Paul Farmer - Tulsa Public Schools

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Paul Farmer
[email protected]
July 11, 2011
What is a PLC?
How do we summarize that?
3 Big Ideas
4 Critical Questions
4 Schools Activity
Creating a Vision: G.O.I.L.S.
Creating a Mission:
“The Journey to Becoming a Professional Learning Community”
District Plan
Developing a 3 hour plan
Warm-up – Icebreaker
What is a PLC?
4 Schools
Vision & Mission - G.O.I.L.S.
Continuum
Closure
1. A Focus on Learning
2. A Collaborative Culture
3. A Focus on Results
The guiding principle of a PLC
is that the purpose of the
school is to ensure high levels
ofoflearning
and
learningforforallallstudents
students.
staff.
 We will focus the attention and energy of the entire
school on learning not just teaching.
 We will validate our decisions by asking, “what is
the impact of our effort on learning?”
Our fundamental purpose of
high levels of learning will
increase if we work together.


We will develop processes and procedures to
work in collaborative interdependent teams.
In teams we will develop and agree on a
purpose, meeting norms, and commitment to
professional communication focused on
learning.
We assess our effectiveness in
helping all students learn at high
levels on the basis of results
rather than activity.


We will use multiple indicators to judge our
effectiveness on student achievement
We will move past only analyzing student
achievement data to make action plans
1.
What is it we expect them to learn?
(essential skills, guaranteed, and viable
curriculum)
2.
How will we know they are learning?
(frequent, team-developed, common
formative assessments)
3.
How will we respond when they don’t
learn?
(timely, directive, systematic interventions)
4.
How will we respond when they do?
(timely enrichment and extension)
Four Schools
Each School Says
ALL CHILDREN CAN LEARN!
A. Which school did you attend?
B. Which school would you like to work at?
C. Which school do you work at?
D. Which school would you want your child
or loved one to attend?
1.
We believe that all students can learn, but the extent of their learning is
determined by their innate ability or aptitude. This aptitude is relatively
fixed and, as teachers, we have little influence over the extent of student
learning. It is our job to create multiple programs or tracks that address the
different abilities of students, and then guide students to the appropriate
program. This ensures that students have access to the proper curriculum
and an optimum opportunity to master material appropriate to their ability.
2.
We believe that all students can learn if they elect to put forth the
necessary effort. It is our job to provide all students with the opportunity to
learn, and we fulfill our responsibility when we attempt to present lessons
that are both clear and engaging. In the final analysis, however, while it is
our job to teach, it is the student’s job to learn. We should invite students
to learn but honor their decision if they elect not to do so.
3.
We believe that all students can learn and that it is our responsibility to
help each student demonstrate some growth in a learning environment that
is warm and inviting. The extent of the growth will be determined by a
combination of the student’s innate ability and effort. It is our job to
encourage all students to learn as much as possible, but the extent of their
learning is dependent on factors over which we have little control.
4.
We believe that all students can learn and must learn at relatively high
levels of achievement. It is our job to create an environment in our
classrooms that result in this high level of performance. We are confident
that, with our support and help, students can master challenging academic
material, and we expect them to do so. We are prepared to work
collaboratively with colleagues, students, and parents to achieve this shared
educational purpose.
Page 1
Page 2
Think about Tulsa Public Schools, “What is a
PLC” Article, data from the 4 schools activity,
3 Big Ideas, and the 4 Critical Questions that
drive the work of Professional Learning
Communities
Jot Down Your Thoughts on the Connections!
It is now July 2016 you turn to your favorite
news channel. What would you hope to
hear the anchor say about Tulsa Public
Schools? It must be news worthy.
Page 3
Page 4










