Introduction to the

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• Introduction to the
• Professional Teaching and
• Learning Cycle (PTLC)

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Session Questions

• What is an example of a research-based practice
  that can be used in the Planning Action phase of
  Working Systematically?
• How is PTLC related to the alignment of
  curriculum, instruction, assessment, and
  standards (CIAS)?
• What are the steps of PTLC?

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Working Systemically
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The Phases of the WS Approach
You Are Here The PTLC is a research-based
practice that can be used in the Planning
Action phase of Working Systemically.
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Guaranteed and viable curriculum
School Level Factors Affecting Student
Achievement

• Challenging goals and effective feedback
• Parent and community involvement
• Safe and orderly environment
• Collegiality and professionalism

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Alignment of Curriculum, Instruction, and
Assessment to Standards
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About the Curriculum, Instruction, Assessment,
Standards (CIAS) Circles

• Each group of three participants gets two sets of
  the CIAS circles.
• The circle labeled Curriculum represents the
  district curriculum.
• The circle labeled Instruction represents all
  the instruction done in classrooms in a district
  during one school year.
• The other circles represent the standards (TEKS)
  and the assessment (TAKS).

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Table Task 1

• Consider the size of each circle and discuss the
  following
• Why the sizes are different?
• (3 minutes)

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Table Task 2
a. Arrange one set of the circles to represent
how your group perceives teachers actually align
CIAS in planning for their lessons.
b. Arrange the second set of the circles to show
how your group perceives CIAS should be aligned
to ensure student learning.
Be ready to share your discussion and your CIAS
representations in four minutes.
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Misalignment of CIAS
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Alignment of CIAS
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SEDL Findings from Work with Low-Performing
Schools

• Professional development fragmented and not
  connected to real needs
• Limited content and pedagogical knowledge
• Culture of isolation
• Little use of data to drive decisions
• Attribution to external factors
• Little attention to systemic alignment of CIAS

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What is the PTLC?

• The Professional Teaching and Learning Cycle is a
  six-step process that teachers use for
  collaboratively planning and implementing lessons
  that are aligned to their state standards.
• PTLC was developed by SEDL and the Charles A.
  Dana Center.

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Professional Teaching and Learning Cycle A
Research-Based Strategy for Alignment
Data Analysis
Standard Identified
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Step 1 Study the Standards Developing a common
understanding
Collaborative groups study

• the concepts and skills students need to know and
  be able to do to meet the expectations in the
  standards,
• how the standards for a grade or course are
  assessed on state and local tests, and
• how the standards fit within the scope and
  sequence of the district curriculum.

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Step 2 Select Strategies and Resources
Enhancing learning expectations
Collaborative groups select

• effective research-based instructional strategies
  and appropriate resources that will be used to
  support learning in the selected state standards
  and
• appropriate assessment techniques that will be
  used to provide evidence of student learning.

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Step 3 Plan for Learning Incorporating
selected strategies
Collaborative groups

• plan a common, formal lesson outlining the
  objectives (relevant to the standards), the
  procedures and materials to be used, the time
  frame for the lesson, and the activities in which
  students will be engaged and
• decide what evidence of student learning will be
  collected during the implementation.

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Step 4 Implement Plan for Learning Gathering
agreed-upon evidence
Collaborative groups

• deliver the planned lesson within the specified
  time period
• record results, especially noting where students
  struggled and/or where instruction did not
  achieve expected outcomes and
• collect the agreed-upon evidence of student
  learning to take back to the collaborative
  planning team.

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Step 5 Analyze Student Work Discussing student
understanding
Collaborative groups analyze

• standards, once again, before looking at student
  work
• a sampling of student work for evidence of
  student learning and/or meeting the expectations
  of the standards and
• what knowledge and skills students have gained to
  identify what must be addressed in future lessons.

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Step 6 Adjust Plan for Learning Exploring
alternatives
Collaborative groups

• reflect on their common or disparate teaching
  experiences
• consider and identify alternative instructional
  strategies for future instruction and
• determine when the instructional modifications
  will take place, what can be built into
  subsequent lessons, and what needs an additional
  targeted lesson.

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Instructions for Carousel Task

• There are 6 charts, one for each of the six PTLC
  steps.
• Each group will be assigned to a chart that is
  the home chart for the group.
• Groups will perform a task at each chart, using
  the handout (six steps of PTLC) for reference.
  (35 minutes at each chart)

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Instructions for Carousel Task (continued)

• Each group will write something on each chart, so
  be sure you leave room for the other groups.
• Each group will use the same color marker for
  their tasks on all chartstake your markers with
  you.
• There will be a signal before groups may move to
  the next chart. At the signal, groups will move
  to the next chart to their right.

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Home Chart
At this chart The group will paraphrase this
step of PTLC, writing a description in their own
words.
(3 minutes)
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Move to Next Chart
At this chart The group will read what has been
recorded and refine the description if needed.
(3 minutes)
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Move to Next Chart
At this chart The group will read what has
been recorded and write a specific example of an
activity that could happen in this step of PTLC
in practice.
(4 minutes)
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Move to Next Chart
At this chart The group will read what has
been recorded and write a specific example of a
challenge that may surface during this step of
PTLC.
(4 minutes)
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Move to Next Chart
At this chart The group will read what has
been recorded and write a specific example of an
activity that should not occur during this step
of PTLC.
(3 minutes)
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Move to Next Chart
At this chart The group will read what has been
recorded and design a bumper sticker or
illustration to represent this step of PTLC.
(4 minutes)
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Return to Home Chart
At home chart The group will read their chart
and identify one interesting thing that has been
recorded about the step. Be ready to share in 3
minutes.
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Table Reflection

• Return to table groups, reflect and discuss
  What do we currently have in place in our
  district or on our campuses that would help us
  implement PTLC?
• You have 7 minutes. Be ready to share salient
  points of the reflection and discussion with the
  whole group.

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Key Ideas

• The Professional Teaching and Learning Cycle
  (PTLC) is a research-based practice that moves
  the improvement work to the classroom level.
• The PTLC is an ongoing, job-embedded process for
  alignment of curriculum, instruction, and
  assessment, to standards (CIAS).
• The PTLC consists of six steps Study, Select,
  Plan, Implement, Analyze, Adjust.

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