PLC RESOURCES

Documents to Assist in Organizing a

Collaborative Team

LEAD SET GOALS SHARE BEST PRACTICES

MONITOR GROWTH GET RESULTS

Defining Professional Learning Communities

Centralia’s Professional Learning Communities are groups of committed teachers who come together to help each other improve student learning.

PLCs are goal oriented and focus on student learning. The mission is to address the needs of every student.

PLC members collaboratively learn and improve practices that: Examine and analyze student achievement and classroom data to make decisions. Select specific areas to investigate as a focus for changing practice. Investigate research and best practices. Try out new strategies or change existing practices that effect classroom learning. Share personal practices and expertise through reflective dialogue, analysis of

student work, and observe each other’s classroom practices. Document activities and results. Function effectively as a team. Focus on results. Create shared understanding. Ensure that students learn.

CSD’s Direction in School Improvement Planning

School Improvement Plans can create positive change in student learning if they become more than a document completed by a few people and intimately known by even less. Schmoker (2006) and Reeves (2006) provide several suggestions for essential elements of a school improvement plan that will create immediate and lasting change in our schools and student learning. School improvement needs to focus on inquiry and the underlying causes of

deficiencies and success in student achievement and equity. Successful school improvement plans recognize implementation is continuous and

subject to quantitative and narrative description. Our action plans will be working documents to intentionally target areas of growth

and to develop intervention opportunities to bring students to standard. We hope to create meaningful enrichment opportunities for those at standard and

above.

Centralia PLC Refinement

This year our plan is to continue refining and building on our collaborative processes we have established in our building-wide PLCs. Each team will analyze their specific content data.

Our focus will continue to be as follows: Ensure all students learn rather than all students are taught. Work together collaboratively rather than in isolation. Monitor each student’s learning on a frequent and timely basis. Create systematic interventions that give students extra time and support for

learning Frequently gather and use achievement data to inform and improve our practice and

establish SMART Goals.

Four Critical Questions of Learning for PLCs

We encourage the use of the four questions to help guide the conversations of the entire staff, the collaborative groups, and the day-to-day work of teachers in every classroom. We must also strive to answer these questions for each unit of study we teach:

1. What is it we expect our students to learn?

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

3. How will we respond when they do not learn?

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

PROFESSIONAL LEARNING COMMUNITIES

SILT/PLC JOB DESCRIPTION

Effective Date: October 11, 2012JOB TITLE: School Improvement Leadership Team (SILT) Member and Professional Learning Community (PLC) Lead

Job Purpose Statement: The job of "School Improvement Leadership Team and Professional Learning Community Lead" is done for the purpose of assisting in school leadership; assisting in evaluating, planning, implementing, and monitoring of the School Improvement Plan; acting as a PLC lead through orientation of new members, organizing, facilitating, and collecting evidence of PLC work related to the four PLC questions, and acting as liaison between the PLC and the SILT.

The major responsibility of PLC leadership is to lead effective Professional LearningCommunity teams that are responsible for ensuring that all students at their grade level and site are mastering the essential curriculum and that students are being appropriately challenged. PLC leaders are teachers who lead a grade level, subject area or intervention team. These teams make informed decisions about curriculum and instruction based on research and the analysis of student work.

Essential Job Functions: Assists in the preparation of the School Improvement Plan, and the implementation, monitoring

and evaluation of the plan. Facilitate a PLC to include the maintenance of agendas, notes, learnings, data, etc. Engage as the liaison between the School Improvement Leadership Team (SILT) and the PLC

group. Prepare briefings for the SILT as related to the work of the PLC. Ensuring the PLC maintains its focus on the four PLC questions. Maintain current knowledge of the School Improvement Plan (SIP), data related to the SIP, and

data related to the PLC in which the staff member is leading. Effectively lead their PLC Effectively represent their PLC at the SILT meetings Focus on ensuring competence and growth for all students. Work with Teacher Leaders and Administration to set mission, goals and processes.

PLC Facilitators will maintain a notebook and documents related to each of their scheduled meetings to include:

The PLC norms Meeting Agenda for each specific meeting Meeting minutes showing covered topics Evidence of work of the PLC Clock Hour sign-in sheet – signatures from each attendee Clock hour evaluation form – completed by each attendee

Job Requirements-Qualifications: Skills, Knowledge and/or Abilities Required: Knowledgeable about effective PLCs Ability to focus and keep a team focused on the PLC goals and process Consensus building skills Ability to redirect conversations that may stray from the focus Organization skills Ability to analyze student work and data Participate in ongoing training related to PLCs and School Improvement.

