new to plc? get started… then get better indian nation: bismarck rv high school professional...

New to PLC? Get Started Then Get Better INDIAN NATION: Bismarck RV High School Professional Learning Communities

K-6 Enrollment 7-12 Enrollment Free and Reduced Small, Rural Town Bismarck RV School Data

Jason King High School Principal Lindsey Taylor Counselor Terry Skinner English Muriel WatsonMath Corey RiceSocial Studies Josh Hagerty Science Katie Martinez Non Core Bismarck PLC Leadership Team

If you wait for perfect conditions, you will never get anything done. If you wait for perfect conditions, you will never get anything done. Ecclesiastes 11:4Ecclesiastes 11:4 Understand that PLC is an ongoing, evolving process. As long as educational philosophies, school faculties, local communities, and government policies change so to will your goals. Get started assess problem-solve revise re-implement. FIRST GET STARTED!

PHASE ONE: PHASE ONE: In-Depth to Get You Started Your First Year PHASE TWO: PHASE TWO: Issues Before You Attempt Your Second Year PHASE THREE: PHASE THREE: Questions Answered For Year Two and Beyond (Implementation Rubric is in Packet) PRESENTATION FOCUS

Strand #1: Strand #1: Foundation for Learning Community Culture Strand #2: Strand #2: How Effective Leadership Teams Work Strand #3: Strand #3: Administrative/Leadership ( Duties, responsibilities, and expectations of an administrative leader in the PLC process ) FOCUS: Re-Creating School Goals, Focus, Climate and Philosophy Challenge: Convincing Participants to Buy-In and Make Long-Term Commitments. IMPLEMENTATION EXPECTATIONS Phase One: Recreate Your Educational Climate

Strand #4: Strand #4: How Effective Teams Work Strand #5: Strand #5: What Students Need to Know & Do Strand #6: Strand #6: Assessment for/of Learning FOCUS: Restructuring Leadership Roles and Transitioning from Individual Autonomy in the Classroom to Collaboration Challenge: Faculty Conflict in Changing the Focus Paradigm from Classroom Autonomy to Group/Building/District Collaboration IMPLEMENTATION EXPECTATIONS Phase Two: Setting Team Goals

Strand 7: Strand 7: Systematic Process for Intervention & Student Success Strand 8: Strand 8: Continuous Improvement FOCUS: Collection, Analysis, Interpretation of Data for Effective Goal Setting Challenge: Cannot be Achieved until Strands 1-6 are Functioning Appropriately IMPLEMENTATION EXPECTATIONS Phase Three: Fluid Strategies

FOCUS: FOCUS: MAKING THE TRANSITION FROM ISOLATION TO COMMUNITY Strand #1: Strand #1: Foundation for Learning Community Culture IMPLEMENTATION PROCESS Phase One: Recreate Your Educational Climate A. MISSION B. VISION C. VALUES Pros: Can be accomplished in a day Should help focus entire staff on common goals These set the standards for all that follow Cons: Often rushed through to finish product Often idealistic instead of realistic Often based on other schools instead of local Often include too much to recall or communicate to others Often quickly ignored or left behind, instead of used as the driving tool.

Building-Wide Mission and Vision Statement Adoption of Educational Characteristics & Practices Leading to High-Level Student Achievement Proven, Promising, and Realistic Achieving Consensus and Common Ground Commitments from Staff MISSION, VISION, AND VALUES

MISSION Produce successful, self-respecting, contributing citizens who are goal- oriented, life-long learnersVISION Be a safe, reliable learning community that provides opportunities for students to set and achieve realistic goals with high expectations for postgraduate success.VALUES Maintain high expectations for our students y no accepting failure and identifying the necessary resources to meet them Consistently provide students the opportunity to set and achieve realistic goals Model lifestyles that reflect the high expectations we hold for our students Be supportive and dedicated to professional development and collaboration MISSION, VISION, AND VALUES

