Using Data Protocols to
Strengthen Your PLC
Lisa Andrew & Dan Mason
Santa Clara County Office of Education
Julia Sterne
School City
Agenda
 Welcome/Agenda
 Warm-Up
 Professional Learning Teams Defined
 Team Roles and Responsibilities
 Focus on Learning
 Using STARS
 Protocols
Connectors, Mavens, and Salesmen
Gladwell (2002) identifies three different types of people who help
to make trends happen: Connectors, Mavens, and Salesmen.
 Read the three cards on your table.
 Decide which card best describes you
when you are at work.
Affinity Groups
 Once you have selected the card that best describes
you, move to the section of the room denoting
your choice.
 Discuss with others in your group:
 How your type will work to ensure your grade level will stay
motivated and engaged with PLT work.
 How you will problem-solve when an issue arises in your PLT.
 The best strategy (ies) for your principal to use to support you.
Outcomes
 Understand the cultural shifts that must occur when a
school decides to take action to ensure all students
learn through the use of a Professional Learning
Community.
 Understand the necessary conditions for high quality
implementation of a Professional Learning
Community
 Understand how to plan and facilitate successful PLT
meetings
 And ultimately…to affect student achievement!
What is a Professional Learning Team?
 In pairs, complete a T-chart describing
what a PLT is and what it is not
 Compare your T-chart to page 24
“Professional Learning Teams”
PLT Meeting Protocol
 1. Collect and chart data.
 2. Analyze strengths and obstacles.
 3. Establish goals: set, review, revise.
 4. Select instructional strategies.
 5. Determine results indicators.
Guiding Questions
 What do we want students to learn?
 How will we know if each student has
learned?
 How will we respond when some
students do not learn?
 How can we extend and enrich the
learning for students who have
demonstrated proficiency?
 How do we ensure equity of access and
opportunity for each student?
Roles and Responsibilities
 Review the “Team Member Responsibilities” page.
 Circle the three that you feel will be growth areas for your PLT.
 What strategies will you employ to support this growth?
 Review the “Facilitators Role and Responsibilities”
 Circle the three that you feel with be crucial to your team’s success.
BREAK
Moving From a Focus on Teaching to a
Focus on Learning
 Focus on teaching:
 what students should be learning and what assessments should look
like…
TO
 Focus on learning:
 monitoring whether or not students are mastering required content,
supporting students who are not successful, and challenging those
who are
Developing SMART Goals
 Write the letters S-M-A-R-T going down the back of your power
point packet.
 As you watch the video segment write the definition of each
letter of the SMART goal acronym.
 Be thinking about how SMART goals are similar and different
than the goals your grade level team has written in the past
Developing SMART Goals
 With a partner, examine the completed SMART goal worksheet.
 What parts will be familiar to your PLT?
 What parts will be new for your PLT?
 Write a SMART goal that you would like to explore today using
data from STARS.
Choosing a Data Protocol
 What questions should we ask when deciding which protocol
to use?
 Who in the PLC should choose the protocol?
Monitoring Progress on SMART Goals
Conduct a PLC Meeting
 Form a group of three.
 Choose someone’s SMART goal.
 Access data from STARS to monitor progress.
 Choose a protocol to analyze data.
Ahas, Oh Nos, What Abouts
 On a post-it record three AHAS from the day…and post
 On a post-it record one Oh Nos from the day..and post
 On a post-t record one What Abouts…and post