Professional Learning Professional Learning Communities (PLC)Communities (PLC)Tighten what we do!Tighten what we do!

(Adapted from Professional Learning Communities at Work(Adapted from Professional Learning Communities at Work

Designed by DuFour, DuFour and Eaker)Designed by DuFour, DuFour and Eaker)

What is “good teaching” What is “good teaching” Mike Mattos (Conference)Mike Mattos (Conference)

What practices are proven to be the What practices are proven to be the most effective?most effective?

Impact Exercise: Choose three that Impact Exercise: Choose three that you feel are the most effective. No you feel are the most effective. No wrong answers. wrong answers.

Big ImpactBig Impact(Circle 3)(Circle 3)

Corrective feed backCorrective feed back Rigorous goals Rigorous goals

Improved teacher strategiesImproved teacher strategies Co-teaching Co-teaching

WritingWriting

Teacher content knowledgeTeacher content knowledge

RetentionRetention

Para supportPara support

Class sizeClass size

School sizeSchool size

Charter schoolCharter school

More moneyMore money

Essential academic vocabularyEssential academic vocabulary

Phonics instructionPhonics instruction

Reading comprehensionReading comprehension

Whole languageWhole language

Program fidelityProgram fidelity

With in classroom groupingsWith in classroom groupings

Ability groupingsAbility groupings

Better individual teaching Better individual teaching trainingtraining

Greater teacher content Greater teacher content knowledgeknowledge

Common formative assessmentCommon formative assessment

Social skillsSocial skills

Improved teacher strategiesImproved teacher strategies

John Hattie: Visible LearningJohn Hattie: Visible Learning

A Synthesis of Over 800 Meta A Synthesis of Over 800 Meta Analyses Relating to AchievementAnalyses Relating to Achievement

Comprising over 50,000 individual Comprising over 50,000 individual studiesstudies

Representing the student Representing the student achievement of over 80 million achievement of over 80 million students worldwide.students worldwide.

John Hattie: Visible LearningJohn Hattie: Visible Learning

A 1.0 standard deviation equals:A 1.0 standard deviation equals: Two to four grade equivalents of growthTwo to four grade equivalents of growth

Six ACT score pointsSix ACT score points

John Hattie: Visible LearningJohn Hattie: Visible Learning

The “Typical Effect”The “Typical Effect” One year of student maturation =.10One year of student maturation =.10One year of teacher instruction =.30One year of teacher instruction =.30

In other words, we expect the average In other words, we expect the average student to improve .40 if he/she stays alive student to improve .40 if he/she stays alive and attends school for a school year.and attends school for a school year.

““Bang for our Buck”Bang for our Buck”

If .40 equals year older and coming to If .40 equals year older and coming to school. What should we be working school. What should we be working on?on?

Big Impact RankingsBig Impact Rankings

..9 Common Formative Assessment9 Common Formative Assessment

.72 Corrective Feedback.72 Corrective Feedback

.67 Essential Academic Vocabulary.67 Essential Academic Vocabulary

.67 Strong Program Fidelity.67 Strong Program Fidelity

.6 Reading Comprehension.6 Reading Comprehension

.6 Phonics Instruction.6 Phonics Instruction

.56 Rigorous Learning Targets.56 Rigorous Learning Targets

.55 Peer Tutoring.55 Peer Tutoring

.44 Writing.44 Writing

.41 Improved Teaching Strategies.41 Improved Teaching Strategies

.37 Para Support.37 Para Support

.27 Social Skills.27 Social Skills

.23 More Money.23 More Money

.21 Class Size.21 Class Size

.2 Charter School.2 Charter School

.19Co-Teaching.19Co-Teaching

.17 Grouping in the Classroom.17 Grouping in the Classroom

.12 Ability Grouping.12 Ability Grouping

.11 Individual Teacher Training.11 Individual Teacher Training

.09 Teacher Content Knowledge.09 Teacher Content Knowledge

.06 Weak Program Fidelity.06 Weak Program Fidelity

.06 Whole Language.06 Whole Language

-.16 Retention-.16 Retention

““Bang for our Buck”Bang for our Buck”

