professional learning communities a comprehensive guide to plc start-up to sustainability adapted...

Professional Learning Professional Learning Communities Communities

A Comprehensive Guide to A Comprehensive Guide to PLC Start-Up to SustainabilityPLC Start-Up to SustainabilityAdapted from the work of Dr. Richard Dufour Adapted from the work of Dr. Richard Dufour

Mark Cerutti – Director of Secondary Education Elk Grove Unified School District

Assumption:Assumption:Teachers MatterTeachers Matter

Regardless of the research basis, it is Regardless of the research basis, it is clear that effective teachers have a clear that effective teachers have a profound impact on student profound impact on student achievement and ineffective achievement and ineffective teachers do not. In fact, ineffective teachers do not. In fact, ineffective teachers might actually impede teachers might actually impede learning of their studentslearning of their students Marzano (2003), p. 75Marzano (2003), p. 75

Assumption:Assumption:Schools MatterSchools Matter

An analysis of research conducted An analysis of research conducted over a thirty-five year period over a thirty-five year period demonstrates that demonstrates that schools that are schools that are highly effective produce results highly effective produce results that almost entirely overcome that almost entirely overcome the effects of student the effects of student backgrounds.backgrounds. Marzano (2003)Marzano (2003)

Assumption:Assumption:Effective Schools Require More Effective Schools Require More

than Competent Individual than Competent Individual TeachersTeachers

Student achievement gains and other Student achievement gains and other benefits are influenced by organizational benefits are influenced by organizational characteristics beyond the skills of characteristics beyond the skills of individual staff. We saw schools with individual staff. We saw schools with competent teachers that lacked the competent teachers that lacked the organizational capacity to be effective with organizational capacity to be effective with many students. many students. The task for schools is to The task for schools is to organize human resources into an organize human resources into an effective collective efforteffective collective effort Newmann and Wehlage (1995), p. 29-30Newmann and Wehlage (1995), p. 29-30

Assumption:Assumption:

We know how to create schools that help We know how to create schools that help more kids learn at higher levels. In fact, more kids learn at higher levels. In fact, there has never been greater consensus there has never been greater consensus regarding the schools it will take to raise regarding the schools it will take to raise student achievementstudent achievement DuFour (2010)DuFour (2010)

The Power of Professional Learning The Power of Professional Learning CommunitiesCommunities

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

Professional Learning Community Professional Learning Community DefinedDefined

Educators are committed to working Educators are committed to working collaboratively in ongoing processes of collaboratively in ongoing processes of collective inquiry and action research in order collective inquiry and action research in order to achieve better results for students they to achieve better results for students they serve.serve.

PLCs operate under the assumption that the PLCs operate under the assumption that the key to improved learning for students is key to improved learning for students is continuous, job-embedded learning for continuous, job-embedded learning for educators.educators. DuFour, DuFour, Eaker, and Many (2006)DuFour, DuFour, Eaker, and Many (2006)

Professional Learning Community Professional Learning Community DefinedDefined

A cohesive school organized into interdependent A cohesive school organized into interdependent collaborative teams united by the PLC foundationcollaborative teams united by the PLC foundation Shared PurposeShared Purpose – Ensuring high levels of – Ensuring high levels of

learning for all studentslearning for all students Shared VisionShared Vision – Creating the structure and – Creating the structure and

culture that ensures all students learnculture that ensures all students learn Collective CommitmentsCollective Commitments – Clarifying how each – Clarifying how each

individual will contribute to achieving the visionindividual will contribute to achieving the vision Shared GoalShared Goal – Identifying indicators to monitor – Identifying indicators to monitor

our progressour progress

The Pervasive Impact of the PLC The Pervasive Impact of the PLC ProcessProcess

A Professional Learning Community is an A Professional Learning Community is an ethos that infuses every single aspect of a ethos that infuses every single aspect of a school’s operation. When a school school’s operation. When a school becomes a Professional Learning becomes a Professional Learning Community, everything in the school looks Community, everything in the school looks different than it did before.different than it did before. Hargreaves (2004)Hargreaves (2004)

Is the Professional Learning Is the Professional Learning Community Concept Based on . . . Community Concept Based on . . .

Adherence to core practices or individual teacher Adherence to core practices or individual teacher autonomy?autonomy?

Strong administrative leadership or teacher Strong administrative leadership or teacher empowerment?empowerment?

Recognition and celebration of current efforts and Recognition and celebration of current efforts and achievements or discontent with the status quo?achievements or discontent with the status quo?

Approaching school improvement with a sense of Approaching school improvement with a sense of urgency or demonstrating the patience to sustain urgency or demonstrating the patience to sustain an improvement initiative long-term?an improvement initiative long-term?

It’s all of the above! It’s all of the above!

Simultaneous Looses and Tight Simultaneous Looses and Tight School CulturesSchool Cultures

Simultaneous loose and tight cultures Simultaneous loose and tight cultures establish clear parameters and establish clear parameters and priorities that enable the individuals to priorities that enable the individuals to work within established boundaries in a work within established boundaries in a creative and autonomous way. They creative and autonomous way. They are characterized by directed are characterized by directed empowerment or what Marzano and empowerment or what Marzano and Waters refer to as “defined autonomy” Waters refer to as “defined autonomy” – freedom to act and to lead within – freedom to act and to lead within clearly articulated boundaries.clearly articulated boundaries.

The Big Ideas of a PLCThe Big Ideas of a PLC

We accept We accept learninglearning as the fundamental purpose as the fundamental purpose of our school and therefore are willing to of our school and therefore are willing to examine all practices in light of their impact on examine all practices in light of their impact on learning.learning.

We are committed to working together to achieve our We are committed to working together to achieve our collective purpose. We cultivate a collective purpose. We cultivate a collaborativecollaborative cultureculture through development of high-performing through development of high-performing teams.teams.

We assess our effectiveness on the basis of We assess our effectiveness on the basis of resultsresults rather than intentions. Individuals, teams, and rather than intentions. Individuals, teams, and schools seek relevant data and information and use schools seek relevant data and information and use that information to promote continuous improvement.that information to promote continuous improvement.

If the purpose of a school is to If the purpose of a school is to truly ensure high levels of truly ensure high levels of learning for all students, learning for all students,

schools will:schools will: Clarify what each student is Clarify what each student is expected to learn:expected to learn: Identifying skills, knowledge and Identifying skills, knowledge and

dispositionsdispositions Standards (content)Standards (content) Curriculum Maps (sequencing)Curriculum Maps (sequencing)

The 1The 1stst Step in Decision Making Step in Decision Making in a PLC: Building Shared in a PLC: Building Shared

KnowledgeKnowledge Professional Learning Communities always Professional Learning Communities always

attempt to answer critical questions by attempt to answer critical questions by building shared knowledge by engaging in building shared knowledge by engaging in collective inquiry – Learning Together.collective inquiry – Learning Together.

If people make decision based upon the If people make decision based upon the collective study of the same pool of collective study of the same pool of information, they increase the likelihood information, they increase the likelihood that they will arrive at the same that they will arrive at the same conclusion.conclusion.

