Professional Learning Communities Inner and Cross District - - PDF document

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Professional Learning Communities Inner and Cross District - - PDF document

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Allegan Area Educational Service Agency Professional Learning Communities Solution Tree Paul Farmer - February 22-23, 2016 Professional Learning Paul Farmer Communities @pfarmersr pcfplc@gmail.com Allegan Area Educational PLC Twitter

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Allegan Area Educational Service Agency Professional Learning Communities Solution Tree – Paul Farmer - February 22-23, 2016

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Professional Learning Communities

Allegan Area Educational Service Agency

February 22-23, 2016

Paul Farmer @pfarmersr pcfplc@gmail.com PLC Twitter Chat #ATPLC Thursdays 9-10 PM EDT

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Agenda

Professional Learning Communities

  • Inner and Cross District Networking
  • Homework check in
  • Assessments, data, in-class interventions
  • What’s working? What’s Not?
  • Troubleshoot problem areas
  • Develop consistency in your school
  • Draft a journey with timelines to move your

school forward

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Session Learning Targets

Participants will… …engage in discussion on their assessments, data, in class intervention strategies, along with developing standardized expectations for all members at their school site. Today’s work will include:

  • Reviewing each other’s assessments, assessment data, and in-

class intervention efforts (homework from Nov 2015)

  • Charting What’s Working and Not Working
  • Networking with your district’s schools and others
  • Troubleshooting problem areas with others
  • Drafting a list of non-negotiables for your school
  • Draft a list of action items including point people, timelines,

anticipated evidence the work is being done, and the metric used to determine success.

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Allegan Area Educational Service Agency Professional Learning Communities Solution Tree – Paul Farmer - February 22-23, 2016

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Homework Assignment February 22-23, 2016

 Bring a copy of an assessment with each

question aligned to specific targets

 Bring the data from one CFA tallied by

question, by target, and by student

 Classroom or pyramid of interventions

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In regards to your assessment development respond to the following questions

 What process did you use to identify the

skills on the assessment?

 Where did you find the questions or what did

you use to create the questions and the assessment?

 What did you learn by tallying the scores by

target/skill and by student?

 Do you feel all the questions are still quality

questions after reviewing the results?

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Compare Your Responses

 If you have copies of your assessments and

related materials, please provide the people in your group with copies.

 Discuss and record things you have in

common

 Record differences in your responses to the

previous prompts

 Identify specifics you may consider doing

differently in the future

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Allegan Area Educational Service Agency Professional Learning Communities Solution Tree – Paul Farmer - February 22-23, 2016

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Report Out

 What was reaffirmed during your

discussion and comparisons?

 What are your “take-aways” as a result of

this networking experience?

 If you were to do this in the future with

people from your school and/or district what examples would you like to see?

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Allegan Area Educational Service Agency Professional Learning Communities Solution Tree – Paul Farmer - February 22-23, 2016

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Allegan Area Educational Service Agency Professional Learning Communities Solution Tree – Paul Farmer - February 22-23, 2016

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Your Intervention Efforts

  • When will or did you start using the intervention

strategies?

  • What indicators are used to identify a student needing

additional support in your class?

  • What strategies do you feel will or do work best with

most of your students?

  • When do you let the student know your concerns?
  • List methods used to inform the student of your

concerns?

  • When do you inform:
  • Your team
  • Parents
  • Guidance
  • Administration
  • Do the members of your team share and implement

these strategies?

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Compare Your Intervention Strategies

 If you have copies please provide the

people in your group with a copy of your intervention efforts

 Discuss and record things you have in

common

 Record differences in your interventions  Identify specifics you may now consider

doing differently.

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DuFour, DuFour, Eaker, & Many, 2010, Learning by Doing, Second Edition p. 11

What are the The Three Big Ideas

  • f PLC at Work?
  • 1. A Focus on Learning
  • 2. A Collaborative Culture
  • 3. A Focus on Results
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  • 1. What is it we want our students to learn?

(essential, guaranteed, and viable curriculum)

  • 2. How will we know if each student has

learned it?

(frequent, team-developed, common formative assessments)

  • 3. How will we respond when some students

don’t learn it?

(timely, directive, systematic intervention)

  • 4. How can we extend and enrich the

learning for students who have demonstrated proficiency?

(timely enriched content, extended activities)

Four Critical Corollary Questions

DuFour, DuFour, Eaker, & Many, 2010, Learning by Doing, Second Edition p. 119 solution-tree.com | 888.763.9045 solution-tree.com | 888.763.9045

Expectations

Four Critical Corollary Questions

Question 1 What do we want all teachers to know and be able to do? Question 2 How will we know if each teacher has learned it and demonstrates the expectation? Question 3 How will we respond when some teachers don’t? Question 4 How will we respond when teachers meet or exceed expectations?

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Allegan Area Educational Service Agency Professional Learning Communities Solution Tree – Paul Farmer - February 22-23, 2016

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Non-Negotiable

The minimal expectation for the teams and when necessary individual teachers, is for each skill to be unwrapped and posted for

  • thers to see. All essential skills

must be communicated to students in student friendly language.

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The PLC Journey Roadmap

1.

Clarify “What is a professional Learning Community?”

2.

Develop a relentless focus on learning

3.

Establish why becoming a professional learning community is important

4.

Set aside systematic time and support for learning

5.

Build the foundation for a professional learning community

6.

Focus on results to inform and improve professional practice

7.

Align district/school policies, practices, and procedures with the learning mission

8.

Facilitate adult learning

9.

Build collaborative teams that focus on learning

  • 10. Strive for continuous improvement

Adapted From: The Journey to Becoming a Professional Learning Community, 2009, Janel Keating, Robert Eaker, Richard DuFour

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Articles to Consider

Sustaining and Maintaining: No One Answer

 http://bit.ly/1Pq1Cwq

Revitalizing Your PLC

 http://bit.ly/1TbKA7C

Assessing your School’s PLC Progress

 http://bit.ly/1Ruz0on

The Time and the Commitment to Collaborate at the Elementary Level

 http://bit.ly/1TpV0Sr

PLC Master Schedules Provide Time for Collaboration and Interventions During the Day

 http://bit.ly/1QkK2qR

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Sustainability Efforts

 Every leadership position has a back up

person

 Team notebooks and records  Start and stop dates for new initiatives  End of year checkout system  Summer communication  Hiring practices  Clarified cycle of events that include

reflection and evaluation of efforts

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Thank you!

Paul Farmer

@pcfarmersr #ATPLC PLC Twitter Chat Thursdays 9-10 PM EDT pcfplc@gmail.com