24
PROFESSIONAL LEARNING COMMUNITIES: Using written curriculum to design effective instruction The professional learning community model is a grand design - a powerful way of working together that profoundly affects the practices of schooling. But initiating and sustaining the concept requires hard work (Dufour, 2004)

Professional Learning Communities: Using written curriculum to design effective instruction

  • Upload
    anana

  • View
    20

  • Download
    0

Embed Size (px)

DESCRIPTION

Professional Learning Communities: Using written curriculum to design effective instruction. - PowerPoint PPT Presentation

Citation preview

Page 1: Professional Learning Communities: Using written curriculum to design effective instruction

PROFESSIONAL LEARNING COMMUNITIES:

Using written curriculum to design effective instruction

The professional learning community model is a grand design - a powerful way of working together that profoundly affects the practices of schooling. But initiating and sustaining the concept requires hard work (Dufour, 2004)

Page 2: Professional Learning Communities: Using written curriculum to design effective instruction

“Create and maintain an environment that fosters collaboration, honest talk, and a commitment to the growth and development of individual members and to the group as a whole” (Lieberman and Miller, 2011)

Key conditions are: norms of collaboration; focus on students and their academic performance; access to a wide range of learning resources for individuals and the group; mutual accountability for student growth and success (Talbert, 2010)

“An inclusive group of people, motivated by a shared vision, who support and work with each other, finding ways, inside and outside their immediate community, to enquire on their practice and together learn new and better approaches that will enhance all pupils’ learning” (Stoll and Louis, 2010)

Recasting PLC’s

Page 3: Professional Learning Communities: Using written curriculum to design effective instruction

Teacher A90%

Proficient

Growth = + 0.458

Teacher B

85% Proficie

nt

Growth = + 0.239

Teacher C

53% Proficie

nt

Growth = - 0.206

Teacher D

55% Proficie

nt

Growth = -

0.198

PLCs and Teacher Improvement

Page 4: Professional Learning Communities: Using written curriculum to design effective instruction

PLCs and School Improvement

Teacher Collaboratio

n

Discussion of

Instruction

Instructional

Improvement

Increased Student Learning

Horn & Little, 2010

Page 5: Professional Learning Communities: Using written curriculum to design effective instruction

PLCs and Written Curriculum

“Merely creating small structures for PLCs does not lead to changes in instructional practice”

(Christman and Supovitz, 2005)

Page 6: Professional Learning Communities: Using written curriculum to design effective instruction
Page 7: Professional Learning Communities: Using written curriculum to design effective instruction

• Stage 1: • Standards Unpacked, Essential Questions, Enduring Understandings

• Stage 2: • Exemplar Assessments (Formative and Summative)

• Stage 3: • Learning Plan• Aligned Resources

Stage 2 & 3 are still under development. They will be added as our writing teams complete the work.

Curriculum Documents Unpacked

m

Page 8: Professional Learning Communities: Using written curriculum to design effective instruction

CCS Curriculum Documents

m

Page 9: Professional Learning Communities: Using written curriculum to design effective instruction

Curriculum

Coherent

Guaranteed

Viable

Written Curriculum

Page 10: Professional Learning Communities: Using written curriculum to design effective instruction

UbD PLC

Stage 1: Desired Results

What will students know, understand, and be able to do?

 

Stage 2: Determining Acceptable Evidence

How will we know they are learning it? 

Stage 3: The Learning Plan  (includes Enrich, Remediate, and Reflect)

What teaching and learning experiences we will provide?

What will we do when students already know it?What will we do if they don’t learn it?

What teaching and learning experiences were effective? How do we know?

Connection

Page 11: Professional Learning Communities: Using written curriculum to design effective instruction

m

PLC Framework

Page 12: Professional Learning Communities: Using written curriculum to design effective instruction

What does this look like?

Page 13: Professional Learning Communities: Using written curriculum to design effective instruction

The Work and Learning of PLCs

Collaboration

Experimentation

Reflective Inquiry

Shared Insight

Page 14: Professional Learning Communities: Using written curriculum to design effective instruction

If this is what we want, how do we get there?

Structural changes Committee Compliance Documents

Roles and Responsibilities Facilitators

Facilitators Guide

Compliance

District Feedback on Units(Google Doc)

Resource Sharing(Google Doc)

Performance Rubric (October and May)

School CFA Assessments Agendas/Minutes Data Analysis Document

Page 15: Professional Learning Communities: Using written curriculum to design effective instruction

j

Coaching & Support

Administration

• Leadership Academy

• August Webinar

• Monthly School Administrator Meetings

Facilitators• August

Webinar

• Regular Follow up with Instructional Specialist

All Teachers• Introduction

via Planning Period PD in August & September

PLCs in Crisis

• Triangulated Data Analysis (Student data, CWT, Principal input)

• Tiered, Intensive Coaching via Instructional Specialists

Page 16: Professional Learning Communities: Using written curriculum to design effective instruction

• Webinars during the week of August 19

• August 22: 9:00am to 11:00am• August 22: 2:00pm to 4:00pm• August 23: 9:00am to 11:00am• August 23: 2:00pm to 4:00pm

Training for PLC Facilitators

m

Page 17: Professional Learning Communities: Using written curriculum to design effective instruction

What’s Next

Page 18: Professional Learning Communities: Using written curriculum to design effective instruction
Page 19: Professional Learning Communities: Using written curriculum to design effective instruction

PLC Facilitator’s framework

m

Page 20: Professional Learning Communities: Using written curriculum to design effective instruction

IS DESIGNED TO…• help facilitate

conversations among PLCs.

• help guarantee PLCs are talking about the “right” things.

• help administrators guide PLC conversations.

• help troubleshoot curricular conversations.

• help measure the health of PLCs.

The framework…

IS NOT DESIGNED TO…

• be a checklist PLCs must complete.

• dictate every topic of conversation a PLC has.

• be handed to teachers without a trained facilitator.

m

Page 21: Professional Learning Communities: Using written curriculum to design effective instruction

• August Administrator meetings• Principal• Assistant Principal for Instruction• Assistant Principal

• Facilitator Training during the week of August 19• All administrators• All facilitators• Any interested teachers

Additional training on the framework and process

m

Page 22: Professional Learning Communities: Using written curriculum to design effective instruction

This recasting of PLCs requires a redefinition of various roles and responsibilities:

Administrators

Facilitators

Teachers

Roles and Responsibilities

c

Page 23: Professional Learning Communities: Using written curriculum to design effective instruction

District: (1) Provide feedback on every unit via Google Doc (2) Suggest resources for each unit via Google Doc(3) Complete the PLC Performance Rubric (Oct/May)

School: (1) Agendas/Minutes(2) Data Analysis Document(3) School Administrator provides feedback on at least 1 CFA per PLC

Compliance Measures

b

Page 24: Professional Learning Communities: Using written curriculum to design effective instruction

In the next session, Michael will present the materials you will use to train your PLCs for the first week’s work.

In addition, you will have time to prepare a plan for this professional development.

Next Steps

j