creating a cultural shift: professional learning community implementation at salina intermediate

Creating a Cultural Shift: Creating a Cultural Shift: Professional Learning Professional Learning

Community implementation at Community implementation at Salina IntermediateSalina Intermediate

Presented by Glenn Maleyko, Principal Salina Intermediate, Presented by Glenn Maleyko, Principal Salina Intermediate, Ph.D Candidate WSU Ph.D Candidate WSU

and Bob Attee, Science teacher and Administrative Internand Bob Attee, Science teacher and Administrative InternJanuary 20, 2009January 20, 2009

MACOMB ISD Administrators MACOMB ISD Administrators

All of us can consciously All of us can consciously decide to leave behind a life of decide to leave behind a life of mediocrity and to live a life of mediocrity and to live a life of greatness---at home, at work greatness---at home, at work

and in the community. No and in the community. No matter what our matter what our

circumstances may be, such a circumstances may be, such a decision can be made by decision can be made by

everyone of us. everyone of us. Stephen CoveyStephen Covey

Pg. 29

Whether that greatness is manifest Whether that greatness is manifest by choosing to have a magnificent by choosing to have a magnificent

spirit in facing an incurable disease, spirit in facing an incurable disease, by simply making a difference in the by simply making a difference in the

life of a child, given that child a life of a child, given that child a sense of worth and potential, by sense of worth and potential, by

becoming a change-catalyst inside becoming a change-catalyst inside an organization, or by becoming an an organization, or by becoming an initiator of a great cause in society.initiator of a great cause in society.

We all have the power to We all have the power to decide to live a great life, or decide to live a great life, or

even simpler, to have not only even simpler, to have not only a good day but a great day. No a good day but a great day. No matter how long we’ve walked matter how long we’ve walked life’s pathway to mediocrity, we life’s pathway to mediocrity, we

can always choose to switch can always choose to switch paths. Always. It’s never too paths. Always. It’s never too late. We can find our voice. late. We can find our voice. Pg. 29.

Leadership and Choice One Leadership and Choice One Person Can Make a Difference!Person Can Make a Difference!

People like this just don’t get sucked People like this just don’t get sucked into or pulled down for long by all the into or pulled down for long by all the

negative, demoralizing, insulting negative, demoralizing, insulting forces in the organization. And forces in the organization. And

interestingly, their organizations are interestingly, their organizations are no better than most organizations. To no better than most organizations. To

some degree, they’re all a mess.some degree, they’re all a mess.Stephen Covey

These People just realize that These People just realize that they can’t wait for their boss or they can’t wait for their boss or

the organization to change. the organization to change. They become an island of They become an island of

excellence in a sea of excellence in a sea of mediocrity. And it’s contagious.mediocrity. And it’s contagious.

The history of a free man is never The history of a free man is never written by chance but by choice– written by chance but by choice–

their choice. their choice.

Dwight D. EisenhowerDwight D. Eisenhower

What is our frame of mind?What is our frame of mind?

Is the Glass half full or half Is the Glass half full or half empty?empty?

www.Walkthetalk.comwww.Walkthetalk.com

Visionary LeadersVisionary Leaders

Leaders can use vision to build trust rather Leaders can use vision to build trust rather than break it if they are willing to let their than break it if they are willing to let their rhetoric give way to reality and allow their rhetoric give way to reality and allow their vision to become a blueprint rather than vision to become a blueprint rather than public relations baloney. public relations baloney.

Reeves, Douglas (2006). The learning Leader. Reeves, Douglas (2006). The learning Leader.

Effective visions help individuals understand Effective visions help individuals understand that they are part of a larger world and also that they are part of a larger world and also reassure them of their individual importance reassure them of their individual importance to the organization. to the organization.

Reeves, Douglas (2006). The learning Leader. Reeves, Douglas (2006). The learning Leader.

