Region 13 June 27, 2019 Keynote

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Supporting Teachers and Students with Professional Learning Communities:

Supporting Teachers and Students with Professional Learning Communities Steve Barkley June 2019

Supporting Teachers and Students with Professional Learning Communities :

Supporting Teachers and Students with Professional Learning Communities Professional Learning Communities should provide support for teacher learning that promotes student learning. A PLC shares collaborative responsibility, studies the learning process and measures its success by documenting student learning success. This Photo by Unknown Author is licensed under CC BY

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ESF PLC’s Diagnostic Tool Identify Past Success: Highlight student progress and teacher action leading to change Unpack Standard and Create Exemplar: Unpack the standard into knowledge and skills, unpack the teacher created exemplar into knowledge and skills, and unpack the student exemplar into knowledge and skills, synthesize knowledge and skills to create success criteria Identify Gap: Determine key conceptual and procedural gaps between student work and exemplar, name the specific student error and misunderstanding Plan the Reteach: Plan an exemplar for the re-assessment that addresses the student error and misunderstanding, design a reteach lesson to address misconception, script key points, CFUs and formative assessment, lock in reteach date Practice the Reteach: Stand and deliver reteach with real-time feedback, redo portions until practice is strong Follow Through: Write the corrective instruction action plan, including identified gap and dates for reteach, specific students to be addressed, date and method of assessment, follow-up date for reassessment data review

Teaching in a Learning Community:

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

Slide5:

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

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

Student Achievement:

Student Achievement What is the definition of student achievement that drives your work as a teacher?

Slide8:

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.

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

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 Learning Production Behaviors:

Student Learning Production Behaviors What are some of the most important student production behaviors you need to increase to gain the next level of improvement in student success?

Teacher Behaviors:

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

Teacher Behaviors/Actions:

Teacher Behaviors/Actions What changes in teacher practices are most likely to generate the changes you seek in student learning production behaviors? 15

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

Staff Relationships:

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.

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

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

Ways for Teachers to Collaborate:

Ways for Teachers to Collaborate

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

Goal Setting:

Goal Setting Advanced Highly Proficient Just Proficient Below Proficient 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 )

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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

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

Slide32:

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

PLCs as a TEAM:

PLCs as a TEAM Based on your school goals and improvement plan, each PLC should have an agreed upon goal(s) that represents their responsibility to the achievement of the school goal. School Goal: Raise the percentage of students passing the state EOC test from 85% to 90%. The PLC goal is to have all students who passed a pre-test indicating necessary prerequisite skills to pass the EOC and 12 students who showed missing skills pass.

What data are we using?:

What data are we using? The PLC goal is to have all students who passed a pre-test indicating necessary prerequisite skills and 12 students who showed missing skills to pass the EOC. Each end-of-unit assessment, the PLC is checking that all those students who passed the pre-test assessment are on target to pass. 12 students selected to make more than a year’s worth of growth may be on the agenda every other week with examples of current classroom assignments or formative assessments.

From Talk to Action:

From Talk to Action Each end-of-unit assessment, the PLC is checking that all those students who passed pre- assessment are on target to pass as well as the 12 target students. 22 students did not pass the most recent assessment. PLC analyzes the test papers of those 22 for similarities and differences. 12 students made mistakes but show understanding of the concept. 10 show misconceptions of a major concept.

From Talk to Action:

From Talk to Action 12 students made mistakes and have under-standing of concept . Decision is reached that teachers will reassess these 12 students to confirm thinking that understanding is present. 10 show misconceptions of a major concept . Decision is made to schedule two re-teaching sessions for the 12 students conducted by one of the PLC members. Each teacher will follow up with a review worksheet for the 12 during the following two weeks. Students will then be reassessed.

Focusing the PLC (Another approach):

Focusing the PLC (Another approach) Based on your school goals and improvement plan, each PLC should have an agreed upon goal(s) that represents their responsibility to the achievement of the school goal. School Goal: Raise the percentage of students passing the state grade-level math test from 65 % to 75%. The 5 th grade PLC selects 7 of the math standards as power standards, i.e. most important to students’ future math success and enduring beyond “ school math.” They set a goal to have 90% of students master each power standard. They believe mastery of these power standards will increase student performance on state test.

