professional learning communities: using written curriculum to design effective instruction
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Professional Learning Communities: Using written curriculum to design effective instruction. - PowerPoint PPT PresentationTRANSCRIPT
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PROFESSIONAL LEARNING COMMUNITIES:
Using written curriculum to design effective instruction
The professional learning community model is a grand design - a powerful way of working together that profoundly affects the practices of schooling. But initiating and sustaining the concept requires hard work (Dufour, 2004)
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“Create and maintain an environment that fosters collaboration, honest talk, and a commitment to the growth and development of individual members and to the group as a whole” (Lieberman and Miller, 2011)
Key conditions are: norms of collaboration; focus on students and their academic performance; access to a wide range of learning resources for individuals and the group; mutual accountability for student growth and success (Talbert, 2010)
“An inclusive group of people, motivated by a shared vision, who support and work with each other, finding ways, inside and outside their immediate community, to enquire on their practice and together learn new and better approaches that will enhance all pupils’ learning” (Stoll and Louis, 2010)
Recasting PLC’s
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Teacher A90%
Proficient
Growth = + 0.458
Teacher B
85% Proficie
nt
Growth = + 0.239
Teacher C
53% Proficie
nt
Growth = - 0.206
Teacher D
55% Proficie
nt
Growth = -
0.198
PLCs and Teacher Improvement
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PLCs and School Improvement
Teacher Collaboratio
n
Discussion of
Instruction
Instructional
Improvement
Increased Student Learning
Horn & Little, 2010
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PLCs and Written Curriculum
“Merely creating small structures for PLCs does not lead to changes in instructional practice”
(Christman and Supovitz, 2005)
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• Stage 1: • Standards Unpacked, Essential Questions, Enduring Understandings
• Stage 2: • Exemplar Assessments (Formative and Summative)
• Stage 3: • Learning Plan• Aligned Resources
Stage 2 & 3 are still under development. They will be added as our writing teams complete the work.
Curriculum Documents Unpacked
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CCS Curriculum Documents
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Curriculum
Coherent
Guaranteed
Viable
Written Curriculum
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UbD PLC
Stage 1: Desired Results
What will students know, understand, and be able to do?
Stage 2: Determining Acceptable Evidence
How will we know they are learning it?
Stage 3: The Learning Plan (includes Enrich, Remediate, and Reflect)
What teaching and learning experiences we will provide?
What will we do when students already know it?What will we do if they don’t learn it?
What teaching and learning experiences were effective? How do we know?
Connection
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PLC Framework
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What does this look like?
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The Work and Learning of PLCs
Collaboration
Experimentation
Reflective Inquiry
Shared Insight
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If this is what we want, how do we get there?
Structural changes Committee Compliance Documents
Roles and Responsibilities Facilitators
Facilitators Guide
Compliance
District Feedback on Units(Google Doc)
Resource Sharing(Google Doc)
Performance Rubric (October and May)
School CFA Assessments Agendas/Minutes Data Analysis Document
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Coaching & Support
Administration
• Leadership Academy
• August Webinar
• Monthly School Administrator Meetings
Facilitators• August
Webinar
• Regular Follow up with Instructional Specialist
All Teachers• Introduction
via Planning Period PD in August & September
PLCs in Crisis
• Triangulated Data Analysis (Student data, CWT, Principal input)
• Tiered, Intensive Coaching via Instructional Specialists
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• Webinars during the week of August 19
• August 22: 9:00am to 11:00am• August 22: 2:00pm to 4:00pm• August 23: 9:00am to 11:00am• August 23: 2:00pm to 4:00pm
Training for PLC Facilitators
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What’s Next
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PLC Facilitator’s framework
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IS DESIGNED TO…• help facilitate
conversations among PLCs.
• help guarantee PLCs are talking about the “right” things.
• help administrators guide PLC conversations.
• help troubleshoot curricular conversations.
• help measure the health of PLCs.
The framework…
IS NOT DESIGNED TO…
• be a checklist PLCs must complete.
• dictate every topic of conversation a PLC has.
• be handed to teachers without a trained facilitator.
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• August Administrator meetings• Principal• Assistant Principal for Instruction• Assistant Principal
• Facilitator Training during the week of August 19• All administrators• All facilitators• Any interested teachers
Additional training on the framework and process
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This recasting of PLCs requires a redefinition of various roles and responsibilities:
Administrators
Facilitators
Teachers
Roles and Responsibilities
c
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District: (1) Provide feedback on every unit via Google Doc (2) Suggest resources for each unit via Google Doc(3) Complete the PLC Performance Rubric (Oct/May)
School: (1) Agendas/Minutes(2) Data Analysis Document(3) School Administrator provides feedback on at least 1 CFA per PLC
Compliance Measures
b
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In the next session, Michael will present the materials you will use to train your PLCs for the first week’s work.
In addition, you will have time to prepare a plan for this professional development.
Next Steps
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