professional learning communities at work: bringing the ...the case for a guaranteed curriculum one...

by

Rick & Becky DuFour

[email protected] [email protected]

Professional Learning Communities at Work:

Bringing the Big Ideas to Life

Assumption:

Teachers Matter

• Regardless of the research basis, it is clear that effective teachers have a profound impact on student achievement and ineffective teachers do not. In fact, ineffective teachers might actually impede the learning of their students.– Marzano (2003), p. 75

An analysis of research conducted over a thirty-five year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds.

—Robert Marzano (2003)

Assumption: Schools Matter

DuFour & DuFour Copyright 2011 1

Assumption: Effective Schools Require More than Competent

Individual Teachers

Student achievement gains and other benefits are influenced by organizational characteristics beyond the skills of individual staff. We saw schools with competent teachers that lacked the organizational capacity to be effective with many students. The task for schools is to organize human resources into an effective collective effort.

—Newmann & Wehlage (1995), p. 29-30

Assumption

!We now know how to create schools that help more kids learn at higher levels. In fact, there has never been greater consensus regarding the schools it will take to raise student achievement.

The most promising strategy for sustained,

substantive school improvement is building the capacity of school personnel to function

as a professional learning community. The path to change in the classroom lies

within and through professional learning communities.

—Milbrey McLaughlin (1995)

The Power of Professional Learning Communities


Organizations That Endorse Professional Learning Community Concepts

American Federation of Teachers Annenberg Institute for School Reform California Teachers Association Center for Performance-Based Assessment Center for Teaching Quality Council of Chief State School Officials ETS Assessment Training Institute Interstate New Teacher Assessment and Support Consortium The MacKenzie Group Mid-Continent Regional Educational Laboratory National Association of Elementary School Principals National Association of Secondary School Principals National Board of Professional Teaching Standards National Commission on Teaching and America’s Future National Center for Restructuring Education, Schools, and Teaching National College for Leadership of Schools and Children’s Services National Council for Accreditation of Teacher Education National Council of Teachers of English National Council of Teachers of Mathematics National Education Association National Middle School Association National Science Education Leadership Association National Science Teachers Association National Staff Development Council North Central Association, Commission on Accreditation and School Improvement North Central Regional Educational Laboratory The Partnership for 21st Century Schools Research for Action Research for Better Teaching, Inc. Southwest Educational Development Laboratory The Wallace Foundation WestEd

For more information, please visit www.allthingsplc.info “Articles & Research.”

DuFour, DuFour, Eaker. © Solution Tree 2011. solution-tree.com

3

Educational Researchers Who Endorse PLC Concepts

Alyson Adams Elaine Allensworth Stephen Anderson Michael Barber Roland Barth Ray Bolam Anthony Byrk Karen Chenoweth Chinezi Chijioke Bruce Christman Linda Darling-Hammond Hanna Doerr John Easton Richard Elmore Michael Fullan Kathleen Fulton Ron Gallimore Carl Glickman

Angela Greenwood Andy Hargreaves John Hattie Kate Hawkey Shirley Hord Sharon Kruse Kenneth Leithwood Judith Warren Little Karen Seashore Louis Stuart Luppescu Robert Marzano Milbrey McLaughlin Agnes McMahon Mona Mourshed Fred Newmann Alan Odden Douglas Reeves Doreen Ross

Jonathan Saphier Phil Schlechty Mike Schmoker Penny Sebring Thomas Sergiovanni Dennis Sparks Richard Stiggins Louise Stoll Joan Talbert Sally Thomas Helen Timperley Vickie Vescio Kyla Wahlstrom Mike Wallace Gary Wehlage Dylan Wiliam Art Wise


4

What is a PLC?


Professional Learning Community (PLC) Defined

Educators are committed to working collaboratively in ongoing processes of collective inquiry and action research in order to achieve better results for the students they serve.

PLCs operate under the assumption that the key to improved learning for students is continuous, job-embedded learning for educators.

! ! —DuFour, DuFour, Eaker, & Many (2006)

! ! ! !

! ! !

The Pervasive Impact of the PLC Process

A Professional Learning Community is an

ethos that infuses every single aspect of a school’s operation. When a school becomes a professional learning community, everything in the school looks different than it did before.

—Andy Hargreaves (2004)


Is the Professional Learning Community Concept Based on…

…adherence to core practices or individual teacher autonomy?

…strong administrative leadership or teacher empowerment?

…recognition and celebration of current efforts and achievements or discontent with the status quo?

…approaching school improvement with a sense of urgency or demonstrating the patience to sustain an improvement initiative over the long haul?

Simultaneous Loose AND Tight School Cultures

Simultaneous loose and tight cultures establish clear parameters and priorities that enable individuals to work within established boundaries in a creative and autonomous way. They are characterized by “directed empowerment” or what Marzano and Waters refer to as “defined autonomy” - freedom to act and to lead within clearly articulated boundaries.

The BIG IDEAS of a PLC! 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.

! We are committed to working together to achieve our collective purpose. We cultivate a collaborative culture through development of high-performing teams.

! 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.


If the purpose of school is truly to

ensure high levels of learning for all

students, schools will:

! Clarify what each student is expected to learn

Team Learning Process

! Clarify 8-10 Essential Common Outcomes

(skills, knowledge, dispositions)

per semester by Course/Content Area

The 1st Step in Decision Making in a PLC: Building Shared Knowledge

Professional Learning Communities always attempt to answer critical questions by BUILDING SHARED KNOWLEDGE - engaging in collective inquiry - LEARNING TOGETHER.

If people make decisions based upon the collective study of the same pool of information, they increase the likelihood that they will arrive at the same conclusion.


Resources To Help Teams Build

Shared Knowledge & Clarify “Learn What”

! State/Provincial/National Standards (e.g.NCTE/NCTM, Common Core Standards)

! Vertical articulation

! District or department curriculum guides

! Assessment Frameworks (how will they be assessed)

! Data on past student performance (local/state/national)

! Examples of student work and the criteria by which the quality of student work will be judged

! Textbook Presentation of Curriculum

! Curriculum Framework of High Performing Schools

Criteria for Identifying Essential

Common Outcomes

To separate the essential from the peripheral, apply these 3 criteria to each standard:

1. Endurance - are students expected to retain the skills/knowledge long after the test is completed

2. Leverage - is this skill/knowledge applicable to many academic disciplines

3. Readiness for the Next Level of Learning - is this skill/knowledge preparing the student for success in the next grade/course

- Doug Reeves

Advantages of Team Discussion

of Essential Learning! Greater clarity regarding interpretation of

standards

! Greater consistency regarding importance of different standards

! Greater consistency in amount of time devoted to different standards (common pacing)

! Common outcomes and common pacing are essential prerequisites for a team to create common assessments and team interventions

! Greater ownership of and commitment to standards


Levels of Curricula at Work

in Your school

1. Intended - What we want them to learn

2. Implemented - What actually gets taught

3. Attained -What they actually learn

*To impact the attained curriculum in the most

powerful way, make certain the implemented

curriculum is guaranteed and viable. - Robert Marzano

To Improve Student Achievement! ..create a guaranteed and viable curriculum (Marzano)

! ..establish a limited number of power standards

(Reeves)

! ..pursue clear and focused essential academic goals

(Lezotte)

! ..identify learning intentions and success criteria

(Hattie)

! ..develop a compact list of learning expectations and

tangible exemplars of student proficiency (Saphier)

If we want all students to learn at high levels, those

who teach them must be able to answer the

questions, “learn what” with a consistent voice.




! Clarify what each student is expected to learn

! Monitor each student’s learning on a timely

basis


The Case for a Guaranteed Curriculum

One of the most significant factors that impacts student achievement is that teachers

commit to implementing a guaranteed and viable curriculum to ensure no matter who

teaches a given class, the curriculum will address certain essential content. For learning

to be effective, clear targets in terms of information and skills must be established

(Marzano, 2003).

To improve student achievement, educators must determine the power standards –

learning standards that are most essential because they possess the qualities of endurance,

leverage, and readiness for success at the next level. The first and most important

practical implication of power standards is that leaders must make time for teachers to

collaborate within and among grade levels to identify the power standards (Reeves,

2002).

One of the keys to improving schools is to ensure teachers know the learning intentions

and success criteria of their lessons, know how well they are attaining these criteria for all

their students, and know where to go next in light of the gap between students’ current

knowledge and the success criteria. This can be maximized in a safe and collaborative

environment where teachers talk to each other about teaching (Hattie, 2009)

“The staff in the effective school accepts responsibility for the students’ learning of the

essential curricular goals” (our emphasis, Lezotte, 2001, p.4).

Professional learning communities are characterized by an academic focus that begins

with a set of practices that bring clarity, coherence, and precision to every teacher’s

classroom work. Teachers work collaboratively to provide a rigorous curriculum that is

crystal clear and includes a compact list of learning expectations for each grade or

course and tangible exemplars of student proficiency for each learning expectation

(Saphier, 2005).

Effective teachers clarify goals and assessment criteria in ways that will help students

understand what they need to learn and the strategies likely to be most useful in enabling

them to learn (Brophy, 2004).

Implementing a strategy of common, rigorous standards with differentiated resources and

instruction can create excellence and equity for all students (Childress, Doyle, & Thomas,

2009)


Assessing Your Current Reality

Consider the descriptions of 5 stages of PLC progress regarding:

1. Clarity on What Students Must Know and Be Able to Do

Individually, silently, and honestlyassess the current status of your school for each

indicatoron the Professional Learning Community

Continuum

Progress and Problems

Share your assessment with your colleagues:

• Where are areas of agreement?

• Where are the areas of disagreement?

• Where can you celebrate the greatest progress?

• What areas are you finding problematic?

Closing the

Knowing-Doing Gap

• What steps could you take to make progress in these indicators?

• Complete the “Where Do We Go From Here” worksheets to begin your plan for becoming a school committed to a focus on learning.


Learning by Doing © 2006, 2010 Solution Tree Press • solution-tree.comVisit go.solution-tree.com/PLCbooks to download this page.

REPRODUCIBLE | 85

The

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Page

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13


REPRODUCIBLE | 87

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14


! Clarify 8-10 Essential Common Outcomes (skills, concepts, and dispositions) per semester by Course/Content Area

! Develop multiple Common Formative Assessments for each Course/Content Area

What are Common Formative Assessments?

We will make the case that common formative assessments are the lynchpin of the collaborative team process in a PLC.

"Define “common” assessment.

"Define “formative” assessment.

Keys to Formative Assessments

To determine if an assessment is formative, ask:

1. Is it used to identify students who are experiencing difficulty in their learning?

2. Are students who are having difficulty provided with additional time and support for learning?

3. Are students given an additional opportunity to demonstrate their learning?


Resources to Help Teams Build

Valid Common Assessments

! List of Essential Outcomes/Pacing Guides for Each Course/Subject

! Recommendations from Stiggins, Reeves, Ainsworth, Wiliam…

! Released items from district, state, provincial, and national assessments (ACT, SAT, ITBS, NAEP, etc.)

! Websites such as:

"www.nces.ed.gov/nationsreportcard/

! Data from past indicators of achievement

! Methods of alternative assessments

! Examples of rubrics

! Assessments from other high-performing teams

Two Essentials of

Performance Based Assessment

! Can we agree on the criteria by which we will judge the quality of student work?

! Can we apply those criteria consistently

(inter-rater reliability)?


! Clarify 8-10 Essential Common Outcomes (skills, concepts, and dispositions) per semester by Course/Content Area

! Develop multiple Common Formative Assessments for each Course/Content Area

! Establish Specific Target/Benchmark so rigorous it will lead to success on high stakes assessments

! Analyze Results ! Identify & Implement Improvement

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Page

1

DuF

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© S

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Tree

18

Stan

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Gro

up C

ompa

riso

n20

01Fo

rced

Cho

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Perf

orm

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Tota

lG

roup

Des

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tion

Mas

tery

Mas

tery

Mas

tery

10-6

: ID

ENT.

PH

RASE

S/CL

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SES

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of O

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Y16

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16

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ENG

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10-7

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Page

2

DuF

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© S

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Tree

19

Item Analysis for 630 Students ENG110 FR COLLEGE PREP: 60/0 FC/P ITEMS

02/14/2001 2000-2001 School Year

Item A B C D E Space Diff

# 1 - 1 ( 0% ) 17 ( 3% ) 6 ( 1% ) 606 ( 96% ) * 0 ( 0% ) 0 ( 0% ) 0.962

# 2 - 10 ( 2% ) 10 ( 5% ) 564 ( 90% ) * 27 ( 4% ) 0 ( 0% ) 0 ( 0% ) 0.895

# 3 - 29 ( 5% ) 3 ( 0% ) 586 ( 93% ) * 13 ( 2% ) 0 ( 0% ) 0 ( 0% ) 0.930

# 4 - 553 ( 88% ) * 37 ( 6% ) 4 ( 1% ) 36 ( 6% ) 0 ( 0% ) 0 ( 0% ) 0.878

# 5 - 37 ( 6% ) 19 ( 3% ) 52 ( 8% ) 524 ( 83% ) * 0 ( 0% ) 0 ( 0% ) 0.832

# 6 - 106 ( 17% ) 458 ( 73% ) * 58 ( 9% ) 10 ( 2% ) 0 ( 0% ) 0 ( 0% ) 0.727

# 7 - 11 ( 2% ) 22 ( 3% ) 570 ( 90% ) * 28 ( 4% ) 0 ( 0% ) 0 ( 0% ) 0.905

# 8 - 10 ( 2% ) 16 ( 3% ) 38 ( 6% ) 569 ( 90% ) * 0 ( 0% ) 0 ( 0% ) 0.903

# 9 - 46 ( 7% ) 40 ( 6% ) 13 ( 2% ) 529 ( 84% ) * 0 ( 0% ) 1 ( 0% ) 0.840

# 10 - 12 ( 2% ) 590 ( 94% ) * 15 ( 2% ) 12 ( 2% ) 0 ( 0% ) 1 ( 0% ) 0.937

# 11 - 460 ( 73% ) * 104 ( 17% ) 63 ( 10% ) 4 ( 1% ) 0 ( 0% ) 1 ( 0% ) 0.730

# 12 - 432 ( 69% ) * 129 ( 20% ) 55 ( 9% ) 14 ( 2% ) 0 ( 0% ) 0 ( 0% ) 0.686

# 13 - 3 ( 0% ) 528 ( 84% ) * 34 ( 5% ) 65 ( 10% ) 0 ( 0% ) 0 ( 0% ) 0.838

# 14 - 8 ( 1% ) 598 ( 95% ) * 7 ( 1% ) 17 ( 3% ) 0 ( 0% ) 0 ( 0% ) 0.949

# 15 - 56 ( 9% ) 461 ( 73% ) * 19 ( 3% ) 94 ( 15% ) 0 ( 0% ) 1 ( 0% ) 0.732

# 16 - 78 ( 12% ) 14 ( 2% ) 79 ( 13% ) 460 ( 73% ) * 0 ( 0% ) 0 ( 0% ) 0.730

# 17 - 112 ( 18% ) 139 ( 22% ) 6 ( 1% ) 376 ( 60% ) * 0 ( 0% ) 0 ( 0% ) 0.597

# 18 - 21 ( 3% ) 47 ( 7% ) 561 ( 89% ) * 2 ( 0% ) 0 ( 0% ) 0 ( 0% ) 0.890

# 19 - 4 ( 1% ) 407 ( 65% ) * 3 ( 0% ) 219 ( 35% ) 0 ( 0% ) 1 ( 0% ) 0.646

# 20 - 548 ( 87% ) * 30 ( 5% ) 5 ( 1% ) 50 ( 8% ) 0 ( 0% ) 0 ( 0% ) 0.870

# 21 - 14 ( 2% ) 4 ( 1% ) 21 ( 3% ) 592 ( 94% ) * 0 ( 0% ) 0 ( 0% ) 0.940

# 22 - 438 ( 70% ) * 64 ( 10% ) 98 ( 16% ) 31 ( 5% ) 0 ( 0% ) 0 ( 0% ) 0.695

# 23 - 69 ( 11% ) 457 ( 73% ) * 61 ( 10% ) 44 ( 7% ) 0 ( 0% ) 0 ( 0% ) 0.725

# 24 - 56 ( 9% ) 28 ( 4% ) 472 ( 75% ) * 76 ( 12% ) 0 ( 0% ) 1 ( 0% ) 0.749

# 25 - 10 ( 2% ) 50 ( 8% ) 556 ( 88% ) * 16 ( 3% ) 0 ( 0% ) 0 ( 0% ) 0.883

# 26 - 112 ( 18% ) 120 ( 19% ) 10 ( 2% ) 389 ( 62% ) * 0 ( 0% ) 0 ( 0% ) 0.617

# 27 - 125 ( 20% ) 269 ( 43% ) 237 ( 38% ) * 2 ( 0% ) 0 ( 0% ) 0 ( 0% ) 0.376

# 28 - 568 ( 90% ) * 37 ( 6% ) 11 ( 2% ) 14 ( 2% ) 0 ( 0% ) 0 ( 0% ) 0.902

# 29 - 506 ( 80% ) * 28 ( 4% ) 65 ( 10% ) 34 ( 5% ) 0 ( 0% ) 0 ( 0% ) 0.803

# 30 - 64 ( 10% ) 48 ( 8% ) 30 ( 5% ) 488 ( 77% ) * 0 ( 0% ) 1 ( 0% ) 0.775

# 31 - 11 ( 2% ) 559 ( 89% ) * 16 ( 3% ) 44 ( 7% ) 0 ( 0% ) 0 ( 0% ) 0.887

# 32 - 88 ( 14% ) 63 ( 10% ) 422 ( 67% ) * 58 ( 9% ) 0 ( 0% ) 2 ( 0% ) 0.670

# 33 - 107 ( 17% ) 377 ( 60% ) 16 ( 3% ) 131 ( 21% ) 0 ( 0% ) 0 ( 0% ) 0.598

# 34 - 427 ( 68% ) * 49 ( 8% ) 81 (13%) 75 (12% 0 ( 0% ) 0 ( 0% ) 0.678

# 35 - 73 ( 12% ) 413 ( 66% ) * 38 ( 6% ) 107 ( 17% ) 0 ( 0% ) 0 ( 0% ) 0.656

# 36 - 34 ( 5% ) 398 ( 63% ) * 45 ( 7% ) 154 ( 24% ) 0 ( 0% ) 0 ( 0% ) 0.632

# 37 - 78 ( 12% ) 253 ( 40% ) 11 ( 2% ) 289 ( 46% ) * 0 ( 0% ) 0 ( 0% ) 0.459

# 38 - 97 (15% ) 397 ( 63% ) * 62 ( 10% ) 73 ( 12% ) 0 ( 0% ) 1 ( 0% ) 0.630

# 39 - 222 ( 15% ) 167 ( 27% ) 170 ( 27% ) * 72 ( 11% ) 0 ( 0% ) 1 ( 0% ) 0.270

# 40 - 99 ( 16% ) 44 ( 7% ) 88 ( 14% ) 400 ( 63% ) 0 ( 0% ) 1 ( 0% ) 0.635

# 41 - 542 ( 86% ) * 25 ( 4% ) 5 ( 1% ) 60 ( 10% ) 0 ( 0% ) 0 ( 0% ) 0.860

# 42 - 36 ( 6% ) 82 ( 13% ) 135 ( 21% ) 378 ( 60% ) * 0 ( 0% ) 0 ( 0% ) 0.600

# 43 - 12 ( 2% ) 291 ( 46% ) 11 ( 2% ) 318 ( 50% ) 0 ( 0% ) 0 ( 0% ) 0.505

# 44 - 486 ( 77% ) * 48 ( 8% ) 91 ( 14% ) 5 ( 1% ) 0 ( 0% ) 1 ( 0% ) 0.771

# 45 - 8 ( 1% ) 93 ( 15% ) 518 ( 82% ) * 13 ( 2% ) 0 ( 0% ) 1 ( 0% ) 0.822

# 46 - 57 ( 9% ) 421 ( 67% ) * 123 ( 20% ) 33 ( 5% ) 0 ( 0% ) 0 ( 0% ) 0.668

# 47 - 54 ( 9% ) 360 ( 57% ) * 41 ( 7% ) 178 ( 28% ) 0 ( 0% ) 0 ( 0% ) 0.571

# 48 - 19 ( 3% ) 165 ( 26% ) * 51 ( 8% ) 396 ( 63% ) 0 ( 0% ) 0 ( 0% ) 0.262

# 49 - 42 ( 7% ) 574 ( 91% ) * 5 ( 1% ) 9 ( 1% ) 0 ( 0% ) 1 ( 0% ) 0.911

# 50 - 153 ( 24% ) 72 ( 11% ) 9 ( 1% ) 398 ( 63% ) * 0 ( 0% ) 0 ( 0% ) 0.632

# 51 - 542 ( 86% ) * 50 ( 8% ) 41 ( 7% ) 0 ( 0% ) 0 ( 0% ) 2 ( 0% ) 0.860

# 52 - 17 ( 3% ) 307 ( 49% ) 311 ( 49% ) * 1 ( 0%) 0 ( 0% ) 0 ( 0% ) 0.490


86 | REPRODUCIBLE


Indi

cato

rP

re-I

niti

atin

gIn

itia

ting

Impl

emen

ting

Dev

elop

ing

Sust

aini

ng

We

wor

k w

ith

colle

ague

s on

our

te

am t

o cl

arify

the

cr

iteri

a by

whi

ch w

e w

ill ju

dge

the

qual

ity

of s

tude

nt w

ork,

and

w

e pr

actic

e ap

plyi

ng

thos

e cr

iteri

a un

til w

e ca

n do

so

cons

iste

ntly

.

