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Project Goal and Key Questions

Supporting School and District Improvement in Massachusetts Building Professional Learning Communities to Improve Instructions and Raise Achievement Overview. Project Goal and Key Questions. Goal:

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Project Goal and Key Questions

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  1. Supporting School and District Improvement in MassachusettsBuilding Professional Learning Communities to Improve Instructions and Raise AchievementOverview

  2. Project Goal and Key Questions Goal: To promote strong professional learning communities in districts and schools to drive instructional improvement and increase student learning and achievement. Guiding Questions: What role do professional learning communities play in improving instruction and student achievement? How can we leverage change in our schools and build capacity by implementing professional learning communities?

  3. Project Overview The Center for Collaborative Education (CCE) has partnered with the Massachusetts Department of Elementary and Secondary Education (ESE) to promote the building of strong professional learning communities (PLC) in districts and schools in order to drive instructional improvement and ultimately increase student learning and achievement. During the pilot phase of this project, CCE has worked with two cohorts: One cohort of districts from Western Mass and the other Cohort from Eastern Mass. In order to facilitate the work and the training, CCE has also created PLC guidance documents made up of six modules that address the what and how of PLCs and provide a library of best practice toolkits that can be used to continue the work in schools.

  4. What PLC Work Do We Engage In? Looking at student and teacher work Classroom observations Creating common assessments & rubrics Data-based inquiry groups to identify causes and find solutions to instructional dilemmas Lesson study Text-based discussions on education research

  5. Experience with PLCs CCE has been engaged in PLC resource development, training, and coaching since its inception over 18 years ago have produced multiple training guides and chapters in guides on PLCs. We believe that building strong PLCs - focused on improving instruction, curriculum, and assessment – will result in (1) increased teacher collaboration and (2) increased use of effective instructional practices in classrooms, which will lead to (3) improved student achievement. We have provided PLC training to multiple schools inside and outside Massachusetts.

  6. Project Work Create a set of professional development modules, facilitator guides, and Power Points that MA districts can use to launch and strengthen PLCs. Each module is focused on tools and resources for application. Work with cohorts of districts to strengthen PLCs while field testing and gaining feedback on draft professional development resources that will be available statewide. By June 2014, there will be a robust PLC website housed by ESE of modules, facilitator guides, Power Points, case studies, readings, and other resources for all districts and schools to access.

  7. PLC Modules The project includes six professional development modules, along with tools (articles, protocols, videos, etc..), and facilitator’s guides to assist schools/districts in implementing PLCs. The modules are: Module 1 “Why PLCs?” Module 2 “Structures of PLCs” Module 3 “How to Build Effective Teams” Module 4 “Cycle of Inquiry” Module 5 “Non-Evaluative Classroom Observations” Module 6 “District -Level Professional Learning Communities”

  8. PLC Resources Additional resources in development during the initial stage include: Facilitator Guides for Modules 1-6 designed for trainers Accompanying PowerPoint presentations for Modules 1-6 Weebly website to view resources Videos of school/district teams during PLC meetings

  9. District and School Support Five days of school-year cohort Professional Development in structuring and facilitating PLCs 2-day Summer Institute 2013 Virtual network discussion site Network meetings for district PLC leads On-site coaching in a ‘train the trainer’ model and work with both District and School PLCs

  10. District Commitments Demonstrated District Leadership Support (Walk the Walk) Common Planning Time 2-3 times a week (minimum once) for Teacher Teams ID of lead district liaison person Formation of active and engaged Superintendent’s PLC Leadership Team Participation in full scope of training District-school team for side by side DSAC training Commitment to provide feedback to CCE on training and resource materials

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