““People want to be part of People want to be part of something larger than something larger than

themselves. They want to be part themselves. They want to be part of something they’re really proud of something they’re really proud of, that they’ll fight for, sacrifice of, that they’ll fight for, sacrifice

for , trust.”for , trust.” — — Howard SchultzHoward Schultz

VisionVisionWe envision an innovative, successful We envision an innovative, successful

school where diversity is respected and school where diversity is respected and celebrated, where all students use higher celebrated, where all students use higher

order thinking skills to meet high order thinking skills to meet high standards developed collaboratively by a standards developed collaboratively by a

motivated, compassionate, and highly motivated, compassionate, and highly skilled staff, working in partnership with skilled staff, working in partnership with

parents and the community.parents and the community.

Salina Intermediate MissionSalina Intermediate Mission

The mission of Salina Intermediate School is to The mission of Salina Intermediate School is to increase academic achievementincrease academic achievement by implementing by implementing and evaluating a and evaluating a technology integratedtechnology integrated comprehensive curriculum which enables students comprehensive curriculum which enables students to become to become literate problem-solving critical thinkers.literate problem-solving critical thinkers. We have high expectations for all students, and We have high expectations for all students, and provide a safe and nurturing environment provide a safe and nurturing environment collaborativelycollaboratively with parents and community to with parents and community to ensure that all students become responsible, ensure that all students become responsible, productive citizens.productive citizens.

Immigrant Status

21%

79%

Immigrant/Refugee (117)

Non-Immigrant (430)

Salina Immigration Status 2007-08 Salina Immigration Status 2007-08 School YearSchool Year

Salina Intermediate Limited English Salina Intermediate Limited English Proficient PopulationProficient Population

School Demographic

70%

30%

ELL

NonELL

Economically Disadvantaged Economically Disadvantaged StudentsStudents

at Salina Intermediate 2008-09at Salina Intermediate 2008-09Salina Intermediate Economically

Disadvantaged 2008-09

97.5%

2.5%

Free and Reduced Lunch

Non Free and ReducedLunch

Schools Do Make a DifferenceSchools Do Make a Difference

Effective School Research of Ron Effective School Research of Ron Edmunds, Larry Lezotte, Wilbur Bookover, Edmunds, Larry Lezotte, Wilbur Bookover, Michael Rutter, and other concluded:Michael Rutter, and other concluded:

All children can learn; and the school All children can learn; and the school controls the factors to assure student controls the factors to assure student mastery of the core curriculummastery of the core curriculum

Schools Do Make a DifferenceSchools Do Make a Difference

An analysis of research conducted over a An analysis of research conducted over a thirty-five year period demonstrates that thirty-five year period demonstrates that schools that are highly effective produce schools that are highly effective produce results that almost entirely overcome the results that almost entirely overcome the effects of student backgrounds.effects of student backgrounds.

Robert Marzano, What works in schools, 2003.Robert Marzano, What works in schools, 2003.

We face many barriers, but …We face many barriers, but …

We have been effective at improving student We have been effective at improving student achievement levels through the use of achievement levels through the use of technology, literacy, and differentiated technology, literacy, and differentiated instruction under Professional Learning instruction under Professional Learning Communities model!Communities model!

Salina Intermediate ELA AYP Salina Intermediate ELA AYP Proficiency GrowthProficiency Growth

Salina Intermediate ELA AYP Proficiency Index Percent Proficient 2006-08

56.00%63.20%

73.80%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

2005-06 2006-07 2007-08

PercentProficient

Salina Intermediate ELA AYP Salina Intermediate ELA AYP Proficiency GrowthProficiency Growth

Salina Intermediate Mathematics AYP Proficiency Index 2006-2008

73.60%80.80%

85.30%

0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

100.00%

2005-06 2006-07 2007-08

Percent Proficient

Salina AYP proficiency GrowthSalina AYP proficiency Growth

Salina Intermediate Mathematics MEAP AYP Proficiency Growth

2006-07 to 2007-08

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

2006-07

2007-08

2006-07 48.80% 77.70% 84.00% 80.60% 80.80%

2007-08 59.50% 80.00% 96.70% 84.90% 85.30%

Special Education

LEP Non-LEP ED All Students

Salina AYP proficiency GrowthSalina AYP proficiency Growth

Salina Intermediate ELA MEAP AYP Proficiency Growth

2006-07 to 2007-08

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

2006-07

2007-08

2006-07 30.20% 55.10% 79.00% 63.00% 63.20%

2007-08 45.20% 62.70% 97.50% 73.20% 73.80%

Special LEP Non-LEP ED All

There must Be a Cultural Shift in There must Be a Cultural Shift in how we do business on a day to how we do business on a day to

day basis.day basis.

