Plc ppt

The Power of PLC at WorkThe Power of PLC at Work © 2007 Solution Tree © 2007 Solution Tree

The Power of The Power of Professional Learning Communities at Professional Learning Communities at

Work™:Work™:Bringing the Big Ideas to LifeBringing the Big Ideas to Life

FeaturingFeaturingRichard DuFour,Richard DuFour,Robert Eaker, Robert Eaker,

and Rebecca DuFourand Rebecca DuFour


Session One: What Is a Professional Learning Session One: What Is a Professional Learning

Community?Community?

The purposes of this session are:The purposes of this session are:

1)1) To introduce the professional learning community To introduce the professional learning community concept, and concept, and

2) 2) To show the cultural shifts that must occur when a To show the cultural shifts that must occur when a school school decides to decides to take actiontake action to ensure all kids learn to ensure all kids learn

by becoming a PLC.by becoming a PLC.


““Schools have traditionally operated from the premise that Schools have traditionally operated from the premise that educators have a responsibility to provide students with the educators have a responsibility to provide students with the opportunity to learn. opportunity to learn.

Whether or not students Whether or not students actuallyactually learn depends on factors learn depends on factors educators cannot influence, such as innate ability, student educators cannot influence, such as innate ability, student motivation, a home environment that supports and motivation, a home environment that supports and encourages learning, student work habits, and so on.” encourages learning, student work habits, and so on.”


““A professional learning community is an ethos that A professional learning community is an ethos that influences every single aspect of a school’s operation. influences every single aspect of a school’s operation. When a school becomes a professional learning community, When a school becomes a professional learning community, everything in the school looks different than it did before.” everything in the school looks different than it did before.” —Andy Hargreaves—Andy Hargreaves


• ““Some studentsSome students will always choose to fail, regardless of will always choose to fail, regardless of what we do in our schools and classrooms. It is impossible what we do in our schools and classrooms. It is impossible to help all students learn if students refuse to learn.”to help all students learn if students refuse to learn.”

• ““We could help more of our students be successful if we We could help more of our students be successful if we were willing to work together to implement more effective were willing to work together to implement more effective practices.” practices.”


Session Two: A Focus on LearningSession Two: A Focus on Learning

This session shows how focusing on learning (instead of This session shows how focusing on learning (instead of teaching) can change everything about the way a school teaching) can change everything about the way a school and all of its classrooms are run—and all of its classrooms are run—

from the way teachers select their subject matter, from the way teachers select their subject matter,

to the way they assess learning, to the way they assess learning,

to the way they respond when students do to the way they respond when students do not learn. not learn.


• The Charles Darwin SchoolThe Charles Darwin School ““We believe all kids can learn . . . We believe all kids can learn . . .

based on their ability.based on their ability.” ”

• The Pontius Pilate SchoolThe Pontius Pilate School ““We believe all kids can learn . . . We believe all kids can learn . . .

if they take advantage of the opportunity we give them to if they take advantage of the opportunity we give them to learnlearn.”.”

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

something, and we will help all students experience something, and we will help all students experience academic growth in a warm and nurturing academic growth in a warm and nurturing environmentenvironment.” .”

• The Henry Higgins SchoolThe Henry Higgins School ““We believe all kids can learn . . . We believe all kids can learn . . .

and we will work to help all students achieve high and we will work to help all students achieve high standards of standards of learninglearning.”.”


A Shift in the Response When Students Don’t LearnA Shift in the Response When Students Don’t Learn

• From individual teachers determining the appropriate response . . . From individual teachers determining the appropriate response . . . to a systematic response that ensures support for every to a systematic response that ensures support for every student student

• From fixed time and support for learning . . . From fixed time and support for learning . . . to time and support for learning as variablesto time and support for learning as variables

• From remediation . . . From remediation . . . to interventionto intervention

• From invitational support outside of the school day . . . From invitational support outside of the school day . . . to directed (that is, required) support occurring during the to directed (that is, required) support occurring during the

school day school day

• From one opportunity to demonstrate learning . . .From one opportunity to demonstrate learning . . .to multiple opportunities to demonstrate learning to multiple opportunities to demonstrate learning


