plc
TRANSCRIPT
PLC Plan
V. Nicole AmasonUniversity of Houston-Victoria
School Setting• Located in Calhoun County, population 20,500• 4A High School• Recognized campus in 2009-2010
English Department PLC
•Department Head•Four Senior English Teachers•Four Junior English Teachers
•Four Sophomore English Teachers•Four Freshman English Teachers
•Special Ed Language Arts Teacher•Assistant Principal
Professional Learning Communities (PLCs) shift the focus of school reform from restructuring to reculturing
A PLC is an ongoing process used to establish a schoolwide culture that develops teacher leadership explicitly focused on building and sustaining school improvement efforts.
Generally, PLCs are composed of teachers, although administrators and support staff routinely participate
Through participation in PLCs, teachers enhance their leadership capacity while they work as members of ongoing, high-performing, collaborative teams that focus on improving student learning
What is a PLC?
http://www.centerforcsri.org/plc/program.html
Where are we?
Indicators of a Professional Learning Community Team Assessment Copyright©2007 by
Timothy Berkey Directions: Record the number listed on the rubric that best indicates
the degree to which your team is matching the PLC indicator. 0 1. Demonstrates a shared vision defined by goals and expected
results. 1 2 3 4 5 Never Almost Never Sometimes Almost Always Always Comments: ________________________________________________________ __________________________________________________________________ 2. Achieves repeated short-term gains over extended periods of
time and reports these to students and parents. 1 2 3 4 5 Never Almost Never Sometimes Almost Always Always Comments: ________________________________________________________ __________________________________________________________________ 0 3. Uses trial and error to discover more effective ways to
differentiate instruction and improve learning. 1 2 3 4 5 Never Almost Never Sometimes Almost Always Always Comments: ________________________________________________________ __________________________________________________________________ 0 4. Engages members in ongoing diagnosis and treatment of
student learning problems. 1 2 3 4 5 Never Almost Never Sometimes Almost Always Always Comments: ________________________________________________________ __________________________________________________________________
Team Assessment
What Are Our Priorities?
Timothy Berkey
In groups or 2 or three, think of a time when you were a member of a high performing team. List the attributes.
Think of a time when you were on a low performing team. List the causes.
Defining a High Performance Team
A real team whose members are deeply committed to one another’s growth and success.
Willing to place our priority on teaching and learning
Have a strong commitment to our mission Understand the need for change
Vision of our PLC – High Performance Team
Teachers as Instructional Leaders
Copyright 2007 Timothy Berkey
Refined Vision
Copyright 2007 Timothy Berkey
We will meet as a department weekly on Tuesdays during second period
Meeting Times:
All meetings will be held during second period
Monday – Freshman Teachers Wednesday - Junior Teachers Thursday – Sophomore Teachers Friday – Senior Teachers
Meeting Times:
How will the meetings function?
•The meetings will be held weekly•They will last no more than 45 minutes•The group will set the agenda for the next meeting at the end of the first•The focus will be on student improvement•Student behavior can be discussed at a different time •Data will drive the decisions
Agenda for Meetings:
•We will use our Refined Vision to align our curriculum, instruction and assessment.•The Team will disaggregate data to find the students’ weakness•The Team will design a plan to attack the areas of student need•The Team will report back successes and failures•The Team will work together to find solutions•The Team will always focus on student improvement
Curriculum
•Each grade level will administer the ACT test•The data will be disaggregated•Curriculum will be developed to focus on areas of weakness at the beginning of the year•We will divide the objectives among the 6 six week terms, spiraling our lowest objectives to ensure mastery
Curriculum
•We will administer standardized six weeks tests to monitor student progress•The data will be disaggregated and analyzed to monitor student learning and drive instruction•We will use the data to adjust instruction as necessary•These formative evaluations will ensure that we are on the right path of student improvement
Differentiation
•We need to add value to every student in the class•We must bring the slow learner up to grade level•We must add growth to the middle learner•We must advance the learning of our top students
Differentiation
•We will improve differentiation of instruction
•We will work as a team to develop differentiated lessons
•We will monitor student progress to further guide our need for differentiation
Staff Development
•Our Teams will attend staff development in order to develop skills necessary for student achievement and differentiation.
•The staff development the teams attend will follow the National Staff Development Council’s Standards
Staff Development Context Standards:
•Organizes adults into learning communities whose goals are aligned with those of the school and district. (Learning Communities) •Requires skillful school and district leaders who guide continuous instructional improvement. (Leadership) •Requires resources to support adult learning and collaboration. (Resources)
http://www.nsdc.org/standards/index.cfm
Staff Development Process Standards:
•Staff development that improves the learning of all students: Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement.
•Uses multiple sources of information to guide improvement and demonstrate its impact.
•Prepares educators to apply research to decision making.
•Uses learning strategies appropriate to the intended goal.
•Applies knowledge about human learning and change.
•Provides educators with the knowledge and skills to collaborate. http://www.nsdc.org/standards/index.cfm
Staff Development Content Standards•Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement.
•Deepens educators' content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately.
•Provides educators with knowledge and skills to involve families and other stakeholders appropriately.
http://www.nsdc.org/standards/index.cfm
ResultsOur Goals:
•Increase the level of commended performance on our TAKS test•Increase the number of students who attain the college readiness standard on the TAKS test•Increase the ACT scores of every student
Our results vs. Building and District Goals
•District Goals: Student Improvement•Building Goals: Student Improvement•Building and District Goal: An Exemplary Performance Rating
Our results WILL transform the goals into
a reality!