Cultural Shifts Cultural Shifts Becoming a Professional Becoming a Professional

Learning CommunityLearning Community ““To put it as succinctly as possible, if To put it as succinctly as possible, if

you want to change and improve the you want to change and improve the climate and outcomes of schooling both climate and outcomes of schooling both for students and teachers, there are for students and teachers, there are features of the school culture that have features of the school culture that have to be changed, and if they are not to be changed, and if they are not changed your well-intentioned efforts changed your well-intentioned efforts will be defeated”will be defeated”

Seymour Sarason: Taken From Robert Eaker PLC presentation.

Fullan (2008) The Six Secrets of Fullan (2008) The Six Secrets of ChangeChange

Secret One Love your employeesSecret One Love your employees Secret Two Connect peers with purposeSecret Two Connect peers with purpose Secret Three Capacity Building PrevailsSecret Three Capacity Building Prevails Secret Four Learning is the workSecret Four Learning is the work Secret Five TransparencySecret Five Transparency Secret Six Systems LearnSecret Six Systems Learn

The Standards Based The Standards Based Assessment System at Salina Assessment System at Salina

IntermediateIntermediate Based on research by Bob Marzano (2006). Based on research by Bob Marzano (2006).

Classroom Assessment and Grading that Work. Classroom Assessment and Grading that Work. He found that when you increase teacher He found that when you increase teacher

effectiveness with assessment there are effectiveness with assessment there are statistically significant gains with student statistically significant gains with student achievement as it is measured by high stakes achievement as it is measured by high stakes assessments. assessments.

The Salina Intermediate report cardThe Salina Intermediate report card

Marzano, Waters & McNulty (2005)Marzano, Waters & McNulty (2005)21 Responsibilities of the School 21 Responsibilities of the School Leader (correlation coefficient)Leader (correlation coefficient)

Affirmation .19Affirmation .19 Change Agent .25Change Agent .25 Contingent Rewards .24Contingent Rewards .24 Communication .23Communication .23 Culture .27Culture .27 Discipline .28Discipline .28 Flexibility .24Flexibility .24 Focus .22Focus .22 Ideals/Beliefs .25Ideals/Beliefs .25 Input .24Input .24 Intellectual Stimulation .24Intellectual Stimulation .24

Involvement in Curriculum, Involvement in Curriculum, Instruction, and Instruction, and Assessment .20Assessment .20

Knowledge of Curriculum, Knowledge of Curriculum, Inst. & Assessment .25Inst. & Assessment .25

Monitoring/Evaluating .27Monitoring/Evaluating .27 Optimizer .20Optimizer .20 Order .25Order .25 Outreach .27Outreach .27 Relationships .18Relationships .18 Resources .25Resources .25 Situational Awareness .33Situational Awareness .33 Visibility .21Visibility .21

Marzano, Waters and McNulty Marzano, Waters and McNulty (2005) 1st order change vs. 2(2005) 1st order change vs. 2ndnd order order

changechange

11stst order change all of the 21 responsibilities order change all of the 21 responsibilities applyapply

11stst order change is incremental. It can be order change is incremental. It can be thought of as the next most obvious step to thought of as the next most obvious step to take. take.

22ndnd order change order change

22ndnd order change is anything but order change is anything but incremental. It involves dramatic departures incremental. It involves dramatic departures from the expected, both in defining a given from the expected, both in defining a given problem and in finding a solution.problem and in finding a solution.

22ndnd order change order change

Leadership for second Leadership for second order change includes the order change includes the following:following:

Knowledge of Curriculum, Knowledge of Curriculum, Instr. & Assessment.Instr. & Assessment.