A Shift in the Work of TeachersA Shift in the Work of Teachers

• From isolation . . . From isolation . . . to collaboration to collaboration

• From each teacher clarifying what students must learn . . . From each teacher clarifying what students must learn . . . to collaborative teams building shared knowledge and to collaborative teams building shared knowledge and understanding about essential learning understanding about essential learning

• From each teacher assigning priority to different learning From each teacher assigning priority to different learning standards . . . standards . . .

to collaborative teams establishing the priority of to collaborative teams establishing the priority of respective respective learning standardslearning standards

• From each teacher determining the pacing of the curriculum . From each teacher determining the pacing of the curriculum . . . . .

to collaborative teams of teachers agreeing on to collaborative teams of teachers agreeing on common pacing common pacing


A Shift in the Work of TeachersA Shift in the Work of Teachers• From individual teachers attempting to discover ways to improve From individual teachers attempting to discover ways to improve

results . . .results . . .to collaborative teams of teachers helping each other to collaborative teams of teachers helping each other

improve improve • From privatization of practice . . . From privatization of practice . . .

to open sharing of practiceto open sharing of practice

• From decisions made on the basis of individual preferences . . .From decisions made on the basis of individual preferences . . .to decisions made collectively by building shared knowledge to decisions made collectively by building shared knowledge

of of best best practicepractice

• From “collaboration lite” on matters unrelated to student From “collaboration lite” on matters unrelated to student achievement . . .achievement . . .

to collaboration explicitly focused on issues and questions to collaboration explicitly focused on issues and questions that most that most impact student achievement impact student achievement

• From an assumption that these are “my kids, those are your kids” . . .From an assumption that these are “my kids, those are your kids” . . .to an assumption that these are “our kids” to an assumption that these are “our kids”


Session Three: A Culture of CollaborationSession Three: A Culture of Collaboration

The purpose of this session is to clarify how teams work in a The purpose of this session is to clarify how teams work in a professional learning community: professional learning community:

how they are organized, how they are organized,

what their purpose is, and what their purpose is, and

what steps will help a group of what steps will help a group of teachersteachers become a collaborative become a collaborative team. team.


Collaboration or Coblaboration?Collaboration or Coblaboration?


Collaborative team:Collaborative team: A group of people working A group of people working interdependentlyinterdependently to achieve a to achieve a common goalcommon goal for which for which members are members are mutually accountable. mutually accountable.

““These are my kids, my room, and I am the ruler of my These are my kids, my room, and I am the ruler of my room.”room.”


• Horizontal teams: Horizontal teams: Teachers who teach the same course or Teachers who teach the same course or grade level (content-specific or interdisciplinary teams)grade level (content-specific or interdisciplinary teams)

• Vertical teams:Vertical teams: Teachers who teach the same content over Teachers who teach the same content over different grade levels (perhaps including teachers from other different grade levels (perhaps including teachers from other schools in the district)schools in the district)

• Logical links:Logical links: Teachers who are pursuing the same learning Teachers who are pursuing the same learning outcomes (including teachers in special education or specialist outcomes (including teachers in special education or specialist subjects such as music, art, physical education, and so on)subjects such as music, art, physical education, and so on)

• Electronic teams:Electronic teams: Teachers who seek connection with Teachers who seek connection with colleagues across the district, state, or world colleagues across the district, state, or world

((Learning by Doing,Learning by Doing, DuFour, DuFour, Eaker, & Many, 2006, pp. DuFour, DuFour, Eaker, & Many, 2006, pp. 93-95)93-95)


Parameters for Creating Time for CollaborationParameters for Creating Time for Collaboration

• Students must remain on campus during collaboration.Students must remain on campus during collaboration.• It can’t increase costs. It can’t increase costs. • It won’t result in significant loss of instructional time. It won’t result in significant loss of instructional time.


Strategies to Create Time for CollaborationStrategies to Create Time for Collaboration

• Provide common preparation time.Provide common preparation time.• Use parallel scheduling. Use parallel scheduling. • Adjust start and end times. Adjust start and end times. • Share classes.Share classes.• Schedule group activities, events, and testing.Schedule group activities, events, and testing.• Bank time.Bank time.• Use in-service and faculty meeting time wisely. Use in-service and faculty meeting time wisely.

