Professional Learning Communities in Action

1. Connect to Learn: Learn to Connect? Hong Kong November 2013 Professional Learning Communitiesin Action Alma Harris, Director & Michelle Jones, Deputy Director Institute of Educational Leadership University Malaya

2. Overview • Why PLCs? • Continuous Improvement PLCs Evaluation & Impact PLCs Leadership • PLCs: • Models & Theories PLCs Capacity & Collaboration

3. Why PLCs?Continuous Improvement: What We Know Children First… as educators, everything we do must reflect this single goal.

4. The paradox of success What got you to where you are .... Won’t keep you there

5. Pedagogy • The only way to improve outcomes is to improve pedagogy • In order to improve pedagogy schools need to find a way of authentically changing what goes on in the classroom

6. Effective Systems • Focus on learning outcomes • Concentrate on the learning level and the instructional behavioursand practices of teachers • Focus on collaborative patterns of staff development that enable teachers to enquire into practice in order to improve learning outcomes

7. Continuous Improvement • Improving Student Learning • Process • Improving Organizational Effectiveness • Best Practices

8. Continuous Improvement- HOW? • Teacher Quality • Leadership Quality

9. Building Collective Capacity (Harris and Jones, 2011) • Concentrate on changing classroom behaviours and practices • Continuous focus on learning outcomes • Collaborative working that allows professionals to enquire into practice in order to improve practice

10. But how do we do this in practice? • Building strong professional learning communities within, between and across schools;

11. PLCsModels and Theories What we know from Research

12. PLCs: Terminology • Communities of Practice - Wenger • Communities of Interest - Networks • Professional Learning Circles • PLC Critical Elements - Kruse • PLC 3 Big Ideas - Du Four • PLC Dimensions – Hord • PLC Characteristics - Bolam IAB 2013

13. PLCs – what we know from the literature • In 1989 Susan Rosenholtz's study of 78 schools found "learning-enriched schools" were characterized by "collective commitments to student learning in collaborative settings," ... • "where it is assumed improvement of teaching is a collective rather than individual enterprise, and that analysis, evaluation, and experimentation in concert with colleagues are conditions under which teachers improve."

14. Shirley Hord 1997 Definition: A school in which the professionals (administrators and teachers) continuously seek and share learning to increase their effectiveness for students and act on what they learn. • Shared values and vision • Collective learning and application of learning. • Supportive Conditions. • Shared personal practice. • Shared and supportive leadership

15. Richard DuFour and Robert Eaker (1998). • Focus on Learning – what do we do when students don’t learn? • Build a collaborative culture - teachers collectively prepare ‘common’ assessments………(?) CAUTION! • Focus on Results -PLCs measure their effectiveness on the basis of results

16. Bolam et al 2005 • The key goal in the development and sustainability of PLCs is ‘continuous learning rather than the implementation of a specific change initiative.’ • The group and individual learning • Openness, networks and partnerships • Inclusive membership • Mutual trust, respect and support

17. Harris and Jones 2008 • PLCs start and end with student data / evidence • In PLCs teacher learning connects and impacts on student learning • PLC teams engage in ‘Disciplined Collaborative Enquiry’ • Distributed Leadership within PLC teams • PLC outcomes result in change at 3 levels – Student, Professional and Organisational

18. IMPROVING SCHOOLS- HOW? • Teacher Quality • Leadership Quality

19. PLCsLeadership?

20. What type of school leadership will transform organisational performance and outcomes in 21st century?

21. Discuss • What type leadership is needed to sustain effective ‘Professional Learning Communities?

22. Distributed Leadership Matters(Harris, 2013) Distributed leadership is primarily concerned with leadership practice. Rather than a preoccupation with those ‘who lead’, it addresses what and wholeadership is for?

23. So… Effective Professional Learning Communities require (Harris and Jones 2010) Data informed Collaborative Distributed Leadership Focus on Pedagogy Enquiry driven Reflective - Outcomes lead to change in practice

24. PLCsCapacity Collaboration

25. Professional Learning Communities in Action(Harris and Jones 2010) PLCs engage in a process of disciplined enquiry in order to improve student outcomes. Data and other evidence is used at every stage to monitor changes to pedagogy and student learning.

