professional learning communities and collaboration as a vehicle to school transformation
DESCRIPTION
Professional Learning Communities and Collaboration as a Vehicle to School Transformation - presented by Partners in School Innovation and Alum Rock Union Elementary School District at the California Department of Education Title 1 Conference in March 2014.TRANSCRIPT
Professional Learning Communities and Collaboration as a Vehicle to School Transformation
Rene Sanchez, Kelli Sorich, Rebecca Jensen,
Tom Green & Viviana Cabrales Garcia
Introductions
Please share:
• Your name
• Why you chose this session
Session Objectives
• Learn how Cesar Chavez Elementary School transformed from one of the lowest performing schools in the state to having an API of 823
• Identify ways that you can strengthen your transformation work, taking advantage of the lessons Chavez leaders learned and the frameworks they used to support their work
The Cesar Chavez Elementary School Transformation Story
Latino 84%
Asian 12%
Other 4%
Free/reduced lunch 88%
English Learners
70%
484 students, East San Jose
626 645
709
773
812 823
590 616
689
759
803 825
500
600
700
800
900
2008 2009 2010 2011 2012 2013
Growth on the California Academic Performance Index
All Students English Learners
Transformation Efforts designed to:
• Make changes throughout a every part of a system
• Influence, in significant ways, every student and staff member in a school system
SCHOOL
TRANSFORMATION
FRAMEWORK
Q7ICBX
Develop a System for
Teacher Professional Learning
Instructional
Coaching
Ensure
Academic
Success for
Every Child
Use
Assessments
Purposefully
Define
a Rigorous
Curriculum
Deliver
Effective
Instruction
Continuously Improve
the Instructional Program
Teacher
Collaboration
Professional
Development
Lead Results-Oriented
Cycles of Inquiry
Set Vision Establish urgency
Articulate core values
Reflect &
Adjust Adjust plans and
leadership actions
Act Distribute leadership
Communicate expectations
Plan Set goals
Define strategy
Assess Student learning
Instructional quality
Results-Oriented Cycle of Inquiry
Plan
Act
Assess
Reflect & Adjust
Set Goals
· Assignedanexperiencedprincipaltoleadtransformationefforts
· Completedrenovationstosymbolizearenewedinvestmentintheschool
· Stabilizedthelearningenvironment
· DevelopedvisionofChavezstudent
· Providedextendedtimeforteacherstounpackstandards,analyzedataandplanlessonscollaboratively
· FormedapartnershipwithPartnersinSchoolInnovation
· FormedanInstructionalLeadershipTeam(ILT)
· Identifiedthe“ChavezEssentials”–instructionalpractices
· ProvidedintensiveprofessionaldevelopmentonstrategiestosupportEnglishLearners
· Renewedfocusoninstructionthroughstrongunitplanninganddirectinstruction
· Hiredaninstructionalcoach
· Leaderscommunicatedclearexpectationsandconductedregularclassroomwalkthroughs
· BuiltILTmemberscapacitytoleadcollaborationandprofessionaldevelopment
· CollaboratedwithCityYeartoensureafter-schooltutoringwasalignedtostudentneeds
· PreparedfortransitiontoCommonCoreStateStandards
500
600
700
800
900
2008 2009 2010 2011 2012 2013
Growth on the California
Academic Performance Index
All Students English Learners
Exited program
improvement after
two years of
dramatic gains in
student
achievement!
Serves as
demonstration
site –
supporting
students and
teachers to
thrive.
Listed in
the bottom
5% of
schools
across the
state.
Core Themes
• Vision-driven
• Student-centered
• Investment in teachers
• Ensuring high-quality instruction
• Collaboration
Year 1: 2008-09
Year 1: 2008-09
• Focused on creating a safe, orderly, and inviting school environment
• Began clarifying our student vision
• Invested in the infrastructure of the school
– Repainted the exterior of the school
– Invested in technology upgrades
Year 2: 2009-10
Year 2: 2009-10 • Used staff meetings to deepen our vision for
students and unpack our biases and assumptions about students
• Dedicated time for teachers to collaborate and supported each team with a facilitator
• Ensured that teachers were able to meet weekly to analyze data and plan instruction
• Limited distractions (e.g. after-school interventions, fund-raisers, etc.)
