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As you enter the room please reflect on the following questions as you think about leading and spending your time focused on learning. Write a sentence or two to respond to each question.
1. How much of my time is spent talking about and actively engaging in learning during my daily professional life?
2. How am I creating ongoing, job-embedded, results driven professional learning for staff?
3. How do you rate yourself as a learner? How would the staff and students rate you as a learner?
“Children need models more than critics.” French proverb“Be the change you want to see in the world.” Ghandi
Please Do Now….Please Do Now….
Professional Learning Communities
Professional Learning Communities
Promoting Collaborative
Learning
Research shows that the most promising strategy for sustained school improvement
is developing the capacity of schools to function as a professional learning
community.
Four Corners ActivityFour Corners Activity“In times of drastic change, it is
the learners who inherit the future. The learned usually find themselves beautifully equipped to live in a world that no longer
exists.”Erick Hoffer
“ You cannot have students as continuous learners and
effective collaborators, without teachers that have the same
characteristics.”Michael Fullan
“Separated by their classrooms and packed teaching schedules,
teachers rarely work or talk together about teaching
practices.”Linda Darling-Hammond
“Never doubt that a small group of committed, thoughtful people can change the world: Indeed
it’s the only thing that ever has!”Margaret Mead
Expected OutcomesExpected Outcomes• Overview the structure and function of a Professional
Learning Community
• Understand the role of the Professional Learning Community in promoting improvement in teaching and learning
• Identify protocols that facilitate learning in PLCs
• Reflect on the role of PLCs in promoting a culture of teacher-directed professional development focused on student learning
• Review M-DCPS Guidelines for implementing PLCs
Agenda – Day 2Agenda – Day 2
• Creating Successful Collaborative Teams• Essential Ingredients of PLCs• Protocol 1: Examining Professional Practice• Protocol 2: Effective Discussions• Protocol 3: Examining Student Work• Protocol 4: Addressing Issues and Problems• M-DCPS PLC Guidelines• Closure
NormsNorms
• Listen
• Engage
• Ask
• Reflect
• Nurture
In order to enhance this learning experience…In order to enhance this learning experience…
M-DCPS Center for Professional Learning
BeliefsBeliefs• Teachers are intelligent, capable, and want to do the
right thing for their students.• People are committed to ideas and plans that they have
helped create.• Everyone’s opinion is of equal value, regardless of rank
or position.• Groups can manage their own conflicts, behaviors, and
relationships if they are given tools and training.• Groups make better decisions than any one person
alone.• The process, if well designed and applied with fidelity,
can be trusted to achieve results.
Ingrid Bens, Facilitating with Ease!, 2000
Anticipation GuideAnticipation Guide
• Read the statements on the anticipation guide. Decide if you agree or disagree with each statement.
• Meet with your team members. Be ready to share your opinion and be open to listening to each other’s points of view.
• After sharing and discussing, come to a consensus on
whether you agree or disagree with each statement. No voting—if you can’t come to a consensus you can rewrite a statement so that all of you can support the same position.
Scavenger HuntScavenger Hunt
Please be back @ 10:15
Thank you.
Effective DiscussionsEffective Discussions
The Last Word Protocol, pp. 82-83Step 1: Identifying Significant Ideas (3 minutes)
Step 2: Sharing, Round 1 (4 minutes)
Step 3: Sharing, Round 2 (4 minutes)
Step 4: Sharing, Round 3 (4 minutes)
Step 5: Open Discussion (optional)
Step 6: Debriefing (5 minutes)
*When sharing, 1st participant shares significant idea but does not elaborate
*Other participants have 1 minute to agree or disagree
*1st participant then has two to 3 minutes to respond to and elaborate on what the others in the group have said.
Debrief ProtocolDebrief Protocol
How was this a useful way to explore the ideas in the text and to explore your own thinking?
PLC Essential ElementsPLC Essential Elements
1. Shared mission, vision, values, goals
2. Collaborative teams focused on learning
3. Collective inquiry
4. Action oriented and experimentation
5. Commitment to continuous improvement
6. Results orientation
M-DCPS PLC GuidelinesM-DCPS PLC Guidelines• 5-12 participants • Regularly scheduled meetings at least one
hour in duration (not less than twice monthly)• Focus on a common goal related to student
achievement• First meeting is devoted to organizational
tasks• Shared leadership is key• Protocols keep the meetings focused and
facilitate equity• Submit M-DCPS form #
M-DCPS GuidelinesM-DCPS Guidelines
A Shift In Fundamental Purpose
From…… To……
a focus on teaching a focus on learning
A Shift In Use Of Assessments
From…… To……
isolated assessments collaborative on-going assessments
A Shift In Response When Students Don’t Learn
From…… To……
remediation intervention
A Shift In the Work Of Teachers
From…… To……
isolation collaboration
It’s a Shift
21
Which Champion Works Within a PLC?
22
Tiger Woods
He works in a foursome, but he is truly independent. No matter which foursome he is with, he does not collaborate, help or encourage them. Tiger wants to get all the glory.
Room 417
23
Michael Jordan
In the pros, Michael earned many individual awards and titles including league MVP. But of all those awards, his greatest desire was to win the World Championship. It wasn’t until he began to collaborate with his teammates that the ultimate goal was attained.