Each

tea

cher

es

tabl

ishe

s hi

s or

he

r ow

n cr

iteri

a fo

r as

sess

ing

the

qual

ity

of s

tude

nt w

ork.

Teac

hers

hav

e be

en

prov

ided

with

sam

ple

rubr

ics

for

asse

ssin

g th

e qu

alit

y of

stu

dent

w

ork.

Teac

hers

wor

king

in

colla

bora

tive

tea

ms

are

atte

mpt

ing

to a

sses

s st

uden

t w

ork

acco

rdin

g to

co

mm

on c

rite

ria.

Th

ey a

re p

ract

icin

g ap

ply

the

crite

ria

to

exam

ples

of s

tude

nt

wor

k, b

ut t

hey

are

not

yet

cons

iste

nt.

The

disc

repa

ncy

is

caus

ing

som

e te

nsio

n on

the

tea

m.

Teac

hers

wor

king

in

col

labo

rati

ve

team

s ar

e cl

ear

on

the

crite

ria

they

will

us

e in

ass

essi

ng t

he

qual

ity

of s

tude

nt

wor

k an

d ca

n ap

ply

the

crite

ria

cons

iste

ntly

.

Col

labo

rati

ve t

eam

s of

tea

cher

s fr

eque

ntly

use

per

form

ance

-bas

ed

asse

ssm

ents

to

gath

er e

vide

nce

of

stud

ent

lear

ning

. Mem

bers

hav

e es

tabl

ishe

d st

rong

inte

r-ra

ter

relia

bilit

y an

d us

e th

e re

sults

from

the

se

asse

ssm

ents

to

info

rm a

nd im

prov

e th

eir

indi

vidu

al a

nd c

olle

ctiv

e pr

actic

e.

The

team

’s c

lari

ty a

lso

help

s m

embe

rs

teac

h th

e cr

iteri

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stu

dent

s, w

ho

can

then

ass

ess

the

qual

ity

of t

heir

own

wor

k an

d be

com

e m

ore

acti

vely

en

gage

d in

the

ir le

arni

ng

We

mon

itor

the

lear

ning

of e

ach

stud

ent’s

att

ainm

ent

of a

ll es

sent

ial

outc

omes

on

a tim

ely

basi

s th

roug

h a

seri

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f fre

quen

t,

team

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elop

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mon

form

ativ

e as

sess

men

ts t

hat

are

alig

ned

with

hig

h-st

akes

ass

essm

ents

st

uden

ts w

ill b

e re

quir

ed t

o ta

ke.

Each

tea

cher

cr

eate

s hi

s or

her

ow

n as

sess

men

ts

to m

onito

r st

uden

t le

arni

ng.

Ass

essm

ents

are

ty

pica

lly s

umm

ativ

e ra

ther

tha

n fo

rmat

ive.

A t

each

er

can

teac

h an

ent

ire

care

er a

nd n

ot k

now

if

he o

r sh

e te

ache

s a

part

icul

ar s

kill

or c

once

pt b

ette

r or

wor

se t

han

the

colle

ague

in t

he n

ext

room

.

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dist

rict

has

es

tabl

ishe

d be

nchm

ark

asse

ssm

ents

tha

t ar

e ad

min

iste

red

seve

ral

times

thr

ough

out

the

year

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cher

s pa

y lit

tle a

tten

tion

to t

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esul

ts a

nd

wou

ld h

ave

a di

f!cu

lt tim

e ex

plai

ning

th

e pu

rpos

e of

th

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nchm

ark

asse

ssm

ents

.

Teac

hers

wor

king

in

col

labo

rativ

e te

ams

have

beg

un

to c

reat

e co

mm

on

asse

ssm

ents

. So

me

atte

mpt

to

circ

umve

nt t

he

colla

bora

tive

proc

ess

by p

ropo

sing

the

te

am m

erel

y us

e th

e qu

izze

s an

d te

sts

that

are

ava

ilabl

e in

the

tex

tboo

k as

the

ir co

mm

on

asse

ssm

ents

. Som

e ad

min

istr

ator

s qu

estio

n th

e ab

ility

of t

each

ers

to c

reat

e go

od

asse

ssm

ents

and

ar

gue

that

the

dis

tric

t sh

ould

pur

chas

e co

mm

erci

ally

de

velo

ped

test

s.

Teac

hers

wor

king

in

col

labo

rati

ve

team

s ha

ve c

reat

ed

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ries

of c

omm

on

asse

ssm

ents

and

ag

reed

on

the

spec

i!c

stan

dard

st

uden

ts m

ust

achi

eve

to b

e de

emed

pro

!cie

nt.

The

user

-fri

endl

y re

sults

of c

omm

on

asse

ssm

ents

are

pr

ovid

ing

each

m

embe

r of

the

tea

m

with

tim

ely

evid

ence

of

stu

dent

lear

ning

. M

embe

rs a

re u

sing

th

at e

vide

nce

to im

prov

e th

eir

asse

ssm

ents

and

to

dev

elop

mor

e ef

fect

ive

inst

ruct

iona

l st

rate

gies

.

Colla

bora

tive

team

s of

tea

cher

s ga

ther

evi

denc

e of

stu

dent

lear

ning

on

a r

egul

ar b

asis

thr

ough

freq

uent

co

mm

on fo

rmat

ive

asse

ssm

ents

. The

te

am a

naly

sis

of r

esul

ts d

rive

s th

e co

ntin

uous

impr

ovem

ent p

roce

ss

of t

he s

choo

l. M

embe

rs d

eter

min

e th

e ef

fect

iven

ess

of in

stru

ctio

nal

stra

tegi

es b

ased

on

evid

ence

of

stud

ent l

earn

ing

rath

er t

han

teac

her

pref

eren

ce o

r pr

eced

ent.

Mem

bers

w

ho s

trug

gle

to t

each

a s

kill

are

lear

ning

from

tho

se w

ho a

re g

ettin

g th

e be

st r

esul

ts. T

he fr

eque

nt c

omm

on

form

ativ

e as

sess

men

ts p

rovi

de t

he

vita

l inf

orm

atio

n th

at fu

els

the

scho

ol’s

sy

stem

of i

nter

vent

ion

and

enri

chm

ent.

Th

e as

sess

men

ts a

re fo

rmat

ive

beca

use

(1) t

hey

are

used

to

iden

tify

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22

The BIG IDEAS of a PLC

! 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.

! We are committed to working together to achieve our collective purpose. We cultivate a collaborative culture through development of high-performing teams.

Barriers to a Learning Community

! A professional norm of teacher isolation.

Why Should We 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, materials, and methods

—Judith Warren Little (1990)


The Case for Teams

Empowered teams are such a powerful force of integration and productivity that they

form the basic building block of any intelligent organization. Given the right context,

teams generate passion and engagement. In addition, a team is something to belong to, a

support group and political unit with more clout than the individuals in it.

Pinchot & Pinchot, The End of Bureaucracy and the Rise of the Intelligent

Organization

We are at a point in time where teams are recognized as a critical component of every

enterprise–the predominant unit for decision making and getting things done. . . .

Working in teams is the norm in a learning organization.

Senge, et al., The Fifth Discipline Fieldbook

The leader of the future will master the art of forming teams. Future leaders will master

teamwork, working with and through others because no one person can master all the

sources of information to make good decisions.

Ulrich, “Credibility and Capability” in The Leader of the Future

Teams bring together complementary skills and experience that exceed those of any

individual on the team. Teams are more effective in problem solving. Teams provide a

social dimension that enhances work. Teams motivate and foster peer pressure and

internal accountability. Teams have more fun.

Katzenbach and Smith, The Wisdom of Teams

The best way to achieve challenging goals is through teamwork. Where single individuals

may despair of accomplishing a monumental task, teams nurture, support, and inspire

each other.

Noel Tichy, The Leadership Engine

People who collaborate learn from each other and create synergy. That is why learning

organizations are made up of teams that share a common purpose. Organizations need

togetherness to get things done and to encourage the exploration essential to

improvement.

Charles Handy, “Managing the Dream” in Learning Organizations

Learning organizations are fast, focused, flexible, friendly and fun. To promote these

characteristics they are far more likely to be organized into teams than in old-fashioned

hierarchies.

Rosabeth Moss Kanter, “Mastering Change” in Learning Organizations

We have known for nearly a quarter of a century that self-managed teams are far more

productive than any other form of organizing. There is a clear correlation between

participation and productivity.

Margaret Wheatley, “Goodbye, Command and Control” in Leader to Leader


The Case for Collaboration

The single most important factor for successful school restructuring and the first order of

business for those interested in increasing the capacity of their schools is building a

collaborative internal environment (Eastwood & Seashore Louis, 1992).

When groups, rather than individuals are seen as the main units for implementing curriculum,

instruction, and assessment, they facilitate development of shared purpose for student learning and

collective responsibility to achieve it (Newmann and Wehlage, 1995).

“The key to ensuring that every child has a quality teacher is finding a way for school systems to

organize the work of qualified teachers so they can collaborate with their colleagues in developing

strong learning communities that will sustain them as they become more accomplished teachers”

(National Commission on Teaching and America’s Future, 2003, p. 7.)

Teacher collaboration in strong professional learning communities improves the quality and equity

of student learning, promotes discussions that are grounded in evidence and analysis rather than

opinion, and fosters collective responsibility for student success (McLaughlin & Talbert, 2006).

“High performing schools tend to promote collaborative cultures [and] support professional

communities and exchanges among all staff…Teachers and staff communicate to remove barriers

to student learning” (National Education Association, 2006).

When teachers work in collaborative teams schools are more likely to see gains in student

achievement, find higher quality solutions to problems, promote increased confidence among staff,

create an environment in which teachers support one another’s strengths and accommodate

weaknesses, provide support for new teachers, and provide all staff with access to an expanded

pool of ideas, materials, and methods (Judith Warren Little, 1990).

[High-achieving schools] “build a highly collaborative school environment in where working

together to solve problems and to learn from each other become cultural norms” (West Ed, 2000,

p.12).

Improving schools require a collaborative culture. Without collaborative skills and relationships it

not possible to continue to learn (Michael Fullan, 1993).

Collaboration and the ability to engage in collaborative action are becoming increasingly

important to the survival of the public schools. Indeed, without the ability to collaborate with

others the prospect of truly improving schools is not likely (Schlechty, 2005, p. 22).

“It is imperative that professional learning be directed at improving the quality of collaborative

work” (National Staff Development Council, 2001).

It is time to end the practice of solo teaching in isolated classrooms. Today’s teachers must

transform their personal knowledge into a collectively built, widely shared and cohesive

professional knowledge base (Fulton, Yoon, & Lee, 2005).


Group IQ

There is such a thing as group IQ.

While a group can be no smarter than

the sum total of the knowledge and

skills of its members, it can be much

“dumber” if its internal workings don’t

allow people to share their talents.

—Robert Sternberg (1988)

Team Defined

What Is Collaboration?

A systematic process in which we

work together, interdependently, to

analyze and impact professional

practice in order to improve our

individual and collective results

—DuFour, DuFour, & Eaker (2002)


The Focus of Collaboration

Collaborative cultures, which by

definition have close relationships, are

indeed powerful, but unless they are

focusing on the right things they may

end up being powerfully wrong. - Michael Fullan

A Key Question in PLCs

The critical question in a PLC is

not, “do we collaborate,” but rather,

“what do we collaborate about.”

You must not settle for

“Collaboration Lite.”

Critical Corollary Questions: If We Believe All Kids Can Learn:

!What is it we expect them to learn?!How will we know when they have

learned it?!How will we respond when they

don’t learn?!How will we respond when they

already know it?


Seven Keys to Effective Teams

1. Embed collaboration in routine practices of the school with FOCUS ON LEARNING.

The Criterion for Creating Teams

The fundamental question in organizing teams is:

Do the people on this team have a shared responsibility

for responding to the critical questions in ways that enhance the learning

of their students?”

Possible Team Structures:Provided Focus Is on LEARNING

! All teachers teaching the same grade level! All teachers teaching the same course! Vertical teams (K–2/3–5 or French I–IV)! Electronic teams

"Professional organizations"www.firstclass.com"www.betterlesson.org

! Interdisciplinary teams! District or regional teams! Similar-responsibility teams 28

To facilitate electronic collaboration, utilize these resources.

! voicethread.com: For continuing dialogue at times convenient to each individual

! Google Docs for sharing agendas, minutes, essential outcomes, assessments, data

! www.skype.com and/or iChat to facilitate real-time dialogue

! Mikogo: To see each other’s desktops, documents, and videos



2. Schedule time for collaboration into the school day and school calendar.

Parameters for Collaborative Time

! Cannot keep the kids at home ! Cannot increase costs! Cannot significantly impact instructional

time


Adapted from DuFour, DuFour, Eaker, & Many, Learning by Doing: A Handbook for Professional Learning Communities at Work™ (2nd ed., pp. 125–127) ©2006, 2010 Solution Tree Press

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Page 1 of 2

The issue of finding time for collaboration has been addressed effectively—and often—in the professional literature and is readily available for those who are sincerely interested in exploring alternatives. The National Staff Development Council alone has addressed the issue hundreds of times in its publications, and the www.allthingsplc.info website lists over 150 schools that have created time for teachers to collaborate in ways that don’t require the school to be shut down, don’t cost money, and don’t result in significant loss of instructional time. The following strategies do not form a comprehensive list; rather, they illustrate some of the steps schools and districts have taken to create the prerequisite time for collaboration.

Common PreparationBuild the master schedule to provide daily common preparation periods for teachers of the

same course or department. Each team should then designate one day each week to engage in collaborative, rather than individual, planning.

Parallel SchedulingSchedule common preparation time by assigning the specialists (physical education teachers,

librarians, music teachers, art teachers, instructional technologists, guidance counselors, foreign language teachers, and so on) to provide lessons to students across an entire grade level at the same time each day. The team should designate one day each week for collaborative planning. Some schools build back-to-back specials classes into the master schedule on each team’s designated collaborative day, thus creating an extended block of time for the team to meet. Specials teachers must also be given time to collaborate.

Adjusted Start and End TimeGain collaborative time by starting the workday early or extending the workday one day

each week. In exchange for adding time to one end of the workday, teachers get the time back on the other end of that day. For example, on Tuesdays, the entire staff of Adlai Stevenson High School in Lincolnshire, Illinois, begins their workday at 7:30 am rather than the normal 7:45 a.m. start time. From 7:30 to 8:30 a.m., the entire faculty engages in collaborative team meetings. Classes, which usually begin at 8:05 a.m., are delayed until 8:30 a.m. Students who can arrange for their own transportation arrive to school then. Buses run their regular routes so that no parent is inconvenienced and deliver students to the school at 7:40 a.m. Upon their arrival they are supervised by administrative and noninstructional staff in a variety of optional activities (such as breakfast, library and computer research, open gym, study halls, and tutorials) until classes begin. To make up for the twenty-five minutes of lost instructional time, five minutes is trimmed from five of the eight fifty-minute class periods. The school day ends at the usual time (3:25 in the afternoon), and again buses run on their regular schedules. Because they began work fifteen minutes early (7:30 rather than 7:45), Stevenson teachers are free to leave fifteen minutes earlier than the normal conclusion of their workday (3:30 rather than 3:45). By making these minor adjustments to the schedule one day each week, the entire faculty is guaranteed an hour of collaborative planning without extending their workday or workweek by a single minute.

Making Time for Collaboration

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Adapted from DuFour, DuFour, Eaker, & Many, Learning by Doing: A Handbook for Professional Learning Communities at Work™ (2nd ed., pp. 125–127) ©2006, 2010 Solution Tree Press

Page 2 of 2

Shared ClassesCombine students across two different grade levels or courses into one class for instruction.

While one teacher or team instructs the students, the other team engages in collaborative work. The teams alternate instructing and collaborating to provide equity in learning time for students and teams. Some schools coordinate shared classes so older students adopt younger students and serve as literacy buddies, tutors, and mentors during shared classes.

Group Activities, Events, and TestingTeams of teachers coordinate activities that require supervision of students rather than

instructional expertise, such as watching an instructional DVD or video, conducting resource lessons, reading aloud, attending assemblies, or testing. Nonteaching staff members supervise students while teachers engage in team collaboration.

Banked TimeOver a designated period of days, extend the instructional minutes beyond the required

school day. After you have banked the desired number of minutes, end the instructional day early to allow for faculty collaboration and student enrichment. For example, in a middle school, the traditional instructional day ends at 3:00 p.m., students board buses at 3:20, and the teachers’ contractual day ends at 3:30. The faculty may decide to extend the instructional day until 3:10. By teaching an extra ten minutes for nine days in a row, they “bank” ninety minutes. On the tenth day, instruction stops at 1:30, and the entire faculty has collaborative team time for two hours. The students remain on campus and are engaged in clubs, enrichment activities, assemblies, and so on, sponsored by a variety of parent and community partners and cosupervised by the school’s nonteaching staff.

In-Service and Faculty Meeting TimeSchedule extended time for teams to work together on staff development days and during

faculty meeting time. Rather than requiring staff to attend a traditional whole-staff in-service session or sit in a faculty meeting while directives and calendar items are read aloud, shift the focus and use of these days and meetings so members of teams have extended time to learn with and from each other.