Grade Level Collaboration Agenda 2008-09
Year 3: 2010-11
Year 3: 2010-11 • Let go of a complicated RTI plan and began
focusing more on core instruction – the “Chavez Essentials”
• Instructional Leadership Team members helped define the priorities:
– Gradual release
– Strategies for supporting English Learners
• Began to ensure alignment of all resources and External Support Providers
“The Chavez Essentials”
Year 4: 2011-12
Year 4: 2011-12
• Teachers involved in leading professional development sessions on our core strategies: gradual release and support for English Learners
• Hired an instructional coach
– Began focused coaching cycles
• Conducted regular walkthroughs to monitor the quality of instruction and provide specific feedback to teachers on the “Chavez Essentials”
Classroom Observation Tool
Year 5: 2012-13
Year 5: 2012-13
• ILT members took on leadership roles in facilitating their grade level meetings
• Collaborated with City Year to ensure that after-school tutoring aligned to core instruction
• Continued to protect time, and be creative in providing additional time, for teachers to work together
Instructional Leadership Team Summer Retreat
626 645
709
773
812 823
590 616
689
759
803 825
500
600
700
800
900
2008 2009 2010 2011 2012 2013
Growth on the California Academic Performance Index
All Students English Learners
Lessons We Learned
• Invest in people not programs
• Prioritize core instruction and limit distractions
• Help foster the best, the brightest, the most committed
• Use data to reflect and adjust
Tools We Relied On
Support for Our Transformation
• Informal thought partners
• District formed PLCs for:
– Principals
– Instructional Leadership Teams
– Grade Levels (2nd grade, Kinder)
• Partners in School Innovation
Alum Rock USD School and District Transformation
Systems Map, 2012-13 (Updated 10/2/12)
School Transformation Cross School Professional Learning
District Transformation
ILT PLC
IL PLC RT PLC
K PLC
2nd ELA PLC
MS ELA PLC
1, 3, 4, 5
Sci., SS, PE, VPA
Intervention & Resource
FS HR
IT MOT
CNS MS
Math PLC
Counselors
Blue= PSI Support Green= Pivot Support
Purple= District Support
1
ES
ES ES 2
ES
ES ES
3
ES
ES ES 4
ES
ES ES
5
ES
ES
ES
ES 6 & 7
MS
MS MS
IS
ST
SE
SS S&F
AS
Leaders using ROCI
Build shared ownership of a vision and set SMART and equitable goals
Plan
Act
Assess
Reflect & Adjust
Set Goals
Create a theory of action and plan for attaining the vision and goals
Create opportunities for teachers to learn to use new practices
Monitor implementation of new
strategies and their impact on student learning
Use data to inform adjustments to strategies and support provided to teachers
Annual Goals and Theory of Action CHAVEZ Theory of Action, 2011-2012
PD topics will include… EL support: sentence frames, lang obj. Direct Instruction/GRR Workshop/Differentiation DIBELS Technology (Promethean, Activotes)
PD will include… Take away’s to impact classroom Integration of core values
Teachers actively share best practices Focused collaboration Use of ROCI & backwards mapping Differentiate between RtI and core planning Focus on teacher response to data and reteaching Opportunities for cross grade level collaboration Commit to follow up and check ins/Accountability (everyone brings data, revisit and adjust charters, know strengths of colleagues)
Support for RtI block to meet the needs of students Model, observe, facilitate lesson studies, peer observations, and peer coaching Focused on improving instructional practices, and student learning Analyze data Help focus lessons on objectives, and align to C2IA New teacher support Follow the coaching cycle
Build collective ownership Exemplify core values: optimism & high expectations Focused on teacher and student learning Communicate expectations for implementation of C2IA Engaged in professional and student learning Support implementation of the Theory of Action Communicate action items and goals to the staff
A “Wall of Fame” is posted in every classroom Monthly celebration for students meeting grade level standards (80% mastery) and growth goals Develop a school-wide reading program Log parent volunteer hours Host Back to School Night, Open House, and parent nights Coordinate with City Year to maximize their impact on student achievement Develop a plan for implementing a highly effective Peacebuilders program
School-Wide CST Goal: 65% P/A in
ELA; 75% P/A in Math; 800+API
ELLs and Latinos will increase 25%
pts. on the ELA CST
ELL and Latino students will move
up at least one performance band
on the CST
Move 50% of Basic Students into
the Proficient Band
Move all BB & FBB students into the
Basic Band
Chavez students will read 12,000
books in the 2011-2012 school year
100% of students will master 80%
of key standards for the grade level
as measured by key standard
assessments
Achieve 80% of parent
participation rate on Back to School
Night and Open House
100% parent attendance for Fall
parent-teacher conferences
30% of parents will complete 30
hours of parent volunteer hours
Curriculum: When we plan… • Content objectives with particular focus on English
Language Learners.. • Standards-driven (power/key standards) units and lessons
that are broken into measurable and teachable objectives • Plan with end in mind (backwards planning) • Write content objectives and make them relevant and in
kid-friendly language. • “I can…” • “We will…” • “Students will be able to…” (SWBAT)
Instruction: When we teach… • Content objectives and make them relevant and kid-friendly • Use Direct Instruction/Use Gradual Release of
Responsibility (I do, We do, You Do) • Use sentence frames and language objectives • Use white boards/paddles, exit tickets, thumbs up/down,
and think-pair-share as Checks for Understanding
Assessment: When we assess • Use consistent assessments: DIBELS, INSPECT, Short Cycle
Quizzes • Use Standards-based assessments for MATH AND ELA • Students track their progress for all Key Standards • Monitor data of all subgroups (using DIBELS, Inspect, CST,
CELDT)
Culture: When we create a culture that… • Reinforces a college going culture • Celebrates students’ growth and achievement • Encourages students’ love of reading • Welcomes and encourages parents to be active in the school
and in the classroom
Student Goals Professional Learning
System
Classroom Systems
Professional
Development
Teacher
Collaboration
Instructional
Coaching
Instructional
Leadership
Team
Culture &
Community
Cycle Action Plan
Teachers Using ROCI
Plan
Act
Assess
Reflect & Adjust
Set Goals
Working together as a
team to define clear
outcomes for
student mastery
Collaboratively
designing
assessments and
planning units and
lessons
Teaching with
similar pacing;
sharing lessons
learned along the
way
Collecting evidence of
student learning using
common assessments
Comparing
student progress
toward goals and
thinking together
about how to
adjust instruction
to better meet
student needs
Time for Teachers to engage in ROCI (Release Day Agenda)
Example of a Unit Plan
After listening to the Chavez story, how are you thinking about deepening your own transformation work?