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1

Regina Owens, M. Ed. [email protected]

Professional Learning Community

The JourneyFrom Vision to Action

Getting Connected

“Collaboration equals innovation.” Michael Dell

Regina Owens, [email protected]

@Regina_Owens#atplc

2

Anthology of Schools

WHAT is your experience with

Professional Learning

Communities?

NOW WHAT are you hoping to learn over the course of the session?

SO WHAT?

Kahoot.it!

Full Participation

Open Honest

C i tiCommunication

Focus on Results

Single Conversation

Remain Focused on

Students

3

I will …

understand a Professional Learning

Community as it relates to the 3 Big

Ideas, 4 Questions, and 6 Pillars of the

philosophy,philosophy,

identify the thinking and behaviors

necessary to start and sustain a

professional learning community;

identify and prioritize next steps as it

pertains to our district, school, or team to

perform as a Professional Learning

Community.

We acknowledge that the fundamental purpose of our school is to help all students achieve high levels of learning, and therefore we are willing to examine all of our practices in light of their impact on learning.

LEARNINGIs learning our fundamental purpose?

Rick Dufour

What is a Professional Learning Community?

What is a Professional?

What is Learning?g

What is a Community?

Definition_____________________________________________________________________________________________________________________________________

4

What is a Professional Learning Community Like?

Many schools believe that they operate as a Professional Learning Community.

Some define PLC as a task force committee, action research groups interdisciplinary teams book study research groups, interdisciplinary teams, book study groups, or site leadership teams.

Think of your experiences with one of the groups named.

How is the work of PLCs similar to and different from the groups listed above.

Professional Learning Community

“…A Professional Learning Community

is a collaboration of teachers and administrators parents and students who administrators, parents, and students who work together to seek out best practices, test them in the classroom, continuously

improve processes, and focus on results.”

Rick Dufour, 2002

VISIONWhat do we want to

become/why?

MISSIONWhat is our fundamentalGOALS

PROJECTS

We are willing to examine all of our practices in light of their impact on learning.

What is our fundamental purpose?

5

VISION“THE WHY”

Does instruction drive construction?

A Guaranteed and Viable Curriculum

A Balanced and Coherent Assessment System

A S h l id P id

ENSURING A FOCUS ON LEARNING

Aligning School Districts as PLCs by Clay, Soldwedle, Many

A Schoolwide Pyramid of Intervention www.edoctrina.org

Four Critical Questions of a PLC p.1-2What systems, structures, and behaviors would a state or school need to

ensure the questions are answered?Curriculum and Instruction

What do we want students to learn?

What should each student know and be able to do as a result of each unit, grade level, and/or

Assessment

How will we know if they have learned?

Are we monitoring each student’s learning on a timely

basis and changing professional , g ,course?

Response to Intervention

What will we do if they don’t learn?

What systematic process is in place to provide additional time

and support for struggling students?

g g ppractices?

Extended Learning

What will we do if they already know it?

Are we working across curricular teams and with auxiliary staff to

extend learning?

7

1. With a partner, complete the Self Assessment for a Focus on Learning. P.5-7

2. What steps or activities must be created to initiate these conditions in your state or school?

3. Who would be responsible for initiating and sustaining them?

What I like about this so far is?

Seeing with New Eyes


What concerns me is?

8

BUILDING A COLLABORATIVE CULTURE THROUGH HIGH PERFORMING TEAMS

Do you cultivate a collaborative culture through the development of high-performing teams?

Culture – the behaviors and beliefs characteristic of a particular group

Culture - the way we do things

Shared Vision, Mission, Values and Goals

High Performing Collaborative Teams

I i l C ll b i

BUILDING A COLLABORATIVE

CULTUREAligning School Districts as PLCs by Clay, Soldwedle, Many

Intentional Collaboration

9

COLLABORATIONThe systematic process...

in which we work together...

to analyze and impact professional practice...

( bl l )(problem solve)

in order to improve …

our individual and collective results towards

(student achievement)

Rick DuFour

Collaboration Cautions

Camaraderie

Congeniality

Consensus on Response

Cooperation in Planning

Knowing About vs. Knowing and Doing

All or Nothing

“Some schools talk a good game....as long as the process does not cause discomfort for the adults.”

