PLC 6143 Planning Document
Monday
9:00 – 9:20
9:20 – 9:50
9:50 – 10:10
10:10– 10:25
Meet & Greet - attendance
Instructor Introduction & Course Philosophy
Classmates Introduction
Review Diagnostic Survey Results
Course Outline & Course Evaluation
Timetable
Case Studies & Presentation Processes
10:25 – 10:40
BREAK
10:40 – 12:00
Surfacing Our Four Foundations (T-P-S))
Surfacing Our Four Foundations (Personal MVVG)
Four Foundations of Our Class
12:00 – 12:30
LUNCH
12:30 – 12:50
12:50 – 1:10
Reading Hord Article
Class Discussion on Hord
Teaming
Activity – Developing Cultural Norms
Activity – Developing Protocols
1:10 – 1:30
1:30 – 1:40
1:40 –
2:00 –
2:40 –
2:55 –
3:10 –
3:30 –
3:35 –
3:50 –
4:10 –
2:00
2:40
2:55
3:10
3:20
3:35
3:50
4:10
4:30
Case Study – Cynthia Dion
Team Discussion Activity – Chapter 2
Team Feedback Activity
BREAK
Quiz – Chapter 2
Sharing Activity
Peer Assessment of Team Feedback Sheet Process
Review Course Expectations
First Journal Entry
Presentation Decisions
Assignment – Read Chapter 3
Finish First Journal Entry
Begin Work on Presentation
PLC 6143 Planning Document
Tuesday
9:00 – 9:10
9:10 – 9:15
9:15 – 9:20
9:20 – 9:25
9:25 – 9:30
Review Team Feedback Questions
The PLC Initiative
 The New Professional Responsibility
 Professional Learning Community
 What is a PLC?
 Checklist Activity for a PLC
9:30 – 9:35
9:35 – 9:50
9:50 – 10:15
10:15 – 10:30
4 – 6 – 4 Overview of the basics of PLCs
 School as a Wonderland
 Four Foundations of the PLC (2)
 Six Pillars of the PLC
 Four Driving Questions
10:30 – 10:45
BREAK
Trust Building
10:45 - 11:00
11:00 – 11:20
11:20 – 11:35
11:35 – 11: 45
11:45 – 12:00

Activity One – Trust as a Mental Model, Trust Photos

Activity Two – Identifying Reasons for Relational Trust (2)

Activity Three – Surfacing Trust Relationships

Activity Four – Credibility Questionnaire (3)

