You Are The Essential Piece

You Are The Essential

PieceProfessional Learning

Community

From Vision to Reality

2

Our Work Together

Today• Grounding

• Checking in – Share collective commitments and norm setting

experiences

• Reading a LCCI Report

• Protocols for Looking at Data in Teams - Practice with Mock Data

– Protocol on the LCCI

– Protocol in Learning by Doing

• Review Your School’s Data

• Defining Your First Steps

• SMART Goals

• Next Time

Grounding

• Tell us your name, your position and something about you that others don’t know about you.

Checking in

• Whole group– Share administrative team commitments

• In groups of four – Share collective commitments– Share norm setting process

Reading a LCCI Report

LCCI Reflection Protocol #1 Working with a Leadership Team or Entire Staff

Why Reflect with Your Teachers

The Learning Community Culture indicator is the assessment system we use to identify concerns. It is the tool used to help drive our decisions based on results rather than intentions. It allows us to scrutinize ourselves in an effort to address those concerns and make improvements to our culture.

Garrick Petersen, PrincipalLakeridge Junior High School,

PLC

Examine the Results

• Explain how to read boxplots• Allow time for participants to freely peruse

results

Directions to Participants

Reflect on Results• As your discussion leader goes through the results of each PLC element,

– on yellow 3M slips write the strengths– on hot pink 3M slips areas to strengthen – one strength or concern per slip

• Paste them in the section for strengths and weaknesses under each element.• Common Mission, Vision, Value, and Goals• Interdependent Culture Based on Trust , p. 8• Collaborative Teaming, p. 9 & 10

– Systems of Prevention and Intervention that Assures Academic Success for all students, p. 11

– Data Based Decision-Making Using Continuous Assessment, p. 12• Professional Development that Is Teacher Driven and Embedded in Daily Work, p, 13

– Principal Leadership that Is Focused on Improving Teaching and Learning, p. 14

• Participative Leadership that Is Focused on Improving Teaching and Learning p. 15

Think Together --

• Talk with your tablemates on the strengths and concern you identified within each element.

• For each strength collectively add the evidence for why that is a strength dealing with only one strength per sticky note.

• For each concern, collectively add to the evidence for why it is a concern --- dealing with only 1 concern per sticky note.

Looking at Your Thinking Collectively

Around the room are labels for each element of a PLC measured by the LCCI

• Distribute your 3M sticky notes under each element to which they belong.

– Cluster strengths together under each element – Cluster concerns together under each element.

Walk About

• Take a field trip around each element – read specific strengths and concerns with related evidence.

• Be thinking about an element that you would like to collectively focus on to strengthen.

Making a Collective Choice

You have ten stickers to use to indicate your preference for the focus element.

• Distribute your 10 stickers across the elements n which you would like the group to collectively work to strengthen. – If you feel particularly strong about a specific element, you

may wish to put most of your stickers on that element. – On the other hand, if you have three elements about which

you are equally concerned, distribute your stickers across those three elements.

Part II

• Setting the Context• Setting a SMART Goal

Setting the Context

• For the selected area of concern, describe how things are

Describe a more idealized state in which addressing this concern could help your school (district) become a more high functioning PLC.

Create A SMART Goal

• Specific and Strategic• Measurable• Attainable• Results-oriented• Time-bound

• SMART Template on page 163 in Learning by Doing

President John F. Kennedy Speech

• "I believe that this nation should commit itself to achieving the goal, before this decade is out, of landing a man on the moon and returning him safely to the Earth."

Your SMART Goal

• Outcome to achieve?• By whom will it be accomplished?• By when will it be accomplished?• What will be the standard that indicates

success?

• President Kennedy’s goal was achieved on July 20, 1969, when Apollo 11 commander Neil Armstrong stepped off the Lunar Module's ladder and onto the Moon's surface.

Your SMART Goal

• What outcome would you like to achieve?• By whom will it be accomplished?• By when will it be accomplished?• What will be the standard that indicates

success?

Example 1

• By January of 2012 each team of teachers will have used one cycle of teacher-made common assessments to ensure all students achieve a major learning outcome as indicated by student scores on a pre-and post- teacher-made common assessments and the common assessments themselves.

Example 2

• Compared to a baseline of data on a self-reflection rubric of ideal PLC teacher collaboration, 95% of teacher teams will have improved their average score by 1 or more points by May 2012.

Rubric for Collaboration ala PLCsOn a scale of 1-5 with 5 being high, to what degree is our team functioning in this way

during our instructional team meetings 5 = Every instructional team meeting4 = Most instructional team meetings3 = At many instructional team meetings2 = Some instructional team meetings1 = At a few instructional team meetings

• Meet at least weekly for 60 minutes during contract time ____• Bring assessment data that indicates specific students’ grade level mastery

of a commonly identified nonnegotiable learning outcomes _____• Identify specific students who have exceeded the standard, met the

standard, approached the standard, or failed to achieve the standard ____• Organize instruction to address the learning needs of these students_____• Identify next nonnegotiable learning standard _____• Develop a pre-and post-assessment to determine degree of mastery _____• Brainstorm effective ways to teach that Learning outcome _____

BREAK

LCCI Reflection Protocol #2 Working with a Leadership Team or Entire Staff

Located in Learning by DoingPage 188

Here’s What, So What, Now What

Here’s What, So What, Now What

• First five minutes –– What does this data show us

• Next ten minutes – – What may have led to the results and why

• The final 15 minutes – – What should we do

Making a Collective Choice

• NOTE: If you use this protocol in groups you need to add a 4th step

• Return to same process from part two of protocol one setting the context and the SMART goal

Examine Your Results

• Take time to freely peruse results

Determining Your First Steps• How are you feeling?• Any surprises?• Any disappointments?• Like Groups

– Think about the protocols • What might be your next steps in sharing this data?• What might be the barriers in sharing this data?

– Consider• Leadership team• All staff• All elements of the survey or selected parts• One hour meeting – half day staff development time

– What outcome are you aiming for?

Time to Process and Plan

•Share w

ith the group

Results Orientation in a PLC

• Group 1 - pages 157 - 159• Group 2 – pages 160 – top 162• Group 3 – pages 176 – 177

• Groups of 3 • Read your section

– In your group agree on main points• New groups – someone from 1,2,3

– Share your part of the reading

Next Time

November 8, 2011 9:00 – 3:00Grounding – We will ask you to share your progress in working with your staff around the LCCI dataDr. Susan Huff – Principal • Challenging the Status Quo: Overcoming Barriers to

Continuous School Improvement• Professional Learning Community Success Story:

Westside Elementary School• How to Mentor Instructional Teams• Digging Deep Into Data