- Douglas Reeves

Effective collaboration produces…

student achievement gains, solutions that are high quality, self-efficacy among all staff, systematic assistance to beginning teachers, y g g , substantial pools of ideas, methods, and materials

that benefits all teachers.

Richard Dufour (1990)

10

WE ASSESS OUR EFFECTIVENESS ON THE BASIS OF RESULTS RATHER THAN INTENTIONS.

Focus on Results

Do we seek relevant data and information and use that to promote continuous improvement?

Leadership and Learning Matrix

Lucky

Good results, with no understanding of the reasons (data); replication of success

not probable

Leading

Good results, with clear understanding of the reasons

(data); replication quite probable p

LosingPoor results, with no

understanding of the reasons (data)

LearningPoor results, with clear

understanding of the reasons (data); replication of mistakes

not probable

The Leader’s Guide to Standards, Douglas B. Reeves

p.8-10

11


Seeing with New Eyes


What concerns me is?

KNOWLEDGEI was bold in the pursuit of knowledge, never fearing to follow

truth and reason to whatever results they led… Thomas Jefferson

OUR TEAM IS SUCCESSFUL

ARE WE A GROUP OR A TEAM? P.3

BECAUSE OF INTENTIONAL

SYSTEMS AND STRUCTURES

12

Essentials Evidence Energy Expended

Type purpose of team, vision, mission values, beliefs

definition, deliverable

Members roster, agenda, data notebooks lack of engagement or systems for correction

Positions criteria, assignments, and responsibilities

ambiguity

Goals SMART goals, results shared agreement

Stats reports of formatives, success of students, collaboration and work

lack of protocols, lack of electronic systems

Schedule team meetings, data meetings,CIA meetings, state of the school

meetings

not scheduled during the day,shared team members, unenforced

priorities

Meetings notes, reports, student achievement data

lack of protocols, limited use of technology, lack of training, lack

of connectivity to end results

Meeting Expectations norms, record of attendance, roles, responsibilities

non-compliance, lack of system and follow through, no

celebrations

State to Student Expectations

State

District

School

Department

Teams

Teacher

Student

Roles of Group Members

Facilitator

Clarifies role for the group

Keeps group on task

Directs processes

Monitors own adherence to meeting

normsContributes own

data Seeks data

Monitors adherence to time allotted for meeting

Monitors time on specific agenda items

Supports facilitator

Contributes own data

Charts basic ideas

Engaged Team Member

TimekeeperRecorder

Directs processes

Encourages everyone to participate

Protects participation and ideas form attack

Contributes own data

Contributes to agenda planning

Clarifies meeting follow-up

Opens the door for others to speakListens to others

Looks for patterns and trends emerging

Contributes to meeting

Contributes to agenda planning for

next meeting

Asks group what not to record

Transcribes notes afterwards

Distributes to team members and Administrator

From Robert Garmston and Bruce Wellman. The Adaptive School: Developing and Facilitating Collaborative Group, Four Hat Seminar 2000.

13

Dealing with Resisters Building Shared Knowledge &Consensus

Fist to Five

To use this technique the Team Leader restates a decision the group may make and asks everyone to show their level of support.

Each person responds by showing a fist or a number of fingers that p p y g gcorresponds to their opinion.

If anyone holds up fewer than three fingers, they should be given the opportunity to state their objections and the team should address their concerns. Teams continue the Fist-to-Five process until they achieve consensus (a minimum of three fingers or higher) or determine they must move on to the next issue.)

Fist to Five

Fist - A no vote - a way to block consensus. I need to talk more on the proposal and require changes for it to pass.

1 Finger - I still need to discuss certain issues and suggest changes that should be made.

2 Fingers - I am more comfortable with the proposal but would like to discuss some minor issues.

3 Fingers - I’m not in total agreement but feel comfortable to let this decision or a proposal pass without further discussion.

4 Fingers -I think it’s a good idea/decision and will work for it.5 Fingers - It’s a great idea and I will be one of the leaders in

implementing it.

How do you deal with resisters?

The use of data to show what is working and what is not working takes away excuses.

Masterful leadership may result in greater understanding and cause thinking to change.

Teachers who can not work in this environment may choose to change employers.

Group dynamics cause resisters to comply and submit to culture and expectations.

