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Creating and Leading Learning Communities

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Understand the importance of community in learning experiences ... Learning Communities: Staff development that improves the learning of all ... – PowerPoint PPT presentation

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Title: Creating and Leading Learning Communities


1
Creating and Leading Learning Communities
  • A Focus on Learning

2
Essential Question
  • How do I create the structure and environment to
    enhance and support
  • on-line learners?

3
The Day at a Glance
  • Introductions
  • Jumpstart Your Thinking
  • Characteristics of Learning Communities
  • High Quality Professional Development
  • Strategies Frameworks for Learning Communities
  • Assessment Task
  • Closure

4
Standard
  • Declarative
  • Understand the importance of community in
    learning experiences
  • Understand the characteristics of quality
    professional development
  • Understand the strategies and actions for
    building community
  • Procedural
  • Define the needs of adult learners engaged in
    on-line learning
  • Create norms to support the development and
    on-going support of community
  • Establish effective meeting strategies and
    processes
  • Identify appropriate learning structures in which
    to engage on-line learners
  • Facilitate learning community dialogue

5
Assessment Task
  • In pairs, select an envelope with a profile of
    teachers needing to be in a learning community.
    Create a plan to build and support a learning
    community for this team of on-line learners. Be
    sure to include structures that allow for best
    practices in learning and strategies to create
    supportive environments.
  • Briefly describe to another group the plan you
    created.

6
Introductions
7
Introductions
Getting in Shape! Form a trio and determine who
will be circle, who will be square and who will
be triangle.
Share commonalities or high points with the large
group!
8
Personal Goal Setting
  • Given the standard for this session and the task
    you will be asked to accomplish at the conclusion
    of this session, what personal learning goal will
    you set for yourself?

9
Jumpstart Your Thinking
10
Jump Start Your Thinking
  • Think of a time when you were involved in a true
    community . . .
  • What was the context? How did you feel about it?
  • Share your example with 2 or 3 others.
  • What are the commonalities in your examples?
  • What characteristics stand out as noteworthy?
  • Create a metaphor for Community. Share your
    metaphor with the large group.

11
Community
  • Community is a movement and not a condition, a
    voyage and not a harbor. It is rooted in a
    sense of place, history, and trust through which
    the people are in a reciprocal relationship with
    their environment. As such, a community is a
    lively, ever-changing, interactive,
    interdependent system of relationships. Because a
    community is a self-organizing system, it does
    not simply incorporate information, but changes
    its environment as well.

Chris Maser, The Trumpeter (1998) http//trumpeter
.athabascau.ca/content/v15.1/maser.html
12
Why Learning Communities?
13
The Case for Powerful Professional Learning
14
Learning Organizations
. . . organizations where people continually
expand their capacity to create the results they
truly desire, where new and expansive patterns of
thinking are nurtured, where collective
aspiration is set free, and where people are
continually learning to see the whole together.
Peter Senge, The Fifth Discipline (1990)
15
Professional DevelopmentWhat needs to be in
place to support the learning part of the
community?
16
The Learners
  • The learner is a person who wants something.
  • The learner is a person who notices something.
  • The learner is a person who does something.
  • The learner is a person who gets something.

John Dollard, in Kidd 1975, p. 17
17
The Learners
  • So, who are we as learners?
  • Think of your best learning experience ever
    describe the characteristics of it that were
    engaging for you.
  • What would the facilitator of your learning
    experience say you needed as an adult?

18
Pedagogy
Andragogy
19
The Learners
  • How does your experience link to the principles
    of adult learning?

Common Ground
Principles of Adult Learning
Personal Learning Experience
20
The Learning
  • In any learning situation, learners undergo some
    type of CHANGE, and understanding the nature of
    change is also important. Research on the
    implementation of innovations has defined
    elements of change that can be applied to staff
    development programs

(Hall and Loucks 1978)
21
The Learning
  • Change is a PROCESS, not an event. Introduction
    to and training in new ways of doing things does
    not assure that people will immediately begin to
    do them. Change is a process that must unfold
    over time.

(Hall and Loucks 1978)
22
The Learning
  • Change must be understood in terms of what
    happens to INDIVIDUALS. Understanding how
    individual staff members and administrators may
    respond to changing their behaviors and practices
    is critical.

(Hall and Loucks 1978)
23
The Learning
  • Change in individuals is a highly PERSONAL
    experience. Each person perceives, feels about,
    and reacts to change in an individual way.

(Hall and Loucks 1978)
24
The Learning
  • Change by individuals entails GROWTH, both in
    terms of how they feel about the change and their
    skill in applying any innovations. This
    incremental growth is part of the process of
    change which an individual undergoes over time.

(Hall and Loucks 1978)
25
Structures, Practices/Actions, Strategies,
Beliefs or Guidelines
Carousel Brainstorming Bringing it all Together
26
High Quality Professional Development
27
NSDC Standards
Context Standards
  • Learning Communities Staff development that
    improves the learning of all students organizes
    adults into learning communities whose goals are
    aligned with those of the school and district.
  • Leadership Staff development that improves the
    learning of all students requires skillful school
    and district leaders who guide continuous
    instructional improvement.
  • Resources Staff development that improves the
    learning of all students requires resources to
    support adult learning and collaboration.

