1. What is it we want our students to learn? 2. How will we teach our students?

1. 1. What is it we want our students to learn? 2. How will we teach our students? 3. How will we know when each student has mastered the essential learning/skill? • 4. What will we do if the student does not master the skill? • 5. What will we do for students who master the skill early?

2. What is a Professional Learning Community (PLC)?

3. A professional learning community is a community where educators create an environment that fosters mutual cooperation, emotional support, and personal growth as they work together to achieve what they cannotaccomplish alone. Educators collaborate.

4. Elements of a PLC • Mutual Respect – A requirement for highly effective collaborative teams. • Consensus Rules – Honor what has been said and agreed upon. • Data Driven – Use data to make improvements • Continuous Improvement – Allows teams to continue to improve and reach their goals

5. The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community. The path of change in the classroom lies within and through PLCs. Dr. Eric Twadell – Adlai Stevenson H.S. For the 11-12 year we will continue to utilize effective Collaborative Teams to IMPACT Student Achievement in a Professional Learning Community.

6. Why Collaboration? Collaboration provides an opportunity for educators to work together toward a common goal. It increases the effort of one by the effort of many. These efforts allow us to attain uncommon results.

7. Camelback High School’s Collaborative Structure/Culture Will Have:  A Focus on Student Achievement / Student Learning  Collaborative Teams  Team Leaders  Time to Collaborate  SMART Goals  Action Plans (Implementation)  Specific Artifacts  Data Driven Focus  Student Support Programs/Teams

8. Steps for Successful Teams • Teams decide on their own norms and protocol • Teams create their own mission, vision, and values • Teams build shared knowledge (curriculum experts) • Teams decide on “essential learning” • Teams write common assessments • Teams write criteria to grade student work • Teams administer common assessments to all students • Teams analyze results to drive future learning • Teams identify and implement improvement strategies

9. Our PLC Teams Will Focus On:  Mission, Vision and Values  Common SMART Goals (Student Achievement)  Common Assessments (Summative & Formative)  Common Instructional Strategies (Focusing, Processing)

10. Artifacts Are Evidence of Your Collaborative Efforts Examples of Artifacts Your Team Can Work on…  Common Plan for Success  Curriculum Map  SMART Goals for Student Achievement / Learning  Common Unit/Chapter/Skills Assessments  Common Unit/Chapter/Skills Assignments  Common Review Material for all Summative Assessments  Common Instructional Strategies  Standardized test review materials (AIMS &/or Terra Nova)

11. Mission, Vision and Values MISSION probes the question: What is our purpose? VISION asks the question: What do we want to become? VALUES explore the question: How must we behave in order to make our vision a reality?

12. Camelback High SchoolMission Statement • "Camelback High School's mission is to provide the best education possible for all students to assist them in achieving their maximum potential, motivate them to strive for success in everything they do and support them as they master the skills needed to prepare them for success in college, career and life."

13. School Improvement Plan Missions & Goals Literacy– All students will develop effective reading and writing skills. Mission Statement Camelback High School will prepare all students for the choices and challenges of the 21st century Math – All students will demonstrate reasoning and problem solving in math and across the curriculum. Responsibility – All students will develop and use responsible decision-making skills.

14. Why Should We Establish Norms? • “Norms put the ‘Golden Rule’ into practice for groups.” • “Having a set of norms or ground rules that a group follows, encourages behaviors that will help a group do its work.” • “Writing norms is an effective way to democratize a group.” • “Writing norms helps create groups that are able to have honest discussions that enable everyone to participate and be heard.”

15. Team Interaction Norms Examples: • We will participate without dominating. • We will maintain confidentiality. • We will focus on what is best for students. • We will support the decisions of the team. • We will come prepared to actively participate. • We will address the issues/concerns. • Refrain from doing work that does not pertain to the team agenda during the meeting.

16. Responsibilities of PLC Team Members: We will: 1. Adhere to norms. Enforce norms by communicating with team members who do not adhere to the norms. Be informed of what takes place at team meetings if absent.

17. Identify SMARTGoals for Your Team Strategic and Specific Measurable Attainable Results-oriented Time bound Refer to handout: SMART Goals

18. Strategic and Specific Measurable Attainable Results-oriented Time bound Are these SMART Goals? Are they… By the end of first semester, the D and F rates will decrease by 25%. Our students will increase their scores on the CRT test. As a result of our new writing strategy, 20% more freshmen will pass the ACE test second semester.

19. Purpose for Assessment: Assessment will support learning of important content and furnish useful information to both the teacher and the students. Adapted from, Classroom Assessment for Student Learning. Rick Stiggins

20. • Focus instruction on essential learning • Reinforces common core curriculum • Creates better (more valid and reliable) exams • Results identify curricular areas and instruction that needs attention. • Requires collaboration among teachers • Provides objective indicators of effectiveness Why Common Assessments? Some of the Benefits are…

21. Types of Assessments Summative Assessment OF Learning Formative Assessment FOR Learning Ubiquitous assessments that occur during the learning. Both students and teachers should help make decisions about these assessments. This type of assessment is used to evaluate students’ attainment of course objectives/skills. This type of assessment takes place after the learning has occurred.

22. Types of Assessments Formative Assessment FOR Learning Summative Assessment OF Learning • Homework • Bell work • Focusing Strategies • Processing Strategies • Checking for Understanding • Quizzes • Unit Exams • Semester Exam • Projects or Performance • Formal Essay/Term Paper

23.  Shared Mission – Fundamental Purpose … Why? Shared Vision - What are we to become Shared Values – Commitments to Action SMART Goals: Student Achievement   Action Plan to Achieve the Goals Radical Celebration!  School-Wide   Risk-taking culture- focus Inquiry & Action Analysis of the Data  Results Orientation – Data collected to reflect Goals The PLC “Cycle” for Continuous Improvement for All Teams

24. Where do we start? • Form content area teams • Select a Team Leader • Establish Team Norms • Write the Mission, Vision and Values Statements • Analyze the data • Write 1-2 SMART Goals • Develop an Action Plan for each Goal • Collect Artifacts

26. Different courses/ content area Like courses/ same content area Teachers in teams Aligned to same course standards Aligned to different course standards Collaboration Integration Tied to student learning Same artifacts, same rubric Some common artifacts, different rubric Collaboration vs. Integration