Resources to Help Teams Build Resources to Help Teams Build Shared Knowledge and Clarify Shared Knowledge and Clarify

the “What”the “What” National Standards FrameworkNational Standards Framework State Standards FrameworkState Standards Framework Internal Assessment Framework Internal Assessment Framework Data on past student performanceData on past student performance Examples of student workExamples of student work Textbook Curriculum OutlinesTextbook Curriculum Outlines Curriculum Frameworks from high Curriculum Frameworks from high

performing schoolsperforming schools

Criteria for Identifying Essential Criteria for Identifying Essential Common OutcomesCommon Outcomes

To separate the essential from the peripheral, To separate the essential from the peripheral, apply these 3 criteria to each standard:apply these 3 criteria to each standard: Endurance – are students expected to retain the Endurance – are students expected to retain the

skills/knowledge long after the test is completedskills/knowledge long after the test is completed Leverage – Is this skill/knowledge applicable to Leverage – Is this skill/knowledge applicable to

many academic disciplinesmany academic disciplines Readiness for the Next Level of Learning – is this Readiness for the Next Level of Learning – is this

skill/knowledge preparing students for success in skill/knowledge preparing students for success in the next grade/coursethe next grade/course

ReevesReeves

Advantages of Team Advantages of Team Discussion of Essential Discussion of Essential

LearningLearning Greater clarity regarding interpretation of Greater clarity regarding interpretation of

standardsstandards Greater consistency regarding importance of Greater consistency regarding importance of

different standardsdifferent standards Greater consistency in amount of time devoted to Greater consistency in amount of time devoted to

different standards (common pacing)different standards (common pacing) Common outcomes and common pacing are Common outcomes and common pacing are

essential for a team to create common essential for a team to create common assessments and team interventionsassessments and team interventions

Greater ownership of and commitment to Greater ownership of and commitment to standardsstandards

Levels of Curricula at WorkLevels of Curricula at Work

Intended – What we want them to learnIntended – What we want them to learn Implemented – What actually gets taughtImplemented – What actually gets taught Attained – What actually is learnedAttained – What actually is learned

To impact the attained curriculum in the To impact the attained curriculum in the most powerful way, make certain the most powerful way, make certain the implemented curriculum is guaranteed and implemented curriculum is guaranteed and viable.viable.

MarzanoMarzano

To Improve Student To Improve Student AchievementAchievement

Create a guaranteed and viable curriculum Create a guaranteed and viable curriculum (Marzano)(Marzano)

Establish a limited number of power standards Establish a limited number of power standards (Reeves)(Reeves)

Pursue clear and focused essential academic Pursue clear and focused essential academic goals (Lezotte)goals (Lezotte)

Identify learning intentions and success criteria Identify learning intentions and success criteria (Hattie)(Hattie)

Develop a compact list of learning expectations Develop a compact list of learning expectations and tangible exemplars of student proficiency and tangible exemplars of student proficiency (Saphier)(Saphier)

If the purpose of school is truly If the purpose of school is truly to ensure high levels of to ensure high levels of learning for all students, learning for all students,

schools will:schools will: Clarify what each student is Clarify what each student is expected to learnexpected to learn

Monitor each student’s learning Monitor each student’s learning on a timely basison a timely basis


schools will:schools will: Clarify what each student is Clarify what each student is expected to learnexpected to learn

Monitor each student’s learning on a Monitor each student’s learning on a timely basistimely basis

Develop multiple common Develop multiple common assessments for each assessments for each course/content areacourse/content area

What are Common Formative What are Common Formative AssessmentsAssessments

Formative assessments are the Formative assessments are the lynchpin of the collaborative team lynchpin of the collaborative team process in a PLCprocess in a PLC You must define You must define commoncommon – How closely – How closely

to all teachers adhere to the to all teachers adhere to the collaboratively designed assessment tool?collaboratively designed assessment tool?

You must define You must define formativeformative – What is the – What is the necessary frequency to ensure adequate necessary frequency to ensure adequate assessment of learning?assessment of learning?

Keys to Formative Keys to Formative AssessmentsAssessments

To determine if an assessment is To determine if an assessment is formative ask:formative ask: Is it used to identify students who are Is it used to identify students who are

experiencing difficulty in their learning?experiencing difficulty in their learning? Are students who are having difficulty Are students who are having difficulty

provided additional time and support for provided additional time and support for learning?learning?

Are students given an additional Are students given an additional opportunity to demonstrate their opportunity to demonstrate their learning?learning?

Resources to Help Build Valid Resources to Help Build Valid Common AssessmentsCommon Assessments

List of essential outcomes/pacing guides List of essential outcomes/pacing guides for each course/subject areafor each course/subject area

Released items from State/District Released items from State/District assessmentsassessments

Data from past indicators of achievementData from past indicators of achievement Examples of rubricsExamples of rubrics Assessments from high performing Assessments from high performing

teamsteams FASTFAST

Two Essentials of Performance Two Essentials of Performance Based AssessmentBased Assessment

Can we agree on the criteria by Can we agree on the criteria by which we will judge the quality of which we will judge the quality of student work?student work?

Can we apply those criteria Can we apply those criteria consistently (inter-rater reliability)?consistently (inter-rater reliability)?


schools will:schools will: Clarify what each student is expected to Clarify what each student is expected to learninglearning

Monitor each student’s learning on a timely Monitor each student’s learning on a timely basisbasis

Establish specific targets/benchmarks Establish specific targets/benchmarks rigorous enough it will lead to success on rigorous enough it will lead to success on high stakes assessmentshigh stakes assessments

Analyze resultsAnalyze results Identify and implement improvement Identify and implement improvement

strategiesstrategies

Assessing the Current Assessing the Current RealityReality

Consider progress regarding:Consider progress regarding: Clarity on what students must know and Clarity on what students must know and

be able to dobe able to do Assessing student learning on the Assessing student learning on the

essential curriculumessential curriculum What are areas of strength?What are areas of strength? What gaps existWhat gaps exist


Share among members of your team Share among members of your team the outcome of your self-assessment the outcome of your self-assessment of strengths and gapsof strengths and gaps What are areas of agreement?What are areas of agreement? What are areas of disagreement?What are areas of disagreement? Where is the greatest progress?Where is the greatest progress? Where are the most significant gaps?Where are the most significant gaps?

Closing the Gap between the Closing the Gap between the current reality and the desired current reality and the desired

level of performancelevel of performance What specific actions steps can be taken to What specific actions steps can be taken to

make the progress that is necessary to make the progress that is necessary to move the school toward the desired level of move the school toward the desired level of performance?performance?

Conduct a comprehensive task analysis to Conduct a comprehensive task analysis to include essential action steps, timeline, include essential action steps, timeline, person/s responsible and defined outcomes person/s responsible and defined outcomes for each action stepfor each action step A task analysis is a basic Project Management A task analysis is a basic Project Management

Tool and discipline designed to ensure planning Tool and discipline designed to ensure planning moves to measured action.moves to measured action.


We accept We accept learninglearning as the fundamental as the fundamental purpose of our school and therefore are purpose of our school and therefore are willing to examine all practices in light of willing to examine all practices in light of their impact on learning.their impact on learning.

We are committed to working We are committed to working together to achieve our collective together to achieve our collective purpose. We cultivate a purpose. We cultivate a collaborative collaborative cultureculture through development of high- through development of high-performing teams.performing teams.

Barriers to a Learning Barriers to a Learning CommunityCommunity

A professional norm of teacher A professional norm of teacher isolationisolation This has been the standard for 150 This has been the standard for 150

yearsyears There are many current organizational There are many current organizational

structures that reinforce an isolationist structures that reinforce an isolationist professional environmentprofessional environment

How isolated and isolating are we?How isolated and isolating are we?

Why Collaboration?Why Collaboration?

