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Please sit at mixed tables - mix elementary and secondary

Welcome!. Please sit at mixed tables - mix elementary and secondary as well as SDTs and Reading Specialists. Thank you! . Mixing up our Conversations. Enduring Understandings

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Please sit at mixed tables - mix elementary and secondary

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  1. Welcome! Please sit at mixed tables - mix elementary and secondary as well as SDTs and Reading Specialists. Thank you!

  2. Mixing up our Conversations

  3. Enduring Understandings Professional Learning Communities should support all of the goals in the Seaford Public Schools strategic plan, teacher leaders are integral to the success of professional learning communities in schools, and the relationship among and between those teacher leaders is critical to improvements in teaching and learning.

  4. Essential Questions • What are the district expectations for professional learning communities? • How does the Seaford School District define a professional learning community? • What is the role of a collaborative culture in effective professional learning communities and what activities occur in such a culture? • What is the role of the Staff Development Teacher in ensuring the success of professional learning communities in his/her school?

  5. Day 5 Objectives • By the end of he session, participants will be able to: • Differentiate roles and responsibilities of reading specialists and SDTs based on the district’s job descriptions; • Explain the role of the SDT and the reading specialist in building collaborative cultures in schools, the relationship of that work to the PLCs they are currently supporting, and how they can support each other; • Use information from a discussion about how schools are using current collected data • Explain how a variety of activities and stages many PLC teams go through align with what is currently occurring in Seaford’s school-based PLCs; and • Provide feedback to each other about what preventions and interventions might help their PLC meetings run as smoothly as possible

  6. Our Plan for the Day: ITINERARY

  7. PROPOSED NORMS • Respect the confidentiality of all • Take responsibility for your own learning • Participate actively • Take risks • Honor each others’ time • Practice I-phone and computer etiquette

  8. COMMUNITY BUILDER STATISTICAL TREASURE HUNT

  9. COMMUNITY BUILDER HEADLINERS Great article on your first month in this position!!! What was the headline?

  10. Job Descriptions Reading Specialist Staff Development Teacher

  11. Roles of the SDT How do Reading Specialists and SDTs currently connect to these roles? What are your individual strengths related to each of the roles? SDT RS Sharon = Secondary

  12. Strength and Support • What content knowledge do staff • members need from school-based • teacher leaders? • What are your “strengths” related to • the content knowledge your staff • needs? Sharon

  13. Strength and Support Discussion • What are are joint strengths? • How will we support each other? • Where will we find support from others when • we need it? • How can we use our strengths in a flexible and • collaborative way to support teachers? (1) Job-alike Teams (2) SDT/RS Teams

  14. Break • You have 15 minutes for break. • Please be on time.

  15. Data Discussion Focus Questions: • What is the current data you have collected thus far? • How will you be using that data? • Do you need to collect additional data based on unanswered questions? • What are the roles of the SDTs and RSs in this work?

  16. Characteristics of a PLC Skim and scan pages 11 - 14 Carousel brainstorm in SDT/RS quads.

  17. Let’s break for lunch.

  18. What is a Collaborative Culture? • Focus on ONE team in your building. • Jot down some notes about how that team functions collaboratively. • Individually, write your definition of a collaborative culture. • What is the SDT’s role in building a collaborative culture? Share with a partner

  19. Building a Collaborative Culture • In Triads assign and read: • Person #1 - pp. 117 – 120 • Person #2 - pp 127 – 129 • Person #3 - pp 139 – 140 • Discuss and Summarize Learning by Doing: A Handbook for Professional Learning Communities at Work DuFour, DuFour, Eaker, and Many

  20. Building a Collaborative Culture What do we want our students to know and be able to do? (Curriculum and Instruction) How do we know when students have learned? (Assessment) What will we do if they haven’t learned it? (Intervention) What will we do if they already know it? (Rigor) Focus Question: How does what you read relate to the role of the Four Critical Questions in driving PLC discussion content/processes/decisions?

  21. PLC FOR COLLABORATIVE COLLABORATION WHAT’S OUR DATA? WHAT DOES THE DATA TELL US? WHAT DOESN’T THE DATA TELL US? PARTNERS: REVIEW THE PLC RUBRIC INDIVIDUALLY: COMPLETE THE RUBRIC TRIADS: DISCUSS COMMONALITIES INDIVIDUALLY: CAPTURE NEXT STEPS

  22. Stages and Activities in School-Based PLCs Individually read: • The Evolution of a Professional Learning Team – pp. 1-5 • Once Step at a Time – pp. 38-42 THINK ABOUT: Assumptions the authors hold, what you agree with, what you might argue with, and what you aspire to based on the info you read.

  23. 4 A’s Discussion Strategy • What ASSUMPTIONS does the author of the text hold? • What do you AGREE with in the text? • What do you want to ARGUE with in the text? • What parts of the text do you want to ASPIRE to?

  24. Break • You have 10 minutes for break. • Please be on time.

  25. Current State- Table Groups How does what you just read… • compare to the current state in your own professional learning communities? • relate to the 4 critical questions?

  26. PREVENTIONS and INTERVENTIONS

  27. Prevention: Used before AND during meetings To PREVENT digression Intervention: Used during meetings To get participants back on track Preventions and Interventions

  28. PREVENTIONS OCCUR… • before the meeting • Agenda (and communication) • Environment • Previous feedback/Input • during the meeting • Ground rules and roles • Feedback on feedback • Bin • Meeting notes/decisions • Action minutes • after the meeting • Meeting notes/decisions • Action minutes

  29. MEETING AGENDA

  30. MEETING AGENDA

  31. ACTION MINUTES

  32. INTERVENTIONS … …behaviors or “moves” that the facilitator makes during a meeting to get people back on track. These “moves” insure that resistant, frustrated, negative or controlling team members don’t keep the team from being effective and/or productive. When handled properly, interventions “work like magic” to get things back on track in a meeting.

  33. INTERVENTIONS • Regain Focus • Use Humor • Accept/Legitimize/ Deal With or Defer • Boomerang • Ask What’s Going On • Enforce Process Agreement

  34. Evaluation and Preview

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