1. Building Leadership Teams 2010-11 Driving Continuous Improvement Throughout the School! Session #4 March 29th, 2011

3. 2010-11 Key tasks/Timelines Formation of the Building Leadership Team ◦ Now! Further developed in the 2010-11 year Creation of a school Plan on a Page ◦ 1 st Draft by November 16th, 2010 Creation of a School Improvement Plan ◦ 1 st Draft by January 11 th, 2011 School Balanced Scorecard ◦ 1 st Draft by January 11 th, 2011 Build a PLC foundation ◦ During the 2010-11 year; Implementation 11-12

4. “To Do” List From Last Meeting WhatWhoDue/When Share PLC information with all staffBLT3-17 or 3/18 (SI Day) Finalize the School Improvement PlanBLT3-29-11 (Next Mtg.) Finalize your school’s data center and balanced scorecardBLT3-29-11 (Next Mtg.) Attend next meeting on March, 29th and be prepared to share/report:  Final copy of the School Improvement Plan  A photo of your school’s data center  Final copy of the school’s balanced scorecard  Steps taken to build a PLC foundation at your school  Next steps to prepare for PLC implementation in 2011-12  Plans for the April 15 th SIP day (Planning for PLCs) BLT3-29-11 (Next Mtg.)

5. Characteristics of High Performing Schools 1. Common mission, vision, values and goals. 2. Ensuring achievement for all students with systems for prevention and intervention. 3. Collaboration focused on teaching and learning. 4. Using data to guide decision-making and continuous improvement. 5. Gaining active engagement from family & community 6. Building sustainable leadership capacity.

6. Effective Teams Make Collective Commitments to Each other… -Building Leadership Team Norms Review your team BLT norms before we begin our work today!

7. Sharing Across the District 1 or 2 people stay behind to provide an update on your school’s progress All others will disperse to other tables to hear from other schools (take notes!) Groups will not rotate, but will listen to one other school share their progress Meet back at your own team to debrief and share what you learned

8. Agenda 1. Share photo of data center 2. Share copy of balanced scorecard 3. Share the school improvement plan 4. Seek input on the SIP document from others (use rubric)

10. Return to School BLT Group What feedback was shared? How will your BLT use the school improvement plan to: ◦ Set and communicate direction at the school? ◦ Drive improvement next year? ◦ Involve everyone in continuous improvement? ◦ Capture thoughts in “reflection” document

12. How are we doing? BLT self-reflection… next steps?

13. Moving Forward With Professional Learning Communities Building Leadership Teams Building Capacity for the Implementation of PLCs in 2011-12

14. Agenda/ Goals Review what we have learned about PLC’s Review Expectations Dig Deeper into the work of PLC’s ◦ Questions #1 and #2, What and How Plan for sharing April 15 th SI afternoon

15. What have we accomplished? Described what PLC’s look like and how they are unique from what we have experienced Provided examples of PLC team structures Described characteristics of high performing PLC teams Identified current status and future needs in regards to the critical questions

16. District Leadership Team District SMART Goals Building Leadership Team Building SMART Goals PLC Teams Grade Level / Department / Course SMART Goals Student SMART Goals January Training: Examined connections between District, Building & PLC Goals Reviewed Examples, pp 164-170 SMART Goal Worksheet Created sample Grade/Dept SMART Goals

17. Identified Possible Team Structures Elementary Teams: ◦ Grade level (Horizontal) / Specials ◦ BBT (SST-WW) ◦ BLT (Vertical) ◦ SE/ Title One/ Interventionists ◦ Subject area (Building- WW) Middle School Teams: ◦ Spartan Learning Community (Interdisciplinary) ◦ Content (Vertical): within building and among other buildings (6-8, 8-12, K-6) ◦ Grade level (Horizontal) ◦ Interdisciplinary, including PE and Explore teachers ◦ Team Leaders (Vertical/ horizontal) ◦ BLT (vertical/ horizontal) DHS: ◦ BLT (vertical/ horizontal) ◦ Department Teams (vertical/ horizontal) ◦ Course Specific (horizontal)

18. PLC EXPECTATIONS All teachers will: 1.Be able to describe why PLC’s are an essential part of Continuous Improvement 2.Identify & define a Collaborative Team 3.Identify/ describe the characteristics of effective teams 4.Know which teams they are members of 5.Develop team norms 6.Establish 1 team SMART goal & Action Plan for 2011

19. Identify where your school is in this sharing process Which expectations have been shared and/or information has been shared? ◦ Example: 3 out of the 6 expectations What is your staff’s knowledge/comfort level? ◦ 5 Very Knowledgeable & Comfortable ◦ 3 Somewhat knowledgeable/comfortable ◦ 1 Little knowledge and very nervous

20. Formative Check BEDGREWWDMSDVMSDHS Shared Comfort Level

21. Why are PLC’s Important to CI? Why Should We Collaborate? (pp 142, 143)

22. Define a Collaborative Team (Expectation #2) A group of people working interdependently to achieve a common goal for which members are mutually accountable.

