facilitating professional learning communities

Facilitating Professional Learning Communities : 

Facilitating Professional Learning Communities Leesburg High School August 2010

Slide 2: 

Stephen G Barkley Executive Vice President Performance Learning Systems 6227 Lower Mountain Road New Hope, PA 18938 888.424.9700 sbarkley@plsweb.com www.plsweb.com blogs.plsweb.com www.twitter.com\stevebarkley

How are these used in your role? : 

How are these used in your role? Presenting Training Facilitating

Presenting : 

Presenting P P P P P

Training : 

Training T Consider Experiment Practice P P

Facilitating : 

Facilitating F Leads to Action

How are these used in your role? : 

How are these used in your role? Presenting Training Facilitating

Row 1 : 

Row 1 What do you see students doing during classes that indicates effort that you believe produces greater learning? (perception) List expectations for 9th grade students’ achievement in your department? (analysis)

Row 1 : 

Row 1 How would 9thgrade expectations differ from 11th grade expectations in your department? (same/different) Identify students who work hard in your course and still struggle to pass. (analysis) What’s common about students in this group? (induction)

Row 2 : 

Row 2 What connections exist between teacher communications with each other and student achievement? (insights) What are the parent/home factors that impact current student performance? (analysis) What are the most important things (3) parents could do to support us? (appraisal)

Row 2 : 

Row 2 Summarize the current support that LHS receives from parents? (summary) How much effort should we invest in requesting support/educating parents about the goals and approaches we are taking? Why? (evaluation)

Row 3 : 

Row 3 In what ways can we incorporate individual student goal setting into our improvement plan? (ideas) What risk does our plan ask teachers to take? Students? Parents? Administration? (prediction) What is our next step? Who? When? (action)

Row 1 : 

Row 1 What are some of the first responses to individual goal setting that we are likely to hear from students? Parents? (perception) On the whole, what would indicate progress? (induction)

Providing for Teacher Growth for Student Achievement : 

Providing for Teacher Growth for Student Achievement

Slide 32: 

COACHING A NEW SKILL Select a skill or proficiency that you could train to others. Outline the activities you’d use to teach that skill.

KEY ELEMENTS : 

KEY ELEMENTS KNOWLEDGE MODEL PRACTICE OBSERVATION WITH FEEDBACK ONGOING COACHING

KNOWLEDGE : 

KNOWLEDGE WHY RESEARCH FORMAL INFORMAL HOW TO COMPLEX to SIMPLE

MODEL : 

MODEL Skills Environment

PRACTICE : 

PRACTICE SAFE ENVIRONMENT FEEDBACK Twenty to thirty repetitions over an eight to ten week period.

Two Opportunities for Observation with Feedback : 

Two Opportunities for Observation with Feedback Practice Environment: ex. Workshops Classroom Situations: ex. Coaching

Joyce/Showers Research : 

Joyce/Showers Research Figure 5.2 Training Components and Attainment of Outcomes in Terms of Percent of Participants Components Study of Theory Demonstrations Practice Peer Coaching Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development 3rd Edition. Ch. 5: Designing Training and Peer Coaching: Our Needs for Learning. Alexandria, VA: Association for Supervision and Curriculum Development Knowledge (thorough) 10 30 60 95 Skill (strong) 5 20 60 95 Transfer (executive implementation) 0 0 5 95 — OUTCOMES —

Understanding the Connection… : 

Understanding the Connection… In order to see the link between teacher behavior and student achievement let’s use an example of: Higher Order Questioning Strategies

Examine the relationship between students and teacher in questioning : 

Examine the relationship between students and teacher in questioning

Higher Order Questioning: Skill Analysis : 

Higher Order Questioning: Skill Analysis Teacher Behavior 1: (T1) Write questions into plans and start asking questions in class discussion Student Response 1: (S1) Confusion, Reluctant to respond

Slide 42: 

T1: Write questions, start asking; T2: Continue asking, increase wait time, model thinking; S1: Confusion, reluctant to respond; S2: Attempt to answer posed questions;

Slide 43: 

T1: Write questions, start asking; T2: Continue asking, increase wait time, model thinking; T3: Provides encouragement, probing, pausing; S1: Confusion, reluctant to respond; S2: Attempt to answer posed questions; S3: Successfully responds;

Slide 44: 

T1: Write questions, start asking; T2: Continue asking, increase wait time, model thinking; T3: Provides encouragement, probing, pausing; T4: Withhold recognition for correct answers, cause students to assess each other and dialogue; S1: Confusion, reluctant to respond; S2: Attempt to answer posed questions; S3: Successfully responds; S4: Students debate;

Professional Development in Teacher Behavior… : 

Professional Development in Teacher Behavior… …Leads to Student Achievement

Professional Development : 

Professional Development What skills will teachers need to develop, refine, practice, improve, etc to create the desired student behavior ? How can leadership best support that development?