PLC's using backwards planning

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PLCs and backwards planning

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Professional Learning Communities Steve Barkley January 2012

Big Idea #1 Ensuring That Students Learn :

Big Idea #1 Ensuring That Students Learn The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift– from a focus on teaching to a focus on learning– has profound implications for schools. ( DuFour )

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Teaching (Can be) • Neat • Orderly • Sequential • Managed • Documented

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Learning (Often is) • Messy • Spontaneous • Irregular • Non Linear • Complex

PowerPoint Presentation:

Teaching (Can be) • Neat • Orderly • Sequential • Managed • Documented Learning (Often is) • Messy • Spontaneous • Irregular • Non Linear • Complex

School Change:

School Change Source: Model developed by Stephen Barkley 6 Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Student Achievement

Student Achievement:

Student Achievement What agreements have we reached about the critical areas of student achievement for our PLC’s initial work? How can we measure our current results?

Student Behaviors:

Student Behaviors What student behaviors need to be initiated or increased to gain the desired student achievement?

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9 Teacher Behaviors What teacher behaviors are most likely to generate the desired student behaviors?

Big Idea #2 A Culture of Collaboration:

Big Idea #2 A Culture of Collaboration Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture. ( DuFour )

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11 Teacher Relationships Parallel Play Adversarial Relationships Congenial Relationships Collegial Relationships Roland S. Barth Relationships Within the Schoolhouse ASCD 2006

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My Work My Time Design together Implement individually Shared responsibility for student achievement Helping each other Modify Individual Behavior, Consensus on implementation ACTION Individual Franchise Team Vulnerability Trust

Big Idea #3 A Focus on Results:

Big Idea #3 A Focus on Results Professional Learning Communities judge their effectiveness on a basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher-team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. ( DuFour )

PLC’s Require Teaching to BE a Public Act:

PLC’s Require Teaching to BE a Public Act http:// www.youtube.com/watch?v=uOzpZDDoQmU&feature=related

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Barth: By collegiality I mean four things One, teachers talking with one another about the work they do -- talking in faculty meetings, in hallways, in classrooms, at the dinner table about practice. Second, sharing that craft knowledge, shouting it from the mountaintop, and honoring it when someone else is sharing it.

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Third, making our practice mutually visible. That is, you come into my classroom and watch me teach seventh-grade biology and I come into your classroom and watch you teach ninth-grade geometry, and, afterward, we talk about what we are doing and why, and what we can learn from each other. Above all, collegiality means rooting for the success of one another. If every adult in the school is rooting for you, when the alarm clock rings at six a.m., you jump out of bed to go to that school

Questions to Guide a PLC:

Questions to Guide a PLC The following questions can provide a guide for facilitating a PLC of grade level or department teachers.

Analysis:

Analysis Identify the students who scored below standard on the test. Discuss these students. How are they the same and different?

Analysis:

Analysis Identify the students who scored below standard on the test. Discuss these students. How are they the same and different? What data do you have on these students? How does the formal data compare with your classroom assessments and observations?

Analysis:

Analysis Identify the students who scored below standard on the test. Discuss these students. How are they the same and different? What data do you have on these students? How does the formal data compare with your classroom assessments and observations? What groupings of similar abilities or needs would you make from this list of students?

Student Behaviors:

Student Behaviors Select one of the similar sub-groups that you identified. What goals would you set for this group to achieve by May? Feb? What are the most important things for these students to do/experience in order to achieve the next goal?

Ideas:

Ideas What teacher actions will produce the opportunities, instruction, encouragement, and support for the necessary student behaviors?

Collaboration:

Collaboration How can our PLC work together to provide for these students’ needs and opportunities ? * shared material and plans * modified groupings * intervention groups * other ideas

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