23. Expectation #3: Characteristics of High-performing Teams 1. Embedded Collaboration through teams (types of teams) 2. Time for teams to collaborate 3. Focus the work of teams on the “critical questions” 4. Monitor the work of teams through products 5. Establish team norms 6. Identify team SMART goals 7. Provide teams with relevant student achievement data

24. Expectation #4: Identify Team Membership Create teams based on common outcomes and/or common students Do teams have to teach the same grade and/or course? Can a teacher be a part of more than one team? How might a department or interdisciplinary team be a PLC team?

25. Examples By the end of the 2010- 11 school year, each department at Dunlap High School will create a quarterly plan to incorporate problem solving and/or literacy skills into all courses. Goal 1: Students at Dunlap Valley Middle School will compile a writing portfolio containing a proficient writing sample from each class by May 1 st. Proficiency will be determined by a content appropriate rubric. Department Interdisciplinary Team

26. Expectation #5: Create Team Norms Collaborative Teams DVD “Establishing Norms” (4mins) Why is it important that teams establish norms?

27. Resources Why Should We Create Norms? (p. 144) Developing Norms (pp 137-138) Collective Commitments Sample Protocols (Learning by Doing, pp 134-135) Questions to Guide the Work (p.151)

28. Expectation # 6: PLC’s will establish a SMART Goal & Action Plan

29. School ExamplesPLC Team Examples Wilder-Waite students will be taught the reading curriculum with integrity and fidelity resulting in achievement of the grade level target scores on reading tests at the end of each theme. __ grade students will achieve an average of ___% on reading theme tests.

30. The work of PLC beginning 2011-12 Question #1: What do we want our students to learn? Question #1: What do we want our students to learn? Question #2: How will we know if each student has learned it? Question #2: How will we know if each student has learned it? ◦ Define the “Big Rocks” (the guaranteed & viable curriculum) ◦ Use our Curriculum Maps to identify the course ◦ Standards ◦ Essential Questions ◦ Content ◦ Skills Develop, administer, and analyze common formative and summative assessments

31. React to this statement: “The idea that all students within the same school have access to the same curriculum has been described as a “gravely misleading myth” (Hirsch, 1996,p.26) and district curriculum guides have been characterized as “well intended, but fundamentally fictional accounts” of what students are actually learning (Jacobs, 2001, p.20). (Learning by Doing, DuFour, DuFour, Eaker, & Many, 2006, p.70)

32. One of the most significant factors that impacts student achievement is that teachers commit to implementing a guaranteed and viable curriculum to ensure that no matter who teaches a given class, the curriculum will address certain essential content (Marzano, 2003). One of the most significant factors that impacts student achievement is that teachers commit to implementing a guaranteed and viable curriculum to ensure that no matter who teaches a given class, the curriculum will address certain essential content (Marzano, 2003). What is meant by guaranteed curriculum ? What is meant by viable curriculum? (Learning by Doing, DuFour, DuFour, Eaker, & Many, 2006, p.71)

33. The Curriculum Guaranteed Viable All students are taught the same content and skills At similar times With similar emphasis Enduring ◦ Retain over time Leverage ◦ Help in other curricular areas Readiness for the next level (Learning by Doing, p. 65)

34. “ To ensure all students have an opportunity to master the same essential learning, school & district leaders must …engage every teacher in a collaborative study, to clarify, and most importantly, to commit to teaching the curriculum. All teachers should be expected to clarify essential learning with their colleagues…” (Dufour,et.al. p.71) “ To ensure all students have an opportunity to master the same essential learning, school & district leaders must …engage every teacher in a collaborative study, to clarify, and most importantly, to commit to teaching the curriculum. All teachers should be expected to clarify essential learning with their colleagues…” (Dufour,et.al. p.71) Do you agree?