Gains in student achievementGains in student achievement Higher quality solutions to problemsHigher quality solutions to problems Increased confidence among staffIncreased confidence among staff Teachers able to support one another’s Teachers able to support one another’s

strengths and accommodate weaknessesstrengths and accommodate weaknesses Ability to take risks and test new ideasAbility to take risks and test new ideas Increased support for new teachersIncreased support for new teachers Collective intelligence is more robust in Collective intelligence is more robust in

terms of ideas, methods, resources and terms of ideas, methods, resources and solutions.solutions.

Group IQGroup IQ

There is such a thing as group IQ. There is such a thing as group IQ. While a group can be no smarter While a group can be no smarter than the sum total knowledge and than the sum total knowledge and skills of its members, it can be much skills of its members, it can be much “dumber” if its internal workings “dumber” if its internal workings don’t allow people to share their don’t allow people to share their talents.talents. Robert Stemberg (1988)Robert Stemberg (1988)

What is Collaboration?What is Collaboration?

A systematic process in which we A systematic process in which we work together, interdependently, to work together, interdependently, to analyze and impact professional analyze and impact professional practice in order to improve our practice in order to improve our individual and collective results.individual and collective results. Dufour, DuFOur and Eaker (2002)Dufour, DuFOur and Eaker (2002)

The Focus of CollaborationThe Focus of Collaboration

Collaborative cultures, which by Collaborative cultures, which by definition have close relationships, definition have close relationships, are indeed powerful, but unless they are indeed powerful, but unless they are focusing on the right things they are focusing on the right things they may end up being powerfully wrong.may end up being powerfully wrong. Michael FullanMichael Fullan

A Key Question in PLCsA Key Question in PLCs

A critical question in a PLC is not, “do A critical question in a PLC is not, “do we collaborate,” but rather, “what do we collaborate,” but rather, “what do we collaborate about?”we collaborate about?”

Critical Corollary Questions:Critical Corollary Questions:If We Believe All Students Can If We Believe All Students Can

Learn:Learn: What is it we expect them to learn?What is it we expect them to learn? How will we know when they have How will we know when they have

learned it?learned it? How will we respond when they don’t How will we respond when they don’t

know it?know it? How will we respond when they How will we respond when they

already know it?already know it?

Seven Keys to Effective Seven Keys to Effective TeamsTeams

1.1. Embed collaboration in routine Embed collaboration in routine practices of the school with practices of the school with a focus a focus on learningon learning..

The Criterion for Creating The Criterion for Creating TeamsTeams

The fundamental question in The fundamental question in organizing teams is:organizing teams is: ““Do the people on this team have a Do the people on this team have a

shared responsibility for responding to shared responsibility for responding to the critical questions in ways that the critical questions in ways that enhance the learning of their students?”enhance the learning of their students?”

Possible Team Structures:Possible Team Structures:Provided the focus is on Provided the focus is on

LEARNINGLEARNING All teachers teaching the same grade All teachers teaching the same grade

level or courselevel or course Vertical teams Vertical teams Interdisciplinary teamsInterdisciplinary teams Similar responsibility teamsSimilar responsibility teams

Content, assessment, best-practice Content, assessment, best-practice researchresearch



2.2. Schedule time for collaboration Schedule time for collaboration into the school day and school into the school day and school calendarcalendar

Parameters for Collaborative Parameters for Collaborative TimeTime

Can not increase costsCan not increase costs Can not significantly impact Can not significantly impact

instructional timeinstructional time For additional ideas go to:For additional ideas go to:

www.allthingsplc.infowww.allthingsplc.info ““Evidence of Effectiveness” SchoolsEvidence of Effectiveness” Schools

http://www.allthingsplc.info/



2.2. Schedule time for collaboration into Schedule time for collaboration into the school day and school calendarthe school day and school calendar

3.3. Focus teams on critical questionsFocus teams on critical questions

4.4. Make products of collaboration Make products of collaboration explicitexplicit

Example of Timeline for Team Example of Timeline for Team ProductsProducts

By the end of the:By the end of the: 2nd week – Team Norms2nd week – Team Norms 44thth week – Team SMART Goals week – Team SMART Goals 66thth week – Common Essential Questions week – Common Essential Questions 88thth week – First Common Assessment week – First Common Assessment 1010thth week – Analysis of student week – Analysis of student

performance on first common formative performance on first common formative assessmentassessment

Reciprocal AccountabilityReciprocal Accountability

Accountability must be a reciprocal Accountability must be a reciprocal process. For every expectation I have process. For every expectation I have of you to perform, I have an equal of you to perform, I have an equal responsibility to provide you with the responsibility to provide you with the capacity to meet that expectation.capacity to meet that expectation. Richard Elmore, (2006)Richard Elmore, (2006)

To Help Build the Capacity of To Help Build the Capacity of Teams, Address . . . Teams, Address . . .

Why – RationaleWhy – Rationale How – ProcessHow – Process What – Common Language, Tools, What – Common Language, Tools,

Resources, Templates, Materials, Resources, Templates, Materials, Resources, ExamplesResources, Examples

When – TimelineWhen – Timeline Guiding QuestionsGuiding Questions Criteria for clarifying the quality of each Criteria for clarifying the quality of each

productproduct

To Help Build the Capacity of To Help Build the Capacity of Teams, Address . . . Teams, Address . . .

The PLC Seven Step Planning GuideThe PLC Seven Step Planning Guide http://sustained-growth-leadership-developmenhttp://sustained-growth-leadership-developmen

t.wikispaces.com/Effective+Teams+-+Professit.wikispaces.com/Effective+Teams+-+Professional+Learning+Communitiesonal+Learning+Communities

Culture ShiftCulture Shift Defining PLCsDefining PLCs PLC Leadership CharacteristicsPLC Leadership Characteristics PLC Purpose and Goal SettingPLC Purpose and Goal Setting PLC ImplementationPLC Implementation PLC Monitoring/AssessmentPLC Monitoring/Assessment PLC SustainabilityPLC Sustainability

http://sustained-growth-leadership-development.wikispaces.com/Effective+Teams+-+Professional+Learning+Communities




1.1. Embed collaboration in routine Embed collaboration in routine practices of the school with practices of the school with a focus on a focus on learninglearning..

2.2. Schedule time for collaboration into the Schedule time for collaboration into the school day and school calendarschool day and school calendar

3.3. Focus teams on critical questionsFocus teams on critical questions4.4. Make products of collaboration explicitMake products of collaboration explicit5.5. Establish team norms to guide Establish team norms to guide

collaborationcollaboration

The Significance of Team The Significance of Team NormsNorms

When all is said and done, the norms of a groups When all is said and done, the norms of a groups help determine whether it functions as a high-help determine whether it functions as a high-performing team or becomes simply a loose performing team or becomes simply a loose collection of people working together.collection of people working together.

Positive norms will stick only if the group puts Positive norms will stick only if the group puts them into practice over and over again. Being them into practice over and over again. Being explicit about norms raises the level of explicit about norms raises the level of effectiveness, maximizes emotional intelligence, effectiveness, maximizes emotional intelligence, produces a positive experience for group produces a positive experience for group members and helps to socialize newcomers into members and helps to socialize newcomers into the group quickly.the group quickly. Daniel GolemanDaniel Goleman

Importance of Team NormsImportance of Team Norms

Social psychologists learned long ago Social psychologists learned long ago that if you make a commitment and that if you make a commitment and then share it with others, you are far then share it with others, you are far more likely to follow through than if more likely to follow through than if you simply make the commitment to you simply make the commitment to yourself.yourself. Kerry Patterson et. Al. Influencers, p. Kerry Patterson et. Al. Influencers, p.