OptimizerOptimizer Intellectual StimulationIntellectual Stimulation Change AgentChange Agent Monitoring/EvaluatingMonitoring/Evaluating FlexibilityFlexibility Ideals/BeliefsIdeals/Beliefs

Negatively impacted Negatively impacted responsibilities:responsibilities:

CultureCulture CommunicationCommunication OrderOrder InputInput

Monitoring and EvaluatingMonitoring and Evaluating

Classroom Walkthroughs are a critical Classroom Walkthroughs are a critical component within the School Improvement component within the School Improvement Process at Salina Intermediate.Process at Salina Intermediate.

I looked at articles published by ASCD. I looked at articles published by ASCD. The Three Minute Classroom Walk-Through The Three Minute Classroom Walk-Through

by Carolyn Downey. by Carolyn Downey.

Downey Walk throughDowney Walk through The most important thing is conversations and building The most important thing is conversations and building

relationships with faculty.relationships with faculty.

5 Step Downy Approach5 Step Downy Approach

1.1. Student Orientation to the workStudent Orientation to the work

2.2. Curricular Decision PointsCurricular Decision Points

3.3. Instructional Decision PointsInstructional Decision Points

4.4. Walk the Walls---Curricular and Instructional Decision Walk the Walls---Curricular and Instructional Decision PointsPoints 5.5. Safety and Health IssuesSafety and Health Issues

The Power of Professional The Power of Professional Learning CommunitiesLearning Communities

The most promising strategy for sustained, The most promising strategy for sustained, substantive school improvement is building the substantive school improvement is building the capacity of school personnel to function as a capacity of school personnel to function as a professional learning community. The path to professional learning community. The path to change in the classroom lies within and change in the classroom lies within and through professional learning communities. through professional learning communities.

Dufour & Eaker

Professional Learning Community Professional Learning Community (PLC) Defined(PLC) Defined

Educators committed to working Educators committed to working collaborativelycollaboratively in ongoing in ongoing processes or collective inquiry and action research in order processes or collective inquiry and action research in order to achieve better to achieve better resultsresults for the students they serve. for the students they serve. PLC’s PLC’s operate under the assumption that the key to improved operate under the assumption that the key to improved learning for students is continuous, job-embedded learning for students is continuous, job-embedded learning for educators.learning for educators.

Dufour, Dufour, Eaker, Many, 2006. Dufour, Dufour, Eaker, Many, 2006.

Learning Community is Learning Community is Characterized byCharacterized by

1. Shared Mission, Vision, and Values1. Shared Mission, Vision, and Values 2. Collaborative Teams 2. Collaborative Teams 3. Collective Inquiry3. Collective Inquiry 4. Action Orientation/experimentation4. Action Orientation/experimentation 5. Commitment to Continuous school 5. Commitment to Continuous school improvementimprovement 6. Results Oriented6. Results Oriented 7. SMART goals7. SMART goals

Based on research by Dufour, Dufour and Eaker. Based on research by Dufour, Dufour and Eaker.

A Traditional School Focuses A Traditional School Focuses on on Teaching Teaching

and a Professional Learning and a Professional Learning Community Focuses on Community Focuses on

Student Learning. Student Learning.

It is critical to develop a PLC It is critical to develop a PLC calendar for the buildingcalendar for the building

Team CollaborationTeam Collaboration

We can achieve our fundamental purpose We can achieve our fundamental purpose of high levels of learning for all students of high levels of learning for all students

only if we work together. We cultivate this only if we work together. We cultivate this collaborative culture through the collaborative culture through the

development of high performing teams.development of high performing teams.

Dufour & Eaker

Advantages of collaborative teamsAdvantages of collaborative teams

provide support for new teachersprovide support for new teachers promote confidence among staff members promote confidence among staff members allow teachers to work together to find quality allow teachers to work together to find quality

solutions solutions provide opportunities for sharing ideas, materials, provide opportunities for sharing ideas, materials,

and methods for better teachingand methods for better teaching enhance student achievementenhance student achievement

Effective collaborative teams share Effective collaborative teams share knowledge, define learning standards, agree knowledge, define learning standards, agree on pacing, build knowledge of best practice, on pacing, build knowledge of best practice, and focus on issues that MOST impact and focus on issues that MOST impact student achievement. student achievement.

The most effective collaborative teams The most effective collaborative teams focus on learning rather than teaching. If focus on learning rather than teaching. If teams do not focus on issues and questions teams do not focus on issues and questions that most impact student achievement, they that most impact student achievement, they become “cobecome “coblabblaboration” teams.oration” teams.