Compensation: Each SILT/PLC Leader will receive a $1,300 stipend based on this being an annual position. A SILT/PLC Lead position can be split if supported by the principal. A person can lead more than one PLC if supported by the principal.

CLOCK HOUR TRACKING PROCESS

October 2, 2013

MEMORANDUM

To: K-12 PrincipalsFrom: Scott NiemannRe: PLC Lead Clock Hour Tracking/ProcessingCc: Dr. Bodnar, Matt McCauley, Donna Atkinson, Natasha Babka

SILT Job Description

BEGINNING OF THE YEAREach facilitator will be provided a clock hour tracking folder (name and course number located on the tab of the folder). In this folder will be:

Master copy of a Clock Hour Sign-in Sheet for each meeting (please make copies as needed)o Each meeting requires a sign-in sheet

Master copy of an Clock Hour Evaluation Formo This document is required to be filled out by each PLC member at the conclusion of the school year.

New Clock Hour Application (updated 01.27.14) to be completed and submit by the PLC facilitator at the conclusion of the year to Natasha Babka by June 15, 2013

o This form needs to be completed at the conclusion of the school year stating the number of clock hours that were offered.

o Example Clock Hour Application

EACH PLC MEETING ACCOUNTABILITY Example Templates Meeting agenda is required for each time the PLC meets. Meeting minutes showing covered topics each time the PLC meets. Clock Hour Sign-in Sheet for each meeting – signatures from each attendee

o Please fill out the information at the top of the sheet (date, etc.).

PLC CLOCK HOUR SUBMISSION PROCESS (END OF YEAR)Complete the following steps for submission of PLC Tracking Folder:

Determine that each attendee has completed their carbon copy Clock Hour Registration Form that provides the total number of hours attended throughout the school year. This needs to match the Clock Hour Application forms number of hours.

Check that each attendee has signed the Clock Hour sign-in sheet for each meeting attended. Check that each attendee has submitted an Clock Hour Evaluation Form for each meeting attended

o Each team member must complete an evaluation form. Check that all signatures are provided (Instructor, Principal, Employee) Determine that payment is attached to the registration form (paper clipped).

o Cost for SY 2013-2014 remains at $2.00 per Clock Hour, cash is not permitted as use for payment. Please make checks payable to: Centralia School District.

Return all completed documents in the original folder to Natasha Babka at the District Office on or before June 15, 2013.

CLOCK HOUR OFFERING REQUEST FORM

INSTRUCTOR(S) NAME WORK LOCATION

HOME ADDRESS

CITY STATE ZIP

HOME PHONE WORK PHONE

COURSE NAME

(REQUIRED)

ADMINISTRATOR APPROVING THIS COURSE

BUDGET AUTHORITY BUDGET #* Authorizes all costs related to this class (e.g., instructors, meals, subs, materials)

CLASS SIZE MIN MAXTOTAL HOURS OF INSTRUCTION (NOT INCLUDING LUNCH/BREAKS)

Agenda Date(s)/Time(s)

CLASS DATE TIMESCLASS DATE TIMESCLASS DATE TIMESCLASS DATE TIMESCLASS DATE TIMESCLASS DATE TIMESCLASS DATE TIMES

For classes listed on the Course Registration System please specify the maximum number of seats available for class. CRS will not exceed the maximum, and will automatically begin a waiting list.

LOCATION:You need to reserve room, plan for your equipment needs, set up and clean up.

WHO WILL PROVIDE SECURITY IF NEEDED?They must have a key and know security procedures for building.

CREDIT PLANNED

Insert “X” beside t would like to offer Clock hours and/or Credits

CLOCK HOURS CREDITSIn District Clock Hours – Application process for instructor approval on other side – class must be 3 hours minimum, 6.5 hours maximum per day. (3 one-hour meeting times may equal one 3-hour class.)