Strand #1: Foundation for Learning Community Culture IMPLEMENTATION PROCESS Phase One: Recreate Your Educational Climate Pros: Provides Clear Goals for Teams Provides Clear Goals for Teams Focused upon a few Big Ideas rather than dozens of Skills Focused upon a few Big Ideas rather than dozens of Skills These set the standards for all that follow These set the standards for all that follow Cons: CANNOT BE ACCOMPLISHED EFFECTIVELY IF ATTEMPTED TOO SOON CANNOT BE ACCOMPLISHED EFFECTIVELY IF ATTEMPTED TOO SOON Often rushed through to finish product Often rushed through to finish product Often idealistic instead of realistic Often idealistic instead of realistic Often supported in groups but ignored in classroom Often supported in groups but ignored in classroom Becomes the first major cause of conflict Becomes the first major cause of conflict Because of conflict, often overlooked Because of conflict, often overlooked Must be revisited frequently Must be revisited frequently FOCUS: MAKING THE TRANSITION FROM ISOLATION TO COMMUNITY

FOCUS: TRANSITIONING FROM ISOLATION TO COMMUNITY Strand #1: Foundation for Learning Community Culture IMPLEMENTATION EXPECTATIONS Phase One: Recreate Your Educational Climate SCHOOL CULTURE Pros: Common Goals produce Common Accomplishments Celebrations from Individual to Group to School to Community Cons: It is an ongoing, long-term process. Cannot be fully realized in the first year.

Staff Buy-In and Long-Term Commitments. Overcoming the Cycle of Failed Reforms Achieving Buy In Administrative Commitment Leadership Assignments PHASE ONE CHALLENGES

The Cycle of Failed Reforms Initial Enthusiasm Confusion over Fundamental Concepts. Implementation Issues Failure to Achieve Desired Results Abandonment of Reform New Search for the Next Initiative Repeat Steps Educator-Outlook: This too shall pass.

Breaking The Cycle of Failed Reforms Create a Clear Vision Convince People that You Are Committed Dont Expect Faculty to Do Their Part, if Admin Wont Expect Failure As a Part of the Process When Failure Occurs Dont Abandon Analyze, Assess, Restructure, and Redo.

Creating Community and Consensus Creating Leadership Teams Identifying Member Differences Addressing Teacher Autonomy Deciding Upon Team Focus Team Building and PLC Time STILL THERE WERE SOME WHO WERE NOT YET SOLD. ACHIEVING BUY IN

Favorite Phrase: If Enough of Us Refuse, Theyll Give UpCharacteristics: Undermines Authority Disobeys Orders Generates Dissension Manipulates Others to Fight Their Battles Possible Solutions Communicate Clearly Keep Focus on Common Goals Never Allow Focus to Become Personal Listen to Ideas Call them out Addressed by Administration Dysfunction #1: Subversives

Favorite Phrase: I Didnt See That ComingCharacteristics: Unprepared Cant Understand Fails to See Mistakes Good Natured Disregards group protocols Have Their Own Agenda Possible Solutions: Focus on Their Performance Tie Benefits to Expected Behavior Dont Overlook or Excuse Behavior Dysfunction #2: Clueless

Favorite Phrase: Where Do I Begin? Characteristics: Disorganized Indecisive Misses Deadlines Anxiety and Frustration Possible Solutions Team Binder and Calendar Communicate Clearly Avoid Rushing Work Do It Right the First Time Dysfunction #3: Overwhelmed

Favorite Phrase: Yeah. Right. Now What do you REALLY want?Characteristics: Questions Everything Quick to Draw Conclusions Wont Accept Data Results Experience with Failed Programs Feels Used As A Pawn Possible Solutions Must Believe Genuine Conviction and Commitment Teams Must Develop Deep Levels of Trust No Short Fixes. Trust Takes Time Dysfunction #4: Skeptic

Favorite Phrase: Favorite Phrase: This Doesnt Effect Me. Just Let Me Do My ThangCharacteristics: Apathetic Looks at Job As Its a Paycheck Autonomous Just let me do my thing Fear of Rejection Fear of Change Unconvinced Change is Important Love Comfort Lack Connections With Others Personally Motivated Possible Solutions More Challenging Tasks Move Them From Comfort Zone.. Often. Be Assertive about Change Help Them to Leave for Greener Pastures Team Dysfunction #5: Disengaged