Team Meetings componentsTeam Meetings components Three important components keep the team focus and Three important components keep the team focus and

help to subdue the resistors help to subdue the resistors – 1. The development of Team Norms1. The development of Team Norms– 2. The development of Team Goals2. The development of Team Goals– 3. Sustaining Good team leadership (This could be one or two 3. Sustaining Good team leadership (This could be one or two

individuals.individuals.

Team Collaboration and the 3 Team Collaboration and the 3 Essential QuestionsEssential Questions

Question OneQuestion One

1. What is it that we want children to Learn?1. What is it that we want children to Learn?

At Salina we are implementing a writing across the At Salina we are implementing a writing across the curriculum program that promotes higher level curriculum program that promotes higher level thinking skills on Bloom’s taxonomy. thinking skills on Bloom’s taxonomy.

The most effective collaborative The most effective collaborative teamsteams

focus on focus on learninglearning rather than rather than teachingteaching.. If teams do not focus on issues and If teams do not focus on issues and

questions that most impact student questions that most impact student achievement, they become “coachievement, they become “coblabblaboration” oration” teams.teams.

In order to focus on school In order to focus on school improvement, we must use improvement, we must use

SMART GOALS:SMART GOALS: SStrategic and Specifictrategic and Specific MMeasurableeasurable AAttainablettainable RResults orientedesults oriented TTime-bound.ime-bound.


Question TwoQuestion Two 2. How will we know when they have learned it?2. How will we know when they have learned it?

The Triple P Core ComponentsThe Triple P Core Components

PersonalizationPersonalization PrecisionPrecision Professional LearningProfessional Learning

PersonalizationPersonalization

Is education that puts the learner at the Is education that puts the learner at the center(leadbeater, 2002), or more center(leadbeater, 2002), or more accurately puts each and every child at the accurately puts each and every child at the center and provides an education that is center and provides an education that is tailored to the students’ learning tailored to the students’ learning motivational needs at any given timemotivational needs at any given time

-Fullan, Hill, & Crevola, 2006-Fullan, Hill, & Crevola, 2006

PrecisionPrecision

To get something right. To get something right. Precision is in the service of personalization Precision is in the service of personalization

because it means to be uniquely accurate, because it means to be uniquely accurate, that is precise to the learning needs of that is precise to the learning needs of individuals. individuals.

Fullan, Hill, & Crevola, 2006Fullan, Hill, & Crevola, 2006

Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall,

repeat, reproduce state. Comprehension: classify, describe, discuss, explain,

express, identify, indicate, locate, recognize, report, restate, review, select, translate,

Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice,

schedule, sketch, solve, use, write. Analysis: analyze, appraise, calculate, categorize,

compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment,

question, test. Synthesis: arrange, assemble, collect, compose,

construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core,

select, support, value, evaluate.

The Salina Intermediate Writing Across the Curriculum Program is an Example of how we are implementing this. Technology Integration and using the Scientific Method along with the Inquiry method is another

example.

10% OF WHAT WE READ

20% OF WHAT WE HEAR

30% OF WHAT WE SEE

50% OF WHAT WE HEAR AND SEE

70% OF WHAT I S DI SCUSSED WI TH OTHERS

80% OF WHAT WE EXPERI ENCE PERSONALLY

95% OF WHAT WE TEACH SOMEONE ELSE

WE LEARN

W. M. Glasser

Professional LearningProfessional Learning

Breakthrough means focused on-going learning Breakthrough means focused on-going learning for each and every teacher. for each and every teacher.

