Co lla b o ra tio n in Mo tio n: Pro fe ssio na l L e a rning Co - - PowerPoint PPT Presentation

Co lla b o ra tio n in Mo tio n:

Pro fe ssio na l L e a rning Co mmunitie s

Se pte mb e r 28, 2016

Whe re Are We Go ing ? Wha t’ s the Pla n?

 T

he Histo ry o f Ame ric a n Pub lic E duc a tio n (in 3 minute s o r le ss)

 1640 - Ba sic re a ding , writing , a nd a rithme tic Cultiva te va lue s to se rve so c ie ty Re ma ine d in pla c e fo r 260 ye a rs  1900-1910 Adde d – Nutritio n, immuniza tio n, a nd stude nt he a lth  1910-1930 Adde d – PE

a nd o rg a nize d a thle tic s

Pra c tic a l a rts So me tra nspo rtatio n

Whe re Are We Go ing ? Wha t’ s the Pla n?

 1950’ s  Adde d - E

xpa nde d sc ie nc e e duc a tio n

 Drive r’ s e duc a tio n  F

• re ig n la ng ua g e

 Se x e duc a tio n  1960’ s  Adde d - Adva nc e d pla c e me nt  He a d Sta rt  T

itle I

 Adult e duc a tio n  Co nsume r a nd c a re e r e duc a tio n

Whe re Are We Go ing ? Wha t’ s the Pla n?

 1970’ s  Adde d – Spe c ia l e duc a tio n ma nda te s  T

itle I X

 Drug a nd a lc o ho l e duc a tio n  Sc ho o l b re a kfa st pro g ra ms  1980’ s  Adde d – Co mpute r e duc a tio n  Multi-c ultura l e duc a tio n  Biling ua l e duc a tio n  E

a rly c hildho o d e duc a tio n

 F

ull-da y kinde rg a rte n

 Alte rna tive e duc a tio n pro g ra ms  Child Ab use mo nito ring / re po rting

Whe re Are We Go ing ? Wha t’ s the Pla n?

 1990’ s  Adde d – Co nflic t re so lutio n/ pe e r me dia tio n  HI

V/ Aide s e duc a tio n

 CPR tra ining  E

xpa nde d te c hno lo g y e duc a tio n

 Sc ho o l to wo rk pro g ra ms  2000’ s  Adde d – Hig h sta ke s te sting a nd a c c o unta b ility  AND sub tra c te d virtua lly no thing  AND a dde d little to NO e xtra stude nt c o nta c t ho urs

T he Cha lle ng e

T

he ve ry struc ture o f o ur sc ho o ls ha s b e c o me

• ur la rg e st distra c to r

T

he vo lume a nd c o mple xity o f ta sks in le a ding a sc ho o l c a n e a sily dra w a tte ntio n a wa y fro m the mo st c ritic a l a spe c ts o f o pe ra tio n

Sc ho o ls ne e d a b lue print to sta y fo c use d o n the

rig ht wo rk

Ho w do sc ho o ls ma inta in a fo c us o n le a rning ?

Hig h Re lia b ility Org a niza tio ns

Wha t Are T he y a nd How Are T he y Diffe re nt?

 Org a nizatio ns tha t a re c o ntinua lly in pursuit o f e rro r fre e pe rfo rma nc e  I

mple me nt struc ture s a nd syste ms to mo nito r the ir o pe ra tio n

 T

a ke imme dia te a c tio n to pre ve nt e rro rs in o pe ra tio n fro m b e c o ming syste m-wide fa ilure s

 Re c o g nize a nd pla n fo r the inte rde pe nde nc e o f e ve rything the y do to wo rk

to wa rds a c o mmo n g o a l

Hig h Re lia bility Sc hools F ra me work

 F

• c use s sc ho o l le a de rship o n the “Wha t” to think a b o ut…

 Sc ho o l le a de rs de c ide o n “Ho w” it o c c urs in the ir sc ho o l…

Hig h Re lia b ility Sc ho o l - L e ve ls

L e ve l 5 Co mpe te nc y-Ba se d E duc a tio n ? ? L e ve l 4 Sta nda rds-Re fe re nc e d Re po rting ? ? L e ve l 3 Gua ra nte e d a nd Via b le Curric ulum June 2019 L e ve l 2 E ffe c tive T e a c hing in E ve ry Cla ssro o m June 2018 L e ve l 1 Sa fe a nd Co lla b o ra tive Culture June 2017

Hig h Re lia b ility Sc ho o l – K e y Co nc e pts

• 1. L

e a ding indic a tors: Spe c ific c o nditio ns kno wn to b e

a sso c ia te d with suc c e ssful sc ho o ls a nd c o ntinuo us sc ho o l impro ve me nt b a se d o n re se a rc h a nd e xpe rie nc e