For more ideas on making time for collaboration from successful PLC schools, visit allthingsplc.info

and select “Evidence of Effectiveness.”

31




3. Focus teams on critical questions.

4. Make products of collaboration explicit.

Example of a Timeline for

Team Products

By the end of the:! 2nd Week - Team Norms ! 4th Week - Team SMART Goal! 6th Week - Common Essential Outcomes ! 8th Week - First Common Assessment ! 10th Week - Analysis of Student Performance

on First Common Formative Assessment

Reciprocal Accountability

Accountability must be a reciprocal process. For every expectation I have of you to perform, I have an equal responsibility to provide you with the capacity to meet that expectation.

- Richard Elmore, 2006


The powerful collaboration that characterizesprofessional learning communities is a systematicprocess in which teachers work together to analyzeand improve their classroom practice. Teacherswork in teams, engaging in an ongoing cycle ofquestions that promote deep team learning. Thisprocess, in turn, leads to higher levels of studentachievement.

The Critical Issues for Team Consideration guidethe collective inquiry and action research of eachcollaborative team in a professional learning com-munity. This plan book explores these issues ingreater detail at strategic intervals. You and yourteammates will be challenged to build sharedknowledge—to learn together—about each issueand ultimately generate a product as a result ofyour collective inquiry and action research.

10

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1. ___ We have identified team norms and proto-cols to guide us in working together.

2. ___ We have analyzed student achievement dataand have established SMART goals that weare working interdependently to achieve.

3. ___ Each member of our team is clear on theessential learnings of our course in general aswell as the essential learnings of each unit.

4. ___ We have aligned the essential learnings withstate and district standards and the high-stakes exams required of our students.

5. ___ We have identified course content and/ortopics that can be eliminated so we candevote more time to essential curriculum.

6. ___ We have agreed on how to best sequencethe content of the course and have estab-lished pacing guides to help students achievethe intended essential learnings.

7. ___ We have identified the prerequisite knowl-edge and skills students need in order tomaster the essential learnings of our courseand each unit of this course.

8. ___ We have identified strategies and createdinstruments to assess whether students havethe prerequisite knowledge and skills.

9. ___ We have developed strategies and systemsto assist students in acquiring prerequisiteknowledge and skills when they are lackingin those areas.

10. ___ We have developed frequent common form-ative assessments that help us to determineeach student’s mastery of essential learnings.

11. ___ We have established the proficiency stan-dard we want each student to achieve oneach skill and concept examined with ourcommon assessments.

12. ___ We have developed common summativeassessments that help us assess the strengthsand weaknesses of our program.

13. ___ We have established the proficiency stan-dard we want each student to achieve oneach skill and concept examined with oursummative assessments.

14. ___ We have agreed on the criteria we will use injudging the quality of student work relatedto the essential learnings of our course, andwe practice applying those criteria to ensureconsistency.

15. ___ We have taught students the criteria we willuse in judging the quality of their work andhave provided them with examples.

16. ___ We evaluate our adherence to and the effec-tiveness of our team norms at least twiceeach year.

17. ___ We use the results of our common assessmentsto assist each other in building on strengthsand addressing weaknesses as part of aprocess of continuous improvement designedto help students achieve at higher levels.

18. ___ We use the results of our common assess-ments to identify students who need addi-tional time and support to master essentiallearnings, and we work within the systemsand processes of the school to ensure theyreceive that support.

1 2 3 4 5 6 7 8 9 10Not True of Our Team Our Team Is Addressing True of Our Team

Critical Issues for Team Consideration

Team Name:__________________________________________________________________________________________

Team Members:__________________________________________________________________________________

Use the scale below to indicate the extent to which each of the following statements is trueof your team.

Professional Learning Communities at Work Plan Book © 2006 Solution Tree www.solution-tree.com

33

To Help Build the Capacity

of Teams, Address...

! Why - (Rationale)! How - (Process)! What - (Common Language, Tools, Templates,

Materials, Resources, Examples! When - (Timeline) ! Guiding Questions! Criteria for Clarifying Quality of Each Product! Tips and Suggestions




3. Focus teams on critical questions.

4. Make products of collaboration explicit.

5. Establish team norms to guide collaboration.

The Significance of Team Norms

! When all is said and done, the norms of a group help determine whether it functions as a high-performing team or becomes simply a loose collection of people working together.

! Positive norms will stick only if the group puts them into practice over and over again. Being explicit about norms raises the level of effectiveness, maximizes emotional intelligence, produces a positive experience for group members, and helps to socialize newcomers into the group quickly.- Daniel Goleman


Importance of Team Norms

! Social psychologists learned long ago that if you make a commitment and then share it with others, you are far more likely to follow through than if you simply make the commitment to yourself." Kerry Patterson et. al. Influencers, p. 152

The Importance of Norms

! One thing is clear: having clear norms gives teams a huge advantage. A key to effective teams is involving all members in establishing norms, and then holding everyone accountable to what they have agreed upon." Patrick Lencioni, Overcoming the Five Dysfunctions of a

Team

The Importance of Team Norms

! At the heart of team interaction lies a commitment-building process. The team establishes a social contract among its members that relates to their purpose, and guides and obligates how they must work together. At its core, team accountability is about the promises we make to ourselves and others, promises that underpin two critical aspects of teams: commitment and trust." Katzenbach and Smith, The Wisdom of Teams


146 | REPRODUCIBLE


Teams improve their ability to grapple with the critical questions when they clarify the norms that will guide their work. These collective commitments represent the “promises we make to ourselves and others, promises that underpin two critical aspects of teams—commitment and trust.” (Katzenbach & Smith, 1993, p. 60)

Norms can help clarify expectations, promote open dialogue, and serve as a powerful tool for holding members accountable (Lencioni, 2005).

“When self-management norms are explicit and practiced over time, team effectiveness improves dramatically, as does the experience of team members themselves. Being on the team becomes rewarding in itself—and those positive emotions provide energy and motivation for accomplishing the team’s goals.” (Goleman, Boyatzis, & McKee, 2004, p. 182)

Explicit team norms help to increase the emotional intelligence of the group by cultivating trust, a sense of group identity, and belief in group ef!cacy (Druskat & Wolf, 2001).

Referring back to the norms can help “the members of a group to ‘re-member,’ to once again take out membership in what the group values and stands for; to ‘remember,’ to bring the group back into one cooperating whole” (Kegan & Lahey, 2001, p. 194).

Inattention to establishing speci!c team norms is one of the major reasons teams fail (Blanchard, 2007).

Why Should We Create Norms?

36

Norms of High Performing Teams! Willingness to consider matters from another’s perspective

! Accurate understanding of spoken and unspoken feelings and concerns of team members

! Willingness to confront a team member who violates norms

! Communicating positive regard, caring, and respect

! Willingness and ability to evaluate the team’s own effectiveness

! Seeking feedback about and evidence of team effectiveness from internal and external sources

! Maintaining a positive outlook and attitude

! Proactive problem-solving

! Awareness of how the group contributes to the purpose and goals of the larger organization - Daniel Goleman

Criteria For Team Norms

! The norms have clarified our expectations of one another.

! All members of the team participated in creating the norms. All voices were heard.

! The norms are stated as commitments to act in certain ways.

! All members have committed to honoring the norms.

Tips For Team Norms! Each team establishes its own norms.! Norms are stated as commitments to act or

behave in certain ways.! Norms are reviewed at the beginning and end of

each meeting until internalized.! One norm requires team to assess its

effectiveness every six months. This assessment should include review of adherence to norms and the need to identify new norms.

! Less is more. A few key norms are better than a laundry list.

! Violations of norms must be addressed.



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Developing NormsComments to the Facilitator:

Supplies:

Time:

Directions1.

2.

3.

To ensure that all individuals have the opportunity to contribute in the meeting;

To increase productivity and e!ectiveness; and

To facilitate the achievement of its goals.

4.

5.

6.

7.

8.

9.

38

138 | REPRODUCIBLE


Developing NormsWhen Establishing Norms, Consider: Proposed Norm

Time When do we meet?

Will we set a beginning and ending time?

Will we start and end on time?

Listening How will we encourage listening?

How will we discourage interrupting?

Con!dentiality Will the meetings be open?

Will what we say in the meeting be held in con!dence?

What can be said after the meeting?

Decision Making How will we make decisions?

Are we an advisory or a decision-making body?

Will we reach decisions by consensus?

How will we deal with con"icts?

Participation How will we encourage everyone’s participation?

Will we have an attendance policy?

Expectations What do we expect from members?

Are there requirements for participation?

Used with permission of the National Staff Development Council, www.nsdc.org, 2006. All rights reserved. From Keys to Successful Meetings by Stephanie Hirsh, Ann Delehant, and Sherry Sparks. Oxford, OH: National Staff Development Council, 1994.

39

Our Team’s Collective Commitments In order to make our team meetings positive and productive experiences for all members, we make the following collective commitments to each other: ! Begin and end our meetings on time and stay fully engaged

during each meeting; ! Maintain a positive attitude at team meetings – no

complaining unless we offer a better alternative; ! Listen respectfully to each other; ! Contribute equally to the workload;

! Make decisions on the basis of consensus;

! Encourage one another to honor our commitments and

candidly discuss our concerns when we feel a member is not living up to those commitments; and

! Fully support each other’s efforts to improve student

learning.


We encourage collaborative teams to engage in

routine self-reflection regarding their effective-

ness, productivity, results, and adherence to team

norms. During the first few months of team meet-

ings we advise members to begin and end every

meeting with a review of their norms and to mon-

itor and adjust personal behaviors to increase the

team’s effectiveness. High-performing teams in

PLCs also engage in a more formal assessment at

least twice each year as a way to ensure high levels

of team learning and continuous improvement.

The Survey on Team Norms is one way to evaluate

your team’s effectiveness.

13

Survey on Team Norms

Team:_________________________________________ Date:__________________________________________

Use the following ratings to honestly reflect on your experiences as a member of a

collaborative team:

Strongly Disagree Disagree Agree Strongly Agree

1 2 3 4

1. ___ I know the norms and protocols established by my team.

Comments: ________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

2. ___ Members of my team are living up to the established norms and protocols.

Comments: ________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

3. ___ Our team maintains focus on the established team goal(s).

Comments: ________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

4. ___ Our team is making progress toward the achievement of our goal(s).

Comments: ________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

5. ___ The team is having a positive impact on my classroom practice.

Comments: ________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

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Professional Learning Communities at Work Plan Book © 2006 Solution Tree

www.solution-tree.com

41

Keys to Responding to a Resister

! Assume good intentions! Seek to understand! Use strategies of persuasion

Seven Ways to Change Someone’s Mind

1) Reason. Appealing to rational thinking and decision making.

2) Research. Building shared knowledge of the research base supporting a position.

3) Resonance. Connecting to the person’s intuition so that the proposal feels right.

4) Representational Re-descriptions. Changing the way the information is presented (for example, using stories or analogies instead of data).

5) Resources and Reward. Providing people with incentives to embrace an idea.

6) Real-World Events. Presenting real-world examples where the idea has been applied successfully.

Howard Gardner, 2004

The Sequence of Changing Attitudes (Including Your Own)

! Attitude

"is shaped by

! Experience

"is a result of

! Behavior

! To change attitudes, focus on behavior.


Keys to Responding to a Resister

! Assume good intentions! Seek to understand! Use strategies of persuasion

! Identify specific behaviors essential to the success of the initiative

! Focus on behavior not attitude. Monitor behavior.

We Can Behave our Way to New Attitudes

! There is a large literature demonstrating that attitudes follow behavior. People accept new beliefs as a result of changing their behavior." Pfeffer and Sutton



Building a Collaborative Culture


indicator on the Professional Learning Community Continuum



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ting

Impl

emen

ting

Dev

elop

ing

Sust

aini

ng

We

are

orga

nize

d in

to

colla

bora

tive

tea

ms

in

whi

ch m

embe

rs w

ork

inte

rdep

ende

ntly

to

achi

eve

com

mon

goa

ls

that

dir

ectly

impa

ct

stud

ent

achi

evem

ent.

St

ruct

ures

hav

e be

en

put

in p

lace

to

ensu

re:

1. C

olla

bora

tion

is e

mbe

dded

in

our

rout

ine

wor

k pr

actic

e.

2. W

e ar

e pr

ovid

ed

with

tim

e to

co

llabo

rate

.

3. W

e ar

e cl

ear

on t

he

criti

cal q

uest

ions

th

at s

houl

d dr

ive

our

colla

bora

tion.

4. O

ur c

olla

bora

tive

w

ork

is m

onito

red

and

supp

orte

d.

Teac

hers

wor

k in

isol

atio

n w

ith

little

aw

aren

ess

of t

he s

trat

egie

s,

met

hods

, or

mat

eria

ls t

hat

colle

ague

s us

e in

tea

chin

g th

e sa

me

cour

se

or g

rade

leve

l. Th

ere

is n

o pl

an in

pla

ce

to a

ssig

n st

aff

mem

bers

into

te

ams

or t

o pr

ovid

e th

em

with

tim

e to

co

llabo

rate

.

Teac

hers

are

en

cour

aged

but

no

t re

quir

ed t

o w

ork

toge

ther

co

llabo

rati

vely

. So

me

staf

f may

el

ect

to w

ork

with

col

leag

ues

on t

opic

s of

m

utua

l int

eres

t.

Staf

f mem

bers

ar

e co

ngen

ial

but

are

not

co-la

bori

ng

in a

n ef

fort

to

impr

ove

stud

ent

achi

evem

ent.

Teac

hers

hav

e be

en a

ssig

ned

into

col

labo

rati

ve

team

s an

d ha

ve b

een

prov

ided

tim

e fo

r co

llabo

ratio

n du

ring

the

reg

ular

co

ntra

ctua

l da

y. T

eam

s m

ay b

e un

clea

r re

gard

ing

how

th

ey s

houl

d us

e th

e co

llabo

rati

ve

times

. Top

ics

ofte

n fo

cus

on

mat

ters

unr

elat

ed

to t

each

ing

and

lear

ning

. Som

e te

ache

rs b

elie

ve

the

team

mee

ting

is n

ot a

pro

duct

ive

use

of t

heir

time.

Teac

hers

hav

e be

en a

ssig

ned

into

col

labo

rativ

e te

ams

and

have

bee

n pr

ovid

ed t

ime

for

colla

bora

tion

on a

wee

kly

basi

s du

ring

the

regu

lar

cont

ract

ual

day.

Gui

delin

es, p

roto

cols

, an

d pr

oces

ses

have

bee

n es

tabl

ishe

d in

an

effo

rt t

o he

lp t

eam

s us

e co

llabo

rativ

e tim

e to

focu

s on

top

ics

that

w

ill h

ave

a po

sitiv

e im

pact

on

stud

ent a

chie

vem

ent.

Tea

ms

lead

ers

are

help

ing

lead

the

co

llabo

rativ

e pr

oces

s, a

nd t

he

wor

k of

tea

ms

is m

onito

red

clos

ely

so a

ssis

tanc

e ca

n be

pro

vide

d w

hen

a te

am

stru

ggle

s. T

eam

s ar

e w

orki

ng

inte

rdep

ende

ntly

to

achi

eve

goal

s sp

eci!

cally

rel

ated

to

hig

her

leve

ls o

f stu

dent

ac

hiev

emen

t and

are

focu

sing

th

eir

effo

rts

on d

isco

veri

ng

bett

er w

ays

to a

chie

ve t

hose

go

als.

The

colla

bora

tive

tea

m p

roce

ss is

de

eply

eng

rain

ed in

the

sch

ool c

ultu

re.

Staf

f mem

bers

vie

w it

as

the

engi

ne

that

dri

ves

scho

ol im

prov

emen

t. T

eam

s ar

e se

lf-di

rect

ed a

nd v

ery

skill

ful i

n ad

voca

cy a

nd in

quir

y. T

hey

cons

iste

ntly

fo

cus

on is

sues

tha

t ar

e m

ost

sign

i!ca

nt

in im

prov

ing

stud

ent

achi

evem

ent

and

set

spec

i!c,

mea

sura

ble

goal

s to

m

onito

r im

prov

emen

t. T

he c

olla

bora

tive

te

am p

roce

ss s

erve

s as

a p

ower

ful

form

of j

ob-e

mbe

dded

pro

fess

iona

l de

velo

pmen

t be

caus

e m

embe

rs a

re

will

ing

and

eage

r to

lear

n fr

om o

ne

anot

her,

iden

tify

com

mon

pro

blem

s,

enga

ge in

act

ion

rese

arch

, mak

e ev

iden

ce o

f stu

dent

lear

ning

tra

nspa

rent

am

ong

mem

bers

of t

he t

eam

, and

mak

e ju

dgm

ents

abo

ut t

he e

ffec

tive

ness

of

diff

eren

t pr

actic

es o

n th

e ba

sis

of t

hat

evid

ence

. The

tea

m p

roce

ss

dire

ctly

impa

cts

teac

her

prac

tice

in t

he

clas

sroo

m, h

elpi

ng e

ach

teac

her

clar

ify

wha

t to

tea

ch, h

ow t

o as

sess

, and

how

to

impr

ove

inst

ruct

ion.

Page

1 o

f 2

44

148 | REPRODUCIBLE


Indi

cato

rP

re-I

niti

atin

gIn

itia

ting

Impl

emen

ting

Dev

elop

ing

Sust

aini

ng

We

have

iden

ti!ed

an

d ho

nor

the

com

mitm

ents

we

have

mad

e to

the

m

embe

rs o

f our

co

llabo

rati

ve t

eam

s in

ord

er t

o en

hanc

e th

e ef

fect

iven

ess

of o

ur t

eam

. The

se

artic

ulat

ed c

olle

ctiv

e co

mm

itmen

ts o

r no

rms

have

cla

ri!e

d ex

pect

atio

ns o

f how

ou

r te

am w

ill o

pera

te,

and

we

use

them

to

addr

ess

prob

lem

s th

at m

ay o

ccur

on

the

team

.

No

atte

ntio

n ha

s be

en p

aid

to e

stab

lishi

ng

clea

rly

artic

ulat

ed

com

mitm

ents

th

at c

lari

fy t

he

expe

ctat

ions

of

how

the

tea

m

will

func

tion

and

how

eac

h m

embe

r w

ill

cont

ribu

te t

o its

su

cces

s. N

orm

s do

em

erge

from

ea

ch g

roup

ba

sed

on t

he

habi

ts t

hat

com

e to

cha

ract

eriz

e th

e gr

oup,

bu

t th

ey a

re

neith

er e

xplic

it no

r th

e re

sult

of a

tho

ught

ful

proc

ess.

Sev

eral

of

the

nor

ms

have

an

adve

rse

effe

ct o

n th

e ef

fect

iven

ess

of

the

team

.

Team

s ha

ve b

een

enco

urag

ed b

y sc

hool

or

dist

rict

le

ader

ship

to

crea

te n

orm

s th

at c

lari

fy

expe

ctat

ions

and

co

mm

itmen

ts.

Reco

mm

ende

d no

rms

for

team

s m

ay h

ave

been

cr

eate

d an

d di

stri

bute

d.

Nor

ms

are

ofte

n st

ated

as

belie

fs

rath

er t

han

com

mitm

ents

to

act

in c

erta

in

way

s.

Each

tea

m h

as

been

req

uire

d to

de

velo

p w

ritt

en

norm

s th

at c

lari

fy

expe

ctat

ions

and

co

mm

itmen

ts.

Man

y te

ams

have

vie

wed

thi

s as

a t

ask

to b

e ac

com

plis

hed.

