Professional Learning Communities

Professional Learning Community Overview

Dunlap School DistrictA Consistently High Performing District

March - 2010Becky Martin

School Improvement ConsultantCedar Rapids, IA

rjmartin@mchsi.com

Dunlap High Performing School District October 2009 – Chicago Sun-Times Rankings:

DHS Ranked #19 in the State of Illinois WW Ranked #21 in the State of Illinois DMS Ranked #48 in the State of Illinois DVMS Ranked #51 in the State of Illinois DGS Ranked #88 in the State of Illinois BES Ranked #96 in the State of Illinois

September 2009 – A+ Award Top 5% of School Districts in Illinois

February 2009 – Academic Excellence Award

Changing the Focus

Old Focus Every student can learn

Focus on teaching

Isolation

Assessment OF learning (Summative)

Select & Sort Students

Failure is an option

New Focus Every student will learn

Focus on learning

Collaboration

Assessment FOR learning (Formative)

Pyramid of Intervention

Failure is not and option

Professional Learning Communities

Results

Focus on Learning

Collaboration

Continuous Improvement

Strategic Plan

PLC Mission: High Levels of Learning for All Students

Fundamental AssumptionsEducators believe all student are

capable of high levels of learningEducators assume the responsibility

for all students achieving at high levels

PLC Team Structures Grade level team Course alike teams Vertical teams Interdisciplinary teams with an overarching

curriculum goal District teams

The Foundation of Professional Learning

Communities

Three Big IdeasFour Learning Questions

Six Characteristics

Big Ideas of PLCLearning as the fundamental purpose

of our schoolCultivate a collaborative culture

through development of high-performing teams.

Assess our effectiveness on the basis of results rather than intentions.

Three Big Ideas

•Learning•Collaboration•Results

•Learning•Collaboration•Results

Richard & Rebecca DuFour & www.allthingsplc.info

Creating a collaborative culture is the single most important factor for successful school improvement

initiatives and the first order of business for those seeking to

enhance the effectiveness of their school.

-Eastwood & Seashore-Louis (1992)

Learning – Collaboration - Results

Collaboration

We are committed to working

together to achieve our collective

purpose. We cultivate a

Collaborative Culture through

development of high-performing

teams.

Learning – Collaboration - Results

What is Collaboration?A systematic process in which

we work together, interdependently, to analyze and impact professional practice in order to improve out individual and collective results.

-DuFour, DuFour, & Eaker (2002)

Learning – Collaboration - Results

Mark Buehrle White Sox Perfect Game July 23, 2009

We are committed to working

together to achieve our collective

purpose. We cultivate a

Collaborative Culture through

development of high-performing

teams.

Learning – Collaboration - Results

Why Collaborate Gains in student achievement Higher quality solutions to problems Increased confidence among all staff Teachers able to support one another's

strengths and accommodate weaknesses Ability to test new ideas More support for new teachers Expanded pool of ideas, material, methods

-Judith Warren Little (1990)

Learning – Collaboration - Results

… the shared understanding by the entire staff that both the staff and the individuals within the staff are reliable and that they can be counted on to do what they say they will do.

Trust has been defined as…..

Learning – Collaboration - Results

Collective Responsibility The best organizations are places where

everyone has permission, or better yet, the responsibility to gather and act on quantitative data, and to help everyone else learn what they know.

- Pfeffer & Sutton (2006)

Learning – Collaboration - Results

Three Big Ideas

•Learning•Collaboration•Results

•Learning•Collaboration•Results

We accept learning as the fundamental purpose of our

school and therefore are willing to examine all practices in light of

their impact on learning.

Learning

Learning – Collaboration - Results

Learning Questions★What do we want each students to

know or be able to do?★How will we know they have

learned? What evidence do we have of the learning?

★How do we respond when students don’t learn or struggle?

★How do we respond to those who have already learned?

Learning – Collaboration - Results

Student Questions★What do I need to know ?★Where am I now?★How do I get there?★What happens if I struggle or

fail?

Learning – Collaboration - Results

Focus on LearningTo truly reform American education we must

abandon he long-standing assumption that the central activity of education is teaching and reorient all policy making and activities around a new benchmark: student learning.

- Edward Fiske (1992)

Learning – Collaboration - Results

Learning Questions★What do we want each students to

know or be able to do?★How will we know they have

learned? What evidence do we have of the learning?

★How do we respond when students don’t learn or struggle?

★How do we respond to those who have already learned?

