Equip & Empower Our Site

1. Site Professional Learning Systems Serving over 24,849 Equip & Empower Our Site SPLS Students Supporting Over 1800 teachers 5 Critical Components Unified system of support Time to learn & collaborate

2. Framework Establish: Where are we currently? Where did we come from? Where are we going? In regard to OUR Site Professional Learning

3. Goals • Personalize the Purpose of SPLS • Commit to a Focus based on Student and Site Needs • Develop a Plan for SPLS Implementation

4. Success Criteria • Identify content, context, and process in our Site’s Professional Learning System • Implementation of developed plan

5. WHERE WE ARE Years in Existence 4 Instant Poll From District Perspective Showed A Variety of Responses Schools rise and fall based on the quality that occurs within their walls. --Dennis Sparks Critical Components 5

6. Questions We Hear • Why don’t we have a standard name for groups? • When will we be having WFSG refreshers? • When will we do PLC training? Can I send a team to hear Dr. DuFour? • What should I see my teams doing if they are being effective?

7. WHERE WE HAVE BEEN Compilation Of Proven Work Establishing Our Framework WFSG Whole Faculty Study Groups Professional Learning Communities PLC

8. Linking Our Learning • Exploring the Framework--Read and Record Key Points • Two Heads Are Smarter Than One • Partner or Triad—Compare and add any additional notes

9. Linking Our Learning • Common Ground • What connections can you and your partner make between the framework you reviewed and our SPLS district expectations? • What do you notice?

10. Through Our Eyes SPLS SPLS

12. WHERE ARE WE GOING? • Content • Process • Context What is HQ Professional Learning?

13. The Content, Context, and Process of Professional Learning • Content: What individuals, groups, and the whole will study, learn, or become skillful in doing to achieve intended results; skills, attitudes, and knowledge to be acquired. • Commitment to Four Essential Questions** • What do we expect for our students to learn? • How will we know they are learning? • How will we respond when they don’t learn? • How will we respond if they already know it?

14. The Content, Process, and Context of Professional Learning • Process: How individuals, groups, and the whole will function, behave, or perform; procedures to be followed; means for the acquisition of new knowledge and skills. • Action Plan (based on student needs) • Group Size (3-6 members) • Group Membership (determined by who wants to address an identified student need) • Shared Leadership (rotated between group members) • Logs • Frequent Meetings • Established Group Norms • Needed Resources (including expert voices)

15. The Content, Process, and Context of Professional Learning Context: Organizational or cultural factors that facilitate or impede progress toward intended results, such as shared vision and norms of continuous improvement and collegiality.

16. WHERE ARE WE GOING? What are student needs? • SIP • Needs Assessment What do we need to support our students?

17. School Improvement Plan Professional Learning Plan embedded into the SIP SIP Support on Canvas

18. Needs Assessment O.R.I.D. Objective Level Reflective Level Interpretive Level Decisional Level Solo read Second look with ORID Share

19. It’s About Time! District Calendar PL/PW Log

20. TEAM PLANNING & WORK TIME 1 SIP/NEEDS ASSESS- MENT FOCUS HOURS 2 2 LAUNCHING AT YOUR SITE 3 5 EXPECTATIONS FRAMEWORK 4

21. Strong Teams, Strong Schools Leading for Results—Dennis Sparks The Five Dysfunctions of a Team: A Leadership Fable—Patrick Lencioni

22. Point 3 Point 4 Point 5 Point 1 Point 2 Lack of commitment Inattention to results Absence of trust Avoidance of accountability Fear of conflict 5 Dysfunctions of a Team

23. Point 3 Point 4 Point 1 Point 2 Clarity Of Purpose Team Structure Accountability Trust Key Characteristics Of Effective Teams

24. As We Close. . .