professional learning communities
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Professional Learning Communities. Today ’ s Learning Targets. I can explain common formative assessments. I can unwrap a standard. I can identify effective instructional strategies. It’s not a meeting;. It’s a way of being!. Your school is the PLC. - PowerPoint PPT PresentationTRANSCRIPT
Professional Learning
Communities
Today’s Learning Targets
✓I can explain common formative assessments.
✓I can unwrap a standard.
✓I can identify effective instructional strategies.
ON TARGET
IT’S A WAY OF BEING!It’s not a meeting;
ON TARGET
Collaborative teams are the
building blocks of each PLC.
Your school is the PLC.
ON TARGET
Stages of TeamsStage Characteristics Leaders Can Help By
Filling The Time
Not knowing what to do, trying to do too much. Just not jiving.
Define specific tasks; create essential outcomes or common assessments, create norms
Sharing Professional Practices
Helps make instruction “transparent”
Asking for team products- what do you agree it should look like?
Planning, Planning, Planning
More common pacing, instructional strategies, delegate responsibilities
Challenge teams to focus on learning rather than teaching. Share data results
Developing Common AssessmentsAnalyzing Student Learning
Differentiating Follow-UpReflecting On Instruction
From Sharon Kramer, PhD, Solution Tree 10/13
ON TARGET
Stage Characteristics
Leaders Can Help By
Filling The TimeSharing Professional PracticesPlanning, Planning, Planning
Developing Common
Assessments
Identify what proficiency looks like, what evidence
do we need?
Provide support with difficult
conversations, model strategies for consensus decisions
Analyzing Student Learning
Relying on the data to determine what comes
next?
Support with data analysis, creating safe environment
Differentiating Follow-Up
Responding by providing additional time and
support for students, taking collective
responsibility
Posing provocative questions which encourage team
“ownership.”
Reflecting on Instruction
Teams engaged in reflection, professional
learning
Help them observe each other, find the time to share and learn together.
From Sharon Kramer, PhD, Solution Tree 10/13
ON TARGET
Celebrating Our FocusInstead Of
Thinking…My job is to teach.
These are my students.
I have good intentions.
We Think…My job is to make sure students learn.
These our our students.
We need to have good results and respond when our data indicates areas of need.
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IT HASN’T BEEN TAUGHT.Until it’s been learned,
Common Formative
Assessment
How will we know when they have learned it?
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WHAT ARE WE EMPHASIZING?
ASSESSMENT FOR
LEARNING
ASSESSMENT OF
LEARNING
Formative
Summative
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What is common formative assessment?
•Created by a team•Team uses the same instrument and criteria •Used to inform teacher and student of progress•Results are used to identify students experiencing difficulty, support students, and give other opportunities for students to learn
IT IS:
Learning By Doing, pg. 75-81
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What is common formative assessment?
IS NOT:
•Teaching the exact same way at the exact same time using the exact same instructional resources
•An “always graded” assessment only at the end of a unit
Learning By Doing, pg. 75-81
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The Process
1. Select standards
2. Choose the learning targets to
be assessed
3. Decide on your format
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The Process
1. Select standards
But how and which standard?
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As a PLC, you need to answer…
What is essential for our students to know?
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Use these questions as a guideline:1. Does the standard have
endurance?2. Does the standard have
leverage?3. Does the standard develop
readiness for the next level of learning?
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UNPACKING THE STANDARD
We have the standard, now what?
ON TARGET Common formative assessment is not always just a “test”:
• Short constructed response (Power Write)• Extended constructed response• Performance Task• Checklist• Individual Conferences• Multiple Choice
The possibilities are endless!
3. Decide on your format
Possible Formats:
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More Of The Process:
5. Decide what will be proficient (rubric, etc.):
4. Create your assessment
6. Differentiate instruction based on
student data and teach for mastery
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Some samples: High School
After reading the Declaration of Independence, write a break-up letter using RAFT (Role, Audience, Format, Topic)…
R: The American ColoniesA: EnglandF: Break-Up LetterT: Reasons
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The Rubric: High SchoolExemplary: Correctly identifies 3 or more reasons for American independence from England with accurate details and elaboration. Writes in letter format with correct spelling and punctuation.Proficient:. Correctly identifies 2 reasons for American independence from England with accurate details and some elaboration. Writes in letter format with correct spelling and punctuation.Progressing: Correctly identifies 1-2 reasons for American independence with limited details and elaboration. Contains some features of a letter with minimal errors in punctuation and/or spelling.Beginning: Incorrectly identifies 1 or more reasons for American independence from England. Limited or no elaboration. May contain some features of a letter with multiple errors in spelling and/or punctuation.
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IT’S USED TO GUIDE NEXT STEPS
It’s not formativeunless…
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Reflection Possibilities:• Where do our students
struggle the most?
• What are our most effective instructional strategies?
• What is our plan to extend/enrich the learning of those who are ready?
ON TARGET
LEARNING BY DOING, PG. 75-81For more information…
Today’s Learning Targets
✓I can explain common formative assessments.
✓I can unwrap a standard.
✓I can identify effective instructional strategies.
ON TARGET
Next StepsSubmit PLC ScheduleShare Common Formative AssessmentsMonitor PLC MinutesK-12 Alignment OverviewOngoing Timeline for Growing Students’ in DCS