2. Pre Planning: Identification of Need 1. Develop/Review Student Learning Expectations 2. Examine alignment of learning expectations with assessments 3. Review assessment data 4. Identify areas of need based on assessment Plan: 1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram) 3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Whys, Relations Diagram) 4. Study research-based best practice/improvement theory addressing areas of need DO 1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan) 2. Implement research-based best practices improvement theory based on root causes according to the Action Plan 3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity 4. Assess student learning Study: 1. Examine student assessment results (compare to baseline) 2. Assess the impact of research-based best practice/improvement theory on student achievement Act: 1. Standardize the implementation of research- based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system) 2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes) Action Research Overview for Professional Learning Communities Areas of strength & weakness? What do they know? Have they learned? Most effective/best practice teaching and learning strategies? Have they learned it? What do we do if they dont?

3. Pre Planning: Identification of Need 1. Develop/Review Student Learning Expectations 2. Examine alignment of learning expectations with assessments 3. Review assessment data 4. Identify areas of need based on assessment Plan: 1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram) 3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Whys, Relations Diagram) 4. Study research-based best practice/improvement theory addressing areas of need DO 1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan) 2. Implement research-based best practices improvement theory based on root causes according to the Action Plan 3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity 4. Assess student learning Study: 1. Examine student assessment results (compare to baseline) 2. Assess the impact of research-based best practice/improvement theory on student achievement Act: 1. Standardize the implementation of research- based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system) 2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes) Action Research Overview for Professional Learning Communities Identify areas of strength and weakness? What do they know? What have they learned? Most effective/best practice teaching and learning strategies? Have they learned it? What do we do if they dont?

4. PDSA Questions What do the students know? What do the students know? Areas of strength and weakness in the system Areas of strength and weakness in the system What are the most effective/best practice teaching and learning strategies? What are the most effective/best practice teaching and learning strategies? How do we know? How do we know? What happens if students havent learned it? What happens if students havent learned it?

5. Refine the Process PDSA process PDSA process Bridge from ARDT teams to PLC Bridge from ARDT teams to PLC Refine group process Refine group process Framework for group procedures Framework for group procedures Common language Common language

6. Pre Planning: Identification of Need 1. Develop/Review Student Learning Expectations 2. Examine alignment of learning expectations with assessments 3. Review assessment data 4. Identify areas of need based on assessment Plan: 1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram) 3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Whys, Relations Diagram) 4. Study research-based best practice/improvement theory addressing areas of need DO 1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan) 2. Implement research-based best practices improvement theory based on root causes according to the Action Plan 3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity 4. Assess student learning Study: 1. Examine student assessment results (compare to baseline) 2. Assess the impact of research-based best practice/improvement theory on student achievement Act: 1. Standardize the implementation of research- based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system) 2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes) Action Research Overview for Professional Learning Communities Identify areas of strength and weakness? What do we want students to know? What do they know? What have they learned? Most effective/best practice teaching and learning strategies? Have they learned it? What do we do if they dont? How do we respond if they dont? HOW do we know if they have learned it? HOW do we know if they have learned it?

7. Creating an Internal Focus We make progress as a PLC when we move from a language of complaint to a language of commitment, from a language of they to a language of we, from focusing on what we cant stand to focusing on what we stand for. -Rick DuFour 2007

8. Professional Learning Community Model Focus on Learning rather than Teaching Focus on Learning rather than Teaching Work Collaboratively Work Collaboratively Hold yourself accountable for the results Hold yourself accountable for the results

9. PLC Core Principles (Big Ideas & Core Values) Ensuring that students learn Ensuring that students learn Learning for all Learning for all A Culture of Collaboration A Culture of Collaboration Teamwork Teamwork Focus on Results Focus on Results Data-Driven Decisions Data-Driven Decisions

10. PLC Crucial Questions What do we want each student to learn? What do we want each student to learn? How will we know when each student has learned it? How will we know when each student has learned it? How will we respond when a student experiences difficulty in learning? How will we respond when a student experiences difficulty in learning? How can we extend & enrich the learning for students who have demonstrated proficiency? How can we extend & enrich the learning for students who have demonstrated proficiency?

11. Student Crucial Questions What do I need to know? What do I need to know? Where am I now? Where am I now? How do I get there? How do I get there? What happens if I fail? What happens if I fail?

13. What do we want students to know or be able to do? Learning Expectations Learning Expectations

14. C. Item 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught Total for section= A. Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. Total /100

15. Total for section= /40 /20 /40 A. Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught

16. + + Total for section= All correct Two correct None correct A. Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught Total /100 /40 /20 /40

17. Total /100 + + Total for section= 40/40 20/40 0/20 All correct Two correct None correct A. Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught 60

18. How do we know if they have learned it? Assessment Assessment

19. Purpose: Assess to meet whose needs?

20. Balanced Assessment Summative Provides evidence achievement to certify student competence or program effectiveness Assessment for learning Use assessments to help students assess and adjust their own learning Formative uses of summative data Use of summative evidence to inform what comes next for individuals or groups of students Formative Formal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed Assessment for learning Use classroom assessments to inform teachers decisions

21. Templates

23. What do they know? Areas of strength & weakness? Best Practice Have they learned it?

24. The Learning Leader PLCs will shift the focus of their school- improvement efforts from the supervision and evaluation of individual teacher to an emphasis on building the capacity of collaborative teams of teachers to take responsibility for their own learning. PLCs will shift the focus of their school- improvement efforts from the supervision and evaluation of individual teacher to an emphasis on building the capacity of collaborative teams of teachers to take responsibility for their own learning. -Rick DuFour 2007 -Rick DuFour 2007