Focusing the PLC (Another approach):

Focusing the PLC (Another approach) They set a goal to have 90% of students master each power standard. They believe mastery of these power standards will increase student performance on state test. The team decides to co-plan instruction on each of these 7 standards across the year. They develop common formative assessments and review results frequently and modify plans, sometimes regrouping students across their classroom. Working with administration they may modify pacing schedules if a substantial number of students struggle with a power standard. They invite the math coach to observe them frequently and report differences she notices in how they instruct a common activity.

Slide39:

ESF PLC’s Diagnostic Tool Identify Past Success: Highlight student progress and teacher action leading to change Unpack Standard and Create Exemplar: Unpack the standard into knowledge and skills, unpack the teacher created exemplar into knowledge and skills, and unpack the student exemplar into knowledge and skills, synthesize knowledge and skills to create success criteria Identify Gap: Determine key conceptual and procedural gaps between student work and exemplar, name the specific student error and misunderstanding Plan the Reteach: Plan an exemplar for the re-assessment that addresses the student error and misunderstanding, design a reteach lesson to address misconception, script key points, CFUs and formative assessment, lock in reteach date Practice the Reteach: Stand and deliver reteach with real-time feedback, redo portions until practice is strong Follow Through: Write the corrective instruction action plan, including identified gap and dates for reteach, specific students to be addressed, date and method of assessment, follow-up date for reassessment data review

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

Facilitation:

F acilitation Initially the facilitation may need to be a non-team member. A team member can serve as facilitator (may need training and coaching) Members can rotate facilitator role Small highly effective PLCs may manage without assigned facilitator role

Facilitation:

F acilitation An Agenda is key to short meetings that are effective in getting to action……. Meetings end with setting Agenda for next meeting Most meetings end with homework (tasks) to be done for next meeting PLC M inutes track our progress and keep us focused.

Questioning:

Questioning Key Facilitation Skill Facilitator might prepare strategic questions prior to the meeting to increase productivity of critical thinking leading to action.

Questions for a PLC meeting:

Questions for a PLC meeting Middle level teachers are concerned that students are completing tasks with compliance rather than engagement. They are concerned that the rise in complexity of standards will not be achieved without greater investment of effort from the students.

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Possible Questions What do you see and hear that causes you to label a student as compliant? (perception/analysis) What do you see and hear that is different when the student is engaged? (perception/same/different) Think of a time that several of your students came closest to that picture of engagement, what was the learning task like? (analysis) What generalizations can you make about students getting deeper engaged? (induction) What do you infer about learning tasks and student engagement? (insight)

Slide48:

What do you think are two or three most important things to consider when planning a unit with a desire for higher engagement? (appraisal) How much responsibility do you take as a teacher for gaining student engagement ? Why? (evaluation) What ideas do you have for our best approach to proceed in experimenting with learning tasks to gain deeper engagement. (ideas) What would be the first thing you’d be looking for from students that would signal you are on the right track? (perception?)

Slide49:

ESF PLC’s Diagnostic Tool Identify Past Success: Highlight student progress and teacher action leading to change Unpack Standard and Create Exemplar: Unpack the standard into knowledge and skills, unpack the teacher created exemplar into knowledge and skills, and unpack the student exemplar into knowledge and skills, synthesize knowledge and skills to create success criteria Identify Gap: Determine key conceptual and procedural gaps between student work and exemplar, name the specific student error and misunderstanding Plan the Reteach: Plan an exemplar for the re-assessment that addresses the student error and misunderstanding, design a reteach lesson to address misconception, script key points, CFUs and formative assessment, lock in reteach date Practice the Reteach: Stand and deliver reteach with real-time feedback, redo portions until practice is strong Follow Through: Write the corrective instruction action plan, including identified gap and dates for reteach, specific students to be addressed, date and method of assessment, follow-up date for reassessment data review

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