Favorite Phrase: Favorite Phrase: Been There Done That.Characteristics: Like Skeptics & Disengaged, but Not Hostile Product of Previous Failed Initiatives Believes New Programs Are Going To Fail Feelings of Helplessness, Unimportance, and Insignificance Possible Solutions Like Skeptics, Must Witness Genuine Conviction and Commitment Must Believe that THIS Program Will Succeed. Must Be Valued and Respected Must Be Given Valuable, Engaging Work. No Short Fixes. Trust Takes Time Team Dysfunction #6: Here We Go Again

Favorite Phrase: Favorite Phrase: I Couldnt Care Less or Its Time for Me To RetireCharacteristics: Apathetic Hates Job Threatens to Leave But Stays for the Paycheck Thinks Their Negativity is Admirable Sees Apathy as a Character Strength Doesnt Fear Change Just Refuses To Loves Comfort Lacks Connections With Others Personally Motivated Possible Solutions Be Assertive about Need for Change Next Time They Threaten to Leave Call Their Bluff Team Dysfunction #7: Nay-Sayers

Favorite Phrase: Favorite Phrase: Im Just Not Doing ItCharacteristics: Believes They Represent the Majority Feels Untouchable More Than Likely Has Position of Power Believes Their Defiance is Necessary Sees Being Bold and Outspoken as a Character Strength Doesnt Fear The Administration Possible Solutions This is a Cancer to PLCs and Must Be Dealt With By Administration Team Dysfunction #8: Defiant

Overcoming Teacher Autonomy Some Have Never Known Anything But A Decades Old Perk Freedom to Teach! Fear of Losing Individuality Keep focus on setting and achieving Common Goals May require reassignment May Need Encouragement to Move to Different Hunting Grounds Too Many Chiefs

Not Enough Collaborative Time English/Social Studies Team Combined ELOs vs. Measurable Skills and SMART Goals Analyze Common Core Still Shifting Ideology from Lesson Ideas to Goals and Standards Year One Challenges

Social Studies a Separate Collaborative Team Restructured Faculty Meetings for PLC Time Restructured School Calendar for Full-Day PLC Work as Opposed to Day Developed a PLC Handbook for Bismarck High School Restructure Master Schedule Modifications for Year Two

Our Method Qualities of a Team Leader Problems Encountered Solutions Ongoing Issues Leadership Teams

FOCUS: FOCUS: MAKING THE TRANSITION FROM ISOLATION TO COMMUNITY Strand #2: How Effective Building-Level Leadership Teams WorkMOVING IMPLEMENTATION PROCESS Phase One: Recreate Your Educational Climate FROMTO Control OrientedShared Leadership Social/PopularFocused/Trained SeniorityCommitted I FocusedWe Focused Poor CommunicationClear Communication

Qualities of a Team Leader

Share Leadership Meeting Conditions Communication Progress Monitoring Feedback to Teams Support PLC TEAM LEADER TASKS

Resistance by Old Leadership Seniority Doesnt Always Work Team Leaders Are Not Considered Authority Inability to Run Meetings Inability to Communicate PLC No Buy-In Critical of PLC Out of Element PLC TEAM LEADER ISSUES

PROBLEMS ENCOUNTERED PROBLEMREALIZATION New Program / Previous Leadership Some Prior Leaders Lead in the Wrong Direction New Leaders ResignedSome Are Not Committed New Leaders are ResentedLeaders Need the Backing of Principal Leaders are Too NiceLeaders Need to Expect and Direct Conflict Leaders Do It AllLeaders Need to Delegate Leaders Make All DecisionsLeaders Need to Listen and Collaborate with Team Leaders Cannot Clearly Communicate Leaders Need to Be Teachers to Teachers

