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Summer Leadership Institute

Summer Leadership Institute. Facilitating PLCs Linda Connor August 9-10, 2012. Common Board Configuration. Date: August 9-10, 2012. Vocabulary: facilitator, norms, professional learning communities.

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Summer Leadership Institute

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  1. Summer Leadership Institute Facilitating PLCs Linda Connor August 9-10, 2012

  2. Common Board Configuration Date: August 9-10, 2012 Vocabulary: facilitator, norms, professional learning communities Bell Ringer: Using a vis-a vis, place a check mark in the appropriate column of each survey question posted around the room . • Agenda: • I Do: Debrief the outcomes of the survey • We Do: Make connections between effective learning communities and facilitators using two specific protocols • You Do: Reflect on purpose of protocols & need for a facilitator Learning Goal: Teacher leaders will explore how to encourage Professional Learning Communities (PLCs) to be self-managed through facilitation. Benchmark: Teacher leaders will analyze the importance of facilitation within the setting of a professional learning environment. Summarizing Activity: Essential Question Reflection Participant Scale • Objective: Participants will explore the purpose of a facilitator(s) through protocols, sharing ideas, and how facilitators will help ensure the effectiveness of PLCs. Homework: My next steps are… (i.e. facilitate a PLC at my school site, register for TOT/ Facilitating PLCs, etc.) Essential Question: How can facilitation make a PLC more effective?

  3. Lake County Schools Vision Statement • A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission Statement • The mission of the Lake County Schools is to provide every student with individual opportunities to excel. • Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

  4. 21st Century Skills Tony Wagner, The Global Achievement Gap Critical Thinking and Problem Solving Collaboration and Leadership Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination

  5. High Effect Size Indicators “The Department’s identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development.” -Florida Department of Education, 2012

  6. Classroom TeacherHigh Effect Indicators School LeadershipHigh Effect Indicators • Learning Goal with Scales • Tracking Student Progress • Established Content Standards • Multi-tiered System of Supports • Clear Goals • Text Complexity • ESOL Students • Feedback Practices • Facilitating Professional Learning • Clear Goals and Expectations • Instructional Resources • High Effect Size Strategies • Instructional Initiatives • Monitoring Text Complexity • Interventions • Instructional Adaptations • ESOL Strategies

  7. Attributes of a Learning Community • Jot some notes relating to a personal experience in a learning community that you know was a place of positive learning. • Share your experience, one at a time, with your teammates. • Find the commonalities of your experiences and record them in the circle. • Teams share commonalties with the whole group.

  8. Microlabs • Groups of 3s or 4s • Read guidelines and confirm adherence to guidlines with teammates

  9. Microlabs 1) Why did you decide to become a teacher (or an educator)? What drew you into this profession?

  10. Microlabs 2) Why do you stay in the education field? What keeps you coming back, year after year?

  11. Microlabs 3) What matters to you in your work? What is at the heart of what you do?

  12. Microlabs 4) What will you go to the wall for in your work? Explain.

  13. Microlabs • What were the advantages and/or disadvantages of structuring this activity? • How might your conversations have been different had we not used this protocol? • When might you use this protocol?

  14. Making Connections Analyze the attributes of our Positive Learning Experiences and the structure of the MicrolabExperience to determine what connectionsyou find between the two.

  15. Essential Question How can facilitation make a PLC more effective? • Plan to take TOT/Facilitating PLCs • Facilitate a PLC on my campus • _______________________________ My next steps are…

  16. Participant Scale and Reflection Essential Question: How can facilitation make a PLC more effective?

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