sxswedu mentor application- e. land

14
The PLC Highway A Roadmap for Why PLCs Promote Powerful Change in Schools

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Page 1: SXSWedu mentor application- E. Land

The PLC Highway

A Roadmap for Why PLCs Promote Powerful Change in Schools

Page 2: SXSWedu mentor application- E. Land

PLC Road Trip!During today’s road-trip, we will: Learn how to create meaningful teacher teams in

their buildings and districts to help teachers move from standard compliance to total commitment

Understand the power of PLC teams through the work they do together to improve student mastery

Gain perspective on what a PLC is and what a PLC is not and how this differentiation is important for progress and accountability

Page 3: SXSWedu mentor application- E. Land

From GPS to PLC“One of the most powerful, high-leverage strategies for improving student learning available to schools is the creation of frequent, high-quality common formative assessments by teachers who are working collaboratively to help a group of students acquire agreed-upon knowledge and skills.”

-Learning by Doing, 2010

collaboratively

Page 4: SXSWedu mentor application- E. Land

How are you getting there?

“Indyvidual” Teachers PLC Teachers

Page 5: SXSWedu mentor application- E. Land

“Indyvidual” TeachersIf your students aren’t successful:

Do you know why? Do you examine what

else you could have tried?

Do you reach out for other ideas?

Do you re-evaluate for mastery?

Do you have anyone to lean on to help you figure it out??

Page 6: SXSWedu mentor application- E. Land

PLC TeachersIn the same “car” (subject area PLCs) with the same information (standards), we can find our way!

We can: Compare data in a group to

find strengths and weaknesses

Determine best practices based on data

Share information to improve student learning

Change up classes/students! Find alternate routes to

success!

Page 7: SXSWedu mentor application- E. Land

PLC Teachers“The best way to provide powerful feedback to teachers that can improve teaching and learning is through team-developed AND team-analyzed common formative assessments.”

Richard DuFour, 2010

In other words, we’re all using the same GPS, headed to the

same destination!

Page 8: SXSWedu mentor application- E. Land

But why do we all need the same route? You are not expected to teach the same way that your

colleagues teach. As the old adage says,

“Not all teacher teach the same way and not all students learn the same way.”

But, every student must have access to the same guaranteed and viable team-developed curriculum, i.e. the same route, if we are going to have data that will inform our team and thus, our instruction.

Let’s take a look at why it is important to act upon the data that you uncover you uncover in your PLCS…

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Data-Driven Road Trip!

Teacher A

Student C

Student B

Student A

0 1 2 3 4 5 6

Multiplying Frac-tionsAdding Fractions

Teacher B

Student F

Student E

Student D

0 1 2 3 4 5 6

Multiplying Frac-tionsAdding Fractions

Page 10: SXSWedu mentor application- E. Land

Quick Share: When you compare the students with those of

another teacher over the same lesson/objectives, what can you determine from the data? Answer: each teacher is really great at one of the

concepts…what could this do for student mastery?? Team up for a power up!

What kinds of conversations does this open up in PLC about what we do with our “get-its” and “don’t get-its yet” kids?

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You are the GPS in your classroom…

But research supports that you can’t do it alone:

“Teachers can give their same individual assessments year after year, and thus have longitudinal data. But unless they have a basis for comparison, they cannot identify strengths and weaknesses in their teaching, and they are unable to determine if an area in which students are struggling is a function of the curriculum, their strategies, or their students.”-Learning By Doing, 2010

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How do we get there from here? Analyzing data as a team has to be a purposeful

choice in planning your instruction and this is most effective when done in PLCs because you have access to a comparison.

Remember that it’s the data you get from students AND take the time to examine that is what “re-calculates” their route to success!

If the data tells you to stop, backup, or change your instruction, what would be the effect of just continuing straight through?

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“You have arrived.”Remember:

PLC Teachers exhibit more success with student achievement than “Indyvidual” teachers.

Schedules and tools must support these teacher teams for the greatest impact!

Data alone is not powerful. We must act upon it using a comparison on team-developed and team-analyzed parameters!

Teachers must find timely protocols to desegregate data and what works for their PLC and be supported by each other and the admistration.

You are not alone in guiding your students to success…

“Members of a PLC realize that all of their efforts must be assessed on the basis of results rather than intentions.”

-Learning by Doing, 2010

Page 14: SXSWedu mentor application- E. Land

Can you imagine…What purposefully collaborative, time-allowed, intensely driven teacher teams could do at your school??

Destination: SUCCESS!!