Credit (SPU, WWU, other) Instructor works directly with the college to arrange for credits. 10 class hours = 1 credit, 8 hours maximum per day. Cost: depends on University

STRAND: Insert “X” beside only ONE of the course description headings for set-up on the Course Registration System.Administration Fine & Performing Arts Language Arts Science

Curriculum Foreign Language Learning Environment Social Studies

Early Childhood General Math Special Education

English Language Learner Guidance & Counseling New Teachers Support Staff

Equity & Diversity Health & Fitness Paraeducator Technology

AUDIENCE: (e.g., All Staff, Teachers, Administrators, Invitation Only)COURSE DESCRIPTION / TOPICS TO BE COVERED: (will appear in Course Registration System):

IN-SERVICE OBJECTIVE/INTENDED OUTCOMES: Upon successful completion of this course, the participant will:

PREREQUISITESIs the class “By Invitation Only”?

Yes No

RESTRICTIONS

REGISTRANT TYPE

CLASSIFICATION LOCATION(e.g., Certificated, Classified)

(e.g., Teachers-ES, Librarian, Administration, etc.)

WHICH STATE DEFINED PROGRAM STANDARD DOES THIS CLASS MEET? Check the box(es) that apply.

1. It relates to opportunities for participants to collect and analyze evidence of student learning.

2. It relates to the following professional certificate standards:1 Effective Teaching

(a) Using instructional strategies that make learning meaningful and show positive impact on student learning

(b) Using a variety of assessment strategies and data to monitor and improve instruction(c) Using appropriate classroom management principles, processes and practices to foster a safe, positive, student-focused learning environment(d) Designing and/or adapting challenging curriculum that is based on the diverse needs of each student(e) Demonstrating cultural sensitivity in teaching and in relationships with students, families, and community members

(f) Integrating technology into instruction and assessment(g) Informing, involving, and collaborating with families and community members as partners in each student’s educational process, including using information about student achievement and performance.

2 Professional Development

(a) Evaluating the effects of his/her teaching through feedback and reflection;(b) Using professional standards and district criteria to assess professional performance, and plan and implement appropriate growth activities

(c) Remaining current in subject area(s), theories, practice, research and ethical practice

3 Professional Contributions(a) Advocating for curriculum, instruction, and learning environments that meet the diverse needs of each student(b) Participating collaboratively in school improvement activities and contributing to collegial decision-making.

3. It relates to the school and district improvement efforts.4. It relates to the K-12 frameworks and curriculum alignment.5. It relates to research-based instructional strategies and assessment practices.6. It relates to the individual’s current or anticipated assignment . 7. It is related to the advocacy for students and leadership, supervision, or mentoring/coaching.8. It relates to building a collaborative learning community.

INSTRUCTOR QUALIFICATIONSState law requires that for each Clock Hour instructor and each class, we provide the following information:Academic and/or professional experience that qualifies you to teach this class, e.g., degrees and current professional position (can attach résumé, in lieu). Previous presenters enter ON FILE in this box.

CSD 01.27.14

TEAM CYCLES

DEVELOPMENT OF NORMSSuggestions to develop team norms

1. All team members must be present.2. Ask members to verbalize things that they have seen, heard, or experienced in a meeting that they

did not like. Examples: People interrupting each other, members showing up late, etc. Construct a list of their responses on chart paper.

3. Ask members to verbalize elements of a good meeting. a. Examples: People listen to each other, all ideas are open for consideration, stakeholders

treat each other with respect, etc. Construct a list of their responses on chart paper.4. From these lists, agree on items to put in the appropriate areas of the Norms Development

Template (Below)5. Record the team norms on template6. Ask team members to sign the completed document.7. Distribute a copy of the finalized document to each member at your next meeting.8. Tips To Ensure The Team Norms Are Successful

Tips to ensure the team norms are successful1. Ask a team member to read the Norms at the beginning of each meeting.2. Post the Norms during each meeting.3. Review the Norms monthly, or as needed, to ask members if the norms are effective or if they need

revision.4. Don’t use the Norms as a rule book. They are guides.5. If a new member joins the team, review the Norms and offer an opportunity for their input.

TEAM NORMS TEMPLATE

CONSIDERATIONS PURPOSED NORMSTime When will we meet? Start and end on time?

Listening How will we encourage listening? How will we discourage interrupting?

Confidentiality Will what we say in the meeting be held in

confidence?