Th

ey h

ave

wri

tten

th

e no

rms

and

subm

itte

d th

em,

but

do n

ot u

se

them

as

part

of

the

colla

bora

tive

te

am p

roce

ss.

Team

s ha

ve e

stab

lishe

d th

e co

llect

ive

com

mitm

ents

th

at w

ill g

uide

the

ir w

ork,

an

d m

embe

rs h

ave

agre

ed

to h

onor

the

com

mitm

ents

. Th

e co

mm

itmen

ts a

re

stat

ed in

ter

ms

of s

peci

!c

beha

vior

s th

at m

embe

rs w

ill

dem

onst

rate

. The

tea

m b

egin

s an

d en

ds e

ach

mee

ting

with

a

revi

ew o

f the

com

mitm

ents

to

rem

ind

each

oth

er o

f th

e ag

reem

ents

the

y ha

ve

mad

e ab

out

how

the

y w

ill

wor

k to

geth

er. T

hey

asse

ss

the

effe

ctiv

enes

s of

the

co

mm

itmen

ts p

erio

dica

lly

and

mak

e re

visi

ons

whe

n th

ey

feel

tha

t w

ill h

elp

the

team

be

com

e m

ore

effe

ctiv

e.

Team

mem

bers

hon

or t

he c

olle

ctiv

e co

mm

itmen

ts t

hey

have

mad

e to

one

an

othe

r re

gard

ing

how

the

tea

m w

ill

oper

ate

and

the

resp

onsi

bilit

y of

eac

h m

embe

r to

the

tea

m. T

he c

omm

itmen

ts

have

bee

n in

stru

men

tal i

n cr

eatin

g an

atm

osph

ere

of t

rust

and

mut

ual

resp

ect.

The

y ha

ve h

elpe

d m

embe

rs

wor

k in

terd

epen

dent

ly t

o ac

hiev

e co

mm

on g

oals

bec

ause

mem

bers

be

lieve

the

y ca

n re

ly u

pon

one

anot

her.

The

com

mitm

ents

faci

litat

e th

e te

am’s

col

lect

ive

inqu

iry

and

help

pe

ople

exp

lore

the

ir as

sum

ptio

ns a

nd

prac

tices

. Mem

bers

rec

ogni

ze t

hat

thei

r co

llect

ive

com

mitm

ents

hav

e no

t on

ly

help

ed t

he t

eam

bec

ome

mor

e ef

fect

ive,

bu

t ha

ve a

lso

mad

e th

e co

llabo

rati

ve

expe

rien

ce m

ore

pers

onal

ly r

ewar

ding

. Vi

olat

ions

of t

he c

omm

itmen

ts a

re

addr

esse

d. M

embe

rs u

se t

hem

as

the

basi

s fo

r in

cru

cial

con

vers

atio

ns a

nd

hone

st d

ialo

gue

whe

n th

ere

is c

once

rn

that

one

or

mor

e m

embe

rs a

re n

ot

ful!

lling

com

mitm

ents

.

Page

2 o

f 2

45


REPRODUCIBLE | 149

Whe

re D

o W

e G

o Fr

om H

ere?

Wor

kshe

et

Col

lab

orat

ive

Cul

ture

Indi

cato

r of

a P

LC a

t W

ork

Wha

t st

eps

or

acti

viti

es m

ust

be in

itia

ted

to c

reat

e th

is

cond

itio

n in

you

r sc

hool

?

Who

will

be

resp

onsi

ble

for

init

iati

ng

or s

usta

inin

g th

ese

step

s or

ac

tivi

ties

?

Wha

t is

a

real

isti

c ti

mel

ine

for

each

ste

p or

pha

se o

f th

e ac

tivi

ty?

Wha

t w

ill y

ou

use

to a

sses

s th

e ef

fect

iven

ess

of

your

init

iati

ve?

We

are

orga

nize

d in

to c

olla

bora

tive

tea

ms

in w

hich

mem

bers

wor

k in

terd

epen

dent

ly t

o ac

hiev

e co

mm

on g

oals

tha

t di

rect

ly im

pact

st

uden

t ac

hiev

emen

t. S

truc

ture

s ha

ve b

een

put

in p

lace

to

ensu

re:

1. C

olla

bora

tion

is e

mbe

dded

in o

ur r

outin

e w

ork

prac

tice.

2. W

e ar

e pr

ovid

ed w

ith t

ime

to c

olla

bora

te.

3. W

e ar

e cl

ear

on t

he c

ritic

al q

uest

ions

tha

t sh

ould

dri

ve o

ur

colla

bora

tion.

4. O

ur c

olla

bora

tive

wor

k is

mon

itore

d an

d su

ppor

ted.

We

have

iden

ti!ed

and

hon

or t

he c

omm

itmen

ts w

e ha

ve m

ade

to t

he m

embe

rs o

f our

col

labo

rati

ve t

eam

s in

ord

er t

o en

hanc

e th

e ef

fect

iven

ess

of o

ur t

eam

. The

se a

rtic

ulat

ed c

olle

ctiv

e co

mm

itmen

ts o

r no

rms

have

cla

ri!e

d ex

pect

atio

ns o

f how

our

te

am w

ill o

pera

te, a

nd w

e us

e th

em t

o ad

dres

s pr

oble

ms

that

may

oc

cur

on t

he t

eam

.

46

The BIG IDEAS of a PLCWe accept learning as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning.

We are committed to working together to achieve our collective purpose. We cultivate a collaborative culture through development of high performing teams.

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.

1. To identify the specific learning needs of each student

2. To identify strategies to improve upon our individual ability to teach each essential skill and concept

3. To identify strategies to improve upon our collective ability to teach each essential skill and concept

Professional Learning Communities Focus on Results in Three Ways.

Results-Oriented GoalsKeys to Effective Teams

Leaders foster effective teams when they help teams establish specific, measurable, results-oriented, performance goals. Promoting teams for the sake of teams or focusing on team-building exercises does little to improve the effectiveness of the organization.

“There is nothing more important than each member’s commitment to common purpose and a related performance goal to which the group holds itself jointly accountable.”

—Katzenbach & Smith, 1993


Evidenced-Based Decisions as Key to a Results Orientation in Education

An astonishing number of educational leaders make critical decisions about

curriculum, instruction, assessment, and placement on the basis of information that is

inadequate, misunderstood, misrepresented, or simply absent. Even when

information is abundant and clear, I have witnessed leaders who are sincere and

decent people stare directly at the information available to them, and then blithely

ignore it……Strategic leaders are worthy of the name because of their consistent

linking of evidence to decision making. They respond to challenges not by scoring

rhetorical points but by consistently elevating evidence over assertion.

Doug Reeves, The Leader’s Guide to Standards

School systems must create a culture that places value on managing by results, rather

than on managing by programs. It is essential that leaders work to establish a culture

where results are carefully assessed and actions are taken based on these assessments.

Phil Schlechty Creating the Capacity to Support Innovations

Concentrating on results does not negate the importance of process. On the

contrary, the two are interdependent: Results tell us which processes are most

effective and to what extent and whether processes need reexamining and

adjusting. Processes exist for results and results should inform processes.”

Mike Schmoker, Results

As schools initiate reform, they can’t back off the collection of data because they

will need information more than ever. They must have a process that gathers

information that is recognized as authentic and relevant. The information should

provide constant evaluation that shows schools where they are getting close and

where they are falling short in a way that pushes people toward continual

improvement.

Patrick Dolan, Restructuring Our Schools

What does it take to close the achievement gaps? Our findings suggest that it

comes down to how schools use data. Teachers in gap-closing schools more

frequently use data to understand the skill gaps of low-achieving students….

When data points to a weakness in students’ academic skills, gap-closing schools

are more likely to focus in on that area, making tough choices to ensure that

students are immersed in what they most need.

Kiley Walsh Symonds, Perspectives on the Gap: Fostering the Success of

Minority and Low Income Students


Evidenced-Based Decisions as Key to a Results Orientation in Any

Organization

The ultimate measure of a great team is results. Effective teams avoid ambiguity

and interpretation when it comes to results. They decide what they want to

achieve, then they clarify how they will measure their progress. They select one or

two indicators they can collectively focus upon and around which they can rally.

They create a scoreboard that helps keep them focused on results. These teams use

the scoreboard to monitor their progress against the expected achievement.

Patrick Lencioni, Overcoming the Five Dysfunctions of a Team

Companies operate under the false assumption that if they carry out enough of the

“right” improvement activities, actual performance improvements will inevitably

materialize. At the heart of this assumption, which we call “activity centered,” is a

fundamentally flawed logic that confuses ends with means, processes with

outcomes. Payoffs from the infusion of activities will be meager at best. And there

is in fact an alternative: results’ driven improvement processes that focus on

achieving specific, measurable operational improvements within a few months.

Robert Schaffer and Harvey Thomson, Successful Change Programs Begin

with Results

We found there was something distinctive about the decision making process of

the great companies we studied. First, they embraced the current reality, no matter

how bad the message. Second, they developed a simple yet deeply insightful fame

of reference for all decisions. ….You absolutely cannot make a series of good

decisions without first confronting the brutal facts.

Jim Collins, Good to Great

Unless you can subject your decision-making to a ruthless and continuous

JUDGEMNT BY RESULTS, all your zigs and zags will only be random lunges in

the dark, sooner or later bound to land you on the rocks.

James Champy, Reengineering Management

Ducking the facts about performance for fear of being judged, criticized,

humiliated, and punished characterizes losing streaks, not winning streaks. In a

losing streak, facts are used for blame, not improvement; they are turned into

weapons to persecute, not tools to find solutions.....In winning streaks, players get

and use abundant feedback about their performance. Leaders can...ensure that

measurements ultimately empower rather than punish people.

Rosabeth Moss Kanter, Confidence



REPRODUCIBLE | 173

“According to research, goal setting is the single most powerful motivational tool in a leader’s toolkit. Why? Because goal setting operates in ways that provide purpose, challenge, and meaning. Goals are the guideposts along the road that make a compelling vision come alive. Goals energize people. Speci!c, clear, challenging goals lead to greater effort and achievement than easy or vague goals do.” (Blanchard, 2007, p. 150)

“Goal setting is one of the simplest and most effective organizational interventions that can be used to increase employee performance.” (O’Hora & Maglieri, 2006, p. 132)

“[Schools with teachers who learn and kids who achieve] use clear, agreed-upon student achievement goals to focus and shape teacher learning.” (WestEd, 2000, p. 12)

“Collegial support and professional development in schools are unlikely to have any effect on improvement of practice and performance if they are not connected to a coherent set of goals that give direction and meaning to learning and collegiality.” (Elmore, 2003, p. 60)

California elementary schools that outperformed schools with similar student populations assigned a high priority to student achievement, set measurable goals for improved student achievement, and had a well-de!ned plan to improve achievement (Williams et al., 2006). “Consistently higher performing high schools set explicit academic goals that are aligned with and often exceed state standards.” (Dolejs, 2006, p. 1)

“Consistently higher performing high schools set explicit academic goals that are aligned with and often exceed state standards.” (Dolejs, 2006, p. 1)

Page 1 of 2

Why Do We Need SMART Goals?

50

The Importance of Short-Term SMART Goals

People can become so caught up in big dreams that they don’t manage the current reality. Short-term gains are needed to establish credibility for a change initiative over the long haul. Major change takes time. Zealots will stay the course no matter what. Most of us want to see some convincing evidence that all the effort is paying off. Nonbelievers have even higher standards of proof. We want clear data indicating changes are working.

(Kotter, 1996, pp. 118–119)

SMART Goals

Strategic and specific Measurable Attainable Results oriented Time bound

—Conzemius & O’Neill, 2005

Are These SMART-Team Goals?Strategically aligned with the schoolwide goal of improving student achievement, by the end of this school year we will:

Develop and administer at least six common assessments. Increase the use of differentiated instruction in our classrooms by 25%.Increase the percentage of students achieving and exceeding the target score (80% or higher) on each strand of our end-of-the-year assessment from 81% last year to at least 90% this year.


51

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SMA

RT

Goa

l W

orks

heet

Scho

ol:

Team

Nam

e:

Team

Lea

der:

Team

Mem

bers

:

Dis

tric

t G

oal(s

):

Scho

ol G

oal(s

):

Team

SM

AR

T G

oal

Stra

tegi

es a

nd

Act

ion

Step

sW

ho I

s R

espo

nsib

leTa

rget

Dat

e or

Tim

elin

eEv

iden

ce o

f Ef

fect

iven

ess

174 | REPRODUCIBLE


Effective superintendents focus their efforts on collaborative goal setting for the district and nonnegotiable goals in at least two areas—student achievement and classroom instruction. They set speci!c achievement targets for the district and its individual schools. They generate school board support for the goals, ensure the goals remain the primary focus, and protect schools from other initiatives that detract attention or resources from accomplishing the goals. They continually monitor progress toward the goals and allocate resources to support those goals (Marzano & Waters, 2009).

“Our investigations suggest it is critical to de!ne and publish a protocol that articulates speci!c inquiry functions: jointly and recursively identifying appropriate and worthwhile goals for student learning; !nding or developing appropriate means to assess student progress toward those goals; bringing to the table the expertise of colleagues and others who can assist in accomplishing these goals; planning, preparing, and delivering lessons; using evidence from the classroom to evaluate instruction; and, !nally, re"ecting on the process to determine next steps.“ (Gallimore et al., 2009, pp. 548–549)

Page 2 of 2

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SMA

RT

Goa

l W

orks

heet

: Ei

ghth

-Gra

de

Mat

h

Scho

ol: T

hom

as J

effe

rson

Mid

dle

Scho

ol

Tea

m N

ame:

Eig

hth-

Gra

de M

ath

T

eam

Lea

der:

Chr

is R

auch

Team

Mem

bers

: Chr

is C

arte

r, D

olor

es L

ayco

, Mar

y Fi

sche

r

Dis

tric

t G

oal:

1.

We

will

incr

ease

stu

dent

ach

ieve

men

t an

d cl

ose

the

achi

evem

ent

gap

in a

ll ar

eas

usin

g a

varie

ty o

f ind

icat

ors

to

docu

men

t im

prov

ed le

arni

ng o

n th

e pa

rt o

f our

stu

dent

s.

Scho

ol G

oal(s

): W

e w

ill:

1.

Redu

ce t

he fa

ilure

rat

e in

our

sch

ool.

2.

Incr

ease

the

per

cent

age

of s

tude

nts

scor

ing

at o

r ab

ove

the

esta

blis

hed

pro!

cien

cy s

tand

ard

on t

he s

tate

as

sess

men

t in

all

area

s.

Team

SM

AR

T G

oal

Stra

tegi

es a

nd

Act

ion

Step

sW

ho I

s R

espo

nsib

leTa

rget

Dat

e or

Tim

elin

eEv

iden

ce o

f Ef

fect

iven

ess

Our

Cur

rent

Rea

lity:

Las

t ye

ar, 2

4"p

erce

nt o

f our

st

uden

ts fa

iled

one

or m

ore

sem

este

rs o

f mat

h. A

nd

31"p

erce

nt o

f our

stu

dent

s w

ere

unab

le t

o m

eet

the

stat

e pr

o!ci

ency

sta

ndar

d in

m

ath.

We

will

alig

n ea

ch u

nit

of o

ur

mat

h pr

ogra

m w

ith s

tate

st

anda

rds,

stu

dy t

he r

esul

ts

of t

he la

st s

tate

ass

essm

ent,

id

entif

y pr

oble

m a

reas

, and

de

velo

p sp

eci!

c st

rate

gies

to

add

ress

tho

se a

reas

in o

ur

cour

se.

Entir

e te

amW

e w

ill c

ompl

ete

the

anal

ysis

on

the

tea

cher

wor

kday

pri

or

to t

he s

tart

of t

he y

ear.

We

will

rev

iew

our

!nd

ings

pri

or

to t

he s

tart

of e

ach

new

uni

t.

Wri

tten

ana

lysi

s of

sta

te

asse

ssm

ent

and

stra

tegi

es t

o ad

dres

s w

eakn

esse

s

Our

SM

AR

T G

oal:

This

yea

r, w

e w

ill r

educ

e th

e pe

rcen

tage

of

faili

ng g

rade

s to

10

"per

cent

or

less

and

the

per

cent

age

of

stud

ents

una

ble

to m

eet

stat

e st

anda

rds

to n

o m

ore

than

15

"per

cent

.

We

will

dev

elop

com

mon

fo

rmat

ive

asse

ssm

ents

and

ad

min

iste

r th

em e

very

thr

ee

wee

ks. T

hese

ass

essm

ents

will

pr

ovid

e re

peat

ed o

ppor

tuni

ties

for

stud

ents

to

beco

me

fam

iliar

w

ith t

he fo

rmat

use

d on

the

st

ate

asse

ssm

ent.

Entir

e te

amFo

rmat

ive

asse

ssm

ents

will

be

cre

ated

pri

or t

o th

e st

art

of e

ach

unit

of in

stru

ctio

n th

roug

hout

the

yea

r. Th

ey

will

be

adm

inis

tere

d on

a d

ay

desi

gnat

ed b

y th

e te

am.

Stud

ent

perf

orm

ance

on

team

-end

orse

d co

mm

on

asse

ssm

ents

Page

1 o

f 2


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168 | REPRODUCIBLE


Team

SM

AR

T G

oal

Stra

tegi

es a

nd

Act

ion

Step

sW

ho I

s R

espo

nsib

leTa

rget

Dat

e or

Tim

elin

eEv

iden

ce o

f Ef

fect

iven

ess

Aft

er e

ach

com

mon

as

sess

men

t, w

e w

ill id

entif

y an

y st

uden

t w

ho d

oes

not

mee

t th

e es

tabl

ishe

d pr

o!ci

ency

st

anda

rd a

nd w

ill w

ork

with

th

e co

unse

lor

to h

ave

thos

e st

uden

ts r

e-as

sign

ed fr

om

stud

y ha

ll to

the

mat

h tu

tori

ng

cent

er.

Mem

bers

of e

ntir

e te

am w

ill

requ

est

tuto

ring

as

thei

r su

perv

isor

y re

spon

sibi

lity;

te

am le

ader

will

wor

k w

ith

the

coun

selo

r af

ter

each

as

sess

men

t.

Ass

essm

ents

will

be

adm

inis

tere

d ev

ery

3 w

eeks

. St

uden

ts w

ill b

e as

sign

ed t

o th

e tu

tori

ng c

ente

r w

ithin

1

wee

k of

ass

essm

ent.

Dai

ly li

st o

f stu

dent

s re

ceiv

ing

tuto

ring

in m

ath

We

will

rep

lace

faili

ng g

rade

s fr

om o

ur c

omm

on a

sses

smen

ts

with

the

hig

her

grad

e ea

rned

by

stu

dent

s w

ho a

re a

ble

to d

emon

stra

te p

ro!c

ienc

y in

key

ski

lls o

n su

bseq

uent

fo

rms

of t

he a

sses

smen

t af

ter

com

plet

ing

tuto

ring

.

Entir

e te

am w

ill c

reat

e m

ultip

le fo

rms

of e

ach

asse

ssm

ent.

Tut

ors

will

ad

min

iste

r th

e as

sess

men

t af

ter

a st

uden

t ha

s co

mpl

eted

the

req

uire

d tu

tori

ng.

Mul

tiple

form

s of

an

asse

ssm

ent

will

be

crea

ted

prio

r to

the

sta

rt o

f eac

h un

it of

inst

ruct

ion.

