developing and implementing a professional learning community: the integration of educational best...

Developing and Implementing a Professional Learning Community: The Integration of Educational Best Practices and Student

Interventions.

Presented By: Bob Attee (Science Teacher), Inaya Bazzi (Literacy Specialist), and Glenn Maleyko

(Principal)

Salina Intermediate School Located in Dearborn, Michigan. We border the city of Detroit. We are a fairly affluent district, but we have pockets

of poverty. There is a large Arabic population in the East End of

Dearborn.

Salina Intermediate continued 4th through 8th grade 3rd year in existence. Converted from a K-5 building 560 students in total 95% of the students are on free and reduced lunch Over 60% Limited English Proficient (LEP) The majority of the students are from Yemen We have the highest immigrant/refugee population in

the school district

Schools Do Make a Difference Effective School Research of Ron

Edmunds, Larry Lezotte, Wilbur Bookover, Michael Rutter, and other concluded:

All children can learn; and the school controls the factors to assure student mastery of the core curriculum

Schools Do Make a Difference An analysis of research conducted over

a thirty-five year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds.

Robert Marzano, What works in schools, 2003.

Correlates of Effective Schools

Strong Instructional Leadership Clear Focused Mission Safe and Orderly Environment Climate of High Expectations Frequent Monitoring of Student Progress Positive Home/School Relations Opportunity to Learn & Student time on task.

The Power of Professional Learning Communities 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.

Dufour & Eaker

Professional Learning Community (PLC) Defined

Educators committed to working collaboratively in ongoing processes or collective inquiry and action research in order to achieve better results for the students 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, Many, 2006.

Learning Community is Characterized by 1. Shared, Mission, Vision, and Values 2. Collaborative Teams 3. Collective Inquiry 4. Action Orientation/experimentation 5. Commitment to Continuous school

improvement 6. Results Oriented 7. SMART goals

Salina Intermediate Mission

The mission of Salina Intermediate School is to increase academic achievement by implementing and evaluating a technology integrated comprehensive curriculum which enables students to become literate problem-solving critical thinkers. We have high expectations for all students, and provide a safe and nurturing environment collaboratively with parents and community to ensure that all students become responsible, productive citizens.

There must Be a Cultural Shift in how we do business on a day to day basis.

Cultural Shifts Becoming a Professional Learning Community

“To put it as succinctly as possible, if you want to change and improve the climate and outcomes of schooling both for students and teachers, there are features of the school culture that have to be changed, and if they are not changed your well-intentioned efforts will be defeated”

Seymour Sarason: Taken From Robert Eaker PLC presentation.

A Traditional School Focuses on Teaching and a Professional Learning Community Focuses on Student Learning.

Cultural ShiftTraditional School Professional Learning

Community

Teacher Isolation Collaboration

Generic Mission Mission Clarifies what students will learn

When students don’t learn not systematic response

Systematic response as to how the school responds when students don’t learn.

Collaboratively Developed Assessment

Infrequent Celebration Frequent Celebration as individuals and groups

Cultural Shift ContinuedTraditional School PLC

Decisions about improvement are opinion based.

Decisions are researched based with collaborative teams seeking out best practices.

Emphasis is given on how teachers liked approaches.

Effects on student learning as the primary basis for assessing various improvement strategies.

Administrators are viewed a leaders and teachers as followers.

Administrators are leaders of leaders teachers are transformational leaders.

Team Collaboration and the 3 Essential Questions 1. What is it that we want children to Learn. 2. How will we know when they have learned

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

learn?

A new fourth question is How will we respond when they have learned?

Salina Intermediate School Improvement Plan Goal 1: Reading Goal 2: Writing Goal 3: Math/ Problem Solving

Goal One Reading All students will demonstrate

improvement in reading comprehension in all content areas. 65% of the students will show proficiency by meeting the state standards on the 2007 MEAP reading assessment.

Goal Two Writing All students will demonstrate

improvement in writing across all content areas with 60% of the students showing proficiency by meeting the state standards on the 2007 MEAP writing assessment.

