1

2013 – 2014 PROFESSIONAL LEARNING COMMUNITIES

DAVIDSON COUNTY SCHOOLSK-12 ALIGNMENT INITIATIVE

“The Green Book” State Testing Results

2011-2012

Green Book

An Act Of Futility

If we continue to take in data as we have always taken in data,

Then we will continue to think as we have always thought.

If we continue to think as we have always thought,

Then we will continue to believe as we have always believed.

If we continue to believe as we have always believed,

Then we will continue to act as we have always acted,

Then we will continue to get what we have always gotten.

Professional Learning Communities…Why?

“…the most promising strategy for substantive school improvement is developing the capacity for school personnel to function as a professional learning community (PLC).”

Robert Eaker, Richard DuFour, and Rebecca DuFour, Getting Started: Reculturing Schools to Become Professional Learning Communities

Image: http://www.google.com/imgres?imgurl=http://uascienceinaction.files.wordpress.com/2009/01/collaboration.jpg%3Fw%3D510%26h%3D280&imgrefurl=http://uascienceinaction.wordpress.com/professional-learning-communities/&h=281&w=510&sz=39&tbnid=aV-1AnxMOq6bvM:&tbnh=66&tbnw=120&zoom=1&usg=__TxIWAoJ8Yyh5IWc0tyXTVokA0OM=&docid=rTNGi6o3vaT9KM&sa=X&ei=siO1Ufy_JOTI0gHwg4GoBg&ved=0CD8Q9QEwBQ&dur=313

What Does My Evaluation Tool What Does My Evaluation Tool Say?Say?

Teacher’s Evaluation

✓Standard 1: a,b,c

✓Standard 2: d✓Standard 3: a,c

✓Standard 4: a,b,c,h

✓Standard 5: a,c

Teacher’s Evaluation

✓Standard 1: a,b,c

✓Standard 2: d✓Standard 3: a,c

✓Standard 4: a,b,c,h

✓Standard 5: a,c

Today’s Learning Targets

Today’s Learning Targets

✓I can list the Three Big Ideas of I can list the Three Big Ideas of PLCsPLCs

✓I can work with my colleagues to I can work with my colleagues to develop our normsdevelop our norms

✓I can cite the 4 critical questions I can cite the 4 critical questions of PLCs of PLCs

✓I can list the Three Big Ideas of I can list the Three Big Ideas of PLCsPLCs

✓I can work with my colleagues to I can work with my colleagues to develop our normsdevelop our norms

✓I can cite the 4 critical questions I can cite the 4 critical questions of PLCs of PLCs

Professional Learning Communities

The Four Schools of Thought

Professional Learning Communities

The Charles Darwin SchoolOur Motto–Our Motto–““We believe that all We believe that all kids can learn–kids can learn–based upon their based upon their ability.ability.””––––––

• Student aptitude is fixed and not Student aptitude is fixed and not subject to influence by teachers.subject to influence by teachers.

• As a result, we create multiple As a result, we create multiple programs or tracks to address programs or tracks to address differing ability levels.differing ability levels.

• Tracking gives students the best Tracking gives students the best chance of mastering the content chance of mastering the content that is appropriate to their abilities.that is appropriate to their abilities.

Our Motto–Our Motto–““We believe that all We believe that all kids can learn–kids can learn–based upon their based upon their ability.ability.””––––––

• Student aptitude is fixed and not Student aptitude is fixed and not subject to influence by teachers.subject to influence by teachers.

• As a result, we create multiple As a result, we create multiple programs or tracks to address programs or tracks to address differing ability levels.differing ability levels.

• Tracking gives students the best Tracking gives students the best chance of mastering the content chance of mastering the content that is appropriate to their abilities.that is appropriate to their abilities.

Professional Learning Communities

The Pontius Pilate SchoolOur Motto–Our Motto–““We believe that all kids We believe that all kids can learn...if they take can learn...if they take advantage of the advantage of the opportunity we give them opportunity we give them to learn.to learn.””

––––––• It is the teacherIt is the teacher’’s job to provide all s job to provide all

students with an opportunity to learn students with an opportunity to learn by presenting lessons that are clear by presenting lessons that are clear and engaging. and engaging.