152152

The importance of Team The importance of Team NormsNorms

One thing is clear: having clear norms One thing is clear: having clear norms gives teams a huge advantage. A key gives teams a huge advantage. A key to effective teams is involving all to effective teams is involving all members in establishing norms, and members in establishing norms, and then holding everyone accountable to then holding everyone accountable to what they have agreed upon.what they have agreed upon. Patrick Lencioni, Patrick Lencioni, Overcoming the Five Overcoming the Five

Dysfunctions of a TeamDysfunctions of a Team

The importance of Team The importance of Team NormsNorms

At the heart of team interaction lies a At the heart of team interaction lies a commitment-building process. The team commitment-building process. The team establishes a social contract among its establishes a social contract among its members that relates to their purpose, and members that relates to their purpose, and guides and obligates how they must work guides and obligates how they must work together. At its core, team accountability is together. At its core, team accountability is about the promises we make to ourselves about the promises we make to ourselves and others, promises that underpin two and others, promises that underpin two critical aspects of teams: commitment and critical aspects of teams: commitment and trust.trust. Katzenbach and Smith, Katzenbach and Smith, The Wisdom of TeamsThe Wisdom of Teams

Norms of High Performing Norms of High Performing TeamsTeams

In addition to arriving on time, being In addition to arriving on time, being prepared, actively participating, prepared, actively participating, ensuring there is an agenda and ensuring there is an agenda and meeting minutes are taken meeting minutes are taken communicated and archived, communicated and archived, effective team norms also should effective team norms also should include such things as . . . . . include such things as . . . . .

Norms of High Performing Norms of High Performing TeamsTeams

Willingness to consider matters from another’s perspectiveWillingness to consider matters from another’s perspective Accurate understanding of spoken and unspoken feelings and Accurate understanding of spoken and unspoken feelings and

concerns of team membersconcerns of team members Willingness to address/confront a team member who violates Willingness to address/confront a team member who violates

team normsteam norms Communicating positive regard, caring and respectCommunicating positive regard, caring and respect Willingness and ability to evaluate the team’s own Willingness and ability to evaluate the team’s own

effectivenesseffectiveness Seeking feedback about and evidence of team effectiveness Seeking feedback about and evidence of team effectiveness

from internal and external sourcesfrom internal and external sources Maintaining a positive outlook and attitudeMaintaining a positive outlook and attitude Pro-active problem solvingPro-active problem solving Awareness of how the group contributes to the purpose and Awareness of how the group contributes to the purpose and

goals of the larger organizationgoals of the larger organization Daniel GolemanDaniel Goleman

Criteria for Team NormsCriteria for Team Norms

The norms have clarified our expectations The norms have clarified our expectations of one anotherof one another

All members of the team participated in All members of the team participated in creating the normscreating the norms

All voices were heard in norm preparationAll voices were heard in norm preparation The norms are stated as commitments to The norms are stated as commitments to

act in specific waysact in specific ways All members have committed to honoring All members have committed to honoring

the normsthe norms

Tips for Team NormsTips for Team Norms

Each team establishes its own normsEach team establishes its own norms Norms are stated as commitments to desired Norms are stated as commitments to desired

team behaviorteam behavior Norms are reviewed at the beginning and end of Norms are reviewed at the beginning and end of

each team meeting until internalizedeach team meeting until internalized One norm requires the team to “regularly” assess One norm requires the team to “regularly” assess

team effectiveness which includes review of and team effectiveness which includes review of and adherence to team norms (there may come a adherence to team norms (there may come a time a new norm must be established and time a new norm must be established and another is no longer needed)another is no longer needed)

Less is more – a few key norms is preferred vs. a Less is more – a few key norms is preferred vs. a lengthy list lengthy list

Violations of norms MUST be addressedViolations of norms MUST be addressed

Culture and ChangeCulture and Change

Professional Learning Communities Professional Learning Communities typically require a significant change typically require a significant change in organizational in organizational cultureculture as well as as well as changing changing attitudesattitudes and minds of and minds of individuals.individuals. This is not easy and takes strategic and This is not easy and takes strategic and

thoughtful planning and executionthoughtful planning and execution

ResistersResisters

Understand there will be some and at Understand there will be some and at times manytimes many

Seek to understand why the resistance is Seek to understand why the resistance is present (The Elephant and the Rider)present (The Elephant and the Rider) Chip Heath and Dan Heath, Chip Heath and Dan Heath, SwitchSwitch, 2010, 2010

Assume resisters have good intentions Assume resisters have good intentions without being naivewithout being naive

Use strategies of persuasionUse strategies of persuasion Daniel Pink, Daniel Pink, Drive – The Surprising Truth About Drive – The Surprising Truth About

What Motivates UsWhat Motivates Us, 2010), 2010)

Seven Ways to Change Someone’s Seven Ways to Change Someone’s MindMind

1.1. ReasonReason – Appealing to rational thinking – Appealing to rational thinking and decision makingand decision making

2.2. ResearchResearch – Building shared knowledge of – Building shared knowledge of the research base supporting a positionthe research base supporting a position

3.3. ResonanceResonance – Connecting to the person’s – Connecting to the person’s intuition so that the proposal feels rightintuition so that the proposal feels right

4.4. Representational Re-DescriptionsRepresentational Re-Descriptions – – Changing the way the information is Changing the way the information is presented (for example, using stories or presented (for example, using stories or analogies vs. data)analogies vs. data)

Seven Ways to Change Someone’s Seven Ways to Change Someone’s MindMind

ContinuedContinued5.5. Resources and RewardsResources and Rewards – Providing – Providing

people with incentives to embrace the people with incentives to embrace the new idea (understanding how intrinsic new idea (understanding how intrinsic and extrinsic motivation “really” works!)and extrinsic motivation “really” works!)

6.6. Real-World EventsReal-World Events – Presenting real-world – Presenting real-world examples where the idea has been examples where the idea has been applied successfully.applied successfully.

7.7. ConfirmationConfirmation – Just do it (sometimes you – Just do it (sometimes you just have to move)just have to move)Howard Gardner - 2004Howard Gardner - 2004

The Sequence of Changing The Sequence of Changing Attitudes (Including Your Own)Attitudes (Including Your Own)

AttitudeAttitude Is shaped by . . . . Is shaped by . . . .

ExperienceExperience Is a result of . . . .Is a result of . . . .

BehaviorBehavior Is guided by . . . Is guided by . . .

To change attitudes, focus on behaviorTo change attitudes, focus on behavior

Keys to Responding to a Keys to Responding to a ResisterResister

Assume good intentionsAssume good intentions See to understandSee to understand Use strategies of persuasionUse strategies of persuasion Identify specific behaviors essential Identify specific behaviors essential

to the success of the initiativeto the success of the initiative Focus on behavior not attitude. Focus on behavior not attitude.

We Can Behave our Way to We Can Behave our Way to New AttitudesNew Attitudes

There is considerable research and literature There is considerable research and literature demonstrating that attitudes follow behavior. demonstrating that attitudes follow behavior. People accept new beliefs as a result of People accept new beliefs as a result of changing their behavior.changing their behavior. Pfeffer and SuttonPfeffer and Sutton

It can often be thought that changing adult It can often be thought that changing adult attitudes is a daunting task – and it is. Don’t attitudes is a daunting task – and it is. Don’t start with attitude – start with behavior start with attitude – start with behavior which is easier (although no easy) to which is easier (although no easy) to change.change.

