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PROFESSIONAL LEARNING COMMUNITIES OREGON LEADERSHIP NETWORK INSTITUTE APRIL 9, 2008

PROFESSIONAL LEARNING COMMUNITIES. PROFESSIONAL LEARNING COMMUNITIES OREGON LEADERSHIP NETWORK INSTITUTE APRIL 9, 2008. OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008. THE CHALLENGE. There isn’t a single large urban school district in our country or even in the world

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PROFESSIONAL LEARNING COMMUNITIES OREGON LEADERSHIP NETWORK INSTITUTE APRIL 9, 2008

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  1. PROFESSIONAL LEARNING COMMUNITIES PROFESSIONAL LEARNING COMMUNITIES OREGON LEADERSHIP NETWORK INSTITUTE APRIL 9, 2008 OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008

  2. THE CHALLENGE There isn’t a single large urban school district in our country or even in the world that has been able to bring quality teaching and learning to scale for all its Students. Tony Wagner Harvard ExEl Institute July 2007

  3. LEADERSHIP FOR SYSTEMS CHANGE Making systems of schools work for all kids is the most important economic, social justice and civil society issue of our time. Tom Vander Ark Foreward Change Leadership, 2006 OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008

  4. THE CHALLENGE We have been using gradualists strategies to solve the “slow moving” problem of a “rising tide” when what is called for is a set of more dramatic and systemic interventions commensurate with the challenge of a tidal wave. Change Leadership, 2006 Wagner, etc. OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008

  5. SESSION GOALS • Learn more about Beaverton’s use of PLCs as the district-wide strategy for bringing effective instruction to scale and positively impacting student outcomes • Engage in the Issaquah Protocol to learn more about how professional learning communities are being utilized to improve instruction in other districts • Turn to one another for ideas about how to work through a current dilemma that is impacting your implementation of PLCs • Provide participants with additional context for our afternoon work on adaptive change with Ron Heifitz OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008

  6. WHAT ARE PLCS? Professional learning communities are now ubiquitous. Few educators remain unaware of what PLCs are meant To be—communities of professionals caring for and working to improve student learning together, by engaging in continuous collective learning of their own. Andy Hargreaves Foreward Professional Learning Communities Hord and Sommers, 2007

  7. The Beaverton Story OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008

  8. The District Goal for 2004-09 Ensure academic achievement District-wide with an emphasis on literacy and mathematics gains for each student. OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008

  9. Instructional Core* * Adapted from the PELP Coherence Framework, Harvard University, Childress, Elmore, Grossman and King

  10. ORGANIZATIONAL ELEMENTS • Culture • Structures and Systems • Resources • Stakeholders Note on the PELP Coherence Framework, January 31, 2007 Public Education Leadership Project at Harvard OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008

  11. INSTRUCTIONAL CORE • Academically challenging content (rigor) • Students’ engagement in their own learning (relevance) • Teachers’ knowledge and skill (relationships) OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008

  12. BIG STRATEGY The set of actions a district deliberately takes to provide capacity and support to the instructional core with the objective of raising student performance district- wide. Note on the PELP Coherence Framework, January 31, 2007 Public Education Leadership Project at Harvard

  13. LOGICAL INTEGRATION The PELP Coherence framework, rather than prescribing a particular strategy, asserts that gaining coherence among actions at the district, school, and classroom levels will make a district’s chosen strategy more scalable and sustainable. Note on the PELP Coherence Framework, January 31, 2007 Public Education Leadership Project at Harvard OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008

  14. OUR BIG STRATEGY Implement high quality Professional Learning Communities District-wide that are characterized by individual and team practices aligned with District PLC standards and with improved student achievement results in literacy and mathematics. Teaching and Learning Essential Administrator 2007-08 BEAVERTON SCHOOLS ADMINISTRATOR INSTITUTE August 15-17, 2007

  15. ASSESSMENT:Teachers administer and score common assessments on a regular basis. • Teams create agreements regarding use of common formative assessments • Teachers bring data from assessments and may spend time undergoing moderation • Examples: OAKS, DRA-2, DIBELS, Proficiency agreements, Six Traits Writing Rubric

  16. ANALYSIS:Teachers collaborate to analyze student data and identify learning needs for each student • Teams scrutinize data looking for changes over time regarding struggling students, high-achieving students and areas in which the entire class is excelling or struggling • ESL and Special Education scores are closely watched • Expertise in the following areas support this step: • Data Team Training • Use of Data Warehouse • Intervention Systems • Normal ESL development • SPED student needs

