Cultural Shift in Professional Learning Community Implementation

1. 0 Creating a Cultural Shift: Professional Learning Community implementation at Salina IntermediateSession #33 (75 Minutes) Presented by Glenn Maleyko, Principal Salina Intermediate, Ph.D Candidate WSU and Bob Attee, Science teacher and Administrative Intern International Center for Leadership in Education Model Schools Conference Atlanta, Georgia June 29th and 30th, 2009

2. Salina Intermediate - By The Numbers • Located in Dearborn, MI – A suburb of Detroit • 520 students in grades 4 – 8 • 100% ethnically diverse (Arabic primary ethnicity) These students qualify as Caucasian under federal guidelines

3. 23% annual mobility rate • 9% students with disabilities • 60% English Language Learners • 97.5% Free and reduced lunch • AYP has been met for several consecutive years.

4. Salina Int. Model School Major Achievements • Award winner of Several Technology Grants over the past 8 years • Ameritech Technology Academy Recognition as one of the top 8 schools in Michigan that are integrating technology into the curriculum

5. Achievements Continued -We have Provided Training in Technology, Co-teaching, Literacy, Interventions and Foreign Language to over 1300 educators in Michigan during the past 7 years.

6. Provide Frequent Presentations at State and National Conferences • ASCD National Conference 2009 • MACUL State Conference 2001-2009 • ACTFL National Conference 2008 • MABE State Conference 2008 • Arkansas Literacy Conference 2007 • Michigan ASCD Middle School Summit 2007

7. ATA Academy 2007 and 2008 • NMSA National Conference 2005 • Michigan ASCD Conference 2003

8. Awards • 2 TAPS Award winners for 2004 MACUL. • 2004 COATT Award - Nadra Shami • 2005 WCRESA Middle school Technology Award - Bob Attee • Nomination for MACUL outstanding Technology Educator Award -Glenn Maleyko

9. Salina Intermediate Model: • Professional learning communities • Special education co-teaching • Comprehensive interventions • Technology integration • Literacy across the curriculum • Capacity building – Shared leadership • Data-driven instruction

11. Strategy 4Technology Integration and Critical Thinking Rigor and Relevance

12. 0 Poll everywhere surveyhttp://www.polleverywhere.com

14. W. M. Glasser

15. All of us can consciously decide to leave behind a life of mediocrity and to live a life of greatness---at home, at work and in the community. No matter what our circumstances may be, such a decision can be made by everyone of us. Stephen Covey 0 Pg. 29

16. What is our frame of mind? Is the Glass half full or half empty? At Salina Intermediate we always view the glass half full. An optimistic viewpoint.

17. “People want to be part of something larger than themselves. They want to be part of something they’re really proud of, that they’ll fight for, sacrifice for , trust.”— Howard Schultz

18. Salina VisionWe envision an innovative, successful school where diversity is respected and celebrated, where all students use higher order thinking skills to meet high standards developed collaboratively by a motivated, compassionate, and highly skilled staff, working in partnership with parents and the community.

19. Salina Intermediate Mission • The mission of Salina Intermediate School is to increase academic achievement by implementing and evaluating a technology integrated comprehensive curriculum which enables students to become literate problem-solving critical thinkers. We have high expectations for all students, and provide a safe and nurturing environment collaboratively with parents and community to ensure that all students become responsible, productive citizens.

20. Activity 1 • Discuss with a partner the following question: • Why is it essential to have clear mission and vision statements? • What does a mission or vision statement tell us about an organization?

21. Salina Intermediate 2008-2009 Mobility Data

22. Salina Intermediate Limited English Proficient Population

23. Economically Disadvantaged Studentsat Salina Intermediate 2008-09

24. We face many barriers at Salina, but … • We have been effective at improving student achievement levels through the use of technology, literacy, and differentiated instruction under Professional Learning Communities model!

25. Schools Do Make a Difference • An analysis of research conducted over a thirty-five year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds. • Robert Marzano, What works in schools, 2003.

26. Salina Intermediate ELA AYP Proficiency Growth

27. Salina Intermediate ELA AYP Proficiency Growth

28. Salina AYP proficiency Growth

29. Salina AYP ELA Objective proficiency Growth *The 2009 special ed subgroup total is pending an AYP appeal

30. There must Be a Cultural Shift in how we do business on a day to day basis.

31. Cultural Shifts Becoming a Professional Learning Community 0 • “To put it as succinctly as possible, if you want to change and improve the climate and outcomes of schooling both for students and teachers, there are features of the school culture that have to be changed, and if they are not changed your well-intentioned efforts will be defeated” Seymour Sarason: Taken From Robert Eaker PLC presentation.

32. Strategy I: Professional Learning Communities at Salina Intermediate

33. At Salina Intermediate School, professional learning communities are embedded in the culture of our school. Teamwork and collaboration at Salina is not an option, it is who we are and what we do as a part of our daily routine. Glenn Maleyko and Bob Attee (2009)

34. Team Collaboration We can achieve our fundamental purpose of high levels of learning for all students only if we work together. We cultivate this collaborative culture through the development of high performing teams. Dufour & Eaker

35. The Salina Intermediate Learning Community is Characterized by • 1. Shared Mission, Vision, and Values • 2. School Improvement Plan

36. The Salina Intermediate Learning Community Cont’d • 3. Collaborative Teams • 4. Structured Time for PLCs • 5. Intensive Data Collection and Analysis • 6. On-going collaborative professional development

37. Salina Leadership Teams Meetings Grade level teams Literacy/SIP team Special Education team Intervention teams for middle school and elementary grades School Support team DFLAP team

38. It is critical to develop a PLC calendar for the building

39. Several Leadership teams meet on a regular basis. Add PLC calendar

40. A Traditional School Focuses on Teaching and a Professional Learning Community Focuses on Student Learning.

42. Activity 3 • Why is it important to implement a Learning Community if we want to implement a model that meets the needs of all students? • Why is it important to focus on student learning rather than teaching?

43. The most effective collaborative teams • Focus on learning rather than teaching. • If teams do not focus on issues and questions that most impact student achievement, they become “coblaboration” teams. • Dufour & Eaker 2002

44. Salina Team Meeting components • Three important components keep the team focus and help to subdue the resistors • 1. The development of Team Norms • 2. The development of Team Goals • 3. Sustaining Good team leadership (This could be one or two individuals.

46. 6th Grade Team Weekly Agenda • Monday-- Co-teaching Planning • Tuesday-- Writing Analysis • Wednesday--Student Concerns • Thursday-- Technology Integration • Friday--Co-teaching Planning

47. Strategy 7Data-Driven Instruction

48. The Standards Based Assessment System at Salina Intermediate is an example of a 2nd order change • Based on research by Bob Marzano (2006). Classroom Assessment and Grading that Work.

49. Salina Assessment Wall