+ professional learning communities (plc) foundations of plc’s: where do we begin? (adapted from...

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+ Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by DuFour, DuFour and Eaker)

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Page 1: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+

Professional Learning Communities (PLC)

Foundations of PLC’s: Where do we begin?(Adapted from Professional Learning Communities at Work Designed by DuFour, DuFour and

Eaker)

Page 2: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+Description

This session is for campuses that are new to the Professional Learning Community process. The participants will embark upon development of systems and outline responsibilities for successful PLC’s.

Page 3: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+Today’s Objective

To define a PLC

To introduce the professional learning community concept, and

To show the cultural shifts that must occur when a school decides to take action to ensure that all kids learn by becoming a PLC.

Page 4: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+What does PLC mean? An on going- process in which educators work

collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the student they serve.

PLC’s operate under the assumption that the key to improved learning for students is continuous, job embedded learning for educators.

DuFour, DuFour, Eaker and Many (2010)

Page 5: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+

“ A professional learning community is an ethos that influences every single aspect of a school’s operation. When a school becomes a professional learning community, everything in the school looks different than it did before.” –Andy Hargreaves

Page 6: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+What does the research

say?

Page 7: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+Research SAYS…

Collegiality is also important for teachers. Collegiality can be expressed through experiencing challenging and stimulating work, creating school improvement plans, and leading curriculum development groups. The literature suggests that collegiality is directly linked to effective schools (Johnson 1986; Glatthorn and Fox 1996), where "teachers valued and participated in norms of collegiality and continuous improvement (experimentation)“ (Little 1982, 1).

Page 8: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+Research SAYS…

Feedback is the factor most strongly related to job satisfaction, yet teachers typically receive very little accurate and helpful feedback regarding their teaching.

Page 9: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+Research SAYS…

Find the time to build professional development into the life of schools.

Reorganize the school day to enable teachers to work together as well as individually, both daily and weekly, and throughout the year.

Redefine the teaching job to include blocks of extended time for teachers’ professional development.

Page 10: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+Sample Items for a PLC Agenda Looking at item specifications

Discussing ideas from recent trainings

Best Practices discussion

Connecting with Activity Teachers

Bending rules for student success

Giving input for the School Improvement Plan

Problem-solving safety issues

Demo Lessons

Cross-curricular planning

Page 11: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+Research SAYS…

Autonomy is strongly related to job satisfaction for many, but not all, satisfaction for many, but not all, teachers. Autonomy is not necessarily defined as freedom from interference in the classroom; rather, the majority of classroom; rather, the majority of teachers view autonomy as freedom to develop collegial relationships to accomplish tasks.

Page 12: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+Research SAYS…

Help teachers to assume responsibility for their own professional development based on an analysis of the needs of students in their own schools. In addition, teachers and administrators should collaborate to create peer assistance and review to nurture the practice of all teachers.

Page 13: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+ BIG IDEAS & CORE VALUES

Laying the foundation for a professional learning community.

Page 14: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+PLC: Big Ideas & Core ValuesEnsuring that students learn

Learning for all

A Culture of CollaborationTeamwork

Focus on ResultsData-Driven Decisions

Page 15: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+What schools believe…

The Charles Darwin School: “We believe all kids can learn…based on their ability.”

The Pontius Pilate School: “We believe all kids can learn… if they take advantage of the opportunity we give them to learn.”

The Chicago Cub Fan School: “We believe all kids can learn...something, and we will help all students experience academic growth in a warm and nurturing environment.”

Henry Higgins School: “We believe all kids can learn …and we will work to help all students achieve high standards of learning.”

Page 16: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+The PLC Big Ideas #1

LEARNING FOR ALL

Page 17: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+The PLC Big Ideas #1Learning for All

We accept learning as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning.

“the fundamental purpose of the school is to ensure that all students learn rather than see to it that all students are taught—an enormous distinction.”