Assessing The Current Assessing The Current RealityReality

Consider progress regardingConsider progress regarding Building a collaborative cultureBuilding a collaborative culture Reflect individually and then reflect Reflect individually and then reflect

collectivelycollectively Where are areas of agreement?Where are areas of agreement? Where are the areas of disagreement?Where are the areas of disagreement? What areas of strength exist?What areas of strength exist? Where are the gapsWhere are the gaps

Closing the GapClosing the Gap

What steps can immediately be What steps can immediately be taken to close the gap inhibiting the taken to close the gap inhibiting the establishment of a school culture establishment of a school culture that is necessary for the school wide that is necessary for the school wide implementation of Professional implementation of Professional Learning Communities?Learning Communities?


We accept We accept learninglearning as the fundamental purpose as the fundamental purpose of our school and therefore are willing to examine of our school and therefore are willing to examine allall practices in light of their impact on learning. practices in light of their impact on learning.

We are committed to working together to achieve We are committed to working together to achieve our collective purpose. We cultivate a our collective purpose. We cultivate a collaborative culturecollaborative culture through development of through development of high-performing teams.high-performing teams.

We assess our effectiveness on the basis of We assess our effectiveness on the basis of resultsresults rather than intentions. Individuals, rather than intentions. Individuals, teams, and schools seek relevant data and teams, and schools seek relevant data and information and use that information to information and use that information to promote continuous improvement.promote continuous improvement.

Professional Learning Professional Learning CommunitiesCommunities

Focus on Results in Two WaysFocus on Results in Two Ways1.1. To identify students who need more To identify students who need more

time and support for learningtime and support for learning

2.2. To indentify strategies to improve To indentify strategies to improve upon both our individual and upon both our individual and collective ability to teach each collective ability to teach each essential skill and conceptessential skill and concept


1.1. Embed collaboration in routine practices of Embed collaboration in routine practices of the school with a focus on learning.the school with a focus on learning.

2.2. Schedule time for collaboration into the Schedule time for collaboration into the school day and school calendarschool day and school calendar

3.3. Focus teams on critical questionsFocus teams on critical questions4.4. Make products of collaboration explicitMake products of collaboration explicit5.5. Establish team norms to guide Establish team norms to guide

collaborationcollaboration6.6. Pursue specific and measurable team Pursue specific and measurable team

performance goalsperformance goals

Results-Oriented Goals:Results-Oriented Goals:Keys to Effective TeamsKeys to Effective Teams

Leaders foster effective teams when they Leaders foster effective teams when they help establish specific, measurable results-help establish specific, measurable results-oriented performance goals. Promoting oriented performance goals. Promoting teams for the sake of teams or focusing on teams for the sake of teams or focusing on team-building exercises does little to team-building exercises does little to improve the effectiveness of the improve the effectiveness of the organization. There is nothing more organization. There is nothing more important than each member’s important than each member’s commitment to common purpose and a commitment to common purpose and a related performance goal to which the related performance goal to which the group holds itself jointly accountable.group holds itself jointly accountable. Katzenbach and Smith (1993)Katzenbach and Smith (1993)

SMART GoalsSMART Goals

Establish Team SMART Goals that are Establish Team SMART Goals that are aligned to District and School-Wide aligned to District and School-Wide GoalsGoals Strategic and specificStrategic and specific MeasurableMeasurable AttainableAttainable Results-OrientedResults-Oriented Time-BoundTime-Bound

Conzemius and O’Neill (2000)Conzemius and O’Neill (2000)

The Importance of The Importance of Short-Term SMART GoalsShort-Term SMART Goals

People can become caught up in big dreams People can become caught up in big dreams that don’t manage the current reality. Short that don’t manage the current reality. Short term gains are needed to establish term gains are needed to establish credibility for a change initiative over the credibility for a change initiative over the long haul. Major change takes time. Most of long haul. Major change takes time. Most of us want to see some convincing evidence us want to see some convincing evidence that all the effort is paying off. We want that all the effort is paying off. We want clear data indicating changes are working.clear data indicating changes are working. John P. Kotter, (1996), pp. 118-119John P. Kotter, (1996), pp. 118-119


1.1. Embed collaboration in routine practices of the Embed collaboration in routine practices of the school with a focus on learning.school with a focus on learning.

2.2. Schedule time for collaboration into the school Schedule time for collaboration into the school day and school calendarday and school calendar

3.3. Focus teams on critical questionsFocus teams on critical questions4.4. Make products of collaboration explicitMake products of collaboration explicit5.5. Establish team norms to guide collaborationEstablish team norms to guide collaboration6.6. Pursue specific and measurable team Pursue specific and measurable team

performance goalsperformance goals7.7. Provide teams with frequent access to Provide teams with frequent access to

relevant informationrelevant information

Interpreting DataInterpreting Data

What data should be used?What data should be used? What data is relevant to the critical What data is relevant to the critical

questions facing student achievement?questions facing student achievement? What specific data points are essential What specific data points are essential

to determine a course of action to to determine a course of action to improve student achievement in improve student achievement in specific courses, subject areas, etc?specific courses, subject areas, etc?

Schools Suffer from theSchools Suffer from theDRIP SyndromeDRIP Syndrome

Schools are often:Schools are often: DDataata RRich butich but IInformationnformation PPooroor

Data are not information; translating fact Data are not information; translating fact to understanding means relating data to to understanding means relating data to something you know and can visualize. something you know and can visualize. This typically requires comparison.This typically requires comparison. Robert WatermanRobert Waterman

To Inform and ImpactTo Inform and Impact Professional Practice, Ensure Professional Practice, Ensure

all Teachers Receiveall Teachers Receive Timely and frequent information on Timely and frequent information on

the achievement of their the achievement of their students . . . students . . . In meeting an agreed upon standardIn meeting an agreed upon standard On a valid assessmentOn a valid assessment In comparison to othersIn comparison to others

Sharing of DataSharing of DataBeginning of a CommunityBeginning of a Community

Collecting data is only the first step Collecting data is only the first step toward wisdom, but sharing data is toward wisdom, but sharing data is the first step toward community.the first step toward community. Henry Louis Gates, Jr.Henry Louis Gates, Jr.

The Case forThe Case forFormative AssessmentsFormative Assessments

Developed through teacher learning Developed through teacher learning communities promises the largest communities promises the largest potential gains in student achievementpotential gains in student achievement

Few initiatives in education have had such Few initiatives in education have had such a strong body of evidence to support a a strong body of evidence to support a claim to raise standardsclaim to raise standards

One of the most powerful, high leverage One of the most powerful, high leverage strategies for improving student learning strategies for improving student learning that we know of.that we know of.

