assessing schools as professional learning communities

University of Louisiana at Lafayette 1

Assessing Schools asProfessional Learning Communities

Dianne F. Olivier, EDFL - University of Louisiana at Lafayette

Sandra Antoine, University of Louisiana at Lafayette/Iberia Parish

Ronald Cormier, University of Louisiana at Lafayette/Iberia Parish

Virginia Lewis, University of Louisiana at Lafayette/Iberia Parish

Cheri Minckler, University of Louisiana at Lafayette

Molly Stadalis, University of Louisiana at Lafayette/St. Mary Parish


What is a PLC?… where people continually expand their capacity to create the results they truly desire, where new and diverse patterns of thinking are valued, and where people are continually learning how to learn together.

Senge, 1990

Schools characterized by shared purpose, collaborative activity, and collective responsibility among staff.

Newmann & Wehlage, 1995

What is a PLC?Professionals coming

together in community to intentionally learn.

Shirley Hord


An infrastructure, or way of working together, which results in continuous school improvement.

Professional Learning Communities

Professional educators working collectively and purposefully to

create and sustain a culture of learning for all

students and adults.


The purpose of these case studies was to assess teachers’ perceptions of professional learning community attributes within their school as measured by the Professional Learning Communities Assessment – Revised (PLCA-R).

Purpose of Study


MethodologyProfessional Learning Community Assessment - Revised (PLCA)

Formal diagnostic tool for identifying school level practices that enhance intentional professional learning.

Assesses perceptions of the staff related to specific practices observed at the school level with regard to the 5 dimensions of a PLC and critical attributes.


Dimensions of a PLC Shared and Supportive

Leadership Shared Values and Vision Collective Learning and

Application Shared Personal Practice Supportive Conditions

Relationships Structures


Methodology PLCA-R Case Study

5 dimensions of PLCs – Quan & Qual results

PLCO-Professional Learning Community Organize Illustrates practices within dimensions & phases of change

PLCDR - PLC Development Rubric Provides for individual and small group dialogue reflection

Confronting and Renaming the Truth: A Case StudyEvans Junior High School

Molly StadalisUniversity of Louisiana at Lafayette

[email protected] [email protected]

mailto:[email protected]



Conceptual Definitions•Shared and Supportive Leadership

• School administrators participate democratically with teachers by sharing power, authority, and decision-making, and promoting and nurturing leadership among staff.

•Shared Values and Vision• Staff shares visions for school improvement that

have an undeviating focus on student learning. Shared values support norms of behavior that guide decisions about teaching and learning.


Evans Junior High School 640 students in grades 4 – 8 65% of students are considered economically

disadvantaged (free & reduced lunch) Many students live in single parent households or with

family other than parents. Subgroup Information: 15% special education, 49%

African American, 50% white, 1% Hispanic & Indian Staff consists of 49 faculty members, librarian,

guidance counselor, paraprofessionals, cafeteria/custodial/office staff, 2 assistant principals, and principal


Evans Junior High SchoolProfessional Learning Communities Assessment – Revised

Five Dimensions M SD_________________________________________________________

Shared and Supportive Leadership 3.39.47

Shared Values and Vision 3.32.53

Collective Learning and Application 3.44.43

Shared Personal Practice 3.32.52

Supportive Conditions 3.27 .40


Shared & Supportive Leadership Staff members are consistently involved in

discussing and making decisions about most school issues.

The principal incorporates advice from staff members to make decisions.

Opportunities are provided for staff members to initiate change.

Stakeholders assume shared responsibility and accountability for student learning.


Shared Values and Visions A collaborative process exists for

developing a shared sense of values and shared vision among staff.

Policies and programs are aligned to the school’s vision.

School goals focus on student learning beyond test scores and grades.


A School In Search of Excellence

Madison Elementary

Virginia W. LewisUniversity of Louisiana at Lafayette

[email protected]@iberia.k12.la.us



Conceptual Definition

• Collective Learning and Application

• Staff at all levels of the school share information and work collaboratively to plan, solve problems and improve learning opportunities. Together they seek knowledge, skills and strategies and apply this new learning to their work.


