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Collegial Collaboration: A New Way of Life for Professional Educators EDUC

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Title: Collegial Collaboration: A New Way of Life for Professional Educators EDUC


1
Collegial Collaboration A New Way of Life for
Professional Educators EDUC 503 November 12,
2012
  • Original PLC presentation developed by faculty of
  • Holly Springs High School, NC
  • Modified by Kimberly Beck, April 2011

2
Forward thinking
In times of drastic change, it is the learners
who inherit the future. The learned usually
find themselves beautifully equipped to live in a
world that no longer exists. Eric Hoffer, 1972
3
The essential question for ALL educators must be
  • What do schools look like when they are
    organized around the commitment of high standards
    by all students?

4
  • We know that part of the answer has to be
    collaborative efforts of all those engaged in the
    process of educating these learners.
  • One current buzz word for such collaboration
    is professional learning communities.

5
Whatever collaborative efforts are part of
your professional life, constantly seek to
have those efforts
  • Include ongoing discussions about current reality
    and best practice
  • Have a commitment to continuous improvement (Good
    enough is NOT good enough)
  • Be results oriented
  • Involve more and more colleagues over time

6
Professional Learning Communities (PLC) for
Collaboration
7
A PLC is . . .
PROFESSIONAL? Every teacher is a leader
Every leader is a teacher. LEARNING?
In a PLC School, learning applies as much to
teachers, administrators, and
parents as to students. Focus on
instruction, curriculum and assessment.
COMMUNITY? Support Cooperation
vs. competition Focus intensely on the
mission, vision, goals, and values.
Improvement of the whole vs. striving to get
ahead individually.
8
PLCs at Work Core Elements
  • Mission, Vision, Values and Goals
  • Collaborative Teams
  • Changing Your Schools Culture
  • Planning a PLC-Model School

9
The Four Keys to a Successful PLC
Mission Clarifies Priorities/
Sharpens Focus Vision Gives
Direction Values Guides Behavior Goals
Establish Priorities
10
Mission
  • Why do we exist?

11
Mission
Schools exist because their mission is
learning.
  • Questions to ask as Educators
  • What is it we expect all students to learn?
  • How will we know when they have learned it?
  • How will we respond when they dont learn?
  • How will we respond when they already know it?

12
  • You've got to be very careful if you don't know
    where you are going because you might not get
    there.
  • Yogi Berra, 1947

13
Vision
  • What do we hope to become at some point in the
    future?

14
Vision
  • Questions to ask as
  • Educators with a Vision
  • What are the essentials for our students?
  • If we did an excellent job with the essentials,
  • what would that look like?

15
Values
  • How must WE (the professionals)
  • behave to create the school that
  • will achieve our purpose?

16
Values
  • Question to ask as
  • Educators with Values
  • What attitudes, behaviors, and
  • commitments must WE demonstrate in
  • order to create the school of our vision?

17
Goals
  • What results do we seek and
  • how will we know we are
  • making progress?

18
Goals
  • Questions to ask as
  • Educators with Goals
  • Which steps should we take first?
  • What is our timeline?
  • What evidence will we present to demonstrate
  • our progress?

19
Professional Educators. . .
  • Emphasize learning
  • Emphasize active student engagement and
    significant content
  • Collaborate with colleagues
  • Focus on student performance and production
  • Function as leaders

20
  • Separated by their classrooms and packed
    teaching schedules, teachers rarely work or talk
    together about teaching practices.
  • Linda Darling-Hammond, 1995

21
Collaborative Teams Engaged in Collective Inquiry
  • You cannot have students as continuous
    learners and effective collaborators, without
    teachers that have the same characteristics.
  • Michael Fullan, 1993

22
PLC Assumptions about Collaboration
  • If schools are to improve, staff must develop the
    capacity to function as professional learning
    communities.
  • If schools are to function as professional
    learning communities, they must develop a
    collaborative culture.

23
PLC Assumptions about Collaboration
  • If schools are to develop a collaborative
    culture, they must overcome traditional teacher
    isolation.
  • If schools are to overcome their tradition of
    teacher isolation, teachers must learn to work in
    effective, high performing teams.