14

Data Mindset

Data Management Collection and Analysis

Responsibility for Action to I R lt

p.11-13

ESTABLISHING RESULTS ORIENTATION

Aligning School Districts as PLCs by Clay, Soldwedle, Many

Improve Results

Action steps to prepare for the meeting Agenda: Distribute in advance

Recording tools: flip chart, data, computer

Assign roles: facilitator, timekeeper, recorder

Riverside County Office of Education

15

Introduction (Facilitator) 2 mins. Establish and articulate purpose of meeting and outcomes desired.

Successes 5 mins.Each member has a chance to offer evidence of strategy where students

f d ll

Interventions 10 mins.What are the possible interventions for students who perform poorly?

New Strategy 5 mins.Lead the group to consensus onperformed well.

Chief Challenges 10 mins.Where are the areas where most students performed poorly?

Lead the group to consensus on agreed upon strategies.

Set SMART Goal 10 mins. and Debrief Establish a SMART goal. How well did the process work?

(Riverside County Office of Education)

Data, Data

Data

“A team’s purpose and specific performance goals have a symbiotic relationship: Each depends on the other to stay relevant and vital.”

SMART GOALS

—Ron Katzenbach,The Wisdom of Teams

16

SMART goals are… Specific

Measurable

Att i bl Attainable

Result-oriented

Time bound

To improve student math proficiency by the end of the 2010–2011 school year we will:

Implement a computer tutorial system. I th f ti l i t t i Increase the use of cooperative learning strategies

by 25%. Increase the number of students achieving the

target score of 75% or higher on the quarter exam—from 65% to 80%.

Use multiple sources of data. Use the proper tools to interpret data. Work on the part of the problem that will yield the

greatest results.g Consider the whole picture. Draw conclusions from several data points. Pay attention to the environment or perception data.

17

Are these SMART Goals?

In order to improve student math proficiency, by the end of the 2010-2011 school year we will:

1. Implement a computer tutorial systemOUR TEAM IS FUELED

Team Meetings

2. Increase the use of cooperative learning strategies by 25%

3. Increase the number of students achieving the target score of 75% or higher on the quarter exam from 65% to 80%

OUR TEAM IS FUELED BY DATA

Seven Hills Elementary School

“The journey of discovery is not in seeking new landscapes but in g p

having new eyes.”—Marcel Proust

Regina Owens

Solution Tree Associate

(903) 215-0640

rowens007@gmail [email protected]

Twitter: regina_owens

To schedule professional development,

call Solution Tree at

(800) 733-6786.

18

DuFour, R., DuFour, R., Eaker, R., & Karhanek, (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: Solution Tree

Reeves, D. B. (2002). The leader’s guide to standards: A blueprint for educational equity and excellence. San Francisco: Jossey-Bass

DuFour, R., DuFour, R., & Eaker, R. (2002). Getting started: Reculturingh l t b f i l l i iti Bl i t INschools to become professional learning communities. Bloomington, IN:

Solution TreeVictoria Bernhardt, PhD, Executive Director of Education for the FutureClay, V., Soldwedel, P., Many T. (2011).Aligning School Districts as PLCs.

Bloomington, IN: Solution Tree Solution Tree (solution-tree.com)Regina Owens ([email protected])

PROFESSIONAL LEARNING COMMUNITY

Definition

“…A Professional Learning Community is a collaboration of teachers, administrators, parents, and students who work together to seek out best practices, test them in the classroom, continuously improve processes, and focus on results.” Rick DuFour, 2002

Fundamental Assumptions

We can make a difference: Our schools can be more effective. Improving our people is the key to improving our schools. Significant school improvement will impact teaching and learning.

3 “Areas of Focus” of Being a PLC

1. Focus on Learning

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

2. Collaborative Culture We can achieve our fundamental purpose of high levels of learning for all students only if we work together. Individuals, teams, schools, and districts seek relevant data and information and use that information to promote continuous improvement.

3. Focus on Results We assess our effectiveness of achieving high levels of learning for all on the basis of results rather than intentions. Individuals, teams, schools, and districts seek relevant data and information and use that information to promote continuous improvement.

Four Key Questions

What is it we expect our students to learn? How will we know when they have learned it? How will we respond when they already know it? How will we respond when they don’t know it?