(from Raising the Bar and Closing the Gap-Whatever it Takes)

Page 18: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+Critical Questions of Learning

1. What is it that we expect them to learn?

2. How will we know when they have learned it?

3. How will we respond when they don’t learn?

4. How will we respond when they already know it?

Page 19: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+Formula for Learning in a PLC

Targeted Instruction + Time = Learning

Variable Variable Constant

Page 20: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+

The PLC Big Ideas #2

COLLABORATION

Page 21: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+The PLC Big Ideas #2

Collaboration- To ‘co labor’ We are committed to working together to achieve

our collective purpose. We cultivate a collaborative culture through development of high-performing teams.

A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve our individual and collective results.

DuFour, Dufour & Eaker

Page 22: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+Why Collaborate?

Gains in student achievement

Higher quality solutions to problems

Increased confidence among all staff

Teachers able to support one another’s strengths and accommodate weaknesses

Ability to test new ideas

More support for new teachers

Expanded pool of ideas, materials, and methods

Judith Warren Little (1990)

Page 23: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+

“Wide ranging research…shows it is impossible for even the most talented people to do competent, let alone brilliant, work in a flawed system. Yet a well-designed system filled with ordinary-but well trained-people can consistently achieve stunning performance levels”

Pfeffer and Sutton (2006)

Page 24: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+ Seven Keys to Collaboration in a PLC1. Embed collaboration with a FOCUS ON LEARNING in

routine practices of the school.

2. Schedule time for collaboration in the school day and school calendar.

3. Focus teams on critical questions.

4. Make products of collaboration explicit.

5. Establish team norms to guide collaboration (See next slide.)

6. Pursue specific and measurable team performance goals.

7. Provide teams with frequent access to relevant information.

Page 25: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+ Why Norms?When all is said and done, the norms of a

group help determine whether it functions as high-performing team or becomes simply a loose collection of people working together.

Positive norms will stick only if the group puts them into practice over and over again. Being explicit about norms raises the level of effectiveness, maximizes emotional intelligence, produces a positive experience for group members and helps to socialize newcomers into the group quickly.

Page 26: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+

The fact that teachers collaborate will do nothing to improve a school. The pertinent question is not, “Are they collaborating?” but rather, “What are they collaborating about?”

Page 27: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+Building a collaborative culture is means to an end, not the end itself.

The purpose of collaboration—to help more students achieve at higher levels—can only be accomplished if the professionals engaged in collaboration are focused on the right things.

Page 28: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+ TIPS for Team Norms Each team establishes its own norms. (Provide a

template for writing norms)

Norms are stated as commitments to act or behave in certain ways.

Norms are reviewed at the beginning and end of each meeting until they are internalized.

One norm requires team to assess its effectiveness every six months. This assessment should include review of adherence to norms and the need to identify new norms.

Less is more. A few key norms are better than a laundry list.

Violations of norms must be addressed.

Page 29: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+Types of Teams Horizontal teams: Teachers who teach the same course or

grade level

Vertical teams: Teachers who teach the same content over different grade levels (perhaps including teachers in a feeder pattern)

Logical links: Teachers who are pursuing the same learning outcomes (including teachers in Special Education or specialist subjects such as music, art, PE and so on)

Electronic teams: Teachers who seek connection with colleagues across the district, state or world

(Learning by Doing, DuFour, DuFour, Eaker & Many, 2006, pp. 93-95)

Page 30: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+The Big Ideas of PLC #3

RESULTS

Page 31: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+ The Big Ideas of PLC #3

ResultsWe assess our effectiveness on the basis of results rather than intentions.

Individuals, teams, and schools seek relevant data and information and use that information to promote continuous improvement.

Page 32: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+S.M.A.R.T. GOALS

Strategic and Specific

Measurable

Attainable

Results-Oriented

Time-Bound

Page 33: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+Types of Assessment 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.

Formative Assessment: An assessment used to advance and not merely grade learning. A formative assessment is an assessment FOR learning (that is, used as part of the teaching and learning process) as opposed to a summative assessment, and assessment OF learning (used to determine if the student achieved the intended outcome by the deadline).

Page 34: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+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

Improvement goals for individual teachers and the team

(adapted from Learning by Doing, DuFour, DuFour, Eaker, & Many, 2006, pp. 214-215)

Page 35: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

How Should We Determine what is the right work?

Best available evidence of positive impact on student learning

Keys to Formative Assessment

It is used to identify students who are experiencing difficulty in their learning?