((Learning by Doing,Learning by Doing, DuFour, DuFour, Eaker, & Many, 2006, p. DuFour, DuFour, Eaker, & Many, 2006, p. 97) 97)


The fact that teachers collaborate will do nothing to The fact that teachers collaborate will do nothing to improve a school. The pertinent question is not, “Are they improve a school. The pertinent question is not, “Are they collaborating?” collaborating?”

but rather, “What are they collaborating about?” but rather, “What are they collaborating about?”

Building a collaborative culture is a means to an end, not Building a collaborative culture is a means to an end, not the end itself. the end itself.

The purpose of collaboration—to help more students The purpose of collaboration—to help more students achieve at higher levels—can only be accomplished if the achieve at higher levels—can only be accomplished if the professionals engaged in collaboration are focused on the professionals engaged in collaboration are focused on the right things. right things.


Team norms:Team norms: Protocols or commitments developed by Protocols or commitments developed by each team to guide members in working together. Norms each team to guide members in working together. Norms help team members clarify expectations regarding how help team members clarify expectations regarding how they will work together to achieve their shared goals. they will work together to achieve their shared goals.


• A clear definition of normsA clear definition of norms• Examples of normsExamples of norms• Research on why norms are importantResearch on why norms are important• Research on the norms of the most effective teamsResearch on the norms of the most effective teams• Templates for writing normsTemplates for writing norms• Parameters to help a team assess the quality of normsParameters to help a team assess the quality of norms


Session Four: A Focus on ResultsSession Four: A Focus on Results The purposes of this session are:The purposes of this session are:

1)1) To establish that the most powerful strategy for helping a To establish that the most powerful strategy for helping a school move forward as a PLC is to engage teachers in school move forward as a PLC is to engage teachers in writing common assessments and using the data to respond writing common assessments and using the data to respond to students, inform teaching practice, and fuel continuous to students, inform teaching practice, and fuel continuous improvement; improvement;

2)2) To stress the significance of SMART goals in helping a group To stress the significance of SMART goals in helping a group become a team and creating a results orientation; and become a team and creating a results orientation; and

3)3) To establish the significance of celebration in sustaining To establish the significance of celebration in sustaining momentum. momentum.


SMART GoalsSMART Goals

• SStrategic and trategic and SSpecificpecific

• MMeasurableeasurable

• AAttainablettainable

• RResults-Orientedesults-Oriented

• TTime-Boundime-Bound


Common assessment:Common assessment: An assessment created An assessment created collaboratively by a team of teachers responsible for collaboratively by a team of teachers responsible for the same grade level or course and administered to the same grade level or course and administered to all students in that grade level or course.all students in that grade level or course.

Formative assessment:Formative assessment: An assessment used to An assessment used to advance and not merely grade learning. A formative advance and not merely grade learning. A formative assessment is an assessment FOR learning (that is, assessment is an assessment FOR learning (that is, used as part of the teaching and learning process) used as part of the teaching and learning process) as opposed to a summative assessment, an as opposed to a summative assessment, an assessment OF learning (used to determine if the assessment OF learning (used to determine if the student achieved the intended outcome by the student achieved the intended outcome by the deadline).deadline).


Common formative assessmentsCommon formative assessments are used are used frequently throughout the year to identify: frequently throughout the year to identify:

• Individual students who need additional time and support for Individual students who need additional time and support for learninglearning

• The teaching strategies most effective in helping students The teaching strategies most effective in helping students acquire the intended knowledge and skillsacquire the intended knowledge and skills

• Program concerns—areas in which students generally are Program concerns—areas in which students generally are having difficulty in achieving the intended standardhaving difficulty in achieving the intended standard

• Improvement goals for individual teachers and the team Improvement goals for individual teachers and the team

(adapted from (adapted from Learning by DoingLearning by Doing, DuFour, DuFour, Eaker, & , DuFour, DuFour, Eaker, & Many, 2006, pp. 214-215)Many, 2006, pp. 214-215)


To determine if an assessment is formative, To determine if an assessment is formative, ask:ask:

• Is one of the reasons we give the assessment to identify Is one of the reasons we give the assessment to identify students who are having difficulty in their learning?students who are having difficulty in their learning?

• Do we require those students to devote additional time and Do we require those students to devote additional time and utilize additional support to help them acquire the intended utilize additional support to help them acquire the intended knowledge or skill?knowledge or skill?

