On Common GroundOn Common GroundWhat Would It Look Like If We What Would It Look Like If We

Really Meant It?Really Meant It?

The power of professional learning communitiesThe power of professional learning communities

Learning TargetsLearning Targets

Further develop a common Further develop a common understanding of PLCs in the understanding of PLCs in the Parkrose S.D.Parkrose S.D.

Understand district PLC standardsUnderstand district PLC standards Practice scoring PLC Meeting NotesPractice scoring PLC Meeting Notes Team self-score on Collaboration and Team self-score on Collaboration and

Data Analysis rubricsData Analysis rubrics Draft PLC plans for three monthsDraft PLC plans for three months

AgendaAgenda

PowerPointPowerPoint Review HandbookReview Handbook Practice using PLC rubricsPractice using PLC rubrics Plan next three monthsPlan next three months

What Is Our Goal With PLCs?What Is Our Goal With PLCs?

Not just to become a PLCNot just to become a PLC

Our goal should be to Our goal should be to improve improve student learningstudent learning

A PLC is a way of thinkingA PLC is a way of thinking

Professional Learning CommunitiesProfessional Learning CommunitiesA Way of ThinkingA Way of Thinking

One of the reasons the PLC concept One of the reasons the PLC concept resonates is because it provides a:resonates is because it provides a:

– Simple framework for connecting best Simple framework for connecting best practicespractices

– Common-sense vocabularyCommon-sense vocabulary

– Way of thinking about improving Way of thinking about improving student learningstudent learning

The Power of Caring in Culturally The Power of Caring in Culturally Responsive TeachingResponsive Teaching

……teachers who really care about teachers who really care about students honor their humanity, hold students honor their humanity, hold them in high esteem, expect high them in high esteem, expect high performance from them, and use performance from them, and use strategies to fulfill their expectations.strategies to fulfill their expectations.

~Geneva Gay~Geneva Gay

Why Does Our Organization Exist Why Does Our Organization Exist In The First Place?In The First Place?

A synthesis of effective school A synthesis of effective school leadership concluded that a key leadership concluded that a key leadership responsibility was creating leadership responsibility was creating a “powerful community” that was a “powerful community” that was clear on its purpose and goals. clear on its purpose and goals. ~Marzano, et al.~Marzano, et al.

The Three “Big Ideas” of PLCThe Three “Big Ideas” of PLC

1.1. Fundamental shift from a Fundamental shift from a focus on focus on teachingteaching (making sure the content (making sure the content was taught) to a was taught) to a focus on focus on learninglearning..

2.2. A collaborative culture that utilizes A collaborative culture that utilizes the the power of collaborativepower of collaborative teams.teams.

3.3. An intense and passionate An intense and passionate focus focus on resultson results

Reciprocal AccountabilityReciprocal Accountability

"Accountability must be a reciprocal "Accountability must be a reciprocal process. For every increment of process. For every increment of performance I demand from you, I have an performance I demand from you, I have an equal responsibility to provide you with equal responsibility to provide you with the capacity to meet that expectation. the capacity to meet that expectation. Likewise, for every investment you make Likewise, for every investment you make in my skill and knowledge, I have a in my skill and knowledge, I have a reciprocal responsibility to demonstrate reciprocal responsibility to demonstrate some new increment in performance." some new increment in performance."

~Richard Elmore~Richard Elmore

The First The First “Big Idea”“Big Idea”A Focus on LearningA Focus on Learning

A focus on learning represents a A focus on learning represents a fundamental shift in the teacher-fundamental shift in the teacher-student relationshipstudent relationship

Does not allow:Does not allow:““I taught it – they just didn’t learn it”I taught it – they just didn’t learn it”

Richard ElmoreRichard Elmore

"You don't change performance "You don't change performance without changing the instructional without changing the instructional core,"core,"

"The relationship of the teacher and "The relationship of the teacher and the student in the presence of the student in the presence of content must be at the center of content must be at the center of efforts to improve performance."efforts to improve performance."

What would a focus on learning What would a focus on learning look like in schools if we really look like in schools if we really meant it?meant it?

What is the Obvious Question?What is the Obvious Question?

First we have to address “learn First we have to address “learn what?”what?”

The Research Says…The Research Says…

Teachers are the most effective in Teachers are the most effective in helping all students learn when they helping all students learn when they are clear regarding exactly what are clear regarding exactly what their students must know and be their students must know and be able to do, as a result of the course, able to do, as a result of the course, grade level, or unit of instructiongrade level, or unit of instruction– DuFour, DuFour, Eaker, & ManyDuFour, DuFour, Eaker, & Many

If We Really Meant It….If We Really Meant It….

Wouldn’t we collaboratively develop:Wouldn’t we collaboratively develop:

• Power StandardsPower Standards

• Pacing GuidesPacing Guides

• Instructional FrameworkInstructional Framework• A common language of instructionA common language of instruction

On Common Ground:On Common Ground:A Guaranteed and Viable CurriculumA Guaranteed and Viable Curriculum

The idea that schools should ensure The idea that schools should ensure students have access to a students have access to a guaranteed and viable curriculum guaranteed and viable curriculum (no (no

matter who the teachers is)matter who the teachers is) supported by supported by researchers like:researchers like:

Marzano, Reeves, and HattieMarzano, Reeves, and Hattie

How will we know what students are How will we know what students are learning?learning?

