the power of professional learning communities: meaningful collaboration to ensure student learning...

The Power of Professional Learning Communities:

Meaningful Collaboration to Ensure Student Learning

Yorkdale Central School

August 28, 2009

Advice of the DayHang with POSITIVE people!!!

Some Early Advice for Tomorrow“It’s not too much work that kills you. It’s negative work.”

Want to impress your supervisor? Which of the

following will impress him/her the most?

CO-LABOUR-ATE

CO-BLAB-ORATE

Let’s differentiate between two phrases...

ASSESSMENT OF LEARNING

ASSESSMENT FOR LEARNING

Which is better for schools?

As previously stated, I recognize that we already have several items to address and collaborate about. I intend to pace our work with PLCs through this school year. Still, over this year, I want to expose staff to each phase of PLC work, so that we may initiate a more committed and involved effort next year.

GSSD: What we must achieve today in terms of PLCs?

• Introduce the concepts of a PLC, including:• The 3 Big Ideas

• Form logical collaborative teams and clarify their purpose

• The 4 Questions of a PLC• Establish norms and collective commitments

•How will we behave?• Establish a system that reports and tracks progress

Outline

Research says…

TEACHERS MATTERRegardless of the research basis, it is clear that effective teachers have a profound impact on student achievement and ineffective teachers do not. In fact, ineffective teachers might actually impede the learning of their students.

Marzano (2003)

The Impact of Teacher Effective on Student Achievement

Sanders and Horn 1994

One Year Percentile Point Gain

52

6

14

6

Research also says…

SCHOOLS MAKE A DIFFERENCE TOO

Thirty-five years of research demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds.

Marzano (2003)

The Impact of Effective Schools

Marzano, 2000

50

337

9663

Research continues to tell…

The Law of Bad SystemsWe over-attribute actions and consequences to individuals rather than to the constraints under which they operate. Wide-ranging research shows a well-designed system filled with ordinary people can achieve stunning performance levels.

Pfeffer and Sutton (2006)

Finally, research has proven...

The Power of Capacity. . . the complex blend of motivation, skill, positive learning, organizational conditions and culture, and infrastructure of support. Put together, it gives individuals, groups, and ultimately whole school communities the power to get involved in and sustain learning.

Stoll, Stobart et al (2003)

Commitment FOLLOWS experience….

It does not precede it.

The Power of Professional Learning Communities

From “Knowing”To “Doing”To “Being”

Dufour, Dufour, and Eaker

Teacher comment: “We do a lot of these things, but I never thought about it. We just do it.” (This is what you want “to be”.

Teacher comment: “We did a lot. We expect to be wearing our running shoes and doing, but despite our busy activity we celebrate our results and success.”

Some Bolder Statements….

Curricula is vast. Perhaps, too vast, as they have included the opinions of various political shareholders.

Teachers are overloaded. They do too much. They work almost thanklessly to cover curriculum outcomes.

What if we focus on the major outcomes of a subject curriculum…. Perhaps we call these the “power standards.” The idea being that an emphasis on the power standards means that many of the “other” outcomes are addressed.

Inside Marzano’s Review of Curriculum

The average student took 14 different subjects from K-12.

These 14 subjects contained 244 standards which contained 3500 indicators.

To actually teach all of those indicators in a meaningful way, you would require a school system that was K-22.

Drawing Conclusions from Marzano’s Study

It is impossible to teach all areas of the curriculum in a meaningful manner.

Teacher’s are already making individual decision everyday about what to teach, what to leave out, how long to spend, what represents student success, etc

The quality of teacher decisions can impact the success and failure of a student.

What are Professional Learning Communities?

A Professional Learning Community is

. . . a group of people who take an active, reflective, collaborative, learning-oriented, and growth-promoting approach toward the mysteries, problems and perplexities of teaching and learning

Mitchell and Sackney (2000)


. . . an ethos that infuses every single aspect of a school’s operation. When a school becomes a professional learning community, everything in the school looks different than it did before.

Hargreaves(2004)


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

Dufour, Dufour, Eaker, and Many (2006)

The Three Big Ideas Behind PLCs

1. Focus on Learning Not Teaching

2. Focus on Collaboration

3. Focus on Results

Big Idea #1: Focus on Big Idea #1: Focus on LearningLearning

We accept the core purpose of our school is “student learning” not teaching.

We accept that high levels of learning are possible for all students.

To accomplish this goal, we will constantly examine all of our practices in light of their impact on student learning.

*** Do we do or teach things because we like it or are good at it, or because the kids need to learn it?


Four Questions Help Create a Focus on Learning

What do we want all students to learn?

How will we know if they have learned it?

How will we respond when they don’t learn?

How will we respond when they already know it?