Tut

ors

will

adm

inis

ter

the

seco

nd

asse

ssm

ent

with

in 2

wee

ks

of a

stu

dent

’s a

ssig

nmen

t to

th

e tu

tori

ng c

ente

r.

Com

pila

tion

of r

esul

ts fr

om

subs

eque

nt a

sses

smen

ts

We

will

exa

min

e th

e re

sults

of

each

com

mon

ass

essm

ent

to

dete

rmin

e w

hich

mem

ber

of t

he

team

is g

ettin

g th

e be

st r

esul

ts

on e

ach

skill

, and

the

n sh

are

idea

s, m

etho

ds, a

nd m

ater

ials

fo

r te

achi

ng t

hose

ski

lls m

ore

effe

ctiv

ely.

Each

mem

ber

of t

he t

eam

Ong

oing

thr

ough

out

the

year

eac

h tim

e a

com

mon

as

sess

men

t is

adm

inis

tere

d

Ana

lysi

s of

!nd

ings

aft

er

each

com

mon

ass

essm

ent

is a

dmin

iste

red

Dec

reas

e in

the

failu

re

rate

Inc

reas

e in

per

cent

age

of s

tude

nts

pro!

cien

t on

st

ate

asse

ssm

ent Pa

ge 2

of 2

174 | REPRODUCIBLE




Page 2 of 2

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SMA

RT

Goa

l W

orks

heet

: A

mer

ican

Gov

ernm

ent

Scho

ol: J

ohn

Ada

ms

Hig

h Sc

hool

T

eam

Nam

e: A

mer

ican

Gov

ernm

ent

T

eam

Lea

der:

Tom

Bot

imer

Team

Mem

bers

: Dan

Hah

n, A

ndy

Bra

dfor

d, N

ick

Lars

en, H

elen

Har

vey

Dis

tric

t G

oal(s

):

1.

We

will

incr

ease

stu

dent

ach

ieve

men

t an

d cl

ose

the

achi

evem

ent

gap

in a

ll ar

eas

usin

g a

vari

ety

of in

dica

tors

to

docu

men

t im

prov

ed le

arni

ng o

n th

e pa

rt o

f our

stu

dent

s.

2.

We

will

pro

vide

mor

e st

uden

ts w

ith a

cces

s to

our

mos

t ri

goro

us c

urri

culu

m in

eac

h su

bjec

t ar

ea a

nd g

rade

leve

l.

Scho

ol G

oal(s

): W

e w

ill in

crea

se b

y at

leas

t 10

per

cent

the

num

ber

of s

tude

nts

earn

ing

cred

it in

:

1.

Adv

ance

d pl

acem

ent

cour

ses

2.

Caps

tone

cou

rses

in a

dep

artm

enta

l seq

uenc

e

Team

SM

AR

T G

oal

Stra

tegi

es a

nd

Act

ion

Step

sW

ho I

s R

espo

nsib

leTa

rget

Dat

e or

Tim

elin

eEv

iden

ce o

f Ef

fect

iven

ess

Our

Rea

lity:

All

stud

ents

m

ust

com

plet

e a

sem

este

r of

Am

eric

an G

over

nmen

t as

a

grad

uatio

n re

quir

emen

t.

Last

yea

r on

ly 1

0!p

erce

nt o

f th

e gr

adua

ting

clas

s fu

l"lle

d th

at r

equi

rem

ent

by e

nrol

ling

in a

dvan

ced

plac

emen

t (A

P)

Am

eric

an G

over

nmen

t.

We

will

mak

e a

pres

enta

tion

in e

ach

sect

ion

of U

nite

d St

ates

His

tory

, enc

oura

ging

st

uden

ts t

o en

roll

in A

P A

mer

ican

Gov

ernm

ent

and

listin

g th

e ad

vant

ages

for

doin

g so

.

Team

lead

er w

ill c

oord

inat

e th

e sc

hedu

le fo

r th

ese

pres

en-

tatio

ns w

ith th

e te

am le

ader

fo

r Uni

ted

Stat

es H

isto

ry. E

ach

mem

ber o

f the

team

will

ass

ist

in m

akin

g th

ese

pres

enta

tions

an

d w

ill d

istr

ibut

e a

writ

ten

list o

f adv

anta

ges

crea

ted

by

the

team

.

Com

plet

e pr

esen

tatio

ns b

y th

e en

d of

Jan

uary

pri

or t

o st

uden

ts r

egis

teri

ng fo

r th

eir

cour

ses

for

next

yea

r

The

pres

enta

tion

has

been

m

ade

in e

very

Uni

ted

Stat

es

His

tory

cla

ss.

Page

1 o

f 2


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170 | REPRODUCIBLE


Team

SM

AR

T G

oal

Stra

tegi

es a

nd

Act

ion

Step

sW

ho I

s R

espo

nsib

leTa

rget

Dat

e or

Tim

elin

eEv

iden

ce o

f Ef

fect

iven

ess

Our

Goa

l: A

t le

ast

20!p

erce

nt o

f the

cur

rent

ju

nior

cla

ss w

ill e

nrol

l in

and

earn

a s

core

of 3

, 4, o

r 5

on

the

adv

ance

d pl

acem

ent

th

e ad

vanc

ed p

lace

men

t A

mer

ican

Gov

ernm

ent

exam

by

the

end

of n

ext

scho

ol

year

.

We

will

coo

rdin

ate

with

the

gu

idan

ce d

epar

tmen

t to

en

sure

tha

t w

hen

coun

selo

rs

regi

ster

stu

dent

s fo

r cl

asse

s,

they

enc

oura

ge a

ny s

tude

nt

who

rec

eive

s an

A a

t th

e en

d of

the

"rs

t se

mes

ter

of U

nite

d St

ates

His

tory

to

enro

ll in

AP

Am

eric

an G

over

nmen

t.

Team

lead

er w

ill a

tten

d th

e co

unse

lors

’ tea

m m

eetin

g to

enl

ist

thei

r su

ppor

t,

expl

ain

adva

ntag

es o

f the

A

P pr

ogra

m, a

nd s

hare

th

e te

am’s

str

ateg

ies

for

supp

ortin

g st

uden

ts in

AP

Gov

ernm

ent.

End

of "

rst

sem

este

rM

inut

es o

f mee

ting

We

will

adv

ise

pare

nts

of t

he

bene

"ts

of A

P A

mer

ican

G

over

nmen

t.

The

team

will

dra

ft a

lett

er t

o pa

rent

s of

stu

dent

s w

ho e

arn

an A

in U

nite

d St

ates

His

tory

at

the

end

of t

he s

emes

ter.

The

lett

er w

ill li

st t

he

adva

ntag

es o

f com

plet

ing

this

co

urse

whi

le in

hig

h sc

hool

fo

r an

y st

uden

t pl

anni

ng o

n at

tend

ing

colle

ge. I

t w

ill a

lso

incl

ude

the

team

’s s

trat

egy

to p

rovi

de s

tude

nts

with

ad

ditio

nal s

uppo

rt. T

he t

eam

w

ill a

lso

crea

te a

#ye

r on

the

be

ne"t

s of

the

AP

prog

ram

to

be d

istr

ibut

ed d

urin

g pa

rent

op

en h

ouse

.

The

#yer

will

be

crea

ted

for

dist

ribu

tion

at t

he o

pen

hous

e in

ear

ly O

ctob

er. T

he

lett

er w

ill b

e se

nt a

t th

e en

d of

the

"rs

t se

mes

ter.

Com

plet

ed d

ocum

ents

We

will

cre

ate

stud

y gr

oups

to

rev

iew

mat

eria

l pri

or t

o th

e co

mpr

ehen

sive

ass

essm

ents

w

e ad

min

iste

r ev

ery

6

wee

ks.

The

team

will

cre

ate

the

co

mm

on c

ompr

ehen

sive

as

sess

men

ts. E

ach

mem

ber

will

be

resp

onsi

ble

for

cond

uctin

g on

e st

udy

grou

p to

hel

p st

uden

ts r

evie

w fo

r th

ese

test

s. S

tudy

gro

ups

will

be

hel

d on

thr

ee e

veni

ngs

in

the

wee

k pr

ior

to t

he t

est.

Ong

oing

thr

ough

out

the

sem

este

rC

ompl

etio

n of

com

mon

as

sess

men

ts a

nd s

tude

nt

perf

orm

ance

on

com

mon

as

sess

men

ts

The

num

ber

of s

tude

nts

earn

ing

hono

r gr

ades

on

the

AP

exam

in A

mer

ican

G

over

nmen

t w

ill d

oubl

e ov

er

last

yea

r’s t

otal

.

Page

2 o

f 2

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8756

Sa

mp

le C

om

pre

he

ns

ive

Sc

ho

ol

Imp

rov

em

en

t P

lan

A

ny

To

wn

Ele

me

nta

ry S

ch

oo

l

Y

ea

r: _

__

__

__

__

D

istr

ict

go

al

1:

We

will

in

cre

ase

stu

de

nt

ach

ieve

me

nt

an

d c

lose

th

e a

ch

ieve

me

nt

ga

p in

all

are

as u

sin

g a

va

rie

ty o

f in

dic

ato

rs

to

do

cu

me

nt

imp

rove

d le

arn

ing

on

th

e p

art

of

ou

r stu

de

nts

.

Sc

ho

ol

go

al

1:

We

will

im

pro

ve

stu

de

nt

pe

rfo

rma

nce

in

la

ng

ua

ge

art

s a

s m

ea

su

red

by lo

ca

l, d

istr

ict,

sta

te–

pro

vin

cia

l, a

nd

na

tio

na

l in

dic

ato

rs.

Te

am

SM

AR

T G

oa

ls

Sp

ec

ific

Ac

tiv

itie

s a

nd

Ac

tio

n S

tep

s

Wh

o I

s

Re

sp

on

sib

le?

T

arg

et

Da

tes

B

ud

ge

t E

vid

en

ce

of

Su

cc

es

s

Gra

de

K

Cu

rre

nt

rea

lity

: L

ast

ye

ar,

81

% o

f kin

de

rga

rte

n s

tud

en

ts s

co

red

a 2

on

th

e D

istr

ict

Re

ad

ing

Ru

bri

c in

Ma

y.

SM

AR

T g

oa

l: T

his

ye

ar,

at

lea

st

87

% o

f kin

de

rga

rte

n s

tud

en

ts w

ill

sco

re a

2 o

r h

igh

er

on

th

e D

istr

ict

Re

ad

ing

Ru

bri

c in

Ma

y.

Gra

de

1

Cu

rre

nt

rea

lity

: L

ast

ye

ar,

65

% o

f g

rad

e-1

stu

de

nts

sco

red

a 3

or

hig

he

r o

n t

he

Dis

tric

t R

ea

din

g R

ub

ric

in M

ay.

SM

AR

T g

oa

l: T

his

ye

ar,

at

lea

st

70

% o

f g

rad

e-1

stu

de

nts

will

sco

re a

3 o

r h

igh

er

on

th

e D

istr

ict

Re

ad

ing

Ru

bri

c in

Ma

y.

Gra

de

2

Cu

rre

nt

rea

lity

: L

ast

ye

ar,

91

% o

f g

rad

e-2

stu

de

nts

pa

sse

d t

he

Dis

tric

t S

eco

nd

-Gra

de

Re

ad

ing

Te

st

wh

en

firs

t a

dm

inis

tere

d in

Ma

y.

SM

AR

T g

oa

l: T

his

ye

ar,

at

lea

st

93

% o

f g

rad

e-2

stu

de

nts

will

pa

ss

the

Dis

tric

t S

eco

nd

Gra

de

Re

ad

ing

T

est

wh

en

fir

st

ad

min

iste

red

in

Ma

y.

Cu

rric

ulu

m

1.

Cla

rify

an

d p

ace

esse

ntia

l le

arn

ing

s

(skill

s,

co

nce

pts

, a

nd

dis

po

sitio

ns)

in e

ach

are

a o

f L

an

gu

ag

e A

rts

utiliz

ing

sta

nd

ard

s d

ocu

me

nts

,

cu

rric

ulu

m g

uid

es,

asse

ssm

en

t

blu

ep

rin

ts,

an

d t

extb

oo

ks.

As

se

ss

me

nts

2.

De

ve

lop

an

d im

ple

me

nt

loca

l,

co

mm

on

, fo

rma

tive

gra

de

-le

ve

l

asse

ssm

en

ts t

o:

1)

fre

qu

en

tly

mo

nito

r e

ach

stu

de

nt’s le

arn

ing

of

esse

ntia

l o

utc

om

es,

an

d 2

) p

rovid

e

stu

de

nts

with

mu

ltip

le o

pp

ort

un

itie

s

to d

em

on

str

ate

pro

gre

ss in

me

etin

g

an

d e

xce

ed

ing

le

arn

ing

ta

rge

ts.

Ins

tru

cti

on

3.

C

rea

te a

nd

im

ple

me

nt

a m

aste

r in

str

uctio

na

l sch

ed

ule

at

ea

ch

gra

de

le

ve

l to

pro

vid

e p

rote

cte

d

blo

cks o

f in

str

uctio

na

l tim

e f

or

all

are

as o

f th

e c

on

ten

t.

4.

In

itia

te in

div

idu

al a

nd

sm

all

gro

up

p

rog

ram

s t

o p

rovid

e a

dd

itio

na

l

inte

rve

ntio

n a

nd

en

rich

me

nt

lea

rnin

g t

ime

fo

r stu

de

nts

.

All

instr

uctio

na

l

sta

ff

Gra

de

-le

ve

l te

am

s,

pri

ncip

al

Pri

ncip

al,

instr

uctio

na

l

tea

ms

Pri

ncip

al,

instr

uctio

na

l te

am

s,

vo

lun

tee

rs

Oc

t. 1

5:

Re

ad

ing

No

v.

15

: W

ritin

g

De

c.

15

:

Lis

ten

ing

an

d

sp

ea

kin

g

Se

pt.

–M

ay

: C

he

ckp

oin

ts a

t m

id-p

oin

t o

f e

ach

9

we

eks;

(dis

tric

t b

en

ch

ma

rk

asse

ssm

en

ts a

t e

nd

of

ea

ch

9

we

eks)

Au

g.

20

S

ep

t.–

Ma

y:

Da

ily

Lis

ts o

f e

ach

tea

m’s

esse

ntia

l

lea

rnin

gs a

nd

pa

cin

g g

uid

es

Incre

ase

d r

esu

lts

for

all

stu

de

nts

on

loca

l, d

istr

ict,

sta

te–

pro

vin

cia

l,

an

d n

atio

na

l

ind

ica

tors

C

om

mo

n g

rad

e-

leve

l sch

ed

ule

s;

facu

lty s

urv

ey—

Ja

nu

ary

an

d J

un

e

Inte

rve

ntio

n-

en

rich

me

nt

sch

ed

ule

; stu

de

nt

reco

rds;

vo

lun

tee

r lo

g

© DuFour, DuFour, Eaker. Solution Tree 2011. solution-tree.com

57

Te

am

SM

AR

T G

oa

ls

Gra

de

3

Cu

rre

nt

rea

lity

: L

ast

ye

ar,

85

% o

f g

rad

e-3

stu

de

nts

me

t o

r e

xce

ed

ed

sta

nd

ard

on

th

e s

tate

’s W

ritin

g

Su

bte

st

in M

ay.

SM

AR

T g

oa

l: T

his

ye

ar,

at

lea

st

90

% o

f g

rad

e-3

stu

de

nts

will

me

et

or

exce

ed

sta

nd

ard

on

th

e s

tate

’s

Wri

tin

g S

ub

test

in M

ay.

Gra

de

4

Cu

rre

nt

rea

lity

: L

ast

ye

ar,

th

e

na

tio

na

l p

erc

en

tile

fo

r o

ur

gra

de

-4

stu

de

nts

in

vo

ca

bu

lary

on

th

e

Sta

nfo

rd 9

wa

s 6

2%

. S

MA

RT

go

al:

Th

is y

ea

r, t

he

na

tio

na

l p

erc

en

tile

fo

r o

ur

fou

rth

gra

de

rs in

vo

ca

bu

lary

will

be

at

lea

st

66

%.

Gra

de

5

Cu

rre

nt

Re

ali

ty:

La

st

ye

ar,

78

% o

f g

rad

e-5

stu

de

nts

sco

red

at

or

ab

ove

pro

ficie

ncy o

n t

he

sta

te’s

Re

ad

ing

–

Lite

ratu

re a

nd

Re

se

arc

h E

ng

lish

S

ub

test

in M

ay.

SM

AR

T G

oa

l: T

his

ye

ar,

at

lea

st

85

% o

f g

rad

e-5

stu

de

nts

will

sco

re a

t o

r a

bo

ve

pro

ficie

ncy o

n t

he

sta

te’s

Re

ad

ing

–L

ite

ratu

re a

nd

Re

se

arc

h

En

glis

h S

ub

test

in M

ay.

Sp

ec

ific

Ac

tiv

itie

s a

nd

Ac

tio

n S

tep

s

5.

P

rovid

e p

are

nts

with

re

so

urc

es a

nd

str

ate

gie

s t

o h

elp

th

eir

ch

ildre

n

su

cce

ed

aca

de

mic

ally

. In

form

atio

n

will

be

pro

vid

ed

th

rou

gh

gra

de

-le

ve

l

wo

rksh

op

s,

we

ekly

fo

lde

rs–

pa

ren

t

log

s;

ne

wsle

tte

rs,

an

d p

are

nt–

tea

ch

er

co

nfe

ren

ce

s.

6.

U

tiliz

e a

va

rie

ty o

f in

str

uctio

na

l str

ate

gie

s t

o h

elp

stu

de

nts

le

arn

all

esse

ntia

l skill

s a

t o

r a

bo

ve

gra

de

leve

l p

roficie

ncy t

arg

ets

.

Sta

ff D

ev

elo

pm

en

t

7.

C

olla

bo

rative

ly s

tud

y s

tan

da

rds

an

d c

urr

icu

lum

gu

ide

s t

o g

en

era

te

gra

de

-le

ve

l lis

ts o

f e

sse

ntia

l skill

s.

8.

C

rea

te a

va

rie

ty o

f co

mm

on

, fo

rma

tive

asse

ssm

en

t in

str

um

en

ts

de

sig

ne

d t

o m

on

ito

r stu

de

nt

lea

rnin

g o

f e

sse

ntia

l skill

s in

rea

din

g a

nd

wri

tin

g.

9.

De

ve

lop

, im

ple

me

nt,

an

d e

va

lua

te

te

am

actio

n r

ese

arc

h p

roje

cts

to

im

pro

ve

te

ach

ing

an

d le

arn

ing

.

U

se

in

form

atio

n f

rom

co

mm

on

a

sse

ssm

en

ts t

o id

en

tify

sta

ff

d

eve

lop

me

nt

ne

ed

s.

Pro

vid

e

o

ng

oin

g,

job

-em

be

dd

ed

sta

ff

d

eve

lop

me

nt.

W

ho

Is

Re

sp

on

sib

le?

A

ll in

str

uctio

na

l sta

ff,

pri

ncip

al

All

instr

uctio

na

l

sta

ff,

pri

ncip

al

All

instr

uctio

na

l

sta

ff,

pri

ncip

al

All

tea

ms,

pri

ncip

al

All

instr

uctio

na

l

tea

ms,

pri

ncip

al

Ta

rge

t D

ate

s

Se

pt.

–M

ay

Se

pt.

