OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008 PROFESSIONAL PROFESSIONAL LEARNING COMMUNITIES LEARNING COMMUNITIES OREGON LEADERSHIP NETWORK INSTITUTE OREGON LEADERSHIP NETWORK INSTITUTE APRIL 9, 2008 APRIL 9, 2008 PROFESSIONAL LEARNING COMMUNITIES
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OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008 PROFESSIONAL LEARNING COMMUNITIES PROFESSIONAL LEARNING COMMUNITIES OREGON LEADERSHIP.
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OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008
PROFESSIONAL PROFESSIONAL LEARNING LEARNING
COMMUNITIESCOMMUNITIES
OREGON LEADERSHIP NETWORK INSTITUTEOREGON LEADERSHIP NETWORK INSTITUTE
APRIL 9, 2008APRIL 9, 2008
PROFESSIONAL LEARNING
COMMUNITIES
There isn’t a single large urban schoolThere isn’t a single large urban school
district in our country or even in the worlddistrict in our country or even in the world
that has been able to bring qualitythat has been able to bring quality
teaching and learning to scale for teaching and learning to scale for allall its its
Students.Students.Tony WagnerTony Wagner
Harvard ExEl InstituteHarvard ExEl Institute
July 2007July 2007
THE CHALLENGETHE CHALLENGE
Making systems of schools work for all Making systems of schools work for all
kids is the most important economic, kids is the most important economic,
social justice and civil society issue of social justice and civil society issue of
LEADERSHIP FOR SYSTEMS LEADERSHIP FOR SYSTEMS CHANGECHANGE
OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008
THE CHALLENGETHE CHALLENGE
We have been using gradualists strategies to We have been using gradualists strategies to solve the “slow moving” problem of a “rising solve the “slow moving” problem of a “rising tide” when what is called for is a set of more tide” when what is called for is a set of more dramatic and systemic interventions dramatic and systemic interventions commensurate with the challenge of a tidal commensurate with the challenge of a tidal wave.wave.
Change LeadershipChange Leadership, 2006, 2006
Wagner, etc.Wagner, etc.
OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008
1.1. Learn more about Beaverton’s use of PLCs as the district-wide Learn more about Beaverton’s use of PLCs as the district-wide strategy for bringing effective instruction to scale and positively strategy for bringing effective instruction to scale and positively impacting student outcomesimpacting student outcomes
2.2. Engage in the Issaquah Protocol to learn more about how Engage in the Issaquah Protocol to learn more about how professional learning communities are being utilized to improve professional learning communities are being utilized to improve instruction in other districtsinstruction in other districts
• Turn to one another for ideas about how to work through a current Turn to one another for ideas about how to work through a current dilemma that is impacting your implementation of PLCsdilemma that is impacting your implementation of PLCs
• Provide participants with additional context for our afternoon work Provide participants with additional context for our afternoon work on adaptive change with Ron Heifitzon adaptive change with Ron Heifitz
SESSION GOALSSESSION GOALS
OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008
Professional learning communities are now ubiquitous. Professional learning communities are now ubiquitous.
Few educators remain unaware of what PLCs are meant Few educators remain unaware of what PLCs are meant
To be—communities of professionals caring for andTo be—communities of professionals caring for and
working to improve student learning together, byworking to improve student learning together, by
engaging in continuous collective learning of their own.engaging in continuous collective learning of their own.
Andy HargreavesAndy HargreavesForewardForeward
Professional Learning CommunitiesProfessional Learning CommunitiesHord and Sommers, 2007Hord and Sommers, 2007
WHAT ARE PLCS?WHAT ARE PLCS?
The Beaverton StoryThe Beaverton Story
OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008
The District Goal for 2004-09The District Goal for 2004-09
OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008
Ensure academic achievement District-wide with an emphasis on literacy and mathematics gains for each student.
