learning of each studentare committed to the learning of each adultare action oriented and work to turn visions into realityset and pursue measurable improvement goalsdevelop and monitor strategies to address weaknesses in learningassess their efforts on the basis of results rather than intentionsGeorgia will lead the nation in improving student achievement.
4 P.L.C. Collaborative Culture Continuum Rubric StagesPre-InitiationInitiationDevelopingSustainingTeachers 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.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.Georgia will lead the nation in improving student achievement.
5 NEVER SELDOM SOMETIMES OFTEN ALWAYS Learning Community Activityusing shared planning to develop units, lessons, and activitiesNEVER SELDOM SOMETIMES OFTEN ALWAYSThis occurs in my school . . .12345Direct Benefitdivides the labor; saves time because no one has to do it all; increases quantity and quality of ideasGeorgia will lead the nation in improving student achievement.
6 NEVER SELDOM SOMETIMES OFTEN ALWAYS Learning Community Activitylearning from one another by watching each other teachNEVER SELDOM SOMETIMES OFTEN ALWAYSThis occurs in my school . . .12345Direct Benefitprovides concrete examples of effective practices; expands the observer's repertoire of skills, stimulates analytical thinking about teachingGeorgia will lead the nation in improving student achievement.
7 NEVER SELDOM SOMETIMES OFTEN ALWAYS Learning Community Activitycollectively studying student work to identify weaknesses and plan new ways to teach to those weaknessesNEVER SELDOM SOMETIMES OFTEN ALWAYSThis occurs in my school . . .12345Direct Benefitincreases quantity and quality of insights into student performance; focuses efforts on "the bottom line"--student learning; increases professionalism and self-esteem of learning community membersGeorgia will lead the nation in improving student achievement.
8 NEVER SELDOM SOMETIMES OFTEN ALWAYS Learning Community Activitysharing articles and other professional resources for ideas and insights; conducting book studies of books on teaching and learningNEVER SELDOM SOMETIMES OFTEN ALWAYSThis occurs in my school . . .12345Direct Benefitexpands pool of ideas and resources available to members of the learning communityGeorgia will lead the nation in improving student achievement.
9 NEVER SELDOM SOMETIMES OFTEN ALWAYS Learning Community Activitytalking with one another about what and how you teach and the results your teaching producesNEVER SELDOM SOMETIMES OFTEN ALWAYSThis occurs in my school . . .12345Direct Benefitdecreases 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 philosophiesGeorgia will lead the nation in improving student achievement.
10 NEVER SELDOM SOMETIMES OFTEN ALWAYS Learning Community Activityproviding moral support, comradeship, and encouragementNEVER SELDOM SOMETIMES OFTEN ALWAYSThis occurs in my school . . .12345Direct Benefitenables 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 othersGeorgia will lead the nation in improving student achievement.
11 NEVER SELDOM SOMETIMES OFTEN ALWAYS Learning Community Activityjointly exploring a problem, including data collection and analysis; conducting action researchNEVER SELDOM SOMETIMES OFTEN ALWAYSThis occurs in my school . . .12345Direct Benefitimproves quality of insights and solutions; increases professionalismGeorgia will lead the nation in improving student achievement.
12 NEVER SELDOM SOMETIMES OFTEN ALWAYS Learning Community Activityattending training together and helping each other implement the content of the trainingNEVER SELDOM SOMETIMES OFTEN ALWAYSThis occurs in my school . . .12345Direct Benefithelps 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 trainingGeorgia will lead the nation in improving student achievement.
13 NEVER SELDOM SOMETIMES OFTEN ALWAYS Learning Community Activitysharing the responsibility for making and/or collecting materialsNEVER SELDOM SOMETIMES OFTEN ALWAYSThis occurs in my school . . .12345Direct Benefithelps learning community members feel secure in asking for help and advice; enables the giving of assistance and advice without establishing one-up/one-down relationshipsGeorgia will lead the nation in improving student achievement.