Madison Elementary Demographic Data

Constructed in 1989 - NW outskirts of New Iberia Near middle income, single-family subdivision Grade configuration – PK - 6 80% free/reduced lunch - projected to increase to 92% in

2008-2009 Student population – 60% African American, 35% white

students, 5% Asian students, less than 1% Hispanic Most families - middle-income homes/trailer park housing Low-income housing complex/apartment dwelling in city School rezoning scheduled for 2008-2009 SPS–2 Stars School of Exemplary Academic Growth 2007-08 Highly qualified and stable staff


Collective Learning and ApplicationStaff shares information Professionals learn togetherProblem solving occurs collectivelyCollaboration

Sharing Planning Problem Solving Improving learning opportunities for students

by improving professional practice


Means and Standard Deviations for Dimensions of Professional Learning Communities ___________________________________________

Dimensions M SD

Shared and Supportive Leadership 3.47 .583

Shared Values and Vision 3.55 .623

Collective Learning and Application 3.58.558*

Shared Personal Practice 3.38 .626

Supportive Conditions- Relationships 3.50 .550Supportive Conditions- Structure 3.45 .599*Highest mean score of all dimensions


Mean Scores for Dimensions of Professional Learning Communities

___________________________________________


Standard Deviation Scores for Dimensions of Professional Learning Communities


Responses Scale Total Responses

Percentage

Strongly Disagree

1 0 0.00%

Disagree 2 8 3.33%

Agree 3 83 34.58%

Strongly Agree

4 149 62.08%

Collective Learning and Application


Collective Learning and Application Staff meets weekly for grade level meetings Staff members collaboratively work Whole Faculty Study Groups (WFSG) facilitated by

early release time at district level Data driven decision making guides instruction and

interventions Multiple data sources evaluate effectiveness of

instruction Instructional staff demonstrates commitment to

research based strategies to increase student achievement

Culture of sharing and caring about student learning


NEXT STEPS FOR MADISON ELEMENTARY

Ensure schools values and vision continue to center on student learning

Nurture and support teacher leadership at various levels Conduct needs assessment for changing demographics Focus on sustainability Develop mechanisms for increased opportunities for

shared personal practice and collaboration as evidenced by

scheduling time for peer observations, job-embedded staff development grade-level and cross grade-level meetings content specific study groups


Optimizing High School Redesign:A Case Study

Bayouville High School

Cheri Hoff MincklerUniversity of Louisiana at Lafayette

[email protected]



Conceptual Definition

•Shared Personal Practice

• Peers visit with and observe one another to offer encouragement and to provide feedback on instructional practices to assist in student achievement and increase individual and organizational capacity.


What It Looks Like

Shared personal practice occurs “where educators collaboratively analyze current practices, experiment with new practices, and assess the relationship between practice and the effects of practice within the community context.” (Mitchell & Sackney, 1999)


A Radical, Rigorous Exercise

Teachers meet to rigorously “question, challenge and subvert imposed prescriptions that diminish learning” (Hargreaves, 2008, p. 188). They look for ways to improve learning and performance for all students.


Bayouville High School

Bayouville High School (BHS) is one of five public high schools serving the Lafayette Parish Public School System.

For the 2006-2007 school year, BHS earned a rating of “Three Stars” on the State Department of Education’s School Report Card (Louisiana Department of Education) and a growth label of “Exemplary Academic Growth.”


Demographics and Vital Statistics Total student population = 2,251 students 3.3% Asian, 27.1% Black, 3.9% Hispanic, 0.4% Native

American, and 65.2% White 52% female and 48% male 28.5% economically disadvantaged 95% of students are fully proficient in the English language 2005-2006 school year – student attendance rate = 92.3%

as compared to 94.6% for District and 93.7% for State. The dropout rate = 3.5% for school as compared to 5% for

District and 4.6% for State. 2006-2007 school year, 91% of core courses taught by

teachers meeting No Child Left Behind (NCLB) highly qualified definition as compared to 81% for District and 84% for State.