• Do we then give those students an additional opportunity to Do we then give those students an additional opportunity to demonstrate that they have learned?demonstrate that they have learned?


A Shift in the Use of AssessmentsA Shift in the Use of Assessments

• From infrequent summative assessments . . . From infrequent summative assessments . . . to frequent common formative assessmentsto frequent common formative assessments

• From assessments to determine which students failed to From assessments to determine which students failed to learn by the deadline . . . learn by the deadline . . .

to assessments to identify students who need to assessments to identify students who need additional time additional time and supportand support

• From assessments used to reward and punish students . . . From assessments used to reward and punish students . . . to assessments used to inform and motivate to assessments used to inform and motivate

studentsstudents

• From assessing many things infrequently . . . From assessing many things infrequently . . . to assessing a few things frequentlyto assessing a few things frequently


A Shift in the Use of AssessmentsA Shift in the Use of Assessments

• From individual teacher assessments . . . From individual teacher assessments . . . to assessments developed jointly by collaborative teamsto assessments developed jointly by collaborative teams

• From each teacher determining the criteria to be used in From each teacher determining the criteria to be used in assessing student work . . . assessing student work . . .

to collaborative teams clarifying the criteria and to collaborative teams clarifying the criteria and ensuring ensuring consistency among team members when consistency among team members when assessing student assessing student workwork

• From an over-reliance on one kind of assessment . . . From an over-reliance on one kind of assessment . . . to balanced assessmentsto balanced assessments

• From focusing on average scores . . . From focusing on average scores . . . to monitoring each student’s proficiency in every to monitoring each student’s proficiency in every

essential skillessential skill


Harvard sociologist Henry Louis Gates contends, Harvard sociologist Henry Louis Gates contends,

““Collecting data is only the first step toward wisdom. Collecting data is only the first step toward wisdom. Sharing Sharing data is the first step toward community.” data is the first step toward community.”

The goal of a learning community is ultimately to make The goal of a learning community is ultimately to make data easily accessible and openly shared among members data easily accessible and openly shared among members of a team so that team members can use it to inform and of a team so that team members can use it to inform and improve their practice and better meet the needs of their improve their practice and better meet the needs of their students. students.


The 3Rs advocate that every teacher should The 3Rs advocate that every teacher should have the benefit of: have the benefit of:

1.1. Regular and timely feedback on his or her student’s Regular and timely feedback on his or her student’s progress . . . progress . . .

2.2. . . . in achieving an agreed-upon essential standard. . . in achieving an agreed-upon essential standard

3.3. . . . as measured on a valid, team-developed common . . . as measured on a valid, team-developed common assessmentassessment

4.4. . . . in comparison to the other students in the school who . . . in comparison to the other students in the school who are attempting to achieve that same standard. are attempting to achieve that same standard.


Tips for Incorporating Celebration Into Your Tips for Incorporating Celebration Into Your School Culture School Culture

1.1. Explicitly state the purpose of celebration.Explicitly state the purpose of celebration.

2.2. Make celebration everyone’s responsibility.Make celebration everyone’s responsibility.

3.3. Establish a clear link between the recognition and the Establish a clear link between the recognition and the behavior or commitment you are attempting to encourage behavior or commitment you are attempting to encourage or reinforce.or reinforce.

4.4. Create opportunities for many winners. Create opportunities for many winners.

((Learning by Doing,Learning by Doing, DuFour, DuFour, Eaker, & Many, 2006, p. DuFour, DuFour, Eaker, & Many, 2006, p. 31)31)


A Shift in School CultureA Shift in School Culture

• From independence . . . From independence . . .

to interdependenceto interdependence

• From a language of complaint . . . From a language of complaint . . .

to a language of commitmentto a language of commitment

• From long-term strategic planning . . . From long-term strategic planning . . .

to planning for short-term winsto planning for short-term wins

• From infrequent generic recognition . . . From infrequent generic recognition . . .

to frequent specific recognition and a culture of to frequent specific recognition and a culture of celebration celebration that creates many winnersthat creates many winners

Plc ppt

Education

professional

teacher determining

collaborative

intended knowledge

grade level

smart goals

school day

including