–D

ec

.:

Fa

cu

lty m

ee

tin

gs,

sta

ff d

ev.

da

ys,

an

d

tea

m m

ee

tin

gs

Se

pt.

–M

ay

: F

acu

lty m

ee

tin

gs,

sta

ff d

ev.

da

ys,

an

d

tea

m m

ee

tin

gs

Se

pt.

–M

ay

: F

acu

lty m

ee

tin

gs;

sta

ff d

ev.

da

ys;

tea

m m

ee

tin

gs;

ad

ditio

na

l tim

e b

y

tea

m r

eq

ue

st

Bu

dg

et

Ev

ide

nc

e

of

Su

cc

es

s

Nu

mb

er

of

pa

ren

ts in

att

en

da

nce

; stu

dy

gu

ide

s;

an

d

ne

wsle

tte

rs

Re

su

lts o

n a

ll in

dic

ato

rs;

lesso

n p

lan

s

Gra

de

-le

ve

l lis

ts

of

esse

ntia

l skill

s

Gra

de

-le

ve

l

co

mm

on

asse

ssm

en

ts

Qu

art

erl

y

revie

ws;

mid

-

ye

ar

pro

gre

ss

rep

ort

s;

en

d-o

f-

ye

ar

tea

m

eva

lua

tio

ns;

asse

ssm

en

t

resu

lts

© DuFour, DuFour, Eaker. Solution Tree 2011. solution-tree.com

58

Seven Keys to Effective Teams1. Embed collaboration in routine practices of the

school with FOCUS ON LEARNING.2. Schedule time for collaboration into the school

day and school calendar.3. Focus teams on critical questions.4. Make products of collaboration explicit.5. Establish team norms to guide collaboration.6. Pursue specific and measurable team

performance goals.7. Provide teams with frequent access to

relevant information.

Interpreting Data

! Student Performance on the High-Stakes State Math Test:

Mean 178Median 177Mode 180

! Use the data presented above to answer the following question: To what extent is this school helping all students achieve at high levels in math?

Schools Suffer from the DRIP Syndrome

Schools are often Data Rich, but Information Poor

Data are not information; translating fact to understanding means relating data to something you know and can visualize. This typically requires comparison.

- Robert Waterman

DuFour & DuFour Copyright 2011

59

Student # Homeroom Class # 4 1 70 2 70 3 80 4 80 5 100 6 40 7 70 8 50 9 80 10 70 11 50 12 50 13 100 14 100 15 100

Average Score 74%Number Proficient 7 Percent Proficient 47%

STUDENT Class #1 Class #2 Class #3 Class # 4 Total

1 50 90 100 70

2 60 90 100 70

3 70 90 80 80

4 92 90 100 80

5 90 90 100 100

6 100 100 92 40

7 90 100 80 70

8 90 83 83 50

9 83 100 100 80

10 60 92 90 70

11 92 100 90 50

12 83 100 100 50

13 92 100 80 100

14 90 90 80 100

15 100 100 90 100

16 80 100 80

17 90 92

18 100

# Proficient 14 17 16 7 54/66

% Proficient 78% 100% 100% 47% 81%

To inform and impact

professional practice, ensure

all teachers receive:

! Timely and frequent information on the achievement of their students,

! In meeting an agreed-upon standard,! On a valid assessment, ! In comparison to others.


60

The Case for Formative Assessment to Improve Student Learning

Effective use of formative assessment, developed through teacher learning communities,

promises not only the largest potential gains in student achievement but also a process for

affordable teacher professional development (Wiliam and Thompson, 2006).

“There is strong and rigorous evidence that improving formative assessment can raise

standards of pupils' performance. There have been few initiatives in education with such a

strong body of evidence to support a claim to raise standards” (Black and Wiliam (1998,

p.20).

“Assessment for learning… when done well, this is one of the most powerful, high-leverage

strategies for improving student learning that we know of. Educators collectively at the district

and school levels become more skilled and focused at assessing, disaggregating, and using

student achievement as a tool for ongoing improvement” (Fullan, 2005, p.71).

“Studies have demonstrated assessment for learning rivals one-on-one tutoring in its

effectiveness and that the use of assessment particularly benefits low-achieving students”

(Stiggins 2004, p.27).

“Formative assessments are one of the most powerful weapons in a teacher's arsenal. An

effective standards-based, formative assessment program can help to dramatically enhance

student achievement throughout the K-12 system” (Marzano 2006, back cover).

“Formative assessment is a potentially transformative instructional tool that, if clearly

understood and adroitly employed, can benefit both educators and their students (p.3)

…formative assessment constitutes the key cornerstone of clearheaded instructional thinking.

Formative assessment represents evidence-based instructional decision-making. If you want to

become more instructionally effective, and if you want your students to achieve more, then

formative assessments should be for you” (Popham, 2008, p.15).

61

DuFour & Dufour Copyright 2011

The Case for Common Assessments

“In my reviews of accountability data from hundreds of schools, the schools with

the greatest gains in achievement consistently happen to use common assessments

and collaborative scoring by faculty.”

—Reeves, 2007

“Powerful, proven structures for improved results are at hand. It starts when a

group of teachers meet regularly as a team to identify essential and valued student

learning, develop common formative assessments, analyze current levels of

achievement, set achievement goals, and then share and create lessons and

strategies to improve upon those levels.”

—Schmoker, 2004

“Common formative assessments provide regular and timely feedback regarding

student attainment of the most critical standards, (and) also foster consistent

expectations and priorities within a grade level, course, and department regarding

standards, instruction, and assessment. . . . Most importantly, common formative

assessment results enable educators to diagnose student learning needs accurately

in time to make instructional modifications.”

—Ainsworth, 2007, pp. 95–96

The schools and districts that doubled student achievement added another layer of

testing—common formative or benchmark assessments. These assessments were

designed to provide detailed and concrete information on what students knew and

do not know with respect to specific learning targets. Educators focused their

collaborative discussions on the formative benchmark assessment data to

determine collectively how to craft instructional units to help students learn

objectives for particular units. Effectiveness of instruction was transparent and the

subject of public and professional conversations and the focus of ongoing

professional development.

(Odden & Archibald, 2009)

DuFour & Dufour Copyright 2011

62

The key to improved student achievement was moving beyond an individual

teacher looking at his or her classroom data. Instead, it took getting same-grade

teacher teams to meet, analyze the results of each interim assessment to

understand what concepts in the curriculum were posing difficulty for students,

share ideas, figure out the best interventions, and actually follow up in their

classrooms.

(Christman, et al., 2009)

“To the extent that we team to 1) analyze, understand and deconstruct standards,

2) transform them into high quality classroom assessments, and 3) share and

interpret results together, we benefit from the union of our wisdom about how to

help our students continue to grow as learners.”

—Stiggins, 2005, p. 82

“The schools we studied did not experience dramatic gains in student achievement

until teams of teachers began to focus on evidence of student learning from

common assessments and using evidence of that student learning to evaluate

instruction.”

—Gallimore, et al., 2009


63

Sharing Data:

Beginning of Community

Collecting data is only the first step toward wisdom, but sharing data is the first step toward community. - Henry Louis Gates, Jr.

• Two strategies seem especially promising for schools. One is to expand the quality and variety of formative assessments; a second is to promote and organize collective inquiry into and discussion of student progress and achievement based on a range of assessments. - Judith Warren Little, (2006), p. 9

Linking Formative and Common Assessments

The Most Powerful Strategy for Improving Student Learning

! Teachers work together in collaborative teams to:" clarify what students must learn,

" gather evidence of student learning,

" analyze that evidence,

" identify the most powerful teaching strategies.

! Reflective teaching must be based on evidence of student learning and reflection is most powerful when it is collaborative. (John Hattie, 2009)

" John Hattie, 2009


64

SM

AR

T G

OA

L A

CT

ION

PL

AN

T

EA

M:

Y

ear:

_______

Dis

tric

t G

oal 1:

We w

ill in

cre

ase s

tud

en

t ach

iev

em

en

t an

d c

lose t

he a

ch

iev

em

en

t g

ap

in

all a

reas u

sin

g a

vari

ety

of

ind

icato

rs

t

o d

ocu

men

t im

pro

ved

learn

ing

on

th

e p

art

of

ou

r stu

den

ts.

Sc

ho

ol G

oal 1:

We w

ill im

pro

ve s

tud

en

t p

erf

orm

an

ce in

lan

gu

ag

e a

rts a

s m

easu

red

by

lo

cal, d

istr

ict,

sta

te/p

rov

incia

l, a

nd

N

ati

on

al in

dic

ato

rs.

TE

AM

SM

AR

T G

OA

L

ST

RA

TE

GIE

S/A

CT

ION

ST

EP

S

WH

O I

S

RE

SP

ON

SIB

LE

TA

RG

ET

DA

TE

S/T

IME

LIN

E

E

VID

EN

CE

OF

E

FF

EC

TIV

EN

ES

S

Cu

rre

nt

Re

ali

ty:

La

st

ye

ar,

8

5%

of

ou

r stu

de

nts

me

t o

r e

xce

ed

ed

th

e t

arg

et

sco

re o

f 3

on

ou

r D

istr

ict’s W

ritin

g

Pro

mp

t in

Ma

y.

SM

AR

T G

oa

l: T

his

ye

ar,

at

lea

st

90

% o

f o

ur

stu

de

nts

will

m

ee

t o

r e

xce

ed

th

e t

arg

et

sco

re o

f 3

on

ou

r D

istr

ict’s

Wri

tin

g P

rom

pt

in M

ay.

Cu

rric

ulu

m:

1.

Cla

rify

& p

ace

Esse

ntia

l S

tud

en

t L

ea

rnin

g O

utc

om

es in

Wri

tin

g u

tiliz

ing

S

tan

da

rds D

ocu

me

nts

, C

urr

icu

lum

Gu

ide

s,

asse

ssm

en

t b

lue

pri

nts

& d

ata

,

Wis

h-L

ist

of

Skill

s f

rom

4th G

rad

e T

ea

m

As

se

ss

me

nts

:

2.

De

ve

lop

, im

ple

me

nt,

an

d

co

llab

ora

tive

ly s

co

re g

rad

e le

ve

l fo

rma

tive

wri

tin

g p

rom

pts

to

:

a.)

fr

eq

ue

ntly m

on

ito

r e

ach

stu

de

nt’s

lea

rnin

g o

f e

sse

ntia

l w

ritin

g o

utc

om

es

b.)

pro

vid

e s

tud

en

ts w

ith

mu

ltip

le

op

po

rtu

nitie

s t

o d

em

on

str

ate

pro

gre

ss

in m

ee

tin

g a

nd

exce

ed

ing

le

arn

ing

targ

ets

in

wri

tin

g;

c.)

le

arn

with

an

d f

rom

ea

ch

oth

er

be

tte

r w

ays t

o h

elp

stu

de

nts

be

co

me

p

roficie

nt

wri

ters

Ins

tru

cti

on

:

3.

P

rovid

e s

tud

en

ts w

ith

wri

tin

g

assig

nm

en

ts in

all

su

bje

ct

are

as &

utiliz

e a

va

rie

ty o

f in

str

uctio

na

l

str

ate

gie

s t

o h

elp

stu

de

nts

le

arn

all

Esse

ntia

l W

ritin

g S

kill

s.

All

Me

mb

ers

of

ou

r T

ea

m

All

Me

mb

ers

of

ou

r T

ea

m

All

Me

mb

ers

of

ou

r T

ea

m

All

Me

mb

ers

of

ou

r T

ea

m,

Pri

ncip

al,

Re

so

urc

e S

taff

,

Vo

lun

tee

rs

Octo

be

r 1

5th

Octo

be

r -M

ay

ch

eckp

oin

ts a

t m

id-

po

int

of

ea

ch

gra

din

g p

eri

od

;

(dis

tric

t b

en

ch

ma

rk

asse

ssm

en

ts a

t e

nd

of

ea

ch

se

me

ste

r)

Da

ily:

Se

pte

mb

er

- M

ay

Lis

ts o

f E

sse

ntia

l S

tud

en

t

Le

arn

ing

Ou

tco

me

s &

Pa

cin

g G

uid

e

Incre

ase

d r

esu

lts f

or

all

stu

de

nts

on

te

am

, d

istr

ict,

sta

te/p

rovin

cia

l, a

nd

na

tio

na

l in

dic

ato

rs

Co

mm

on

Wri

tin

g P

rom

pts

Co

mm

on

Wri

tin

g R

ub

ric

Incre

ase

d r

esu

lts f

or

all

stu

de

nts

on

te

am

, d

istr

ict,

sta

te/p

rovin

cia

l, a

nd

n

atio

na

l in

dic

ato

rs

Co

mm

on

ly s

co

red

wri

tin

g

sa

mp

les in

mu

ltip

le

su

bje

cts

;

Incre

ase

d r

esu

lts f

or

all

stu

de

nts

on

te

am

, d

istr

ict,

sta

te/p

rovin

cia

l, a

nd

na

tio

na

l in

dic

ato

rs

65

Cu

rre

nt

Re

ali

ty:

La

st

ye

ar,

8

5%

of

ou

r stu

de

nts

me

t o

r e

xce

ed

ed

th

e t

arg

et

sco

re o

f 3

on

ou

r D

istr

ict’s W

ritin

g

Pro

mp

t in

Ma

y.

SM

AR

T G

oa

l: T

his

ye

ar,

at

lea

st

90

% o

f o

ur

stu

de

nts

will

m

ee

t o

r e

xce

ed

th

e t

arg

et

sco

re o

f 3

on

ou

r D

istr

ict’s

Wri

tin

g P

rom

pt

in M

ay.

4.

In

itia

te in

div

idu

al a

nd

sm

all

gro

up

se

ssio

ns t

o p

rovid

e a

dd

itio

na

l in

terv

en

tio

n a

nd

en

rich

me

nt

focu

se

d o

n w

ritin

g.

5.

P

rovid

e p

are

nts

with

re

so

urc

es a

nd

str

ate

gie

s t

o h

elp

th

eir

ch

ildre

n

su

cce

ed

as w

rite

rs.

Sta

ff D

ev

elo

pm

en

t:

6.

D

eve

lop

, im

ple

me

nt,

an

d e

va

lua

te

O

ur

Te

am

Actio

n R

ese

arc

h

P

roje

ct

in W

ritin

g t

o im

pro

ve

ou

r

in

div

idu

al &

co

llective

ab

ility

to

he

lp

o

ur

stu

de

nts

le

arn

to

wri

te a

t h

igh

le

ve

ls.

U

se

in

form

atio

n f

rom

ou

r co

mm

on

fo

rma

tive

asse

ssm

en

ts t

o id

en

tify

sta

ff d

eve

lop

me

nt

ne

ed

s &

en

ga

ge

in

on

go

ing

, jo

b-e

mb

ed

de

d s

taff

d

eve

lop

me

nt

in t

he

are

a o

f w

ritin

g.

All

Me

mb

ers

of

ou

r T

ea

m

All

Me

mb

ers

of

Ou

r T

hir

d

Gra

de

Te

am

All

Me

mb

ers

of

Ou

r T

ea

m

Da

ily:

Se

pte

mb

er-

Ma

y

1st S

em

este

r

Wo

rksh

op

: 1

0/2

0

2n

d S

em

este

r

Wo

rksh

op

: 1

/19

N

ew

sle

tte

rs;

En

d-

of-

Gra

din

g P

eri

od

Co

nfe

ren

ce

s

We

ekly

co

llab

ora

tive

te

am

m

ee

tin

gs;

sta

ff d

eve

lop

me

nt

da

ys;

facu

lty m

ee

tin

g

se

ssio

ns;

ad

ditio

na

l

pro

fessio

na

l le

arn

ing

tim

e b

y

req

ue

st

Inte

rve

ntio

n/E

nri

ch

me

nt

Sch

ed

ule

; S

tud

en

t

Le

arn

ing

Re

su

lts

Nu

mb

er

of

Pa

ren

ts in

Att

en

da

nce

, S

tud

y

Gu

ide

s &

Ne

wsle

tte

rs

Co

mm

on

Asse

ssm

en

ts

Qu

art

erl

y R

evie

ws;

M

id -

Ye

ar

Pro

gre

ss

Re

po

rts;

En

d-o

f-Y

ea

r T

ea

m

Eva

lua

tio

ns;

In

cre

ase

d r

esu

lts f

or

all

stu

de

nts

on

te

am

, d

istr

ict,

sta

te/p

rovin

cia

l, a

nd

n

atio

na

l in

dic

ato

rs

66

Our SMART Goal

Current reality: Last year, 85% of our students met or exceeded the target score of 3 on our summative writing prompt.

SMART goal: This year, at least 90% of our students will meet or exceed the target score of 3 on our summative writing prompt.

Clarify the Essential Writing Skills.

Develop a plan for writing.Focus on a central claim.Support claim with logical reasoning and evidence.Use words, phrases, sentences to create fluency and cohesion.Provide a concluding statement and section that supports the central claim.Edit final copies for grammar, capitalization, punctuation, and spelling.

By the end of this year, each student will be able to:

Clarified the essential writing skillsDeveloped monthly common writing promptsAgreed on criteria by which they would judge the quality of student writingPracticed applying criteria consistently to establish inter-rater reliabilityEstablished the proficiency target of 3 out of 4Identified anchor papers for each rubric stageShared standards, rubric, and anchors with students, and taught them how to apply the rubric to their writing

The Tale of One Team Bringing the Big Ideas to Life


67

Student

Class 1Class 2Class 3

Totals

Class 1Class 2Class 3

Totals

Class 1

Class 2

Class 3

Totals

Class 1

Class 2

Class 3

Totals

14

34

22

43

24

44

3

23

44

34

33

44

34

4

34

44

43

34

33

24

4

41

33

12

22

34

24

4

54

24

22

23

23

33

4

62

43

13

31

43

34

3

74

33

34

23

42

43

3

84

23

22

33

23

33

3

92

23

41

24

12

43

2

104

44

33

34

33

43

3

112

33

32

33

24

33

3

122

33

23

33

34

44

4

134

23

32

23

23

43

3

142

43

14

23

43

34

3

151

33

13

31

44

24

3

164

33

32

34

33

43

3

172

33

13

31

33

24

3

182

34

22

33

24

34

4

192

34

23

42

44

34

3

204

23

31

23

13

43

2

Mean Score

2.9

33.4

3.1

2.3

2.6

2.8

2.6

2.8

2.8

3.3

33.2

3.6

3.2

3.3

Sentence Fluency & Word Choice

Organization & Support

Focus on Central Claim

Convention

Essential W

riting Skills: Com

mon Assessment Results (Target Score 3/4)


68



A Focus on Results through providing teams with relevant information


indicator on the Professional Learning Community Continuum

Progress and Problems

Share your assessment with your colleagues:

• Where are areas of agreement?

• Where are the areas of disagreement?

• Where can you celebrate the greatest progress?

• What areas are you finding problematic?

Closing the

Knowing-Doing Gap

• What steps could you take to make progress in these indicators?

• Complete the “Where Do We Go From Here” worksheets to begin your plan for becoming a school committed to a focus on learning.


69

198 | REPRODUCIBLE


The

Pro

fess

iona

l Lea

rnin

g C

omm

unit

ies

at W

ork™

Con

tinu

um:

Focu

sing

on

Res

ults

(Pa

rt I

I)

DIR

ECTI

ON

S: In

divi

dual

ly, s

ilent

ly, a

nd honestly

ass

ess

the

curr

ent

real

ity o

f you

r sc

hool

’s im

plem

enta

tion

of e

ach

indi

cato

r lis

ted

in t

he le

ft c

olum

n. C

onsi

der

wha

t ev

iden

ce o

r an

ecdo

tes

supp

ort

your

ass

essm

ent.