Summary of what trust is about – Trust
12:00 – 12:30
LUNCH
12:30 – 12:35
12:35 – 12:45
12:45 – 12:55
12:55 – 1:10
1:10 – 1:10
Essential Learnings Introduction
 Changing the Driving Forces … Inputs to Outputs
 Benefits of Teacher Collaboration on EL
 Criteria for Identifying Essential Common Outcomes
 The Essential Curriculum 80 - 20
 Identifying Essential Learnings & Power Standards
2:50
3:10
3:40
4:10
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3:10
3:40
4:10
4:30
Case Study - Dan Matthews
Team Discussion Activity – Chapter Three
Presentation – Fullan – The Change Leader
Second Journal Entry
Assignment – Read Chapter 4
Study 4-6-4
Finish Second Journal Entry
Study People & Activities Handout
PLC 6143 Planning Document
Wednesday
9:00 – 9:10
9:10 – 9:25
9:25 – 9:30
9:30 – 9:40
9:40 – 9:45
9:45 – 9:50
9:50 – 10:05
10:05 – 10:20
10:20 – 10:35
10:35 – 10:55
10:55 – 11:05
11:05 – 11:30
Review Team Feedback Questions
Entrance Slip One: 4-6-4
Set up the concept of Systemic Interventions
 Pyramids of Intervention (pyramid chart)
Essential Program Characteristics
 Effective Intervention Program/Six Essential Characteristics
Focusing Intervention Efforts
 Intervention Criteria
 Learning Interventions SPEED (2)
Activity - Systemic Interventions
 Systemic Interventions – Two Column Activity
SPEED Activity
 SPEED Intervention Activity
11:30 – 12:00
Case Study – Marty Mathers
BREAK
Team Discussion Activity – Chapter 4
Team Feedback Sheet
Activity – Pyramids of Intervention
 Remediation Plan
 Enrichment Plan
 Behaviour Plan
 Resource Information
 Evaluating Intervention Pyramid
 Domino Demonstration
 Pendulum Ball Demonstration
Presentation – Systems Thinking
12:00 – 12:30
LUNCH
12:30 – 12:35
The Change Process
 The Reality of Change
Looking at Change from a Systems Perspective
 Managing Complex Change
Celebrating Successful Change
 Celebrating Our Success
Presentation – Fullan
Systems Thinking/Systems Changing
Proposal Writing Activity
Third Journal Entry
Assignment – Read Chapters 5 & 6
Study 4-6-4
Finish Third Journal Entry
12:35 – 12:40
12:40 – 12:45
12:45 – 1:15
1:20 – 4:00
4:00 – 4:15
4:15 – 4:30
PLC 6143 Planning Document
Thursday
9:00 – 9:10
9:10 – 9:20
9:20 – 9:25
9:25 – 9:30
9:30 – 9:35
9:35 – 9:45
9:45 – 9:50
9:50 – 10:05
10 :05 – 10:15
10:15 – 10:25
10:25 – 10:40
10:40 – 11:00
11:00 – 11:30
11:30 – 12:00
12:00 – 12:30
12:30 – 12:35
12:35 – 12:40
12:40 – 12:45
12:45 – 1:05
1:05 – 1:35
1:35 – 3:00
3:00 – 3:25
3:25 – 3:40
3:40 – 3:45
3:45 – 4:15
4:15 – 4:30
Team Feedback Questions
Entrance Slip Two 4-6-4
Teacher Collaboration
 Teacher Collaboration Quotations
 Roland Barth Quote
Collaboration Activity
 Walking the Talk
Hand out What’s It All About & Then Go Over the Answers
 What’s It All About? (1)
Reflection / Discussion on Teacher Teaming
 Mental Models on Teaming
Agree or Disagree Activity on PLCs
 Mental Models about PLCs
Agree or Disagree Activity on Teaching Reflection – Choose 3 - What
do you do about it?
 Mental Models about Teaching
Professional Relationships
 Do and then Hand out Professional Relationships (Answers)
BREAK
Case Study – Joe MacDonald
Team Discussion Activity – Chapter 5
Presentation - Slater
LUNCH
Leadership Capacity – Shared Leadership
 The Foundations of Leadership Capacity (2)
 Attempting the Impossible
 Law of Initiative Fatigue
Case Study – Aretha Ross
Team Discussion Activity – Chapter 6
Data Analysis Activity - School Report
 Data Analysis: School Level Strengths & Barriers for PLCs
 Anytown Elementary School
Using Data to Develop Improvement Goals
 Turning Strengths into recommendations to overcome
barriers
 SSMART Goals (3)
 A Data Picture of our School (2)
Presentation – What’s a Crucial Conversation, and Who Cares?
Fourth Journal Entry
Assignment – Read Chapter 7 & 8
Study 4-6-4
Finish Fourth Journal Entry
Complete Conflict Resolution Style Survey
PLC 6143 Planning Document
Friday
9:00 – 9:10
9:10 – 9:20
9:20 – 10:00
10:00 – 10:20
10:20 – 10:35
10:35 – 11:05
11:05 – 11:30
11:30 – 12:00
12:00 – 12:30
12:30 – 1:00
1:00 – 1:20
1:20 – 1:50
1:50 – 2:00
2:00 – 2:05
2:05 – 2:20 Home Assignment
2:20 – 2:30
2:30 – 2:40
2:40 – 3:10
3:10 – 3:30
3:30 – 3:45
3:45 – 4:30
Team Feedback Questions
Entrance Slip Two 4-6-4
Common Formative Assessment – Reasons
 Assessment Metaphor
 Common Assessments
 Common Formative Assessments (Quotes)
 Why Common Assessments
 Data Do Not Always Inform
Case Study – GKCS
BREAK
Team Discussion Activity – Chapter 7
 Typical Commitments and Assurances Sought by Teachers
Developing CFAs Activity
 Guidelines for Developing Common Formative Assessments
Results orientation Discussion
 GCOs and SCOs
 Assessment – Table of Specifications
Presentation – Slater - Collaboration: A Framework for School
Improvement
LUNCH
Teacher Resistance / Disfunctional Teams
 Conflict and Consensus
 Some of the Central People Problems in Conflict Situations
 Crucial Conversations
 Tight and Loose
Case Study – David Roth
Team Discussion Activity – Chapter 8
Conflict Activity
Stages of the Conflict Resolution Process
Conflict Management Style (5)
 Conflict Resolution Styles and Strategies (2)
 Using Conflict Resolution Styles Effectively (2)
Presentation – Zimmerman – Teacher Resistance
Revisit our course goals
Course Evaluation
Project Consultation Session