Align district/school policies, practices, and procedures
with the learning mission.
Build collaborative teams that focus on learning.
Build the foundation for a professional learning
community.
Clarify “What is a professional learning community?”
Facilitate adult learning.
Focus on learning.
Focus on results to inform and improve professional
practice.
Set aside systematic time and support for learning
(intervention and enrichment).
Strive for continuous improvement.
Why establish a professional learning community?
Page 4
Page 8
Page 9
Page 10
Warm-up – Icebreaker
What is a PLC?
4 Schools
Vision & Mission
G.O.I.L.S.
Journey Cards
LBD Continuum
Closure – Out the Door Ticket?
Page 11
Page 12
Paul Farmer
[email protected]
July 11, 2011
Page 6
Page 7
What
How
teams are in place now?
would one know the outcomes of
the team meetings if they are not in
attendance?
Logical Question
Post-it
Page 1
Write one question you have
about Professional Learning
Communities
Share and discuss your
understanding or question with one
other person and agree on one card
to submit.
Once the Essentials are
Identified
1. Resources:
What instructional material
and resources do are gathered and
utilized to assist in delivering the Essential
Learning?
2. Consistency:
How can consistency be
developed from one class to the next with
the expected learning?
3. Monitoring:
What agreements can
reached to monitor essential learning is
taking place?
Page 2
Corollary Question 1
State Standards
Recommended Standards from Professional
Organizations
District Curriculum Guides
Prerequisite Skills for Students Entering a
Course
District or State Assessment Framework
Past Assessment Results
Needed Workplace Skills
Released Test Items
Recommendations from authors such as
Reeves, Jacobs, Marzanno, Wiggins, and
McTighe
Adapted from Learning By Doing, 2006 p. 47
Recent research reveals that
teaching to the state
standards would require
approximately 23 years.
(Marzanno, 2003)
Page 2
Corollary Question 2
1.
2.
3.
4.
5.
6.
Efficiency – by sharing the load teachers save time
Equity & Fairness – promotes common goals, similar
pacing, and consistent standards for assessing student
learning
Effective Monitoring – provides timely evidence of
whether the guaranteed and viable curriculum is being
taught and learned
Informs teacher practice – provides teachers with a base
of comparison regarding the achievement of their
students so they can see strengths and weaknesses of
their teaching
Team Capacity – collaborative teacher teams are able to
identify and address problem areas in their program
Collective Response – helps teams and the schools create
timely, systematic interventions for students
Modified from Learning by Doing, 2006
pages 56-57
Why Common Assessments?
 Assessment


Literacy
improves for teachers as they develop, administer and
make instructional decisions based on student results
improves for students with frequency and continued
support as necessary
Learning by Doing Second Edition 2010, Page 77-78
Page 3
“Teachers of the same course or
level should have absolute common
agreement on what they expect all
their students to know and be able
to do.”
(Douglas Reeves)
8 – 10 Essential Outcomes
 Data from past indicators of achievement
 Examples of rubrics
 Released items from state assessments, nationally
normed tests (ACT, SAT, ITBS, NAEP, etc.)
 Instructional pacing guides
 Recommendations from Stiggins, Reeves, etc.
 Teacher-made assessments
 Textbook tests

Fullan, 2005a; Hargreaves & Fink, 2006; Reeves, 2004; Schmokler, 2003; Stiggins, 2005
“One of the most powerful, high-leverage strategies
for improving student learning available to schools is
the creation of frequent, common, high-quality
formative assessments by teachers who are working
collaboratively to help a group of students develop
agreed-upon knowledge and skills”
Fullan, 2005a; Hargreaves & Fink, 2006; Reeves, 2004; Schmokler,
2003; Stiggins, 2005
Learning By Doing page 55
Page 3
5
Essential skills assessed once a month
 Skills must fall under the standards if the
students will be assessed by a high stakes
in that grade or subject area
 No less than 5, no more than 15
questions
 Format must match high stakes
assessment
 Common formative assessments will not
be graded
Page 3
What
is the response at your school
when a student is not succeeding?
How
are students identified who
need additional time and support?
 Engage
students in self-reflection, selfanalysis and goal setting
 Create interventions to support students
 Target instructional strategies to specific
needs
 Frequently monitor the progress of the
students
 Evaluate and change interventions when
appropriate
Kilmer Middle In One Year SOL Performance

Increases in English Performance






Overall from 85 to 93 percent
Black from 75 to 81 percent
Hispanic 54 to 82 percent
Limited English Proficient from 52 to 78 percent
Students with Disabilities from 47 to 72 percent
Increases in Math Performance



Black from 75 to 88 percent
Disadvantaged 71 to 81 percent
Students with Disabilities from 67 to 76 percent
Page 6
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