Thi

s fo

rm m

ay a

lso

be u

sed

to

asse

ss d

istr

ict

or t

eam

impl

emen

tatio

n.

Indi

vidu

als,

tea

ms,

and

sch

ools

see

k re

leva

nt d

ata

and

info

rmat

ion

and

use

it to

pro

mot

e co

ntin

uous

impr

ovem

ent.

Indi

cato

rP

re-I

niti

atin

gIn

itia

ting

Impl

emen

ting

Dev

elop

ing

Sust

aini

ng

Col

labo

rati

ve t

eam

s or

te

ache

rs r

egar

d on

goin

g an

alys

is o

f evi

denc

e of

st

uden

t le

arni

ng a

s a

criti

cal e

lem

ent

in t

he

teac

hing

and

lear

ning

pr

oces

s. T

each

ers

are

prov

ided

with

freq

uent

an

d tim

ely

info

rmat

ion

rega

rdin

g th

e ac

hiev

emen

t of

the

ir st

uden

ts. T

hey

use

that

info

rmat

ion

to:

Res

pond

to

stud

ents

w

ho a

re e

xper

ienc

ing

dif!

cult

y

Enr

ich

and

exte

nd t

he

lear

ning

of s

tude

nts

who

are

pro

!cie

nt

Inf

orm

and

impr

ove

the

indi

vidu

al a

nd c

olle

ctiv

e pr

actic

e of

mem

bers

Ide

ntify

team

pro

fess

ion-

al d

evel

opm

ent n

eeds

Mea

sure

pro

gres

s to

war

d te

am g

oals

The

only

pro

cess

fo

r m

onito

ring

st

uden

t le

arni

ng

is t

he in

divi

dual

cl

assr

oom

tea

cher

an

d an

nual

st

ate,

pro

vinc

ial,

or n

atio

nal

asse

ssm

ents

. A

sses

smen

t re

sults

are

use

d pr

imar

ily t

o re

port

on

stud

ent

prog

ress

rat

her

than

to

impr

ove

prof

essi

onal

pr

actic

e.

Teac

hers

fall

into

a

pred

icta

ble

patt

ern:

the

y te

ach,

the

y te

st,

they

hop

e fo

r th

e be

st, a

nd t

hen

they

mov

e on

to

the

next

uni

t.

The

dist

rict

has

cre

ated

be

nchm

ark

asse

ssm

ents

th

at a

re a

dmin

iste

red

seve

ral t

imes

thr

ough

out

the

year

. The

re is

of

ten

cons

ider

able

lag

time

befo

re t

each

ers

rece

ive

the

resu

lts.

Mos

t te

ache

rs p

ay

little

att

entio

n to

the

re

sults

. The

y re

gard

th

e as

sess

men

t as

pe

rhap

s be

ne!c

ial t

o th

e di

stri

ct b

ut o

f lit

tle u

se

to t

hem

. Pri

ncip

als

are

enco

urag

ed t

o re

view

th

e re

sults

of s

tate

as

sess

men

ts w

ith s

taff,

bu

t th

e fa

ct t

hat

the

resu

lts a

ren’

t av

aila

ble

until

mon

ths

afte

r th

e as

sess

men

t an

d th

e la

ck o

f spe

ci!c

ity

mea

n th

ey a

re o

f lit

tle u

se

in h

elpi

ng t

each

ers

impr

ove

thei

r pr

actic

e.

Team

s ha

ve b

een

aske

d to

cre

ate

and

adm

inis

ter

com

mon

form

ativ

e as

sess

men

ts a

nd

to a

naly

ze t

he

resu

lts t

oget

her.

Man

y te

ache

rs a

re

relu

ctan

t to

sha

re

indi

vidu

al t

each

er

resu

lts a

nd w

ant

the

anal

ysis

to

focu

s on

the

agg

rega

te

perf

orm

ance

of t

he

grou

p. S

ome

use

the

resu

lts t

o id

entif

y qu

estio

ns t

hat

caus

ed

stud

ents

dif!

cult

y so

th

ey c

an e

limin

ate

the

ques

tions

. Man

y te

ams

are

not

yet

usin

g th

e an

alys

is o

f re

sults

to

info

rm o

r im

prov

e pr

ofes

sion

al

prac

tice.

The

scho

ol h

as

crea

ted

a sp

eci!

c pr

oces

s to

bri

ng

teac

hers

tog

ethe

r m

ultip

le t

imes

th

roug

hout

the

ye

ar t

o an

alyz

e re

sults

from

te

am-d

evel

oped

co

mm

on

asse

ssm

ents

, di

stri

ct

asse

ssm

ents

, and

st

ate

or p

rovi

ncia

l an

d na

tiona

l as

sess

men

ts.

Team

s us

e th

e re

sults

to

iden

tify

area

s of

con

cern

an

d to

dis

cuss

st

rate

gies

for

impr

ovin

g th

e re

sults

.

Teac

hers

are

hun

gry

for

info

rmat

ion

on s

tude

nt le

arni

ng.

All

thro

ugho

ut t

he y

ear,

each

m

embe

r of

a c

olla

bora

tive

te

am r

ecei

ves

info

rmat

ion

that

ill

ustr

ates

the

suc

cess

of h

is o

r he

r st

uden

ts in

ach

ievi

ng a

n ag

reed

-upo

n es

sent

ial s

tand

ard

on t

eam

-dev

elop

ed c

omm

on

asse

ssm

ents

he

or s

he h

elpe

d to

cr

eate

, in

com

pari

son

to a

ll th

e st

uden

ts a

ttem

ptin

g to

ach

ieve

th

at s

ame

stan

dard

. Tea

cher

s us

e th

e re

sults

to

iden

tify

the

stre

ngth

s an

d w

eakn

esse

s in

th

eir

indi

vidu

al p

ract

ice,

to

lear

n fr

om o

ne a

noth

er, t

o id

entif

y ar

eas

of c

urri

culu

m p

rovi

ng

prob

lem

atic

for

stud

ents

, to

impr

ove

thei

r co

llect

ive

capa

city

to

hel

p al

l stu

dent

s le

arn,

and

to

iden

tify

stud

ents

in n

eed

of

inte

rven

tion

or e

nric

hmen

t. T

hey

also

ana

lyze

res

ults

from

dis

tric

t,

stat

e or

pro

vinc

ial,

and

natio

nal

asse

ssm

ents

and

use

the

m t

o va

lidat

e th

eir

team

ass

essm

ents

.

70


REPRODUCIBLE | 199

Whe

re D

o W

e G

o Fr

om H

ere?

Wor

kshe

et

Turn

ing

Dat

a In

to I

nfor

mat

ion

Indi

cato

r of

a P

LC a

t W

ork

Wha

t st

eps

or

acti

viti

es m

ust

be in

itia

ted

to c

reat

e th

is

cond

itio

n in

you

r sc

hool

?

Who

will

be

resp

onsi

ble

for

init

iati

ng

or s

usta

inin

g th

ese

step

s or

ac

tivi

ties

?

Wha

t is

a

real

isti

c ti

mel

ine

for

each

ste

p or

pha

se o

f th

e ac

tivi

ty?

Wha

t w

ill y

ou

use

to a

sses

s th

e ef

fect

iven

ess

of

your

init

iati

ve?

Col

labo

rati

ve t

eam

s or

tea

cher

s re

gard

ong

oing

ana

lysi

s of

ev

iden

ce o

f stu

dent

lear

ning

as

a cr

itica

l ele

men

t in

the

tea

chin

g an

d le

arni

ng p

roce

ss. T

each

ers

are

prov

ided

with

freq

uent

and

tim

ely

info

rmat

ion

rega

rdin

g th

e ac

hiev

emen

t of

the

ir st

uden

ts.

They

use

tha

t in

form

atio

n to

:

Res

pond

to

stud

ents

who

are

exp

erie

ncin

g di

f!cu

lty

Enr

ich

and

exte

nd t

he le

arni

ng o

f stu

dent

s w

ho a

re p

ro!c

ient

Inf

orm

and

impr

ove

the

indi

vidu

al a

nd c

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71




# Clarify what each student is expected to learn - the essential knowledge, skills, and dispositions - of each course/subject, unit-by-unit

# Monitor each student’s learning on a timely basis through the use of frequent, formative common assessments

# Create systems to ensure students receive additional time and support if they are not learning

# Create systems to ensure students receive additional time and support if they are learning.

All Kids Can Learn

! Based on ability

! If they take advantage of the opportunity

! Something, and we will create a warm,

pleasant environment for them

! And we will do whatever it takes to ensure

they achieve the agreed-upon standards

The School’s Response

! Increased levels of time and support when student is not being successful

! Response is increasingly directive, not invitational

! Response is timely

! Response is SYSTEMATIC


72

A Support System for Students:! Pre-enrollment initiatives

$Counselor watch/Good Friend/Privilege

! For all entering students

$Daily meeting with a faculty advisor

$Daily small group meeting with a

senior mentor

$Weekly meeting with counselor

$Participation in two co-curricular

activities

$Progress reports or grades in every

A Systematic Response to

Students Who Are Not Learning

! At 3 weeks: conferences/ offer of tutoring services/ peer tutoring

! At 6 weeks: mandatory tutoring/weekly progress reports

! At 12 weeks: guided study and parent conferences

! At 18 weeks: mentor program

A Syllogism of What Should

Be Rhetorical Questions

1.Do we believe it is the purpose of our school to ensure all students learn at high levels?

2.Do we acknowledge that students learn at different rates and with different levels of support?

3.Have we created a schedule that guarantees students they will receive additional opportunities for learning through extra time and support, in a systematic way, regardless of who the teacher might be?


73

210

WHATEVER IT TAKES

SpecialEducationPlacement

Case Study Evaluation

OmbudsmanPlacement

Child Review Team

Mentor ProgramPlacement

Guided Study Program

Itinerant Support Program

Insight Class

Student Assistance Team Referral

SST and Teacher Conference With Parent

Doctor Verification

Social Work Contact / Peer Mediation

Student Placement on Weekly Progress Reports

Counselor Conference With Student and Parent

Good Friend Program

Counselor Phone Calls to Parents

Counselor Meeting With Student

Counselor Watch / Survival Skills for High School

Freshman Advisory / Freshman Mentor Program

74

Adlai Stevenson High School

Eight 50 Minute Periods

! Students take six classes (50 minutes)

! Freshmen and Sophmores have one study hall

(50 minutes)

! Juniors and Seniors passing all classes have one

free 50 minute period

! Freshmen have 25 min. advisory/25 min. lunch

! Sophmores, Juniors,and Seniors passing all

classes get 50 minutes for lunch

Cinco Ranch High School

Seven Periods

! Freshmen must enroll in one study hall to provide time for intervention

! Intensive study skills

! Target math study hall

! Before and after school tutoring. Each teacher tutors twice a week as part of his/her duty.

! Choice of detention or tutoring if fail to go to tutoring

! NHS students tutor during their study hall

! Progress reports or report cards every 3 weeks

! On-line credit recovery

Monticello High School

Seven Period Block

$ Tuesday and Thursday - classes begin at 9:00am

periods 1,3,7 meet for 90 minutes, 55 minutes for lunch

$ Wednesday and Friday - classes begin at 9:00am

periods 2,4,6 meet for 90 minutes, 55 minutes for lunch

$ Tuesday - Friday - period 5 meets for 55 minutes

$ Mondays -

! Required tutorial period from 8:50 to 9:30 for any student not

passing classes or requested by teacher

! Classes begin at 9:30, periods, 1,2,3,4,6,7 meet for 50

minutes, 35 minutes for lunch


75

Monticello High School

!Transition and Orientation Program -

Freshmen and transfer students meet in and

advisory program 25 minutes each day for first

9 weeks to assist with transition into high

school

!CARE Program - Tuesdays through Fridays.

Students not passing classes report to tutorial

for first 25 minutes of their lunch period. Then

provided 30 minutes for lunch.

Whittier Union High School

! Monday - 6 period day with 48 minutes each period

! Tuesday-Friday - modified block of 3 classes for

100 minutes for first 5 weeks$ beginning sixth week, students passing all classes

with at least a C are released after 80 minutes for

break, longer lunch, or early dismissal

$ students not passing classes with a C or better

remain for intensive tutoring and small-group work

Bernice McNaughton H.S.

! Supplemental math and English class based on

proficiency assessment

! Math and science lunch labs

! RED (Remediation/Enrichment Days) after

common assessments

! Directed learning for 30 minutes at end of day for

study, homework completion, tutoring

! Hired full-time guided study teacher

! Grade 12 can carry lighter load if agree to tutor

twice a week


76

Lakeridge Junior High

! Moved from 7 period day to modified A/B block with FLEX time

! Students enroll in four 80-minute periods

! 30 minutes carved out Tues-Friday for FLEX time. Students failing, report to mandatory tutoring. All others provided enrichment options or free time.

! Those with continuing academic difficulty can be assigned to a double period of language arts or math.

Margaret Mead Middle School

! 9 period day, 40 minutes each, with one period

reserved for lunch

! Students missing assignments are assigned to

Guided Study instead of lunch

! If Guided Study does not resolve their difficulties,

they are assigned to Fast Track - an after school

tutorial program

! If Fast Track does not resolve their difficulties they

are removed from an elective and assigned to an

intensive study skills class for 9 weeks.

A Crucial Caution

• No system of intervention can compensate

for weak and ineffective teaching. At the

same time that a school is working to

develop time and support for student

learning, it must take steps to create the

powerful collaborative teams and common

assessments that contribute to adult

learning.


77

For Information on the Pyramid of Interventions of Schools

Throughout the Nation

! Go to www.allthingsplc.info “Evidence of Effectiveness”

! Go to www.solution-tree.com or call 800.733.6786 to purchase Raising the Bar and Closing the Gap: Whatever it Takes

What Happens When Kids

Don’t Learn?

!High expectations for success will be

judged not only by the initials staff

beliefs and behaviors, but also by the

organization’s response when some

students do not learn.

!—Lezotte, (1991)

• What is it we expect them to learn?

• How will we know when they have

learned it?

• How will we respond when they don’t

learn?

• How will we respond when they already

know it?

Critical Corollary Questions:

If We Believe All Kids Can Learn


78

Align School Structures

! Traditional schedule

• Frequent interruptions to

teaching or learning blocks

• Sporadic resource/specials

classes throughout the

week

• Sporadic planning time for

instructional staff

• Little or no collaborative

time built into the schedule

• No time for additional

support built into the daily

schedule except before-

and after-school tutoring

! New master schedule

• Protected time for teaching and learning

• Daily specials for all students

• Daily individual planning for all instructional staff

• Weekly collaborative planning for all teams

• Intervention or enrichment block for all grade levels during the school day

Is There a Better Way?(Can we change the way we do things around here?)

How can our school better allocate

existing resources

—time, people, materials, money—

to provide additional support for ALL

students to learn at higher levels than ever

before?

A Pre-Requisite for Systematic Intervention

Before effective systems of intervention can be created, teams must first be able to agree upon:

! Essential knowledge, skills, & dispositions;! Common Pacing Guides/Curriculum Maps;

! Common formative assessments;

! Common standard of proficiency;! Students who need additional time and support based

upon analysis of common assessment data;! A designated grade-level block of time for

intervention/enrichment in addition to new direct instruction in all subject areas.


79

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INTERVENTION/ENRICHMENT SCHEDULE

8:20 – 8:50: FIFTH GRADE

8:50 – 9:20: FOURTH GRADE

9:30 – 10:30: FIRST GRADE – (CENTERS)

10:30 – 11:30: KINDERGARTEN –( CENTERS)

11:40 – 12:15: THIRD GRADE

12:15 – 1:00: LUNCH/PLANNING

1:00 – 1:30: SECOND GRADE

1:30 – 2:00: *ADDITIONAL TIME K – 5

(BY REQUEST)

2:00 – 2:30: FIFTH GRADE

2:30 – 3:00: RECORD KEEPING/PLANNING

*IF YOUR GRADE-LEVEL NEEDS ADDITIONAL INTERVENTION TIME, PLEASE SEE

THE PRINCIPAL (When no classes are scheduled, the tutors utilize time for Remedial Record

Keeping, creating new centers for Pod, assisting students & teachers with requested tasks.)


85

STUDENT !"#$$%&' !"#$$%&( !"#$$%&) !"#$$%&%* +,-#"

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# Proficient 14 17 16 7 54/66

% Proficient 78% 100% 100% 47% 81%

Teacher #1 Teacher #2 Teacher #3 Teacher #4Special Ed. Resource

The Questions Facing Each

! How will we provide additional support for students who experience initial difficulty in a way that is timely, directive, and systematic?

! How will we enrich and extend the learning for the students who already know it?

! Who is available to assist our team in responding to our students?


86

Extra Time and Support for

Students in an Elementary School! Utilize Existing Human Resources, such as:

! General Education Teachers

! Special Education Teachers

! Resource Specialists

! Teacher Assistants

in a coordinated and systematic effort to

provide additional time and support for

learning.

Resource Specialists & “Floating

! Instruct “flexible groups” of identified students;

! Deliver intervention/enrichment services to supplement (not supplant) new, direct classroom instruction;

! Lead/supervise enrichment activities, allowing classroom teachers to serve as tutors for students identified for intervention.

! Provide practice & reinforcement in study/test-taking/critical thinking/problem solving skills;

! Utilize/develop lesson plans & activities aligned with essential skills in coordination with grade-level teams to guide their work;

Teacher #1

Teacher #2

Teacher #3

Teacher #4

Floating Tutor #1

Floating Tutor# 2

Special Ed. Staff

Resource Specialist

Resource Specialist


87


! Utilize Grade Level Teachers, Resource Specialists, Teacher Assistants, and Floating Tutors in a coordinated and systematic effort to provide additional time and support for learning.

! Develop strategies to enlist additional human resources in the effort to support students:

Parent volunteers

Business partners

Senior citizens

Partnership with the high schools

Partnership with area colleges

Extra Time and Support for Students

• Grade-level teachers, resource specialists, floating tutors

• Organize parent volunteers, business partners, senior citizens, and

high school and college interns to serve as mentors and tutors along

with the school-based team.

• Team designs parent materials for at home tutorials.

• Develop buddy programs and peer tutoring.

• Save one student.

• Redefine focus of child study team to plan

additional interventions.!


Students in an Elementary School

! Utilize Grade Level Teachers, Resource Specialists, and Floating Tutors in a coordinated and systematic effort to provide additional time and support for learning.

! Develop Strategies to Enlist Additional Human Resources in the Effort to Support Students

!Develop strong parent partnerships to provide students with additional Time & Support at home.


88

Sp

ec

ial

Ed

uc

ati

on

Re

ferr

al

Ve

ry I

nte

ns

ive

Su

pp

ort

(I

nd

ivid

ua

lize

d S

ch

ed

ule

)

Stu

de

nts

re

ce

ive

in

div

idu

aliz

ed

, in

ten

siv

e

inte

rve

ntio

ns t

ha

t ta

rge

t th

e s

tud

en

ts’ skill

de

ficits

for

the

re

me

dia

tio

n o

f e

xis

tin

g p

rob

lem

s a

nd

th

e

pre

ve

ntio

n o

f m

ore

se

ve

re p

rob

lem

s.