• It is the studentIt is the student’’s job to learn, and if s job to learn, and if they elect not to do so, we must hold they elect not to do so, we must hold them accountable for their decisions. them accountable for their decisions.

Our Motto–Our Motto–““We believe that all kids We believe that all kids can learn...if they take can learn...if they take advantage of the advantage of the opportunity we give them opportunity we give them to learn.to learn.””

––––––• It is the teacherIt is the teacher’’s job to provide all s job to provide all

students with an opportunity to learn students with an opportunity to learn by presenting lessons that are clear by presenting lessons that are clear and engaging. and engaging.

• It is the studentIt is the student’’s job to learn, and if s job to learn, and if they elect not to do so, we must hold they elect not to do so, we must hold them accountable for their decisions. them accountable for their decisions.

Professional Learning Communities

The Chicago Cub Fan SchoolOur Motto–Our Motto–““We believe that all kids can We believe that all kids can learn...something, and we learn...something, and we will help all students will help all students experience academic growth experience academic growth in a warm and nurturing in a warm and nurturing environmentenvironment””

––––––• A studentA student’’s growth is determined by a s growth is determined by a

combination of his/her innate ability and combination of his/her innate ability and effort.effort.

• Since we have little impact on either, we Since we have little impact on either, we will create an environment that fosters will create an environment that fosters their sense of well-being and self-esteem.their sense of well-being and self-esteem.

Our Motto–Our Motto–““We believe that all kids can We believe that all kids can learn...something, and we learn...something, and we will help all students will help all students experience academic growth experience academic growth in a warm and nurturing in a warm and nurturing environmentenvironment””

––––––• A studentA student’’s growth is determined by a s growth is determined by a

combination of his/her innate ability and combination of his/her innate ability and effort.effort.

• Since we have little impact on either, we Since we have little impact on either, we will create an environment that fosters will create an environment that fosters their sense of well-being and self-esteem.their sense of well-being and self-esteem.

Professional Learning Communities

The Henry Higgins School

Our Motto–Our Motto–

““We believe that all We believe that all students can and must students can and must learn at relatively learn at relatively high levels of high levels of achievement, and our achievement, and our responsibility is to responsibility is to work with each work with each student until our student until our high standards have high standards have been achieved.been achieved.””

Our Motto–Our Motto–

““We believe that all We believe that all students can and must students can and must learn at relatively learn at relatively high levels of high levels of achievement, and our achievement, and our responsibility is to responsibility is to work with each work with each student until our student until our high standards have high standards have been achieved.been achieved.””

Professional Learning Communities

Professional Learning Communities

Our Journey““Behind every PLC is a veteran teacher rolling his eyes.Behind every PLC is a veteran teacher rolling his eyes.””

Cultural Shifts

Three BIG IdeasThree BIG Ideas• Teachers accept learning as the fundamental purpose

of the school.

• Teachers are committed to working together for a collective purpose.

• Teachers assess effectiveness on the basis of results.Based on Learning By Doing, p.14

• Teachers accept learning as the fundamental purpose of the school.

• Teachers are committed to working together for a collective purpose.

• Teachers assess effectiveness on the basis of results.Based on Learning By Doing, p.14

Why Should We Collaborate?

“The era of isolated teachers, working alone to meet the myriad needs of all their students, is neither educationally effective nor economically viable in the 21st century … When teachers are given the time and tools to collaborate, they become life-long learners, their instructional practice improves, and they are ultimately able to increase achievement far beyond what any of them could accomplish alone.”

--Carroll, Fulton, & Doerr, 2010, p. 10

“The era of isolated teachers, working alone to meet the myriad needs of all their students, is neither educationally effective nor economically viable in the 21st century … When teachers are given the time and tools to collaborate, they become life-long learners, their instructional practice improves, and they are ultimately able to increase achievement far beyond what any of them could accomplish alone.”

--Carroll, Fulton, & Doerr, 2010, p. 10

Why Should We Collaborate?