FOCUS: MAKING THE TRANSITION FROM ISOLATION TO COMMUNITY Strand #3: Administrative Leadership (Duties, responsibilities, and expectations of an administrative leader in the PLC process) COMMITMENT MODELING CHANGE COMMUNICATION SHARED LEADERSHIP IMPLEMENTATION PROCESS Phase One: Recreate Your Educational Climate

Administrative Commitment Skeptics will say This Too Shall Pass Your Commitment Must be Equal or Greater than Theirs Attend Training with Faculty (no magic phone calls) Be the Leader for PLC Dont Expect Faculty to Stretch Their Efforts, if You Refuse to Stretch Yours (i.e. budget, new staff, scheduling, support)

Mission, Vision and Collective Commitments 18 Critical Issues for Team Considerations (in packet) Utilized Norms, Agendas, Minutes, etc. Began Creating and Monitoring SMART Goals Phase One Outcomes

Increased ACT & State Test Scores Met Standards for Distinction in Performance Decreased Fs Increased Student Motivation Phase One Achievements

Strand #4: Strand #4: How Effective Teams Work Strand #5: Strand #5: What Students Need to Know & Do Strand #6: Strand #6: Assessment for/of Learning FOCUS: FOCUS: Restructuring Leadership Roles and Transitioning from Individual Autonomy in the Classroom to Collaboration Challenge: Challenge: Faculty Conflict in Changing the Focus Paradigm from Classroom Autonomy to Group/Building/District Collaboration IMPLEMENTATION EXPECTATIONS Phase Two: Setting Team Goals

FOCUS: CREATING TEAMS FOCUSED ON STUDENT SUCCESS Strand #4: How Effective Teams Work MEETING CONDITIONS COLLABORATION COROLLARY QUESTIONS TEAM MONITORING EVIDENCE FOCUS ON RESULTS FROM DATA TRUST/PARTICIPATION IMPLEMENTATION PROCESS Phase Two: Setting Team Goals

Selection and Acceptance of Team Leaders Structure and Focus of Teams Meeting Times Team Discipline Addressing Conflict and Confrontations Goals and Pacing Revising and Correcting Work Eliminating Pet Projects Creating Productive Teams PHASE TWO CHALLENGES Creating Productive Teams

Team Formation Team Focus Grade Level Interdisciplinary By Discipline Vertical Team Norms, Roles and Practices Problems Mixed Disciplines Real Attitudes Emerge Team Leader Authority? Fringe Teachers

Elementary: Elementary: By Grade Level / Interdisciplinary Middle School and High School: Middle School and High School: By Department English Math Science Social Studies Non-Core Effective Team Composition

English English Build and Refine Previous Skills and Learn New Skills Math Math -- Build and Refine Previous Skills and Learn New Skills Science Science -- Subject Areas Social Studies Social Studies Subject Areas Non-Core Non-Core -- Fragmented Traditional Team Planning

English English Spent More Time Re-Teaching Skills before New Skills Could be Learned Math Math -- Spent More Time Re-Teaching Skills before New Skills Could be Learned Science Science -- Gaps In Learning Social Studies Social Studies Gaps In Learning Non-Core Non-Core Where Do They Fit? Revising Team Planning

Sometimes Our Staff Truly Works Well As a Team. Team Reality

Sometimes People Just Cant Work Together. Team Reality

FROM ISLANDS TO CONTINENTS CREATING FOCUSED TEAMS BEFORETRANSITIONINGNOW Distracted By Life Educational Concern Sessions Focused On Common ELOs Leave Me Alone Heres What Im Doing In Class Heres Our Common Goal But Ms. Smith Never Made Us Do That! I Touch On It You Mean Every Everyone is Doing This? I Dont Know if My Kids Really Get It Half My Class Failed the Test Our Grade Level Scores in XXX Are Low. What Do We Need to Do About It?