Daily learning is needed individually and Daily learning is needed individually and collectivelycollectively

Schools need to work from the classroom outward. Schools need to work from the classroom outward. Not centrally developed PDNot centrally developed PD

Professional development works when it is school-Professional development works when it is school-based and embedded in the daily work of teachersbased and embedded in the daily work of teachers

- Fullan, Hill, & Crevola, 2006- Fullan, Hill, & Crevola, 2006

Assessment research by Rick Assessment research by Rick StigginsStiggins

““The effect of assessment The effect of assessment forfor learning on student learning on student achievement is some four or five times greater achievement is some four or five times greater than the effect of reduced class size. than the effect of reduced class size. Few interventions in education come close to Few interventions in education come close to having the same level of impact as assessment having the same level of impact as assessment for for learning. learning. But the most intriguing result is that, while all But the most intriguing result is that, while all students show achievement gains, the largest students show achievement gains, the largest gains accrue to the lowest achievers. gains accrue to the lowest achievers. Everyone wins, with those who have the most to Everyone wins, with those who have the most to win, winning the most.”win, winning the most.”

Breakthrough by Fullan, Hill and Breakthrough by Fullan, Hill and Crevola (2006)Crevola (2006)

Assessment for learning, as every teacher Assessment for learning, as every teacher knows is about obtaining feedback on the knows is about obtaining feedback on the teaching and learning and using that teaching and learning and using that feedback to further shape the instructional feedback to further shape the instructional process and improve learning. process and improve learning.

FeedbackFeedback

Feedback to teachers enables them to focus Feedback to teachers enables them to focus their instruction; feedback to students their instruction; feedback to students enables them to monitor and improve their enables them to monitor and improve their learning. learning.

-Fullan, Hill, & Crevola, 2006-Fullan, Hill, & Crevola, 2006


Question ThreeQuestion Three 3. How will we respond when they don’t learn?3. How will we respond when they don’t learn?

Classroom:Flexible Grouping Intervention Referral

Teacher-student conferenceClassroom Behavior/ Academic Plan

Formative assessment: follow-up & retest Student portfoliosClassroom Behavior/ Academic Plan

Differentiated Instruction Parent Conference/Contact

Team/ Grade Level:Pullout Study Skills Support w/ Samira

Bullying Intervention & Community Safety w/ William AliParent Liaison Support

Home VisitCo-teaching

Intervention Referral ProcessParent Communication and Meeting

DRA assessmentTeam Collaboration Time

School:Mentoring

Peer MediationTitle I Tutoring

Instructional DialoguesCommunication Box

Social Work intervention21st Century Program

Parent-Principal ForumsSOS programCounseling

Detention/ISS, Brunch with Social Workers

CRSD Rec ProgramSocial Work InternsCareer Education

Community Resource CenterBilingual Support

Salina Intermediate PLC Pyramid of Interventions IF STUDENTS DO NOT MEET EXPECTATIONS . . .

04-02-07

PICL MODELPICL MODELAdvisor/Advisee

Technology Integration

Writing Program

Bullying Prevention


A new, fourth question is: How will A new, fourth question is: How will we respond when they have we respond when they have learned?learned?

School:IGNITESTAND

Emerging ScholarsDCMST Partnership

Peer MediatorsAcademic Games

Math CountsStudent Council

Academic GamesCRSD Rec Program

Inter-School Multicultural Technology Partnerships Media Broadcast Technology Camp Career Education Science Club

Team/ Grade Level:Co-teaching

Student MentorsTeam Teaching

Team Collaboration Time

Classroom:Flexible Grouping

Enrichment ActivitiesTeacher-student conference

Above Grade Level AssignmentsDifferentiated Instruction

Student led co-teaching presentations/lessonsTechnology Trainers

Classroom leadership Committees or Clubs

Salina Intermediate PLC Pyramid of Interventions04-02-07

IF STUDENTS EXCEED EXCPECTATIONS . . .

PICL MODELAdvisor/Advisee

Technology Integration

Wrting Program

Bullying Prevention

The Need to Stop Doing The Need to Stop Doing Most of us have an every-expanding “to do list, trying to Most of us have an every-expanding “to do list, trying to

build momentum by doing, doing, doing- and going more. build momentum by doing, doing, doing- and going more. And it rarely works. Those who built “good-to-great” And it rarely works. Those who built “good-to-great” organizations, however, made as much use of “stop doing” organizations, however, made as much use of “stop doing” lists as “to do” lists. They had the discipline to stop doing all lists as “to do” lists. They had the discipline to stop doing all the extraneous junk. the extraneous junk.

Jim Collins.Jim Collins.