Decision Making How will we make decisions? How will we deal with conflicts?

Participation How will we encourage everyone’s

participation? Will we have an attendance policy?

Expectations What do we expect from members? Are there requirements for participation?

Signature of Team Members

TEAM MEETING MINUTESMeeting DatesTeam Name

Facilitator

Team Members in Attendance

Topics of Discussion

What do we want students to learn?

How is our implementation plan working?

How Are Our Strategies Working For The Students Who HAVE NOT Attained Proficiency?Data based

Best Practices That Were Shared During The Meeting

We Need, Our Questions, Etc. (Attention School Administration)

Evidence That Our Plan Is Working: (Data Is Attached). Yes ☐ No ☐

PLC NOTES AND PLANSFocus Of The

MeetingDiscussion, Issues, Concerns Ideas and Decisions

Before the next meeting I need to… For our next meeting I need to bring…

New ideas I will use in my classroom

How I implemented the ideas ResultsDid the idea prove to be

effective?

Before the next meeting I need to… For our next meeting I need to bring…

GOAL SHEET

Focus/Plan(What is the problem? Why is this occurring?)

Strategies/Do(What are we going to do about it?)

Assessment /Check(How are we going to progress monitor? Is it working?)Proficiency Level ___________% Assessment Description

Remediate/Response(What are we going to do about it? How will we help the students who didn’t achieve the goal?)

Enrichment/Response(How will we enrich the students who achieved the goal?)

General Notes

SMART GOALS

SMART goals are set with the purpose of increasing student achievement.SMART goals are specific in that they clarify precisely what students should learn, the level of the learning (proficiency level), the assessments that will be used to make the proficiency determination and a time frame.

A SMART Goal is:Specific Linked to the SIP goals. It focuses on specific student learning and answers WHO and WHAT.

Measureable Student success is measured by assessment. It answers the question - H O W.

Attainable The goal should be set high but within reason. High goals are not always attained but this does not mean it was a failure.

Results Oriented/Relevant/RigorousSupporting the SIP, results tell you who has achieved proficiency. These results determine which students need remediation or enrichment.

Time BoundAll goals are bound by a clearly defined time frame.

SMART Goal Example1. _________ % of grade 9 math students will increase their _________ scores by ______% by the end of

the second nine weeks as measured on the (assessment) __________________.

2. Fifty-two percent of my writing students will increase their average writing scores by one point by the end for the first nine weeks as measured by the (assessment) ________________.

Non-Example1. My students will do better on their math tests.2. The team’s students will increase their understanding of expository writing.3. My reading students will complete 80% of their homework.

we will

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level of

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as evidenced by

measuring device

by when

Current level of

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GLOSSARY OF PLC TERMS

TEAM SMART GOAL

School: Centralia Middle School

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Attainable GoalsGoals Perceived as achievable by those who set them. Attainable goals are intended to document incremental progress and build momentum and self-efficacy through short-term wins

Building Shared KnowledgeLearning together. Members of professional learning communities always attempt to answer critical questions by first learning together they engage in collective inquiry to build shared knowledge. This collective study of the same information increases the likelihood that members will arrive at the same conclusion. Members of a PLC, by definition, will learn together

CollaborationA systematic process in which people work together, interdependently, to analyze and impact professional practice in order to improve individual and collective results. In a PLC, collaboration focuses on the critical questions of learning: What is it we want each student to learn? How will we know when each student has learned it? How will we respond when a student experiences difficulty in learning? How will we enrich and extend the learning for students who are proficient?

Common AssessmentAn assessment of student learning that uses the same instrument or a common process utilizing the same criteria for determining the quality of student work. State and provincial assessments and district benchmark assessments are “common” assessments. However, in a PLC, common assessments are also created by a team of teachers with collective responsibility for the learning of a group of students who are expected to acquire the same knowledge and skills. Team developed common assessments provide members with the basis of comparison that turns data into information and help individuals identify strengths and weaknesses in their instructional strategies. They also help identify problem areas in the curriculum that require attention.

Common Formative AssessmentAn assessment typically created collaboratively by a team of teachers responsible for the same grade level or course. Common formative assessments are used frequently throughout the year to identify (1) individual students who need additional time and support for learning, (2) the teaching strategies most effective in helping students acquire the intended knowledge and skills, (3) curriculum concerns areas in which students generally are having difficulty achieving the intended standard and (4) improvement goals for individual teachers and the team.

