1. Why professional learning communities?

2. Using PLCs Outcomes for Teachers:

3. COLLABORATION “…a collection of superstar teachers working in isolation cannot produce the same results as interdependent colleagues who share and develop professional practices together.”

4. “…learning and change is intensely interpersonal.” (People getting smart together) Collaboration: Sharing expertise and perspectives on teaching and learning Examining data about students Shared responsibility and mutual support for effective instruction

5. There is no such thing as group behavior. All “group behavior” results from the decisions and actions of individuals.

6. “The most important learning occurs through relationships in community”

7. “Teachers need instruction in building a professional community to replace the isolation that has been the norm for most teachers.” Ann Healy-Raymond, Professional Development Specialist

8. “…it is dangerous and often counterproductive to put adults in a room without frameworks and tools for skilled interaction.” The Adaptive School; Garmston & Wellman

9. “Communication leads to community, that is to understanding, intimacy and mutual valuing.” – Rollo May in Leading Every Day

10. Two Important Things: That we talk: professionals who are charged with preparing students to be successful collaborative citizens should themselves use the rich resources offered by true collegiality. How we talk: it influences the personal and collective satisfaction that motivates us to effectively talk together in our schools. “Any group that is too busy to reflect on its work is too busy to improve.”

11. Resources http://www.adaptiveschools.com/asbooks.htm Adaptive Schools Books The Adaptive School: A Sourcebook for Developing Collaborative Groups by Robert Garmston and Bruce Wellman. Christopher Gordon Publisher, Norwood, MA. Telephone: 800- 934-8322. The Adaptive School: Developing and Facilitating Collaborative Groups Syllabus by Robert Garmston and Bruce Wellman. Christopher Gordon Publisher, Norwood, MA. Telephone: 800- 934-8322.The Presenters Fieldbook: A Practical Guide by Robert Garmston. Christopher Gordon Publisher. Norwood, MA. Telephone: 800- 934-8322. The Adaptive School: A Sourcebook for Developing Collaborative GroupsThe Presenters Fieldbook: A Practical Guide Collins, Jannette. (2004). Education Techniques for Lifelong Learning: Principles of Adult Learning. Available at: http://radiographics.rsnajnls.org/cgi/content/full/24/5/1483 Garmston, Robert J., and Bruce M. Wellman. (1992). How to make Presentations that Teach and Transform. Alexandria, Virginia: Association for Supervision and Curriculum Development. Goodlad, John. Principles of Adult Learning. Available at: http://www.teachermentors.com/RSOD%20Site/StaffDev/adultLrng.HTML

12. 4 May LCF DATA (N= 61 Teachers overall) Using the scale below (1 = no connection, 4 = strong connection) describe the strength of the professional connections you made as a consequence of the LCFs and the DAP planning sessions at the LCFs. Connections with… No Connection %% Strong connecti on % NA % MeanN Teachers at my grade level or content area-163846- 3.30 56 Teachers across grade levels or content areas-205228- 3.09 56 Teachers at my school-2339344 3.18 56 Teachers at other schools22038402 3.20 56 A science specialist in my district715161844 3.76 55 My principal102044224 2.87 55 Other administrators (besides my principal)73835137 2.76 54 Higher education faculty212442112 2.49 53 Teachers on Special Assignment (TOSA)22453174 2.96 53 Other----100 4.00 3