PLCs - A Faculty Intro Sept 2014

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Professional Learning Communities:

Professional Learning Communities A Faculty Introduction

School Change:

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

Big Idea A Focus on Results:

Big Idea 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 )

Looking At Student Work:

Looking At Student Work With a colleague or two at your grade level or within your department, …….. flip through the student work, point out what you notice about students overall, in groups, individually. ……..what questions emerge?

Looking At Student Work:

Looking At Student Work Considering your current assessment of the student work/performance and the importance of the learning standard, what goals would you be setting for groups and individual learners? (Shorter term/longer term)

What Assessments Along the Way?:

What Assessments Along the Way? October February April

Looking at Assessments:

Looking at Assessments How did the assessment inform your students? How did the assessment inform you? What questions did the assessment raise for you? What are you going to be doing because of the assessment results?

Big Idea Ensuring That Students Learn :

Big Idea 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 )

PowerPoint Presentation:

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

PowerPoint Presentation:

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

PowerPoint Presentation:

Teachers Must Study Learning and Student Work Observe Think Experiment Create Standards Standards

School Change:

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

Planning for Learning:

Planning for Learning From a whole class perspective…… What is important for students to experience or do to gain the desired student outcomes? What teacher actions will instigate, promote, support, etc. those student behaviors and experiences?

Planning for Learning:

Planning for Learning What student behaviors and experiences are critical for the more advanced students? For the students whose skill level is less developed? How will we as teachers individually and collaboratively provide for these learning opportunities?

Big Idea A Culture of Collaboration:

Big Idea 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 )

PowerPoint Presentation:

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

Collaborating Beyond Grade-Level:

Collaborating Beyond Grade-Level Partner with a teacher who works with students before or after you (up or down a grade level). Share your thoughts on what you explored today. Seek his/her insights and input.

Collaborating Beyond Grade-Level:

Collaborating B eyond Grade-Level Now partner with someone from outside your grade group or department. Share your thoughts on what you explored today. Seek his/her insights and input.

PowerPoint Presentation:

Collective Capacity Fullan (2010) The power of collective capacity is that it enables ordinary people to accomplish extraordinary things—for two reasons: knowledge about effective practice becomes more widely available and accessible on a daily basis working together generates commitment

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