Are students who are having difficulty provided with an additional time and support for learning?

Are students given an additional opportunity to demonstrate their learning?

Page 36: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+If We Implemented What We Know to be Best Practice

Common Curriculum -Learn What? Teachers must come together to agree on the “Learn What”

Common Pacing -Implementing the Common Curriculum collaboratively

Common Assessment -Formative Assessments designed around the common curriculum to monitor student learning

Page 37: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+WHAT IS A PLC?

A PROFESSIONAL LEARNING COMMUNNITY DEFINED

Page 38: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+Definition

Groups are considered professional learning communities if they:

identify new programs or topics to investigate

gather research and studies on new approaches

share their findings or implement and study the effects of new practices and

share these results with other faculty in the school.

Page 39: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+Characteristics of a Professional Learning Community

Shared mission, vision, values, goals

Collaborative teams

Collective inquiry into “best practices” and our “current reality”

Action orientation/experimentation

Commitment to continuous improvement

Results orientated

Page 40: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+ Partner A – Reads #1, 2, 3Partner B – Reads #4, 5, 6

Highlight or underline the key ideas for your assigned characteristics.

40

Share the key ideas from your section with a partner.

Page 41: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+ 1. Shared Mission, Vision, and Values2. Collective Inquiry3. Collaborative Teams4. Action Orientation & Experimentation5. Continuous Improvement6. Results Orientation

Which essential characteristics are already in place in your school? What do they look like?

What are the obstacles to establishing PLCs?

41

Page 42: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+ Are PLCs an Option?

Loose vs. Tight- Effective school cultures don’t simply

encourage individuals to go off and do whatever they want, but rather establish clear parameters and priorities that enable individuals to work within established boundaries in a creative and autonomous way.

Procedures are “tight” Agreement on what is to be taught, not how

it is to be taught

Page 43: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+ SHIFT HAPPENS

Page 44: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+ Changing the Focus

Old Focus

Every student can learn

Focus on teaching

Isolation

Assessment OF learning (Summative)

Failure is an option

New Focus

Every student will learn

Focus on learning

Collaboration

Assessment FOR learning (Formative)

Failure is not and option

Page 45: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+ Culture Shifts in a PLCShift in Fundamental Purpose

…… From teaching to learning

Shift in Use of Assessments …… From summative to frequent

formative

Shift in the Work of Teachers …... From isolation to collaboration

Shift in Response When Students Don’t Learn

…... From remediation to intervention

Page 46: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+A Shift in the Response When Students Don’t Learn

From individual teachers determining the appropriate response

From fixed time and support for learning

From remediation

From invitational support outside of the school day

From one opportunity to demonstrate learning

To a systematic response that ensures support for every student

To time and support for learning as

To intervention

To directed(that is, required) support occurring during the school day

To multiple opportunities to demonstrate learning

From To

Page 47: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+A Shift in the Work of Teachers

From isolation

From each teacher clarifying what students must learn

From each teacher assigning priority to different learning standards

From each teacher determining the pacing of the curriculum

To collaboration

To collaborative teams building shared knowledge and understanding about essential learning

To collaborative teams establishing the priority of respective learning standards

To to collaborative teams of teachers agreeing on common pacing

From To

Page 48: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+A Shift in the Work of Teachers

From individual teachers attempting to discover the ways to improve results

From privatization of practice

From decisions made on the basis of individual preferences

From “collaboration lite” on matters unrelated to student achievement

From the assumption that these are “my kids, those are your kids”

To collaborative teams of teachers helping each other improve

To open sharing of practice

To decisions made collectively by building shared knowledge of best practice

To to collaboration explicitly focused on issues and questions that most impact student achievement

To an assumption that these are “our kids”

From To

Page 49: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+A Shift in the Use of Assessments From infrequent summative

assessments

From assessments to determine which students failed to learn by the deadline

From assessments used to reward and punish students

From assessing many things infrequently

To frequent common formative assessments

To assessments to identify students who need additional time and support

To assessments used to inform and motivate students

To assessing a few things frequently

From To

Page 50: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+A Shift in the Use of Assessments From individual teacher

assessments

Each teacher determining the criteria to be used in as assessing student work

From an over-reliance on one kind of assessment

From focusing on average scores

To assessments developed jointly by collaborative teams

To collaborative teams clarifying the criteria and ensuring consistency among team members when assessing student work

To monitoring each student’s proficiency in every essential skill

From To

Page 51: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+Harvard sociologist Henry Louis Gates contends, “Collecting data is only the first step toward wisdom. Sharing data is the first step toward community.”

