Presentation on theme: "Professional Learning Community Secondary Leaders"— Presentation transcript:
1 Professional Learning Community Secondary Leaders September 15 &
2 About the Facility Rest Rooms Fire Exits Coffee & Water Hotel will be attached
3 Agenda PLC Overview PLC Leader Role Creating a Collaborative Culture Welcome & Big PicturePLC OverviewPLC Leader RoleCreating a Collaborative CultureTeam Time
4 Change in the Mission of Education Old MissionEvery Student CAN learnAssessment OF Learning (Summative)Select and Sort StudentsWinners and LosersFocus on TeachingNew MissionEvery Student WILL learnAssessment FOR Learning (Formative)Pyramid of InterventionFailure is Not an OptionFocus on Learning
5 Myths and LegendsJot down some of your ideas related to the questions in the boxesShare with your elbow partner and have a brief discussion about the ideas.Be prepared to report out to the larger group.Activity 5 minutes
6 The Foundation of Professional Learning Communities Three Big IdeasSix CharacteristicsFour Corollary Questions
7 PLC Big Ideas & Core Values Ensuring that students learn-Learning for allA Culture of Collaboration- TeamworkFocus on Results Data-Driven DecisionsSame as PDSA
8 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 learnMonitor each student’s learning on a timely basisCreate systems to ensure students receive support if they are not learning
9 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
10 PLC Team Structures Course alike teams Grade level teams Vertical teamsSimilar responsibility teams(Learning Supports, PACT)Interdisciplinary teamsDistrict teams
11 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 do the data tell us?
12 A Shift in Response Frequent common formative assessments to: Inform student decisionsAssess frequentlyDeveloped jointly by PLC teamsCollaborate on response to interventionsMonitor student proficiencyRespond when kids don’t learn
13 Pyramid of Interventions R T I Response to Intervention
14 6 Characteristics Focus on Learning Collaborative Culture Collective InquiryAction OrientedCommitment to Continuous ImprovementResults OrientedReference document
15 What do we want each student to learn, know, or be able to do? 4 Critical QuestionsWhat do we want each student to learn, know, or be able to do?Student Learning Expectations SMART GoalsWhat evidence do we have of the learning?Formative AssessmentHow will we respond when some students don’t learn?Pyramid Of Intervention Differentiated InstructionHow will we respond to those who have already learned?
16 Student Questions What do I need to know ? Where am I? Student Learning Expectations SMART GoalsWhat do I need to know ?Where am I?How do I get there?What happens if I struggle or fail?Data Center & FolderSMART Goals & Action Plan
17 “I cannot teach anybody anything; I can only make them think.” Socrates (BC 469- BC 399)
18 What is Collaboration?A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve out individual and collective results.- DuFour, DuFour, & Eaker (2002)Plc pg 43Wright Family
19 Mark Buehrle White Sox Perfect Game July 23, 2009
25 Building Trust by Solomon & Flores “Trust is …cultivated through speech, conversation, communication and action.”Building Trust by Solomon & Flores
26 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.-- Roland Barth, Learning by the Heart
27 Relational Trust Focuses on distinct role relationships AND the obligation & expectations associated with themResultsEnhances trust or diminishes trust
28 My belief about the behavior Someone’s BehaviorMy belief about the behaviorFeelingsHallway examplePLC Institute ExampleOutcome/Reactions
29 Enhanced TrustDiminished TrustExpectations Not MetExpectations Met
30 Trusting Relationships 4 Key components RespectPersonal regardPersonal integrityCompetenceBuilt through day-to-day routines and life in the schoolResearchers Anthony Bryk and Barbara Schneider
31 Trust has been defined as….. … the shared understanding by the entire staff that both the staff and the individuals within the staff are reliable and that they can be counted on to do what they say they will do.
33 Question to Consider…The most critical question to consider when reflecting on the collaboration in your school is not, “Do we collaborate?”The far more important question is, “What do we collaborate about?”
34 What Evidence Do We Have That Our Team Collaboration… Focuses on the critical questions of learning?Leads to changes in classroom practice?Increases the teams ability to achieve its SMART goals?Helps individual teachers, the team at large and the school do a better job of helping all students learn at high levels?
35 Parry Graham & Bill Ferriter www.nsdc.org One Step at a TimeStage 1: Filling the TimeStage 2: Sharing Personal PracticesStage 3: Planning, Planning, PlanningStage 4: Developing Common AssessmentsStage 5: Analyzing Student LearningStage 6: Differentiating Follow-UpStage 7: Reflecting on InstructionParry Graham & Bill Ferriter
36 Learning by DoingCapacity building… is not just workshops and professional development for all. It is the daily habit of working together, and you can’t learn this from a workshop or course. You need to learn it by doing it and having mechanisms for getting better at it on purpose.-Michael Fullan (2005)Plc pg 59