• 2. L

a g g ing indic a tors: T

he c o nc re te e vide nc e tha t tha t a sc ho o l ha s a c hie ve d a spe c ific hig h le ve l o f pe rfo rma nc e

• 3. Quic k da ta : I

nfo rma tio n tha t c a n b e c o lle c te d q uic kly a nd e a sily within a sho rt spa n o f time (i.e ., c o nve rsa tio ns,

• b se rva tio ns, e a sy-to -c o lle c t q ua ntita tive da ta )

L e ve l 1 – Sa fe a nd Co lla b o ra tive Culture

L E ADING INDICAT ORS 1.1 T he fa c ulty a nd sta ff pe rc e ive the sc ho o l e nviro nme nt a s sa fe a nd o rde rly 1.2 Stude nts, pa re nts, a nd the c o mmunity pe rc e ive the sc ho o l e nviro nme nt a s sa fe a nd o rde rly 1.3 T e a c he rs ha ve fo rma l ro le s in the de c isio n-ma king pro c e ss re g a rding sc ho o l initia tive s 1.4 T e a c he r te a ms a nd c o lla b o ra tive g ro ups re g ula rly inte ra c t to a ddre ss c o mmo n issue s re g a rding c urric ulum, a sse ssme nt, instruc tio n, a nd the a c hie ve me nt o f a ll stude nts 1.5 T e a c he rs a nd sta ff ha ve fo rma l wa ys to pro vide input re g a rding the o ptima l func tio ning o f the sc ho o l 1.6 Stude nts, pa re nts, a nd the c o mmunity ha ve fo rma l wa ys to pro vide input re g a rding the o ptima l func tio ning o f the sc ho o l 1.7 T he suc c e ss o f the who le sc ho o l, a s we ll a s individua ls within the sc ho o l, is a ppro pria te ly a c kno wle dg e d 1.8 T he fisc a l, o pe ra tio na l, a nd te c hno lo g ic a l re so urc e s o f the sc ho o l a re ma na g e d in a wa y tha t dire c tly suppo rts te a c he rs

L e ve l 1 – Sa fe a nd Co lla b o ra tive Culture

1.4 T e a c he r te a ms a nd c olla bora tive g roups re g ula rly inte ra c t to a ddre ss c ommon issue s re g a rding c urric ulum, a sse ssme nt, instruc tion, a nd the a c hie ve me nt of stude nts T E ACHE R AND ST AF F INDICAT ORS A pro fe ssio na l le a rning c o mmunity (PL C) pro c e ss is in pla c e in

• ur sc ho o ls

Our sc ho o l’ s PL C c o lla b o ra tive te a ms ha ve writte n g o a ls Sc ho o l le a de rs re g ula rly e xa mine PL C c o lla b o ra tive te a ms’ pro g re ss to wa rds the ir g o a ls Our sc ho o l’ s PL C c o lla b o ra tive te a ms c re a te c o mmo n a sse ssme nts Our sc ho o l’ s PL C c o lla b o ra tive te a ms a na lyze stude nt a c hie ve me nt a nd g ro wth Da ta te a ms a re in pla c e in o ur sc ho o ls Our sc ho o l’ s da ta te a ms ha ve writte n g o a ls Sc ho o l le a de rs re g ula rly e xa mine da ta te a ms’ pro g re ss to wa rds the ir g o a ls Sc ho o l le a de rs c o lle c t a nd re vie w minute s a nd no te s fro m PL C c o lla b o ra tive te a m a nd da ta te a m me e ting s to e nsure tha t te a ms a re fo c using o n stude nt a c hie ve me nt

Da ta Mo nito ring – Wha t it I s a nd I sn’ t

• T

a king the “te mpe ra ture ” pe rio dic a lly to ma ke sure tha t the o rg a niza tio n is “he a lthy”

• Ca n inc lude a nyo ne in the
• rg a niza tio n
• Re spo nsib ility b e lo ng s to

e ve ryo ne

T HE T RAP – Assuming tha t some thing is working a nd be ing imple me nte d a s inte nde d simply be c a use it wa s a t one time .

Re la tio nship Be twe e n Princ ipa l Be ha vio r a nd Stude nt Ac hie ve me nt with PL Cs

“The isolation of teachers is so ingrained in the traditional culture of schools that invitations to collaborate are insufficient. To build professional learning communities, meaningful collaboration must be systemically embedded into the daily life of the school.” (DuFour & Eaker, 1998)

T he Sto rie s We T e ll Ourse lve s (Ja me s, 1996)



We ’re OK, but the y’re not OK. “We ha ve a wo nde rful fa c ulty, b ut we c a nno t b e e xpe c te d to g e t re sults

b e c a use the pe o ple in this c o mmunity do no t va lue e duc a tio n.” 

We c a re too muc h to worry a bout le a rning . “T

he kids he re a re so ne e dy tha t we must fo c us o n the ir e mo tio na l ne e ds. F

• r o ur kids, a c a de mic c o nc e rns a re a se c o nda ry c o nside ra tio n.”