The goal of a learning community is ultimately to make data easily accessible and openly shared among members of a team so that team members can use it to inform and improve their practice and better meet the needs of their students.

Page 52: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+Tips for Incorporating Celebration Into Your School Culture

Explicitly state the purpose of celebration

Make celebration everyone’s responsibility.

Establish a clear link between the recognition and the behavior or commitment you are attempting to encourage or reinforce.

Create opportunities for many winners.

(Learning by Doing, DuFour, DuFour, Eaker, & Many, 2006, p. 31)

Page 53: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

+Resources www.allthingsplc.info

www.allthingsassessment.info

http://go.solution-tree.com/PLCbooks

http://quality.cr.k12.ia.us/PLC/indexPLC.html

Glatthorn, Allan A. and Linda E. Fox. 1996. Quality Teaching through Professional Development. Thousand Oaks, CA: Corwin Press, Inc.

Learning by Doing: A Handbook for Professional Learning Communities at Work; DuFour, DuFour, Eaker, & Many, 2006

Whatever It Takes: How Professional Learning Communities Respond When Kids Don’t Learn; DuFour, DuFour, Eaker, & Karhanek, 2004

Page 54: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

PLCsPart II

Page 55: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

Objectives for Today

To understand how collaborative communities (PLCs) can impact teacher learning and student achievement.

To understand the role you will play in PLCs.

To shift our thinking from teaching to learning.

Page 56: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

Professional Learning Communities

The term professional learning community describes a collegial group of administrators and school staff who are united in their commitment to student learning.

Hord (1997b) notes, “As an organizational arrangement, the professional learning community is seen as a powerful staff development approach and a potent strategy for school change and improvement.”

Page 57: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

Why are professional learning communities important?

They function as an effective strategy for building school capacity around core issues of teaching and learning (Darling-Hammond, 1995)

If implemented correctly, they can serve as a mechanism to transform school culture.

Page 58: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

Characteristics of a Professional Learning Community

Shared mission, vision, values, and goals

Collaborative teams FOCUSED ON LEARNING

Collective inquiry into “best practice” and “current reality”

Action orientation/experimentation

Commitment to continuous improvement

Results oriented

Page 59: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

Make a Shift---Power of PLCs

The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community. The path to change in the classroom lies within and through professional learning communities.

All students learn

vs.

All students are taught

Page 60: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

What do PLC’s ‘do’?

They connect teachers with information, strategies and best practices.

Teachers

Info

rmati

on

Best P

ractice

s

Strategies

Page 61: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

What do highly effective schools do?

Page 62: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

Focus of Collaboration

Team Learning Process

Page 63: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

Examine SE’s/Objectives and engage in dialogue about what students should learn

Analyze data to make decisions

Clarify 8-10 essential common outcomes per semester by course/content area

Develop at least 4 common assessments to be used this year

Establish specific measurable standards of goals

Analyze results

Identify and implement improvement strategies

Build Shared Knowledge—As a Team

All need to:

Page 64: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

CULTURAL SHIFT: CURRICULUM

TRADITIONAL

Primarily focus on teaching.

Each teacher independently decides what to teach.

Curriculum overload is common.

PLCs

Primarily focus is on learning.

Collaboratively agreed upon curriculum focuses on what students expected to learn.

Reduced content means meaningful content is taught at greater depth.

Assessment developed through collaboration.

A plan is developed for students who are not responding.

Page 65: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

CULTURAL SHIFT: RESEARCH AND RESULTS

TRADITIONAL

Effectiveness of improvement strategies is externally validated.

Emphasis is placed on how teachers like various approaches.

PLCs

Approaches are internally validated. Try various approaches that affect student learning.

Effect of student learning is basis for assessing various improvement strategies.

