1. DO YOU WANT MORE HIGHLY EFFECTIVE TEACHERS, WHO ARE MOTIVATED TO LEARN BEST PRACTICES? DO YOU WANT TO INCREASE THE NUMBER OF SUCCESSFUL GRADUATES WHO ARE CAREER AND/OR COLLEGE READY IN OUR COUNTY? WE HAVE AN IDEA FOR YOU, WHICH WON’T COST AN EXTRA DOLLAR! BY: KIM WILSON AND TRISCIA PANRELLA

2. ECET 2 REFLECTION Collaboration of teachers across the United States- An Awareness of what’s working and what’s not working across the nation to close the achievement gap Teacher Leadership Trainings Empowerment and Nourishment Teacher Stories Responsibility we feel to our colleagues, profession, and above all, the students! Seminole County Goals and Solutions

3. PROBLEM #1 Rapid fire, “random” trainings with little or no follow through, leaving little or no time for true PLC time. Trainings/PDs are not addressing the relative, immediately relevant needs of the teachers; therefore less learning, reflection, and retention is taking place. Teachers are sitting in the same room together, but they are not collaborating. Sharing ≠ Collaborating.

4. PROBLEM #2 Disconnect between district expectation of PLCs and implementation at the school level Uncommon language of PLCs What is actually happening in the PLC meetings

5. PROBLEM #3 General concern that there’s no time to do the things highly effective teachers must do!

6. WHEN DO TEACHERS DO THE THINGS THAT HIGHLY EFFECTIVE TEACHERS DO? Prepare materials In advance Grade papers and give constructive feedback Develop a rapport with parents by conferencing and calling them Create engaging activities Post learning goals, scales and other relative information Create an inviting classroom where relationships are a priority Use research-proven tools to support instruction Plan strategically to meet the needs of all learners Keep track of all data and student work Work with ESE teachers on meeting specific ESE goals Attend meetings Refer students for help Provide for and sponsor extra-curricular activities Offer open tutoring hours Target “hot list” students and track interventions Collaborate to discuss differentiation efforts Reflect on instructional practices and research strategies to improve instruction Reading, organizing, and responding to electronic communication Play an active role in professional affiliations Keep up with professional development as it relates to ever- changing recertification mandates. THE LIST GOES ON……

7. PLAN OF ACTION Include authentic PLC blocks to spend time on what will really have an impact on instruction.

8. A GROUP OF STAFF MEMBERS WHO ARE DETERMINED TO WORK TOGETHER WILL FIND A WAY. HTTP://STAFFDEV.MPLS.K12.MN.US/SITES/6DB2E00F-8A2D-4F0B-9E70- E35B529CDE55/UPLOADS/WHAT_IS_A_PLC._DUFOUR_ARTICLE_2.PDF HTTP://STAFFDEV.MPLS.K12.MN.US/SITES/6DB2E00F-8A2D-4F0B-9E70- E35B529CDE55/UPLOADS/WHAT_IS_A_PLC._DUFOUR_ARTICLE_2.PDF Common Definition for PLC:

9. TRUE PROFESSIONAL LEARNING COMMUNITIES: Create a trusting colleague circle Focus on learning rather than teaching Work collaboratively, and hold teachers accountable for results What do we want each student to learn? How will we know when each student has learned it? How will we respond when a student experiences difficulty in learning? How will we respond when students have already learned it? HTTP://STAFFDEV.MPLS.K12.MN.US/SITES/6DB2E00F-8A2D-4F0B-9E70-E35B529CDE55/UPLOADS/WHAT_IS_A_PLC._DUFOUR_ARTICLE_2.PDF

10. ACCOUNTABILITY Teachers must be held accountable for their PLC time. PLCs should be producing authentic work (This is in place of the learning log. The work we produce IS the evidence). Show documentation of needs, trainings and improvements that they are making.

11. THE “ASK” We WANT a district-wide system in place for true PLC time and observing highly effective teachers. One day per week - one block of protected, collaborative PLC time PLC Teacher leader in each grade level/course number to facilitate the meetings and communicate agendas PLC time- teachers look at data, collaborate on what’s working, decide on trainings needed and invite other teachers with the knowledge and/or Department of Teaching and Learning/CST to help make them more effective. Do lesson studies and observe teachers who are willing to share (open door policy with a green light).