Steps for Reaching the Reading Goal

Partnerships in Comprehensive Literacy Model Further implementation and enhancement of

the Model. http://www.arliteracymodel.com/ Some Components in the model include, Read

Aloud, Shared Reading, Guided Reading, Independent Reading, and Literature Discussion Groups.

We use the Developmental Reading Assessment (DRA) to monitor student comprehension and progress in all grades and all content levels.

http://salina-int.dearbornschools.org/frames/literacy.htm

Partnerships in Comprehensive Literacy Model

“Grounded in the belief that true change occurs at the school level.”

Dorn and Soffos, 2001

Consists of Ten Features

Meets the standards set by the No Child Left Behind of 2001

Implementing our goals are embedded in PICL

Ten Features of the Comprehensive Literacy Model

1. Curriculum for Literacy2. High Standards3. Model Classrooms4. Coaching and Mentoring5. Accountability6. Intervention 7. Team Meetings8. School Plan9. Technology10. Spotlighting

Curriculum for Literacy Components

Read Aloud Shared Reading Familiar Reading Guided Reading Reader’s Workshop Word Study Assisted Writing Writer’s Workshop Literacy Corners Content Workshop

Shared Reading

Whole Group Instruction Strategy Introduction

A:\A:\

Reader’s Workshop

Mini-lessons Explicit Instruction

Anchor Charts

Reading Workshop

Mini-Lesson

Guided Reading

Teacher Support On-going Assessments

Literature Discussion Groups

Response Logs

Literature Discussion Groups

Coaching and Mentoring

Coach to Teacher

Teacher to Teacher

Accountability

Assessment WallsComprehensive Literacy Model

School Reporting Form

Data Reporting0

10

20

30

40

50

60

70

80

90

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

East

West

North

School Report

North Central Accreditation

Professional Development

Teacher DiscussionTeam Meetings

ELL support We have developed a newcomer literacy

academy that integrates reading across the curriculum in grades 6th through 8th.

The 4th and 5th grade students receive ELL support during their literacy block from our Bilingual Literacy and Technology Specialists.

ELPA, LAS, Terra Nova, MLPP, and DRA Results are used for appropriate student placement in the newcomer literacy center.

Implementation of the Special Education Co-teaching

Co-teaching in 4th and 5th grade in mathematics.

Co-teaching in 6th through 8th grade in science and social studies.

We are looking to expand the model into the other content areas in the near future. Example mathematics (middle school) and Language Arts.

Implementation of the Assessment for Learning

Program

We have planned an assessment for learning PD program for the entire school year

Meet in Departmental teams to develop and Refine Common Assessments.

We began the process of implementing and creating common assessments during the 2004-05 school year.

Implementation of the Assessment for Learning

Program

We plan to use the results to guide our instruction in all content areas.

The Building Wide Writing Across the Curriculum Program

All teachers including elective teachers submit student writing samples that is reviewed by the Literacy Team.

We created a common writing rubric in the various content areas.

Extensive Inter-rater Reliability Training. The development of appropriate writing

prompts for all content areas.

Implementation of the Problem Solving Prompts

All teachers including elective teachers submit student writing samples that are reviewed by the Literacy Team


Extensive Inter Rater Reliability Training The development of effective prompts for all

content areas.

Goal Three Math All students will demonstrate improved

math problem solving in all content areas with 80% of students showing proficiency by meeting the state standards for the 2007 MEAP math assessment.

Desired Learning Results

Students will be able to formulate and solve word problems involving mathematical algorithms and justify solutions verbally or in writing using a variety of strategies as measured by building math assessments and content area common assessments.

Students will be able to read, interpret and construct graphs, charts and other forms of graphic organizers that will illustrate their ability to problem solve and critically analyze situations as measured by building math assessments and content area common assessments.

Students will be able to create multimedia projects that will allow them to show their learning and ability to solve problems using higher order thinking skills as measured by building and ISTE rubrics.