6 Essential Characteristics of Being a Professional Learning Community

Shared Mission, Vision, Values, Goals

What distinguishes a learning community from an ordinary school is it collective commitment to guiding principles that articulate what the staff of the school believes and that govern their actions and behavior

Collaborative Teams Professionals in a learning community work in teams that share a common purpose. They learn from each other and create the momentum that drives improvement. They build within the organization the structure and vehicles that make collaborative work and learning effective and productive.

Collective Inquiry People in a learning community relentlessly question the status quo, seek new methods of teaching and learning, test the methods, and then reflect on the results.

They reflect publicly on their beliefs and challenge each other’s beliefs. They share insights and hammer out common meanings. They work jointly to plan and test actions and initiatives. They coordinate their actions, so that the work of each individual

contributes to the common effort .

Action Orientation / Experimentation Members of professional learning communities constantly turn their learning and insights into action. They recognize the importance of engagement and experience in learning and in testing new ideas.

Commitment to Continuous Improvement Members of a learning organization are not content with the status quo and continually seek ways to bring present reality closer to future ideal. They constantly ask themselves and each other:

What is our purpose? What do we hope to achieve? What are our strategies for improving How will we assess sour efforts?

Results Focus Professionals in a learning organization recognize that no matter how well intentioned the efforts, the only valid judgment of improvement is observable and measurable results. Assessment and re-evaluation are the keys to continued improvement.

Solution Tree Copyright 1999 National Educational Services DuFour & Eaker

A Shift in Fundamental PurPose

From a focus on teaching . . . I to u focus on learning

From emphasis on what was taught . to a fixation on what students learned

From coverage of content to demonstration of proficiency

From providing individual teachers with

curriculum documents such as state

standards and curriculum guides . . .

A Shift in Use

From infrequent summative assessments . . .

to engaging collaborative teams in building

shared knowledge regarding essential

curriculum

lf Assessments

to frequent common formative assessments

From assessments to determine which

students failed to learn by the deadline .

to assessments to identify students who

need additional time and support

From assessments used to reward and

punishstudents...to assessments used to inform and

motivate students

From assessing many things infrequently . to assessing a few things frequently

From individual teacher assessments . to assessments developed jointly by collabo-

rative teams.

From each teacher determining the criteriato be used in assessing student work . . .

to collaborative teams clarifuing the criteria

and ensuring consistency among team

members when assessing student work

From an over-reliance on one kind ofassessment . . .

to balanced assessments

From focusing on average scores . . .

I

A Shift in the Response lil

From individual teachers determining the Iappropriateresponse... I

to monitoring each student's proficiency in

every essential skill

'hen Students Don't Learn

to a systematic response that ensures

support for every student

From fixed time and support for learning to time and support for learning as variables

From remediation . to intervention

From invitational support outside of the

school day. . .

to directed (that is, required) supportoccurring during the school day

From one opportunity to demonstrate

learning . . .

to multiple opportunities to demonstrate

learning(continued)

A Learning bg Doing o 2006 Solution Tree r www.solution-tree.com 187

R E P R O D U C I B L E1 3 6 |

Aligning School Districts as PLCs Visit go.solution-tree.com/PLCbooks to download this page.

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R E P R O D U C I B L E | 1 3 7


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page 3 of 3

R E P R O D U C I B L E | 1 3 9


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d m

issi

on, v

isio

n,

valu

es (c

olle

ctiv

e co

mm

itm

ents

), an

d go

als

to s

et c

lear

dire

ctio

n fo

r ou

r di

stri

ct, o

ur s

choo

l, an

d ou

r te

am/

depa

rtm

ent.

BW

e re

cogn

ize

that

spe

cific

beh

avio

rs a

nd a

ctio

ns

embo

dy t

he v

isio

n, m

issi

on, v

alue

s, a

nd g

oals

in o

ur

daily

wor

k. W

e id

enti

fy t

he c

olle

ctiv

e co

mm

itm

ents

we

mak

e to

one

ano

ther

to

ensu

re a

ttai

nmen

t of

our

mis

sion

, vis

ion,

val

ues,

and

goa

ls.