On Common GroundOn Common GroundCommon Formative AssessmentsCommon Formative Assessments

Using collaboratively developed, Using collaboratively developed, common formative assessments to common formative assessments to monitor and improve student monitor and improve student learning is one of the most widely learning is one of the most widely supported strategies for improving supported strategies for improving student achievement.student achievement.

So if we really meant it…So if we really meant it…

Wouldn’t we…Wouldn’t we…

Have teacher teams collaboratively Have teacher teams collaboratively develop common formative develop common formative assessments that are designed to assessments that are designed to monitor the learning if individual monitor the learning if individual students on a timely basis:students on a timely basis:– kid-by-kid, skill-by-skill?kid-by-kid, skill-by-skill?

How will We Respond When Some How will We Respond When Some Students Don’t Learn?Students Don’t Learn?

This is a critical question for schools This is a critical question for schools that “really mean it” when they that “really mean it” when they declare a mission of ensuring high declare a mission of ensuring high levels of learning for all students.levels of learning for all students.

It is disingenuous for any school to It is disingenuous for any school to claim its purpose is to help all claim its purpose is to help all students learn at high levels and students learn at high levels and then fail to create a system of then fail to create a system of intervention to give struggling intervention to give struggling learners additional time and supportlearners additional time and support– DuFour, DuFour, Eaker & ManyDuFour, DuFour, Eaker & Many

So, If We Really Meant it…So, If We Really Meant it… Wouldn’t we…Wouldn’t we…

Develop a school-wide systemic plan to Develop a school-wide systemic plan to provide students with additional time and provide students with additional time and support or enrichment within the school support or enrichment within the school day regardless of the teacher to whom day regardless of the teacher to whom they are assigned?they are assigned?

Change our instructional strategies when Change our instructional strategies when what we tried did not get us the results we what we tried did not get us the results we wanted?wanted?

The Second The Second “Big Idea”“Big Idea”The Power of Collaborative TeamsThe Power of Collaborative Teams

The “Right” Work:The “Right” Work:– Collaborative developing and using team Collaborative developing and using team

normsnorms– Clarifying and aligning “essential” learningClarifying and aligning “essential” learning– Developing common pacing guidesDeveloping common pacing guides– Determining what a standard, if met, would Determining what a standard, if met, would

look like in student worklook like in student work..– Develop common scoring rubricsDevelop common scoring rubrics– Collaboratively developing and using common Collaboratively developing and using common

formative assessmentsformative assessments

The “Right” Work:The “Right” Work:

– Collaboratively analyzing student work Collaboratively analyzing student work and student learning dataand student learning data

– Collaboratively developing specific Collaboratively developing specific interventions and enrichment strategies interventions and enrichment strategies for individual studentsfor individual students

– Monitor and reflect on the results and Monitor and reflect on the results and effectiveness of instructional strategieseffectiveness of instructional strategies

– Collaborating reflecting on the Collaborating reflecting on the effectiveness of the team.effectiveness of the team.

The Third The Third “Big Idea”“Big Idea”A Focus on ResultsA Focus on Results

In a PLC, collaborative teams of In a PLC, collaborative teams of teachers are using data to inform teachers are using data to inform them of student learning levelsthem of student learning levels

Teams set SMARTe goals as a result Teams set SMARTe goals as a result of their analysis of learning dataof their analysis of learning data

They publically share and celebrate They publically share and celebrate the improvements.the improvements.

They Develop a “Stop Doing” ListThey Develop a “Stop Doing” List

What practices may actually hindering What practices may actually hindering student success?student success?

Our filter should be:Our filter should be:– ““How does this practice improve student How does this practice improve student

learning?”learning?” Examples:Examples:

– The thoughtless use of zerosThe thoughtless use of zeros– Not requiring students to do make-up workNot requiring students to do make-up work– The inappropriate use of worksheetsThe inappropriate use of worksheets– The inappropriate use of homeworkThe inappropriate use of homework– Too much weight given to student’s “first Too much weight given to student’s “first

attempts”attempts”

A Focus on PedagogyA Focus on Pedagogy

A PLC is a group of people sharing A PLC is a group of people sharing and critically interrogating their and critically interrogating their practice in an ongoing, reflective, practice in an ongoing, reflective, collaborative, inclusive, learning-collaborative, inclusive, learning-oriented, growth promoting wayoriented, growth promoting way– Mitchell & Sackney, 2000Mitchell & Sackney, 2000

Final Points: Final Points: What is non-negotiable?What is non-negotiable?

Focus on increasing student Focus on increasing student achievementachievement

Continuously improve the Continuously improve the pedagogical skill of our educatorspedagogical skill of our educators– Examine the impact of instruction on Examine the impact of instruction on

student learningstudent learning– Are we effective?Are we effective?