Bell High School Professional Learning Communities

1. Bell High SchoolProfessional Learning Communities Facilitator Professional Development January 21, 2009

2. To develop a support group of facilitators for PLC work. To develop a deeper understanding of the purpose of a PLC and how to guide a PLC’s daily and cyclical work. Expected Outcomes

3. Our Norms:How we will work today • Talk to the idea, not the person. • Listen to complete ideas and thoughts. • Confidentiality. • Proper communication and transfer of information. • Be willing to share. • Stay on agenda.

4. Relevant Research “One of the most powerful lessons learned is that those who make the most progress in becoming a professional learning community are those who take action, make mistakes, learn from their mistakes, and begin again more intelligently” – Whatever It Takes, DuFour, DuFour, Eaker, & Karhanek (2004)

5. Relevant Research “A number of school systems have transformed their accountability system to provide positive and meaningful feedback to teachers, students and administrators to showcase teacher professionalism as an integral part of constructive accountability” – Accountability for Learning, Reeves (2004)

6. PLC’s: An Important Attribute to Systemic Change Models • Data driven instruction. • Common Formative Assessments. • Collaborative teams with a focus on learning. • Support from school and District leadership.

7. Attributes of a Successful Meeting • For one minute, write down your greatest irritations during a meeting. • Discuss: Why are these allowed to occur?

8. The Zen of Facilitating • Distinguish between training and facilitation. • Explain the belief system of a facilitator.

9. The PLC “9 Step Cycle” What learning occurs at each step? • STEP 1: IDENTIFY ESSENTIAL STANDARDS (the GVC) • Analyze data • District Curriculum/Windows • Assessment Blueprints • STEP 9: PLAN AND IMPLEMENT INTERVENTION • Timely • In and out-of-classroom efforts BHS EAGLES • STEP 8: SHARE BEST PRACTICES • Conversations without judgments • Use established protocols • What works, what needs work • STEP 2: DEVELOP CURRICULUM MAPS • Instructional Windows • Common Pacing • STEP 3: ALIGN WITH PERIODIC ASSESSMENTS • According to district windows • STEP 7: LOOK AT STUDENT WORK • Analyze results of assessments • Use established protocols • Inform your practice! • STEP 4: DESIGN COMMON ASSESSMENTS • Formative! • Calendar and Administer • STEP 6: DELIVER RIGOROUS INSTRUCTION • Teach! • Monitor student progress • Regular checks for content proficiency • STEP 5: ESTABLISH S.M.A.R.T. GOALS • Specific & Strategic • Measurable • Attainable • Results-Oriented • Time-Bound

10. The Curriculum MapHow is the Common Formative Assessment key to this work?

11. Making PLC Time More Productive What are some things you plan to take back to your PLC?

12. Our Norms:How well did we … • Talk to the idea, not the person. • Listen to complete ideas and thoughts. • Confidentiality. • Proper communication and transfer of information. • Be willing to share. • Stay on agenda.

13. Expected Outcomes Review In relation to: • Developing a support group of facilitators for the PLC work . . . • Developing a deeper understanding of the purpose of a PLC and how to guide a PLC’s daily and cyclical work . . . “What did we do? How did we do it?”