Moving Beyond Teaching to Learning TEACHERS CAN PROVE THAT THE MATERIAL HAS BEEN TAUGHT Instructional Practices Lesson Plans Unit Plans Administration Observations Grade Books BUT

A GUARANTEE OF LEARNING? IS PROOF OF TEACHING

In two of Shakespeares most famous plays Othello and Romeo and Juliet. In all honesty, I am already bored with this topic. It is far less interesting than I had hoped and I really dont want to finish this essay. Im fairly sure you dont really read these, so Im just going to put enough words down to make it seem like I wrote a lot while I kill time. Wanna hear some words that rhyme with time? Crime, dime, mime, chime, lime. Aw dude, you know what has lime in it? Sprite, its like lemon-lime. I could really go for one of those about now.. GRADE: A- Nice Job GRADE: A- Nice Job Do TEACHERS Really Know What they Expect from Students?

FOCUS: INSURING STUDENTS LEARN Strand #5: What Students Need to Know and Do Four Guide Questions What Do We Want Each Student to Learn? How Will We Know When They Have Learned It? How Will We Respond When They Have Difficulty in Learning? What Will We Do When They Already Know It? IMPLEMENTATION PROCESS Phase Two: Setting Team Goals

The Focus Prior to PLCs GLEs, Common Core, Traditional Units, Pet Projects? Developing Essential Learning Outcomes Vertical Alignment Team Question #1: What Do We Want Each Student To Learn?

ESSENTIAL LEARNING OUTCOMES NOT ELECTRIC LIGHT ORCHESTRA ELOS

Backward Design Driven Beginning w/College Expectations for Freshmen Through Team Consensus, Establish & Identify 5-7 ELOs Establish Skills to Support ELOs Check for Vertical Alignment Problems Moving from Pet Projects to Standards Quick development lead to problematic ELOs ELOs became a source of confusion once work on SMART goals is introduced Some skills and standards have been left out. Advice Successes OUR PROCESS OF CREATING BIG ROCKS

IN SHORT. Traditional Planning is like building a shack, based on the hodge-podge of materials available. Backward Design vs. Traditional Planning Process

Traditional Design Builds Upon a Previous Foundation Forced to Accept Student Levels Assigned to Them Teachers are Responsible for Their Position in the FrameworkBUT There Can be Gaps in That foundation? Key Skills/Standards Sometimes Dropped at a Level. Progress Depends Upon What was Taught Before Not What Lies Ahead. Time Spent Re-Teaching Skills Easier to Blame Failure on Prior Inadequacies. Backward Design vs. Traditional Planning Process

Backward Design Establishes Goals Determines Instruction Necessary to Reach Those Goals Measures Whether Goals are Met and Responds to Inadequacies. The Focus is on what CAN be, not on what HAS been. The Goal is to Create Readiness for the Next Level, NOT Add to the Previous Level. The Idea of Failing a Level Changes to a Concept of Not Ready for the Next Level. Backward Design vs. Traditional Planning Process

IN SHORT . Backward Design is like using a blue print to determine the materials, plans, and sequence necessary to build a palace Backward Design vs. Traditional Planning Process

No Teacher or Grade-Level is Isolated. Introducing Some Grade-Levels are Responsible for Introducing Concepts. Some Grade-Levels are Responsible for Reinforcing Concepts. Higher DOK Some Grade-Levels are Responsible for Taking Concepts to a Higher DOK. Finalizing and Assessing Some Grade-Levels are Responsible for Finalizing and Assessing Concepts. Vertical Alignment RESPONSIBILITY = READINESS

READING STANDARDS for LITERATURE Literature: Key Ideas and Details Concept Introduced Skills Maintained Readiness Adjusted DOK or Skill Where is the Shift from Retell to Recount? Where is the shift from Central message to theme? Final Stage/Assessment Where Should a Skill be Checked and Where Should it Be Formally Assessed? Each Level NEEDS to understand their responsibility for READINESS or progression Grade Grade-Specific Standard Kindergarten With prompting and support, retell familiar stories, including key details. Grade 1 Retell stories, including key details, and demonstrate understanding of their central message or lesson. Grade 2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Grade 3 Assessed Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Grade 4 Determine a theme of a story, drama, or poem from details in the text; summarize the text. Grade 5 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Grade 6 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Grade 7 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. Grade 8 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. Grades 9-10 Assessment of Theme Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Grades 11-12 Assessment of Comparison of Themes Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text V.A. Map