28
NSDC Standards
Process Standards
  • Data-driven Staff development that improves the
    learning of all students uses disaggregated
    student data to determine adult learning
    priorities, monitor progress, and help sustain
    continuous improvement.
  • Evaluation Staff development that improves the
    learning of all students uses multiple sources of
    information to guide improvement and demonstrate
    its impact.
  • Research-based Staff development that improves
    the learning of all students prepares educators
    to apply research to decision making.

29
NSDC Standards
Process Standards
  • Design Staff development that improves the
    learning of all students uses learning strategies
    appropriate to the intended goal.
  • Learning Staff development that improves the
    learning of all students applies knowledge about
    human learning and change.
  • Collaboration Staff development that improves
    the learning of all students provides educators
    with the knowledge and skills to collaborate.

30
NSDC Standards
Content Standards
  • Equity Staff development that improves the
    learning of all students prepares educators to
    understand and appreciate all students, create
    safe, orderly and supportive learning
    environments, and hold high expectations for
    their academic achievement.
  • Quality Teaching Staff development that
    improves the learning of all students deepens
    educators' content knowledge, provides them with
    research-based instructional strategies to assist
    students in meeting rigorous academic standards,
    and prepares them to use various types of
    classroom assessments appropriately.
  • Family Involvement Staff development that
    improves the learning of all students provides
    educators with knowledge and skills to involve
    families and other stakeholders appropriately.

31
What does it take to be a Learning Community?
32
A Professional Learning Community is
Characterized by
  • Shared mission, vision and values
  • Collaborative teams
  • Collective inquiry
  • Action orientation / experimentation
  • Commitment to continuous improvement
  • Results orientation

DuFour and Eaker, Professional Learning
Communities at Work, 1998
33
People are guided by one of two maps
Shared mission, vision and values
  • Vision Map
  • Default Map

Debbi Ford, Shadow Coaching
34
Simply being collaborative does not make change.
  • Members of a Learning Community must call on each
    others knowledge, skills, and aspirations to
    address their goal.

35
Collaborative Teams
  • Meaningful experience
  • A sense of being part of something larger than
    the self
  • A sense of being connected
  • A sense of being generative

Peter Senge, The Fifth Discipline (1990)
36
Collective Inquiry
  • Relentless questioning of the status quo
  • Seeking new methods testing them
  • Reflecting on the results
  • Maintaining a sense of curiosity and openness to
    new possibilities
  • Recognizing that the process of searching for
    answers is more important than having answers

DuFour and Eaker, Professional Learning
Communities at Work, 1998
37
Collective Inquiry Conversations
  • Standards for Student Learning
  • SMART Goals for student achievement
  • Assessment strategies for monitoring progress
  • Intervention strategies for addressing gaps
  • System readiness

38
Action Orientation/ Experimentation
  • Turn aspirations into action
  • Refuse to tolerate inaction
  • Experiment develop and test hypothesis aimed at
    improvement

DuFour and Eaker, Professional Learning
Communities at Work, 1998
39
Commitment to Continuous Improvement
  • Innovation and experimentation are not viewed as
    tasks to accomplish or projects to complete, but
    as ways of conducting day to day business
    forever.

DuFour and Eaker, Professional Learning
Communities at Work, 1998
40
Grade 8 Reading Trend Data
Results Orientation
41
Grade 8 Reading
Results Orientation
42
A Professional Learning Community is
Characterized by
  • Shared mission, vision and values
  • Collaborative teams
  • Collective inquiry
  • Action orientation / experimentation
  • Commitment to continuous improvement
  • Results orientation

DuFour and Eaker, Professional Learning
Communities at Work, 1998
43
What else will help the group do the work?
44
Developing Norms
  • Roles
  • Expectations
  • Discussion guidelines (courtesies in conversation)
  • Timeliness attendance
  • Confidentiality
  • Decision Making
  • Responsibilities

45
The 33 Minute Meeting Results, Mike Schmoker

46
Collaborative Learning Opportunities
  • Curriculum mapping
  • Lesson study
  • Common Assessment development
  • Action research
  • Cognitive coaching
  • Mentoring
  • Study groups
  • Examining student work

47
  • Reculturing is the key to successful school
    improvement. Schools that function as
    professional learning communities are our best
    hope for reculturing schools.

DuFour and Eaker, 1998
48
Assessment Task
  • In pairs, select an envelope with a profile of
    teachers needing to be in a learning community.
    Create a plan to build and support a learning
    community for this team of on-line learners. Be
    sure to include structures that allow for best
    practices in learning and strategies to create
    supportive environments.
  • Briefly describe to another group the plan you
    created.

49
Debrief
How the day Shaped up! Form a trio and
determine who will be circle, who will be square
and who will be triangle (may be different from
AM).
50
Never doubt that a small group of thoughtful,
committed people can change the world. Indeed, it
is the only thing that ever has.
Margaret Mead
51
T'd UP!
52
Ting it up for Trainers
T'd UP
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