If it a in’t broke , don’t fix it. “Our te st re sults a re g o o d, a nd the c o mmunity se e ms sa tisfie d. We a re do ing a

g o o d jo b so it wo uld b e fo o lish to ro c k the b o a t. We just ne e d to ma inta in wha t is wo rking .” 

Nobody know the trouble s we ’ve se e n. “No o ne o utside o f e duc a tio n c a n a ppre c ia te just ho w

impo ssible it is to te a c h to da y. Ho w c a n we b e e xpe c te d to te a c h in lig ht o f the de te rio ra tio n o f tra ditio na l va lue s a nd o ve rwhe lming pro b le ms o f so c ie ty? ” 

T he y don’t ma ke e m’ like the y use d to. “K

ids to da y just a re no t a s we ll b e ha ve d o r a s willing to wo rk a s the kids o f the pa st. Ho w do the y e xpe c t us to ke e p the a tte ntio n o f the Ninte ndo g e ne ra tio n? ” 

John Donne wa s wrong : I c a n be a n isla nd. “T

he re is no ne e d to c o nc e rn o urse lve s with issue s o utside o f

• ur c la ssro o ms. Whe n the b e ll ring s, e a c h o f us c a n c lo se o ur c la ssro o m do o rs a nd se rve a s the rule rs o f
• ur re spe c tive king do ms.”



T he solution is out the re . “Sc ho o l impro ve me nt de pe nds o n inc re a se d sta te o r fe de ra l suppo rt fo r

e duc a tio n (o r de c re a se d sta te a nd fe de ra l invo lve me nt in e duc a tio n). We must wa it fo r o the rs to ta ke the a c tio n tha t will impro ve o ur sc ho o ls.” 

Be e n the re , done tha t. “Sc ho o l re fo rm e ffo rts run in a pre dic ta b le c yc le a nd me re ly re pre se nt the fa d du

jo ur. T he re is no thing ne w unde r the sun. T his to o sha ll pa ss.” 

Soc ia l Da r

• winism. “K

ids a re limite d b y the ir inna te a b ility a nd the e nviro nme nts in whic h the y a re ra ise d. T he se a re the fa c to rs tha t de te rmine stude nt a c hie ve me nt, a nd the se fa c to rs a re b e yo nd o ur c o ntro l.”

Building PL C T e a ms tha t Ma ke a Diffe re nc e

T e a m Struc ture

 Sub je c t ma tte r te a ms  Gra de le ve l te a ms  I

nstruc tio na l stra te g y te a ms

E sta blishing a nd Ma inta ining Colla bora tive T e a ms

 Gro up No rms  E

xpe c t a ll te a c he rs to c o ntrib ute to the te a m

 Ha ndle pro b le ms whe n the y a re still sma ll  Re c o g nize e ffo rt, no t just re sults  L

iste n c a re fully with the inte ntio n o f unde rsta nding

 Give e ve ryo ne a c ha nc e to c o ntrib ute  Suppo rt the de c isio ns o f the g ro up e ve n if it wa s no t o ur first c ho ic e  Re spe c t the priva c y o f the te a m me mb e rs b y a sking b e fo re yo u sha re

b e yo nd the te a m

 Ha ve c o ura g e o us c o nve rsa tio ns

T he Six K e y PL C Que stio ns a nd the ir E mpha se s

KE Y QUE ST IONS ARE A OF E MPHASIS

Wha t is it we wa nt o ur stude nts to kno w? Curric ulum Ho w will we kno w if o ur stude nts a re le a rning ? Asse ssme nt Ho w will we re spo nd whe n stude nts do no t le a rn? I nstruc tio n Ho w will we e nric h a nd e xte nd the le a rning fo r stude nts who a re pro fic ie nt? I nstruc tio n Ho w will we inc re a se o ur instruc tio na l c o mpe te nc e ? T e a c he r De ve lo pme nt Ho w will we c o o rdina te o ur e ffo rts a s a sc ho o l? L e a de rship

Ne xt Ste ps

 Re vie w a nd/ o r de ve lo p g ro up no rms (de ve lo p a Go o g le

fo lde r a nd do c ume nt to b e sha re d)

 Re vie w prio rity sta nda rds/ le a rning ta rg e ts. Any a djustme nts?  Be g in to fo rmula te te a m SMART

g o a ls (a t le a st o ne )

Spe c ific , Me a sura b le , Atta ina b le , Re a listic , T

ime -Ba se d

Be pre pa re d to sub mit SMART

g o a l(s) b y Oc to b e r 26 (ne xt PL C da y)

 Co mmo n a sse ssme nts

K

• 5 – 3 unit a sse ssme nts e a c h se me ste r

6-12 – se me ste r e xa ms (1st a nds 2nd se me ste r)  Disc uss six ke y PL

C q ue stio ns