Replacing and Restructuring Teams Replacing Team Leaders Building Trust and Collaboration Addressing Team Conflict and Discipline Finding Common Assessments Goals and Pacing Revising and Correcting Work Sharing Ideas Achieving Consensus SECONDARY TEAM ISSUES

Student Results Paramount to Teacher Autonomy to Teacher Autonomy Finding Common Goals Creating SMART Goals Creating Clear Goals that Are Student Friendly Phase Two Goals A Culture of Collaboration

Developed Common Formative Assessments Developed Common Quarterly Finals Non-Core Collaborative Team Mission/Vision/Values Classroom Posters Phase Two Accomplishments

Phase Three: Phase Three: Fluid Strategies Just When We Thought We Were Done.

The Real Key to PLC Success

Strand 6: Strand 6: Assessment for/of Learning Strand 7: Strand 7: Systematic Process for Intervention & Student Success Strand 8: Strand 8: Continuous Improvement FOCUS: FOCUS: Collection, Analysis, Interpretation of Data for Effective Goal Setting Challenge: Challenge: Cannot be Achieved until Strands 1-6 are Functioning Appropriately IMPLEMENTATION EXPECTATIONS Phase Three: Fluid Strategies

Developing Common Assessments Do Students Understand What Will Be Expected of Them? Do Students Understand How They Will be Graded? Have Students Seen Models of Learned Concepts? Are Assessments Consistent between Classes & Teachers? SMART Goals Team Question #2: How Will We Know When Our Students Have Learned a Concept?

Need for Common Assessment Teachers of Same Subject Held Accountable Students Get Equal Instruction Insures Consistent Instruction for Next Level Clear Expectations of All Students at Next Level Issues Team Collaboration on Common Assessments Getting Rid of Fluff Team Focus Consistent Assessments Across Classes

Redesigned Schedule with Common Class Preps Common Summative Assessments Developed with ELOs in Mind Students Take the Same Common Summative Assessments and Finals in Like Courses Common Assessment Grading is Developed as a Team so that Grading is Consistent Developing Common Assessments

Student Work of Various Calibers Posted for All to Examine Students Self-Assess Students Have Input on Grading Rubrics (not summative assessments) Do Students Know The Goal?

Two-Way Communication Input on Grading Rubric Cross Evaluation of Posted Work Do Students Understand Their Grade?

How DO we respond when a student experiences difficulty in learning? Hold Back the Class to Remediate Move Forward, Leaving Struggling Students Behind. Students Moved to Classes with Less Rigor Adopt Less-Challenging Standards for Sub-Groups Before/After School Tutoring Accepting Student Failure Before, Each Teacher was Free to Respond as They Saw Fit BUT THERE WASNT A CONSISTENT, BUILDING-WIDE RESPONSE TO INTERVENTION S trand 7: Systematic Process for Intervention & Student Success

PROVIDING CLEAR GOALS All Grading Criteria Given Up Front Have Students Been Exposed to Models? Is the Rubric / Scoring Guide Student Friendly? Can Students Correctly Place Their Papers in the Appropriate Level Before Grading?

Levels of Remediation Restructure Daily Schedule for Tutoring (8 th Hour) Data Room Student Goal Plans Math Lab Celebrations Team Question #3: What Will We Do If A Student Hasnt Learned a Skill?

After Four Years

Jason King, [email protected]@bismarckr5.org Terry Skinner, [email protected]@bismarckr5.org Josh Hagerty, [email protected]@bismarckr5.org Muriel Watson, [email protected]@bismarckr5.org Corey Rice, [email protected]@bismarkr5.org Lindsey Taylor, [email protected]@bismarckr5.org Contact Information

new to plc? get started… then get better indian nation: bismarck rv high school professional...

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effective teams work

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continuous improvement