Instructional Core*
* Adapted from the PELP Coherence Framework, Harvard University, Childress, Elmore, Grossman and King
CultureCulture Structures and SystemsStructures and Systems ResourcesResources StakeholdersStakeholders
ORGANIZATIONAL ELEMENTSORGANIZATIONAL ELEMENTS
Note on the PELP Coherence Framework, January 31, 2007Note on the PELP Coherence Framework, January 31, 2007Public Education Leadership Project at HarvardPublic Education Leadership Project at Harvard
OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008
• Students’ engagement in their own learningStudents’ engagement in their own learning
(relevance)(relevance)
• Teachers’ knowledge and skill (relationships)Teachers’ knowledge and skill (relationships)
INSTRUCTIONAL COREINSTRUCTIONAL CORE
OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008
The set of actions a district deliberatelyThe set of actions a district deliberately
takes to provide capacity and support totakes to provide capacity and support to
the instructional core with the objectivethe instructional core with the objective
of raising student performance district-of raising student performance district-
wide.wide.Note on the PELP Coherence Framework, January 31, 2007Note on the PELP Coherence Framework, January 31, 2007
Public Education Leadership Project at HarvardPublic Education Leadership Project at Harvard
BIG STRATEGYBIG STRATEGY
The PELP Coherence framework, rather than The PELP Coherence framework, rather than prescribing a particular strategy, asserts that gaining prescribing a particular strategy, asserts that gaining coherence among actions at the district, school, and coherence among actions at the district, school, and classroom levels will make a district’s chosen classroom levels will make a district’s chosen strategy more scalable and sustainable.strategy more scalable and sustainable.
LOGICAL INTEGRATIONLOGICAL INTEGRATION
Note on the PELP Coherence Framework, January 31, 2007Note on the PELP Coherence Framework, January 31, 2007Public Education Leadership Project at HarvardPublic Education Leadership Project at Harvard
OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008
OUR BIG STRATEGYOUR BIG STRATEGY
BEAVERTON SCHOOLS ADMINISTRATOR INSTITUTE August 15-17, 2007
Implement high quality Professional Learning Implement high quality Professional Learning
Communities District-wide that are characterized by Communities District-wide that are characterized by
individual and team practices aligned with District individual and team practices aligned with District
PLC standards and with improved student PLC standards and with improved student
achievement results in literacy and mathematics.achievement results in literacy and mathematics.
ASSESSMENT: Teachers administer and score common assessments on a regular basis.
Teams create agreements regarding use of common formative assessments
Teachers bring data from assessments and may spend time undergoing
moderation
Examples: OAKS, DRA-2, DIBELS, Proficiency agreements, Six Traits Writing Rubric
ANALYSIS: Teachers collaborate to analyze student data and identify learning needs for each student
Teams scrutinize data looking for changes over time regarding struggling students, high-achieving students and areas in which the entire class is excelling or struggling
ESL and Special Education scores are closely watched
Expertise in the following areas support this step: Data Team Training Use of Data Warehouse Intervention Systems Normal ESL development SPED student needs
CONSULTATION: Teachers consult in collaboration teams about how to meet learning needs for each student
Team members collaborate to set SMART goals for student achievement
Team members collaborate on instructional strategies tomove children toward goal
Team members identify and receive staff development needed individually and as a team to improve their own instruction
Expertise in the following areas support this step: Power Standards/Learning Targets Rigor, Relevance, Relationship from Change Leadership Effective Teaching Strategies from Marzano's Classroom
Instruction that Works and best practices for literacy and math Critical Friends Groups
INTERVENTION: Teachers implement strategies for learning needs and improving individual student growth
Teams integrate both whole classroom instructional strategies and small group interventions
Progress monitoring data kept for refinement Teachers check-in with each other to
ensure strategies are useful
Expertise in the following areas support this step: SIOP Instruction for Talented and Gifted Differentiation Response to Intervention Positive Behavioral Intervention Systems Action research
REFINEMENT: Teachers work together to improve their practice and to strengthen instruction system wide
Teams review progress monitoring data to determine which strategies are working
Plans made based on outcomes as to next steps Expertise in the following areas support
this step: Data Driven Decision Making and Data Teams Effective Teaching Strategies Art & Science of Teaching Best Practices
Professional development w/literacy focus spreadsProfessional development w/literacy focus spreads
Invitational District-wide training in Critical Friends Invitational District-wide training in Critical Friends
Group (CFG) coaching Group (CFG) coaching
Literacy Coaches allocated to all elementary schoolsLiteracy Coaches allocated to all elementary schools
New teacher mentoring program implementedNew teacher mentoring program implemented
Accountability system implemented (w/Doug Reeves)Accountability system implemented (w/Doug Reeves)