  17. CONSULTATION:Teachers consult in collaboration teams about how to meet learning needs for each student • Team members collaborate to set SMART goals for student achievement • Team members collaborate on instructional strategies to move children toward goal • Team members identify and receive staff development needed individually and as a team to improve their own instruction • Expertise in the following areas support this step: • Power Standards/Learning Targets • Rigor, Relevance, Relationship from Change Leadership • Effective Teaching Strategies from Marzano's Classroom Instruction that Works and best practices for literacy and math • Critical Friends Groups

  18. INTERVENTION:Teachers implement strategies for learning needs and improving individual student growth • Teams integrate both whole classroom instructional strategies and small group interventions • Progress monitoring data kept for refinement • Teachers check-in with each other to ensure strategies are useful • Expertise in the following areas support this step: • SIOP • Instruction for Talented and Gifted • Differentiation • Response to Intervention • Positive Behavioral Intervention Systems • Action research

  19. REFINEMENT:Teachers work together to improve their practice and to strengthen instruction system wide • Teams review progress monitoring data to determine which strategies are working • Plans made based on outcomes as to next steps • Expertise in the following areas support this step: • Data Driven Decision Making and Data Teams • Effective Teaching Strategies • Art & Science of Teaching • Best Practices

  20. 2004-05: Year One Professional development w/literacy focus spreads Invitational District-wide training in Critical Friends Group (CFG) coaching Literacy Coaches allocated to all elementary schools New teacher mentoring program implemented Accountability system implemented (w/Doug Reeves) SAELP inspires the beginning of an Equity Leadership and cultural competency OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008

  21. 2005-06: Year Two CFG Training expanded to 300 coaches involving over 1,000 staff who voluntarily participated Launched the development of an evidence-based proficiency assessment system Realignment of District funding to support embedded professional development Resource Allocation Resource Allocation Methodology was implemented to fund equity OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008

  22. 2006-07: Year Three • District-wide development of common assessments at the Middle School level • Proficiency stalls but PBIS takes off in all High Schools • Assessment agreements at Elementary • APQC study validates embedded PD • Data Team Expansion through District incentive funding • The Five Stage Cycle of improvement is identified • Nike and Harvard Partnerships are established • Equity Leadership Team (ELT) fosters Change Leaders OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008

  23. 2007-08: Year Four • Our theory of action emerges • Partnership with Harvard results in focus on PLCs as big strategy • Nike grant enables Leadership Academy and vehicle for implementation of PLCs • Incentive funding helps build capacity for on-site collaboration around five stage PLC cycle • Time study kicks-off OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008

  24. 2008-09: Year Five • Outcomes based budgeting • Community engagement in PLC implementation • PLCs five stage cycle is clearly defined • Time Study has the potential to address more time for regular, ongoing collaboration • Consideration of the elements of the background of the PELP coherence framework OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008

  25. THEORY OF ACTION Theory of action represents the organiza- tion’s collective belief about the causal relationships between certain actions (strategy) and desired outcomes. Note on the PELP Coherence Framework, January 31, 2007 Public Education Leadership Project at Harvard OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008

  26. TOA Assumption ASSUMPTION #1 If the conditions of teaching are changed to ensure the development of Professional Learning Communities that are aligned with proven standards of practice, then we will have provided the foundation for bringing effective teaching to scale in our District. OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008

  27. TOA Assumption ASSUMPTION #2 If Professional Learning Community characteristics common to effective teachers are replicated by all staff who are directly responsible for literacy and/or mathematics achievement results for individual students, then their instructional practices will be strengthened and every one of their students will realize academic improvement gains. OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008

  28. The Imperative Move systems away from the highly autonomous work habits that can result only in “random acts of excellence” and toward accountable “communities of practice.” Change Leadership, 2006 OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008

  29. COMMUNITIES OF PRACTICE …Leadership teams…are (not just) focused on their own learning as an end unto itself. They exist to transform the larger system, the school or district. Change Leadership, 2006 OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008

  30. LEADERSHIP FOR CHANGE There is no school for leaders that will teach them exactly how to make their district into one that will leave no child behind. Change Leadership, 2006 BEAVERTON SCHOOLS ADMINISTRATOR INSTITUTE August 15-17, 2007

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