This is This is Not Not Your Your Ordinary Professional Ordinary Professional

Development!Development!

Professional Learning Professional Learning Communities:The Power of Communities:The Power of

CollaborationCollaborationHeather Sullivan- FRHSD 2007Heather Sullivan- FRHSD 2007

GOALS FOR TODAYGOALS FOR TODAY

• DefineDefine PLC (it really is more than just PLC (it really is more than just another acronym to remember!)another acronym to remember!)

• HighlightHighlight the need for the need for collaborative collaborative job-embedded job-embedded professional learning professional learning opportunities in our schoolopportunities in our school

• PlanPlan for teaming & collaboration in for teaming & collaboration in schoolsschools

Focused teacher learning Focused teacher learning opportunities enhance opportunities enhance

student learning.student learning.

• They are They are NOTNOT what we’ve been what we’ve been used toused to

• They are They are NOTNOT PrescriptivePrescriptive

• They are They are NOTNOT New New

What PLCs are What PLCs are NOTNOT

Professional Learning Professional Learning Communities foster focused Communities foster focused

teacher learningteacher learning

• PLCs are an PLCs are an InfrastructureInfrastructure, or a way , or a way of working together, which results in of working together, which results in continuous school improvementcontinuous school improvement

• PLCs are PLCs are EmpoweringEmpowering

• PLCs are a way to PLCs are a way to TransformTransform Professional DevelopmentProfessional Development

What They What They AreAre

TransformingTransformingProfessional Development Professional Development

The very essence of a learning The very essence of a learning community is a focus on and a community is a focus on and a commitment to the learning of commitment to the learning of

each student……if the each student……if the organization is to become more organization is to become more effective in helping all students effective in helping all students

learn, the adults in the learn, the adults in the organization must be continually organization must be continually

learning.learning.

DuFour,Eaker, and Many DuFour,Eaker, and Many (2006)(2006)

• Shared and Supportive Shared and Supportive LeadershipLeadership

• Shared Values and Shared Values and VisionVision

• CollectiveCollective Learning and Application Learning and Application

• SupportiveSupportive Conditions Conditions

• SharedShared Personal Practice Personal Practice

PLC AttributesPLC Attributes

Southwest Educational Development Laboratory - Austin, TX

• In-School /After SchoolIn-School /After School– Departmental/Cross-Curricular GroupsDepartmental/Cross-Curricular Groups

• Ex. Ex. CORECORE Team Team

• Asynchronous/SynchronousAsynchronous/Synchronous

• In-Person/VirtualIn-Person/Virtual– MoodleMoodle Pages, Pages, WikisWikis, etc., etc.– WebinarsWebinars, Web Conferences, Web Conferences– District-BasedDistrict-Based– Specialized Specialized NetworkingNetworking Groups (NSTA, etc.) Groups (NSTA, etc.)

Varied ContextVaried Context

Collaborative cultures, which by definition have close Collaborative cultures, which by definition have close relationships, are indeed powerful. BUT, unless they are relationships, are indeed powerful. BUT, unless they are

focused on the right things they may end up being powerfully focused on the right things they may end up being powerfully wrong.wrong.

Michael FullanMichael Fullan

So, what will be the focus of So, what will be the focus of our collaboration?our collaboration?

Why?Why?How?How?

• AllAll educators can make a difference with educators can make a difference with All All studentsstudents

• Our school becomes a more Our school becomes a more effective effective learning environmentlearning environment when we commit to when we commit to learning about & improving our practices & learning about & improving our practices & structures.structures.

• Supporting & helping educators to improve Supporting & helping educators to improve should be a key function of school leadershipshould be a key function of school leadership

• School-wide collaborationSchool-wide collaboration focused on focused on improvement will have a significant impact improvement will have a significant impact on teaching & learning.on teaching & learning.

FUNDAMENTAL FUNDAMENTAL ASSUMPTIONSASSUMPTIONS

Leadership…is a team performance… Leadership…is a team performance… Winning strategies are based on the Winning strategies are based on the

“we not I” philosophy. Collaboration is “we not I” philosophy. Collaboration is a social imperative. Without it people a social imperative. Without it people can’t get extraordinary things done.can’t get extraordinary things done.

-Kouzes and Posner (2003)-Kouzes and Posner (2003)

Our Essential Our Essential QuestionsQuestions

• What do our What do our studentsstudents need to know and be need to know and be able to do in order to be successful at each able to do in order to be successful at each level of their learning? (level of their learning? (NJ CCCSNJ CCCS))

• What knowledge and skills do What knowledge and skills do educatorseducators need to ensure student success? (need to ensure student success? (NJ NJ Professional Standards for Teachers and Professional Standards for Teachers and School LeadersSchool Leaders))

Our Essential Our Essential QuestionsQuestions

• What do What do teachersteachers need to learn to support need to learn to support student learning? (student learning? (NJ Professional NJ Professional Development StandardsDevelopment Standards))

• How will we know when our students have How will we know when our students have masteredmastered skills & knowledge? ( skills & knowledge? (HSPA & local HSPA & local formative and summative assessmentsformative and summative assessments))

• What will we do when students have What will we do when students have NOTNOT mastered skills & knowledge? mastered skills & knowledge? ((InterventionsInterventions-3 Levels: classroom, school -3 Levels: classroom, school and beyondand beyond))

……The methods for improving schools must The methods for improving schools must not come from outside the schools. The most not come from outside the schools. The most lasting and important changes lasting and important changes will come will come from within and will draw on the great from within and will draw on the great resources resources within the schools.within the schools.

Roland BarthRoland Barth

• Is Is sustainedsustained by supportive and shared by supportive and shared leadershipleadership

• WorksWorks to develop a shared vision, to develop a shared vision, mission, values and goalsmission, values and goals

• CollaboratesCollaborates within the team to deepen within the team to deepen the knowledge base of all professionals the knowledge base of all professionals to support student needsto support student needs

• UtilizesUtilizes inquiry and reflection to solve inquiry and reflection to solve the tough problemsthe tough problems

A COLLABORATIVE A COLLABORATIVE LEARNING TEAM…LEARNING TEAM…

• ExistingExisting Committee Examples: Committee Examples:– Professional RelationsProfessional Relations– Technology AdvancementTechnology Advancement– New Teacher MentoringNew Teacher Mentoring– Curriculum DevelopmentCurriculum Development

• ““Not Far Off the Mark”Not Far Off the Mark” Examples: Examples:– Teacher of the YearTeacher of the Year– Formative Assessment Creation GroupsFormative Assessment Creation Groups– Tech “Groups”Tech “Groups”

PLCs are Already Here!PLCs are Already Here!

• DEPENDS ONDEPENDS ON – instructional & administrative leadership instructional & administrative leadership

both focused on the needs of the students both focused on the needs of the students

• NOT ONNOT ON– disconnected programs ordisconnected programs or– top-down decision making.top-down decision making.

School Improvement School Improvement

Be An Instrument of Be An Instrument of ChangeChange