Learning Forward Dec 2015 PLCs

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Professional Development for Increased Student Achievement :

Professional Development for Increased Student Achievement Steve Barkley December 2015

Professional Development for Increased Student Achievement :

Professional Development for Increased Student Achievement Hear how teacher leaders, coaches, and administrators can combine professional learning communities with instructional and peer coaching to create a positive impact on student achievement. See how instructional coaching and peer coaching can greatly increase learning in professional learning communities. Identify strategies and practice facilitation skills for these key leadership roles.

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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

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STUDENT ACHIEVEMENT GOALS ACADEMICS - knowledge and skills to be successful in school and life. LIFE SKILLS - aptitude, attitude and skills to lead responsible, fulfilling and respectful lives. RESPONSIBILITY TO THE COMMUNITY - attributes that contribute to an effective and productive community and the common good of all.

Student Behaviors:

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

Student Achievement:

Student Achievement When you identify your student achievement goals for improvement, what are some of the student behaviors you identify as being necessary for generating the desired learning? Outcome Behavior Indicators Production Behaviors

Student Behaviors:

Student Behaviors Outcome: Increased Vocabulary Production: Hear new vocabulary in teacher reading and speaking Conversation with others using new vocabulary Reading material with new vocabulary Writing for purpose that requires new vocabulary

Student Behaviors:

Student Behaviors Outcome: Number Sense through 100. Production: Counting objects and people with purpose Bundling and counting by 10s and 5s Conversation with others explaining multiple ways to demonstrate numeral representation Drawing pictures to illustrate 10s and ones Writing math problems that illustrate combining numbers

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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

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Teacher Changes What changes in individual teacher practices are most likely to generate the changes we seek in students?

Teacher Behaviors:

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

Professional Learning Community:

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

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Staff Relationships Are there changes that need to occur in the way that staff members work with each other (staff relationships) in order for the desired individual staff member changes to occur? If so, describe.

Where do you want the Instructional Coach to focus?:

Where do you want the Instructional Coach to focus? How do you see your role in the changing behaviors of students, teachers, teacher leaders, and administrator? L E A D E R S H I P S T A F F R E L A T I O N S H I P S T E A C H E R s / P A R E N T S C H A N G E S I N S T U D E N T S S T U D E N T A C H I E V E M E N T YOU What are the behaviors/practices of school leadership that are necessary to initiate, motivate, and support these changes? Are there changes that need to occur in the way that staff members work with each other in order for the desired individual staff members changes to occur? What changes must occur in individual staff/teacher practices to generate the changes you seek in students? What changes must occur in parent practices to generate the changes you seek in students? What are the changes in student behavior, performance, choices, effort, etc., that you believe are precursors to the improvement in student learning that you seek?

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 )

Defining Student Achievement:

Defining Student Achievement End of P rogram Standards ____ 4 Advanced ____ 3 Proficient ____ 2 Basic ____ 1 Intensive

Initial Program Assessment:

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

Initial Program Assessment:

Initial Program Assessment Pre Program Standards Assessment 6 4 Advanced 30 3 Proficient 10 2 Basic 2 1 Intensive End of Program Standards 15 4 Advanced 30 3 Proficient 3 2 Basic 0 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

What Assessments Along the Way?:

What Assessments Along the Way? October February April

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)

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 )

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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

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

Student Behaviors:

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

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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

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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.

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 )

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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 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.

Select a desired student outcome for achievement ____________________:

Select a desired student outcome for achievement ____________________ What student behaviors are critical for students to reach this outcome? What teacher behaviors are most likely to create these desired student behaviors?

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Analysis Identify classrooms in your school that are closest to full implementation of your vision for learning. Describe in detail the observable student behaviors. Describe in detail the observable teacher behaviors.

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Analysis Identify classrooms in your school that must change the most to reach full implementation of your vision for learning. Describe in detail the observable student behaviors. Describe in detail the observable teacher behaviors.

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Appraise Consider one area of teacher practice that is crucial to your desired student achievement. Rank your classrooms along this continuum. 1 2 3 4 5 6 7 8 9 10 11 12 Most Full Change Implementation Needed

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Evaluation/Appraisal Select one skill set that you believe is most important. __________________ Rank teachers according to this system: Unwilling Unaware Getting Ready Started Developing

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Unconsciously Talented Unconsciously Unskilled Consciously Unskilled Consciously Skilled Unconsciously Skilled Gordon’s (1974) Skill Development Ladder Gordon’s Skill Development Ladder The Art of Teaching

Instructional Coaching:

Instructional Coaching EVALUATION Outside Criteria MENTORING PEER COACHING Teacher’s Choice SUPERVISION

Coaching Options:

Coaching Options Technical Challenge Coaching Coaching Collegial Cognitive Coaching Coaching

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Pre-observation Conference Observation Post-observation Conference

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The Environmental Influences

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OPEN ENVIRONMENT Uncover Thinking Opinions Problem Solving Creativity Critical Thinking Discussion Emotions/Feeling Counseling

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CLOSED ENVIRONMENT Right/Wrong One Way Sequence Skills Test Control Authority Quick Fix

The Environmental Influences:

The Environmental Influences Right/Wrong One Way Sequence Skills Test Control Authority Quick Fix Uncover Thinking Opinions Problem Solving Creativity Critical Thinking Discussion Emotions/Feeling Counseling

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LISTENING TEST You believe that . . . . . . . . . . . My focus is . . . . . . . . . . . . . . . I should notice . . . . . . . . . . . .

Confirmatory Paraphrase:

Confirmatory Paraphrase Fact Attitude/Feeling Intention Commitment

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Coach: That was a difficult lesson Coachee : It’s frustrating to put so much time into planning a lesson and then not have it go well.

PRACTICE:

PRACTICE Teacher : My students won’t read an assignment so I don’t see how I can do anything other than present information in class hoping they will remember some of it.

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Teacher: My students won’t read an assignment so I don’t see how I can do anything other than present information in class hoping they will remember some of it. Fact You have not been able to get many of the students to work outside of class.

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Teacher: My students won’t read an assignment so I don’t see how I can do anything other than present information in class hoping they will remember some of it. Feeling You are worried that presenting information in class won’t get the student achievement that you want.

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Teacher: My students won’t read an assign- ment so I don’t see how I can do anything other than present information in class hoping they will remember some of it. Attitude If students read outside of class you would teach very differently. You want to find a way to get them to read outside of class.

Gripes to Goals:

Gripes to Goals

Gripes to Goals:

Gripes to Goals Too many students don’t care about their grades…there is no way to motivate them to work. Failing them isn’t a threat.

Gripes to Goals:

Gripes to Goals Too many students don’t care about their grades… there is no way to motivate them to work. Failing them isn’t a threat. You have a strong desire for your students to do well. Grades just don’t seem to be it. You see a need to find a different way to motivate your students.

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