14 NEVER SELDOM SOMETIMES OFTEN ALWAYS Learning Community Activityparticipating in continual quality improvement activitiesNEVER SELDOM SOMETIMES OFTEN ALWAYSThis occurs in my school . . .12345Direct Benefitcreates more efficient use of time; takes advantage of particular talents or interests of learning community membersGeorgia will lead the nation in improving student achievement.
15 NEVER SELDOM SOMETIMES OFTEN ALWAYS Learning Community Activityusing collective decision making to reach decisions that produce collective actionNEVER SELDOM SOMETIMES OFTEN ALWAYSThis occurs in my school . . .12345Direct Benefitimproves quality of instruction, student performance, and school operationsGeorgia will lead the nation in improving student achievement.
16 NEVER SELDOM SOMETIMES OFTEN ALWAYS Learning Community Activityproviding support for "help-seeking" as well as "help-giving"NEVER SELDOM SOMETIMES OFTEN ALWAYSThis occurs in my school . . .12345Direct Benefitmakes a strong statement of shared responsibility and commitment to one another's learningGeorgia will lead the nation in improving student achievement.
17 If your school is not there yet, who is going to step in and make a PLC happen? I DO
18 Eaker and DuFour’s Four Questions KEY QUESTIONS FROM WHATEVER IT TAKESEaker and DuFour’s Four QuestionsWhat 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?Georgia will lead the nation in improving student achievement.
19 Georgia will lead the nation in improving student achievement. “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)Georgia will lead the nation in improving student achievement.
20 Georgia will lead the nation in improving student achievement. DuFour'sPyramidEnd at about minutes – Stop at pyramid on intervention on the screen.Georgia will lead the nation in improving student achievement.
21 Georgia will lead the nation in improving student achievement.
22 Georgia will lead the nation in improving student achievement. PYRAMID OF INTERVENTIONSTIER IV:Specially Designed LearningTIER III:SST-Driven LearningTIER II:Needs-Based LearningTIER I:Standards-Based LearningGeorgia will lead the nation in improving student achievement.
23 Georgia will lead the nation in improving student achievement. ACTIVITYDraw 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.
24 Georgia will lead the nation in improving student achievement. INTENSIVE &EXPENSIVEINTENSIVE &LESS EXPENSIVEBest Teachers Assigned to Weakest StudentsLunch & Learn with AdministratorsBefore School and After School TutoringTutoring During ElectivesOne Academic PostponedDouble DosingSummer InterventionSaturday SchoolAdditional CoursesSmaller Class SizesParapro for ClassGeorgia will lead the nation in improving student achievement.
25 Planning and Organization GEORGIA STANDARDS FOR SCHOOL PERFORMANCEEIGHT STRANDS OF QUALITYCurriculumInstructionAssessmentPlanning and OrganizationStudent, Family & Community SupportProfessional LearningLeadershipSchool CultureGeorgia will lead the nation in improving student achievement.
32 THE PYRAMID OF INTERVENTIONS CaseConferenceAcademicHelp OptionStaff TutoringDuring the DayAssignment of Peer TutorFrom Outside ClassIn-class Strategies; Informal PeerTutor, Grouping, Extra Direction, Etc.Subject Area Teachers Phone Parents re:Lack of Academic Success with Note to HR TeachersSubject Area Teachers Phone Parents re:Lack of Academic Success with Note to HR TeachersSubject Area Teachers Confer with Students about Waysto Improve Academic Success.Pyramid Base: In the Fall all Homeroom Teachers Phone all Parentsand Create an Initial Information Base.
34 Professional Learning Standards By ElementsLearning CommunitiesLeadershipResourcesContextData Driven Research-BasedEvaluation LearningDesign CollaborationProcessEquityQuality TeachingFamily InvolvementContent
35 Follow Up for your PLC High Schools Middle Schools Elementary Chapter 3 and 4Middle SchoolsChapter 5ElementaryChapters 6 OR 7Explain that Elementary has two school perspectives about ladders of intervention. They can choose either or both chapters to study with their faculty.
