District Leadership Team District SMART Goals

1. What is the connection between BLT’s and PLC’s? District Leadership Team District SMART Goals Building Leadership Team Building SMART Goals PLC Teams Grade Level / Department / Course SMART Goals Student SMART Goals

2. Professional Learning Communities Goals for today: Understand the relationship between the BLT and the PLC teams Describe what PLC looks like and how it is unique from what we have experienced Provide examples of PLC team structures Describe characteristics of high performing PLC teams Identify current status and future needs in regards to the critical questions

3. What does a PLC look like? • View All Things PLC video clip • Listen for 5 elements • Complete a T-Chart • What is looks like • How its unique from what we do/have done?

4. Look Like… How is it unique from what we do/have done? • Collaborative • Essential knowledge • Monitor learning- formative assessments • Systemic Interventions • Enrichment opportunities What is a PLC? Handout A

5. Cultural Shifts View video clip and refer to your t-chart • Working Collaboratively • Focus on Results • Learning Centered Handouts pp 28-30 LBD pp 11-14

6. Making Connections What are your building’s priority areas?

7. Reflection… • Where is your school? • Mark on the continuum X Session #1 Worksheet H

8. Summarize key findings! • What are key opportunities for improvement? Session #1 Worksheet I

9. PLC Culture Shift Summary Poster presentation: • List your top 3 PLC Culture Shift areas to address at your school • Identify a spokesperson to share your poster!

10. The Collaborative Team • Who is it? • What will it look like? • Loose/ Tight • What are the responsibilities? ATP video: Collaborative Culture

11. Collaborative Team Definition • A group of people working interdependently to achieve a common goalfor which members are held mutually accountable. Collaborative teams are the fundamental building blocks of PLCs. Handout p. 11

12. 7 steps to building High-performing Teams • Embedded Collaboration through teams • Time for teams to collaborate • Focus the work of teams on the “critical issues” • Monitor the work of teams through products • Establish team norms • Identify team SMART goals • Provide teams with relevant student achievement data

13. Possible Team Structures • Horizontal • Vertical • Interdisciplinary • Logical links • District or regional teams • Electronic teams Handout p. 12 and ATP video

14. Team Structures • Brainstorm Building teams District teams (Flip chart) • Use the team definition as a guide

15. 7 steps to building High-performing Teams • Embedded Collaboration through teams • Time for teams to collaborate • Focus the work of teams on the “critical issues/questions” • Monitor the work of teams through products • Establish team norms • Identify team SMART goals • Provide teams with relevant student achievement data

16. Time for Collaboration • Building the time into the schedule • District Leadership Team • How often will teams meet? • Which teams will meet?

17. 7 steps to building High-performing Teams • Embedded Collaboration through teams • Time for teams to collaborate • Focus the work of teams on the “critical issues/questions” • Monitor the work of teams through products • Establish team norms • Identify team SMART goals • Provide teams with relevant student achievement data

18. Focus on Critical Questions • What do we want our students to learn? • How will we know if each student has learned it? • How will we respond when some students do not learn? • How can we extend and enrich the learning for students who have demonstrated proficiency? Handout p. 19

19. Looks Like Sounds Like • What type of team structure? • How are the teachers responding to each other? • Which critical questions are they addressing? Team Examples Handout B

20. 7 steps to building High-performing Teams • Embedded Collaboration through teams • Time for teams to collaborate • Focus the work of teams on the “critical issues” • Monitor the work of teams through products • Establish team norms • Identify team SMART goals • Provide teams with relevant student achievement data

21. Team Products • What products are the teams using? • Essential Outcomes • Common Assessments • SMART Goals

22. 7 steps to building High-performing Teams • Embedded Collaboration through teams • Time for teams to collaborate • Focus the work of teams on the “critical issues” • Monitor the work of teams through products • Establish team norms • Identify team SMART goals • Provide teams with relevant student achievement data

23. Critical Issues for Teams Handout p. 49 Identify which critical question each statement addresses.

24. Groups Teams • Provide examples when we have formed groups and for what reason • Provide examples of when we have formed teams who have addressed the critical questions Dunlap Examples

25. Current Status Identify where your school is on the continuum Handout pp 82 & 83 Where are we as a district? (Dot activity)

26. What do we have? What do we need? http://dunlapcusd.rubiconatlas.org Critical Question 1 Handout C

27. What do we have in place? What do we need? Critical Question 2

28. What do we have in place? What do we need? Critical Question 2

29. What do we have in place? What do we need? Critical Question 4

30. Guiding Questions Complete Guiding Questions Handout pages 90 & 91

31. Action Plan for Staff Sharing Handout D