Cypress-Fairbanks June 10-11, 2015 FacilitatingPLCs

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Facilitating Professional Learning Communities:

Facilitating Professional Learning Communities Steve Barkley 2015

Facilitating Professional Learning Communities:

Facilitating Professional Learning Communities Time invested in PLCs must deliver a positive impact on student achievement. Examine how to facilitate PLC’s work using a backwards planning process: establishing learning goals, focusing on learning more than teaching, and building teams with shared accountability.

Teaching in a Learning Community:

Teaching in a Learning Community Teaching is a Team Sport Teaching is a Public Act

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 )

Initial Program Assessment:

Initial Program Assessment End of Program Standards ____ 4 Advanced ____ 3 Proficient ____ 2 Basic ____ 1 Intensive 6 30 10 2

Initial Program Assessment:

Initial Program Assessment Pre Program Standards Assessment 6 4 Advanced 30 3 Proficient 10 2 Basic 2 1 Intensive

Initial Program Assessment:

Initial Program Assessment Pre Program Standards Assessment ____ Goal-Focused Learners ____Compliant Participants ____Inattentive in Class ____Poor Attendance End of Program Standards ____ Goal-Focused Learners ____Compliant Participants ____Inattentive in Class ____Poor Attendance

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 )

Slide10:

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

Slide11:

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

Slide12:

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

Slide13:

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

Student Behaviors:

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

Slide15:

Student Behaviors Reading as choice Writing Finding problem to solve Researching Asking Questions Following a Passion Persevering/Effort Working independently and collaboratively Taking risk in learning Using technology to research and produce Adapting to change

Slide16:

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

Teacher Behaviors:

Teacher Behaviors Teach the desired student behavior. Model the desired student behavior.

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 )

Slide19:

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

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