dr. jody nace, superintendent northeastern school district of york county manchester, pa...
TRANSCRIPT
Dr. Jody Nace, SuperintendentNortheastern School District of York County
Manchester, PA
Lori J. Stollar, Program Specialist for Curriculum & PDLincoln Intermediate Unit 12
New Oxford, PA
Professional Learning Communities:
Lessons Learned
Professional Learning Community
A community with the capacity to promote and sustain the learning of all professionals in the
school community with the collective purpose of enhancing student learning.
Bolam, et al, 2005, p. 145
5 Essential Characteristics of PLCs
1. Shared values and norms
2. A clear and consistent focus on student learning
3. Reflective dialogue that leads to “extensive and continuing conversations among teachers about curriculum, instruction, and student development
4. Deprivatizing practice to make teaching public
5. Collaboration As cited in Vescio, et al, 2007
Research-Base
• Learning communities are grounded in two assumptions:
– That knowledge is situated in the day-to-day lived experiences of teachers and best understood through critical reflection with others who share the same experience.
– That actively engaging teachers in PLCs will increase their professional knowledge and enhance student learning.
Vescio, et al, 2007
Elements of a PLC
Shared Goals and Values
Shared Personal Practice
Collective Inquiry
Collaborative Culture
Action Experimentation
Double-loop Learning
Wang, 2010
Northeastern School District
• York County, PA• 52 square miles• 3,812 students, K-12• 1 High School serving grades 9-12• 1 Middle School serving grades 7-8• 2 Intermediate Schools serving grades 4-6• 4 Elementary School serving grades K-3• 295 Professional Staff/ 195 Support Staff/
20 Administrators• Free and Reduced population= 38%• $53.7 million budget
Vision
100% of our students
will graduate and be fully prepared
for a post-secondary education.
What do we expect our students to learn?
Lesson Learned: Lack of a solidcore curriculum and an instructional framework for lesson plans…
Research Base
“…a guaranteed and viable curriculum is the school-level factor with the most impact on student achievement.”
--Marzano, 2003
Interview – Dr. Minnich
Assistant Superintendent of Curriculum and Instruction
2nd Grade Instructional FOCUS Meeting
Agenda Items:
Learning Objective: •Learners will discuss relevant quotes about education and share view points. Assignment was to read pages 50-89•In small groups discuss assigned quotes and be ready to share out.•Share and discuss in cross-school groups.
Work Accomplished:
Prior to the next meeting…•Read pg. 93-130. •Pg. 101 read-i-cide… Identify one practice to eliminate in reading instruction and identify one effective practice to share at next PLC ( building and Focus Meets).
Next meeting is March 29, 2012
How will we know if students have learned it?
Lesson Learned: Not all teachers were administering common assessments and they did not know how to analyze them and use results to inform instruction…
Research Base
“Powerful, proven structures for improved results already exist. They begin when a groups of teachers meet regularly as a team to identify essential and valued student learning, develop common formative assessments, analyze current levels of achievement, set achievement goals, and then share and create lessons and strategies to improve upon those levels.”
--Schmoker, 1999
Common Assessments – District -wide
• Common Assessment Analysis
How will we respond to students
who have not learned?
Lesson Learned: Our response was not systematic, timely, or directive…
Research Base
“When a school begins to function as a professional learning community…teachers become aware of the incongruity between their commitment to ensure learning for all students and their lack of coordinated strategy to respond when some students do not learn.”
--DuFour, 2005
Responding to students who struggle
– Student Focus Meeting video clip
Public Display of Teacher Data -Celebration
Tara Wagner Grade 4 92% proficient in math
Jamie Jordan Grade 4 92% proficient in math, which was a co-taught inclusion/special education math class with Mrs. Cheryl Long. Congratulations to both of them!
Kris Stover Grade 6 One of her sections of math achieved 90% proficiency
Jen Linker Grade 5 95% proficient in writing
Amy Jones Learning Support
100% proficient in reading. This is a special education classroom (and by the way, all of her students were proficient in math too except for just one!)
