professional learning communities (plc)

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Professional Learning Professional Learning Communities (PLC) Communities (PLC) Where do we begin? Where do we begin? (Adapted from Professional Learning Communities at (Adapted from Professional Learning Communities at Work Work Designed by DuFour, DuFour and Eaker) Designed by DuFour, DuFour and Eaker)

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Professional Learning Communities (PLC). Where do we begin? (Adapted from Professional Learning Communities at Work Designed by DuFour, DuFour and Eaker). What does PLC mean?. - PowerPoint PPT Presentation

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Page 1: Professional Learning Communities (PLC)

Professional Learning Professional Learning Communities (PLC)Communities (PLC)

Where do we begin?Where do we begin?(Adapted from Professional Learning Communities at Work(Adapted from Professional Learning Communities at Work

Designed by DuFour, DuFour and Eaker)Designed by DuFour, DuFour and Eaker)

Page 2: Professional Learning Communities (PLC)

What does PLC mean?What does PLC mean?An on going- process in which educators work An on going- process in which educators work collaboratively collaboratively in recurring cycles of collective in recurring cycles of collective inquiry and action research to achieve better inquiry and action research to achieve better resultsresults for the student they serve. for the student they serve.

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

DuFour, DuFour, Eaker and DuFour, DuFour, Eaker and Many (2010)Many (2010)

Page 3: Professional Learning Communities (PLC)

Ensuring that students learnEnsuring that students learn–Learning for allLearning for all

A Culture of CollaborationA Culture of Collaboration–TeamworkTeamwork

Focus on ResultsFocus on Results–Data-Driven DecisionsData-Driven Decisions

PLC PLC Big Ideas & Core ValuesBig Ideas & Core Values

Page 4: Professional Learning Communities (PLC)

The PLC Big Ideas #1The PLC Big Ideas #1

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

““the fundamental purpose of the school is to the fundamental purpose of the school is to ensure that all students ensure that all students learnlearn rather than rather than see to it that all students are see to it that all students are taughttaught-an -an enormous distinction.” enormous distinction.” from from Raising the Bar and Closing Raising the Bar and Closing the Gap-Whatever it Takesthe Gap-Whatever it Takes

Page 5: Professional Learning Communities (PLC)

Critical Questions of LearningCritical Questions of Learning

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

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

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

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

Page 6: Professional Learning Communities (PLC)

The PLC Big Ideas #2The PLC Big Ideas #2

Collaboration- To co laborCollaboration- To co laborWe are committed to working together to achieve our We are committed to working together to achieve our collective purpose. We cultivate a collective purpose. We cultivate a collaborative collaborative cultureculture through development of high-performing through development of high-performing teams.teams.

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

DuFour, Dufour & EakerDuFour, Dufour & Eaker

Page 7: Professional Learning Communities (PLC)

Why Collaborate?Why Collaborate?Gains in student achievementGains in student achievement

Higher quality solutions to problemsHigher quality solutions to problems

Increased confidence among all staffIncreased confidence among all staff

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

Ability to test new ideasAbility to test new ideas

More support for new teachersMore support for new teachers

Expanded pool of ideas, materials, and methodsExpanded pool of ideas, materials, and methods

Judith Warren Judith Warren Little (1990)Little (1990)

Page 8: Professional Learning Communities (PLC)

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

Pfeffer and Pfeffer and Sutton (2006)Sutton (2006)

Page 9: Professional Learning Communities (PLC)

Lucky Number 7Lucky Number 7

Seven Keys to Collaboration in a PLCSeven Keys to Collaboration in a PLC1.1. Embed collaboration with a FOCUS ON LEARNING in Embed collaboration with a FOCUS ON LEARNING in

routine practices of the school.routine practices of the school.

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

3.3. Focus teams on critical questions.Focus teams on critical questions.

4.4. Make products of collaboration explicit.Make products of collaboration explicit.

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

6.6. Pursue specific and measurable team performance goals.Pursue specific and measurable team performance goals.

7.7. Provide teams with frequent access to relevant Provide teams with frequent access to relevant information.information.

Page 10: Professional Learning Communities (PLC)

Why Norms?Why Norms?When all is said and done, the norms of a group help When all is said and done, the norms of a group help determine whether it functions as high-performing team or determine whether it functions as high-performing team or becomes simply a loose collection of people working becomes simply a loose collection of people working together.together.