* Remember Marzano? Her stated it is impossible to do it all. Chances are very good that you are already make individual choices about the curricula you teach including what to leave out, length of study, etc


To ensure high levels of learning for all we must:

Clarify the essential outcomes each student must learn.

Teachers must be crystal clear on what outcomes are essential for subject or grade. Curriculum will not only be planned and aligned horizontally but vertically in a school to ensure that there are no gaps, overlaps, or omissions.

Criteria for Identifying Essential Outcomes

Endurance- Students are excepted to retain skills/knowledge Leverage- a skill/knowledge is applicable across all academics Readiness for Next Level- skill/knowledge is required to prepare student for success in the next grade



Determine common pacing (year plans) for the content to be taught within grade levels.

Align lesson and unit plans with the year plan (assure that the designated curriculum is “taught” curriculum.

Rational for ELO Rational for ELO CollaborationCollaboration

Collaborative study of Essential Learning Collaborative study of Essential Learning Outcomes…Outcomes…

• Promotes clarityPromotes clarity

• Promotes consistent prioritiesPromotes consistent priorities

• Is crucial to the common pacing required for Is crucial to the common pacing required for formative assessmentsformative assessments

• Can help establish a viable curriculumCan help establish a viable curriculum

• Creates ownership of the curriculum amongst Creates ownership of the curriculum amongst those who teach itthose who teach it



Monitor each student’s learning on a timely basis.

Assessment for Learning- formative assessments that inform teachers about ongoing student learning needs (often; daily) Includes multiple trials, rubrics, rewrites, technology clickers

Assessment of Learning- summative assessments of instruction designed for accountability (3-4, even 6-8 weeks to start). To be crystal clear, these results are posted and shared. No surprises.



Align assessment practices throughout the school Use data (common & fair) from assessments to guide next steps Use the data to determine students who require extra time & support

Rational for Common Rational for Common AssessmentsAssessments

Common Assessments…

• Are more efficient than assessments created by individual teachers. “Apples and oranges”

• Are more equitable for students

• Represent the most effective strategy for determining whether the guaranteed curriculum is being taught and, more importantly, learned.

• Inform the practice of teachers on timely basis.

• Build a team’s capacity to improve its program.

• Facilitate a systemic, collective response to students who are experiencing difficulty. “Quality check as we go.”



Create systems that ensure students receive additional time and support to succeed

Pyramids of Intervention

Create systems that provide enrichment and accelerate growth opportunities for students

Rational for Intervention Rational for Intervention PyramidPyramid

Why Create a Pyramid???Why Create a Pyramid???

• One of the biggest One of the biggest hurdleshurdles to to learning for alllearning for all is is the school’s response to failure.the school’s response to failure.

• The responsibility for learning must be a The responsibility for learning must be a shared shared responsibilityresponsibility amongst all of the adults in the amongst all of the adults in the building.building.

• It is extremely difficult for teachers to individually It is extremely difficult for teachers to individually deal with the fact that all students learn at deal with the fact that all students learn at different rates.different rates.

• With the Pyramid of Intervention, we can address With the Pyramid of Intervention, we can address the issue and level the playing field.the issue and level the playing field.


Typical School’s Response A PLC School Response

• No systemic response• Inconsistent response• Intervention left to individual teacher• Learning is a choice.• Students can be involved or not.• Little effort to connect with student or his/her family.• Only students are accountable for their success or failure.

• Focused on learning• All students will learn.• Learning is a shared responsibility.• The actions of the staff demonstrate a commitment to achieving the vision of Learning for All.

Comparison of Time & Support

Traditional School PLC School

CONSTANT Time & Support

Learning

VARIABLE Learning Time & Support



Why Create a Pyramid???Why Create a Pyramid???

““It is disingenuous for any school to It is disingenuous for any school to claim its purpose is to help all students claim its purpose is to help all students learn at high levels and then fail to learn at high levels and then fail to create a system of interventions to create a system of interventions to give struggling learners additional time give struggling learners additional time and support for learning.”and support for learning.”

Dufour, Dufour, Eaker, and May (2006)Dufour, Dufour, Eaker, and May (2006)

Some Characteristics of an Some Characteristics of an Effective Intervention PyramidEffective Intervention Pyramid

1. Practical • Affordable• Sustainable

2. Directive • Not an invite to

participate3. Effective

• Available when needed• Flexible entrance/exit

4. Systemic• School wide plan • Communicated to all

5. Targeted• Students who

can’t/won’t do work6. Essential

• Focused on ELOs• Use common

assessments

Level 3

Level 2

Level 1

Intervention & Instruction become more intensive.







We must be prepared and planned to offer extra programming for those students who have achieved ELOs.




3. Focus on Results

Big Idea #2: Big Idea #2: Create a Collaborative CultureCreate a Collaborative Culture

Adult learning must drive student learning.

“In times of drastic change, it is the learners who inherit the future. The learned usually find themselves beautifully equipped to live in a world that no longer exists.”