Standards - BenchmarksStandards - BenchmarksStudent Learning ExpectationsStudent Learning Expectations

Learning – Collaboration - Results

Focus on Learning★ The ultimate purpose of schools is to ensure high

levels of learning for ALL students.★ If this is true, then schools will:

★ Clarify what each student is expected to learn★ Monitor each student’s learning on a timely

basis★ Create systems to ensure students receive

additional time and support if they are not learning

Learning – Collaboration - Results

Clear Learning TargetsIn student friendly language

When students know what they are learning, their performance, on average, has been shown to be

27 percentile points higher

than students who do not know what they are learning.

What are the learning targets?

The objective is….

I need to learn…..I have to complete

this by……

Robert J. Marzano

TodayRead Chapter 2 in ..Finish Adverb assignment…Work on myth..

Activities/Assignments

Robert J. Marzano

As a result of what we do today, you will beable to demonstrate that you:

Understand the technique of foreshadowing in mysteries.

Can revise writing to improve use of descriptive adverbs.

Learning Goals

Robert J. Marzano

•Do the odd numbered problems on pages 44 & 45. Show your work

•Unit review - Define four components of a culture.

•Understand the relationship between fractions and decimals.

•Using 3 resources - write a report on Charles Dickens.

•Practice 5 new words at home.

•Design menu’s that include a balance of foods from the food pyramid. One day for a teen-ager, one day for a toddler and one day for an adult.

Activities/Assignments or Learning Goals?????

•Demonstrate your understanding of exponents.

•Know the role culture plays in incidents of cooperation and conflict in the present day world.

•Uses strategies to gather and record information for research topics.

•Knows nutritional guidelines to be considered for food and meal planning

•Asks and answers questions using appropriate terms

What is your classroom focus?

Is this a Paradigm Shift?

LearningLearningOROR

Points & AssignmentsPoints & Assignments

Learning Expectations as SMART Goals★Specific★Measurable★Attainable★Results-oriented★Time-bound

Grade Level/Course Expectations

Intended Use for TeachersTeachers: The intended curriculum. They provide direction to teachers in relation

to the intended and enacted curriculum.

What do we want all students to know or

be able to do?

SMART Targets Intended Use for StudentsStudents:

Answers the student questions:

What do I need to

know or be able to do?

How am I doing?

SMART Targets Intended Use for ParentsParents:

to connect parents to the Learning Expectations Answers the question:

Where is my childon the continuum

of learning?

Critical Learning Questions★What do we want each students to

learn, know or be able to do?★How will we know they have learned?

What evidence do we have of the learning?

★How do we respond when students don’t learn or struggle?

★How do we respond to those who have already learned?

Learning – Collaboration - Results

In-Process MeasuresFormative Assessment

ClassroomClassroom Two Uses of Assessment Two Uses of Assessment

SUMMATIVESUMMATIVE Assessments Assessments OFOF LearningLearning

How much have students learned as of a particular point in time?

FORMATIVEFORMATIVE Assessments Assessments FORFOR LearningLearning

How can we use assessment information to help students learn more?

Learning – Collaboration - Results

Assessment Purpose:Assessment Purpose:Assess to meet Assess to meet whosewhose needs? needs?

CCllaassssrroooomm IInnssttrruuccttiioonnaall

SSuuppppoorrtt PPoolliiccyy SSttuuddeennttss TTeeaacchheerrss PPaarreennttss

CCuurrrriiccuulluumm

SSppeecciiaalliissttss PPrriinncciippaallss CCoouunnsseelloorrss

SSuuppeerriinntteennddeenntt SScchhooooll BBooaarrdd TTaaxx PPaayyeerrss LLeeggiissllaattoorrss

Learning – Collaboration - Results

All those activities undertaken by teachers and by their students [that] provide information to be used as FEEDBACKFEEDBACK to modify the teaching and learning activities in which they are engaged. --Black & Wiliam, 1998

FORMATIVE ASSESSMENTFORMATIVE ASSESSMENT

Learning – Collaboration - Results

Criteria for SuccessDefine Proficiency – Mastery

What is mastery?What does it look like?How will I know?

Agreed upon by staff Criteria provided for students

Clean refrigerator

4 Entire refrigerator is sparkling and smells clean. All items are fresh, in proper containers (original or Tupperware, with lids), and organized into categories

3 Refrigerator is generally wiped clean. All items are relatively fresh, in some type of container (some Tupperware lids are missing or don’t fit) and are sitting upright

Source: Robert Marzano

2 Some of the shelves are wiped clean, although there are some crusty

spots. There are some suspicious smells. Items are in containers, but there seems to be some green stuff growing in some of the Tupperware

1 Items stick to the shelves when they are picked up. The smells linger long after the refrigerator door is closed. Several items need to be thrown out—Tupperware and all

Source: Robert Marzano

4

3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes (THAT WERE EXPLICITLY TAUGHT)

2

1

0

Marzano’s Rubric Design

Source: Robert Marzano

4

3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes

2 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes

1

0Source: Robert Marzano

4

3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes

2 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes

1 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.