One of the most powerful weapons in a One of the most powerful weapons in a teacher’s arsenalteacher’s arsenal

The Case forThe Case forFormative AssessmentsFormative Assessments

Consistently used by schools with the Consistently used by schools with the greatest achievementgreatest achievement

Represent a powerful, proven structure for Represent a powerful, proven structure for improved resultsimproved results

Enable educators to diagnose student Enable educators to diagnose student learning needs in time to make learning needs in time to make instructional modificationsinstructional modifications

Form the basis of professional dialogue in Form the basis of professional dialogue in schools that double student achievementschools that double student achievement

Linking Formative and Linking Formative and Common AssessmentsCommon Assessments

Two strategies seem especially Two strategies seem especially promising for schools. One is to expand promising for schools. One is to expand the quality and variety of formative the quality and variety of formative assessments; a second is to promote assessments; a second is to promote and organize collective inquiry into a and organize collective inquiry into a discussion of student progress and discussion of student progress and achievement based on a range of achievement based on a range of assessments.assessments. Judith Warren Little, (2006) p. 9Judith Warren Little, (2006) p. 9

The Most Powerful Strategy for The Most Powerful Strategy for Improving Student LearningImproving Student Learning

Teachers work in collaborative teams to:Teachers work in collaborative teams to: Clarify what students must learnClarify what students must learn Gather evidence of student learningGather evidence of student learning Analyze evidenceAnalyze evidence Identify the most powerful teaching Identify the most powerful teaching

strategiesstrategies Reflective teaching must be based on Reflective teaching must be based on

evidence of student learningevidence of student learning and reflection is and reflection is most powerful when it is collaborative.most powerful when it is collaborative. John Hattie, 2009John Hattie, 2009

Transparency RulesTransparency Rules

There is no way continuous There is no way continuous improvement can occur without improvement can occur without constant transparency fueled by constant transparency fueled by good information.good information. Effective Effective organizations create systems to ensure organizations create systems to ensure clear and continuous display of results clear and continuous display of results and clear and continuous access to and clear and continuous access to practice that is, what is being done to practice that is, what is being done to get the results.get the results. Michael Fullen (2008)Michael Fullen (2008)

Why Common AssessmentsWhy Common Assessments

EfficiencyEfficiency – by sharing the load, teachers save time – by sharing the load, teachers save time FairnessFairness – promotes common goals, similar pacing, – promotes common goals, similar pacing,

and consistent standards for assessing student and consistent standards for assessing student proficiencyproficiency

Effective MonitoringEffective Monitoring – Provides timely evidence of – Provides timely evidence of whether the guaranteed and viable curriculum is being whether the guaranteed and viable curriculum is being taught and learnedtaught and learned

Informs Individual Teacher PracticeInforms Individual Teacher Practice – Provides – Provides teachers with a basis of comparison regarding the teachers with a basis of comparison regarding the achievement of their students so they can see achievement of their students so they can see strengths and weaknesses of their teachingstrengths and weaknesses of their teaching

Team CapacityTeam Capacity – collaborative teacher teams are able – collaborative teacher teams are able to identify and address problem areas in their programto identify and address problem areas in their program

Collective ResponseCollective Response – helps teams and the school – helps teams and the school create timely, systematic interventions for studentscreate timely, systematic interventions for students

Example Example Essential Writing Skills for Essential Writing Skills for

StudentsStudents Students will write descriptive paragraphs Students will write descriptive paragraphs

by:by: Developing a plan for writingDeveloping a plan for writing Focusing on a central ideaFocusing on a central idea Grouping related ideasGrouping related ideas Including descriptive details that elaborate on Including descriptive details that elaborate on

the central ideathe central idea Revising writing for clarityRevising writing for clarity Editing final copies for grammar, capitalization, Editing final copies for grammar, capitalization,

punctuation, and spellingpunctuation, and spelling

Another ExampleAnother ExampleImplementing Common Implementing Common

AssessmentsAssessments Develop four common writing promptsDevelop four common writing prompts Agree on the criteria by which they would Agree on the criteria by which they would

judge the quality of student writingjudge the quality of student writing Practice applying these criteria consistently Practice applying these criteria consistently

to establish inter-rater reliabilityto establish inter-rater reliability Identify anchor papers for each rubric stageIdentify anchor papers for each rubric stage Establish the proficiency target Establish the proficiency target Share standards, rubric and anchors with Share standards, rubric and anchors with

students, and teach them how to apply the students, and teach them how to apply the rubric to their writingrubric to their writing


Consider progress regarding:Consider progress regarding: A focus on results through providing A focus on results through providing

teams with relevant informationteams with relevant information


schools will:schools will: Clarify what each student is expected to learn – Clarify what each student is expected to learn – the essential knowledge, skills and dispositions the essential knowledge, skills and dispositions of each course, subject, unit-by-unitof each course, subject, unit-by-unit

Monitor each student’s learning on a timely Monitor each student’s learning on a timely basis through the use of frequent, formative, basis through the use of frequent, formative, common assessmentscommon assessments

Create systems to ensure students receive Create systems to ensure students receive additional time and support if they additional time and support if they are notare not learninglearning

Create systems to ensure students receive Create systems to ensure students receive additional time and support if they additional time and support if they areare learninglearning

All Students Can Learn . . . All Students Can Learn . . .

based on abilitybased on ability if they take advantage of the opportunityif they take advantage of the opportunity something, and we will create a warm, something, and we will create a warm,

pleasant environment for thempleasant environment for them and we will do whatever it takes to and we will do whatever it takes to

ensure they achieve the agreed-upon ensure they achieve the agreed-upon standardsstandards DuFour, Learning by Doing (2008)DuFour, Learning by Doing (2008)

The School’s ResponseThe School’s Response

Increased levels of time and support Increased levels of time and support when students are not being when students are not being successfulsuccessful

Response is increasingly directive, Response is increasingly directive, not optional or invitationalnot optional or invitational

Response is timelyResponse is timely Response is SYSTEMATICResponse is SYSTEMATIC

A Support System for StudentsA Support System for StudentsExampleExample

Pre-enrollment initiativesPre-enrollment initiatives Counselor Watch – Student Counselor Watch – Student

partners/mentorspartners/mentors For all entering studentFor all entering student

Frequent meetings with a faculty advisorFrequent meetings with a faculty advisor Frequent meetings with a senior advisorFrequent meetings with a senior advisor Frequent meetings with a counselorFrequent meetings with a counselor Participation in co-curricular activitiesParticipation in co-curricular activities Weekly/daily progress reporting systemWeekly/daily progress reporting system

A Systematic Response to A Systematic Response to Students Who Are Not Learning Students Who Are Not Learning

- - ExampleExample Week 3 – Conferences/offer of Week 3 – Conferences/offer of

tutoring servicestutoring services Week 6 – Mandatory tutoring/weekly Week 6 – Mandatory tutoring/weekly

progress reportsprogress reports Week 12 – Guided study program Week 12 – Guided study program

and weekly parent conferencesand weekly parent conferences Week 18 – Mentor programWeek 18 – Mentor program

A Syllogism of What Should Be A Syllogism of What Should Be Rhetorical QuestionsRhetorical Questions

Do we believe it is the purpose of our school Do we believe it is the purpose of our school to ensure all students learn at high levels?to ensure all students learn at high levels?

Do we acknowledge that students learn at Do we acknowledge that students learn at different rates and with different levels of different rates and with different levels of support?support?

Have we created a schedule that guarantees Have we created a schedule that guarantees students they will receive additional students they will receive additional opportunities for learning through extra time opportunities for learning through extra time and support, in a systematic way, regardless and support, in a systematic way, regardless of who the teacher might be?of who the teacher might be?

A Crucial CautionA Crucial Caution

No system of intervention can No system of intervention can compensate for weak or ineffective compensate for weak or ineffective teaching. At the same time that a teaching. At the same time that a school is working to develop time and school is working to develop time and support for student learning, it must support for student learning, it must take steps to create the powerful take steps to create the powerful collaborative teams and common collaborative teams and common assessments that contribute to adult assessments that contribute to adult learning.learning.