CW

e pr

omot

e, t

hrou

gh t

hose

spe

cific

beh

avio

rs a

nd

acti

ons,

a c

ultu

re/t

each

ing

envi

ronm

ent

of p

erso

nal

grow

th a

nd h

igh

perf

orm

ance

. We

fost

er s

hare

d

acco

unta

bilit

y fo

r co

ntin

uous

impr

ovem

ent.

page 1 of 3



No

n-n

ego

tiab

le:

Hig

h-p

erfo

rmin

g c

olla

bo

rati

ve t

eam

s

1H

aven

’t b

egu

n

to a

dd

ress

th

is

issu

e

(0)

2Ta

lkin

g b

ut

no

ac

tio

n y

et

(0)

3H

ave

beg

un

to

ad

dre

ss t

his

is

sue

(1)

4H

ave

mov

ed

bey

on

d

imp

lem

enta

tio

n

(2)

5P

roce

ss d

eep

ly

emb

edd

ed in

o

ur

cult

ure

(3

)

DW

e ar

e or

gani

zed

into

hig

h-pe

rfor

min

g, c

olla

bora

tive

team

s in

whi

ch m

embe

rs w

ork

toge

ther

inte

rdep

ende

ntly

to

achi

eve

com

mon

goa

ls. W

e ha

ve

deve

lope

d an

d ad

here

to

team

nor

ms

and

prot

ocol

s.

EW

e ar

e pr

ovid

ed t

ime

duri

ng t

he c

ontr

actu

al d

ay

and

scho

ol y

ear

to m

eet

as a

tea

m. W

e su

ppor

t bo

th

vert

ical

and

hor

izon

tal t

eam

col

labo

rati

on. W

e ad

dres

s

tran

siti

on a

nd a

rtic

ulat

ion

from

ele

men

tary

to

mid

dle

to

high

sch

ool a

nd b

eyon

d.

FW

e cr

eate

a s

afe

envi

ronm

ent

to r

epor

t an

d co

mpa

re

data

so

as t

o le

arn

from

one

ano

ther

and

sha

re b

est

prac

tice

s.

GW

e fo

llow

pro

toco

ls t

hat

defin

e ho

w c

olla

bora

tive

tea

m

tim

e is

to

be u

sed

and

arti

fact

s th

at d

ocum

ent

how

colla

bora

tive

tea

m t

ime

has

been

use

d.

page 2 of 3

R E P R O D U C I B L E | 1 4 1


No

n-n

ego

tiab

le:

Inte

nti

on

al c

olla

bo

rati

on

1H

aven

’t b

egu

n

to a

dd

ress

th

is

issu

e

(0)

2Ta

lkin

g b

ut

no

ac

tio

n y

et

(0)

3H

ave

beg

un

to

ad

dre

ss t

his

is

sue

(1)

4H

ave

mov

ed

bey

on

d

imp

lem

enta

tio

n

(2)

5P

roce

ss d

eep

ly

emb

edd

ed in

o

ur

cult

ure

(3

)

HW

e us

e te

am t

ime

to e

ngag

e in

col

lect

ive

inqu

iry

on q

uest

ions

spe

cific

ally

link

ed t

o ga

ins

in s

tude

nt

achi

evem

ent.

IEa

ch t

eam

is c

alle

d up

on t

o ge

nera

te a

nd s

ubm

it

prod

ucts

, whi

ch r

esul

t fr

om it

s w

ork

on t

he c

riti

cal

ques

tion

s re

late

d to

stu

dent

lear

ning

. We

know

how

the

deci

sion

s w

e m

ake

duri

ng c

olla

bora

tion

aff

ect

lear

ning

res

ults

.

JW

e re

cogn

ize

and

cele

brat

e in

divi

dual

and

tea

m

succ

ess

alig

ned

to o

ur g

oals

.

Ad

apte

d f

rom

Du

Fou

r, D

uFo

ur,

Eak

er, &

Man

y (2

006)

, Lea

rnin

g b

y D

oin

g. U

sed

wit

h p

erm

issi

on

.

page 3 of 3



Self-

Asse

ssme

nt fo

r a R

esult

s Orie

ntat

ionFo

cus

on R

esul

ts: W

e as

sess

our

eff

ecti

vene

ss o

n th

e ba

sis

of r

esul

ts r

athe

r th

an in

tent

ions

. Ind

ivid

uals

, tea

ms,

and

sch

ools

see

k re

leva

nt d

ata

and

info

rmat

ion

and

use

that

info

rmat

ion

to p

rom

ote

cont

inuo

us im

prov

emen

t.

