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AQIFGA Conference 2013 Professional Learning Communities: The Place Cartier Experience

AQIFGA Conference 2013 Professional Learning Communities: The Place Cartier Experience. Presenters: Claudine Turnbull — Assistant Director Gail Gagnon — Educational Consultant Matthew Kennedy — Teacher Other members of Place Cartier’s PLC Committee:

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AQIFGA Conference 2013 Professional Learning Communities: The Place Cartier Experience

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  1. AQIFGA Conference 2013Professional Learning Communities: The Place Cartier Experience Presenters: Claudine Turnbull — Assistant Director Gail Gagnon — Educational Consultant Matthew Kennedy — Teacher Other members of Place Cartier’s PLC Committee: Michael Grumberg, Jonathan Hullar, & Janice Newton

  2. Focus Questions • Q1: Why do schools exist? • Q2: What makes a great teacher? • Q3: What does an effective meeting look like?

  3. Q. 1: Why do schools exist?

  4. Q. 2: What makes a great teacher?

  5. Q. 3: What does an effective meeting look like?

  6. Workshop Objectives • Professional Learning Communities (PLCs) defined • Overview of the Place Cartier experience • Guidelines for implementation

  7. PLC Defined An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. — Dufouret al., 2006

  8. Rebecca Dufour 3 Big Ideas of a PLC: • Focus on learning • Build a collaborative culture • Focus on results Video: Rebecca Dufour's 3 Big Ideas of a PLC

  9. Richard DufourGroups vs. Teams Video: Richard Dufour on Groups vs Teams

  10. Four Critical Questions of a PLC • What do we want students to learn? • How will we know if each student has learned? • How will we respond when some students do not learn? • What will we do for students who already know it? — adapted from the document “A Big Picture Look at Professional Learning Communities”

  11. The Place Cartier Experience • The PDIG • Solution-Tree conference • Decision to model PLC • Deciding on a focus: behaviour

  12. Why Behaviour? Behaviour and academic achievement are inextricably linked. A student’s academic success in school is directly related to the student’s attention, engagement, and behaviour. — Buffum, Mattos & Weber, 2009

  13. Green Zone: Students without serious problem behaviour Yellow Zone: Students at risk for problem behaviour Red Zone: Students with chronic/intense problem behaviour 5% 15% 80%

  14. Seven Keys to a Positive Learning Environment • Common expectations • Targeted instruction • Positive reinforcement • Support strategies and interventions • Collaborative teams • Data-driven dialogue • School-wide systems approach

  15. Behavioural assessment and individual behavioural plans • Collaboration with parents, student’s physician or mental health professional • Intensive academic support • Target social skills instruction • Simple behaviour plans • Alternatives to suspension • Increased academic support • School-based mentors • Classroom management support • Teach & model school-wide positive behaviour expectations and procedures • Positive reinforcements for all students • Consistent consequences for problem behaviours • Effective procedures & supervision in non-classroom areas • Effective instruction & classroom management

  16. 1st 3 Hour Committee Meeting Established norms Pyramid of Behaviour Interventions: Book review Agreed to meet once a week Decided to use Edmodo to share ideas amongst ourselves and Weebly to share ideas with our colleagues

  17. January 7: Ped. Day We presented a brief introduction to PLC Explained the PDIG Showed videos Asked two questions: What are our common expectations for how students behave? What are our common expectations for how staff work and interact?

  18. 2nd3 Hour Committee Meeting Behaviour matrix

  19. 2. Proposed Place Cartier culture students’ survey Our survey questions: What are the three most important behaviours you expect from the administrators of Place Cartier? 2. What are the three most important behaviours you expect from your teachers? 3. What are the three most important behaviours you expect from other students? 4. What are the three most important behaviours you expect from yourself?

  20. 3rd3 Hour Committee Meeting Finalize survey questions Plan for April 2ndPed. Day

  21. April 2: Ped. Day 2.5 hr. interactive presentation Used the The World Café to frame workshop Simulated a PLC Focus on responding to 8 questions about teacher behaviour expectations Look at data, discuss results and possible interventions

  22. Possible Obstacles and Solutions 1. Time for collaboration Build time into existing schedule Exam time 2. Ineffective use of meeting time Role cards at each meeting Norms created and posted at each meeting to foster trust and ensure accountability

  23. Possible Obstacles and Solutions Exclusivity (at beginning of process) Share via Weebly&Edmodo Invite everyone to weekly meetings Data Collection Research options Data team in place Professional Development (Frank Buck, Ainsley Rose, etc.)

  24. Possible Obstacles and Solutions No money to attend Solution Tree conference; conference not close by Watch and discuss webinars at: http://www.solution-tree.com/plc-at-work Look for grants to purchase materials Reading/book club

  25. Possible Obstacles and Solutions Resistors Present material using a cooperative learning style. See http://www.theworldcafe.com/ Invite everyone to participate in the process Establish norms and respect them

  26. How to begin? • Use our toolkit for success

  27. Anthony Muhammad(Solution Tree) on PLCs: Video: Anthony Muhammad on Transforming School Culture

  28. Bibliography • Buffum, A., Mattos, M., & Weber, C. (2009). Pyramid response to intervention: RTI, professionallearning communities, and how to respond when kids don’t learn. Bloomington, IN: Solution Tree Press. • Dufour, R., Dufour, R., Eaker, R., & Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree Press. • Dufour, R., Dufour, R., & Eaker, R. (2008). Revisiting professional learning communities at work: Newinsights for improving schools. Bloomington, IN: Solution Tree Press. • Fullan, M. (2010). Motion leadership. The skinny on becoming change savvy. Thousand Oaks, CA: Corwin. • Graham, P., & Ferriter, W.M. (2010). Building a professional learning community at work: A guide tothe first year. Bloomington, IN: Solution Tree Press. • Hierck, T., Coleman, C., & Weber, C. (2011). Pyramid of behavior interventions: Seven keys to a positive learning environment. Bloomington, IN: Solution Tree Press. • Hord, M.S., Roussin, J.L., & Sommers, A. (2010). Guiding professional learning communities: Inspiration, challenge, surprise and meaning. Thousand Oaks, CA: Corwin. • Lencioni, P. (2002). The five dysfunctions of a team: A leadership fable. San Francisco, CA: Jossey-Bass. • Lencioni, P. (2005). Overcoming the five dysfunctions of a team: A field guide. San Francisco, CA: Jossey- Bass. • Muhammed, A. (2009). Transforming school culture: How to overcome staff division. Bloomington, IN: Solution Tree Press.

  29. Focus Questions • Q1: Why do schools exist? • Q2: What makes a great teacher? • Q3: What does an effective meeting look like?

  30. Thank you!

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