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 o 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 o 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 o 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 e a ding indic a tors: Spe c ific c o nditio ns kno wn to b e 1. L 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 a g g ing indic a tors: T he c o nc re te e vide nc e tha t tha t a 2. L 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, o 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 T E ACHE R AND ST AF F INDICAT ORS a nd c olla bora tive A pro fe ssio na l le a rning c o mmunity (PL C) pro c e ss is in pla c e in g roups re g ula rly o ur sc ho o ls inte ra c t to a ddre ss 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 c ommon issue s 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’ re g a rding c urric ulum, pro g re ss to wa rds the ir g o a ls a sse ssme nt, 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 instruc tion, a nd the a sse ssme nts a c hie ve me nt of Our sc ho o l’ s PL C c o lla b o ra tive te a ms a na lyze stude nt stude nts 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 o 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)