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

Page 11: Professional Learning Communities (PLC)

TIPS for Team NormsTIPS for Team NormsEach team establishes its own norms.Each team establishes its own norms.Norms are stated as commitments to act or behave in Norms are stated as commitments to act or behave in certain ways.certain ways.Norms are reviewed at the beginning and end of each Norms are reviewed at the beginning and end of each meeting until they are internalized.meeting until they are internalized.One norm requires team to assess its effectiveness every One norm requires team to assess its effectiveness every six months. This assessment should include review of six months. This assessment should include review of adherence to norms and the need to identify new norms.adherence to norms and the need to identify new norms.Less is more. A few key norms are better than a laundry Less is more. A few key norms are better than a laundry list.list.Violations of norms must be addressed.Violations of norms must be addressed.

Page 12: Professional Learning Communities (PLC)

The Big Ideas of PLC #3The Big Ideas of PLC #3

Results-Results-We assess our effectiveness on the basis of We assess our effectiveness on the basis of results rather than intentions. Individuals, results rather than intentions. Individuals, teams, and schools seek relevant data and teams, and schools seek relevant data and information and use that information to information and use that information to promote continuous improvement.promote continuous improvement.

Page 13: Professional Learning Communities (PLC)

How Should We Determine what is the right How Should We Determine what is the right work?- Best available evidence of positive impact work?- Best available evidence of positive impact

on student learningon student learning

Keys to Formative Keys to Formative AssessmentAssessment

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

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

– Are students given an Are students given an additional opportunity additional opportunity to demonstrate their to demonstrate their learning?learning?

Page 14: Professional Learning Communities (PLC)

If We Implemented What We Know If We Implemented What We Know to be Best Practiceto be Best Practice

Common CurriculumCommon Curriculum -Learn What? -Learn What? Teachers must come together to Teachers must come together to agree on the “Learn What”agree on the “Learn What”Common PacingCommon Pacing -Implementing the -Implementing the Common Curriculum collaborativelyCommon Curriculum collaborativelyCommon AssessmentCommon Assessment -Formative -Formative Assessments designed around the Assessments designed around the common curriculum to monitor common curriculum to monitor student learningstudent learning

Page 15: Professional Learning Communities (PLC)

Are PLC’s an Option?Are PLC’s an Option?

Loose vs. Tight- Loose vs. Tight- Effective school cultures don’t simply encourage Effective school cultures don’t simply encourage individuals to go off and do whatever they want, but individuals to go off and do whatever they want, but rather establish clear parameters and priorities that rather establish clear parameters and priorities that enable individuals to work within established enable individuals to work within established boundaries in a creative and autonomous way.boundaries in a creative and autonomous way.

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

how it is to be taughthow it is to be taught

Page 16: Professional Learning Communities (PLC)

Changing the Changing the FocusFocus

Old FocusOld FocusEvery student Every student cancan learn learn

Focus on Focus on teachingteaching

IsolationIsolation

Assessment Assessment OFOF learning learning (Summative)(Summative)

Failure Failure isis an an option option

New FocusNew FocusEvery student Every student willwill learn learn

Focus on Focus on learninglearning

CollaborationCollaboration

Assessment Assessment FORFOR learning (Formative)learning (Formative)

Failure Failure is notis not and option and option

Page 17: Professional Learning Communities (PLC)

Culture Shifts in a PLCCulture Shifts in a PLC

Shift in Fundamental PurposeShift in Fundamental Purpose…… From teaching to learning…… From teaching to learning

Shift in Use of AssessmentsShift in Use of Assessments …… …… From summative to frequent From summative to frequent

formativeformativeShift in the Work of Teachers Shift in the Work of Teachers … ….. From isolation to collaboration.. From isolation to collaborationShift in Response When Shift in Response When Students Don’t LearnStudents Don’t Learn

… ….. From remediation to .. From remediation to interventionintervention

Page 18: Professional Learning Communities (PLC)

ResourcesResources

www.allthingsplc.infowww.allthingsplc.info

www.allthingsassessment.infowww.allthingsassessment.info

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

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

AEA staffAEA staff