For Information Regarding For Information Regarding Systematic Intervention Systematic Intervention

Support SystemsSupport Systems www.allthingsplc.infowww.allthingsplc.info “Evidence of “Evidence of

Effectiveness”Effectiveness” www.solutiontree.comwww.solutiontree.com Whatever it Takes - DufourWhatever it Takes - Dufour

http://www.allthingsplc.info/

http://www.solutiontree.com/

What Happens When Kids What Happens When Kids Don’t Learn?Don’t Learn?

High expectations for success will be High expectations for success will be judged not only by the staff’s beliefs judged not only by the staff’s beliefs and behaviors, but also by the and behaviors, but also by the organization’s response when some organization’s response when some students don’t learn.students don’t learn. Lezotte (1991)Lezotte (1991)

Critical Corollary QuestionsCritical Corollary QuestionsIf We Believe All Students Can If We Believe All Students Can

LearnLearn How is it we expect them to learn?How is it we expect them to learn? How will we know when they have How will we know when they have

learned it?learned it? How will we respond when they How will we respond when they

don’t learn?don’t learn? How will we respond when they How will we respond when they

already know it?already know it?

Master Schedule is KeyMaster Schedule is Key

Protect time for teaching and learningProtect time for teaching and learning Daily electives for all students Daily electives for all students Daily individual planning for all Daily individual planning for all

instructional staff (overloads should be instructional staff (overloads should be avoided – the lack of planning time avoided – the lack of planning time dramatically affects instructional quality)dramatically affects instructional quality)

Weekly/Daily collaborative planning timeWeekly/Daily collaborative planning time Intervention or enrichment block for all Intervention or enrichment block for all

grade levels during the school day (not grade levels during the school day (not simply zero period/after school)simply zero period/after school)

Is There a Better Way?Is There a Better Way?

How can we better allocate existing How can we better allocate existing resources . . . resources . . . TimeTime PeoplePeople MaterialsMaterials MoneyMoney

. . . to provide additional support for all . . . to provide additional support for all students to learn at higher levels than ever students to learn at higher levels than ever before?before?

A Pre-Requisite for A Pre-Requisite for Systematic InterventionSystematic Intervention

Before effective systems of intervention can Before effective systems of intervention can be created, teams must first be able to be created, teams must first be able to agree upon:agree upon: Essential knowledge, skills and dispositionsEssential knowledge, skills and dispositions Common pacing guides/curriculum mapsCommon pacing guides/curriculum maps Common formative assessmentsCommon formative assessments Common standard of proficiencyCommon standard of proficiency Students who need additional time and support Students who need additional time and support

based upon analysis of common assessment databased upon analysis of common assessment data A designated grade-level block of time for A designated grade-level block of time for

intervention/enrichment in addition to direct intervention/enrichment in addition to direct instruction in all subject areasinstruction in all subject areas

Essential QuestionsEssential QuestionsFacing Each Team/PLCFacing Each Team/PLC

How will we provide additional support for How will we provide additional support for students who experience initial difficulty in students who experience initial difficulty in a way that is timely, directive, and a way that is timely, directive, and systematic?systematic?

How will we enrich and extend the How will we enrich and extend the learning for the students who already learning for the students who already know it?know it?

Who is available to assist our team in Who is available to assist our team in responding to our studentsresponding to our students

Extra Time and SupportExtra Time and SupportExampleExample

Flex scheduling for students Flex scheduling for students performing below proficient levelsperforming below proficient levels Adjusting teacher/student case-loads Adjusting teacher/student case-loads

periodically allowing for “on-ramping” periodically allowing for “on-ramping” accelerated learning for students in accelerated learning for students in smaller class sectionssmaller class sections

Flexible groupingFlexible grouping Specific instruction specific to Specific instruction specific to

knowledge/skill test takingknowledge/skill test taking


Parent and business volunteersParent and business volunteers Senior Citizen GroupsSenior Citizen Groups College PartnershipsCollege Partnerships Peer tutoringPeer tutoring Refine Student Study Teams to plan Refine Student Study Teams to plan

for improved and increased for improved and increased frequency of interventionsfrequency of interventions


Aggressively involve parents in the Aggressively involve parents in the learning processlearning process Conduct parent workshops (multi-Conduct parent workshops (multi-

lingual)lingual) Web-based progress monitoring systems Web-based progress monitoring systems

(School Loop)(School Loop) Parent/Student Study SessionsParent/Student Study Sessions Expand the focus of Site CounselExpand the focus of Site Counsel

Actively Promote A Climate of Actively Promote A Climate of AchievementAchievement

Daily – Announcements recognizing Daily – Announcements recognizing achievement and improvementachievement and improvement

Maximize the public relations capacity of Maximize the public relations capacity of Newsletters, School Website, Auto-Dialer Newsletters, School Website, Auto-Dialer messages, School Loop announcementsmessages, School Loop announcements

Include student achievement recognition Include student achievement recognition at every Department and Staff meetingat every Department and Staff meeting

Vertical student achievement recognitions Vertical student achievement recognitions (high school regional approach)(high school regional approach)

Expected Outcomes of Expected Outcomes of Systematic InterventionsSystematic Interventions

Increased student achievement on Increased student achievement on internal and external assessmentsinternal and external assessments

Decreased disciplinary Decreased disciplinary referrals/incidentsreferrals/incidents

Increased attendanceIncreased attendance Improved school perceptions from all Improved school perceptions from all

stakeholdersstakeholders Improved job satisfaction among all Improved job satisfaction among all

employeesemployees

How Do We Stack Up?How Do We Stack Up?

Are our students assured Are our students assured extra time and supportextra time and support for learning?for learning?

Is our response Is our response timelytimely? How quickly are we able to ? How quickly are we able to identify students who need extra time and support? identify students who need extra time and support? Does our focus prompt intervention or enrichment Does our focus prompt intervention or enrichment rather than sluggish remediation?rather than sluggish remediation?

Is our response Is our response directivedirective rather than rather than optional/invitational? Are students invited to put in optional/invitational? Are students invited to put in extra time or does our system ensure students put extra time or does our system ensure students put in extra time?in extra time?

Is our response Is our response systematicsystematic? Do students receive ? Do students receive this intervention or enrichment according to a this intervention or enrichment according to a school wide plan rather than at the direction of school wide plan rather than at the direction of individual teachers?individual teachers?


Consider progress regarding:Consider progress regarding: A systematic response to students who A systematic response to students who

have not learned or students who have have not learned or students who have already learned specific knowledge/skill already learned specific knowledge/skill standardsstandards

Bottom Line . . . Bottom Line . . . How do we get where we need to How do we get where we need to

go?go? Common mistakes when trying to Common mistakes when trying to

build consensus:build consensus: Trying to go it alone, rather than Trying to go it alone, rather than

building a guiding coalition that includes building a guiding coalition that includes key opinion leaders among the staffkey opinion leaders among the staff

Change takes time – it is a fine line between Change takes time – it is a fine line between patience and stallingpatience and stalling

Including Opinion LeadersIncluding Opinion Leaderson a Guiding Coalitionon a Guiding Coalition

Who supports an idea is more important Who supports an idea is more important to its adoption than the merits of the ideato its adoption than the merits of the idea

About 15% of the members of any About 15% of the members of any organization are opinion leaders – socially organization are opinion leaders – socially connected, knowledgeable, and trusted connected, knowledgeable, and trusted by others in the organization.by others in the organization.