Leadership
Excellence
Shared Expertise
Collaborative Culture
Results Oriented
New Model of Teamwork
Time for lunch…Time for lunch…
Please be back by 12:30 p.m.
Thank you.
3 Minute Buzz3 Minute Buzz
Spend the next 3 minutes reflecting on the following and write your thoughts on the “Do Now” paper:
1. Something you’ve seen in the first part of the session that affirms your thinking.
2. An idea that’s new to you.
3. Something you’re uncertain about.
4. Something you’re hoping to see in the remainder of the session.
M-DCPS Center for Professional Learning
Examining Student WorkExamining Student WorkTuning Protocol, pp. 34-36
Step 1: Introduction (5 minutes)
Step 2: Presentation (15 minutes)
Step 3: Clarifying Questions (5 minutes)
Step 4: Individual Writing (5 minutes)
Step 5: Participant Discussion (15 minutes)
Step 6: Presenter Reflection (15 minutes)
Step 7: Debriefing (5 minutes)*During presentation, participants listen and take notes
*During the participant discussion, presenter is silent
*During the presenter reflection, participants silently take
notes
DebriefingDebriefing
1. Did the team honor the norms at all times?
2. What went well?
3. What could have gone better?
All Things PLC! All Things PLC! Imagine the local television station has provided
you with a sixty-second spot on the evening news to help the community understand the
PLC initiative that is underway in your school. Develop your presentation, keeping in mind that
you cannot go over sixty seconds, you do not want to leave thirty seconds of “dead” air
because you have run out of things to say, and you do not want to use a log of jargon.
Compare and contrast your organization to the story.
This story teaches two lessons:1. An encouraging word to someone who is down can lift them up
and help them make it through the day. 2. A destructive word to someone who is down can be what it
takes to kill them.
Speak life to those who cross your path!
Creating Conditions to Get StartedCreating Conditions to Get Started
Addressing Issues & ProblemsAddressing Issues & ProblemsSWOT Protocol, pp. 74-76
Step 1: Introduction (5 minutes)
Step 2: Presentation (15 minutes)
Step 3: Clarifying Questions (5 minutes)
Step 4: Individual Writing (5 minutes)
Step 5: Participant Discussion (15 minutes)
Step 6 : Presenter Reflection (15 minutes)
Step 7: Debriefing (5 minutes)
*During the presentation, participants quietly take notes
*During the participant discussion, presenter is completely silent
QuestionsQuestions
• How can we create a professional learning culture at our school?
• What can we do to begin the process and get teacher buy in?
• How can our strengths as the PLST help reach the goal and be used most effectively?
Debriefing protocolDebriefing protocol
1. What did we learn? What helped us to do that learning?
2. Did the conversation move us closer to our goals? How?
3. Did we follow the process as we planned? If not, why? How could we improve our process?
4. How might we build on this conversation?
Stop – Start - ContinueStop – Start - Continue
• Take a sheet of paper and divide it into 3 columns. Label one column STOP, another START, and the last CONTINUE.
• Discuss what you need to stop doing, start doing or continue doing to create a PLC at your school.
STOP START CONTINUE
“School improvement happens when a school develops a
professional learning community that focuses on student work and changes teaching. In order to do that, you need certain kinds of
skills, capacities, and relationships.”
Michael Fullan
• What 3 things about professional learning communities did you learn or were clarified for you?
• What 2 things about professional learning communities you interested in learning about or what 2 questions do you still have about professional learning communities?
• What is the 1 thing you feel is the most important aspect about professional learning communities that you must be aware of when planning one at your school?
3-2-1 Reflection3-2-1 Reflection
ResourcesResources• A Big Picture Look at Professional Learning Communities. Available from www.allthings.plc.info• Campbell, M.(2011). The PLC at Work Cartoon Book. Bloomington, IN. Solution Tree Press.• Carmichael, D. L., & Martens, R. P. (2012). Midwestern magic: Iowa's statewide initiative engages teachers,
encourages leadership, and energizes student learning. Journal of Staff Development, 33(3), 22- 26.
• DuFour, R., DuFour, R., Eaker, R., Many, T. (2006) Learning by Doing: A Handbook for Professional Learning Communities at Work. Bloomingto, IN. Solution Tree Press
• Ermeling, B. A., & Gallimore, R. (2013). Learning to be a community: Schools need adaptable models to create successful programs. Journal of Staff Development, 34(2), 42-45.
• Hord, S., & Sommers, W. (2008). Leading Professional Learning Communities. Voices from Research and Practice. Thousand Oaks, CA. Corwin Press.
• Kise, J. A. (2012). Give teams a running start: Take steps to build shared vision, trust, and collaboration skills. Journal of Staff Development, 33(3), 38-42
• Moirao, D. R., Morris, S. C., Klein, V., & Jackson, J. W. How Do You Know Your PLC is Working? Available from www.thoughtfulclassrooms.com
• Moirao, D. R., Morris, S. C., Klein, V., & Jackson, J. W. (2012). Team check-up: Use 4 goals to assess a professional learning community's effectiveness. Journal of Staff Development, 33(3), 32-36.
• Thomas, J. (2011). The Road to Developing Communities of Professional Learners.• Smith, R., Johnson, M., & Thompson, K. D. (2012). Data, our GPS. Educational Leadership, 69(5), 56-59
THANK YOUTHANK YOU
