1 / 15

Learning Goal:

Learning Goal:. To better understand the PLC process and how it works at Strathmore Secondary College. What are PLCs? What the hell are FFTs? Why are we doing them?.

cheung
Download Presentation

Learning Goal:

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Learning Goal: To better understand the PLC process and how it works at Strathmore Secondary College.

  2. What are PLCs? What the hell are FFTs?Why are we doing them? Professional Learning Communities will involve teachers collaborating on best practice to improve student achievement at Year 7 and Year 8. Faculty Focus Teams will involve teachers collaborating on curriculum and learning tools to improve student achievement at Year 9 and Year 10. Each team will be focusing on improving their practice to improve student learning. Both are guided by norms that each member agrees to. Differences: PLCs have SMART goals set by the team. FFTs have an objective and agenda set by the faculty coordinator.

  3. PLC groups • Year 7 – TE (convener), DP, TT, VP • Year 7 – CF (convener), DU, CD, KM • Year 8 – TH (convener), PT, FV, TL • Year 8 – JP (convener), MN, GY, EC FFT • Year 9 – LS, BA, PN • Develop rubric for persuasive writing (Present at fac meeting Feb 19 • Moderate and collect samples of work. • Year 10 – GV, OS, NK • Develop a rubric for Justice (Present to faculty at meeting Feb 19) • Moderating and collecting samples of work on Justice (distribute to Year 10 team) • Develop a rubric for Cartoon Analysis (Present to fac meeting March 26) • English Language – DN, LD

  4. Focus Establishing team norms Setting SMART goals

  5. Establishing norms Underpin all good collaborative work Ensures all team members contribute and are accountable Allows us to develop commitment and trust with one another

  6. Guidelines Everyone needs to be clear on the commitments made to each other regarding how the team will work together. Commitments need to be stated as explicit behaviors.

  7. Criteria for team norms The norms have clarified our expectations of one another. All members of the team participated in creating the norms. All voices were heard. The norms are stated as commitments to act in certain ways. All members have commitment to honoring the norms. Team must establish a process for addressing violations of the norms

  8. For example In order to make our team meetings positive and productive experience for all members, we make the following collective commitments to each other: Begin and end out meeting on time and stay fully engaged during each meeting Maintain a positive attitude at team meetings – no complaining unless we offer a better alternative. Listen respectfully to each other Contribute equally to the workload Make decisions based on consensus Encourage one another to honor out commitments and candidly discuss our concerns when we feel a member is not living up to those commitments Fully support each other’s efforts to improve student learning. Always take minutes and send them to DP. Begin meeting by revisiting norms and previous minutes.

  9. SMART goals Strategic and specific Measurable Attainable Results orientated Time bound

  10. For example SMART Goal: Current reality: Last year, 85% of our students met or exceeded the target score of 3 on each strand of out summative writing task. SMART Goal: This year, at least 90% of our students will meet or exceed the target score of 3 on each strand of the summative writing prompt.

  11. Clarify the essential writing skills • By the end of the year students will be able to: • Develop a plan for writing. • Focus on a central argument. • Support an argument with logic, reason and evidence. • Use words, phrases, and sentences to create fluency and cohesion. • Provide a concluding statement and section that supports the central argument. • Edit final copies for grammar , capitalization, punctuation and spelling

  12. Strategies and Action Steps • In order to achieve our SMART goal, we will: • Clarify the essential writing skills. • Develop monthly common writing prompts • Agree on criteria by which we will judge the quality of student writing • Practice applying criteria consistently to establish consistency in grading. • Establish the proficiency target of 3 out of 4. • Identify examples for each stage of the rubric • Share standards, rubric, and samples with students, and teach them how to apply the rubric to their writing.

  13. Week 1 PLC Establish and agree to team norms (needs to be emailed to faculty heads after first meeting) Revisit the purpose of PLC – What are the four essential questions? Decide on how notes for each meeting will be taken Begin thinking about SMART goals.

  14. Week 2 PLC - Decide on SMART goals Email copy to faculty head

More Related