12. ELEMENTARY MODEL 45 minutes in the morning and 40 minutes in the afternoon (old PLC time). Designate a one hour true PLC time to each week. Utilize resource teachers to teach the skills that they are highly trained in, while each team meets for collaboration and trainings that grade levels have decided as a team. Monday- PLC day: each team meets for one hour through out the day in the media center, while the grade level students are receiving technology, gifted and reading skills (this would be their walk to intervention time, which would be a different time than their regular intervention time).

13. SAMPLE OF ELEMENTARY SCHOOL SCHEDULE Carillon Model PLC Mondays 8:45-9:45- Kindergarten, PLC leader- 9:45-10:45- First Grade, PLC leader- 10:45-11:45-Third Grade, PLC leader 11:45-12:45 Second Grade, PLC leader 12:45-1:45 Fourth Grade, PLC leader 1:45-2:45 Fifth Grade, PLC leader PLC- Takes place in the Media plan room Before school- Prepare for the day (Reading, Language Arts, Math, Science, Social Studies, Walk to Intervention) 7:45-8:30 During Specials- One day per week for team notes and the other days used for doing all of the other things that highly effective teachers must do *Second Tuesday per Month during specials- Data Meetings *Fourth Tuesday per Month- Green Light Observation Day Students go to the media center and labs for special instruction/intervention Mrs. Pomp- Technology Mrs. Graham- Media Mrs. Rollins- Talented and Gifted Mrs. Groot- Reading Coach Mrs. Watters- Reading Assistant Mrs. Pearce- Resource Teacher Interns

14. MIDDLE SCHOOL MODEL Content-specific PLCs (Weekly): Focus on data analysis, common assessments, common instruction, Marzano indicators PLC leaders need to be trained on protocol as well as have a resource to go to in the event of challenges. Colleague Circles (2/month): Teachers would be presented with a range of topics such as Teacher Leadership, Common Core Instructional Shifts, Mindset book study, just to name a few Teachers would select their top choice Circles would change every 9 weeks Instructional coach(es) would create the teams so that they are cross-curricular and of appropriate size Protocols would be developed to help provide structure for the group, but in the end, the teachers would be responsible for what happens in their colleague circle Department Meetings (Monthly): Instructional training Topics driven by needs identified in PLCs Monthly “green light” day in which teachers can observe other teachers on specific indicators, instructional strategies, etc.

15. ALL SCHOOLS: WEDNESDAYS- FACILITATED BY PLC TEACHER LEADERS AND ADMINISTRATION Mandatory- general clerical/office/technology procedures and information Celebrations of teacher/staff achievement (no more kudos on paper!) Concerns - we have a great professional way to address concerns Committees - formed to address concerns (only as needed) And, above all, across grade level sharing and collaboration Last but not least fellowship!- improve morale, have fun, and be proud to be a teacher!

16. So, why do we feel like we are hitting a brick wall?

17. Why are we settling for “close enough”?

18. ImplementationSupportTeam

19. IMPLEMENTATION SUPPORT TEAM Instructional Coaches (0.5 FTE) Job shared? Hybrid teacher/coach Report to both their administration and a point-person at the district office PLC training, information, and protocols will be developed and disseminated by implementation support team with the approval of district office PLC leaders at each school will be highly trained by support team Support person at each school will be a resource person both by attending PLC meeting, but also continuous roundtable discussions and additional trainings as needed with PLC leaders Implementation Support Team can be funded by current FTE points

20. IMPLEMENTATION SUPPORT TEAM Timeline: 3 years to effectively implement effective AND sustainable program at each school site Development over summer 2014 with first schools beginning implementation in August 2014 Participating schools can be voluntary the first year, with each school expected to implement by 2016-2017 school year

21. THE OUTCOME: TEACHER COMMITMENT OVER COMPLIANCE Engaged teachers = engaged learners More effective teachers, who are eager to learn as it is relative to their present needs Higher student achievement, including across all sub-groups Students receive specialized training in technology, reading and higher-order thinking Less “teacher burn out” Better relationships with parents, colleagues and administration Focus on health: More time to go to the bathroom and hydrate Healthier and happier teachers Less substitutes- $$$

22. REFLECTIONS Highly effective teachers = increased student engagement and performance.