HMS Team ApproachHMS Team Approach

.56=Rigorous learning targets.56=Rigorous learning targets

.67=Essential academic vocabulary.67=Essential academic vocabulary

.72=Corrective feedback.72=Corrective feedback

.90=Common formative assessment.90=Common formative assessment

HMS Team ApproachHMS Team Approach

• Rigorous Learning TargetsRigorous Learning Targets– Measureable goal for a student achievement over a given period of time.Measureable goal for a student achievement over a given period of time.– Driven by dataDriven by data– Aligned with standardsAligned with standards– Common and align with common formative assessmentCommon and align with common formative assessment– Student should know, understand and see.Student should know, understand and see.

• Corrective FeedbackCorrective Feedback– The formal or informal feedback given to a student by the teacher.The formal or informal feedback given to a student by the teacher.– Meant to lead to positive changeMeant to lead to positive change

HMS Team ApproachHMS Team Approach

Common Formative AssessmentCommon Formative Assessment– All students assessed the same way using information All students assessed the same way using information

that measures student learning and progress.that measures student learning and progress.– Formative used to immediately determine weather Formative used to immediately determine weather

students have learned what the instructor intended.students have learned what the instructor intended.– Results need to be analyzed and used to improve Results need to be analyzed and used to improve

learning and teaching.learning and teaching.

Essential VocabularyEssential Vocabulary– Vocabulary that all students need to know to have Vocabulary that all students need to know to have

success in a class, grade level, school, and career.success in a class, grade level, school, and career.– This vocabulary will assist a student in performing and This vocabulary will assist a student in performing and

understanding educational tasks.understanding educational tasks.

Based on research Hattie asserts that :Based on research Hattie asserts that :

1.1. Teachers must work collaboratively rather than in Teachers must work collaboratively rather than in isolation.isolation.

2.2. Teachers must agree on the essential learning all students Teachers must agree on the essential learning all students must acquire.must acquire.

3.3. Teachers must agree on how students are to demonstrate Teachers must agree on how students are to demonstrate their learning.their learning.

4.4. Teachers must assess their individual and collective Teachers must assess their individual and collective effectiveness on the basis of student learning.effectiveness on the basis of student learning.

What does PLC mean?What does PLC mean?An on going- process in which educators work An on going- process in which educators work collaboratively collaboratively in recurring cycles of collective in recurring cycles of collective inquiry and action research to achieve better inquiry and action research to achieve better resultsresults for the student they serve. for the student they serve.

PLC’s operate under the assumption that the key to PLC’s operate under the assumption that the key to improved improved learninglearning for students is continuous, job for students is continuous, job embedded learning for educators.embedded learning for educators.

DuFour, DuFour, Eaker and DuFour, DuFour, Eaker and Many (2010)Many (2010)

Ensuring that students learnEnsuring that students learn– All students learn.All students learn.

A Culture of CollaborationA Culture of Collaboration– Relationships are essential to student success.Relationships are essential to student success.

Focus on ResultsFocus on Results– Meaningful and challenging curriculum is vital.Meaningful and challenging curriculum is vital.– A culture of high expectations is criticalA culture of high expectations is critical

PLC PLC Big Ideas & Core ValuesBig Ideas & Core Values

We have started to Implement We have started to Implement What We Know to be Best PracticeWhat We Know to be Best Practice

Common CurriculumCommon Curriculum -Learn What? -Learn What? Teachers must come together to Teachers must come together to agree on the “Learn What”agree on the “Learn What”Common PacingCommon Pacing -Implementing the -Implementing the Common Curriculum collaborativelyCommon Curriculum collaborativelyCommon AssessmentCommon Assessment -Formative -Formative Assessments designed around the Assessments designed around the common curriculum to monitor common curriculum to monitor student learningstudent learning

Are PLC’s an Option?Are PLC’s an Option?

