Professional Learning Communities (PLC)

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Professional Learning Communities (PLC). Where do we begin? (Adapted from Professional Learning Communities at Work Designed by DuFour, DuFour and Eaker). What does PLC mean?. - PowerPoint PPT Presentation

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  • Professional Learning Communities (PLC)Where do we begin?(Adapted from Professional Learning Communities at WorkDesigned by DuFour, DuFour and Eaker)

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

    PLCs operate under the assumption that the key to improved learning for students is continuous, job embedded learning for educators.

    DuFour, DuFour, Eaker and Many (2010)

  • PLC Big Ideas & Core ValuesEnsuring that students learnLearning for allA Culture of CollaborationTeamworkFocus on ResultsData-Driven Decisions

  • The PLC Big Ideas #1Learning-We accept learning as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning.

    the fundamental purpose of the school is to ensure that all students learn rather than see to it that all students are taught-an enormous distinction. from Raising the Bar and Closing the Gap-Whatever it Takes

  • Critical Questions of LearningWhat is it that we expect them to learn?How will we know when they have learned it?How will we respond when they dont learn?How will we respond when they already know it?

  • The PLC Big Ideas #2Collaboration- To co laborWe are committed to working together to achieve our collective purpose. We cultivate a collaborative culture through development of high-performing teams.

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

  • Why Collaborate?Gains in student achievementHigher quality solutions to problemsIncreased confidence among all staffTeachers able to support one anothers strengths and accommodate weaknessesAbility to test new ideasMore support for new teachersExpanded pool of ideas, materials, and methods

    Judith Warren Little (1990)

  • Wide ranging researchshows it is impossible for even the most talented people to do competent, let alone brilliant, work in a flawed system. Yet a well-designed system filled with ordinary-but well trained-people can consistently achieve stunning performance levelsPfeffer and Sutton (2006)

  • Lucky Number 7Seven Keys to Collaboration in a PLCEmbed collaboration with a FOCUS ON LEARNING in routine practices of the school.Schedule time for collaboration in the school day and school calendar.Focus teams on critical questions.Make products of collaboration explicit.Establish team norms to guide collaboration (See next slide.)Pursue specific and measurable team performance goals.Provide teams with frequent access to relevant information.

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

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

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

  • The Big Ideas of PLC #3Results-We assess our effectiveness on the basis of results rather than intentions. Individuals, teams, and schools seek relevant data and information and use that information to promote continuous improvement.

  • How Should We Determine what is the right work?- Best available evidence of positive impact on student learningKeys to Formative AssessmentIt is used to identify students who are experiencing difficulty in their learning?Are students who are having difficulty provided with an additional time and support for learning?Are students given an additional opportunity to demonstrate their learning?

  • If We Implemented What We Know to be Best PracticeCommon Curriculum -Learn What? Teachers must come together to agree on the Learn WhatCommon Pacing -Implementing the Common Curriculum collaborativelyCommon Assessment -Formative Assessments designed around the common curriculum to monitor student learning

  • Are PLCs an Option?Loose vs. Tight- Effective school cultures dont simply encourage individuals to go off and do whatever they want, but rather establish clear parameters and priorities that enable individuals to work within established boundaries in a creative and autonomous way.

    Procedures are tightAgreement on what is to be taught, not how it is to be taught

  • Changing the FocusOld FocusEvery student can learn

    Focus on teaching

    Isolation

    Assessment OF learning (Summative)

    Failure is an option

    New FocusEvery student will learn

    Focus on learning

    Collaboration

    Assessment FOR learning (Formative)

    Failure is not and option

  • Culture Shifts in a PLCShift in Fundamental Purpose From teaching to learningShift in Use of Assessments From summative to frequent formativeShift in the Work of Teachers .. From isolation to collaborationShift in Response When Students Dont Learn .. From remediation to intervention

  • Resourceswww.allthingsplc.infowww.allthingsassessment.infohttp://go.solution-tree.com/PLCbookshttp://quality.cr.k12.ia.us/PLC/indexPLC.htmlAEA staff

    Many times the term PLC is used to describe work done in schools, but it is much more than just meeting as a group.PLC is not a workshop, program, book study, or meeting.When talking as group about what is important from the PLC conference the three big ideas stuck out most.

    The focus in not if the curriculum was taught, but if it was learned.Common Curriculum- This will be discussed later also as it relates to formative assessment.Common AssessmentCommon PacingThe ideal shift here with these critical questions would be to get teachers to the point that when things arent going well they look in the mirror to say what can I change? We want to move past the excuses of that is how he/she is or a blame on parents.Once teachers see these questions they may feel scripted or the need to teach identically to their neighbor. This however is not the case, the beginning is the same (focusing on the big ideas) the end is the same (formative assessment) it is the middle where the teacher gets to show their art of teaching.When teachers are collaborating, egos need to be left at the door.Let me give you a minute to read this slide.Now I know you have a lot of outstanding teachers in your school but for now just have one pictured in your head. This teacher is the beginning of this quote. He/She is brilliant in their classroom. The students in there benefit greatly. How do you get this teachers brilliance shared across the grade level and throughout the school? More collaboration and less isolation.3 and 4: Hand out Critical Issues for Team Consideration questionnaireExample Timeline for products:By the end of the 2nd week: Team Norms4th Week: Team SMART Goal6th Week: Common essential outcomes8th Week: First common assessment10th week: Analysis of student performance on first common formative assessment: This is a great time to sit in and listen to the group discussion and ask them what they need from you.

    Adaptive Schools HandbookNSDC-how to establish normsGreat way to start this conversation off is to discuss their pet peeves. This is a step that was stated that it cannot be skipped because it goes beyond just getting along.Share Meaningful teamwork, results oriented goals, regular collection and analysis of performance data.This is where the team also develops its SMART goal.We liked the quote that without data, your just another person with an opinion.

    How do we know that we are working on the right work?If we help kids learn by focusing on what is the most essential, the test scores will follow.A summaryCedar Rapids Power PointHere is just another way to look at the previous slide.

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