SAELP inspires the beginning of an Equity Leadership SAELP inspires the beginning of an Equity Leadership
and cultural competency and cultural competency
2004-05: Year One2004-05: Year One
OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008
CFG Training expanded to 300 coaches involving over CFG Training expanded to 300 coaches involving over
1,000 staff who voluntarily participated 1,000 staff who voluntarily participated
Launched the development of an evidence-based Launched the development of an evidence-based
proficiency assessment system proficiency assessment system
Realignment of District funding to support embedded Realignment of District funding to support embedded
professional development Resource Allocation professional development Resource Allocation
Resource Allocation Methodology was implemented Resource Allocation Methodology was implemented
to fund equity to fund equity
2005-06: Year Two2005-06: Year Two
OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008
District-wide development of common assessments at the Middle District-wide development of common assessments at the Middle
School levelSchool level
Proficiency stalls but PBIS takes off in all High SchoolsProficiency stalls but PBIS takes off in all High Schools
Assessment agreements at ElementaryAssessment agreements at Elementary
APQC study validates embedded PDAPQC study validates embedded PD
Data Team Expansion through District incentive fundingData Team Expansion through District incentive funding
The Five Stage Cycle of improvement is identifiedThe Five Stage Cycle of improvement is identified
Nike and Harvard Partnerships are establishedNike and Harvard Partnerships are established
Equity Leadership Team (ELT) fosters Change LeadersEquity Leadership Team (ELT) fosters Change Leaders
2006-07: Year Three2006-07: Year Three
OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008
2007-08: Year Four2007-08: Year Four
Our theory of action emergesOur theory of action emerges
Partnership with Harvard results in focus on PLCs as big Partnership with Harvard results in focus on PLCs as big
strategystrategy
Nike grant enables Leadership Academy and vehicle for Nike grant enables Leadership Academy and vehicle for
implementation of PLCsimplementation of PLCs
Incentive funding helps build capacity for on-site Incentive funding helps build capacity for on-site
collaboration around five stage PLC cycle collaboration around five stage PLC cycle
Time study kicks-offTime study kicks-off
OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008
2008-09: Year Five2008-09: Year Five
Outcomes based budgetingOutcomes based budgeting
Community engagement in PLC implementationCommunity engagement in PLC implementation
PLCs five stage cycle is clearly definedPLCs five stage cycle is clearly defined
Time Study has the potential to address more time for Time Study has the potential to address more time for
Consideration of the elements of the background of the Consideration of the elements of the background of the
PELP coherence framework PELP coherence framework
OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008
Theory of action represents the organiza-Theory of action represents the organiza-
tion’s collective belief about the causaltion’s collective belief about the causal
relationships between certain actionsrelationships between certain actions
(strategy) and desired outcomes.(strategy) and desired outcomes.
Note on the PELP Coherence Framework, January 31, 2007Note on the PELP Coherence Framework, January 31, 2007
Public Education Leadership Project at HarvardPublic Education Leadership Project at Harvard
THEORY OF ACTIONTHEORY OF ACTION
OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008
ASSUMPTION #1ASSUMPTION #1
If the conditions of teaching are changed to ensure If the conditions of teaching are changed to ensure
the development of Professional Learning the development of Professional Learning
Communities that are aligned with proven standards Communities that are aligned with proven standards
of practice, then we will have provided the foundation of practice, then we will have provided the foundation
for bringing effective teaching to scale in our District.for bringing effective teaching to scale in our District.
TOA AssumptionTOA Assumption
OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008
ASSUMPTION #2ASSUMPTION #2
If Professional Learning Community characteristics If Professional Learning Community characteristics
common to effective teachers are replicated by all staff common to effective teachers are replicated by all staff
who are directly responsible for literacy and/or who are directly responsible for literacy and/or
mathematics achievement results for individual students, mathematics achievement results for individual students,
then their instructional practices will be strengthened then their instructional practices will be strengthened
and every one of their students will realize academic and every one of their students will realize academic
improvement gains.improvement gains.
TOA AssumptionTOA Assumption
OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008
The Imperative
Move systems away from the highly Move systems away from the highly autonomous work habits that can result autonomous work habits that can result only in “random acts of excellence” and only in “random acts of excellence” and toward accountable “communities of toward accountable “communities of practice.”practice.”
Change Leadership, 2006Change Leadership, 2006
OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008