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Working Systemically

Working Systemically. Phase III — Planning Action. Phases of the Work. Phase I: Understanding the System Phase II: Analyzing the System Phase III: Planning Action Phase IV: Taking Action and Monitoring Implementation Phase V: Assessing and Reflecting on Outcomes.

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Working Systemically

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  1. Working Systemically Phase III — Planning Action

  2. Phases of the Work • Phase I: Understanding the System • Phase II: Analyzing the System • Phase III: Planning Action • Phase IV: Taking Action and Monitoring Implementation • Phase V: Assessing and Reflecting on Outcomes

  3. Phase III: Planning ActionStep 1: Investigate Research-Based Practices Stacey Joyner & Ann Neeley December 4, 2007

  4. Phase III — Planning Action Investigate research-based practices Describe the ideal state Develop an improvement plan Align district and campus plans

  5. Investigate research-based practices Selected References for Research-Based Practices

  6. Professional Teaching and Learning Cycle What is the Professional Teaching and Learning Cycle (PTLC)? The PTLC is a job-embedded, collaborative, professional development process that teachers use to plan and implement lessons that are aligned to their state standards.

  7. Professional Teaching and Learning Cycle

  8. Putting the PTLC Into Action First Meeting Phases I-III – Study, Select, and Plan phases are completed in a collaborative meeting (usually takes 2–3 hours at first). Phase IV – Implement Teachers teach the lesson and other staff members observe. Second Meeting Phases V & VI – Analyze and Adjust phases are completed in a collaborative meeting (usually takes 2-3 hours at first).

  9. Professional Teaching and Learning Cycle

  10. District Leadership Roles • Communicating clear expectations • Monitoring and reviewing • Building capacity

  11. District Leadership: Communicating Clear Expectations 1. Communicates repeatedly with school leaders that the number one priority is that all students will become proficient in the state standards. 2. Communicates repeatedly with school leaders that all classroom teachers will work collaboratively to implement each step of the PTLC.

  12. District Leadership: Monitoring and Reviewing 1. Works with school leaders to review data from PTLC collaborative meetings and regular visitation to classrooms to determine PTLC progress. 2. Collaborates with school leaders to monitor students’ academic progress towards mastering the state standards.

  13. District Leadership: Building Capacity 1. Ensures that school leaders provide many opportunities for collaboration among staff focused on students mastering state standards. 2. Ensures that school leaders provide support for new or struggling teachers as they align their instruction and assessment with state standards. 3. Aligns district and school staff development to • deepen content knowledge, • explore research-based instructional strategies, • make better use of data, • learn ways to analyze student work, and • develop instructional interventions for students.

  14. Planning • In order to implement PTLC successfully there are two critical structures that must be in place or must be created: • Time • Content area expertise

  15. Questions and Further Discussion • PTLC • About similarities between the PTLC and other approaches to alignment through lesson study • Reflection on Step 1 – Competencies

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