24
In a PLC school with high performing teams. . .
  • Collaboration is embedded into every aspect of
    the school culture
  • Time for collaboration is built into the school
    calendar
  • Products of collaboration are made explicit
  • Teams have access to relevant information

25
In a PLC school with high performing teams. . .
  • Teams pursue specific and measurable
  • performance goals
  • Strategic Specific
  • Measurable
  • Attainable
  • Results-oriented
  • Time bound

26
The best way to improve schools is
to develop the people within them.
Richard DuFour and Robert Eaker
The SMART Goals process creates the motivation
for team action and experimentation. But in order
to apply the SMART Goals process effectively,
individuals need strong team skills, the ability
to understand and use data, and a willingness to
engage in continuous improvement.
27
The SMART Plan
  • Emphasizes the measurement and tracking of
    progress toward the goal
  • Guides the work of the PLC
  • Provides a means of analyzing the student work
    data

28
  • If you intend to introduce a change that is
    incompatible with the organizations culture, you
    have only three choices
  • modify the change to be more in line with the
    existing culture,
  • 2) alter the culture to be more in line with the
    proposed change or
  • 3) prepare to fail.

David Salisbury Daryl Conner, 1994
29
A Schools Culture Might Mean. . .
  • Shared decision-making and teamwork
  • Effective meetings
  • Focus on goals
  • Continuous Improvement
  • Results Oriented

30
Perhaps the greatest insight we have gained in
our work with school districts across the
continent is that schools that take the plunge
and actually begin doing the work of a PLC
develop their capacity to help students learn at
high levels far more effectively than schools
that spend years preparing to become PLCs through
reading or even training. Richard DuFour, et.
al., Learning by Doing
31
Planning a PLC Model
Key Questions to ask
  • How do we develop a shared vision and goals?
  • How can we effectively use data in all aspects?
  • What are some additional ways to get
  • collaboration among colleagues?

32
PLC Resources
DuFour, Richard and Robert Eaker. Professional
Learning Communities at Work Best Practices for
Enhancing Student Achievement. Bloomington, IN
National Educational Service, 1998. --and Rebecca
DuFour. Professional Learning Communities at
Work. Educational Workshop. Kennewick, WA, May
16-17, 2006. --et. al., Ed. The Power of Smart
Goals. Bloomington, IN Solution Tree,
2006. --et. al., Ed. On Common Ground The Power
of Professional Learning Communities.
Bloomington, IN Solution Tree,
2005 www.allthingsplc.info/about/aboutPLC.php www
.sedl.org/change/issues/issues61.html www.teachinf
lorida.com/teachertoolkit/PLC.htm www.nsdc.org/sta
ndards/learningcommunities.cfm
33
Collegial collaboration thru data teams
  • Another framework

34
What is a Data Team?
  • Data teams are groups of professional educators,
    working collaboratively to analyze the effect of
    their actions on identified student outcomes.
  • Data teams adhere to continuous improvement
    cycles, examine patterns and trends, and
    establish specific timelines, roles, and
    responsibilities to facilitate analysis that
    results in action.
  • (S. White, Beyond the Numbers, 2005, p.13)

35
By definition
  • What are the similarities between PLCs and Data
    Teams?

36
Four types of data teams
  • District District Data Team
  • School School Data Teams
  • Classroom Instructional Data Teams
  • Student Student Assistance Teams

37
Why Data Teams?
  • To create a consistent and comprehensive
    framework for improvement planning that
    translates from district to school to classroom
    to individual students

38
HOW and WHY are data teams effective?
  • Data Teams
  • Are Research-based
  • Empower teachers
  • Focus on what adults can do differently to
    improve instruction
  • Create coherence within the district/school
  • Provide a mechanism to set achievement and
    instructional priorities

39
HOW and WHY are data teams effective?
  • Data Teams
  • Provide time for collaboration and planning
  • Follow the five-step process
  • Collect and Chart Data
  • Analyze strengths and obstacles
  • Establish goals set, review, revise
  • Select instructional strategies
  • Determine results indicators
  • Provide opportunity for training and resources

40
What is the work of the Data Teams?
  • District Data Team
  • Meets monthly
  • Identifies District
  • Goals
  • Student Outcome Indicators
  • District Targets
  • Adult Action Indicators
  • Develops District Strategic Improvement Plan

41
What is the work of the Data Teams?
  • School Data Team
  • Meets monthly
  • Identifies School
  • Goals
  • Student Outcome Indicators
  • School Targets
  • Adult Action Indicators
  • Drafts School Strategic Improvement Plan

42
What is the work of the Data Teams?
  • Meets frequently
  • Focused on groups of students
  • Engaged in collaborative, cyclical process
  • Identifies specific strategies for targeted
    timeline
  • Assesses short term results
  • Instructional Data Teams

43
By description
  • How are PLCs and
  • Data Teams similar?
  • How are PLCs and
  • Data Teams different?
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