Steps for Reaching the Mathematical Problem Solving Goal

Implementation of the Problem Solving Prompts

All teachers including elective teachers submit student writing samples that are reviewed by the Literacy Team


Extensive Inter Rater Reliability Training The development of effective prompts for all

content areas.

The Integration of Technology Across the Curriculum

Student Multimedia presentations and projects

Development of Graphic Organizers (example Inspiration, PowerPoint, iLearn, others)

Computers in the Home Based on Income Children Ages 6-17

0102030405060708090

100

HomeComputer

Access

under $25000$25000-$50000$50000-$75000$75000 and above

US Census Bureau 2001.

60% gap low to high income Bracket

Schools level the playing field by giving computer access to students who have none in the home.

US Census Bureau (2001)

Technology should be used to support strategies proven by research to promote more effective learning.

ISTE Standards project 2002.

Salina MEAP Science Proficiency Results

0

10

20

30

40

50

60

70

80

90

2000 2001 2002 2003 2004

20002001200220032004

A 68.3% increase

Based on work of: Dave Bydlowski (Wayne County RESA)and Laura Seymour (Dearborn Public Schools)

Multimedia Project Development

1. Identify the content benchmarks (or GLCE’s) that you will be teaching to this year.

Multimedia Project Development 2. Using the benchmarks from the first

step, cluster the benchmarks into units or themes.

If you are on a middle school team, you may look for similarities in interdisciplinary subjects.


3. Construct a calendar for the school year, which includes all of the units from the second step.

Discuss with your team how you can work together to enhance the curriculum between the content areas.

When would it be better to teach a unit - ex. Science and social studies are both covering environmental problems in April; Science and math are covering charts and graphs in October.


4. Define the one MAJOR UNDERSTANDING that you want all students to know upon completion of the unit. This is the big picture of what students should retain

if they forget the details of the unit.”


5. Define the ESSENTIAL CONTENT as determined by the benchmarks, that all students need to know in the unit or theme. What do the students need to know in

this unit (Align GLCE’s and Benchmarks)

Line up your benchmarks in this unit.


6. Determine how you are going to ASSESS STUDENT ACHIEVEMENT of the major understanding and essential content in the student project(s).

What product should you see that relates shows that students have mastered the content?

Assessment Options For Types Of Objectives

Type of Objective:

Selected Response

Essay / Writing

Assessment

Performance Assessments

Personal Communication

Knowledge

Skills

Reason

Product

+

+

+

+

?

+

+

+

+

+

+

Type Of Assessment:

Multimedia Project Development 7. Select the most appropriate

technology based instructional materials. What hardware and software has or has

not worked for you in the past? What activities worked well? Which technology best supports student

learning?

Multimedia Project Development 9. Construct your day to day lesson

plans following best practices. Plan the duration of your project. How many days or weeks will it take in

order to complete this project. Be sure to add time to present the student

projects!

Salina Intermediate Student Interventions

classroom

team / grade level

school

program

classroom

team / grade level

school

program

If Students Exceed Standards ...

If Students Do Not Meet Standards ...

Teacher conference with

student

parent conference

Advisor/ Advisee program (A2)

Math Counts

Stand

Arabic Foreign Language

Career Education

Pullout Study Skills Support with Samira

Academic GamesStudent Council

Teacher conference with

student

parent conference

Advisor/ Advisee program (A2)

Stand

Career Education

Student CouncilAcademic Games

High Achievers

DCMST Partnership

Antibullying Campaign

Instructional Dialogues

Parent Liason Support

Parent Liason Support

Antibullying Campaign

Communication Box

Communication Box

Emergent Scholars

Peer Mediation

Peer Mediation

Intervention Referral Process

Intervention Referral Process

Writing Across the Curriculum

21st Century Tutoring

Co-teaching Model

Literacy and NumeracyCenter

IGNITE

Mentoring

Student Socialwork

Intern

Title 1 Tutoring

Home Visits

Lunch With Social Worker

Mentoring

Basketball / Rec

Basketball / Rec

Co-teaching Model

Writing Across the Curriculum

Detention *Self Assessment

using portfolios

* Self - check assessment

follow - up retest

* Personal Spelling Lists

Differentiated Instruction Practices

Differentiated Instruction Practices

* Classroom Behavior or

Academic Plan (Contract)

