collaborative planning policy

Collaborative planning policy

Rand Ahliya School 2018

RAND AHLIYA SCHOOL 2018 1

COLLABORATIVE PLANNING POLICY

Table of contents

• Introduction……………………………………………..………3

• What is Collaborative planning? ..................................3

• Inquiry planning in PYP form ……………………………….6

• Standards and practices. …………………………………..10

• Self-Assessment. ……………………………………………..11

• What are Professional Learning Communities? ……….12

• Why collaborate with Professional Learning Communities? ……..12

• Teaching and Learning Progress. …………….…….…….13

• Key Questions for Professional Learning Communities .……..14

• PLC Planning Process ……………………………………….15

• Setting SMART Goals ……………………………………….16

• Recourses …………………………………………..………….17



Introduction: Rend schools seek to create an environment conducive to learner curiosity through teacher collaboration in joint planning and the use of collaborative planning.

What is the collaborative planning?

Planning is an interactive and interpretive process drawing on the multidimensional life worlds or

practical sense rather than a single formalized dimension as scientific rationalism.

Four Components of Collaborative Planning Theory:

1. Arenas of discourse. Arenas refers to the spaces where negotiations and re-negotiations take

place.

2. Production and reproduction of knowledge, which is required for the process of decision-

making.

3. Communicative rationality or communication between the shareholders.

4. Trust is an essential part of collaborative planning without which people will not be able to

communicate productively with one another and no fruitful results would be obtained.



Benefits of Teacher Collaboration.

When teachers come together to share information, resources, ideas, and expertise, learning

becomes more accessible and effective for students. Collaborating means purposefully building

interpersonal relationships and working towards healthy interdependence, which occurs when

teachers are comfortable giving and receiving help without forfeiting accountability.

When we get teachers co-planning and co-teaching based on a shared vision, here are some of the

benefits we can expect:

Increased Academic Effort—since teachers who collaborate on instruction are all on the same page, they can increase the level of academic rigor to match the core competencies they want students to meet.

Increased Understanding of Student Data—Teachers are better equipped to deconstruct relevant data (and implement effective solutions) from both formative and summative assessments. They also have a sense of shared responsibility for celebrating success and analyzing failure.

More Creative Lesson Plans—When teachers communicate and share ideas, they also share an enlarged repertoire of instructional strategies that encourage creative instruction. Colleagues may be influenced to try different approaches or have opportunities to help a peer with a new approach.

Less Teacher Isolation—while teachers should not feel forced to collaborate to avoid any “contrived congeniality,” having the opportunity to share ideas and information combats professional loneliness and frustration, which improves staff morale and professional satisfaction.



Guiding Principles

Expectations and Commitments:

The time is for collaborative team planning: not individual planning, prep, organization, or marking.

All staff should be collaborating in a meaningful way

The collaborative work should be Research Based

The collaborative work should be Data Driven: Quality data should inform reflection and

Practice.

Commit to making a difference in your teaching practice

Commit to making a difference for your students

Shared Commitment: all members are expected to share in the leadership of the cohort

and PLC groups.



Class/grade: Age group:

School: School code:

Title: Advertisement

Teacher(s):

Date:

Proposed duration:

Inquiry planning in PYP form

PYP planner

1. What is our purpose?

To inquire into the following:

Transdisciplinary theme

Central idea:

Summative assessment task(s):

What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for?

Summative Task:

Strategies:

Tools:

What will we look for?

2. What do we want to learn?

What are the key concepts (causation, change,

perspective, reflection) to be emphasized within this

inquiry?

Key Concepts:

Related Concepts:

Provocations:

Teacher Questions:

Planning the inquiry



3. How might we know what we have learned?

4. How best might we learn?

Transdisciplinary Skills

Attributes:



6. To what extent did we achieve our purpose?

7. To what extent did we include the elements of the PYP?



8. What student-initiated inquiries arose from

the learning?

What student-initiated actions arose from

the learning?

9. Teacher notes



Standards and practices.

Standard C1. Collaborative planning: Collaborative planning and reflection supports the

implementation of the IB programme(s).

Practice C1.1. Collaborative planning and reflection addresses the requirements of the

programme(s).

Requirement C1.1.a. The programme of inquiry and all corresponding unit planners are the

product of sustained collaborative work involving all the appropriate staff

Requirement C1.1.b. Planning at the school makes use of the PYP planner and planning process across the curriculum and by all teachers.

