LEARNING GOALS
PARTICIPANTS
WILL UNDERSTAND:
• WHAT A WELL-DONE PROFESSIONAL LEARNING COMMUNITY LOOKS LIKE
• WHY PLCS ARE THE MOST EFFECTIVE MEANS OF PROFESSIONAL
DEVELOPMENT
• HOW PLCS WILL WORK IN OUR DISTRICT
PRESENTATION
WITH NOTES AVAILABLE ON
PLC RESOURCES WEBPAGE.
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PLC DISCUSSION
TWO-MINUTE INTERVIEW ACTIVITY
ONLINE TIMER
WHAT IS A PLC?
• A PROFESSIONAL LEARNING COMMUNITY (PLC) IS A TEAM OF
TEACHERS WORKING TOGETHER TO REACH A COMMON GOAL.
• THE TEAM WORKS WITH A SPECIFIC GOAL SELECTED BY THE MEMBERS
PLC TO DESIGN A PLAN
IMPLEMENT THE PLAN, AND THEN DISCUSS
IMPLEMENTATION (STUDENT DATA).
THAT GUIDES THE
TO MEET THE GOAL,
THE RESULTS OF THE
WHY PLCS?
• RESEARCH SHOWS THAT PLCS ARE THE MOST EFFECTIVE FORM OF
PROFESSIONAL DEVELOPMENT.
• PLCS ARE TEACHERS TEACHING TEACHERS, ADDRESSING ITEMS THAT
ARE OF UTMOST CONCERN THAT DIRECTLY IMPACT THEIR CLASSROOM
INSTRUCTION.
WHAT DOES A PLC LOOK LIKE?
PROFESSIONAL LEARNING COMMUNITIES
LIBERTY MIDDLE SCHOOL, BETHEL WA
PLC FOCUS 2014-15
• PLCS ARE THE DISTRICT’S STRUCTURE TO HELP TEACHERS PRACTICE
IMPLEMENTATION OF THE NEW STANDARDS OR THE THREE
INSTRUCTIONAL PILLARS
• PLCS FORMED INCLUDE
• THE NEW FLORIDA STANDARDS (LAFS AND MAFS – STATE INITIATIVE)
AND
• SELECTED INSTRUCTIONAL PILLARS (DISTRICT INITIATIVE).
• PLCS WILL BE EMBEDDED INTO THE EDUCATOR PDP GOALS AND
DELIBERATE PRACTICE FOR THE
2014-15 SCHOOL
YEAR.
Instructional Pillars
Evidence
Based
Decision
Making
Problem
Solving
Teaching
Assessment
Cycle
With
Feedback
PLC STRUCTURE
• TEACHERS ARE DIVIDED INTO A MINIMUM OF SIX PLCS.
• THREE INSTRUCTIONAL PILLAR PLCS (TEAMS ROTATE PILLARS EACH 9WEEK PERIOD)
• THREE FLORIDA STANDARDS PLCS (TEAMS FOCUS ON PRACTICING AND
IMPLEMENTING
FLORIDA STANDARDS)
• THE PLC FACILITATOR (YOU) IS ASSIGNED TO ONE GRADE LEVEL OR
CONTENT AREA
PLC
WITHIN YOUR SCHOOL.
• TEACHERS WILL REMAIN WITH THE SAME PLC TEAM FOR THE ENTIRE
YEAR.
PLC STRUCTURE
EACH PLC MEETS AT LEAST THREE TIMES PER QUARTER.
•
MEETING 1 (PLANNING) WILL BE TO DEFINE AND EXPLORE A SPECIFIC INSTRUCTIONAL
PILLAR OR FLORIDA STANDARD(S) AND SET A TIMELINE FOR CLASSROOM PRACTICE.
BETWEEN 1ST
AND
2ND
MEETING TEAM MEMBERS WILL WORK IN THEIR CLASSROOM ON THE AGREED
UPON PILLAR OR STANDARD.
•
MEETING 2 (DEBRIEF/PLANNING) WILL BE TO DISCUSS SUCCESSES AND ROADBLOCKS
THAT EMERGED AND TO SET A TIMELINE FOR ANOTHER CLASSROOM PRACTICE.
