Common Planning Time
Self-Assessment Toolkit
Guide for Analyzing Common Planning Time Survey Data
Version 1.2
(February, 2010)
Stage 1:
Launching
Instructional
Teams
Common Planning Time Self-Assessment Toolkit 1.2
Table of Contents
Introduction to this Guide ............................................................................................................ 1
Getting the most out of this guide: ....................................................................................................2
Suggestions for using the protocols: ..................................................................................................3
Protocol 1—Analyze Data from the Principal/School Leader Surveys ............................................. 4
Step 1—Predict And Visualize the Data from the Surveys .................................................................5
Step 2—Observe the Data from the Surveys ......................................................................................8
Step 3—Make Inferences about Your Observations ........................................................................12
Step 4—Develop District CPT Support Plans ....................................................................................15
Protocol 2— Analyze Data from the Teacher/Team Member Surveys .......................................... 19
Step 1—Predict And Visualize the Data from the Surveys ...............................................................20
Step 2—Observe the Data from the Surveys ....................................................................................21
Step 3—Make Inferences about Your Observations from the Surveys ............................................25
Appendix.................................................................................................................................... 27
Appendix A: Principal/School Administrator Survey ........................................................................28
Appendix B: Teacher/Team Member Survey....................................................................................30
Appendix C: Establishing and Maintaining Professional Learning Communities .............................32
Appendix D: Blank Prioritization Matrix ...........................................................................................34
Appendix E: Action Table Template ..................................................................................................35
Appendix F: Communication Plan Template ....................................................................................36
Appendix G: Team Observation Toolbox ..................................................................................... 37
Overview: About the forms in this toolbox ......................................................................................37
Hints for Observing Team Meetings .................................................................................................38
Appendix G1: Team Observation Notes ...........................................................................................39
Appendix G2: Team Observation Report ..........................................................................................42
Appendix G3: Team Observation Summary Form ............................................................................44
Many thanks to all the individuals who contributed to the creation of this Toolkit, including
personnel from Cambridge Education; Lawrence and Lowell Public School Districts; and the
MA ESE Office of Urban and Commissioner’s Districts.
For more information on the Common Planning Time Self-Assessment Toolkit and other
district support resources, visit http://www.doe.mass.edu/sda/ucd/
or email districtassist@doe.mass.edu.
Common Planning Time Self-Assessment Toolkit 1.2
Introduction to this Guide
Purpose:
The goal of this guide is to help districts raise student achievement by building
districts’ capacity to support effective teacher instructional teams. Specifically,
the protocols in this guide have two purposes:
 Replace hunches and feelings about the variations in instructional team
performance across districts by conducting a thorough examination of
data from Principal/School Leader Surveys, Teacher/Team Member
Surveys, and direct observations of selected teams.
 Use thoughtful action-planning to improve district-level support for the
use of common planning time.
Outcomes:
As a result of using the protocols in this guide, a district will develop:
 An action plan for district-level work that is a blend of systemic and
targeted assistance.
 Increased capacity to do such data-driven action planning in other realms
of work, leading to an increased capacity in adaptive thinking and practice.
Time Required: ~4-6 hours total:
 ~2 hours to analyze the data from the CPT Principal/School Leader Survey
using Protocol 1 (or longer if supplementing this analysis with substantial
amounts of other forms of data).
 ~1.5 hours to analyze the data from the Teacher/Team Member Survey
using Protocol 2.
 ~1.5 hours to brainstorm and plan action steps to support instructional
teams.
Who:
The district leadership committee, ideally 4-6 people composed of at least one
Superintendent or Assistant/Deputy Superintendent.
Materials:
CPT Principal/School Leader Survey Report
CPT Teacher/Team Member Survey Report
Professional Learning Communities Guidance: Establishing and Maintaining PLCs
Data from other sources that could influence decisions about CPT such as AYP
status, CPI, Student Growth Percentile data, Learning Walkthrough summaries,
Coordinated Program Reviews, District Reviews, or PQA reports
Common Planning Time Self-Assessment Toolkit 1.2
Page 1
Getting the most out of this guide:
The protocols contained in this guide follow the four steps listed below:1
Step I
Step 2
Step 3
Step 4
Predict
Observe
Infer
Act
Surface Assumptions
 What do we assume
the data will reveal?
 What do we predict
the data will
indicate?
 What are some of our
questions?
Analyze the Data
 What are the patterns
& trends that
emerge from the
survey data?
 What is surprising?
 What does the data
not tell us?
Generate Explanations
 What can we infer &
conclude about CPT
activity in our
district?
 Which teams should
take the “Team
Member Survey?”
Take Action
 What kinds of actions
are necessary to
support CPT?
 Who needs to know
what, and when?
To make the most of using this guide to improve the support of instructional teams, we suggest
the following sequence of gathering and analyzing data:
1. Communicate to the district the vision for Common Planning Time and the goal for
administering the CPT Self-Assessment. The “Introducing CPT Self-Assessment” slide
deck can help you communicate this crucial piece to principals, and other constituents.
2. Administer the CPT Principal/School Leader Survey with all principals and school-based
administrators in your district.
3. Conduct steps 1-3 of Protocol 1 using the data from the Principal/School Leader Survey.
4. Decide whether to administer the CPT Teacher/Team Member Survey and, if yes, to
which schools and/or groups of teachers across schools to survey. Some districts may
also choose to collect data about team effectiveness by directly observing selected
teams (see Appendix G: Team Observation Toolbox starting on page 37).
5. Administer the CPT Teacher/Team Member Survey to all or some of the teachers in the
selected schools and, if desired, also conduct team observations. The “Introducing CPT
Self-Assessment” slide deck can help communicate this step in the process to teachers.
6. Conduct Protocol 2, which repeats Steps 1-3 of Protocol 1, but focuses instead on the
data gleaned from the Teacher/Team Member Survey.
7. Return to Step 4 of Protocol 1 in order to develop a district-wide action plan.
8. As desired, repeat the protocol at the school level to develop building-specific
instructional team action plans.
1
This guide is influenced by a protocol posted on the National School Reform Faculty’s excellent collection of
protocols for supporting ongoing professional learning communities (see: www.nsrfharmony.org). It is based on
work presented by Nancy Love, author of “Using Data/Getting Results,” (2002) who, in turn adapted it from Bruce
Wellman’s and Laura Lipton’s “Data-Driven Dialogue”(MiraVia LLC, 2004). This diagram is an adaption of one
produced by Wellman and Lipton.
Common Planning Time Self-Assessment Toolkit 1.2
Page 2
Suggestions for using the protocols:
Some educators experiencing protocols for the first time may not immediately embrace the
central paradox of protocols: by providing structured but transparent communication rules,
protocols increase the quality and volume of communication (e.g., think about world trade
agreements or computer languages like HTML). In short, as Joe McDonald and his co-authors
state in The Power of Protocols: protocols “constrain communication in order to heighten it.”2
Although the protocols in this guide may feel scripted and artificial, a well-designed protocol
has all the benefits of a well-designed meeting: the protocol’s structure reduces participant
anxiety, minimizes the impact of poor facilitation, and ensures that the meeting will be inclusive
and goal-oriented. Paying attention to the following hints will help your leadership committee
make the most of the protocols in this guide:

Designate a facilitator to ensure that the team follows the protocol. The facilitator does
not need to be participant.

Ensure that participants are familiar with the document entitled Establishing and
Maintaining Professional Learning Communities.

Use the provided Supporting Professional Learning Communities (PowerPoint
presentation) to help educate other participants (e.g., principals or teachers) about why
your district wants to implement and support CPT teams. The PowerPoint slide also
provides an introduction to the surveys and this guide.

Avoid the natural urge to “jump ahead” of the step on which the team is working.
Encourage participants to keep their own “parking lot” of questions, observations, and
suggestions that they may want to offer in future steps.

Maintain a public running list of participants’ desires for additional data.

Make sure all voices are heard. Enforce private think times. Try to ensure opportunities
for participants to share in small groups before sharing with the whole group. If your
group is larger than six, ensure full participation by adding “pair time” before large
group discussions.

Take notes in such a way that everyone can see AND make sure that the notes can be
easily saved and revisited. A laptop connected to a projector is a great substitute for a
flip chart; white and black boards are not recommended because it is harder to save
notes.

Participants may want to use journals to track their individual and collective thinking.
2 In designing this protocol we have drawn on and learned from two important resources on protocols: The Power of Protocols
by Joe McDonald and others and the National School Reform Faculty website: www.nsrfharmony.org.
Common Planning Time Self-Assessment Toolkit 1.2
Page 3
Protocol 1—Analyze Data from the Principal/School
Leader Surveys
This protocol is designed to help replace hunches and feelings about variations in
instructional team performance across your district by thoroughly examining the data from
the CPT Principal/School Leader Survey. Specifically, the goals of this protocol are to:
 Use the data from the CPT Principal/School Leader Survey to develop a hypothesis
that explains the status of CPT teams in your district
 Select schools in which to implement the CPT Teacher/Team Member Survey (as
appropriate)
 Create an action plan that improves district-level support of the use of common
planning time
Hint for use: This page is a summary of Protocol 1; detailed descriptions of each step of the
protocol start on the next page.
Step 1—Predict And Visualize the Data from the Principal/School Leader Surveys
1.1 Generate predictions
1.2 Visualize the extent of CPT implementation in your district
1.3 Check your own assumptions
15 min
Step 2—Observe the Data from the Surveys
45-90 min
2.1 Develop a shared understanding of the data from the CPT Principal/School Leader
Surveys
2.2 Use additional data to refine your understanding CPT implementation in your district
2.3 Revisit the plotting exercise from Step 1 of this protocol
2.4 Group schools based on common survey findings
2.5 Identify current school and district supports
Step 3—Make Inferences about Your Observations
45-60 min
3.1 Generate hypotheses about the data
3.2 Analyze the systemic district factors that impact the quality of CPT implementation
3.3a Decide if, and to whom, you will administer the CPT Teacher/Team Member Survey
3.3b Decide if, and with whom, you will conduct direct observations of team meetings
Step 4—Develop District CPT Support Plans
4.1 Brainstorm new ideas for district-wide and targeted supports
4.2 Clarify ideas
4.3 Prioritize ideas
4.4 Finalize action plan
Common Planning Time Self-Assessment Toolkit 1.2
60-90 min
Page 4
Step 1—Predict And Visualize the Data from the Principal/School Leader Surveys
Before examining and discussing data from the Principal/School Leader Surveys, it will be
helpful to activate prior knowledge and surface assumptions about what the data will reveal.
During Step 1 you will complete the following tasks:
1.1 Generate predictions
1.2 Visualize the extent of CPT implementation in your district
1.3 Check your own assumptions
Time Required: 15 minutes
1.1 Generate predictions
Private Think Time: Using the prompts on the left and the topics on the right of the diagram
below, write at least two sentences that summarize your expectations regarding what the
surveys will reveal about the implementation of the professional learning communities in
your district.
Topics
I assume…
I predict…
I wonder…
I know that…
I think…
I’ve heard…











Number of teams
Types of teams
Quality of team meetings
Capacity of team facilitators
Unity of vision about teaming
Administrative support of teams
Time available for teaming
Obstacles teams face
Use of student performance data
Team products
Impact of team work on student
performance
Common Planning Time Self-Assessment Toolkit 1.2
Page 5
1.2 Visualize the extent of CPT implementation in your district
Private Think Time: plot the schools in your district on the quadrant below. Be approximate;
do not worry about being exact. If the teams within a school vary greatly by their impact on
student learning, use a circle to indicate the range of impact (see sample). If you have too
many schools to plot, indicate groupings of schools.
Number of
instructional
teams
Sample
Impact of teams
on student
learning
Common Planning Time Self-Assessment Toolkit 1.2
Page 6
1.3 Check your own assumptions
Private Think Time: The brief questionnaire below is a rough summary of the questions
asked on the CPT Principal/School Leader Survey. Quickly answer the questions. To what
extent do you predict that the following statements are true?
False
A. Team participants in our district have an adequately developed shared
understanding of how common planning time ought to be used.
True
1
2
3
4
B.
There is adequate time in school schedules for teacher teams to meet
and accomplish the work of collaborative instructional teams.
1
2
3
4
C.
Collaborative instructional teams have been formed and meet
regularly.
1
2
3
4
D. Collaborative instructional teams use common planning time to
improve teaching and learning (in the spirit of stages 2-6 of the
Establishing and Maintaining PLCs framework.
1
2
3
4
E.
Teams are adequately supported by school and district administration.
1
2
3
4
F.
Our instructional teams are positively impacting student learning.
1
2
3
4
Report Out: Share your responses from tasks 1.1., 1.2, and 1.3 but do not discuss them at
length or try to come to a consensus. Remember, the point of this step is to activate your
thinking and get familiar with the type of issues that will surface as you discuss the CPT Survey
data; in Step 2 you will look at the actual data. Focus on your assumptions about district
support for instructional teams. What is your prediction as to how principals will perceive the
level and quality of district support for teaming?
Common Planning Time Self-Assessment Toolkit 1.2
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Step 2—Observe the Data from the Surveys
During Step 2 you use the following tasks to engage with the actual data from the CPT surveys
and triangulate it with other school and district-level data:
2.1 Develop a shared understanding of the data from the CPT Principal/School Leader
Surveys
2.2 Use additional data to refine your understanding of the status of CPT
implementation in your district
2.3 Revisit the plotting exercise from Step 1 of this protocol
2.4 Group schools based on common survey findings
2.5 List current school and district supports
Time Required: 45-90 minutes (depending on the amount of supplementary data used in 2.2)
2.1 Develop a shared understanding of the data from the CPT Principal/School Leader
Surveys
Private Think Time: Please study the data privately and record several of your observations.
Please note only the facts that you can observe in the data. Conjectures, explanations,
conclusions, and inferences are off-limits. You should make statements about quantities (e.g.,
“Over half the principals report…”); the presence of specific information and/or numerical
relationships between ideas (e.g., “Over 90% of our schools have teams…”); or patterns
(“most principals report that their teams are focused on…”). Refrain from making any
inferences, explanations, or solutions at this time.

I observe that…

Some patterns/trends that I notice…

I’m surprised that…
Report out: Discuss your observations and begin to come to a common understanding of the
more significant patterns in the data. Also start noting additional data-collecting needs.
Remember. Only discuss the facts! If you catch yourself using any of the following, STOP!
However…
Because…
Common Planning Time Self-Assessment Toolkit 1.2
Therefore…
Page 8
As you have this conversation, revisit the questions from activity 1.3. To what extent are
your assumptions supported or discredited by the survey data? (Note that the corresponding
survey questions are provided in parenthesis):
A. To what extent is there a shared understanding of how common planning time ought to
be used? (Corresponds to survey questions 4, 5)
B. To what extent is there adequate time in schools’ schedules for teacher teams to meet
and accomplish the work of collaborative instructional teams? (Questions 3, 17-19)
C. To what extent have instructional teams been formed and do they meet regularly?
(Questions 1, 2, 3)
D. To what extent do instructional teams use common planning time to improve teaching
and learning (in the spirit of stages 2-6 of the Establishing and Maintaining PLCs
framework)? (Questions 12, 13, 14)
E. Where do most of the schools fall in regards to the 6 Stages framework?
F. To what extent are teams adequately supported by school and district administration?
(Questions 6-11, 14, 15, 17-19)
G. To what extent are our collaborative instructional teams positively impacting student
learning (according to the principals)? (Questions 14-16)
2.2 Use additional data to refine your understanding of CPT implementation in your district
Private Think Time: At this point the group should investigate one other source of school- or
district-level data (such as AYP status, CPI, Student Growth Percentile data, Learning
Walkthrough summaries, Coordinated Program Reviews, District Reviews, or PQA reports). As
before, begin by studying the data privately and recording several of your observations
regarding the intersection of the CPT Principal/School Leader Survey Data and this secondary
source of data. Once again, refrain from making any inferences, explanations, or solutions at
this time.



I observe that…
Some patterns/trends that I noticed…
I’m surprised that …
Report out: Discuss your observations with the larger group. Revisit and refine your emerging
common understanding of the more significant patterns in the data. Add to the list of
additional data that may be useful to seek.
Common Planning Time Self-Assessment Toolkit 1.2
Page 9
2.3
Revisit the plotting exercise from Step 1 of this protocol
Private Think Time: Use the data from the Principal/School Leader Survey to repeat the
exercise of plotting the schools in your district on the quadrant below. Do not worry about
being precise; this is supposed to be a quick exercise in the spirit of visualizing the data you
discussed in the previous tasks.
Number of
instructional
teams
Impact of teams
on student
learning**
**according to the principals’ responses to questions 14d, 15c, 15d, and 16
Report Out: Develop a common understanding of the distribution of schools in your district,
according to Principal/School Leader surveys.
Common Planning Time Self-Assessment Toolkit 1.2
Page 10
2.4 Group schools based on common survey findings
Private Think Time: Not all schools and teams in your district will require the same levels of
support. Reflect on your collective hypotheses for the patterns you observed, particularly the
plotting exercise you performed in Step 2. Use the questions to group schools by common
survey results.





Are there some schools that have few or no teams and/or little common planning time?
Are there some schools with teams that meet but that are not focused on teaching and
learning?
Are there some schools with focused teams but that need support nonetheless to
become more high-performing?
Are there some schools that face the similar obstacles?
Should schools be grouped by degree of stage implementation?
Report out: Develop a common understanding of how best to group the schools in your
district for targeted support.
2.5 Identify current school and district supports
As a group, quickly generate a list of the ways in which your schools and district currently
support instructional teams. You may also want to note which schools or teams receive each
type of support. You will refer back to this list in activities 3.2 and 4.1
Common Planning Time Self-Assessment Toolkit 1.2
Page 11
Step 3—Make Inferences about Your Observations
At this point in the protocol you have developed predictions about the data from the surveys and
then checked those predictions by carefully observing the data. In preparation for developing
systemic and targeted plans to support the teams in your district, the following tasks will help you
develop explanations for the data you observed in Step 2.
3.1
3.2
3.3a
3.3b
Generate hypotheses about the data
Analyze the district systemic factors that impact the quality of CPT implementation
Decide if, and to whom, you will administer the CPT Teacher/Team Member Survey
Decide if, and with whom, you will conduct direct observations of team meeting
Time Required: 45-60 minutes
3.1 Generate hypotheses about the data
Private Think Time: Please reflect privately about why the data is what it is. Why do you think
you are seeing what you are seeing? Refrain from proposing solutions at this time. Use one or
more of the following thought starters to prompt your thinking:


My hypothesis(es) for why we are seeing the patterns we observed in step 2 is/are…
The root issue(s) behind the key patterns in the data is/are…
Sample Hypotheses
 School X does not have effective instructional teams because
the teams only have one common prep per month
 Teams struggle to discuss teaching because the culture of
the building…
 Teams do not have effective meetings because they lack
models/training for running meetings.
Report out: Share your hypotheses with your colleagues. Begin to work toward refining 1-3
shared hypotheses that explain the patterns you observed in the data. Also begin to refine (or
add to) the list you have developed regarding additional data that would help you support or
refute this hypothesis.
Common Planning Time Self-Assessment Toolkit 1.2
Page 12
3.2 Analyze the systemic district factors that impact the quality of CPT implementation
Private Think Time: Please use the table3 below to reflect privately about how district-level
structural, human resource, political, and symbolic issues contribute to the quality of the
district’s CPT teams as reported by principals, and other observations you made in Step 2. You
may want to refer back to the list of current district supports you created in activity 2.5. Once
again, refrain from proposing solutions or action steps at this time.
Possible contributing factors
Human capacity:
How may individuals’ needs, feelings,
prejudices, skills, and limitations have
contributed to the patterns you
noticed in Step 2?
E.g., We are not very good at communicating district policies about CPT.
Politics:
How might competition for power and
scarce resources within the district
have contributed to the patterns you
noticed in Step 2?
E.g., The district and the union are in consensus about the value of CPT.
Symbolic:
How have your district’s shared
culture, history, rituals, stories, and
symbols contributed to the patterns
you noticed in Step 2?
E.g., Our CPT efforts are being championed by someone linked to an unpopular earlier
initiative.
Structural:
How have the district’s official and
unofficial goals, rules, roles,
technology, and organizational
structure contributed to the patterns
you noticed in Step 2?
E.g., Last year’s training program was effective and well-received and is already having
impact on student learning.
Report out: Share your inferences with your colleagues. Continue to refine your collective
hypotheses for the patterns you observed in the analysis of data in Step 2. At this point it may
be useful to revisit the predictions you made in Step 1. What can your group learn by
comparing your initial predictions to your current hypotheses? Also continue to refine the list
of additional data needed to support or refute this hypothesis.
3
This table draws on the framework described in Bolman and Deal’s, Reframing Organizations: Artistry, Choice, and
Leadership (2008).
Common Planning Time Self-Assessment Toolkit 1.2
Page 13
3.3a Decide if, and to whom, you will administer the CPT Teacher/Team Member Survey
Private Think Time: Consider your hypotheses, your lists of additional data needs, and the
results of your sorting exercise in 3.3. Review the CPT
Sample survey deployment options
Teacher/Team Member Survey. Would administering the CPT  Two schools at each grade level,
Teacher/Team Member Survey help you…
all teams within each.



Explain variations in CPT implementation across
schools?
Explain variations in CPT implementation across teams
in the same school?
Refine your observations and hypotheses?
Decide whether you will administer the CPT/Team Member
Survey, and if so, to which schools and to which teachers. As
you consider the sample deployment options listed to the
right, please also reflect on your district’s capacity to
administer and process data from the survey.




All schools at a certain grade
level, two teams within each.
All 5th grade math teams districtwide.
Three schools with veteran
principals, three with new
principals; two teams within
each.
Three schools meeting AYP,
three Commissioner’s schools;
three teams in each.
3.3b Decide if, and with whom, you will conduct direct observations of team meetings
Private Think Time: You may wish to supplement or substitute data from the CPT
Teacher/Team Member Survey with direct observation of CPT in action. Use the same guiding
questions above to help you determine if this would be a useful source of data, and if so, which
schools and teams you will observe (see Appendix G: Team Observation Toolbox on page 37).
Report Out: Come to an agreement as to what your approach will be for the use of the
CPT/Team Member Survey and direct team observations. Then use the table below to
summarize your decisions; generate a list of schools in which to administer the CPT/Team
Member Survey and/or select the teams within specific schools that should be subject to direct
observation. Do your survey and observation plans align with your hypothesis(es)?
Teacher/Team
Member Survey Only
Team Observations
Only
Both
Neither
If you are planning on administering the PLC Team Member Survey,
STOP NOW. When the survey data has been compiled, go to
Protocol 2— Analyze Data from the Teacher/Team Member Survey
on page 19. If you are not planning on gathering additional
information, continue to “Step 4” on page 15 .
Common Planning Time Self-Assessment Toolkit 1.2
Page 14
Step 4—Develop District CPT Support Plans
At this point in the protocol you have developed 1-3 working hypotheses that explain the
patterns you noticed by looking at a number of sources of data. You may have also refined
your hypotheses by examining CPT Teacher/Team Survey data or by conducting direct team
observations. Now you are ready to develop action plans to improve the support of
instructional teams in your district.
During Step 4 you will develop your plan of action for providing systemic and targeted support
for CPT implementation by completing the following tasks:
4.1
4.2
4.3
4.4
Brainstorm new ideas for district-wide and targeted supports
Clarify ideas
Prioritize ideas
Finalize action plan
Time Required: 60-90 minutes
4.1 Brainstorm new ideas for district-wide and targeted supports
As a group, restate your hypotheses regarding the data.
Private Think Time: Brainstorm possible action steps to improve team performance in your
district using your hypotheses as a reference point (for ideas, see Establishing and
Maintaining Professional Learning Communities). Remember that some action steps may be
appropriate for district-wide implementation while other actions might be more appropriate
for targeted groups of schools. You may also wish to refer back to the list you created for
activity 2.5 Identify current school and district supports”) on page 11.
Report Out: Share brainstormed ideas without discussing them. The point of this exercise is
to generate ideas, not to evaluate or sort them.4 (Note: if your group is larger than six people,
have people discuss their action steps in pairs before they report to the larger group.
Remember to record the ideas publically so the group can see all of them)
1. Let ideas flow freely –generate as many ideas as possible. Say the first thing that comes
to your mind. Don’t censor your ideas.
2. Crazier, bolder ideas are best—break out of old patterns.
3. Even if your idea is similar to something else that’s been said, say it anyway – it will keep
the creative energies going.
4. Do not debate, discuss, sort, or evaluate ideas during the brainstorm; don’t even say
‘great idea!’
5. Make sure everyone participates.
4
These guidelines are drawn from two sources: Moving Beyond Icebreakers, by Stanley Pollack and Mary Fusoni
(2005, www.teenempowerment.org), and Facilitation at a Glance, 2nd Edition, by Ingrid Bens (2008,
www.participative-dynamics.com).
Common Planning Time Self-Assessment Toolkit 1.2
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4.2 Clarify ideas
As a group, examine the brainstormed ideas and start to sort them, eliminate duplicates, or
combine similar ideas that are simply worded differently. Discuss each brainstormed idea in
detail so that it is fully developed and understood.
4.3 Align ideas to district priorities
Private Think Time: review the list of ideas you refined in 4.2. Cross-reference with your
district’s top 2-4 priorities (e.g. as outlined in your MOU, DPSI, or other planning document).
As a group come to agreement on how each idea links to the district priorities. Some ideas
may address multiple priorities.
4.3 Prioritize ideas
As a group, identify a few criteria that will guide the prioritization of the ideas you have
generated (e.g. alignment to district priorities, cost effectiveness, innovativeness, politically
easier to implement…).
Begin to sort the ideas into higher and lower priority. Consider using the following
“prioritization matrix” as a simple method of sorting your ideas:
Private Think Time: Create a list of the highest priority ideas.
Common Planning Time Self-Assessment Toolkit 1.2
Page 16
As a group: Try one or both of the following methods of deciding on a final list of actions:
1) Write your top three action ideas on Post it Notes and place them on a poster-sized
replica of the “prioritization matrix” (see Appendix D: Blank Prioritization Matrix on
page 34). A hand-drawn replica of the matrix on a white board will also work. Postits can be color-coded as necessary: by school level, time line, team grouping, etc.)
2) Provide each team member with multiple votes (typically 1/3 of the number of
priorities identified, e.g. 4 votes for a list of 10 ideas). Each member casts his/her
vote for the top ideas. Tally the votes to identify the group’s top priorities.
Report Out: Conduct your voting and/or discussion of the ideas and decide on a list of action
ideas.
Celebrate your work done thus far! At this point your group should have developed a small
collection of actionable ideas that will strengthen the district’s efforts to build Professional
Learning Communities and increase student learning.
Now you need to consider how you will communicate and act on these plans.
Common Planning Time Self-Assessment Toolkit 1.2
Page 17
4.4
Finalize action plan
Group Discussion: Record your prioritized action ideas onto a template like the one below.

Consider making a poster sized copy of the table or recreating it on a white board or
with a laptop and projector (see Appendix E: Action Table on page 35).

You may find it useful to differentiate between systemic action plans and those that
target particular schools or groups of schools.

Consider also creating a communication plan (see the sample Appendix F:
Communication on page 36)
Congratulations, you are finished with this stage of the work!
Be sure to schedule opportunities to reflect on the implementation
of your plan and benchmark and celebrate your progress.
Common Planning Time Self-Assessment Toolkit 1.2
Page 18
Protocol 2— Analyze Data from the Teacher/Team
Member Surveys
If you are using this protocol you have already conducted Steps 1-3 of Protocol 1. In other
words, you have already examined the CPT Principal/School Leader data, created
hypotheses to explain the status of CPT teams in your district, and decided that you needed
to gather additional data from team members before drafting your action plans to support
teams in your district.
This protocol is designed to structure an examination of the data from the CPT
Teacher/Team Member Surveys. Specifically, the goals of this protocol are to:
 Use the data from the CPT Teacher/Team Member Survey to refine or refute the
hypotheses developed in Protocol 1 that explain the status of CPT teams in your
district
 Refine the grouping of schools created in Protocol 1 for determining how to design
systemic and targeted support of CPT teams in your district.
After completing this protocol, you will return to “Step 4—Develop District CPT Support
Plans” on Protocol 1 on page 15.
Hint for use: This page is a summary of the protocol. Detailed descriptions of each step of
the protocol start on the next page.
Step 1—Predict And Visualize the Data from the Surveys
1.1 Generate predictions
10 min
Step 2—Observe the Data from the Surveys
45-75 min
2.1 Develop a shared understanding of the data from the Teacher/Team Member Surveys
2.2 Compare the Teacher/Team Survey results with those of the Principal/School Leader
Survey and any additional data you reviewed in the first protocol
2.3 Revisit the plotting exercise from Step 1 of Protocol 1
2.4 Use new data to revise your grouping of schools
Step 3—Make Inferences about Your Observations from the Surveys
3.1 Revise your hypotheses
3.2 Revisit the analysis of the district’s systemic factors
30 min
After completing this protocol, return to “Step 4—Develop District CPT Support Plans” on
page 15 at the end of Protocol 1.
Common Planning Time Self-Assessment Toolkit 1.2
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Step 1—Predict And Visualize the Data from the Surveys
Before examining and discussing data from the CPT Teacher/Team Member Surveys, it will be
helpful to surface assumptions about what additional information the data might reveal about
the status of teaming in your district/school and how those findings might differ from the
results of the Principal/School Leader Surveys. During Step 1 you will complete one task:
1.1 Generate predictions
Time Required: 15 minutes
1.1 Generate predictions
Private Think Time: Using the prompts on the left and the topics on the right of the diagram
below, write at least two sentences that summarize your expectations regarding what the CPT
Teacher/Team Member Surveys will reveal about the implementation of professional learning
communities in your district.
Topics
I assume…
I predict…
I wonder…
I know that…
I think…
I’ve heard…











Number of teams
Types of teams
Quality of team meetings
Capacity of team facilitators
Unity of vision about teaming
Administrative support of teams
Time available for teaming
Obstacles teams face
Use of student performance data
Team products
Impact of team work on student
performance
Report Out: Share your responses from task 1.1., but do not discuss them at length or try to
come to a consensus. Remember, the point of this step is to activate your thinking and get
familiar with the type of issues that will surface as you discuss the data; in Step 2 you will look
at the actual data. Focus on how team members and members of school leadership may
differ in their perceptions of the level and quality of district support for teaming.
Common Planning Time Self-Assessment Toolkit 1.2
Page 20
Step 2—Observe the Data from the Surveys
During Step 2 you will use the following tasks to engage with the data from the CPT
Teacher/Team Member Surveys and triangulate it with the results of the Principal/School
Leader Surveys and other school and district-level data:
2.1 Develop a shared understanding of the data from the Teacher/Team Member
Surveys
2.2 Compare the Teacher/Team Survey results with those of the Principal/School
Leader Survey and any additional data you reviewed in the first protocol
2.3 Revisit the plotting exercise from Step 1 of Protocol 1
2.4 Use new data to revise your grouping of schools
Time Required: 45-75 minutes
2.1 Develop a shared understanding of the data from the Teacher/Team Member Surveys
Private Think Time: Please study the data privately and record several of your observations.
Please note only the facts that you can observe in the data. Conjectures, explanations,
conclusions, and inferences are off-limits. You should make statements about quantities (e.g.,
“Unlike the principals, over half the team members report…”); the presence of certain specific
information and/or numerical relationships between ideas (e.g., “Over 90% of our teams
report having facilitators…”); or patterns (“most teams report that their meetings are…”).
Refrain from making any inferences, explanations, or solutions at this time.

I observe that…

Some patterns/trends that I notice…

I’m surprised that…
Remember. Only discuss the facts! If you catch yourself using any of the following, STOP!
However…
Because…
Common Planning Time Self-Assessment Toolkit 1.2
Therefore…
Page 21
Report out: Discuss your observations with the larger group and begin to come to a common
understanding of the more significant patterns in the data. As you have this conversation,
consider the questions below (the corresponding survey questions are provided in
parenthesis):
1. To what extent is there a shared understanding of how common planning time
ought to be used? (4, 5)
2. To what extent is there adequate time in the school schedule for teacher teams to
meet and accomplish the work of collaborative instructional teams? (3, 17-19)
3. To what extent have instructional teams been formed and do they meet regularly?
(1, 2, 3)
4. To what extent do instructional teams use common planning time to improve
teaching and learning (in the spirit of stages 2-6 of the Establishing and Maintaining
PLCs framework)? (12, 13, 14)
a. Where do most of the schools fall in regards to the 6 Stages framework?
5. To what extent are teams adequately supported by school and district
administration? (6-11, 14, 15, 17-19)
6. To what extent are our collaborative instructional teams positively impacting
student learning (according to the principals)? (14-16)
2.2 Compare the Teacher/Team Survey results with those of the Principal/School Leader
Survey and any additional data you reviewed in the first protocol
Private Think Time: Review your notes about the CPT Principal/School Leader Survey data and
any secondary sources of data you may have also consulted. Once again, refrain from making
any inferences, explanations, or solutions at this time.



The Teacher/Team Member results are similar/different…
Some patterns/trends that I noticed…
I’m surprised that I see…
Report out: Discuss your observations with the larger group. Revisit and refine your emerging
common understanding of the more significant patterns in the data.
Common Planning Time Self-Assessment Toolkit 1.2
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2.3
Revisit the plotting exercise from Step 1 of Protocol 1
Private Think Time: Using only the data from the Teacher/Team Member Survey, plot the
schools in your district on the quadrant below. Do not worry about being precise; this is
supposed to be a quick exercise in the spirit of visualizing the data you discussed in the
previous tasks.
Number of
instructional
teams
Impact of teams
on student
learning
Report Out: Develop a common understanding of the distribution of schools in your district.
To what extent did examining the Teacher/Team Member data change the plot you created
after examining the Principal/School Leader data?
Common Planning Time Self-Assessment Toolkit 1.2
Page 23
2.4 Use new data to revise your grouping of schools
Private Think Time: Revise the groupings of schools you made after analyzing the CPT
Principal/School Leader Survey data (see Protocol 1, activity “2.4
Group schools based
on common survey findings” on page 11). Use the questions below to group schools for
targeted support.





Are there some schools that have few or no teams and/or little common planning time?
Are there some schools with teams that meet but that are not focused on teaching and
learning?
Are there some schools with focused teams but that need support nonetheless to
become more high-performing?
Are there some schools that face the similar obstacles?
Should schools be grouped by degree of stage implementation?
Report out: Develop a common understanding of how best to group schools for targeted
support.
Common Planning Time Self-Assessment Toolkit 1.2
Page 24
Step 3—Make Inferences about Your Observations from the Surveys
In preparation for developing systemic and targeted plans to support the teams in your district,
the following tasks will help your district develop explanations for the data you observed in
Step 2.
3.1 Revise your hypotheses
3.2 Revisit the analysis of the district’s systemic factors
Time Required: 30 minutes
3.1 Revise your hypotheses
Private Think Time: Please reflect privately about if and how the Teacher/Team Member data
is any different than the Principal/School Leader data. How do you explain what you are
seeing? Refrain from proposing solutions at this time. Use one or more of the following
thought starters to prompt your thinking:



My hypothesis(es) for why we are seeing the patterns we observed in Step 2 is/are…
The Teacher/Team Member data is different from the Principal/School Leader data
because…
The root issue(s) behind the key patterns in the data is/are…
Report out: Share your hypotheses with your colleagues. Begin to work toward revising the
hypotheses you created after viewing the Principal/School Leader data.
Common Planning Time Self-Assessment Toolkit 1.2
Page 25
3.2 Revisit the analysis of the district’s systemic factors
Private Think Time: Please return to the analysis you conducted with the Principal/School
Leader data of how your district’s structural, human resource, political, and symbolic issues
have contributed to the quality of the district’s CPT teams. Once again, refrain from
proposing solutions or action steps at this time.
Possible contributing issues
Human capacity:
How may individuals’ needs, feelings,
prejudices, skills, and limitations have
contributed to the patterns you
noticed in Step 2?
E.g., We are not very good at communicating district policies about CPT.
Politics:
How might competition for power and
scarce resources within the district
contributed to the patterns you
noticed in Step 2?
E.g., The district and the union are in consensus about the value of CPT.
Symbolic:
How have our district’s shared
culture, history, rituals, stories, and
symbols contributed to the patterns
you noticed in Step 2?
E.g., Our CPT efforts are being championed by someone linked to an unpopular earlier
initiative.
Structural:
How have the district’s official and
unofficial goals, rules, roles,
technology, and organizational
structure contributed to the patterns
you noticed in Step 2?
E.g., Last year’s training program was effective and well-received.
Report out: Share your inferences with your colleagues. Continue to refine your collective
hypotheses.
Now that you have used the Team Member Survey data to refine
your understanding of CPT team implementation in your district,
you are ready to develop action plans. Go to “Step 4” on page 15.
Common Planning Time Self-Assessment Toolkit 1.2
Page 26
Appendix
Appendix.................................................................................................................................... 27
Appendix A: Principal/School Administrator Survey ........................................................................28
Appendix B: Teacher/Team Member Survey ....................................................................................30
Appendix C: Establishing and Maintaining Professional Learning Communities .............................32
Appendix D: Blank Prioritization Matrix ...........................................................................................34
Appendix E: Action Table Template ..................................................................................................35
Appendix F: Communication Plan Template ....................................................................................36
Appendix G: Team Observation Toolbox ..................................................................................... 37
Overview: About the forms in this toolbox ......................................................................................37
Hints for Observing Team Meetings .................................................................................................38
Appendix G1: Team Observation Notes ...........................................................................................39
Appendix G2: Team Observation Report ..........................................................................................42
Appendix G3: Team Observation Summary Form ............................................................................44
Common Planning Time Self-Assessment Toolkit 1.2
Page 27
Common Planning Time Self-Assessment
Appendix A: Principal/School Administrator Survey
1. School name:
2. How would you categorize your
school? (Early Childhood, Elementary,
Middle, K-8, 6-12, High School, other:
_______)
Today’s date:
3. Think of how teachers are grouped into instructional teams in your building. How many of the following types of teams does
your school have? (will have pick-list from 0-15 for each type of team)
_____ Grade-level
_____ Courses taught
_____ Subject area/
_____ Vertical
Department
_____ Interdisciplinary
_____ By type of student
_____ Other(please specify):
team
4. Thinking of all these teams, how many would you say are having a positive impact on student learning?
 0-25%
 25-50%
 50-75%
 75-100%
 Not sure
5. Have teachers in your school participated in training regarding how they use team time and/or how to function as a team?
 Yes
 No
Not sure
6. Have teachers in your school participated in training regarding how to facilitate team meetings?
 Yes
 No
Not sure
7. How many of the school’s teams consistently do each of the following?
 0-25%
 25-50%
 50-75%
 75-100%
 Not sure
b)
Create and revisit shared norms, goals, and
language for the work
Analyze data and set targets
 0-25%
 25-50%
 50-75%
 75-100%
 Not sure
c)
Develop focus and monitor progress
 0-25%
 25-50%
 50-75%
 75-100%
 Not sure
d)
Build and share standards-based instruction
 0-25%
 25-50%
 50-75%
 75-100%
 Not sure
e)
Implement collaboratively designed lessons
and monitor progress
Reflect on teamwork and celebrate success
 0-25%
 25-50%
 50-75%
 75-100%
 Not sure
 0-25%
 25-50%
 50-75%
 75-100%
 Not sure
a)
f)
8. Please respond to the following statements about the teacher instructional teams in your building:
a)
b)
c)
d)
e)
f)
Instructional team participants in our
school have a shared understanding of how
common planning time ought to be used.
There is adequate time in our school
schedule for instructional teams to meet.
Instructional teams have been formed and
meet regularly during the scheduled times.
Teacher team meetings are focused on
instructional planning.
Teacher team meetings have improved our
responsiveness to student needs and
strengths.
Teacher team meetings have resulted in
better classroom instruction.
 Strongly
agree
 Agree
 Disagree
 Strongly
disagree
 Not sure
 Strongly
agree
 Strongly
agree
 Strongly
agree
 Strongly
agree
 Agree
 Disagree
 Not sure
 Agree
 Disagree
 Agree
 Disagree
 Agree
 Disagree
 Strongly
disagree
 Strongly
disagree
 Strongly
disagree
 Strongly
disagree
 Strongly
agree
 Agree
 Disagree
 Strongly
disagree
 Not sure
Common Planning Time Self-Assessment Toolkit 1.2
 Not sure
 Not sure
 Not sure
Page 28
g)
h)
i)
j)
9.
Teacher team meetings have resulted in
more consistent instructional practice
across classrooms.
Teacher team meetings have increased the
capacity of staff to collaborate effectively.
Instructional teams are adequately
supported by school and district
administration.
Our school’s instructional teams are
positively impacting student learning.
 Strongly
agree
 Agree
 Disagree
 Strongly
disagree
 Not sure
 Strongly
agree
 Strongly
agree
 Agree
 Disagree
 Not sure
 Agree
 Disagree
 Strongly
disagree
 Strongly
disagree
 Strongly
agree
 Agree
 Disagree
 Strongly
disagree
 Not sure
 Not sure
To what do you attribute the success of high-performing teams in your school?
10. What are the biggest obstacles teams face (if any) in meeting their goals? (pick the top three)





 Confusion about purpose
 Confusion about school or district policy
 Lack of expertise creating desired products
 Lack of content knowledge
 Lack of data/assessment literacy
 Other:
11. What more would you like to say (if anything) about the obstacles or challenges your teams face in meeting their goals?
Poor meeting facilitation
Team dynamics
Lack of access to data
Time constraints
Too many competing initiatives
12. Overall, to what extent do you feel school leadership is taking effective action to leverage the use of common planning time
for instructional teams in your building?
Not sure
 Not well at all
 Starting
 Fairly well
 Very well
13. What 1-3 school-level actions, initiatives or supports (if any) most contribute to the effective performance of your
instructional teams?
14. What 1-3 school-level changes or supports (if any) might most enable your instructional teams to improve their performance?
15. Overall, to what extent do you feel teachers in your building are taking effective action to leverage the use of common
planning time for instructional teams?
Not sure
 Not well at all
 Starting
 Fairly well
 Very well
16. What 1-3 teacher-level actions or initiatives (if any) most contribute to the effective performance of your instructional teams?
17. What 1-3 teacher-level changes (if any) might most enable your instructional teams to improve their performance?
18. Overall, to what extent do you feel district leadership is taking effective action to leverage the use of common planning time
for instructional teams district-wide?
Not sure
 Not well at all
 Starting
 Fairly well
 Very well
19. What 1-3 district-level initiatives or supports (if any) most contribute to the effective performance of your instructional
teams?
20. What 1-3 district-level changes or supports (if any) might most enable your instructional teams to improve their performance?
Common Planning Time Self-Assessment Toolkit 1.2
Page 29
Common Planning Time Self-Assessment
Appendix B: Teacher/Team Member Survey
1. School name:
2. How would you categorize your
school? (Early Childhood, Elementary,
Middle, K-8, 6-12, High School, other:
_______)
Today’s date:
3. Think of how teachers are grouped into instructional teams in your building. Which teams are you a member of? (will have picklist from 0-15 for each type of team)
_____ Grade-level
_____ Courses taught
_____ Subject area/
_____ Vertical
Department
_____ Interdisciplinary
_____ By type of student
_____ Other(please specify):
team
4. As you reflect on the teams you belong to, how many would you say are having a positive impact on student learning?
(If you only belong to one team, rate its impact on student learning on a scale of 1-4)
 0-25%
 25-50%
 50-75%
 75-100%
 Not sure
5. Have you participated in training regarding how to use team time and/or how to function as a team?
 Yes
 No
6. Have you participated in training regarding how to facilitate team meetings?
 Yes
 No
7. How many of the teams you belong to consistently do each of the following?
 0-25%
 25-50%
 50-75%
 75-100%
 Not sure
h)
Create and revisit shared norms, goals, and
language for the work
Analyze data and set targets
 0-25%
 25-50%
 50-75%
 75-100%
 Not sure
i)
Develop focus and monitor progress
 0-25%
 25-50%
 50-75%
 75-100%
 Not sure
j)
Build and share standards-based instruction
 0-25%
 25-50%
 50-75%
 75-100%
 Not sure
k)
Implement collaboratively designed lessons
and monitor progress
Reflect on teamwork and celebrate success
 0-25%
 25-50%
 50-75%
 75-100%
 Not sure
 0-25%
 25-50%
 50-75%
 75-100%
 Not sure
g)
l)
8. Please react to the following statements about the teacher instructional teams in which you participate:
a)
b)
c)
d)
e)
f)
Instructional team participants have a
shared understanding of how common
planning time ought to be used.
There is adequate time in the schedule for
our instructional teams to meet.
Instructional teams meet regularly during
the scheduled times.
Our team meetings are focused on
instructional planning.
Our team meetings have improved our
responsiveness to student needs and
strengths.
Our team meetings have resulted in better
classroom instruction.
 Strongly
agree
 Agree
 Disagree
 Strongly
disagree
 Not sure
 Strongly
agree
 Strongly
agree
 Strongly
agree
 Strongly
agree
 Agree
 Disagree
 Not sure
 Agree
 Disagree
 Agree
 Disagree
 Agree
 Disagree
 Strongly
disagree
 Strongly
disagree
 Strongly
disagree
 Strongly
disagree
 Strongly
agree
 Agree
 Disagree
 Strongly
disagree
 Not sure
Common Planning Time Self-Assessment Toolkit 1.2
 Not sure
 Not sure
 Not sure
Page 30
g)
h)
i)
j)
9.
Our team meetings have resulted in more
consistent instructional practice across
classrooms.
Our team meetings have increased the
capacity of staff to collaborate effectively.
Instructional teams are adequately
supported by school and district
administration.
The teams I belong to are positively
impacting student learning.
 Strongly
agree
 Agree
 Disagree
 Strongly
disagree
 Not sure
 Strongly
agree
 Strongly
agree
 Agree
 Disagree
 Not sure
 Agree
 Disagree
 Strongly
disagree
 Strongly
disagree
 Strongly
agree
 Agree
 Disagree
 Strongly
disagree
 Not sure
 Not sure
To what do you attribute the success of the team(s) to which you belong?
10. What obstacles do/does the team(s) to which you belong face in meeting their goals? (pick the top three)