Dimension MeanStandarddeviation Mode Skewness Kurtosis

SSL 2.67 0.88 3 -0.45 -0.45

SVV 2.52 0.77 3 -0.43 -0.31

CLA 2.72 0.74 3 -0.44 0.12

SPP 2.33 0.80 2 0.03 -0.50

SCR 2.67 0.74 3 -0.40 0.02

SCS 2.13 0.85 2 0.12 -0.94SC 2.31 0.86 3 -0.09 -0.84

Table 7. Dimension Composites - Measures of Central Tendency and Dispersion

Dimension Composites


Survey Items Seven items reflect the dimension of

shared personal practice.

Results range from a high on item SPP33 (Staff members informally share ideas and suggestions for improving student learning; M = 2.93; SD =0.78) to a low on item SPP31 (Opportunities exist for staff members to observe peers and offer encouragement; M = 2.09; SD =0.83).


Histogram of Responses

1 2 3 4 0

102030405060708090

Shared Personal Practice

Response Options

Sum

of t

he R

espo

nses

strongly disagree strongly agree


A Formal Structured Process

The responses to items in this subscale of the assessment indicate the lack of a formal process for peer observation, feedback, or collaborative effort to improve personal practice.

One teacher commented, “All collaboration is voluntary and informal.”


Sustainable Improvement

McLaughlin (as cited in Schmoker, 2005, p. 144) boldly stated, “The most promising strategy for sustained, substantive school improvement is developing the ability for school personnel to function as professional learning communities.”


The Curious Case of Bayou High School A Case Study

Bayou High School

Ronald CormierUniversity of Louisiana at Lafayette





Conceptual Definition•Supportive Conditions – Structures

• Structures include a variety of conditions such as size of the school, proximity of staff to one another, communication systems, and the time and space for staff to meet and examine current practices.


Demographics

Rural setting (population 5,997) Declining economy (median income $26,000) High crime rate / high truancy Declining student population (300 students) Free / reduced lunch above 79 %_____________________________________________________________________________________________________________________________________________

Grades 9-12 Twenty-four (24) teachers (12 elective / voc / SPED) Teacher : student ratio @ 1:9 Average Freshman class 108, graduates 49 Accountability Label: School in Decline (Watch List)

(School Audits)


District Intervention Reform Effort (SID)

Year 1- Needs Assessment / Sch Imp Plan (SIP) SID*

Year 2 - District Audit – SAM (focus groups, observations, needs assessments) & SIP SID*

Year 3 -Two supervisors, PTLC format, 4 Lead teachers, school audit (DAT) & review, job-embedded PD MG*

Year 4 - Repeat Year 3 interventions, Curriculum Coordinator (PD), DIG audit** (SIP), PLCA-R MG*

* SID = School in Decline, MG = Minimal growth, NG = no growth** DIG Audit – indicated 1/3 of faculty implementing SIP prescribed

innovations with fidelity


Comparison of the Six DimensionsBayou High

Dimensions Mean sd Phase

1. Shared Leadership 2.59 .655 Initiation2. Shared Vision 2.87 .752 Initiation

3. Collective learning 3.05 .652 Implementation4. Shared Practice 2.89 .711 Initiation

Supportive Conditions5. Relationships 2.88 .742 Initiation

6. Structure 3.08 .693 Implementation


Supportive Conditions - Structure

When, Where, & How the staff works? (Hord, 1997) School size

Teacher & Student Population / grade clusters Proximity of staff / logistics

Physical plant / schedule & location constructs Resources

Data, materials, expertise, technology, communication Professional development venue

Schedule, organization, series, group logistics, focus Time

Personal / professional, quality / quantity


Highlights of PLCA-R (Conditions-Structure) Receiving a mean of 3.0 or higher

Technology / materials available Resource people available (expertise/support) School facility clean, attractive Proximity of staff – ease of collaboration Communication: information among staff Communication: between (district) community Access to organized data Time for collaboration / collective learning


Supportive Conditions – Structureas Applied to Bayou High

School size (small, rural) 1:9 teacher student ratio

Proximity of staff / logistics Departments 2-3 teachers / professional period mtgs.

Resources Data-decisions, Expertise (CC, Lead, Sup), technology

Professional development venue PTLC series / Action Research / Focus on initiatives

Time Job-embedded / Prof. period & department meetings.


