Presentation on theme: "Adapted: Dr. Bessie Karvelas"— Presentation transcript:
1 Adapted: Dr. Bessie Karvelas Leading change in Professional Learning Communities New Insights on How PLCs Improve SchoolsRichard DuFour & Rebecca DuFour (December 2010)Adapted: Dr. Bessie Karvelas
2 What We Think about Learning? We learn about…--- of what we read--- of what we hear--- of what we see--- of what we see and hear--- of what we discuss with others--- of what we experience personally--- of what we teach to someone elseQuestion & Answer
3 Student Learning Begins with Staff Learning “…teacher knowledge, skill and collaboration contribute to improved instruction and student achievement.Staff members within these schools who learn together create a spirit on which improvement efforts thrive.”Joellen Killion 1999
4 What is a Professional Learning Community (PLC)? Highly effective teams that are committedto…Collective inquiryAction experimentationContinuous improvementResults
5 Elements of PLCs The professional learning community is an ongoing process in which educators workcollaboratively in recurring cycles of collectiveinquiry and action research to achieve betterresults for the students they serve.PLCs operate under the assumption that the key to improved learning for students is continuous, job- embedded learning for educators.
6 What PLCs Do? Develop an understanding of academic content Support the implementation of curricula and instructional activitiesIntegrate and give coherence to a school’s instructional programs and practicesIdentify a school wide instructional needStudy the research on teaching and learningMonitor the impact of instructional initiatives on studentsExamine student work
7 What Do We Know About the World’s Best School Systems? “The best school systems in the world recognizethat the quality of an education system cannotexceed the quality of its teachers. The only wayto improve outcomes is to improve instruction.So, high-performing systems use theprofessional learning community process tosupport powerful professional developmentthrough teacher collaboration (Barber andMourshed, 2007).
8 If We Implemented What We Know to Be Best Practice… Schools would be organized into collaborative teams in which members work together interdependently to achieve common goals for which members are mutually accountable.
9 Where We Are Now? A good thing happening in my school or classroom……. Schools that help all students to learn pay attention to……Developing or enhancing my PLCs is an opportunity to…………To make this project successful I am prepared to………..Handout - ACTIVITY
10 Moving from Good to Great Everyone collaboratesPrincipals lead PLCsStaff analyzes data to inform decisions
11 What We’ve Learned in AMPS Principal participates in instructional practiceHas the ability to support instruction directly or indirectlyInsures that teachers meet about the right thingsManages a small number of initiatives with focus
12 What We’ve Learned in AMPS Asks good questionsStrategic about his or her timeMakes decisions that benefit students (willing to make unpopular decisions about budget and scheduling if needed)
13 Role of Principal in Leading PLCs Sharing basic norms and values about students, learning and teachingReflective dialogue about teaching practice and student learningFostering a sense of collective responsibilitySupporting collaborative time/workFocusing on results
14 PLC in Schools “Teams Get Results” 1) Administrative Team Instructional Leadership Team (ILT)Response-to-Intervention Team (RtI Team)Department Chairs TeamContent-Area TeamCourse Team“Teams Get Results”Katzenbach and Smith 1993
15 Instructional Leadership Teams A PLC that…Expands the use of a variety of instructional strategiesSupports enhanced instructional practices by teachersProvides support for colleaguesDevelops a plan for the school leadership team to apply and shareFacilitates a school wide plan to implement instructional strategies
16 Creating a collaborative culture among your staff Building TeamsIn high-performing teams, members hold each other accountable. Everyone carries his or her own weight (Blanchard, 2007).
17 Stages of Team Development Orientation Stage FormingTestingPoliteImpersonalWatchfulGuarded
18 Stages of Team Development Dissatisfaction Stage------StormingInfightingControlling ConflictsConfronting PeopleOpting OutDifficultiesFeeling Stuck
19 Stages of Team Development Resolution Stage NormingGetting organizedDeveloping SkillsEstablishing ProceduresGiving FeedbackConfronting Issues
20 Stages of team Development Production Stage PerformingMature closenessResourcefulnessFlexibleOpenEffectiveClose and Supportive
21 Group ActivityComplete Chart on Stages of Team DevelopmentCHART
22 One Focus of ILTs – PD Powerful staff development… Builds a culture that supports innovation, experimentation, and collegial sharingEngages people in daily planning, critiquing and problem solvingDeepens content knowledgeExpands instructional skills within the contentTeaches assessment skills that help people regularly monitor student learningProvides on-going practice based assistance.Connects people to networks beyond the workplace
23 PD should be… 1) Standard-Based Content: What knowledge and skills must educators learn to produce higher levels of learning for all students?Process: How will learning be organized to support adult acquisition of new knowledge and skills?Context: How will the organization be structured to support adult learning?
24 PD should be…… 2) Results-Driven What do students need to know? What do educators need to know and be able to do to ensure success?What professional development will ensure that educators acquire the necessary knowledge and skills?
25 PD should be… 3) Job-Embedded Happens during the work day in the work place.Designed to support team learning.Offered to all teachers all the time.At school, everyone’s job is to learn.
26 Job-Embedded Learning provides... The development of a deeper understanding of academic contentSupport implementation of curricular and instructional initiativesProvides coherence to school programsFocuses on a specific school-wide needSupports the study of teaching and learningMonitors impact of an initiativeProvides time for dialog
27 Job-Embedded Practices Sharing article and professional resources for ideas and insightsTalking with one another about what and how you teach and the results your teaching producesProviding moral support, comradeship and encouragementJointly exploring a problem (i.e. data collection and analysis; conducting action research)
28 Job-Embedded Action Items Attending training together and helping each other implement the content of the trainingParticipating in the continual quality improvement activitiesUsing collective decision making to reach decisions that produce collective actionProvide support for “help–seeking” as well as “help-giving”Sharing responsibility for making and/or collecting materials
29 Essential Questions At the point of… Delivery --- Did the students (they) like it?Knowledge --- Did they learn it?Application --- Are they using it?Results --- Did it impact student learning?Organizational Support/Change --- Did it impact the organization?Tom Guskey 2000
30 Teaching & LearningAccording to the 2009 Metlife survey of teachers in the United States, 84 percent of teachers are “very confident that I have the knowledge and skills to enable all of my students to succeed academically.”According to that same survey, only 36 percent of teachers believe all theirstudents have the ability to succeed academically.
31 What We Know Versus What We Do In most schools, assessments willcontinue to be developed andadministered by individual teachers andwill be used primarily for summative purposes.Unless assessment serves as acatalyst for adult learning and changes inteacher practice, it will not be effective in improving student achievement.
32 Why Common Assessments? Impact on professional practice — the irrefutable evidence of better results and the positive peer pressure of a collaborative team working interdependently to achieve a common goal provide the most powerful levers for impacting practice.Efficiency — by sharing the load teachers save time.Equity — promotes a guaranteed curriculum, similar pacing, and consistent standards for assessing student proficiency.
33 Assessment Drives Collaboration Teachers can…Monitor the learning of students who are expected to acquire the same knowledge and skills.Use the same instrument/process for assessing the quality of student work.Gauge the alignment of the curriculum and the effectiveness of their instruction.
34 Sample PLC ActivitiesUsing shared planning to develop units, lessons, and activitiesLearn from one another by watching each otherCollectively study student work to identify weaknesses and plan new ways to teach