Learning Community Overview Dunlap School District A Consistently High Performing District March - 2010 Becky Martin School Improvement Consultant Cedar Rapids, IA [email protected]
Oct 28, 2014
Professional Learning Community Overview
Dunlap School DistrictA Consistently High Performing District
March - 2010Becky Martin
School Improvement ConsultantCedar Rapids, IA
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.
“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