26. Professional Learning Communities (PLCs) You do not ‘DO PLCs’ once a week or once a semester Being a member of a PLC is a constant on going process where teachers work collaboratively in cycles of enquiry to achieve better results for the students they teach. (Jones 2013)

27. How? • What do PLCs do? • Where do you start? • Who ‘owns’ the PLC? • What is a good focus of enquiry? • How do you measure impact? • Can you involve students?

28. Non-negotiables of a PLC • Focus of the Professional Learning must be connected to improving Student Learning • Teachers learn through a process of Disciplined Collaborative Enquiry • New rather than re-cycled learning & knowledge

29. PLCs create NEW knowledge • New professional knowledge and skills are acquired by examining, reflecting and testing out new ideas, new information and data, and the subsequent impact of these actions on student learning.

30. 7 Phases of a PLCHarris and Jones 2009 Implementation Impact Innovation

31. Phase 1 of a PLCHarris and Jones 2009 Implementation

32. Phase 1 Questions • Is there a consistent PLC process and methodology that is clear and understood within your team? • Has the team agreed who will take on the role(s) of the facilitator? • How will PLC meetings be structured to ensure the focus on student learning? • Has the team agreed working practices, i.e. protocols for your PLC?

33. Phase 2 of a PLCHarris and Jones 2009 Implementation Impact Innovation

34. Phase 2 Questions • Has the PLC team agreed a specific, measureable focused question for enquiry? • Is the question for enquiry is related to learner outcomes? • Are there established success criteria to assess and measure impact of learner outcomes?

35. Phases of a PLCHarris and Jones 2009 Impact Implementation Innovation

36. Phase 3 Questions • have you . . . • considered the current, evidence-based research on your question for enquiry? • agreed a set of collaborative enquiry activities in order to identify strategies that could improve learner outcomes? • identified data/evidence to be collected to evaluate the impact of the strategies and approaches you have chosen?

37. Approaches to Collaborative Enquiry might include • Learning Walks • Lesson Study • Peer Observation • Instructional Rounds • Peer Triads • Coaching and Mentoring These strategies can be used within PLCs but are NOT PLCs in themselves

38. Phase4 of a PLCHarris and Jones 2009 Impact Implementation • During this phase the strategy identified to have the most potential impact is selected for trialling. Innovation

39. PLC Phase 4 Questions Have you . . . • ensured all participants have considered the potential strategies and have reached a consensus about the strategy to trial? • considered how barriers to trialling and change may be overcome?

40. Phase 5 of a PLCHarris and Jones 2009 Impact Implementation All staff should be kept informed of the PLC priorities, activities and progress to ensure the success of the whole school Learning Community Innovation

41. PLC Phase 5 Questions Have you . . . • trialled the agreed strategy or strategies for improvement? • collected interim data/feedback on the impact of changes to classroom practice? • •shared data and feedback on the impact of changes to classroom practice?

42. Phase 6 of a PLCHarris and Jones 2009 Implementation Impact • New strategies are practiced and embedded • Assess the impact on student learning Innovation

43. PLC Phase 6 Questions Have you . . . • •considered the effectiveness of the strategies being trialled, based on data and evidence collected and shared? • considered refining or refocusing strategies to maximise impact and effectiveness? • continued to trial the strategies over a period of time and in a range of contexts? • continued to collect data and evidence on the impact of the strategy or strategies?

44. Phase 7 of a PLCHarris and Jones 2009 Implementation PLC team reports findings and makes recommendations PLC team shares outcomes with other educators within, between and across schools Impact Innovation

45. PLC Phase 7 Questions Have you . . . • demonstrated specific measurable outcomes from the PLC work? • shared the outcomes and impact with all stakeholders, and where appropriate other schools? • made recommendations based on the impact and outcomes for staff and where appropriate, other schools for action?

46. PLCsImpact Evaluation

47. PLCs 7 Tests • Clarity of focus • Consistent and creative use of data • Collaboration with purpose • Communication of intent and outcomes • Capacity building through trialing new pedagogies • Consistent action • Change in practice Harris and Jones 2012

48. So…Professional Learning Communities can be used as • An infrastructure for change • A mechanism for distributing leadership • A platform for collaborative professional learning

49. Connect to Learn almaharris@um.edu.my michellejones@um.edu.my