• Gains in student achievement• Higher quality solutions to problems• Increased confidence among all staff• More peer support of strengths and

accommodation of weaknesses• Ability to test new ideas• More support for new teachers• Expanded pool of ideas, materials, and

methods

--Little, 1990

Why this Team?The fundamental question in organizing teams is:

Do the people on this team have a shared responsibility for responding to the 4 critical questions in ways that enhance

the learning of their students?

ollaborate on the ight

ssues o

mpacthild &

dultearning

I

The fundamental question in organizing teams is:

Do the people on this team have a shared responsibility for responding to the 4 critical questions in ways that enhance

the learning of their students?

ollaborate on the ight

ssues o

mpacthild &

dultearning

I

• All teachers teaching the same grade level• All teachers teaching the same course• Vertical teams (K-2/3-5, 6-8 science, French I-

IV• Electronic teams• Professional organizations• www.masteryconnect.com• www.betterlesson.org

• Interdisciplinary teams (Literacy and 21st Century Skills)

• District or regional teams• Logical links/similar-responsibility teams

--DuFour, DuFour, Eaker, Many; 2010

Possible Team Structures:

Electronic Collaboration

•www.voicethread.com – for continuing dialogue at times convenient to each individual•Google Docs – for sharing agendas, minutes, essential outcomes, assessments, data•Google Hangout•www.skype.com, www.faceflow.com, iChat – for facilitating real-time dialogue•Mikogo – to see each other’s desktops and documents•For information on other distance learning services go to:• “Technology” category under Blog Archives on

www.AllThingsPLC.info• JSD February 2012, Vol. 33, No. 1, pages 36-37

www.learningforward.org

•www.voicethread.com – for continuing dialogue at times convenient to each individual•Google Docs – for sharing agendas, minutes, essential outcomes, assessments, data•Google Hangout•www.skype.com, www.faceflow.com, iChat – for facilitating real-time dialogue•Mikogo – to see each other’s desktops and documents•For information on other distance learning services go to:• “Technology” category under Blog Archives on

www.AllThingsPLC.info• JSD February 2012, Vol. 33, No. 1, pages 36-37

www.learningforward.org

The Significance of Team Norms

Norms of High-Performing Teams

• Willingness to consider matters from another’s perspective

• Accurate understanding of spoken and unspoken feelings and concerns of team members

• Willingness to confront a team member who violates norms

• Communicating positive regard, caring, and respect• Willingness and ability to evaluate the team’s own

effectiveness• Seeking feedback about and evidence of team

effectiveness from internal and external sources• Maintaining a positive outlook and attitude• Proactive problem solving• Awareness of how the group contributes to the purpose

and goals of the larger organization

Goleman, Working with Emotional Intelligence, 1998

• Willingness to consider matters from another’s perspective

• Accurate understanding of spoken and unspoken feelings and concerns of team members

• Willingness to confront a team member who violates norms

• Communicating positive regard, caring, and respect• Willingness and ability to evaluate the team’s own

effectiveness• Seeking feedback about and evidence of team

effectiveness from internal and external sources• Maintaining a positive outlook and attitude• Proactive problem solving• Awareness of how the group contributes to the purpose

and goals of the larger organization

Goleman, Working with Emotional Intelligence, 1998

Guiding Questions for Team Norms

• Are we clear on the commitments we have made to each other regarding how we will work together as a team?

• Have we stated our commitments as explicit behaviors?

• Have we discussed how to address the issue if we feel someone is not honoring our norms?

• Are we clear on the commitments we have made to each other regarding how we will work together as a team?

• Have we stated our commitments as explicit behaviors?

• Have we discussed how to address the issue if we feel someone is not honoring our norms?

Tips for Team Norms• Each team establishes its own

norms.• Norms are stated as

commitments to act or behave in certain ways.

• Norms are reviewed at the beginning and end of each meeting until they are internalized.

• One norm requires a team to assess its effectiveness every six months. This assessment should include a review of adherence to norms and the need to identify new norms.

• Less is more. A few key norms are better than a laundry list.

• Establish a process for addressing violations of norms.

• Each team establishes its own norms.

• Norms are stated as commitments to act or behave in certain ways.

• Norms are reviewed at the beginning and end of each meeting until they are internalized.

• One norm requires a team to assess its effectiveness every six months. This assessment should include a review of adherence to norms and the need to identify new norms.