No

n-n

ego

tiab

le:

Dat

a m

ind

set:

Effi

cacy

an

d t

ran

spar

ency

1H

aven

’t b

egu

n

to a

dd

ress

th

is

issu

e

(0)

2Ta

lkin

g b

ut

no

ac

tio

n y

et

(0)

3H

ave

beg

un

to

ad

dre

ss t

his

is

sue

(1)

4H

ave

mov

ed

bey

on

d

imp

lem

enta

tio

n

(2)

5P

roce

ss d

eep

ly

emb

edd

ed in

o

ur

cult

ure

(3

)

AW

e es

tabl

ish

a sa

fe, d

ata-

enri

ched

dis

tric

t, s

choo

l,

and

team

/dep

artm

ent

cult

ure

whe

re w

e ca

n sh

are

and

com

pare

res

ults

dat

a as

a w

ay t

o de

mon

stra

te

acco

unta

bilit

y an

d le

arn

from

one

ano

ther

.

BW

e co

mm

it t

o al

igni

ng o

ur w

ork

to t

he lo

ng-r

ange

goal

s an

d in

dica

tors

/mea

sure

s by

whi

ch t

he d

istr

ict

and

scho

ol d

efine

our

suc

cess

.

CW

e se

t di

stri

ct, s

choo

l, an

d te

am/d

epar

tmen

t go

als

that

are

spe

cific

, mea

sura

ble,

att

aina

ble,

res

ults

-

orie

nted

, and

tim

ely.

The

y ad

dres

s ou

r ga

ps in

rela

tion

ship

to

the

long

-ran

ge d

istr

ict

and

scho

ol

indi

cato

rs/m

easu

res.

DW

e se

t in

dica

tors

, mea

sure

s, a

nd c

halle

ngin

g ye

t

atta

inab

le t

arge

ts f

or o

ur g

oals

to

be c

lear

abo

ut

wha

t is

mos

t im

port

ant

to t

rack

and

mon

itor

for

impr

ovem

ent.

EW

e em

phas

ize

and

prom

ote

outc

omes

ove

r in

puts

and

resu

lts

over

act

ivit

ies.

page 1 of 3

R E P R O D U C I B L E | 1 4 3


No

n-n

ego

tiab

le:

Dat

a m

anag

emen

t, c

olle

ctio

n, a

nd

an

alys

is

1H

aven

’t b

egu

n

to a

dd

ress

th

is

issu

e

(0)

2Ta

lkin

g b

ut

no

ac

tio

n y

et

(0)

3H

ave

beg

un

to

ad

dre

ss t

his

is

sue

(1)

4H

ave

mov

ed

bey

on

d

imp

lem

enta

tio

n

(2)

5P

roce

ss d

eep

ly

emb

edd

ed in

o

ur

cult

ure

(3

)

FW

e de

sign

and

use

a d

ata

man

agem

ent

syst

em t

hat

is v

alid

and

rel

iabl

e, e

asily

acc

essi

ble,

and

pro

vide

s

tim

ely

and

user

-fri

endl

y fe

edba

ck.

GW

e co

llect

and

ana

lyze

dat

a an

d in

form

atio

n to

be

cert

ain

we

are

addr

essi

ng t

he n

eeds

and

req

uire

men

ts

of o

ur s

take

hold

ers.

HW

e an

alyz

e da

ta t

o: (a

) ide

ntif

y st

uden

ts w

ho n

eed

addi

tion

al t

ime

and

supp

ort

for

lear

ning

, (b)

dis

cove

r

stre

ngth

s an

d w

eakn

esse

s in

our

indi

vidu

al t

each

ing,

(c) h

elp

mea

sure

our

tea

m’s

pro

gres

s to

war

d it

s go

als,

and

(d) d

efine

our

act

ion

plan

s.

