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CTE PLC Meeting September 27, 2011.   Review some basic PLC information  Goal Setting  CTE PLC Teams  Changes  Focus of goals  New Forms and Procedures.

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Presentation on theme: "CTE PLC Meeting September 27, 2011.   Review some basic PLC information  Goal Setting  CTE PLC Teams  Changes  Focus of goals  New Forms and Procedures."— Presentation transcript:

1 CTE PLC Meeting September 27, 2011

2   Review some basic PLC information  Goal Setting  CTE PLC Teams  Changes  Focus of goals  New Forms and Procedures  Today...

3   Educators committed to working collaboratively in ongoing processes of collective inquiry and action research to achieve better results for the students they serve. Professional learning communities operate under the assumption that the key to improved learning for students is continuous learning for educators." Learning by Doing (2006) What is a PLC?

4   The very essence of a learning community is a focus on and a commitment to the learning of each student (not teaching).  A corollary assumption is that if the organization is to become more effective in helping all students learn, the adults in the organization must also be continually learning. Focus on Learning

5   A PLC is composed of collaborative teams whose members work interdependently to achieve common goals linked to the purpose of learning for all.  In a PLC, collaboration represents a systematic process in which teachers work together interdependently in order to impact their classroom practice in ways that will lead to better results for their students. Collaborative Culture

6   Members of a PLC must realize that all of their efforts must be assessed on the basis of results rather than intentions.  This focus on results should lead each team to develop and pursue measurable improvement goals that are aligned to district CTE goals for learning. It should also drive teams to create a series of common formative assessments that are administered to students multiple times throughout the year to gather ongoing evidence of student learning. Results!!!

7  DUMB Goals Delusional Goal is completely unrealistic Undefined Goal is vague and lacks any type of structure Mediocre Goal is easy to achieve and doesn’t represent a true challenge Boring Goal isn’t something you can stay committed to achieving because it doesn’t really interest you

8  SMART Goals  Goals should be simplistically written and clearly define what you are going to do.  Specific is the What, Why, and How of the S.M.A.R.T. model. RESULTS-ORIENTED

9   S pecific. What will the goal accomplish? How and why will it be accomplished?  M easurable. How will you measure whether or not the goal has been reached (list at least two indicators)?  A chievable. Is it possible? Do you have the necessary knowledge, skills, abilities, and resources to accomplish the goal? Will meeting the goal challenge you without defeating you? More SMART Goals

10   R esults-focused and Relevant. What is the reason, purpose, or benefit of accomplishing the goal? What is the result (not activities leading up to the result) of the goal?  T ime-bound. What is the established completion date and does that completion date create a practical sense of urgency? More SMART Goals

11  Examples Non- Examples Increase state competency test scores. Increase the percentage of all students passing (with a score of 80% or higher) the Accounting I state competency test in 2011-2012 from the current 58% to 62%. Put course material in Canvas. Complete a Graphics 1 master course in Canvas arranged in modules with assignments and formative and summative assessments for each module linked to state standards and objectives.

12   Assume you have a team of  4 members  Meeting 1 time each month for 8 months for 2 hours each month...  16 hours x 4 members x $25 = $1,600  Then assume all 4 members of the team meet both goals...  4 x 500 = $2,000  Your team is being paid $3,600 – make sure your goal is equal to what you are getting paid! Goals = $

13   Base your goals on data  Begin with the end in mind (backwards design)  Be specific with what and when  Gain support and agreement  Identify resources and needs to accomplish the task Goal Setting Helps

14  CTE PLC Teams Should...  Give teachers an opportunity to work with other teachers in the district to accomplish 2 goals.  Allow you to set challenging goals that are above and beyond what you could accomplish by yourself.  Focus on improving student learning in your classroom. Should not...  Be a way to get paid for work you should already be doing.  Meet without actively working toward at least 1 goal.  Just be a way to make some extra money.

15   No food/celebration money...  No extra hours outside of meeting time – work should be completed during meeting time.  Minutes and attendance need to be submitted after each meeting in the form (link on the Wikispace) or on your Wikispace page. This will eliminate the need to submit hours in January and in on the Wikispace Changes

16   One goal must be specifically tied to student achievement – the other goal can be a “development” goal but should still focus on student learning.  creating courses in Canvas  increased language and math achievement  improved skill certification scores;  increased enrollment AND retention in classes with increased graduation of concentrators;  implementation of career pathways,  and the “Big 8” Focus Areas for Goals

17   In PLCs, norms represent collective commitments developed by each team to guide members in working together. Norms help team members clarify expectations regarding how they will work together to achieve their shared goals.  Developing Team Norms Developing Team Norms  When developing team norms don’t forget to answer the question “What is our process for holding each other accountable in a respectful and dignified manner?” Team Norms

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