36 Is there a disconnectbetween the posted beliefs andthe daily classroom practices?
37 Georgia will lead the nation in improving student achievement. Does the staff of your schoolendorse this statement?As we begin to tie up our presentation about the WHYs and HOWs of Professional Learning Communities, you need to begin to view all of this information in respect to the specifics of your school. What strengths and weaknesses exists there that can help or hinder the development of a true Learning Community. What assumptions are present within the instructional staff of your school that would govern how they might answer a very key question:How does your school respond when students don’t learn?You are the one person here today who can answer this question:Perhaps you need to begin with a more fundamental question:Does the staff at your school endorse the statement on this slide?ALL KIDS CAN LEARN.If not, what can you do about?“ALL KIDSCAN LEARN.”Georgia will lead the nation in improving student achievement.
38 “We believe all kids can learn . . . based on their ability.” The Charles Darwin SchoolThe Pontius Pilate 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.”In the 2004 book WHATEVER IT TAKES, How PLCs Respond When Kids Don’t Learn, DuFour, Eaker and others point out that different schools respond in different ways when students experience difficulties. The specific responses (or non-responses) of various school staffs are determined by their beliefs and assumptions about students and learning.Let’s look at the guiding philosophies at these four different schools.At the Charles Darwin School, the staff believes that the ability that students walk in the door with already predetermines the learning that they are going to graduate with or dropout with.At the Pontius Pilate School, the staff does the minimum requirements to educate the students in their classes and then at the end of the year, “washes their hands” of any responsibility.They main role is to get these kids out of school – one way or another.At the Chicago Cub Fan School, the staff dreams of playing in the world series (i.e. making AYP for all sub groups consistently), but they usually lack the commitment or execution to make the dream a reality. They still glow with that warm & fuzzy feeling, but it is always “Wait ‘til next year!”At the Henry Higgins School, the staff, like Professor Higgins of My Fair Lady, believes that they can perform miracles. They never give up and are willing to do Whatever It Takes in regard to time and support to help students reach high standards of achievement.You -- as a principal have to truthfully answer one very important question.Does your staff really believe that all students can succeed?The Chicago Cub Fan SchoolThe Henry Higgins School“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.”
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?Allow folks about 10 minutes to discuss and ask participants to share out their findings.Explain the the “Pyramid of Intervention” is about Beliefs and Attitudes.
40 FIVE TALKING STRATEGIES to promote teacher reflectionon their own learning and teaching practices.
41 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.
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
43 Six Strategies to Promote Professional Learning: 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.
44 Develop coaching relationships. Encourage teachers 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.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.
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.
46 TIPS FOR ADMINISTRATORS 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.
47 Keys to Effective PLCs Collaboration embedded in routine practices Time for collaboration built in school day and school calendarTeams focus on key questionsProducts of collaboration are made explicitTeam norms guide collaborationTeams pursue specific and measurable performance goalsTeams have access to relevant information
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.ACTIVITY
50 REFLECTIVE BENCHMARKING 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.ACTIVITY
51 LEADING THE CHARGE IN CHALLENGING TIMES Making AYP Now with Standards-Based PracticesStocking a New Toolbox for Teachers & LeadersSurviving the Accountability Tsunami with a Balanced Leadership ApproachConquering the Knowing-Doing GAP with Professional Learning TeamsImmediate Results with Differentiated Instruction and Assessment for LearningUsing the Georgia School Standards to Move from Good to Great(Cover these by lecture or use participants to “install” the WORD WALL for review purposes.)
52 Curriculum, Assessment, ROLE SELF ASSESSMENTManagerofEvents&CrisisKnowledgeofCurriculum, Assessment,InstructionVery Involved withCurriculum,Assessment,InstructionACTIVITY