Observations: PLC & Bayou High

Struggling with shared / supportive leadership (m = 2.59, sd = .655)

Disorganization / accountability / follow-through (administration)

Implementation Phases denoted for Supportive Conditions-Structure Collective Learning

Analogy: A (bottom-up) foundation has been constructed, but before any additional construction can be attempted - shared leadership / vision has to be reinforced.


Are We a Small Learning Community, Professional Learning Community, or a

Combination of Both:In Any Case, Are We There Yet?

A Case StudyCypress High School

Sandra AntoineUniversity of Louisiana at Lafayette





Conceptual Definition• Supportive Conditions - Relationships

• Collegial relationships include respect, trust, norms of critical inquiry and improvement, and positive, caring relationships among students, teachers and administrators.


Cypress High School

Large High School -1,500 Racial and Social Economic Makeup -

60/40 with 40% F/R Professional Staff - 118 with 36%

Masters SPS – 2 stars, SACS Accreditation ACT Scores – 20.2 High School Redesign efforts -10 yrs Change in School and District

Leadership

49


Professional Learning CommunitySupportive Conditions –Relationships

School conditions and capacities that

support the staff’s arrangement as a professional learning organization

The relationships the staff has with each other that support teachers working together

(Hord, 1997- 1998)50


Comparison of Two High School Reform Initiatives Relating to Building Relationships

Small Learning Community

Culture of respect and equity focused on student achievement

High expectations for all students

Personalize learning environment-project based learning

Rigor, Relevance, and Relationships

Teacher leaders Freshman Transition, Career

Academies , Advisor /Advisory Sessions-Promotes sense of belonging

Collaboration and Co-teaching Celebrates successes

Professional Learning Community

Culture of Respect and Trust focused on student learning

High expectations for all students

Promotes Risk Taking Teacher leaders Sense of Efficacy due to

Positive Relationships Unified and Sustained

Efforts to Embed Change Recognition /Celebrations of

Achievement Systematic and School wide

response when students don’t learn

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Means and Standard Deviations for All Dimensions of Professional Learning Communities Survey

__________________________________________________________________Dimension M SD__________________________________________________________________Shared and Supportive Leadership 2.71 .503Shared Values and Vision 2.77 .464Collective Learning and Application 2.80 .499Shared Personal Practice 2.82 .510Supportive Conditions- Relationships 2.83 .622Supportive Conditions- Structure 2.80 .450

Cypress High SchoolPLCA-R Results

52


38 Caring Relationships 2.95 .77339 Culture of trust and respect 2.74 .81040 Celebration of achievement 3.14 .72141 Sustained and unified effort 2.53 .80842 Honest examination of data 2.80 .808

PLCA-R Results for Supportive Conditions-Relationships Dimension

Mean and Standard Deviation for PLCA-R Survey Statements _______________________________________________________

Statement M SD

53


Highlights of PLCA-R Supportive Conditions-Relationships

Greatest Levels of Agreement and Disagreement

Str Dis-

agree

Disagree Agree Str Agree0.00%5.00%

10.00%15.00%20.00%25.00%30.00%35.00%40.00%45.00%50.00%

#41- School staff and stakeholders exhibit a sustained and unified effort to embed change into the culture of the school.

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In a professional learning community educators create an environment that fosters mutual cooperation, emotional support, and personal growth as they work together to achieve what they cannot accomplish alone. --PLC at Work

Where are we Now?• How the Small Learning Community initiative can help to

advance Cypress High School Professional Learning Community to the institutionalization level of implementation in the dimension of Supportive Conditions-Relationships.

• How this reported perception of supportive conditions-relationships can be used to address the other areas of the Professional Learning Community that are at lower levels of implementation.

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Assessing Schools asProfessional Learning Communities

Dianne F. Olivier, EDFL - University of Louisiana at Lafayette

Sandra Antoine, University of Louisiana at Lafayette/Iberia Parish

Ronald Cormier, University of Louisiana at Lafayette/Iberia Parish

Virginia Lewis, University of Louisiana at Lafayette/Iberia Parish

Cheri Minckler, University of Louisiana at Lafayette

Molly Stadalis, University of Louisiana at Lafayette/St. Mary Parish

???Questions???

assessing schools as professional learning communities

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