CommunityA group linked by common interests. Whereas the term organization tends to emphasize structure and efficiency, community suggests shared purpose, mutual cooperation, and supportive relationships

ConsensusConsensus is achieved when (1) all points of view have not only been heard but also solicited, and (2) the will of the group is evident even to those who most oppose it

Continuous Improvement ProcessThe ongoing cycle of planning, doing, checking, and acting designed to improve results constantly. In a PLC, this cycle includes gathering evidence of current levels of student learning, developing strategies and ideas to build on strengths and address weaknesses in that learning, implementing those strategies and ideas, analyzing the impact of the changes to discover what was effective and what was not, and applying the new knowledge in the next cycle of continuous improvement.

Criterion-referenced AssessmentAn assessment used to determine if a student or group of students have met a specific standard or intended learning outcome (Ainsworth & Viegut, 2006).

Essential LearningThe critical skills, knowledge, and dispositions each student must acquire as a result of each course, grade level, and unit of instruction. Essential learning may also be referred to as essential outcomes, power standards (Reeves, 2002), guaranteed and viable curriculum (Marzano, 2003), essential academic goals (Lezotte, 1991), learning intentions and success criteria (Hattie, 2009), or learning expectations and tangible exemplars of student proficiency (Saphier, 2005).

Formative AssessmentAn assessment for learning used to advance and not merely monitor each student’s learning; the assessment informs the teacher regarding the effectiveness of instruction and the individual student regarding progress in becoming proficient. The checks for understanding that individual teachers use in the classroom on a daily basis

are examples of formative assessments. In a PLC, collaborative teams also use common formative assessments to (1) identify students who are experiencing difficulty in their learning, (2) provide those student with additional time and support in a way that does not remove them from new direct instruction, and (3) give them additional opportunities to demonstrate their learning.

GoalsMeasurable milestones that can be used to assess progress in advancing toward a vision. Goals establish targets and timelines to answer the question, what results do we seek, and how will we know we are making progress?

Norm-referenced AssessmentAn assessment designed to compare the performance of an individual or group with a larger “norm” group typically representing a national sample with a wide and diverse cross-section of students (Ainsworth & Viegut, 2006).

Professional Learning Community (PLC)An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. Professional learning communities operate under the assumption that the key to improved learning for students is continuous job embedded learning for educators.

Pyramid of InterventionsA systematic schoolwide plan that ensures every student in every course or grade level will receive additional time and support for learning as soon as he or she experiences difficulty in acquiring essential knowledge and skills. The multitiered intervention occurs during the school day, and students are required rather than invited to devote the extra time and secure the extra support for learning.

SMART GoalsGoals that are Strategic & Specific, Measurable, Attainable, Results-oriented, and Timebound (O’Neill & Conzemius, 2005)

Summative AssessmentAn assessment of learning (Stiggins, 2002) designed to provide a final measure to determine if learning goals have been met (Ainsworth & Viegut, 2006). Summative assessments yield a dichotomy: pass or fail, proficient or not proficient. Additional timely support is typically not forthcoming.

TeamA group of people working interdependently to achieve a common goal for which members are held mutually accountable. Collaborative teams are the fundamental building blocks of PLCs.

Team Learning ProcessThe cyclical process in which all teams in a PLC engage to stay focused on learning. The team learning process includes: clarifying essential student learnings (skills, concepts, and dispositions) for each course and content area; agreeing on common pacing of instruction; developing multiple common formative assessments aligned to each essential outcome; establishing specific, rigorous target scores or benchmarks that will lead to success on high-stakes assessments; analyzing common assessment results; and identifying and implementing improvement strategies. Teams address each step in the process by first building shared knowledge rather than pooling opinions

ESD 113 ResourcesUsing the following resources you may want to use it between now and next year. a. Presentations:

PLC OverviewSPU Course: Session 1

SPU Course: Session 2SPU Course: Session 3

b. Worksheets and HandoutsDeveloping NormsPLC RubricPLC Readiness SurveySeven Stages of PLC Teams

c. ResearchPLC ProcessAlternative Professional DevelopmentPLC Models

d. Linkshttp://www.plcwashington.org