0 Source: Robert Marzano

4

3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes

2 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes

1 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.

0 The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.

Source: Robert Marzano

4 In addition to exhibiting level 3 performance, the student’s responses demonstrate in-depth inferences and applications that go beyond what was taught in class

3 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes

2 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes

1 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.

0 The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.

Source: Robert Marzano

I can RubricSkill: Skill Indicators:

4ExpertExceeds

I understand completely! I can do it without making mistakes. I can help others.

3MasterProficient

I understand the important ideas.I can do it by myself. Once in awhile, I make little or careless mistakes.

2ApprenticeDeveloping

I’m getting there! My mistakes show I understand most of the important ideas. Sometimes I need help.

1NoviceBeginning

I don’t understand yet. I can’t do it by myself.My mistakes show that I have trouble with the important ideas.

rjmartin@mchsi.com

“The primary purpose of formative assessment

is to improve learning.”

Learning – Collaboration - Results

“Classroom assessment for student learning turns the classroom assessment process

and its results into instructional strategies

designed to increase, not merely monitor, student learning,

confidence and motivation.”

~ Rick Stiggins

Purpose of formative assessment• improve student learning• direct instructional strategies

~ Rick Stiggins

Learning – Collaboration - Results

If kids don’t want to learn, there will be no learning. If kids don’t feel able to learn,

there will be no learning. The questions is…How can we use assessments to

help our students to learn?

Rick Stiggins, 2004.

Critical Learning Questions★What do we want each students to

learn, know or be able to do?★How will we know they have learned?

What evidence do we have of the learning?

★How do we respond when students don’t learn or struggle?

★How do we respond to those who have already learned?

Learning – Collaboration - Results

Pyramid Of InterventionDifferentiated Instruction

IDM

Confronting the Question, “How will we respond when our students don’t learn?”

requires…

a school-wide plan

that guarantees students

the time and support they need regardless

of who their teacher might be.

Learning – Collaboration - Results

The Charles Darwin School

“We believe all kids can learn . . . based on their ability.”

The Chicago Cub Fan School“We believe all kids can learn . . .

something, and we will help all students experience

academic growth in a warm and

nurturing environment.”

The Henry Higgins School

“We believe all kids can learn…and we will work to help all students achieve highStandards of learning.”

The Pontius Pilate School

“We believe all kids can learn . . . if they take advantage of

their opportunity we give them to learn.”

Collectively

Develop consistent, systematic procedures that ensure that each

student will receive the support they need to succeed.

- What Ever It Takes

Learning – Collaboration - Results

Three Big Ideas

•Learning•Collaboration•Results

•Learning•Collaboration•Results

We assess our effectiveness on the basis of results rather than intentions. Individuals, teams, and schools seek relevant data and information and use that information to promote continuous improvement.

Results

Learning – Collaboration - Results

Collective ResponsibilityThe best organization are places where everyone

has permission, or better yet, the responsibility to gather and act on quantitative and qualitative data, and to help everyone else learn what they know.

- Pfeffer & Sutton (2006)

Learning – Collaboration - Results

Focus on Results in Three Ways1. To ensure the success of all

students.

2. To identify students who need more time and support for learning

3. To identify strategies to improve upon both our individual an collective ability to teach each essential skill and concept.

Learning – Collaboration - Results

Effective teams engage in

“reflective practice” asking

themselves, “How does our

analysis of student learning

affect our instructional

Decision-making?”

Learning – Collaboration - Results

Is every teacher in your school clear on what each student should know and be able to do as a result of each grade level, course of unit of instruction

What systems are in place in your school to monitor each student’s learning?

Do teachers have access to the information on each students learning?

How will decisions move us toward the vision we seek to become?

Learning – Collaboration - Results

Characteristics of a Learning Community

Shared mission, vision, values goals Collaborative teams focused on learning Collective inquiry into best practice and

current reality Action Orientation and experimentation Commitment to continuous improvement Results orientation

Student Learning Expectation

Deconstruct Learning Expectation

Formative AssessmentData Driven Decision

PLC Discussion

Focus on Focus on StudentStudentLearningLearning

Implement Effective Instructional Strategy

In a Professional Learning Community educators create an environment that fosters mutual cooperation, emotional support and personal growth as they work together to

achieve what they cannot accomplish alone.

--PLC at Work

Access to both quantitative and

qualitative research on PLCs, go to www.allthingsplc.info

References:

Richard and Rebecca DuFour

Robert Eaker

Solution Tree http://www.solution-tree.com/Public/Main.aspx