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of A Highly Effective

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CORNERSTONES of A Highly Effective Professional Learning Community Human capital believed to be the primary cause of success or failure of a teacher Leana cites ... – PowerPoint PPT presentation

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Title: of A Highly Effective


1
CORNERSTONES
  • of A Highly Effective
  • Professional Learning Community

2
Cornerstones
  • Leadership
  • PLCs sustain where we find committed, skilled
    leaders who continue to learn
  • Collaborative learning teams
  • Adult learning and student learning are directly
    related to the quality of team collaboration
  • Using data
  • Information (data ) informs does not
    drivedecisions/solutions

3
  • What is your dream
  • for the children?

4
Social Capital
  • The Missing Link in School Reform by Carrie R.
    Leana. Stanford Social Innovation Review, fall
    2011.
  • HUMAN CAPITAL abilities, knowledge and skills
    developed through formal education and on-the-job
    experience
  • SOCIAL CAPITAL the relationships among teachers
    that promote a teachers growth and improvement
  • peer helping
  • atmosphere of high trust

5
  • Study in NYC public schools
  • 2005-2007
  • 1,000 4th and 5th grade teachers in 130 elem.
    schools
  • Corrected for poverty, attendance special
    education status
  • Focus on math (research shocking)
  • Teachers 2x more likely to ask peers for help
    than experts 4x more likely to ask peers than
    principal
  • Teachers who reported frequent conversations
    w/peers re math instruction where there was
    trust among teachers the students had higher
    gains in math achievement. So, social capital was
    a significant predictor of achievement gains
    above and beyond teacher experience or ability.

6
LeadershipInspiration. Culture.
  • Hope burns brightest in those who believe in
    their ability to impact the future. Leaders of
    learning communities will keep hope alive in
    their schools and districts by modeling that
    belief and calling upon all staff to do the
    same.
  • Professional learning communities set out to
    restore and increase the passion of teachers by
    not only reminding them of the moral purpose of
    their work, but also by creating the conditions
    that allow them to do that work successfully.

7
Leadership
  • A good leader is a learner / Asks questions /
    Seeks solutions.
  • Form a guiding coalition.
  • Identify known and likely implementation
    challenges.
  • Problem solve (include staff input regularly)
    challenges.
  • Give teachers tools to facilitate the PLC work.
  • Communicate expectations.
  • Focus is always on all students learning at high
    levels-whatever it takes.
  • Teachers are valued, supported, empowered and
    invited to lead.
  • Teachers know there are some non-negotiables.

8
Leadership
  • Apply tight/loose leadership. Keep hope alive.
  • Flexibility in beginning
  • Non-negotiables (high expectations, focus on
    results, communication)
  • Empower staff but tight on team accountability
  • Teams set their goals, but whole faculty sets
    vision, collective destination for school
  • Using multiple data to inform decisions is
    non-negotiable some decisions made by teams,
    some school-wide process
  • Create and support shared leadership

9
Collaborative Teams Learn by Doing!
  • Curriculum and Instruction
  • Teams create, revise monitor curriculum align
    with NJCCCS and Common Core State Standards
    (CCSS) ongoing work, should be routine practice
  • Teams use resources and their collective
    experience to improve instruction serves to
    improve teachers pedagogy

10
Collaborative Teams Learn by Doing!
  • Teams focus on student learning objectives and
    track student learning. DuFour
  • What do we want students to know?
  • What instructional strategies will be effective?
  • How will we know if students dont learn?
  • What will we do if they dont?
  • What will we do if they already know it?

11
Collaborative Teams Learn by Doing!
  • A word about curriculum and instruction
  • Things can get disconnected. Curriculum,
    instruction and assessment must be tightly
    connected. Its your primary work and teams are
    the glue!
  • Teachers are knowledgeable. But they need each
    other to bounce ideas, share strategies, plan
    interventions, share kids, think about barriers
    to learning solutions, and have fun together.
    This is a culture of inquiry!

12
Collaborative Teams Learn by Doing!
  • What do we want students to know and what
    instructional strategies will be effective?
  • Establish common goals (school, team, classroom)
    based on adequate information
  • Determine individual and team professional
    learning needs to meet those goals.
  • Seek resources and tools to help you structure
    team meetings focused on curriculum, instruction
    and assessment.