Page 66: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

WHERE DO I FIND THE TIME?

Parameters for PLCs and Time

Page 67: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

Get Rid of Excuses and Find the Time—Parameters

Students must come to school—cannot stay home

Cannot lose instructional time

Cannot increase costs/salary

PLCs should meet at least on a regular basis—an hour at a time

PLCs should be build into the regular school schedule

Page 68: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

Get Rid of Excuses and Find the Time—Ideas

Adjust hours within work week

Have large group activities/assemblies that are supervised by others so that can teachers can meet

Consider using faculty meeting time

Consider common planning time/parallel scheduling

Use staff development funds for substitutes

Give parameters {expectations} for reporting outcome of meeting—help them to stay on task!

Make time!

Page 69: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

How will PLCs be organized and when will they meet?

For example, PLCs will meet on Thursdays

Page 70: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

HIGH PERFORMING PLCs

Page 71: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

High Performing PLCs

Willingness to consider matters from another perspective

Accurate understanding of spoken and unspoken feelings and concerns of members

Willingness to confront a team member who does not participate/contribute

Communicate positive regard, caring and respect

Willingness and ability to evaluate the team’s own effectiveness

Page 72: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

High Performing PLCs--Continued

Seeking feedback about and evidence of team effectiveness from internal and external sources

Maintaining a positive attitude and outlook

Solving problems—be proactive

Awareness of how group contributes to the purpose and goals of the larger organization

Establishes own norms—reviews and addresses violations

Page 73: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

LEADERSHIP AND PLCs

TRADITIONAL

Administrators viewed as leaders and teachers as followers.

Improvement efforts frequently shift as new fads or trends come along.

PLCs

Administrators are viewed as leaders of leaders. Teachers are viewed as transformational leaders.

Leader protects, promotes and defends school vision and values and confronts behavior that is incongruent with the school’s vision and values.

Page 74: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

Professional Learning Communities

Powerful, proven structures for improved results already exist. They begin when a

group of teachers meet regularly as a team to identify essential and valued student learning, develop common

formative assessments, analyze current levels of achievement, set achievement goals, and then share and create lessons

and strategies to improve upon those levels.

Mike Schmoker, 2005

The Key to Improved Results

Page 75: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

What’s My Role?Focus on student performance

Collaborate with colleagues during PLC time

Become students of teaching and consumers of research

Accept responsibility for implementing systems that enable all students to be successful

Page 76: + Professional Learning Communities (PLC) Foundations of PLC’s: Where do we begin? (Adapted from Professional Learning Communities at Work Designed by

Examples of PLC Groups

Book Study Groups

Effective Instructional Strategies

Data Analysis

The Achievement Gap (Race and Equity in the Classroom)

Action Research

Developing Interdisciplinary Units

Cornell Note Taking

Lesson Study

Culturally Responsive Teaching

Looking at Student Work

Teacher Choice

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Fundamental Questions

What is it we expect students to learn?

How will we know when they have learned it?

How will we respond when they don’t learn it?

How will we respond when they already know it?

Dufour, Dufour, Eaker

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STEPS in the RTI Process

Solid core program (Tier 1)

Universal screening

Differentiated support within Tier 1

Progress monitoring of students in the core

Supplemental (Tier 2) interventions to students slightly below level

Progress monitoring of students within a supplemental intervention

continued…

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STEPS in the RTI Process

Intensive interventions (Tier 3) to students well below grade level

Progress monitoring of students within an intensive intervention

Referral for formal evaluation for special education eligibility

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Tier 1: Strengthening the CoreDifferentiated instruction and small-

group activities

Prioritized curriculum so students have ample opportunity to master power standards

Analysis of assessment data to help inform staff about quality of the core

Focused PD for quality teaching

Programs implemented with fidelity

Maximized instructional time

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“Educators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children face.”

