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Continuous Improvement Professional Learning Community Framework Where are we now? Where are we now? Where are we going? Where are we going? What is changing?

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Presentation on theme: "Continuous Improvement Professional Learning Community Framework Where are we now? Where are we now? Where are we going? Where are we going? What is changing?"— Presentation transcript:

1 Continuous Improvement Professional Learning Community Framework Where are we now? Where are we now? Where are we going? Where are we going? What is changing? What is changing? February 6, 2009

2 PLC Big Ideas & Core Values Ensuring that students learn Ensuring that students learn Learning for all Learning for all A Culture of Collaboration A Culture of Collaboration Teamwork Teamwork Focus on Results Focus on Results Data-Driven Decisions Data-Driven Decisions Continuous Improvement Philosophy

3 ITBS/ITED Summative Assessments In-Process Measures – Summative & Formative Assessments

4 Pre Planning: Identification of Need 1. Develop/Review Student Learning Expectations 2. Examine alignment of learning expectations with assessments 3. Review assessment data 4. Identify areas of need based on assessment Plan: 1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram) 3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Whys, Relations Diagram) 4. Study research-based best practice/improvement theory addressing areas of need DO 1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan) 2. Implement research-based best practices improvement theory based on root causes according to the Action Plan 3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity 4. Assess student learning Study: 1. Examine student assessment results (compare to baseline) 2. Assess the impact of research-based best practice/improvement theory on student achievement Act: 1. Standardize the implementation of research- based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system) 2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes) Action Research Overview for Professional Learning Communities Identify areas of strength and weakness? What do they know? What have they learned? Most effective/best practice teaching and learning strategies? Have they learned it? What do we do if they dont? Into your classroom

5 PLAN DO STUDY ACT PLAN DO STUDY ACT PLAN DO STUDY ACT BL Team School SIP ITBS Summative Assessment AR Teams Math-Communication-SEB SMART Goal ITBS Summative & Formative Assessment GLT Std Learning Expectations-I can Formative Assessment What to learn? Evidence of learning? If they dont? If they do?

6 Pre Planning: Identification of Need 1. Develop/Review Student Learning Expectations 2. Examine alignment of learning expectations with assessments 3. Review assessment data 4. Identify areas of need based on assessment Plan: 1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram) 3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Whys, Relations Diagram) 4. Study research-based best practice/improvement theory addressing areas of need DO 1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan) 2. Implement research-based best practices improvement theory based on root causes according to the Action Plan 3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity 4. Assess student learning Study: 1. Examine student assessment results (compare to baseline) 2. Assess the impact of research-based best practice/improvement theory on student achievement Act: 1. Standardize the implementation of research- based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system) 2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes) Action Research Overview for Professional Learning Communities Identify areas of strength and weakness? What do we want students to know? What do they know? What have they learned? Most effective/best practice teaching and learning strategies? Have they learned it? What do we do if they dont? How do we respond if they dont? HOW do we know if they have learned it? What evidence do we have of the learning?

7 PLAN DO STUDY ACT PLAN DO STUDY ACT PLAN DO STUDY ACT BL Team School SIP ITBS Summative Assessment AR Teams Math-Communication-SEB SMART Goal ITBS Summative & Formative Assessment GLT Std Learning Expectations-I can Formative Assessment What to learn? Evidence of learning? If they dont? If they do? AR Teams Math-Communication-SEB Vertical Articulation

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9 CRCSD 3-Year Vision for PLC Year One -Define the Vision & Build Capacity Year Two -Build Capacity & Implement Year Three -Implement – Review – Refine Major areas of Focus Student learning expectations Formative assessment Collaboration Continuous Improvement

10 Three Year Vision for PLC Year 1 – Define the Vision/Build Capacity Define PLC & establish common understanding Todays Agenda! Collaboratively build consensus on the vision Build capacity Develop Elementary Student Learning Expectations (SLE) (44 teachers) Introduce Formative Assessment Begin discussion of time

11 Year 2 – Build Capacity & Implement Build capacity Implement PLC framework pre K-12 Utilize Quality Liaison Network Continue to investigate time issue Elementary – roll-out SLE and I can statements Develop Formative Assessments What do we want students to know & be able to do? What evidence do we have of the learning?

12 Year 3 – Implement/Review & Refine Refine model Implement systemic changes to create time for PLCs to meet Provide opportunities for teams to share best practices Address PLC Q – How do we respond when students dont learn? Barriers to learning Differentiated instruction

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14 PLC Crucial Questions What do we want each student to learn, know, or be able to do? What evidence do we have of the learning? How will we respond when some students dont learn? How will we respond to those who have already learned?

15 Student Crucial Questions What do I need to know? What do I need to know? Where am I now? Where am I now? How do I get there? How do I get there? What happens if I fail? What happens if I fail?

16 Focus on Learning Collaborative Culture Collective Inquiry Action Oriented Commitment to Continuous Improvement Results Oriented Professional Learning Communities Essential Elements Hand-out PLC - Overview

17 What are Professional Learning Communities? Article from Learning by Doing Definition & essential elements Discuss & record key points using hand-out Learning by Doing 2 page hand-out

18 How are these evident in your school? Select an element Record evidence of this element in your school or team Rotate after 2 minutes Last rotation – select one person to report to group Professional Learning Communities Essential Elements

19 Culture Shifts in a PLC Shift in Fundamental Purpose …… From teaching to learning Shift in Fundamental Purpose …… From teaching to learning Shift in Use of Assessments Shift in Use of Assessments …… From summative to frequent formative Shift in the Work of Teachers Shift in the Work of Teachers ….. From isolation to collaboration Shift in Response When Students Dont Learn Shift in Response When Students Dont Learn ….. From remediation to intervention

20 Where are you? Where are you? Mark on the continuum Mark on the continuum X Where are we now? Hand-out 2 page

21 Record your discussion points: Key Strengths, Opportunities & Actions/Ideas Going well? Areas to consider?

22 PLAN DO STUDY ACT PLAN DO STUDY ACT PLAN DO STUDY ACT BL Team School SIP ITBS Summative Assessment AR Teams Math-Communication-SEB SMART Goal ITBS Summative & Formative Assessment GLT Std Learning Expectations-I can Formative Assessment What to learn? Evidence of learning? If they dont? If they do? AR Teams Math-Communication-SEB Vertical Articulation

23 Next Steps: Based on your : Understanding of PLC framework Culture Shift Discussion What are the next steps? For you? For your GLT? Select 2 or 3 ideas for your focus Build on your strength areas

24 In a Professional Learning Community educators create an environment that fosters mutual cooperation, emotional support and personal growth as they work together to achieve what they cannot accomplish alone. --PLC at Work


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