Personal Learning Communities

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Find out what a true Professional Learning Community can do for your students and where your team may be getting stuck. We will discuss Dufours PLC model and how you can take it back to your school and begin closing the gap for those students across the entire grade level.

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<ul><li> 1. PLC NCMSCMarch 18th, 2012</li></ul> <p> 2. Purpose:How can we strengthen ourcapacity to work together in professional learning to become successful at creating learningenvironments that provide highlevels of learning for all students? 3. Essential Questions What does a PLC meeting look like? How can a continuous improvementcycle lead a professional learningcommunity? How can data analysis drive instructionon a regular basis? How can I start a PLC at my school? 4. What does a PLC look like? The experts: Richard and Rebecca DuFour Doug ReevesProfessional Learning Communities Doug Reeves 5. What does a PLC look like? Teams are formed of teachers who are responsiblefor the same curricular subject area of studentlearning. Teams meet for 45 minutes a week. Each PLC meeting must be summarized includingnext steps and who was in attendance. All PLC meetings must have a designated facilitator. All PLC meetings must be monitored by anadministrator (through visits and/or review ofminutes/action plans). 6. What does a PLC look like? What do we want our students to know, understand and beable to do? Deconstructing/Unpacking Standards, Examining Student Work Assignments How will we know when they have learned it? Examining Data Protocols and Common Assessments Examining Student Work Assignments How will we respond when some students have not learnedand how will we respond when some students have learned? Teacher Interventions Team Interventions School InterventionsLearning by Doing. Dufour, Dufour, Eaker, Many. Solution Tree.2006 7. Norms &amp; Ground Rules Ground rules are astatement of how wehope we will all behave. Norms are the behaviors we actually enact, the expectations that we actually hold each other to. Launching and Sustaining PLCs by Marnie Thompson is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License 8. For example Your group may have a groundrule that states that PLC time isnot to be used for gradingpapers But if people grade papers inthe meeting and no oneintervenes, then the norm ofyour group is that it is okay tograde papers during a PLCmeeting 9. Ground rules and NormsTeams should formally evaluate their effectiveness at least twice a year. Are we adhering to our norms? Do we need to establish a new norm to address a problem reoccurring on our team? Are we working interdependently to achieve our team goal?*Article Resource Norms put the Golden Rule into practice for groups 10. 1. Teams Set Ground Rulesand Develop Norms 5. Team meetings are centeredaround one of the following:2. Set Goals to Guide WorkClarifying essential student-Team decides area of focus learning (Standards)from data, curriculumstandards or identifies anAnalyzing evidence ofopportunity for student learningimprovement that they will(Assessment)work on together.Examining student workassignments for rigor and3. A team action plan isalignment (Alignment &amp;created to address theRigor)opportunities forimprovement agreed upon Instructional practices toby the team impact student learning(Intervention)4. Teachers work on agreedupon strategies in classes or 6. Next Meeting: Debrief thestrategy, share data, whattake next steps between worked, what did not work,meetings. focus on the next steps andcontinue the cycle. 11. Continuous Improvement Cycle This document sets the stage for all PLCmeetings within a school. Meetings should be addressing something onthe cycle at all times. It is a cycle and never-ending. The cycle can be entered at any place. 12. - Set Goals- What worked? - Prioritize- Set next steps forLearning Targetsstudents- Develop pre/post- Interventions assessmentApply NewApply New DevelopDevelopKnowledgeKnowledgeStrategies Strategies - InstructionalSequencingContinuousImprovement Cycle1. Collect &amp; ChartAnalyze theAnalyze the - Administer pre-DataImplement Implement assessment2. Analyze DataImpactImpact3. Review GoalsStrategiesStrategies - Instruction4. Instructional Data CycleData CycleStrategies - Administer5. Results IndicatorsCommon Assessment6. Monitor &amp; EvaluateResults 13. - Set Goals- What worked?- Prioritize- Set next steps for Learning Targetsstudents - Develop pre/post- InterventionsassessmentApply NewApply NewDevelop Develop - InstructionalKnowledgeKnowledge StrategiesStrategies Sequencing Continuous Improvement CycleAnalyze theAnalyze the1. Collect &amp; Chart ImplementImplement- Administer pre-Data ImpactImpactStrategies Strategies assessment2. Analyze Data3. Review Goals Data CycleData Cycle- Instruction4. InstructionalStrategies- Administer CA5. Results Indicators Common Assessment6. Monitor &amp; EvaluateResults 14. Develop StrategiesSet Goals This is when your team will ask those inquiry questions and set attainable goals for you and your students.Prioritize Learning Targets Which learning targets are the ones students must learn?Develop Pre / Post Assessment Teachers use prioritizedlearning targets to create a short pre / post assessment.Instructional Sequencing The PLC determines the instructional sequence of the learning targets. 