Buffum, Mattos, & Weber, Pyramid Response to Intervention, 2009

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Tier 2: The Supplemental LevelIntentional Nonlearners

Mandatory study hall

Mandatory homework help

Frequent progress reports

Study skills classes

Goal-setting & career planning support

Targeted rewards

Failed Learners

Targeted, differentiated instruction

Time

Prerequisite skill review to address the learning gap

Prevention (Extremely effective with ELL students)

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Targeted Interventions

More targeted = more effective

Group by cause of difficulties – not by symptoms

Broad interventions don’t meet any particular need

Crucial to have an effective identification and placement system

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Tier 3: The Intensive Level

Designed for students who show low content area skills and/or lack of progress over time when provided Tier 1 and Tier 2 interventions

Generally last 12-18 weeks and usually serve no more than 5-10% of the student population

Small group (1-3 optimal) pullout setting

Sustained, research-based instruction that may include alternate programs.

Students not “locked in” to intervention : ongoing progress monitoring is vital

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Is Your Answer “YES” to…

1. Is our response based upon intervention rather than remediation?

2. Is our response systematic?

3. Is our response timely?

4. Is our response directive?

5. Is our response targeted?

6. Is our response flexible?

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Tier 1 Behavioral Interventions

Provide positive environment for all students through the use of effective classroom management along with differentiated instruction.

Adopt a school wide behavioral curriculum.

Maximize instructional time to provide predictable structures.

Train students at beginning of the year on procedures.

Model and demonstrate appropriate academic behaviors in the classroom.

Set high expectations.

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Tier 2 Behavioral InterventionsMore targeted, individualized, and intensive

Provided to small groups of student on a weekly basis, often in the form of a social skills club, group counseling, mentoring programs, or an actual behavior plan

Progress monitoring can be conducted by using teacher rating scales and providing specific feedback to the student.

Tier 2 interventions must be carried out with fidelity before accurate decisions can be made.

All staff collect and analyze behavioral data.

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Tier 3 Behavioral Interventions

Provided by a team rather than single expert

Focus on the specific characteristics of the student’s behavior

Focus on analysis of evidence from previous interventions and functional assessments

Goal is to decrease problematic behaviors AND help student build new replacement skills and behaviors

Leverage community agencies to assist students and families

Consider functional behavior assessments

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Is Your Answer “YES” to…

1. Is our response based upon intervention rather than remediation?

2. Is our response systematic?

3. Is our response timely?

4. Is our response directive?

5. Is our response targeted?

6. Is our response flexible?

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RTI Success Will be Relevant to How a School Answers…

1. How many tiers of intervention will be provided?

2. How will the school identify students who need intervention?

3. What is an adequate response to intervention?

4. What does formal special education evaluation look like?

5. What is the function of special education in the context of the entire system?

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Tips for Moving Forward

1. Be aware of appeals to mindless precedent.

2. Make sure the system of intervention is fluid.

3. Systems of intervention work better when they are supporting teams rather than individual teachers.

4. Realize that no support system will compensate for bad teaching.

5. Ensure a common understanding of “system of interventions.”

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SPEED Intervention Checklist

Systematic

Practical

Effective

Essential

Directive

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“It is disingenuous for any school to claim its purpose is to help all students to learn at high levels and then fail to create a system of interventions to give struggling learners additional time and support for learning.”

Learning by Doing. DuFour, DuFour, Eaker , and Many

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Elements of RTI in a PLC

Collective responsibility by all staff for all students

Access to a high-quality core curriculum

True differentiation in the classroom

Universal screening

Analyses of student work to evaluate overall curriculum and diagnose individual student needs

Tiers of instruction

Systematic, explicit, and research-based programs

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School Culture: The FoundationAssess current realityFocus on learning – not teachingHonestly try to answer the four critical PLC

questionsEmpowered teacher teams Embedded collaboration Effective assessment to guide learningFocus on results – examine learning

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Resources www.allthingsplc.info

www.allthingsassessment.info

http://go.solution-tree.com/PLCbooks

http://quality.cr.k12.ia.us/PLC/indexPLC.html

Whatever It Takes: How Professional Learning Communities Respond When Kids Don’t Learn; DuFour, DuFour, Eaker, & Karhanek, 2004

Pyramid Response to Intervention, RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn; Buffum, Mattos, & Webster, 2009

Learning by Doing: A Handbook for Professional Learning Communities at Work; DuFour, DuFour, Eaker, & Many, 2006

“Myths About Response to Intervention” National Association of State Directors of Special Education, May 2008