CLASSROOM
•
PRACTICE CONTINUES.
MEETING 3 (DEBRIEF/POST) WILL BE TO DISCUSS SUCCESSES AND ROADBLOCKS THAT
EMERGED IN THE 2ND CLASSROOM PRACTICE AND SUMMARIZE EXPERIENCES FOR THE
QUARTER.
CLASSROOM
PRACTICE CONTINUES AFTER WRAP UP OF
DOCUMENTED IN
PDP AS
NEEDED.
PLC
AND DELIBERATE PRACTICE IS
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PLC ARTICLE
• “TEACHER MEETINGS DO NOT MAKE A COMMUNITY”
BY JOELLEN
KILLION
• T-CHART ACTIVITY
ONLINE TIMER
RICK DUFOUR’S RESEARCH MODEL
• THE DISTRICT HAS ADOPTED RICK DUFOUR’S RESEARCH FRAMEWORK
FOR OUR
PLC TEAMS
AND WILL BE WORKING TO REACH FIDELITY.
• THE FRAMEWORK MODELS DELIBERATE PRACTICE AND CONTINUOUS
IMPROVEMENT.
• IT ENCOURAGES TEACHERS TO WORK TOGETHER USING STUDENT WORK
AND DATA TO DETERMINE IF THE STRATEGIES (CHANGES) ARE HAVING
AN IMPACT ON STUDENT PERFORMANCE, AND IF NOT WHAT CAN WE DO
DIFFERENTLY.
FOUR GUIDING QUESTIONS
1.
2.
3.
4.
WHAT
DO WE WANT STUDENTS TO LEARN?
HOW
WILL WE KNOW WHAT STUDENTS HAVE LEARNED?
HOW
WILL WE TEACH IT?
WHAT
WILL WE DO WHEN STUDENTS DO NOT LEARN OR REACH
PROFICIENCY BEFORE EXPECTATIONS?
ADAPTED FROM DUFOUR, EAKER AND MANY, 2006
THE PLC CYCLE
• Focus
• Response
• Assessment
What do we
want students
to learn?
How will we
know what
students have
learned?
What will we
do when
students do
not learn it?
How will we
teach it?
• Strategies
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SIGNS OF A LEARNING COMMUNITY
“WHEN
YOU WALK INTO A LEARNING COMMUNITY YOU’D SEE TEACHERS
WORKING TOGETHER IN COLLABORATIVE TEAMS ENGAGED IN COLLECTIVE
INQUIRY.
THERE
WOULD BE FOCUS ON DATA AND A COMMITMENT TO
CONTINUOUS IMPROVEMENT.”
RICK DUFOUR
PLC FACILITATOR STEPS
• WORK WITH ADMINISTRATOR TO DETERMINE STRUCTURE OF YOUR PLC
TEAM.
• PLC TEAMS SHOULD HAVE INITIAL MEETING AT THE START OF EACH
QUARTER (TEAM
PRE-ASSESSMENT -- RUBRIC PROVIDED, TEAM NORMS,
MEETING TIMES, GOALS TO WORK ON).
• IDENTIFY DURING THIS MEETING WHAT EACH TEACHER WILL DO PRIOR TO
THE NEXT
PLC MEETING (CLASSROOM PRACTICE).
• AT THE SECOND AND THIRD MEETINGS LEAD PLC MEMBERS IN REPORTING
THE WORK THEY HAVE DONE TOWARD THE TEAM’S GOAL.
(END OF EACH
QUARTER: TEAM POST-ASSESSMENT – USE ONLINE RUBRIC).
FACILITATOR RESOURCES
• ONLINE BOOK STUDIES
• LEARNING BY DOING – A HANDBOOK
FOR
PLCS AT WORK™
• 10 WEEKS (STARTING UP SOON)
• INFORMATION WILL BE SENT VIA EMAIL
• PLC RESOURCES WEBPAGE
• DISTRICT PERSONNEL
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QUESTIONS?