13
Tuning Protocols Defined
  • 1. a professional learning process that honors
    the work we as educators are trying to do (our
    practice). They help us fine TUNE (think of
    tuning a radio to get the clearest reception or
    tuning a car so that it runs better) our practice
    using a PROTOCOL or formal process for examining
    our work in a supportive, problem-solving group.
    Lois Brown Easton
  • 2. a teacher presents actual work before a group
    of thoughtful critical friends in a structured
    reflective discourse aimed at tuning the work
    to higher standards. Joe McDonald

14
Collaborative TeamsHope is Alive
  • Teaching at this school is a better experience
    than I could have ever hoped for . . . . It is
    amazing. Elementary school teacher
  • PAIR UP discuss for 2 minutes what makes/can
    make your school amazing.
  • Be ready to share ideas something you or a
    colleague said that helps to keep us passionate.

  • 5 minutes

15
Using Data
  • Analyze Student Data in Teams
  • Collect multiple data on student learning
  • Summative data
  • Formative data
  • Social-emotional data
  • Data information

16
Summative Assessment Data
  • What do we want students to know how will we
    know if they learned it?
  • INFORMS COLLECTIVE DECISIONS RE SCHOOL-WIDE
    GOALS
  • Sources
  • state tests gr. 3-8, 11
  • school-wide interim assessments
  • teacher-made tests, team designed tests
  • Opportunity to create SMART goals that everyone
    agrees on and aims to achieves

17
Formative Assessment Data
  • What will we do if students dont learn it? What
    will we do if students already know it?
  • ADJUST INSTRUCTION, RETEACH/GROUP, APPLY
    INTERVENTIONS
  • Sources
  • Interim assessments
  • Commercial
  • District
  • School
  • Common formative - team created (weekly, monthly,
    quarterly intervals determined by team)
  • Student work
  • assignments, quizzes, projects, portfolios, etc.
  • Teacher-made tests

18
Social-emotional Data
  • How will we factor in influences beyond academic
    learning?
  • AFFECTIVE CONCERNS, STRENGTHS GIFTS
  • Sources
  • Counselor
  • Social worker, Nurse
  • Anti-bullying specialist
  • Other teachers (coaches, electives, tutors, etc.)
  • Parents
  • Surveys
  • Administrators
  • Other students
  • Referral attendance records

19
CORNERSTONES
  • Leadership. PLCs sustain where we find committed,
    skilled leaders who continue to learn
  • Think of an excellent leader you know or work
    with.
  • What attributes qualify this person to be a PLC
    leader?

  • 5 minutes

20
CORNERSTONES
  • Collaborative learning teams. Adult learning and
    student learning are directly related to the
    quality of team collaboration.
  • Think of a collaborative team you know or work
    with.
  • What attributes qualify this team to be called
    exemplary?

  • 5 minutes

21
CORNERSTONES
  • Using data. Data informs does not drive -
    decisions
  • Think of a collaborative team that uses data
    (information) to improve teaching and learning.
    What are they doing right?

  • 5 minutes

22
Resources
  • NJ Tool Kit (teachpd_at_doe.state.nj.us ) all
    staff members should download a personal copy
  • Teacher Leader Model Standards
  • Learning by Doing (2006). Richard DuFour, et
    al., Solution-Tree.
  • Team to Teach A Facilitators Guide to
    Professional Learning Teams. (2008). Anne Jolly,
    National Staff Development Council.

23
Resources
  • Powerful Designs for Professional Learning, 2nd
    ed. (2008). Lois Brown Easton, National Staff
    Development Council.
  • Leading Professional Learning Communities.
    (2008). Shirley Hord William Sommers, Corwin
    Press.
  • www.solution-tree.com
  • www.learningforward.org
  • www.leadandlearn.com

24
NJDOE Online Resources
  • Professional learning planning documents
  • www.nj.gov/education/profdev/pd/teacher
  • PLC videos and materials
  • www.nj.gov/education/profdev/pd/teacher/plc

25
THINKSHEET Instructions
  • Col. One
  • Decide on one, two or three PLC elements you
    would like to implement in your school or
    district.
  • Col. Two
  • If present in the school/district, circle Yes
    and describe the successes and challenges
    experienced. If not, circle No.
  • Col. Three
  • Reach agreement on some short-term and long-term
    steps to take to reach your implementation goal.
    Your steps may fall into one or more of the three
    themes it is not essential to address all three.
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