1. Professional Learning Communities
SMSD Instructional Fair
August 7th, 2017
Mr. David Ewers, Associate Principal, SM North
Dr. Todd Dain, Principal, SM South

2. Professional Learning Communities
Where is your gauge?

3. Professional Learning Communities
What do you already know about PLC? Write a Tweet: 140-character definition/description of PLC

4. Lex Prin: “PLC Guru” PLC video
Professional Learning Communities
Lex Prin: “PLC Guru” PLC video

5. Professional Learning Communities
in Shawnee Mission
The Shawnee Mission School District is committed to ensuring high levels of learning for every student.
We ARE a collaborative culture engaged in a systematic, ongoing process to guide ALL students to success.

6. Professional Learning Communities
in Shawnee Mission
Belief Statement
As a district, we believe that the fundamental purpose of our schools is to:
Ensure that all students learn at high levels
Work collaboratively to meet the needs of every student
Use evidence of student learning to ensure we meet the needs of ALL students
Commit to professional learning in our relentless pursuit of student growth

7. Change in the Mission of Education
Professional Learning Communities
Change in the Mission of Education
Old Mission
Every Student CAN learn
Assessment OF Learning (Summative)
Select and Sort Students
Winners and Losers
Focus on Teaching
New Mission
Every Student WILL learn
Assessment FOR Learning (Formative)
Pyramid of Intervention
Failure is Not an Option
Focus on Learning

8. Core Values Ensuring that students learn -Learning for all
Professional Learning Communities
Core Values
Ensuring that students learn
-Learning for all
A Culture of Collaboration
- Teamwork
Focus on Results Data-Driven Decisions
Same as PDSA

9. The Foundation Four Essential Questions Four Big Ideas
Professional Learning Communities
The Foundation
Four Essential Questions
Four Big Ideas

10. 4 Essential Questions Professional Learning Communities
1. What do we want students to learn?  
(essential standards, minimum competency, guaranteed and viable curriculum)
2. How will we know if each student is learning each of the skills, concepts, and dispositions we have deemed most essential?
(administer frequent, team-developed common, formative assessments)
3. How will we respond when some of our students do not learn? (Timely, Directive, Systematic Intervention)
4. How will we enrich and extend the learning for our students who are already proficient?  (Timely Enrichment/Extension)

11. Big Idea #1 Focus on Learning
Professional Learning Communities
Big Idea #1 Focus on Learning
The ultimate purpose of schools is to ensure high levels of learning for ALL students.
If this is true, then schools will:
Clarify what each student is expected to learn
Monitor each student’s learning on a timely basis
Create systems to ensure students receive support if they are not learning

12. Big Idea #2 Collaborative Culture
Professional Learning Communities
Big Idea #2 Collaborative Culture
“We can achieve our fundamental purpose of high levels of learning for all students only if we work together. We cultivate a collaborative culture through the development of high performing teams.” -DuFour, DuFour, and Eaker
Course alike teams
Grade level teams
Vertical teams
Interdisciplinary teams
District teams

13. Big Idea #3 Focus on Results
Professional Learning Communities
Big Idea #3 Focus on Results
We assess our effectiveness on the basis of results rather than intention.
Individuals, teams, and schools seek relevant data and information and use that information to promote continuous improvement.
What does the data tell us?

14. Big Idea #4 Hard Work & Commitment
Professional Learning Communities
Big Idea #4 Hard Work & Commitment
Initiating and sustaining the PLC model concept requires hard work. A school staff must focus on learning rather than teaching and work collaboratively on matters related to learning.
A PLC must hold its members accountable for the kind of results that fuel continual improvement.

15. A Shift in Response Professional Learning Communities
Frequent COMMON FORMATIVE ASSESSMENTS to:
Inform student decisions
Assess frequently
Developed jointly by PLC teams
Collaborate on response to interventions
Monitor student proficiency
Respond when kids don’t learn

16. Professional Learning Communities
The Process

17. Pyramid of Interventions
RTI
Tier 4- Specialized Learning
Targeted students participate in specialized programs, methodologies that include accommodations, modifications, and/or instructional deliveries
(according to 504 or IEP).
Tier 3 – SIT Based Learning
(Student Intervention Team) Formalized, Researched-based Individualized interventions tailored to the needs of the learner.
Tier 2 – Needs Based Learning
Targeted instruction: Differentiation within the classroom setting and differentiated tasks/assessments (pace, volume, chunking).
Tier 1 – Standards Based Learning
Universal for all students: Classroom lesson designed with tasks and assessments based on Kansas College and Career Readiness Standards.
Increased interventions
ALL TEACHERS = ALL TIERS
Communication
Collaboration
Progress Monitoring

18. Professional Learning Communities The Product
How do we know students are learning?
Collaboration time is dedicated to the PRODUCT:
1. SMART Goals
(Development of learning targets aligned to common assessments for multiple section classes.)
2. Common Formative Assessments
(Development and integration of common formative assessments for learning with established common rubrics.)
3. Data
(Analysis and interpretation of formative data as it relates to instruction, assessment and interventions.)
4. Lesson Plans
(Teams Implement key instructional strategies that address our established district goals.)
5. Interventions
(Individualized differentiated strategies and systemic intervention scaffolds to meet the needs of ALL learners.)

19. Mastery & Minimum Competency
Professional Learning Communities
Mastery & Minimum Competency
1. What do we want students to learn?  
2. How will we know if each student is learning each of the skills, concepts, and dispositions we have deemed most essential?
It depends on the standard!!!
Is 80% sufficient for:
Crossing the street safely?
Being Honest?
Landing a plane safely?
Using a table saw in woods?
Getting a hit in baseball?
Making a free throw?
YOU decide which standards are essential!

20. Professional Learning Communities
PLC: Stages of Team Collaboration ~ where is your team?
Stage 1: “What are we supposed to do?”
Stage 2: “Let’s share”
Stage 3: “Let’s plan”
Stage 4: “Let’s create common assessments”
Stage 5: “Let’s analyze the common assessments”
Stage 6: “Let’s think outside the box with regard to ensuring learning”
Stage 7: “Let’s learn from one another what helps students learn”

21. Professional Learning Communities
“Trust is …cultivated through speech, conversation, communication, and action.” -Building Trust by Solomon & Flores “The relationship among the adults in the schoolhouse has more impact on the quality and character of the schoolhouse – and on the accomplishments of youngsters – than any other factor.” - Learning by the Heart by Roland Barth