How will we enrich for those who already know it?
Lesson Learned: Teachers didn’t know where to begin, we were not finding out who already knows it, and we had a cultural belief that we did not have a high number of kids with high ability…
Research Base
“To maximize the potential in each learner, educators need to meet each child at his or her starting point and ensure substantial growth.”
--Tomlinson, 1999
Cultural Shift – “We have smart kids!”
• AP Teacher Video
Lessons Along the Way…
• We assumed leaders knew how to lead a PLC– Response: Deliberate recruitment and training of
team leaders
• Artifact: Agenda from Training (uploaded)
Lessons Along the Way…
• Just having the structures in place to allow for meeting time is not enough– Response: Provide protocols– Artifacts:
• PLC meeting template and benchmarks for what should happen at a PLC Meeting (uploaded)
• Orendorf PLC menu (uploaded)
Lessons Along the Way…
• We were good at making excuses
• We had to confront the current reality.– Response: The Leadership Team communicated
high expectations
Fidelity of PLC’s• Have we compromised, sold out, and lowered our
expectations of the major tenets of a PLC?
– Even though we agree that teaching in isolation is not effective, and we need to be collaborative, do we still allow teams to be only collegial and congenial instead of collaborative?
– Do we meet regularly to identify kids for interventions that are timely, directive, and systematic?
– Do we settle for team goals that are less than SMART? (Specific, Measurable, Attainable, Results Oriented, Time-Bound) Or worse yet, do we settle for no working team goals at all?
Fidelity of PLC’s
– Do we hide behind excuses? Examples: (It is impossible to begin because we need more training.) Training can be a way of avoiding the “doing.” (We need to have teacher buy-in before we begin.) You will never begin if you are waiting for complete buy-in. (Our schedule is too complicated to change in order to allow for common collaborative time.) There are thousands of examples of schools that have figured it out at all levels.
– Do we systematically provide data to teachers that is easily accessible, purposely arranged, and publicly discussed?
– Do we accept excuses for missing PLC meetings and not making it a priority?
– Do we insist on common, frequent formative assessments and pacing guides so that teachers can speak the same language at PLC meetings?
PLC Leadership
• “The most common cause of the demise of PLC initiatives is not the result of a single cataclysmic event, but rather repeated compromises regarding the fundamental premises of PLCs. There is no one fatal blow: PLCs die from a thousand small wounds.”
» Dufour, Robert, DuFour Rebecca, Eaker, Robert, Many, Tom. Learning by Doing, 2006.
Administrative Commitment
Administrative PLC commitments (non-negotiables 11-12)
Lessons Along the Way…
• Lack of accountability
• The importance of conversation and support– Teacher/Principal Data Meeting Video– Artifacts for Data Meeting (uploaded)
• Build your Guiding Coalition
Lessons Along the Way…
• Lack of accountability
• The importance of conversation and support
• Build your Guiding Coalition
Questions?
References
• Bolam, R., McMahon, A., Stoll, L., Thomas, S., & Wallace, M. (2005). Creating and sustaining professional learning communities. Research Report Number 637. London, England General Teaching Council for England, Department for Education and Skills.
• DuFour, R. (2005). On common ground: The power of professional learning communities. Bloomington, IN: National Education Service.
• DuFour, R., DuFour, R., Eaker, R.., & Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree.
• Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD.
• Schmoker, M. (1999). Results: The key to continuous school improvement (2nd ed.). Alexandria, VA: ASCD.
References
• Schmoker, M. (2011). Focus: Elevating the essentials to radically improve student learning. Alexandria, VA: ASCD.
• Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.
• Vescio, V., Ross, D., & Adams, A. (2007). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24, 80-91.
• Wang, J.L.N. (2010). Searching for good practice in teaching: a comparison of two subject-based professional learning communities in a secondary school in Shanghai. Compare, 40(5), 623-639.
