p rofessional l earning c ommunities overview
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DESCRIPTIONP rofessional L earning C ommunities Overview. On-Site Professional Development. FUNDAMENTAL ASSUMPTIONS. We can make a difference – our schools can be more effective. People improvement is the key to school improvement. Significant school improvement will impact teaching and learning. - PowerPoint PPT Presentation
**Professional Learning Communities OverviewOn-Site Professional Development
**FUNDAMENTAL ASSUMPTIONSWe can make a difference our schools can be more effective.People improvement is the key to school improvement.Significant school improvement will impact teaching and learning.
**Characteristics of PLCsShared mission, vision, values, goalsCollaborative teams focused on learningCollective inquiry into best practice and current realityAction orientation / experimentationShared person practice and reflectionResults orientation
**Teachers in PLCsEmphasize learning rather than teachingEmphasize active student engagement with significant contentFocus on student performance and productionRoutinely collaborate with colleaguesAre students of teaching / research
**Classroom PracticesInstruction is guided by a preplanned curriculumStudents are orientated to lessonsInstruction is clear and focusedProgress is monitored closelyClass time is used for learningClassroom routines are smooth and efficient
**Team Meeting Focus - What you do in a PLC meetingAnalyze student assessment dataExamine best practiceExamine student workShare researchReflect about learningDevelop artifacts for portfoliosDevelop common assessmentsShow continuous improvement
**Critical Questions to ask in PLCsWhat is it we expect students to learn?How will we know when they have learned it?How will we respond when they dont?How will we respond when they do?
**Results for School ImprovementShared decision-making and teamwork Effective, efficient meetingsFocus on goalsExcitement and supportContinuous improvementResults orientation
**InvestmentYou cannot have students as continuous learners and effective collaborators, without teachers having the same characteristics. Michael Fullan
**Collaborative TeamsGrade-level or subject areaShared studentsSchool-wide task forcesProfessional training (i.e. teaching strategies, differentiated instruction, portfolio development)
**Steps for setting up a school based Professional Learning Community (PLC)1.The school principal and Teacher Quality & Retention Administrator (TQR) should approve the concept for each PLC to be formed on the campus. The PLC should be based on SIP goals and part of the school staff development plan.
2.A facilitator should be chosen for each PLC to facilitate the work of the team and the paperwork.
Continued.3.The facilitator and TQR should complete the Training Application (MIS 64-048) and send it to the Staff Development Office for approval and entry on ESchoolSolutions.
Note: The title of the PLC should reflect the topic of study and the Component # should fall under an approved inservice component of the same topic.
4.The facilitator prints out a sign-in sheet, prepares agendas and meets with the PLC on a regularly scheduled basis of up to ten (10) hours.5.Once the work/learning of the PLC is complete, the facilitator completes MIS 64038 to receive points and to report progress of the team.6.The facilitator attaches MIS 64038 to the sign-in sheet and turns in both to the TQR administrator
Finally7.The TQR will complete the bottom of the Training Application (MIS64048) and send all in to the Staff Development Office for the processing of MIP points.
**For additional resourceshttp://www.nsdc.org/standards/learningcommunities.cfm http://www.sedl.org/pub/change34www.nesonline.comhttp://www.allthingsplc.infoGetting Started: Reculturing Schools to Become Professional Learning Communities by Robert Eaker and Richard DuFourWhatever It Takes by Richard DuFour.