The Nuts and Bolts – Adapted from Learning by Doing Phyllis Litzenberger Summer 2013 1.

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Professional Learning Communities at Work

The Nuts and Bolts – Adapted from Learning by DoingPhyllis Litzenberger

Summer 2013

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Learning is the fundamental purpose

Learn to work together – collaboratively

Use results to drive instruction

3 Big Ideas

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The focus moves from being on teaching to being on student learning

Focus on the ‘right’ stuff

Test scores raised are the result of focus on the ‘right work’ not the test itself

Prioritize/focused curriculum Guaranteed and viable curriculum

Learning is the Fundamental Purpose

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Less is more Focus on proficiency in key skills-not

coverage Recognize that common assessments might

create teacher anxiety Districts can play a role Create shared understanding of the term

common assessment Use assessments as a means rather than an

end

Moving Forward: Clarifying and Monitoring Essential Learning

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4 Critical questions◦ Are we ‘crystal clear’ within grade levels about

what we want students to know and be able to do?

◦ Are we ‘crystal clear’ across grade levels about what we want students to know and be able to do?

◦ How will we know?◦ How are we going to respond to student learning?

When they need more instruction, more time, enrichment

http://www.youtube.com/watch?v=Ds7fmtamZ5w&list=PLDF0066D5704B79AA&feature=player_embedded#t=1s

Learning is the Fundamental Purpose

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Staff members work in interdependent teams that pursue common goals

http://www.youtube.com/watch?list=PLDF0066D5704B79AA&feature=player_embedded&v=0hV65KIItlE&t=0

Challenge is in providing the focus, time, support and parameters critical o effective teamwork◦ Develop written norms/protocols◦ Set meeting times with focus and agenda◦ Monitor/review◦ Feedback

Learn to Work Collaboratively

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Create meaningful teams Make time for collaboration Develop widespread leadership Make decisions on the basis of evidence Build the capacity of teams to succeed in the PLC

process by providing them with essential tools Continually assess the progress of teams Lead by example Provide for cross-team collaboration Expand the knowledge base available to teams Celebrate teams

Moving Forward:Building a Collaborative Culture Through High-Performing Teams

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Use Results to Drive Instruction Determine the current reality of your school Clear vision translated into specific goals Raw data turned into relevant information Become evidence-based practitioners fostering

continuous improvement Set goals

◦Strategic and specific

◦Measureable

◦Attainable

◦Results-oriented

◦Time-bound http://www.youtube.com/watch?feature=player_embedded&list=PLDF0066D5704B79AA&v=7KskLjbv3

YI&t=0

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Provide the basis of comparison that translates data into information

Use apples-to-apples comparisons Use balanced assessments A fixation with results does not mean

inattention to people

Page 202-203

Moving Forward:Creating Results Orientation

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Transforming School Culture Independence…..

Language of compliant…..

Long-term strategic planning…..

Infrequent generic recognition…..

Interdependence

Language of commitment

Planning for short-term wins

Frequent specific recognition and a culture of celebration that creates many winners

http://www.youtube.com/watch?feature=player_embedded&list=PLDF0066D5704B79AA&v=5jYbhTzHvLg&t=0

All Students Can Learn

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The success of the PLC concept depends not on the merits of the concept itself, but on the most important element in the improvement of any school—the commitment and persistence of the educators within it.

—Richard DuFour

Getting Started

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What is the nature of teams in our school? How are teams organized? When do teams meet? Are teams given the time for collaboration during

the school day? Do team conversations focus on questions that will

improve student achievement? Does the team guide its work by protocols or norms

that team members have created and endorsed? Are teams asked to assess their effectiveness? If so,

on what basis do they make the assessments?

Questions to Ask When Getting Started

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Acknowledge Collaboration Know PLC Concepts Develop Shared Mission, Vision, Values, and Goals Communicate a Mission of Student Learning Describe a Vision of Excellence USE the Vision Statement Link Value to Vision Focus on Short-Term and Long-Term Goals Engage in Research-Based and Data-Driven Plans Expect a Cyclical Process http://www.youtube.com/watch?feature=player_detailpage&v=pksFf9oLQfg&t=103

10 Steps

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How are we doing? Reflective Questions:

Are we being true to our norms/protocols?

Are we generating the products we are called upon to create as a team?

Are we meeting our goals?

Monitor for Continuous Improvement

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Professional Learning Communities at Work Change the way we think and work

Shifts:◦ Fundamental purpose◦ Use of assessments◦ Response when students don’t learn◦ Work of teachers◦ Focus◦ School culture◦ Professional development

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“Anyone part of such a process, or anyone who has seen first-rate teachers engage in reflective practice together, knows its power and excitement. Opportunities to collaborate and to build knowledge and enhance job satisfaction and performance. At their best, they help schools create a self-reflective, self-renewing capacity as learning organizations. (p. 232)

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“We do not argue that the PLC journey is an easy one, but we know with certainty that it is a journey worth taking.”

Let us begin together……..

http://www.ted.com/talks/derek_sivers_how_to_start_a_movement.html

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Phyllis LitzenbergerOCM BOCES

Network Team [email protected]

THANK YOU!!