professional learning communities pd 2015

Crouseville Elementary

SchoolProfessional Development

2015-2016

8:00 – 8:30 Sign In: Breakfast and Coffee 8:30 – 8:50 New staff Introduction and Mixer Game8:50 – 9:00 Expectations for the Year9:15 – 10:00 Welcome Back Activity (World View)10:00 – 10:15 Break10:15 – 11:00 Group Teambuilding 11:00 – 11:30 Inquiry Centers Parking Lots11:30 – 11:45 Quality Instruction Introduction11:45 LUNCH

Day 1 Morning Agenda

1:00 –2:00 Quality Instruction - Small Group Activity2:00 – 2:15 Large Group Discussion 2:15 – 2:20 Break2:20 – 3:00 KWL (Know, Want to Know, Learned)3:00 – 3:30 Table Talk and Handshake Activity3:30 – 3:45 Teaser for tomorrow PLC’s

Day 1 Afternoon Agenda

Day 2: Morning Session

Quality InstructionWorld ViewParking LotKWLs

Review:

Objective for today: Introduce and Explain PLC’s

GOALS FOR TODAY: Campus Objectives : - Establish our Instructional World View - Create a shared Mission Statement - Answer the four fundamental questions of PLC’s

Grade Level Objectives: Evaluate and determine if our grade level instruction aligns with our campus instructional worldview and mission statement

Jot Shot:

Take 3-5 minutes and jot down your thoughts on the video.Each Group will take 1 of the 4 pillars of PLC’s and be prepared to share.

1. Mission2. Vision3. Values4. Goals

PLC Overview Video

Jot Shot Brainstorm:

Look at this picture, what comes to mind. 3-5 mins GO!!!!!

Students who are engaged::

• Learn at high levels and have aprofound grasp of what they learn

• Retain what they learn

• Can transfer what they learn to newcontexts Schlechty, 2001

BREAK TIME (10 minutes)

Stretch and Mingle

Pick up 5 cards on your way out or back in……

Heads Up GameEveryone has 5 cards. You must play this game with 5 other people alternating play before finding another opponent.

Hold card to your head and partner tries to get you to attempt to guess what’s on the card.

Professional Learning Community

It starts with an instructional worldview.• Instructional worldviews guide teachers as they organize and

implement academic tasks in their classrooms and predict how students will respond to agreed-upon definitions of good teaching and good curricula.

What is a PLC?

McCann, Jones, and Aronoff, (2012)

It is important that you understand that the PLC model is not a canned program or a step-by-step recipe for school improvement. It represents a process for making the structural and cultural changes necessary to help students achieve at higher levels and make teaching a more rewarding and satisfying profession.

Du Four, DuFour, Eaker(2010)

4

PLC Question

s

What do we want

students to know?

How will we know when they know

it?

How will we support students

who don’t know it?

How will we support students

who already know it?

Dufour, Dufour, and Eaker(2010)

•What do we want students to know?•How will we know when they know it?•How will we support students who don’t know it?•How will we support students who already know it?

Jot Shot: Take a few minutes to write down your answers to these 4 questions and share with someone else at your table.

12:00pm – 1:00pm

LUNCH

Grade Level: Evaluate and determine if our grade level instruction aligns with our campus instructional worldview and mission statement

Day 2: Afternoon Session

Sythesis AssignmentEach Grade Level design and write a lesson that aligns to our campus instructional worldview and mission statement. Include TEKS

Be prepared to share with large group

.

Each Grade level will share their lesson with

the entire faculty

•Is sustained by supportive and shared leadership

•Works to develop a shared vision, mission, values and goals

•Collaborates within the team to deepen the knowledge base of all professionals to support student needs

•Utilizes inquiry and reflection to solve the tough problems

FOOD FOR THOUGHT FOR TOMORROW…..

A COLLABORATIVE LEARNING TEAM…or PLC

Please leave feedback / comments / questions on the Parking Lot as you leave.

Reminder….Meet at Pine Cove Camp on Lake Palestine at 8:00am tomorrow

Address: 17432 Pop McKenzie Rd, Flint, TX 75762

Day 2 Summary

Day 3: Morning Session

Breakfast Provided by Sweet Sues of Tyler

PINE COVE CAMP:

Team Building Activities in Grade Level Groups

9-10:30am Low Ropes Course 10:30-12:00pm High Ropes CourseEach grade level will be timed. Winner = 3 free Jeans Days

12:00pm – 1:00pm*BBQ Baked Potatoes provided by PTA

LUNCH

- Defined Quality Instruction- Answered the 4 Questions of PLC’s- Created our campus Mission Statement- Established our Campus Instructional Worldview- Designed and Created a lesson plan with TEKS collaboratively

What We’ve Done So Far…..

GOALS:1. To understand how collaborative communities (PLCs) impact

teacher improvement and student achievement.2. To understand the role teachers play in PLCs. 3. To shift our thinking from instruction to student retention

Our Objectives Today

Develop an understanding of Professional Learning Communities and how we can implement them

Ice Breaker Litterally…….

Frozen T-shirt Game

Each Grade level will be given a t-shirt that has been frozen overnight. First group to get the t-shirt on one member wins Starbucks gift cards

You have been placed into your PLC’s

Find your name tent and Book

We will be doing a book study this year in our PLC’s.

PLC Implementation

Meet with your PLCDiscuss 4 PLC QuestionsDevelop lessons for the first six weeks collaboratively

Return to main conference room at 3:00pm

PLC: Small Groups

Please complete workshop evaluation and include comments. Take your time and be reflective. As your principal I want to know how better to serve you in the future.

Final Thought:

The very essence of a learning community is a focus on and a commitment to the learning of each student……if the organization is to become more effective in helping all students learn, the adults in the organization must be continually learning.

DuFour,Eaker, and Many (2010)

Summary of the Day

References

McCann, T. M., Jones, A. C., & Aronoff, G. A. (2012). Teaching matters most: A school leader's guide to improving classroom instruction. Thousand Oaks: Corwin Press, a joint publication with Learning Forward.

Schlechty, P. C. (2001). Shaking up the school house: How to support and sustain educational innovation. San Francisco: Jossey-Bass.

Dufour, R., Dufour, R., Eaker, & Many. (2010). Collaborative Teams in Professional Learning Communities at Work: Learning by Doing. Solution Tree.

Training information primarily obtained from: