Leadership Academy Presentation

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PROFESSIONAL LEARNING COMMUNITIES:
Using written curriculum to design effective instruction
The professional learning community model is a
grand design - a powerful way of working together
that profoundly affects the practices of schooling.
But initiating and sustaining the concept requires
hard work (Dufour, 2004)
Recasting PLC’s
“Create and maintain an environment that fosters collaboration, honest
talk, and a commitment to the growth and development of individual
members and to the group as a whole” (Lieberman and Miller, 2011)
Key conditions are: norms of collaboration; focus on students and their
academic performance; access to a wide range of learning resources for
individuals and the group; mutual accountability for student growth and
success (Talbert, 2010)
“An inclusive group of people, motivated by a shared vision, who support
and work with each other, finding ways, inside and outside their immediate
community, to enquire on their practice and together learn new and better
approaches that will enhance all pupils’ learning” (Stoll and Louis, 2010)
PLCs and Teacher Improvement
Teacher
A
Teacher
B
Teacher
C
Teacher
D
90%
Proficient
85%
Proficient
53%
Proficient
55%
Proficient
Growth =
+ 0.458
Growth =
+ 0.239
Growth =
- 0.206
Growth =
- 0.198
PLCs and School Improvement
Teacher
Collaboration
Increased
Student
Learning
Discussion of
Instruction
Instructional
Improvement
Horn & Little, 2010
PLCs and Written Curriculum
“Merely creating small structures for PLCs does not lead
to changes in instructional practice” (Christman and
Supovitz, 2005)
Curriculum Documents Unpacked
• Stage 1:
• Standards Unpacked, Essential Questions, Enduring Understandings
• Stage 2:
• Exemplar Assessments (Formative and Summative)
• Stage 3:
• Learning Plan
• Aligned Resources
 Stage 2 & 3 are still under development. They will be added as our
writing teams complete the work.
m
CCS Curriculum Documents
m
Written Curriculum
Guaranteed
Coherent
Viable
Curriculum
Connection
UbD
Stage 1:
Desired Results
Stage 2:
Determining Acceptable
Evidence
Stage 3:
The Learning Plan
(includes Enrich,
Remediate, and Reflect)
PLC
What will students know, understand, and be able
to do?
How will we know they are learning it?
What teaching and learning experiences we will
provide?
What will we do when students already know it?
What will we do if they don’t learn it?
What teaching and learning experiences were
effective? How do we know?
PLC Framework
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What does this look like?
The Work and Learning of PLCs
Collaboration
Shared Insight
Experimentation
Reflective Inquiry
If this is what we want, how do
we get there?
Structural changes
 Committee
 Compliance
 Documents
Roles and Responsibilities
 Facilitators
 Facilitators Guide
Compliance
District
Feedback on Units
(Google Doc)
Resource Sharing
(Google Doc)
Performance Rubric
(October and May)
School
CFA Assessments
Agendas/Minutes
Data Analysis Document
Coaching & Support
Administration
• Leadership
Academy
Facilitators
All Teachers
• August Webinar • Introduction via
Planning Period
PD in August &
• Regular Follow
September
• August Webinar
up with
Instructional
Specialist
• Monthly School
Administrator
Meetings
PLCs in Crisis
• Triangulated
Data Analysis
(Student data,
CWT, Principal
input)
• Tiered,
Intensive
Coaching via
Instructional
Specialists
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Training for PLC Facilitators
• Webinars during the week of August 19
•
•
•
•
August 22: 9:00am to 11:00am
August 22: 2:00pm to 4:00pm
August 23: 9:00am to 11:00am
August 23: 2:00pm to 4:00pm
m
What’s Next
PLC Facilitator’s framework
m
The framework…
•
•
•
•
•
 IS DESIGNED TO…
help facilitate
conversations among
PLCs.
help guarantee PLCs are
talking about the “right”
things.
help administrators guide
PLC conversations.
help troubleshoot
curricular conversations.
help measure the health
of PLCs.
IS NOT DESIGNED TO…
• be a checklist PLCs must
complete.
• dictate every topic of
conversation a PLC has.
• be handed to teachers
without a trained facilitator.
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Additional training on the framework
and process
• August Administrator meetings
• Principal
• Assistant Principal for Instruction
• Assistant Principal
• Facilitator Training during the week of August 19
• All administrators
• All facilitators
• Any interested teachers
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Roles and Responsibilities
 This recasting of PLCs requires a redefinition of
various roles and responsibilities:
 Administrators
 Facilitators
 Teachers
c
Compliance Measures
District:
(1) Provide feedback on every unit via Google Doc
(2) Suggest resources for each unit via Google Doc
(3) Complete the PLC Performance Rubric (Oct/May)
School:
(1) Agendas/Minutes
(2) Data Analysis Document
(3) School Administrator provides feedback on at least 1 CFA per PLC
b
Next Steps
 In the next session, Michael will present the materials
you will use to train your PLCs for the first week’s
work.
 In addition, you will have time to prepare a plan for
this professional development.
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