Continuous Improvement

Continuous Improvement Steve Barkley 2013

Big Idea A Focus on Results Professional Learning Communities judge their effectiveness on a basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher-team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. (DuFour)

School Change Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Student Achievement Source: Model developed by Stephen Barkley 4

Defining Student Achievement End of Program Standards ____ 4 Advanced ____ 3 Proficient ____ 2 Basic ____ 1 Intensive

Initial Program Assessment Pre-Program Standards Assessment 6 4 Advanced 30 3 Proficient 10 2 Basic 2 1 Intensive End of Program Standards ____ 4 Advanced ____ 3 Proficient ____ 2 Basic ____ 1 Intensive

Initial Program Assessment Pre Program Standards Assessment 6 4 Advanced 30 3 Proficient 10 2 Basic 2 1 Intensive End of Program Standards 15 4 Advanced 30 3 Proficient 3 2 Basic 0 1 Intensive

What Assessments Along the Way?

Looking at Assessments How did the assessment inform your students? How did the assessment inform you? What questions did the assessment raise for you? What are you going to be doing because of the assessment results?

Big Idea Ensuring That Students Learn The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift – from a focus on teaching to a focus on learning – has profound implications for schools. (DuFour)

Student Behaviors What student behaviors need to be initiated or increased to gain the desired student achievement?

Teacher Behaviors What teacher behaviors are most likely to generate the desired student behaviors?

Select a desired student outcome for achievement ____________________ What student behaviors are critical for students to reach this outcome? What teacher behaviors are most likely to create these desired student behaviors?

Big Idea A Culture of Collaboration Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture. (DuFour)

Teacher Relationships • Parallel Play • Adversarial Relationships • Congenial Relationships • Collegial Relationships Roland S. Barth Relationships Within the Schoolhouse ASCD 2006

Vulnerability Trust Individual Franchise Team Shared responsibility for student achievement My Work My Time Design together Implement individually Modify Individual Behavior, Consensus on implementation Helping each other Vulnerability ACTIONTrust

Teaming Teaming vs Sharing http://pls3rdlearning.com/blog/steve-barkley/teaming-vs-sharing/

Instructional Coaching EVALUATION Outside Criteria MENTORING SUPERVISION PEERCOACHING Teacher’sChoice

LISTENING TEST • You believe that . . . . . . . . . • My focus is . . . . . . . . . . . . . • I should notice . . . . . . . . . .

BarkleyPD.com Steve Barkley Ponders Out Loud

Continuous Improvement