Professional Learning Community Secondary Leaders

1. Professional Learning Community Secondary Leaders September 15 & 16 2009

2. About the Facility • Rest Rooms • Fire Exits • Coffee & Water • Hotel will be attached

3. Agenda • Welcome & Big Picture • PLC Overview • PLC Leader Role • Creating a Collaborative Culture • Team Time

4. Old Mission Every Student CAN learn Assessment OF Learning (Summative) Select and Sort Students Winners and Losers Focus on Teaching New Mission Every Student WILL learn Assessment FOR Learning (Formative) Pyramid of Intervention Failure is Not an Option Focus on Learning Change in the Mission of Education

5. Myths and Legends • Jot down some of your ideas related to the questions in the boxes • Share with your elbow partner and have a brief discussion about the ideas. • Be prepared to report out to the larger group. Activity5 minutes

6. The Foundation of Professional Learning Communities • Three Big Ideas • Six Characteristics • Four Corollary Questions

7. PLC Big Ideas & Core Values • Ensuring that students learn -Learning for all • A Culture of Collaboration - Teamwork • Focus on Results - Data-Driven Decisions

8. Big Idea #1Focus on Learning • The ultimate purpose of schools is to ensure high levels of learning for ALL students. • If this is true, then schools will: • Clarify what each student is expected to learn • Monitor each student’s learning on a timely basis • Create systems to ensure students receive support if they are not learning

9. Big Idea #2Collaborative Culture “We can achieve our fundamental purpose of high levels of learning for all students only if we work together. We cultivate a collaborative culture through the development of high performing teams.” -DuFour, DuFour and Eaker

10. PLC Team Structures • Course alike teams • Grade level teams • Vertical teams • Similar responsibility teams • (Learning Supports, PACT) • Interdisciplinary teams • District teams

11. Big Idea #3Focus on Results • We assess our effectiveness on the basis of results rather than intention. • Individuals, teams, and schools seek relevant data and information and use that information to promote continuous improvement. • What do the data tell us?

12. A Shift in Response • Frequent common formative assessments to: • Inform student decisions • Assess frequently • Developed jointly by PLC teams • Collaborate on response to interventions • Monitor student proficiency • Respond when kids don’t learn

13. Pyramid of Interventions R T I Response to Intervention

14. 6 Characteristics • Focus on Learning • Collaborative Culture • Collective Inquiry • Action Oriented • Commitment to Continuous Improvement • Results Oriented

15. 4 Critical Questions What do we want each studentto learn, know, or be able to do? Student Learning ExpectationsSMART Goals What evidence do we have of the learning? Formative Assessment How will we respond when some students don’t learn? Pyramid Of InterventionDifferentiated Instruction How will we respond to those who have already learned?

16. Student Questions Student Learning ExpectationsSMART Goals • What do I need to know ? • Where am I? • How do I get there? • What happens if I struggle or fail? Data Center & Folder SMART Goals & Action Plan

17. “I cannot teach anybody anything; I can only make them think.” Socrates (BC 469- BC 399)

18. What is Collaboration? • A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve out individual and collective results. - DuFour, DuFour, & Eaker (2002)

19. Mark Buehrle White Sox Perfect Game July 23, 2009

25. Trust “Trust is …cultivated through speech, conversation, communication and action.” Building Trust by Solomon & Flores

26. The relationship among the adults in the schoolhouse has more impact on the quality and character of the schoolhouse – and on the accomplishments of youngsters – than any other factor. -- Roland Barth,Learning by the Heart

27. Relational Trust • Focuses on distinct role relationships • AND the obligation & expectations associated with them Results • Enhances trust or diminishes trust

28. Someone’s Behavior My belief about the behavior Feelings Outcome/Reactions

29. Enhanced Trust Diminished Trust Expectations Not Met Expectations Met

30. Trusting Relationships 4 Key components • Respect • Personal regard • Personal integrity • Competence • Built through day-to-day routines and life in the school Researchers Anthony Bryk andBarbara Schneider

31. Trust has been defined as….. … the shared understanding by the entire staff that both the staff and the individuals within the staff are reliable and that they can be counted on to do what they say they will do.

32. The Wright Family

33. Question to Consider… • The most critical question to consider when reflecting on the collaboration in your school is not, “Do we collaborate?” • The far more important question is, “What do we collaborate about?”

34. What Evidence Do We Have That Our Team Collaboration… • Focuses on the critical questions of learning? • Leads to changes in classroom practice? • Increases the teams ability to achieve its SMART goals? • Helps individual teachers, the team at large and the school do a better job of helping all students learn at high levels?

35. One Step at a Time • Stage 1: Filling the Time • Stage 2: Sharing Personal Practices • Stage 3: Planning, Planning, Planning • Stage 4: Developing Common Assessments • Stage 5: Analyzing Student Learning • Stage 6: Differentiating Follow-Up • Stage 7: Reflecting on Instruction Parry Graham & Bill Ferriter www.nsdc.org

36. Learning by Doing • Capacity building… is not just workshops and professional development for all. It is the daily habit of working together, and you can’t learn this from a workshop or course. You need to learn it by doing it and having mechanisms for getting better at it on purpose. -Michael Fullan (2005)