* In dividual Subject folders

*Spelling Groups

Technology Integration

*Self Assessment

using portfolios

* Self - check assessment

follow - up retest

* Personal Spelling Lists

* Classroom Behavior or

Academic Plan (Contract)

* In dividual Subject folders

*Spelling Groups


PICL MODEL

Bullying Prevention Program


Professional Learning Communities

Intervention process working draft

Collaboration Collaboration is a systematic process in

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

Research has found that the single most important factor for effective, successful schools is creating a collaborative culture.

(Eastwood & Lewis)

Advantages of collaborative teams provide support for new teachers promote confidence among staff members allow teachers to work together to find quality

solutions provide opportunities for sharing ideas,

materials, and methods for better teaching enhance student achievement

Effective collaborative teams share knowledge, define learning standards, agree on pacing, build knowledge of best practice, and focus on issues that MOST impact student achievement.

The most effective collaborative teams focus on learning rather than teaching. If teams do not focus on issues and questions that most impact student achievement, they become “coblaboration” teams.

SMART Goals Strategic and Specific

Measurable Attainable

Results-Oriented Time-Bound

Intended VS. Implemented Curriculum Intended Curriculum- the essential concepts

that you plan to teach Implemented Curriculum- your executed

lesson plans, what you actually teach

By comparing the two on a regular basis over time, teams will have a more clear & concise response to: What must students know?

Building Consensus and Responding to Resistors

Resistance Resistance to PLC concepts may arise due to

the belief that: It is the teachers’ job to teach and the students’ job

to learn Learning is only a function of the student’s aptitude Professionalism is defined by the autonomy to do as

one pleases Strategies for addressing the problem:

Set a clear definition for consensus Deal with confrontation

Defining Consensus Resistance arises in part because a

clear, operational definition of consensus has not been agreed upon

A group has arrived at consensus when: All points of view have been heard. The will of the group is evident even to

those who most oppose it.

Building Consensus Create a comprehensive list of pros and

cons regarding idea under consideration: All points of view will be heard No personal opinions will be evident

Determine the will of the group “fist to five” strategy of voting

Team Meetings components Three important components keep the team focus and

help to subdue the resistors 1. The development of Team Norms 2. The development of Team Goals 3. Sustaining Good team leadership (This could be one or two

individuals.

Confrontation The real strength of a newly implemented idea is

determined by the response to the disagreements and violations of commitments that are inevitable

Conflict is to be expected, especially when an organization is engaged in significant change

The absence of conflict suggests only superficial changes

Leaders must address violations of what the organization contends is vital

Engaging in DialogueStrategies offered in Crucial Conversations: Clarify what you do and don’t want to result

from the conversation Find mutual purpose Create a safe environment for dialogue Use facts Share your thought process Encourage recipients to share facts and

thought process

Continuing to Address ConfrontationEven after an open dialogue, resistors may persist. Leaders must act as promoters and protectors of decisions and:

Continue working with the resistor Make no exemption from the collaborative

process Clarify the specific behaviors required Clarify specific consequences Monitor behavior rather than attitude Apply the specified consequences, if necessary

Howard Gardner’s Factors to Change People’s Thinking

1. Reason: Appealing to rational thinking and decision-making

2. Research: Building shared knowledge of the research base supporting a decision

3. Resonance: Connecting to a person’s intuition

4. Representational Re-descriptions: Changing the way the information is presented

5. Resources and Reward: Providing people with incentives

6. Real-World Events: Providing examples where the idea has been applied successfully

7. Confrontation

Final Thoughts on Resisters

Addressing resistance will communicate priorities throughout an organization

Unwillingness to follow through when difficulties arise sends mixed messages about what is important or valued

Hopefully, it will never come to this…

Thank you and have a great year.

Web site.

http://salina-int.dearbornschools.org

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