Eric Hoffer, Reflections on the Human Condition, 1972

Big Idea #2: Big Idea #2: Create a Collaborative CultureCreate a Collaborative Culture

A very compelling statement…

“Ultimately there are two kinds of schools: learning enriched schools and learning impoverished schools. I have yet to see a school where the learning curses… of adults were steep upward and those of students were not. Teachers and students go hand and hand as learners… or they don’t go at all.

Roland Barth (2001), p.23

Rational for CollaborationRational for Collaboration

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

Robert SternbergRobert Sternberg

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

Michael FullanMichael Fullan

Big Idea #2: Big Idea #2: Create a Collaborative Create a Collaborative

CultureCulture

The Four Key Questions… Not to be forgotten…





Big Idea #2: Big Idea #2: Create a Collaborative Create a Collaborative

CultureCulture

PLCs will shift the focus of their school improvement efforts from the supervision and evaluation of individual teachers to an emphasis on building the collective capacity of collaborative teams of teachers to take responsibility for their own learning.

Dufour & Marzano- Educational Leadership Feb 2009




3. Focus on Results

Big Idea #3: Big Idea #3: Focus on ResultsFocus on Results

• Professional learning communities assess their effectiveness on the basis of results rather than intentions.

• Adult comfort vs. continuous improvement

• Mistakes are an accepted part of learning.

•High performing schools may need to define what constitutes a positive result.


“Unless you can subject your decision-making to a ruthless and continuous judgment by results, all your zigs and zags will be random lunges in the dark.”

Champy, Reengineering Management


Creating a Results Focus

• Identify a limited number of very focused district goals• School’s establish SMART goals based upon division goals• Teams link their SMART goals to school goals• Goals are focused on results NOT activities• Teams set attainable short term goals

Creating High Performing Creating High Performing TeamsTeams

Definition of TeamDefinition of Team

A group of people working interdependently to achieve

a common goal for which members are held mutually

accountable.

Definition of Definition of CollaborationCollaboration

A systematic process in which educators work together

interdependently to analyze and to impact their professional practice in order to achieve better results for their students, their team, their

school.

DuFour, DuFour, Eaker, and Many

7 Keys to Effective Teams7 Keys to Effective Teams

1. Collaborative teams are formed so that participants understand the relationship/membership.

2. Team norms and behavioral commitments guide collaborative process.

3. Time for collaboration is built within contracts and timetables.4. Teams focus on learning by answering the four critical questions.5. Products of collaboration are explicit, clear, and meet consensus.6. Pursue specific and measurable team performance goals.

– Teams write SMART goals.– Hope is not a strategy for success.

7. Teams have access to relevant information.– Teams must be given autonomy to pursue learning.– Principals must facilitate the acquisition of releveant info.

Team StructuresTeam Structures

Common Interest- Teachers who teach same course or grade level.

Vertical Teams- Link teachers with those who teach content above and/or below their students

Electronic Teams- Use technology to create partnerships

Logical Links- Specialist teachers become members linked to areas of expertise

NormsNorms

The standards of The standards of behaviours by which we behaviours by which we agree to operate while agree to operate while

we are together.we are together.

NormsNormsWhy do we create Why do we create team normsteam norms??• Norms help establish trust, openness, and Norms help establish trust, openness, and

accountability.accountability.

• Norms help to prevent conflict arising from Norms help to prevent conflict arising from misunderstandings of expected misunderstandings of expected behaviours.behaviours.

• Written norms do not ensure compliance Written norms do not ensure compliance but offer a tool for addressing violations.but offer a tool for addressing violations.

NormsNormsSamples of Team NormsSamples of Team Norms• We will begin and end on time. We will begin and end on time.

• We will adhere to a “no interruptions” policyWe will adhere to a “no interruptions” policy

• We will not allow cell phone useWe will not allow cell phone use

• A concise agenda will be providedA concise agenda will be provided

• A discussion leader will be providedA discussion leader will be provided

• We will uphold confidentiality among all certified school employeesWe will uphold confidentiality among all certified school employees

• We will make all decisions by consensusWe will make all decisions by consensus

• We will adhere to the mandatory attendance policy, which We will adhere to the mandatory attendance policy, which includes follow-up if absence is excused, for all.includes follow-up if absence is excused, for all.

• We expect professionalism, respect, shared commitment, We expect professionalism, respect, shared commitment, responsibility for outcomes, active participation, punctuality, responsibility for outcomes, active participation, punctuality, active collaboration, a positive attitude, focus, on-task behavior, active collaboration, a positive attitude, focus, on-task behavior, global input, and honesty from all.global input, and honesty from all.

• Another Sample Set. Very good at that.Very good at that.

http://plato.stlucie.k12.fl.us/documents/PodunkGroupNorms.pdf

ConsensusConsensusConsensus has been arrived when all points of Consensus has been arrived when all points of

view have been heard, and the will of the view have been heard, and the will of the group is evident- even to those who most group is evident- even to those who most oppose it.oppose it.

Richard DufourRichard Dufour

Fist to Five Strategy5 fingers > 5 fingers > I love this proposal. I will champion it.I love this proposal. I will champion it.

4 Fingers > 4 Fingers > I strongly agree with this proposal.I strongly agree with this proposal.

3 Fingers > 3 Fingers > This proposal is ok with me. This proposal is ok with me.

2 Fingers > 2 Fingers > I am opposed to this proposal.I am opposed to this proposal.

1 Finger > 1 Finger > If I were king/queen, I would veto this proposal, If I were king/queen, I would veto this proposal, regardless of the will of the group.regardless of the will of the group.

Common Mistakes in Building Consensus

• We try to go alone, rather than build a guiding We try to go alone, rather than build a guiding coalition including opinion leaders.coalition including opinion leaders.

• We use a forum that is ill-suited to the dialogue We use a forum that is ill-suited to the dialogue that is typically necessary for consensus.that is typically necessary for consensus.

• We use a process that allows cynics and skeptics We use a process that allows cynics and skeptics to dominate.to dominate.

• We pool opinions rather than build shared We pool opinions rather than build shared knowledge.knowledge.

• We feel we need consensus on each, specific detail We feel we need consensus on each, specific detail of implementation.of implementation.

• We set an unrealistic standard for consensus and We set an unrealistic standard for consensus and invest too much energy in resisters. invest too much energy in resisters.

What Makes Professional Learning Communities

Effective?

Observed PLC Outcomes for Observed PLC Outcomes for TeachersTeachers

Reduction of isolation of teachersReduction of isolation of teachers Increased commitment to the mission & goals of the Increased commitment to the mission & goals of the

school and increased vigor in working to strengthen school and increased vigor in working to strengthen the missionthe mission

Shared responsibility for the total development of Shared responsibility for the total development of students and collective responsibility for students’ students and collective responsibility for students’ successsuccess

Powerful learning that defines good teaching & Powerful learning that defines good teaching & classroom practice and that creates new knowledge classroom practice and that creates new knowledge & beliefs about teaching and learners& beliefs about teaching and learners

Increased meaning & understanding of the content Increased meaning & understanding of the content that teachers teach and the roles they play in that teachers teach and the roles they play in helping all students achieve expectationshelping all students achieve expectations

Observed PLC Outcomes for Observed PLC Outcomes for TeachersTeachers

Higher likelihood that teachers will be well informed, Higher likelihood that teachers will be well informed, professionally renewed, & inspired to inspire professionally renewed, & inspired to inspire studentsstudents

More satisfaction, higher morale, and lower rates of More satisfaction, higher morale, and lower rates of absenteeismabsenteeism

Significant advances in adapting teaching to the Significant advances in adapting teaching to the students, accomplished more quickly than in students, accomplished more quickly than in traditional schoolstraditional schools

Commitment to making significant and lasting Commitment to making significant and lasting changeschanges

Observed PLC Outcomes for Observed PLC Outcomes for StudentsStudents

Decreased dropout rate and fewer classes "skipped“. Decreased dropout rate and fewer classes "skipped“. Lower rates of absenteeism. Lower rates of absenteeism. Increased learning that is distributed more equitably in Increased learning that is distributed more equitably in

the smaller high schools. the smaller high schools. Greater academic gains in math, science, history, and Greater academic gains in math, science, history, and

reading than in traditional schools. reading than in traditional schools. Smaller achievement gaps between students from Smaller achievement gaps between students from

different backgrounds. different backgrounds.

Ten Roadblocks of a PLCTen Roadblocks of a PLC1. Blaming Others2. Tendency to blame oneself3. Having no goals4. Choosing the wrong goals5. Taking short cuts

– The work is a part of the understanding and reward.6. Taking the long road7. Neglecting little things

– Do not forget to celebrate together- even the little things.8. Quitting too soon9. The burden of the past

– Must be willing to pass on some past comforts10.The illusion of success

– PLCs are not a destination. They are continuous and ongoing.

Kids should the be heart of any matter taken upon by a teacher.

Teachers want to be challenged and inspired “if” we believe the purpose is worthwhile.

Louise Stoll (2004)

Professional Learning Community

Working towards sustainability

Ensuring supportive structures

Creating and transferring knowledge

Offering learning opportunities

Growing a learning culture Nurturing

trust and relationships

Making connections

Promoting inquiry mindedness

the power of professional learning communities: meaningful collaboration to ensure student learning...

Documents

tracks progress slide

plcs effective

positive learning

research basis

wideranging research

years of research

impact of teacher effective

school year