Inte

rve

nti

on

& E

nri

ch

me

nt

for

All

In

Tie

r 2

, stu

de

nts

no

t m

akin

g a

de

qu

ate

pro

gre

ss in

th

e c

ore

cu

rric

ulu

m a

re p

rovid

ed

with

in

cre

asin

gly

in

ten

siv

e in

str

uctio

n m

atc

he

d t

o t

he

ir n

ee

ds o

n t

he

ba

sis

of

leve

ls o

f

pe

rfo

rma

nce

an

d r

ate

s o

f p

rog

ress.

Da

ily

Ne

w D

ire

ct

Ins

tru

cti

on

fo

r A

LL

Stu

de

nts

All

stu

de

nts

in

Tie

r 1

re

ce

ive

hig

h-q

ua

lity,

scie

ntifica

lly b

ase

d in

str

uctio

n,

diffe

ren

tia

ted

to

me

et

the

ir n

ee

ds,

an

d a

re

scre

en

ed

on

a p

eri

od

ic b

asis

to

id

en

tify

str

ug

glin

g le

arn

ers

wh

o n

eed

ad

ditio

na

l su

pp

ort

.

Tie

r II

I

Tie

r II

Tie

r I

A P

yra

mid

of

Inte

rve

ntio

ns

An

An

sw

er

to “

Re

sp

on

se

to

In

terv

en

tio

n”

(RtI

)


89

Building Strong Partnerships

The National PTA• Conduct parent workshops at least twice each school year.

• Provide tools, tips, and materials for at-home practice

during parent workshops and via frequent grade-level

newsletters.

• Establish ongoing systems for two-way communication

with each parent.

• Send student work folders home—with teacher feedback

—for parent review, comments, questions, and signature.

• See Chapter 14 - Revisiting PLCs at Work for more information on parent partnerships

To sustain the continuous

improvement momentum, PLCs…

…Celebrate

small wins

early and

often!!

What Are You Celebrating?

!Celebrations weave our hearts and souls

into a shared destiny. People come

together to celebrate beginnings and

endings, triumphs and tragedies." Bolman and Deal, Leading With Soul: An Uncommon

Journey of Spirit


90

Actively Promote a Climate of Achievement:

Incentives and Celebrations! Recognize improvement/achievement on daily school

announcements & within classrooms

! Create classroom, grade level and school-wide incentive programs (i.e. display “Hand in Hand We All Learn” people chain, recognizing books read.)

! Celebrate via classroom/school/district newsletters, media broadcasts, etc.

! Provide public recognition at awards assemblies, PTO/PTA Meetings, Family Nights, School Board Meetings, etc.

! Share professional learning & achievements at team, vertical, faculty, and district level meetings.

What was/is the Impact of

Systematic Interventions?Just to name a few…

! Increased student achievement on local, district,

state/provincial & national indicators

! Decreased discipline infractions

! Improved perceptions about the school

! Greater job satisfaction for educators

Visit schools listed under

“Evidence of Effectiveness”

www.allthingsplc.info

• Are our students assured extra time and support for

learning?

• Is our response timely? How quickly are we able to identify

the kids who need extra time and support? Does our focus

prompt intervention or enrichment rather than sluggish

remediation?

• Is our response directive rather than invitational? Are kids

invited to put in extra time or does our system ensure they

put in extra time?

• Is our response systematic? Do kids receive this intervention

or enrichment according to a schoolwide plan rather than at

the discretion of individual teachers?

Assess Your School’s Response

When Kids Don’t Learn or

Already Know It


91


REPRODUCIBLE | 107

The

Pro

fess

iona

l Lea

rnin

g C

omm

unit

ies

at W

ork™

Con

tinu

um:

Lear

ning

as

Our

Fun

dam

enta

l Pur

pos

e (P

art

II)

DIR

ECTI

ON

S: In

divi

dual

ly, s

ilent

ly, a

nd honestly

ass

ess

the

curr

ent

real

ity o

f you

r sc

hool

’s im

plem

enta

tion

of e

ach

indi

cato

r lis

ted

in t

he le

ft c

olum

n. C

onsi

der

wha

t ev

iden

ce o

r an

ecdo

tes

supp

ort

your

ass

essm

ent.

Thi

s fo

rm m

ay a

lso

be u

sed

to

asse

ss d

istr

ict

or t

eam

impl

emen

tatio

n.

We

ackn

owle

dge

that

the

fund

amen

tal p

urpo

se o

f our

sch

ool i

s to

hel

p al

l stu

dent

s ac

hiev

e hi

gh le

vels

of l

earn

ing,

and

the

refo

re, w

e pr

ovid

e st

uden

ts w

ith

syst

emat

ic in

terv

entio

ns w

hen

they

str

uggl

e an

d en

rich

men

t w

hen

they

are

pro

!cie

nt.

Indi

cato

rP

re-I

niti

atin

gIn

itia

ting

Impl

emen

ting

Dev

elop

ing

Sust

aini

ng

We

prov

ide

a sy

stem

of

inte

rven

tions

th

at g

uara

ntee

s ea

ch s

tude

nt

will

rec

eive

ad

ditio

nal t

ime

and

supp

ort

for

lear

ning

if

he o

r sh

e ex

peri

ence

s in

itial

dif!

cult

y.

Stud

ents

who

ar

e pr

o!ci

ent

have

acc

ess

to e

nric

hed

and

exte

nded

le

arni

ng

oppo

rtun

ities

.

Wha

t hap

pens

whe

n a

stud

ent d

oes

not

lear

n w

ill d

epen

d al

mos

t exc

lusi

vely

on

the

tea

cher

to

who

m t

he s

tude

nt

is a

ssig

ned.

The

re

is n

o co

ordi

nate

d sc

hool

res

pons

e to

stu

dent

s w

ho

expe

rien

ce d

if!cu

lty.

Som

e te

ache

rs a

llow

st

uden

ts t

o tu

rn in

late

w

ork;

som

e do

not

. So

me

teac

hers

allo

w

stud

ents

to

reta

ke a

te

st; s

ome

do n

ot. T

he

tens

ion

that

occ

urs

at t

he c

oncl

usio

n of

ea

ch u

nit w

hen

som

e st

uden

ts a

re p

ro!c

ient

an

d re

ady

to m

ove

forw

ard

and

othe

rs a

re

faili

ng t

o de

mon

stra

te

pro!

cien

cy is

left

to

eac

h te

ache

r to

re

solv

e.

The

scho

ol h

as

atte

mpt

ed t

o es

tabl

ish

spec

i!c

polic

ies

and

proc

edur

es r

egar

ding

ho

mew

ork,

gra

ding

, pa

rent

not

i!ca

tion

of

stud

ent

prog

ress

, and

re

ferr

al o

f stu

dent

s to

ch

ild s

tudy

tea

ms

to

asse

ss t

heir

elig

ibili

ty

for

spec

ial e

duca

tion

serv

ices

. If t

he

scho

ol p

rovi

des

any

addi

tiona

l sup

port

for

stud

ents

, it

is e

ither

a

“pul

l-out

” pr

ogra

m

that

rem

oves

stu

dent

s fr

om n

ew d

irec

t in

stru

ctio

n or

an

optio

nal a

fter

-sch

ool

prog

ram

. Pol

icie

s ar

e es

tabl

ishe

d fo

r id

entif

ying

stu

dent

s w

ho a

re e

ligib

le

for

mor

e ad

vanc

ed

lear

ning

.

The

scho

ol h

as t

aken

st

eps

to p

rovi

de

stud

ents

with

add

ition

al

time

and

supp

ort

whe

n th

ey e

xper

ienc

e di

f!cu

lty. T

he s

taff

is g

rapp

ling

with

st

ruct

ural

issu

es s

uch

as h

ow to

pro

vide

tim

e fo

r in

terv

entio

n du

ring

th

e sc

hool

day

in w

ays

that

do

not r

emov

e th

e st

uden

t fro

m n

ew d

irect

in

stru

ctio

n. T

he s

choo

l sc

hedu

le is

reg

arde

d as

a m

ajor

impe

dim

ent

to in

terv

entio

n an

d en

rich

men

t, an

d st

aff

mem

bers

are

unw

illin

g to

cha

nge

it. S

ome

are

conc

erne

d th

at

prov

idin

g st

uden

ts w

ith

addi

tiona

l tim

e an

d su

ppor

t is

not h

oldi

ng

them

res

pons

ible

for

thei

r ow

n le

arni

ng.

The

scho

ol h

as

deve

lope

d a

scho

olw

ide

plan

to

prov

ide

stud

ents

who

ex

peri

ence

dif!

cult

y w

ith a

dditi

onal

tim

e an

d su

ppor

t fo

r le

arni

ng in

a w

ay t

hat

is t

imel

y, d

irec

tive

, an

d sy

stem

atic

. It

has

mad

e st

ruct

ural

ch

ange

s su

ch a

s m

odi!

catio

ns in

the

da

ily s

ched

ule

to

supp

ort

this

sys

tem

of

inte

rven

tions

. Sta

ff

mem

bers

hav

e be

en

assi

gned

new

rol

es

and

resp

onsi

bilit

ies

to a

ssis

t w

ith t

he

inte

rven

tions

. The

fa

cult

y is

look

ing

for

way

s to

mak

e th

e sy

stem

of

inte

rven

tions

mor

e ef

fect

ive.

The

scho

ol h

as a

hig

hly

coor

dina

ted

syst

em o

f int

erve

ntio

n an

d en

rich

men

t in

pla

ce. T

he s

yste

m is

ver

y pr

oact

ive.

C

oord

inat

ion

with

sen

der

scho

ols

enab

les

the

staf

f to

iden

tify

stud

ents

w

ho w

ill b

ene!

t fr

om a

dditi

onal

tim

e an

d su

ppor

t fo

r le

arni

ng e

ven

befo

re

they

arr

ive

at t

he s

choo

l. Th

e sy

stem

is

ver

y "u

id. S

tude

nts

mov

e in

to

inte

rven

tion

and

enri

chm

ent

easi

ly a

nd

rem

ain

only

as

long

as

they

ben

e!t

from

it. T

he a

chie

vem

ent

of e

ach

stud

ent

is m

onito

red

on a

tim

ely

basi

s.

Stud

ents

who

exp

erie

nce

dif!

cult

y ar

e re

quir

ed, r

athe

r th

an in

vite

d, t

o ut

ilize

the

sys

tem

of s

uppo

rt. T

he p

lan

is m

ultil

ayer

ed. I

f the

cur

rent

leve

l of

time

and

supp

ort

is n

ot s

uf!c

ient

to

help

a s

tude

nt b

ecom

e pr

o!ci

ent,

he

or s

he is

mov

ed t

o th

e ne

xt le

vel a

nd

rece

ives

incr

ease

d tim

e an

d su

ppor

t.

All

stud

ents

are

gua

rant

eed

acce

ss t

o th

is s

yste

m o

f int

erve

ntio

n re

gard

less

of

the

teac

her

to w

hom

the

y ar

e as

sign

ed.

The school

res

pond

s to

stu

dent

s an

d vi

ews

thos

e w

ho a

re fa

iling

to

lear

n as

“u

nder

supp

orte

d” r

athe

r th

an “a

t ri

sk.”

92

108 | REPRODUCIBLE


Whe

re D

o W

e G

o Fr

om H

ere?

Wor

kshe

et

Syst

emat

ic I

nter

vent

ion

Indi

cato

r of

a P

LC a

t W

ork

Wha

t st

eps

or

acti

viti

es m

ust

be in

itia

ted

to c

reat

e th

is

cond

itio

n in

you

r sc

hool

?

Who

will

be

resp

onsi

ble

for

init

iati

ng

or s

usta

inin

g th

ese

step

s or

ac

tivi

ties

?

Wha

t is

a

real

isti

c ti

mel

ine

for

each

ste

p or

pha

se o

f th

e ac

tivi

ty?

Wha

t w

ill y

ou

use

to a

sses

s th

e ef

fect

iven

ess

of

your

init

iati

ve?

We

prov

ide

a sy

stem

of i

nter

vent

ions

tha

t gua

rant

ees

each

stu

dent

w

ill r

ecei

ve a

dditi

onal

tim

e an

d su

ppor

t for

lear

ning

if h

e or

she

ex

peri

ence

s in

itial

dif!

culty

. Stu

dent

s w

ho a

re p

ro!c

ient

hav

e ac

cess

to

enri

ched

and

ext

ende

d le

arni

ng o

ppor

tuni

ties.

93

Common Mistakes in Building Consensus

• We try to go it alone, rather than building a guiding coalition including opinion leaders.

Include Opinion Leaders on Guiding Coalition

• Who supports an idea is more important to its adoption than the merits of the idea.

• About 15% of the members of organizations are Opinion Leaders - socially connected, knowledgeable, and trusted by others in the organization. Get them on board and the others will follow.

- Patterson , et al., 2008



• We use a forum that is ill-suited to the dialogue that is typically necessary for consensus.

• We use a process that allows cynics and skeptics to dominate.

• We pool opinions rather than build shared knowledge.


94

A Cardinal Rule of PLCs

• The answer to the question, “how do we begin.....” virtually every aspect of the PLC concept is building shared knowledge. Put another way, a learning community always begins the decision-making process by learning together.

• Building shared knowledge is the prerequisite homework of a PLC when it is time to make a collective decision.



• We use a forum that is ill-suited to the dialogue that is typically necessary for consensus.

• We use a process that allows cynics and skeptics to dominate.

• We pool opinions rather than build shared knowledge.

• We feel we need consensus on each, specific detail of implementation.

• We set an unrealistic standard for consensus and invest too much energy in resisters.

Consensus

We have arrived at consensus when all points of view have been heard, and the will of the group is evident-- even to those who most oppose it.


95

Necessary Commitments From the Principal

• Provide time for teachers to meet in teams, on a regular basis, during school day.

• Provide resources and training for teams as identified by team.

• Protect our school from competing improvement initiatives.

• Will not use results of common assessments in teacher evaluation.

Cons Pros

Fist to Five

5 - I’ll champion

4 - Strongly Agree

3 - Agree

2 - Reservations

1 - Oppose

Fist - Veto


96

Consensus

We have arrived at consensus when all points of view have been heard, and the will of the group is evident-- even to those who most oppose it.

Focus on Behavior

! The central challenge and core problem of all substantive change initiatives is changing people’s behavior. Change efforts must focus on what people do, and the need for significant changes in what people do." John Kotter and Dan Cohen, The Heart of Change

Which is Most Likely To Persuade an Educator to Change?

! Supervision and evaluation process

! Workshops or Courses

! A research article or book

! Evidence of his/her skewed grade distributions


97

Three Powerful Levers to Change Behavior

! Kerry Patterson’s research on the most effective strategies for changing someone’s behavior cites 3 powerful levers.

! Effective PLCs are designed to use all three!

Lever One: Concrete Evidence

of Irrefutably Better Results! Nothing changes the mind like the hard cold world hitting it with

actual real-life data.

" Patterson, et. al

! Teachers have to feel there is some compelling reason for them to

change practice, with the best direct evidence being that students

learn better. The key to enduring change in teacher practice is

demonstrable results in terms of student achievement.

" Richard Elmore, 2003

! Transparency of results creates an aura of “positive pressure -

pressure that is actionable in that it points to solutions and pressure

that at the end of the day is inescapable.

" Michael Fullan, 2008

Lever Two:Positive Peer Pressure

! When seeking tools to influence, no resource is more powerful and accessible than the people who make up our social networks. The approval or disapproval of our fellow human beings can do more to assist or destroy our change efforts than almost any other source." Patterson, et al. (2008)


98

What Does a Grade Represent? Or a Rose by Any Other Name ...

Achievement of a standard

Comparison with other students

Effort

Improvement

Participation

Behavior

Promptness

Find the Grade.

A 93–100 3.6–4.0

B 85–92 2.7–3.5

C 77–84 1.7–2.6

D 69–76 0.7–1.6

F 0–68 0–0.6

Find the Grade.

Teacher 1 Teacher 2

0 0

80 2

80 2

85 3

90 3

335 10

A Crucial Conversation

Honor the person.

Seek to understand by encouraging the person to share his

or her assumptions and thought process.

Find common ground.

Build shared knowledge. “Gathering facts is the prerequisite

homework for a crucial conversation.” (Patterson, et al., 2002)

Share your assumptions and thought process

Adult behavior and practices in schools have contributed and

continue to contribute to student failure.

Assertions

If we allow students the option of acting irresponsibly, many will elect to act irresponsibly.

Allowing students to choose to be irresponsible

does not teach responsibility.

Adult behavior and practices in schools have

contributed and continue to contribute to student failure.

Evidence-Based

Decision Making?

1.23 million students dropped out of high

school in the United States last year—one student every 26 seconds.

Approximately 30% of students who enter

high school will drop out.


99

Hard Facts

Regarding Dropouts

Dropouts earn 33 cents for every $1 a college graduate will earn and 66 cents for every dollar a high school graduate will earn.

They are more prone to ill health and will live a shorter life.

They are less employable in a volatile job market.

Their children will have only a 1 in 17 chance of ever earning a college degree.

Of the 100 Students Who Enter

High School

0

7.5

15.0

22.5

30.0

H.S. dropoutscollege dropouts

Workforceb.s./b.a

Associates

30 30

23

12

5

—ACT (2008)

Educational Pipeline

0

1000

2000

3000

4000

Grade 9 10

11 12

Enter PSEreturn 2nd yr

BA/BS 4 yearsba/bs in 6

3958

3487

3080

2799

2015

1491

7251169

—College Board, 2008


100

Evidence of Our Success?

Throughout the 20th century, we ranked first in the world

in high school completion rates. We now rank 21 of 27 advanced economies.

We rank near the bottom of industrialized countries in

completion rates after students have enrolled in college.

Our rank in terms of college graduates among young

workers (25–34 years of age) has dropped from 2nd in 1995 to 11th.

Our collective behavior can

influence student decisions!

All masters of influence focus on behavior. They start by asking, “To improve this situation, what do I want people to do?”

They then identify a few high-leverage vital behaviors that are

critical to success, and they focus intently on those behaviors.

They coach the specifics of those behaviors through deliberate practice, identify incentives and rewards to encourage the behaviors, and align processes and structures of the organization

to support the behaviors (Patterson et al., 2008).

We should attempt to influence

student decisions!

“Left to their own devices, individuals make pretty bad decisions—decisions they would not have made if they had paid full attention, possessed

complete information, had unlimited cognitive abilities, and were blessed with complete self- control.

“It is legitimate to steer people’s choices in directions that will make their lives better. It is proper

to nudge.”

—Thaler & Sustein, 2008, pp. 5–6


101

Lever Three:

Personal Experience

! The great persuader is personal experience.

It is the mother of all cognitive map changes!" Kerry Patterson, 2008, p. 51

We must turn aspirations into actions. It will not be

enough to run visioning workshops; the visions will

have to be reflected in daily behaviors. It will not

be enough to declare an intent; leaders will have to

deliver results. To accomplish results leaders

engage employees’ hearts (emotions), minds

(cognitions), and feet (action).

—Dave Ulrich, (1996), p. 211

Bringing the Big Ideas to Life:Turn Aspirations Into Actions

Learning by Doing

Capacity building … is not just

workshops and professional development

for all. It is the daily habit of working

together, and you can’t learn this from a

workshop or course. You need to learn it

by doing it and having mechanisms for

getting better at it on purpose.

—Michael Fullan (2005)


102

professional learning communities at work: bringing the ...the case for a guaranteed curriculum one...

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