 Confusion about purpose
 Confusion about school or district policy
 Lack of expertise creating desired products
 Lack of content knowledge
 Lack of data/assessment literacy
 Other:
11. What more would you like to say (if anything) about the obstacles or challenges your team(s) face in meeting their goals?
Poor meeting facilitation
Team dynamics
Lack of access to data
Time constraints
Too many competing initiatives
12. Overall, to what extent do you feel school leadership is taking effective action to leverage the use of common planning time
for instructional teams in your building?
Not sure
 Not well at all
 Starting
 Fairly well
 Very well
13. What 1-3 school-level actions, initiatives or supports (if any) most contribute to the effective performance of the instructional
team(s) to which you belong?
14. What 1-3 school-level changes or supports (if any) might most enable your instructional team(s) to take their work to the next
level?
15. As you think about the instructional team(s) to which you belong, to what extent do you feel teachers in the instructional
team(s) are taking effective action to leverage the use of common planning time?
Not sure
 Not well at all
 Starting
 Fairly well
 Very well
16. What 1-3 teacher-level actions or initiatives (if any) most contribute to the effective performance of your instructional
team(s)?
17. What 1-3 teacher-level changes (if any) might most enable your instructional team(s) to take their work to the next level?
18. Overall, to what extent do you feel district leadership is taking effective action to leverage the use of common planning time
for instructional teams district-wide?
Not sure
 Not well at all
 Starting
 Fairly well
 Very well
19. What 1-3 district-level initiatives or supports (if any) most contribute to the effective performance of instructional teams?
20. What 1-3 district-level changes or supports (if any) might most enable instructional teams to take their work to the next level?
Common Planning Time Self-Assessment Toolkit 1.2
Page 31
Appendix C: Establishing and Maintaining Professional Learning Communities
At A Glance: Purpose And Tasks
Stage 1—Launch the Work of the Instructional Teams
Purpose: To reduce teacher isolation by increasing professional collaboration around the instructional
core
 Establish vision and purpose
 Set norms and handle logistics ( e.g., setting aside time)
Stage 2—Analyze Data and Set Targets
Purpose: To develop culture of data-based instructional decision-making/continuous evaluation of
progress
 Review strengths and gaps in student performance data
 Set grade-level or course targets
 Set classroom targets
 Set individual student targets
Stage 3—Develop Focus and a Process for Monitoring Progress
Purpose: To identify skill, conceptual understanding, and problem solving gaps/needs and set
appropriate targets
 Determine and prioritize areas of greatest academic need
 Develop process to address and monitor student progress
Stage 4—Build and Share Standards-Based Lessons
Purpose: To ensure that teachers have instructional resources necessary to address prioritized areas of
need
 Identify student work that demonstrates a range of proficiency (i.e., exemplars)
 Align curriculum to areas of greatest academic need
 Collaboratively work with colleagues to build lessons
 Incorporate frequent formative assessment in lessons
 Develop and administer common, interim, and/or benchmark assessments
Stage 5—Implement Collaboratively Designed Lessons and Monitor Progress
Purpose: To ensure that the taught curriculum is well planned, data-based, and targeted to students’
needs
 Use collaboratively built lessons and formative assessments
 Use protocols to collaboratively analyze and score student work
 Discuss how to engage students in monitoring their own progress
 Assess and document lesson effectiveness
 Ensure that interventions/safety nets are effectively utilized
Stage 6—Celebrate Success and Review Progress of IT Work
Purpose: To note small wins and use them as platform from which to achieve greater gains
 Chart or record progress of team’s progress meeting Stage 2 targets
 Archive effective lessons and assessments
 Update parents on student progress
 Reflect on the impact of instructional team work
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Establishing and Maintaining Professional Learning Communities
At a Glance: Roles and Responsibilities
Instructional Team
Stage 1: Launching the Work
 Urgency & Vision
 Common Goals & Norms
Principal’s Team
 Align Urgency & Vision
 Master Schedule
Stage 2: Analyzing Data and Setting Targets
 Review District & School
 Data PD/Review IT Targets
Targets
 Grade/Class/Student
 Coordinate Integration of
Targets
Specialists
Stage 3: Developing the Focus and Mapping Progress
 Identify/Prioritize Needs
 Approve Areas of Greatest
Need
 Use System for Mapping
 Support Services
Progress
Stage 4: Building and Sharing Standards-Based Lessons
 Curriculum/Pacing
 Target PD to Needs
Review
 Build Assessments/
 Lesson/Unit/Assessment
Units/Lessons
Design Protocols
Stage 5: Implementing Collaboratively Designed Lessons
 Implement Units &
 Deploy Coaches/Conduct
Lessons
Learning Walkthroughs
 Collaboratively Score
 Protocol for Scoring
Work
Work/Progress Review
Stage 6: Celebrating Success and Reviewing Progress
 Archive Effective Lessons
 Public Celebration of
Lessons/Work
 Year-End Review of IT
 Approve Changes to ITs
Progress
Superintendent’s Team
 Systems to Support ITs
 District-Level PLC
 Review School-Level
Targets
 Coordinate Testing &
Access to Data
 Activate Support of
District Staff
 Support Mapping
Process
 Resources to Address
Needs
 Review Lessons/
Units/Assessments
 Benchmarks & Rubrics
 Quarterly Review of
Student Progress
 Process/Technology
for Archiving
 Celebrate
Achievements
NOTE: Detailed descriptions of these roles and responsibilities can be found in the
Professional Learning Communities Guidance document, which is available by visiting
http://www.doe.mass.edu/sda/ucd/ or emailing districtassist@doe.mass.edu.
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Appendix D: Blank Prioritization Matrix
High
4
Degree of Impact
Priority Action
Items
3
2
1
Low
Low
1
2
3
Ease of Implementation
Common Planning Time Self-Assessment Toolkit 1.2
4
High
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Appendix E: Action Table Template
When?
Planned Action
Now
Soon
Common Planning Time Self-Assessment Toolkit 1.2
Later
How will we assess progress?
e.g. conduct learning walkthroughs
Who’s
responsible?
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Appendix F: Communication Plan Template
What needs to be
communicated?
(Finding or
Message)
Why?
To whom?
(Audience)
(What do we want
them to know?)
(How do we hope
they use this
information?)
 School Board
 District Leadership
Team
 District Data Team
 School
Improvement Team
 School Faculty
 Parents
 Students
 Other
_____________
By When?
How?
By whom?
(Deadline)
(Communication
Tools/Venues)
(Person
Responsible)






Annual report
Quarterly report
District newsletter
Data wall displays
Website
Email to relevant
audience
 Presentation
 Other
____________
 School Board
 District Leadership
Team
 District Data Team
 School
Improvement Team
 School Faculty
 Parents
 Students
 Other
_____________






Annual report
Quarterly report
District newsletter
Data wall displays
Website
Email to relevant
audience
 Presentation
 Other
____________
(Use additional pages as necessary)
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Appendix G: Team Observation Toolbox
Purpose:
These optional tools are designed to accompany the CPT Principal/School Leader
Survey and the CPT Teacher/Team Member Survey as supplementary
mechanisms for collecting and analyzing information about the effectiveness of
instructional teams. The protocol is not designed to be used for evaluative
purposes; rather, it is intended as an assessment instrument that will help
schools and districts move towards making decisions about how best to support
instructional teams so they can positively impact student learning.
Time Required: ~1.5 hours for each team observed (~45 minutes to observe each meeting plus
~45 minutes to debrief and summarize your observations).
Who:
District office staff, principals and other school administrators, instructional
coaches, trainers, and/or teachers interested in better understanding and
improving the effectiveness of instructional teams. Team observers should be
familiar with the concepts described in the document entitled Establishing and
Maintaining Professional Learning Communities. A summary of this document
entitled PLC Stages—At a Glance can be found on page 32.
Instructional teams can also use these tools as a protocol for reflecting on their
own practice.
Materials:
Appendix G1: Team Observation Notes (see page 39)
Appendix G2: Team Observation Report (see page 42), and
Appendix G3: Team Observation Summary Form (see page 44).
Overview: About the forms in this toolbox
This toolbox is made up of the following three forms:
 The notes page is to be used during the actual observation (see Appendix G1: Team
Observation Notes on page 39). Use the “Time” column to periodically record lapsed time
during the meeting. This information will help assess the focus and effectiveness of the
team. Use the “Observation” column to note purely objective observations (e.g.,
“meeting begins,” “discussion about MCAS question #3”). Use the “Notes” column to
record your thoughts, questions, or assessments (e.g., “why doesn’t Tom participate?”
“Where did they get that data?”).
 The report form is to be used for summarizing the information from each team
observation (see Appendix G2: Team Observation Report on page 42).
 The summary form is designed for compiling information from the observations of
different teams in the same school (see Appendix G3: Team Observation Summary Form
on page 44). When completed, this is the form that is submitted to the district steering
committee so they can make decisions about how best to support instructional teams so
they can positively impact student learning.
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Hints for Observing Team Meetings
Before the Meeting
 Read through and familiarize yourself with all the forms included with this protocol.
 Make extra copies of Appendix G1: Team Observation Notes (on page 39), as needed.
 Introduce yourself to the team members.
 Assure the team members that the protocol is designed as an assessment instrument,
not an evaluative instrument.
 Remind team members that, as an observer, you will not participate in the meeting.
 Announce that you would like to conduct a short debriefing (<15 minutes at the end of
the meeting to gather further information and share observations.
During the Meeting
 Take careful notes using Appendix G1: Team Observation Notes (on page 39) but also
refer to Appendix G2: Team Observation Report (on page 42). Try to make your notes as
specific and evidence-based as possible.
 Do NOT participate in the meeting! Listen and observe. You may even want to sit
outside the group, in a way that makes it easier for the team to forget you are there.
After the meeting
 Thank participants.
 Conduct a brief debriefing with the team. Make sure you ask clarifying questions if
there were terms used or things that happened during the meeting you did not
understand. Then ask the team the following questions:
o How typical was this meeting?
o What did you think this meeting accomplished?
o How did this meeting relate to your earlier team meetings? (i.e., was this a
continuation of earlier activity or was it a new topic?)
o What obstacles does your team face?
o What additional training and support do you need from your building or district
administrators?
 During your debriefing conversation, avoid evaluating the team or offering advice. Just
collect information. Let them know that the goal is not to evaluate individual teams, but
to look at data across teams and then notice patterns. If you do feel inclined to share
something, share only direct observations (“I noticed…”) and questions (“I wonder…).
 Complete Appendix G2: Team Observation Report (on page 42).
 When you have completed all team observations, summarize your finding using
Appendix G3: Team Observation Summary Form (on page 44) and share with school
and/or district leaders.
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Appendix G1: Team Observation Notes
School:
District:
Today’s date:
Name of Team:
Name of Observers:
Team Members:
Time:
Observations:
Common Planning Time Self-Assessment Toolkit 1.2
Notes:
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Appendix G1: Team Observation Notes - continued
Debriefing questions
o How typical was this meeting?
o What did you think this meeting accomplished?
o How did this meeting relate to your earlier team meetings? (i.e., was this a
continuation of earlier activity or was it a new topic?)
o What obstacles does your team face?
o What additional training and support do you need from your building or district
administrators?
Notes
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Appendix G1: Team Observation Notes - continued
Sample Completed Notes
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Appendix G2: Team Observation Report
School:
District:
Name of Team:
Name of Observers:
Wrap-up
During: Quality of Discussion
During: Process
Beginning of the Meeting
Areas of good practice

Did the meeting start on time?

Were all members present at the start of the
meeting?

Was there a leader or facilitator (formal or
informal)?

Was there a written or stated agenda or focus?
Written? Stated? Implicit?

To what extent did participants situate the current
meeting with reference to previous meetings?

To what extent did the facilitator provide
leadership and guidance?

Did someone take minutes/notes?

Did most or all team members participate?

To what extent did the agenda allow time for
clarifying questions?

To what extent did the team use protocols?


To what extent was the team focused on student
learning/teaching?
To what extent did conversations generally stay on
task (short diversions and humor
notwithstanding)?

When appropriate, was data referenced?

To what extent was dialogue tactful and
respectful?

To what extent were participants faithful to and
aware of agreed-upon norms?

To what extent did the team’s culture/norms
allow for discussion and debate?

Were minutes reviewed?

To what extent did the team agree upon action
items and/or next steps?

Did the team set the agenda for the next meeting?

Did the meeting end on time?
Common Planning Time Self-Assessment Toolkit 1.2
Today’s date:
Evidence
Page 42
Appendix G2: Appendix G2: Team Observation Report (continued)
Topics Discussed: Please use the provided check boxes to indicate the focus of the team meeting you observed
Stage 2: Analyze Data and Setting Targets
 Review strengths and gaps in student performance data
 Set grade-level or course targets
 Set classroom targets
 Set individual student targets
Stage 3: Develop Focus and a Process for Monitoring Progress
 Determine and prioritize areas of greatest academic need
 Develop process for monitoring student progress
Stage 4: Build and Share Standards-Based Lessons
 Identify student work that demonstrates a range of proficiency (i.e., exemplars)
 Align curriculum to areas of greatest academic need
 Collaboratively work with colleagues to build lessons
 Incorporate frequent formative assessment in lessons
 Develop and administer common, interim, and/or benchmark assessments
Stage 5: Implement Collaboratively Designed Lessons and Monitor Progress
 Use collaboratively built lessons and formative assessments
 Use protocols to collaboratively analyze and score student work
 Discuss how to engage students in monitoring their own progress
 Assess and document lesson effectiveness
 Ensure that interventions/safety nets are effectively utilized
Stage 6: Celebrate Success and Review Progress of Instructional Teams Work
 Chart or record progress of team’s progress meeting Stage 2 targets
 Archive effective lessons and assessments
 Update parents on student progress
 Reflect on the impact of instructional team work
Other topic:
Summary: Please discuss the overall effectiveness of the team. What were their strengths and weakness? To what
extent was this team engaged in work appropriate for a instructional team? What were some obstacles to their
success? What kinds of school or district support would make this team more effective?
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Team Name
Appendix G3: Team Observation Summary Form
Number of Participants
Length of Observed Meeting
Overall Effectiveness*
4
3
2
1
High functioning team
Adequate progress
Needs more support
Not functioning
Stage 2: Analyze Data and Setting Targets
a) Review strengths and gaps in student performance data

b) Set grade-level or course targets

c) Set classroom targets

d) Set individual student targets

Stage 3: Develop Focus and a Process for Monitoring Progress
e) Determine and prioritize areas of greatest academic need

f) Develop process for monitoring student progress

Stage 4: Build and Share Standards-Based Lessons
g) Identify student work that demonstrates a range of proficiency

(i.e., exemplars)
h) Align curriculum to areas of greatest academic need

i) Collaboratively work with colleagues to build lessons

j) Incorporate frequent formative assessment in lessons

k) Develop and administer common, interim, and/or benchmark

assessments
Stage 5: Implement Collaboratively Designed Lessons and Monitor Progress
l) Use collaboratively built lessons and formative assessments

m) Use protocols to collaboratively analyze and score student

work
n) Discuss how to engage students in monitoring their own

progress
o) Assess and document lesson effectiveness

p) Ensure that interventions/safety nets are effectively utilized

Stage 6: Celebrate Success and Review Progress of Instructional Teams Work
q) Chart or record progress of team’s progress meeting Stage 2

targets
r) Archive effective lessons and assessments

s) Update parents on student progress

t) Reflect on the impact of instructional team work
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Summary
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