15. - Set Goals- What worked?- Prioritize- Set next steps for Learning Targetsstudents - Develop pre/post- InterventionsassessmentApply NewApply NewDevelop Develop - InstructionalKnowledgeKnowledge StrategiesStrategies Sequencing Continuous Improvement CycleAnalyze theAnalyze the1. Collect &amp; Chart ImplementImplement- Administer pre-Data ImpactImpactStrategies Strategies assessment2. Analyze Data3. Review Goals Data CycleData Cycle- Instruction4. InstructionalStrategies- Administer CA5. Results Indicators Common Assessment6. Monitor &amp; EvaluateResults 16. Implement Strategies Administer the Pre-Assessment Teachers willadminister and score the pre-assessment. Does the data from the pre-assessment tell you that the lessons you are preparing are the lessons students need? Instruction The teacher teaches and the studentslearn. Administer and score the Common Assessment During instruction, the teachers will check forunderstanding with the common assessment createdby the PLC. 17. - Set Goals- What worked?- Prioritize- Set next steps for Learning Targetsstudents - Develop pre/post- InterventionsassessmentApply NewApply NewDevelop Develop - InstructionalKnowledgeKnowledge StrategiesStrategies Sequencing Continuous Improvement CycleAnalyze theAnalyze the1. Collect &amp; Chart ImplementImplement- Administer pre-Data ImpactImpactStrategies Strategies assessment2. Analyze Data3. Review Goals Data CycleData Cycle- Instruction4. InstructionalStrategies- Administer CA5. Results Indicators Common Assessment6. Monitor &amp; EvaluateResults 18. Analyze the ImpactStep 1: Collect and Chart DataStep 2: Analyze the DataStep 3: Review GoalsStep 4: Instructional StrategiesStep 5: Results IndicatorsStep 6: Monitor and Evaluate Results 19. - Set Goals- What worked?- Prioritize- Set next steps for Learning Targetsstudents - Develop pre/post- InterventionsassessmentApply NewApply NewDevelop Develop - InstructionalKnowledgeKnowledge StrategiesStrategies Sequencing Continuous Improvement CycleAnalyze theAnalyze the1. Collect &amp; Chart ImplementImplement- Administer pre-Data ImpactImpactStrategies Strategies assessment2. Analyze Data3. Review Goals Data CycleData Cycle- Instruction4. InstructionalStrategies- Administer CA5. Results Indicators Common Assessment6. Monitor &amp; EvaluateResults 20. Apply New Knowledge What Worked? This is when the PLC teammembers discuss what worked and whatdidnt work according to the data. Next Steps for Students What will be thenext steps for students who did not reachproficiency? For those who did? Interventions The PLC team agrees oninterventions to assist those students who arenot proficient. 21. Current RealityDoes this process resemble what happens throughout the year in your school? 22. How can data analysis drive instruction? Shanon to add slides or add some 23. How can I start a PLC at my school? Administrative support Teacher willingness Basic picture of the PLC process Meeting notes / Action plans Time to meet 24. Start with a book study 25. PLC Basic Picture What do we want our students to know, understand and be ableto do? Deconstructing/Unpacking Standards, Examining Student Work Assignments How will we know when they have learned it? Examining Data Protocols and Common Assessments Examining Student Work Assignments How will we respond when some students have not learned andhow will we respond when some students have learned? Teacher Interventions Team Interventions School Interventions 26. 1. Teams Set Ground Rulesand Develop Norms 5. Team meetings are centeredaround one of the following:2. Set Goals to Guide WorkClarifying essential student-Team decides area of focus learning (Standards)from data, curriculumstandards or identifies anAnalyzing evidence ofopportunity for student learningimprovement that they will(Assessment)work on together.Examining student workassignments for rigor and3. A team action plan isalignment (Alignment &amp;created to address theRigor)opportunities forimprovement agreed upon Instructional practices toby the team impact student learning(Intervention)4. Teachers work on agreedupon strategies in classes or 6. Next Meeting: Debrief thestrategy, share data, whattake next steps between worked, what did not work,meetings. focus on the next steps andcontinue the cycle. 27. PLC Meeting Agenda / Action Record TEAM NORMS (To be reviewed at eachTEAM NAME: meeting)Date:Roles (should alternate throughout the year):Facilitator:Time Keeper:Recorder:Purpose/Goal(s) for this meeting:Meeting Topics: Desired Outcomes:1.1.2.2.3.3.MEETING MINUTES (TO BE COMPLETED BY THE RECORDER):Team Members Present Team Members AbsentDiscussion / Decision Action Summary:Action Steps For Facilitators:Action Steps for PLC Support:1.1.2.2.Agenda items for next meeting:Artifacts attached from this meeting:1.1.2.2.Date of Next Meeting: 28. Resources Learning by Doing DuFour All Things PLC website -http://www.allthingsplc.info/ 29. Questions Thank you for your attention.Contact information:Cathy Barlow cabarlow@caldwellschools.comShanon White swhite@ccaldwellschools.com </p>