Get them on board and others will followGet them on board and others will follow Patterson, et. Al., 2008Patterson, et. Al., 2008

Common Mistakes in Building Common Mistakes in Building ConsensusConsensus

Trying to go it alone, rather than building a Trying to go it alone, rather than building a guiding coalition that includes key opinion guiding coalition that includes key opinion leaders among the staffleaders among the staff

Using a forum that is ill-suited to the Using a forum that is ill-suited to the dialogue that is typically necessary for dialogue that is typically necessary for consensusconsensus

Using a process that allows cynics and Using a process that allows cynics and skeptics to dominateskeptics to dominate

Pooling options rather than building Pooling options rather than building shared knowledgeshared knowledge

Cardinal Rule of PLCsCardinal Rule of PLCs

Virtually every aspect of the PLC Virtually every aspect of the PLC concept is shared knowledge. Put concept is shared knowledge. Put another way, a learning community another way, a learning community always begins the decision making always begins the decision making process by learning together.process by learning together.

Building shared knowledge is the Building shared knowledge is the prerequisite homework of a PLC when prerequisite homework of a PLC when it is time to make a collective decisionit is time to make a collective decision

Common Mistakes in Building Common Mistakes in Building ConsensusConsensus

Trying to go it alone, rather than building a Trying to go it alone, rather than building a guiding coalition that includes key opinion leaders guiding coalition that includes key opinion leaders among the staffamong the staff

Using a forum that is ill-suited to the dialogue Using a forum that is ill-suited to the dialogue that is typically necessary for consensusthat is typically necessary for consensus

Using a process that allows cynics and skeptics to Using a process that allows cynics and skeptics to dominatedominate

Pooling options rather than building shared Pooling options rather than building shared knowledgeknowledge

Feeling we need consensus on each, specific Feeling we need consensus on each, specific detail of implementationdetail of implementation

Setting an unrealistic standard for consensus and Setting an unrealistic standard for consensus and investing too much energy in resistersinvesting too much energy in resisters

Administrative Administrative CommitmentsCommitments

Provide time for teachers to meet in teams, Provide time for teachers to meet in teams, on a regular basis during the school dayon a regular basis during the school day

Provide resources and training for teams as Provide resources and training for teams as identified by the teamidentified by the team

Protect the school from external, competing Protect the school from external, competing initiatives (keeping the focus)initiatives (keeping the focus)

Will not use results of common assessments Will not use results of common assessments as teacher performance evaluative evidenceas teacher performance evaluative evidence

ConsensusConsensus

We have arrived at consensus when We have arrived at consensus when all points of view have been heard, all points of view have been heard, and the will of he group is evident and the will of he group is evident even to those who oppose it.even to those who oppose it.

Focus on BehaviorFocus on Behavior

The central challenge and core The central challenge and core problem of all substantive change problem of all substantive change initiatives is initiatives is changing people’s changing people’s behaviorbehavior. Change efforts must focus . Change efforts must focus on what people do, and the need for on what people do, and the need for significant changes in what people do.significant changes in what people do. John Kotter and Dan Cohen, John Kotter and Dan Cohen, The Heart of The Heart of

ChangeChange

What is Most Likely to What is Most Likely to Persuade an Educator to Persuade an Educator to

Change?Change? Supervision and evaluation processSupervision and evaluation process

NoNo Workshops and coursesWorkshops and courses

NoNo A research article bookA research article book

NoNo Evidence of his/her skewed grade Evidence of his/her skewed grade

distributiondistribution NoNo

Three Powerful Levers to Three Powerful Levers to Change BehaviorChange Behavior

Kerry Patterson’s research on the Kerry Patterson’s research on the most effective strategies for most effective strategies for changing someone’s behavior cites changing someone’s behavior cites three powerful leversthree powerful levers

Effective PLCs are designed to use all Effective PLCs are designed to use all threethree

Lever One: Concrete Evidence Lever One: Concrete Evidence of Irrefutably Better Resultsof Irrefutably Better Results

Nothing changes the mind like the hard cold world Nothing changes the mind like the hard cold world hitting it with actual real-life data.hitting it with actual real-life data. Patterson, et. AlPatterson, et. Al

Teachers have to feel there is some compelling reason Teachers have to feel there is some compelling reason for them to change practice, with the best direct for them to change practice, with the best direct evidence being that students learn better. The key to evidence being that students learn better. The key to enduring change in teacher practice is demonstrable enduring change in teacher practice is demonstrable results in terms of student achievementresults in terms of student achievement Richard Elmore, 2003Richard Elmore, 2003

Transparency of results creates an aura of “positive” Transparency of results creates an aura of “positive” pressure. Pressure that is actionable in that it points pressure. Pressure that is actionable in that it points to solutions and pressure that at the end of the day is to solutions and pressure that at the end of the day is inescapable.inescapable. Michael Fullen, 2008Michael Fullen, 2008

Lever Two:Lever Two:Positive Peer PressurePositive Peer Pressure

When seeking tools to influence, no When seeking tools to influence, no resource is more powerful and resource is more powerful and accessible than the people who make accessible than the people who make up our social networks. The approval or up our social networks. The approval or disapproval of our fellow human beings disapproval of our fellow human beings can do more to assist or destroy our can do more to assist or destroy our change efforts than almost any other change efforts than almost any other sourcesource Patterson, et. al. (2008)Patterson, et. al. (2008)

Lever Three:Lever Three:Personal ExperiencePersonal Experience

The great persuader is personal The great persuader is personal experience. It is the mother of all experience. It is the mother of all cognitive map changes!cognitive map changes! Kerry Patterson, 2008, pg. 51Kerry Patterson, 2008, pg. 51

Bringing the Big Ideas to LifeBringing the Big Ideas to LifeTurn Aspirations to ActionsTurn Aspirations to Actions

We must turn aspirations into actions. It will We must turn aspirations into actions. It will not be enough to run visioning workshops; not be enough to run visioning workshops; the vision will have to be reflected in daily the vision will have to be reflected in daily behaviors. It will not be enough to declare behaviors. It will not be enough to declare an intent; leaders will have to deliver an intent; leaders will have to deliver results. To accomplish results leaders results. To accomplish results leaders engage employees’ hearts (emotions), engage employees’ hearts (emotions), minds (cognitions), and feet (actions).minds (cognitions), and feet (actions). Dave Ulrich, (1996), pg. 211Dave Ulrich, (1996), pg. 211

Learning by DoingLearning by Doing

Capacity building is not just workshops Capacity building is not just workshops and professional development for all. It and professional development for all. It is the daily habit of working together, is the daily habit of working together, and you can’t learn this from a and you can’t learn this from a workshop or course. You need to learn workshop or course. You need to learn it by doing it and having mechanisms it by doing it and having mechanisms for getting better at it on purpose.for getting better at it on purpose. Michael Fullen (2005)Michael Fullen (2005)

It’s Now Time - It’s Now Time -

Strategic planning based upon a Strategic planning based upon a Leadership Framework for Sustained Leadership Framework for Sustained GrowthGrowth Mission, Vision and Core ValuesMission, Vision and Core Values Teaching and LearningTeaching and Learning Clearly Defined Decision Making ModelClearly Defined Decision Making Model Professional Learning Communities – thoughtful Professional Learning Communities – thoughtful

people doing the right workpeople doing the right work Project Management – moving talk to measured Project Management – moving talk to measured

actionaction

professional learning communities a comprehensive guide to plc start-up to sustainability adapted...

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