Presentation ReferencesPresentation References Covey, S. (2004). The Covey, S. (2004). The 8th habit: 8th habit:

From effectiveness to greatnessFrom effectiveness to greatness. . New York, NY: Franklin Covey New York, NY: Franklin Covey Co. Co.

Downey, Steffy, English, Frase & Downey, Steffy, English, Frase & Poston (2004). The Three Minute Poston (2004). The Three Minute Classroom Walk-Through.Classroom Walk-Through.

Dufour, R., Dufour, R., Eaker, R. Dufour, R., Dufour, R., Eaker, R. & Many, T. (2006). & Many, T. (2006). Learning by Learning by Doing.Doing. Bloomington, IN: Solution Bloomington, IN: Solution Tree. Tree.

Dufour, R., Dufour, R., Eaker, R., Dufour, R., Dufour, R., Eaker, R., & Karhanek. (2004). & Karhanek. (2004). What ever it What ever it takes: How professional learning takes: How professional learning communities respond when kids communities respond when kids don’t learndon’t learn. Bloomington, Indiana: . Bloomington, Indiana: Solution TreeSolution Tree

Dufour, R., Dufour, R., & Eaker, Dufour, R., Dufour, R., & Eaker, R. (2002). R. (2002). Getting started: Getting started: Reculturing schools to become Reculturing schools to become professional learning professional learning communitiescommunities. Solution Tree: . Solution Tree: Bloomington, Indiana.Bloomington, Indiana.

Dufour, R. & Eaker, R. (1998). Dufour, R. & Eaker, R. (1998). Professional Learning Communities at Professional Learning Communities at Work: Best Practices for Enhancing Work: Best Practices for Enhancing Student AchievementStudent Achievement. Bloomington, . Bloomington, Indiana: Solution Tree. Indiana: Solution Tree.

Education Week,, (2002) Technology in Education Week,, (2002) Technology in Education, October 1st, 2003.Education, October 1st, 2003.

Fullan. (2008). The Six Secrets of Fullan. (2008). The Six Secrets of Change. Change.

Fullan, Hill, & Crevola. (2006). Fullan, Hill, & Crevola. (2006). Breakthrough. Prentice-Hall. Breakthrough. Prentice-Hall.

Gardner () Gardner () Do Technology Based Lessons Do Technology Based Lessons Meet the Needs of Student Learning StylesMeet the Needs of Student Learning Styles

Jackson, Anthony W & Davis, Gayle Jackson, Anthony W & Davis, Gayle (2000). Turning Points 2000: Educating (2000). Turning Points 2000: Educating Adolescents in the 21st Century.Adolescents in the 21st Century.

Marzano, R. (2006). Classroom Marzano, R. (2006). Classroom Assessment and Grading that Work. Assessment and Grading that Work. ASCD Publications. ASCD Publications.

Presentation ReferencesPresentation References Marzano, R., Waters, T., & McNulty, B. A. Marzano, R., Waters, T., & McNulty, B. A.

(2005). School Leadership that works: From (2005). School Leadership that works: From Research to Results. Research to Results.

National Association of State Boards of Education National Association of State Boards of Education (2002)(2002)

McLaughlin, M., & Talbert, J. (2001). McLaughlin, M., & Talbert, J. (2001). Professional Professional learning communities and the work of high school learning communities and the work of high school teaching.teaching. Chicago: University of Chicago Press. Chicago: University of Chicago Press.

Sarason, S. B. (1996). Sarason, S. B. (1996). Revisiting ‘The culture of the Revisiting ‘The culture of the school and the problem of change’. school and the problem of change’. New York: New York: Teachers College Press.Teachers College Press.

Souden, Mike (2003). Evolution of Standards: Souden, Mike (2003). Evolution of Standards: Enhanced Information opportunities that technology Enhanced Information opportunities that technology provides. Taken on October 24, 2003, form provides. Taken on October 24, 2003, form www.macul.orgwww.macul.org

Stiggins, R. (2004). Student Involved Classroom Stiggins, R. (2004). Student Involved Classroom Assessment: 3Assessment: 3rdrd Edition. Prentice Hall. Edition. Prentice Hall.

creating a cultural shift: professional learning community implementation at salina intermediate

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