Loose vs. Tight- Loose vs. Tight- Effective school cultures don’t simply encourage Effective school cultures don’t simply encourage individuals to go off and do whatever they want, but individuals to go off and do whatever they want, but rather establish clear parameters and priorities that rather establish clear parameters and priorities that enable individuals to work within established enable individuals to work within established boundaries in a creative and autonomous way.boundaries in a creative and autonomous way.

– Procedures are “tight”Procedures are “tight”– Agreement on what is to be taught, not Agreement on what is to be taught, not

how it is to be taughthow it is to be taught

What does this mean for HMS?What does this mean for HMS?

Required to meet at least 45 minute Required to meet at least 45 minute per weekper week

• PLC make up will be your departmentPLC make up will be your department

Tight:Tight:– Required to meet for 45 minutes/ weekRequired to meet for 45 minutes/ week– Meet Wednesday from 7:00 – 7:30Meet Wednesday from 7:00 – 7:30– Meet with grade level partner once per Meet with grade level partner once per

week during prep.week during prep.

What does this mean for HMS?What does this mean for HMS?

Tight cont.Tight cont.– PLC’s will establish a SMART GoalPLC’s will establish a SMART Goal– PLC’s will establish group normsPLC’s will establish group norms– PLC’s will establish agendasPLC’s will establish agendas

Loose:Loose:– PLC specific norms PLC specific norms – S.M.A.R.T goalS.M.A.R.T goal

Get Started?Get Started?NORMSNORMS

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

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

TIPS for Team NormsTIPS for Team NormsEach team establishes its own norms.Each team establishes its own norms.Norms are stated as commitments to act or behave in Norms are stated as commitments to act or behave in certain ways.certain ways.Norms are reviewed at the beginning and end of each Norms are reviewed at the beginning and end of each meeting until they are internalized.meeting until they are internalized.One norm requires team to assess its effectiveness every One norm requires team to assess its effectiveness every trimester. This assessment should include review of trimester. This assessment should include review of adherence to norms and the need to identify new norms.adherence to norms and the need to identify new norms.Less is more. A few key norms are better than a laundry Less is more. A few key norms are better than a laundry list.list.Violations of norms must be addressed.Violations of norms must be addressed.

Get Started?Get Started?SMART GOALSMART GOAL

Specific-Specific-

MeasureableMeasureable

AchievableAchievable

Relevant/ResultsRelevant/Results

TimelyTimely

SMART GOALSMART GOAL

Consider these “Big Impact” approaches: Consider these “Big Impact” approaches:

Rigorous Learning TargetsRigorous Learning Targets

Corrective FeedbackCorrective Feedback

Common Formative AssessmentCommon Formative Assessment

Essential Academic VocabularyEssential Academic Vocabulary

Changing the Changing the FocusFocus

Old FocusOld FocusEvery student Every student cancan learn learn

Focus on Focus on teachingteaching

IsolationIsolation

Assessment Assessment OFOF learning learning (Summative)(Summative)

Failure Failure isis an an option option

New FocusNew FocusEvery student Every student willwill learn learn

Focus on Focus on learninglearning

CollaborationCollaboration

Assessment Assessment FORFOR learning (Formative)learning (Formative)

Failure Failure is notis not an option an option

““Wide ranging research…shows it is Wide ranging research…shows it is impossible for even the most impossible for even the most talented people to do competent, let talented people to do competent, let alone brilliant, work in a flawed alone brilliant, work in a flawed system. Yet a well-designed system system. Yet a well-designed system filled with ordinary-but well trained-filled with ordinary-but well trained-people can consistently achieve people can consistently achieve stunning performance levels”stunning performance levels”

Pfeffer and Pfeffer and Sutton (2006)Sutton (2006)

ResourcesResourceswww.allthingsplc.infowww.Web.mac.com/mikemattosJohn Hattie, Visible Learningwww.allthingsassessment.infohttp://go.solution-tree.com/PLCbookshttp://quality.cr.k12.ia.us/PLC/indexPLC.htmlwww.aea10.k12.ia.us/index