35. Force Field Analysis Positive Forces Challenges

36. One Role of the PLC is to define the guaranteed & viable curriculum Jigsaw the information from pages 71- 74/75 Create a poster or visual in which to share with this information with your staff

37. Developing & Analyzing Assessment Data ( DVD Program 4) “We have found that our teachers don’t think and act like a professional learning community until they are engaged in that joint effort to answer Question #2, How do we know if our students are learning?”

38. Common Formative Assessments Question #2 How will we know if our students are learning? Common Formative Assessments Question #2 How will we know if our students are learning? Question #1 What is it we want students to learn? Question #1 What is it we want students to learn? Question #3 What do we do for the students who haven’t learned? Question #3 What do we do for the students who haven’t learned?

39. Define: Common Assessment An assessment created collaboratively by a team of teachers responsible for the same grade level or course and administered to all students in that grade level or course.

40. Formative Assessment Summative Assessment an assessment FOR learning that is, used as part of the teaching and learning process Provide Examples an assessment OF learning used to determine if the student achieved the intended outcome by the deadline Provide Examples Distinguish Formative and Summative Assess ment

41. Assessment Examples Formative Summative

42. Formative Assessments Is it possible two teachers could give the exact same assessment, and one use it as a formative test and the other use it as a summative test? What determines if an assessment is formative?

43. To determine if an assessment is formative, ask: Is one of the reasons we give the assessment to identify students who are having difficulty in their learning? Do we require those students to devote additional time and utilize additional support to help them acquire the intended knowledge or skill? Do we then give those students an additional opportunity to demonstrate that they have learned? The Power of PLC at Work © 2007 Solution Tree

44. Common formative assessments are used frequently throughout the year to identify: Individual students who need additional time and support for learning The teaching strategies most effective in helping students acquire the intended knowledge and skills Program concerns—areas in which students generally are having difficulty in achieving the intended standard Monitor SMART goals for individual teachers and the team (adapted from Learning by Doing, DuFour, DuFour, Eaker, & Many, 2006, pp. 214-215)

45. “One of the most powerful, high-leverage strategies for improving student learning available to schools is the creation of frequent, high quality, common assessments by teachers who are working collaboratively to help a group of students acquire agreed upon knowledge and skills.” (Learning by Doing, DuFour, DuFour, Eaker, & Many, 2006, p.75)

46. “We argue that the benefits of team- developed common assessments used for formative purposes are so powerful that no team of teachers should be allowed to opt out of creating them.” React to this statement: (Learning by Doing, DuFour, DuFour, Eaker, & Many, 2006, p.76)

47. Force Field Analysis: Common Formative Assessments Positive Forces Challenges

48. ACTIVITY: Everyone read, The Power of Common Formative Assessments pages 75 & 76 & Why Should We Use Common Assessments pp 77/78 Jigsaw the reading of points 1-7 on pages 76 – 81 Make a poster that you can use to share this information with your staff

49. Plan for Sharing Expectations All teachers will: 1.Be able to describe why PLC’s are an essential part of Continuous Improvement 2.Identify & define a Collaborative Team 3.Identify/ describe the characteristics of effective teams 4.Know which teams they are members of 5.Develop team norms 6.Establish 1 team SMART goal & Action Plan for 2011

50. Action Plan for Staff Sharing Professional Development Action Plan Content Activities Resources Time

51. Next Steps/Afternoon Plan WhatWhoDue/When Share PLC information with all staffBLT4-15 (SI Day) Finalize the School Improvement PlanBLT By end of year Finalize your school’s data center and balanced scorecard BLT By end of year By the start of next school year, share with the entire staff to set and communicate direction:  School Improvement Plan  School’s balanced scorecard  Next steps to build a PLC foundation at your school  School expectations for continuous improvement implementation BLTBy the start of next school year

52. Please submit 1 summary evaluation from your school 1.) The 4 sessions scheduled this year were… Not Enough Just Right Too Many Comment: 2.) A full-day for each session was… Not Enough Time Just Right Too Much Time Comment: 3.) The timing (spacing, the months selected) of the workshops was… Too Spread Out Just Right Too Close Together Comment: 4.) These were the things we really liked about this year’s Building Leadership Team workshops that should be continued into next year: Comment: 5.) These are suggested changes for next year’s Building Leadership Team workshops: Comment: 6.) Next year, these are the topics/agenda items that would be most helpful to our team (please be specific regarding content). Comment: 7)Provide any other comments that will help us meet your needs in the future: