Professional Learning Community Essentials & Survey for Teachers, 2.0 (2015-16):
School:____________________PLC “name”: _______________________________ Members: _____________________________________________________
3 Core Beliefs
Collaborative Culture
Focus on Learning
Results Orientation
Work is Centered around 4 Questions:
1. What knowledge and skills should every student master as a result of this unit of
instruction?
2. How will we know when each student has mastered the essential knowledge and skills?
3. How will we respond when some students do not learn?
4. How will we extend, enrich and personalize learning for students already proficient?
Rating
Essentials
Optimizing
Possible
Look-Fors &
Artifacts
N/A = Doesn’t Fit
1 = we need to work on this
2 = partially in place,
occasional
3 = In place, frequently
observed
Team survey data
Minutes from
meetings
Team Observation
Vision and Culture
Binder
Copy of Norms
Copy of weekly
agenda
Timeline for all
meetings
Copies of Protocols
the teams use
SMART goals
SMART goals status
update
Intervention plan
Collaborative Structures
Collaborative Culture
Our PLC provides the ideal environment for
a) Professional learning
b) Purposeful collaboration around student work
c) Delivering upon the promise that all students can learn at
high levels when provided the opportunity, extra time,
support and enrichment.
We work in collaborative teams with processes and structures
designed to make meetings efficient and effective
a) Norms are Established, Followed and Reviewed
b) Address violations of norms in appropriate, professional
and humorous ways so violations don’t become the norm
c) Set and follow clear agendas aligned to 4 PLC questions:
What do we want all students to know and be able to do?
How will we know if they learned it? What will we do if
they don’t learn it? What will we do if they do learn it?
d) Select/Develop and use Protocols to guide professional
discussions and data conversations
e) Set SMART goals
f) Monitor SMART goals at least quarterly
d) Innovating responsibly through
action research
e) Integrating ideas from “noncontent experts” and specialists who
join the team, regarding:
instructional approaches,
differentiated teaching strategies,
and knowledge of the “whole child”.
g) Maintain a team “site” or
"binder" (virtual or physical) of all
the above materials
h) Share the binder with principal,
department chair and content
facilitator.
a)
b)
c)
d)
e)
a)
b)
c)
d)
e)
f)
g)
h)
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
Professional Learning Community Essentials & Survey for Teachers, 2.0 (2015-16):
School:____________________PLC “name”: _______________________________ Members: _____________________________________________________
Question 1 & 2 (Focus on Learning with a Results Orientation)
1) What knowledge and skills should every student master as a result of this unit of instruction, and 2) How will we know when each student has
mastered the essential knowledge and skills?
Clarify and Prioritize the knowledge, skills, understandings, and
e) Share with students, parents,
Essential Learnings Clarify & Prioritize Essential
competencies all students must acquire (those that meet the REAL administrators, interventionists,
by Unit
Learning
criteria: Relevance, Endurance, Assessed & Leverage)
vertical teams and others:
Pacing Guide
a) Develop and maintain an understanding of the Priority
Examples of
a) N/A
1 2
3
 the prioritized essential
Standards and the Supporting Standards through unpacking
mastery
b)
N/A
1
2
3
learnings
Standards, curricular materials, pacing guides and state
c) N/A
1 2
3
 what mastery looks like
assessment frameworks.
d)
N/A
1
2
3
 the pacing of the unit
b) Identify the concepts, skills and competencies embedded in
e) N/A
1 2
3
each standard and the appropriate level of rigor and Depth of
Knowledge (DOK) for each.
c) Determine what mastery looks
d) Determine when each standard will be taught, utilizing pacing
guides and curricular materials when appropriate
Share various teaching ideas and approaches that
f) Monitor the learning of each
Observation
Teach, Monitor, Reflect,
a) Align to the standards
student in a timely fashion and
Agendas that list
Respond & Innovate
b) Are engaging and inclusive
adjust instruction accordingly
strategies being
a) N/A
1 2
3
c) Are research and/or evidence based
used
b) N/A
1 2
3
d) Integrate authentic problem solving
g) Utilize peer observation or lesson
c) N/A
1 2
3
e) Allow for responsible innovation
study with time for reflection.
d) N/A
1 2
3
e) N/A
1 2
3
f) N/A
1 2
3
g) N/A
1 2
3
Construct and Administer Common Formative Assessments that
e)Common assessments are named
Copy of Common
Common Formative
a) Measure mastery of the Priority Standards at various levels of
and entered commonly in
Assessments
Assessments
DOK (cognitive complexity)
gradebooks
Assessment
a) N/A
1 2
3
b) Have common agreements around what mastery looks like
schedule
b) N/A
1 2
3
c) Have common approaches to grading
f) “Grades” assigned to the
Copy of gradebook c) N/A
1 2
3
d) Are administered about every 2-4 weeks
assessment are standards
Exemplars and
d) N/A
1 2
3
referenced, standards based or
examples at each
e) N/A
1 2
3
competency based
performance level
f) N/A
1 2
3
Professional Learning Community Essentials & Survey for Teachers, 2.0 (2015-16):
School:____________________PLC “name”: _______________________________ Members: _____________________________________________________
Questions 3 and 4 (Focus on Learning with a Results Orientation)
3) How will we respond when some students do not learn, and 4) How will we extend, enrich and personalize learning for students already proficient?
Focus on Results from Common Formative Assessments
a) Use a data protocol to analyze and respond to the data from
Common Assessments:
 Identify areas for adjustment to curriculum, assessment,
environment, and/or instruction:
 What should we Retain, Refine or Replace?
b) Learn from one another, based on student results, to improve
instruction
c) Plan for interventions by name and need
d) Plan for enrichment opportunities
Provide systematic, timely, and directive interventions when
students don’t learn. The support is
a) Embedded into the school day
b) Focused on intervention, not remediation* (though remediation
should also be provided, but it is meant to fill larger holes and be
formally scheduled)
c) Directive (non-optional to student)
e) Adjust process as needed
f) Celebrate results
d) Student response to intervention
is monitored and support is
adjusted accordingly
Extend, enrich and personalize learning opportunities for
a) Students already proficient
b) And those not yet proficient
Determine the greatest areas of need, factoring in
urgency and capacity:
1.
2.
3.
Specific Actions team will take
Minutes/notes on
data Protocol
Identified areas for
improvement
Intervention plan
Enrichment plan
Focus on Results
a) N/A
1 2
b) N/A
1 2
c) N/A
1 2
d) N/A
1 2
e) N/A
1 2
f) N/A
1 2
Intervention and
Remediation
Schedule
Intervention
Description
Pyramid of
Interventions,
remediation
Enrichment plan
Provide Interventions
a) N/A
1 2
3
b) N/A
1 2
3
c) N/A
1 2
3
d) N/A
1 2
3
3
3
3
3
3
3
Extend, Enrich & Personalize
a) N/A
1 2
3
b) N/A
1 2
3
Support/Resources needed
Professional Learning Community Essentials & Survey for Teachers, 2.0 (2015-16):
School:____________________PLC “name”: _______________________________ Members: _____________________________________________________
Cover Sheet to Summarize Team Totals:
Collaborative Culture
Our PLC provides the ideal environment…
Vision and Culture
TOTAL: ______________ (15)
We work in collaborative teams with processes and structures
designed to make meetings efficient and effective
Collaborative Structures
TOTAL: ______________ (24)
Question 1 & 2 (Focus on Learning with a Results Orientation)
2) What knowledge and skills should every student master as a result of this unit of instruction, and 2) How will we know when each student has
mastered the essential knowledge and skills?
Clarify and Prioritize the knowledge, skills, understandings, and
Clarify & Prioritize Essential Learning
competencies all students must acquire
TOTAL: ______________ (15)
Share various teaching ideas and approaches
Teach, Monitor, Reflect, Respond & Innovate
TOTAL: ______________ (21)
Construct and Administer Common Formative Assessments
Common Formative Assessments
TOTAL: ______________ (18)
Questions 3 and 4 (Focus on Learning with a Results Orientation)
3) How will we respond when some students do not learn, and 4) How will we extend, enrich and personalize learning for students already
proficient?
Focus on Results from Common Formative Assessments
Focus on Results
TOTAL: ______________ (18)
Provide systematic, timely, and directive interventions when
students don’t learn.
Provide Interventions
Extend and personalize learning opportunities
Extend and Personalize
TOTAL: ______________ (12)
TOTAL: ______________ (6)