Requirement C1.1.c. Planning at the school addresses all the essential elements to strengthen the transdisciplinary nature of the programme.

Practice C1.2. Collaborative planning and reflection takes place regularly and systematically.

Practice C1.3. Collaborative planning and reflection addresses vertical and horizontal

articulation.

Requirement C1.3.a. There is a systematic approach to integration of the subject-specific

scope and sequences and the programme of inquiry.

Requirement C1.3.b. The school ensures balance and articulation between the

transdisciplinary programme of inquiry and any additional single-subject teaching.

Practice C1.4. Collaborative planning and reflection ensures that all teachers have an overview

of students’ learning experiences

Requirement C1.4.a. The school provides for easy access to completed PYP planners.

Requirement C1.4.b. The school ensures that PYP planners are coherent records of

student learning.

Practice C1.5. Collaborative planning and reflection is based on agreed expectations for

student learning.

Practice C1.6. Collaborative planning and reflection incorporates differentiation for students’

learning needs and styles.

Practice C1.7. Collaborative planning and reflection is informed by assessment of student work

and learning.

Practice C1.8. Collaborative planning and reflection recognizes that all teachers are responsible

for language development of students

Practice C1.9. Collaborative planning and reflection addresses the IB learner profile attributes.



Self-Assessment.

Standards Assessment Level Evidences Emerging Developing Demonstrating Excelling

1 Collaborative planning and reflection addresses the requirements

of the programmer(s).

2 Collaborative planning and reflection takes place regularly and

systematically.

3 Collaborative planning and reflection addresses vertical and

horizontal articulation

4 Collaborative planning and reflection ensures that all teachers

have an overview of students’ learning experiences.

5 Collaborative planning and reflection is based on agreed

expectations for student learning.

6 Collaborative planning and reflection incorporates differentiation

for students’ learning needs and styles.

7 Collaborative planning and reflection is informed by assessment

of student work and learning.

8 Collaborative planning and reflection recognizes that all teachers

are responsible for language development of students.

9 Collaborative planning and reflection addresses the IB learner

profile attributes.



What are Professional Learning Communities?

Professional Learning Communities are groups of teachers who meet regularly as a team to analyze

current levels of achievement, set achievement goals, identify essential and valued student learning,

develop common formative and common summative assessments, share strategies, and research best

practices. The expectation is that this collaborative effort will produce ongoing improvement in student

achievement.

Why collaborate with Professional Learning Communities?

“A team can make better decisions, solve more complex problems, and do more to enhance

creativity and build skills than individuals working alone...They have become the vehicle for moving

organizations into the future...Teams are not just nice to have. They are hard-core units of the

production” (Blanchard, 2007).

In order to achieve the goal of increased student achievement, members of the PLC need to define and

answer the following key questions:

What do we want students to learn? How will we know if they have learned it?

What will we do if they do not learn it?

What will we do if they already know it? The purpose of the PLC is for teachers to develop new understanding and apply it to

their classroom to raise student achievement. Increased student achievement is the

indicator of a successful PLC.



Teaching and Learning progress.



Key Questions for Professional Learning Communities

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjhtd_S44XfAhXOyYUKHUeOBvIQjRx6BAgBEAU&url=https://www.smore.com/kpzv-cardinal-connection&psig=AOvVaw06k9z-JPeVCSC6mRE2_AVT&ust=1543997423620147



PLC Planning Process Getting Started

Determine a facilitator for the PLC to type the agenda and facilitate the

meetings for the semester or year.

Determine a recorder to type the minutes and send them to the team after

each PLC meeting.

Establish norms for your group.

Set meeting dates and locations.

Submit PLC planning form to your principal.

Create agenda for the first meeting.

Expectations

✓ PLC teams meet at least twice per month. Teams are highly encouraged to meet

more than twice per month.

✓ PLC teams create SMART goals and action plans based on students needs that align with building and district goals.

✓ PLC teams focus on improving achievement for all students. PLCs use student work,

formative assessments, and summative assessments and standardized achievement

data as evidence of student learning.

✓ PLCs will report progress made towards their goals at the end of the year to the building administrator(s).

✓ PLCs will report progress by submitting meeting agendas and minutes to their building administrator(s).



Setting SMART Goals

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Recourses:

Standards and practices.

Making PYP happen

Creating and sustaining a professional learning

community.

Collaborative Planning Time Team Planning

Document

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collaborative planning policy

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