IW

e en

sure

tha

t st

uden

ts t

ake

resp

onsi

bilit

y fo

r th

eir

own

lear

ning

by

colle

ctin

g da

ta t

o m

onit

or a

nd t

rack

thei

r pe

rfor

man

ce c

ompa

red

to h

igh

expe

ctat

ions

and

perf

orm

ance

res

ults

of

othe

rs.

page 2 of 3



No

n-n

ego

tiab

le:

Res

po

nsi

bili

ty fo

r ac

tio

n t

o im

pro

ve

resu

lts

1H

aven

’t b

egu

n

to a

dd

ress

th

is

issu

e

(0)

2Ta

lkin

g b

ut

no

ac

tio

n y

et

(0)

3H

ave

beg

un

to

ad

dre

ss t

his

is

sue

(1)

4H

ave

mov

ed

bey

on

d

imp

lem

enta

tio

n

(2)

5P

roce

ss d

eep

ly

emb

edd

ed in

o

ur

cult

ure

(3

)

JW

e sh

are

resp

onsi

bilit

y to

act

on

data

and

dev

elop

plan

s to

cha

nge

pres

ent

prac

tice

s w

hen

our

resu

lts

are

not

whe

re w

e w

ant

them

to

be.

KW

e de

velo

p an

d te

st im

prov

emen

t th

eori

es/s

trat

egie

s

base

d on

our

ana

lysi

s an

d cu

rren

t re

sult

s to

be

cert

ain

they

are

add

ing

valu

e an

d im

prov

ing

resu

lts.

LW

e sh

are

evid

ence

to

show

our

res

ults

are

impr

ovin

g

com

pare

d to

the

pas

t.

MW

hen

resu

lts

have

not

impr

oved

, we

deve

lop

and

test

new

the

orie

s an

d st

rate

gies

whi

le e

limin

atin

g th

ose

that

did

not

cha

nge

resu

lts.

Ad

apte

d f

rom

Du

Fou

r, D

uFo

ur,

Eak

er, &

Man

y (2

006)

, Lea

rnin

g b

y D

oin

g. U

sed

wit

h p

erm

issi

on

.

page 3 of 3

Critical lssues for Team Consideration

Team Name:

Team Members:

Use the scale below to indicate the extent to which each of the following statements is trueof your team.

123Not True of Our Team

56Our Team ls Addressing

1.

- We have identified team norms and proto-cols to guide us in working together.

2.

- We have analyzed student achievement dataand have established SMART goals that weare working interdependently to achieve.

3. _ Each member of our team is clear on theessential learnings of our course in general as

well as the essential learnings of each unit.

4.

- We have aligned the essential learnings withstate and district standards and the high-stakes exams required of our students.

5. _ We have identified course content and/ortopics that can be eliminated so we candevote more time to essential curriculum.

6.

- We have agreed on how to best sequencethe content of the course and have estab-lished pacing guides to help students achievethe intended essential learnings.

7.

- We have identified the prerequisite knowl-edge and skills students need in order tomaster the essential learnings of our courseand each unit of this course.

8.

- We have identified strategies and createdinstruments to assess whether students havethe prerequisite knowledge and skills.

9.

- We have developed strategies and systemsto assist students in acquiring prerequisiteknowledge and skills when they are lackingin those areas.

10.

- We have developed frequent common form-ative assessments that help us to determineeach student's mastery of essential learnings.

9 10

True of Our Team

11. _We have established the proficiency stan-dard we want each student to achieve oneach skill and concept examined with ourcommon assessments.

12. _We have developed common summativeassessments that help us assess the strengthsand weaknesses of our program.

13.

- We have established the prof iciency stan-dard we want each student to achieve oneach skill and concept examined with oursummative assessments.

14. -We

have agreed on the criteria we will use injudging the quality of student work relatedto the essential learnings of our course, andwe practice applying those criteria to ensureconsistency.

15. _ We have taught students the criteria we willuse in judging the quality of their work andhave provided them with examples.

16.

- We evaluate our adherence to and the effec-tiveness of our team norms at least twiceeach year.

17, _We use the results of our common assessmentsto assist each other in building on strengthsand addressing weaknesses as part of aprocess of continuous improvement designedto help students achieve at higher levels.

18.

- We use the results of our common assess-

ments to identify students who need addi-tional time and support to master essentiallearnings, and we work within the systemsand processes of the school to ensure theyreceive that support.

1O Professional Learning Communities at Work Plan Book @ 2005 Solution Treewww.so I uti on-tree.co m

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