• Less is more. A few key norms are better than a laundry list.

• Establish a process for addressing violations of norms.

Examples of Essential Student Data

Traditional Instruction-AssessmentModel

Pre-test Teach

TeachTeach

Assign grades

Post-test

PLC Meets

Focus

Using data,the teamcreates a

lessonplan and acommon

Assessment (also use as Pre-

Test)

Strategies

Teacher instructs

using effective

strategies from

the team’s focus

meeting

PLC Meets

Assessment

The teamconductscommon

assessmentthen meets

to analyze dataand discussstrategies

Response

Teacher remediatesor enriches

basedon the

pre-determinedproficiency

level

The Team Cycle

Focus on LearningInstruction-Assessment Model

Pre-test

Analyze Data

Plan for differentiat

ed instruction

Assign grades

Teach

Assessmodify reflect adjust

TeachPost-test

Professional Learning Communities

Four Critical QuestionsFour Critical Questions

What do students need to know and be able to do?

“We are assuming collective responsibility for your learning, Kenny, not ganging up on you.”“We are assuming collective responsibility for your learning, Kenny, not ganging up on you.”

How will we know when they have learned it?

“There’s nothing wrong with this data that a little White-Out wouldn’t cure.”“There’s nothing wrong with this data

that a little White-Out wouldn’t cure.”

What will we do when they haven’t learned it?

“We’d like to work in time for intervention, but our schedule is chiseled in stone, and chiseled in stone at the highest level.”

“We’d like to work in time for intervention, but our schedule is chiseled in stone, and chiseled in stone at the highest level.”

What will we do when they already know it?

“Are you going to show us your bag of tricks, too?”“Are you going to show us your bag of tricks, too?”

The ultimate reason for a PLC is to make sure every child in Davidson County Schools is given

the same deal…a guaranteed and viable curriculum.

AUGUST 2013AUGUST 2013PROFESSIONAL LEARNING COMMUNITIESPROFESSIONAL LEARNING COMMUNITIES

Reflecting on our learningReflecting on our learning• List the Three Big Ideas of PLCsList the Three Big Ideas of PLCs

• What are some of my pet peeves What are some of my pet peeves when we meet as a group?when we meet as a group?

• • Cite the four critical questions of Cite the four critical questions of PLCsPLCs

• List the Three Big Ideas of PLCsList the Three Big Ideas of PLCs

• What are some of my pet peeves What are some of my pet peeves when we meet as a group?when we meet as a group?

• • Cite the four critical questions of Cite the four critical questions of PLCsPLCs

Next Steps…Complete survey to evaluate today’s professional development

PLC TEAMS:1.Determine your team’s norms based on the template provided

by the end of two weeks2.Examine essential data – EVAAS, attendance, cumulative

folders, Open House parent survey, student survey, watchlist, etc. – to get to know your students by the end of four weeks

3.Choose your five most at-risk students based on this data and begin to prepare interventions

By 2015, all sub-populations will show increased growth in all areas on state assessments by _______%.

By 2014, all sub-populations will show increased growth in all core and CTE areas on state assessments by _______%.

Action Steps:August 14, 2013 all K-12 administrators will receive PLC training which

includes critical questions. critical questions. August 20, 2013 all certified teachers will receive August 20, 2013 all certified teachers will receive PLC training which

includes critical questions. critical questions. Weekly PLC meetingsWeekly PLC meetingsUse of data for differentiated instructionUse of data for differentiated instructionMonthly staff development sessions introducing key concepts for effective Monthly staff development sessions introducing key concepts for effective

PLC PLC implementationimplementationGenerate products such as norms, essential learning outcomes, common Generate products such as norms, essential learning outcomes, common

formative formative assessments, benchmarks, data analysisassessments, benchmarks, data analysisAdministrators will attend PLC meetings to ensue fidelity of Administrators will attend PLC meetings to ensue fidelity of

implementationimplementation

Possible Evidences:Possible Evidences:team normsteam norms essential learning outcomes essential learning outcomes common formative assessmentscommon formative assessments data analysisdata analysisdistrict benchmarksdistrict benchmarks