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PLC Presentation
- 1. PLC DuFour
- 4. Foundation of PLC Based on Four Pillars Mission Vision Values Goal What? How? Why? How? Must we Must we Do Will we become to behave to we mark accomplish achieve exist our our purpose our vision progress Clarifies Priorities Gives Guides Establishes and Direction Behavior Priorities Sharpens Focus
- 5. A PLC isnot… • A program • A meeting • A book study • A workshop • An add- 0n • About working harder at what we’ve always done
- 6. Building Capacity fora PLC Four Interconnected Benefit student learning • Factors: ◦ New Structures ◦ Improved Communication ◦ Enhanced Teacher Learning ◦ Collective Ownership and Intelligence
- 8. The 3 BigIdeas students collaboration results
- 9. Big Idea NumberOne The fundamental purpose of our school is to ensure that all students learn at high levels.
- 10. A Shift inFundamental Purpose From a focus on teaching… …to a focus on learning From emphasis on what was …to a fixation on what students taught… learned From coverage of content… …to demonstration of proficiency From providing individual …to engaging collaborative teachers with curriculum teams in building shared documents such as standards knowledge regarding essential and curriculum guides… curriculum Big Idea Number One
- 11. 4 Critical QuestionsPLC groups should think about What do students need to know and be able to do? • Essential outcomes • Teacher knowledge
- 12. How will weknow if students are learning ? • Common formative assessments ◦ Summative assessments: an event after the learning (chapter tests, state assessments, NWEA test scores) ◦ Formative assessments: a process during learning; descriptive feedback used to support growth and instruction • Monitoring of student growth
- 13. How will werespond when students don’t learn? School-wide systematic response • Failure Prevention • Math tutor lab • Wednesday Late in support 8:00 to 9:00 • Bronc Café To Be Determined in teams: Using Seven I’s.. Video
- 14. A Shift inthe Response When Students Don’t Learn From individual teachers determining …to a systematic response that ensures support the appropriate response… for every student From fixed time and support for …to time and support for learning as variables learning… From remediation… …to intervention From invitational support outside the …to direct (that is, required) support occurring school day… during the school day From one opportunity to demonstrate …to multiple opportunities to demonstrate learning… learning Big Idea Number Three
- 15. How will werespond when they already know it? • Pre-assessment • Differentiation • Engaging and rigorous instruction
- 16. Big Idea NumberTwo If we are to help all students learn, we must work collaboratively to meet the needs of each student
- 17. A Shift inthe Work of Teachers From isolation… …to a focus on learning From each teacher clarifying what …to collaborative teams building shared knowledge students must learn… and understanding about essential learning From each teacher assigning priority …to collaborative teams establishing the priority of to different learning standards… respective learning standards From each teacher determining the …to collaborative teams of teachers agreeing on pacing of the curriculum… common pacing From individual teachers attempting …to collaborative teams of teachers helping each to discover ways to improve results… other improve From privatization of practice… …to open sharing of practice From decisions made on the basis of …to decisions made collectively by building shared individual preferences… knowledge of best practices From “collaboration Lite” on matters …to collaboration explicitly focused on issues and unrelated to student achievement… questions that most impact student achievement From an assumption that “these are …to an assumption that these are “Our Kids” my kids, those are your kids”… Big Idea Number Two
- 18. Big Idea NumberThree We assess our effectiveness on the basis of results rather than intentions Individuals, PLCs, and schools seek relevant data and information and use that information to promote continuous improvement.
- 19. Working as effectivePLC teams Seven Keys to Effective PLC Teams 1. Embed collaboration in routine practices of the school with a FOCUS ON LEARNING 2. Schedule regular time to meet 3. Focus teams on critical questions 4. Make products of collaboration explicit 5. Establish team norms to guide collaboration 6. Pursue specific and measurable(SMART)goals 7. Provide teams with frequent access to relevant inform ~ Richard DuFour
- 20. What is aNorm? • Concern how team members will interact, communicate, and conduct themselves • Express intentions: they help team members agree on how they’d like to get along before situations emerge that might otherwise prevent them from getting along • Provide context for discussing grievances about team behavior, thereby preventing tensions from mounting and frustrations from festering • A norm setting gives team members an opportunity to express what’s important to them and to learn what’s important to their teammates
- 21. ONE THING ISCLEAR: • having norms gives teams a huge advantage • a key to effective teams is involving all members in establishing norms and then holding everyone accountable to what they have agreed upon
- 22. Our Admin Team’sCollective Commitments • In order to make our team meetings positive and productive experiences for all members, we make the following collective commitments to each other: ◦ Begin and end our meetings on time and stay fully engaged during each meeting ( no sidebars or cell phones) ◦ Maintain a positive attitude at team meetings—no complaining unless we offer a better alternative ◦ Listen respectfully to each other ◦ Conduct is professional, but debating is encouraged • In your PLC teams create your team norms…
- 23. Goals • * Stretch Goal – goal so ambitious that it can not be achieved unless practices change significantly • *Attainable Goals-(Smart) can be achieved in the short term
- 24. How and Whyof Formative Assessment • Frequent • High-quality • Intended to inform teachers regarding the effectiveness of their practices • Results used to Guide student growth and improvement • Don’t need to reinvent the wheel • May look different in each discipline
- 25. Turn to yourpartner and answer the following question 1. How do you know how many days are in each month? The point is you all learned your technique from someone different, but you all know how to solve the problem. That is formative assessment…
- 26. Administrators commitment to you • We will set clear work expectations to help guide you • We will support your efforts • We will attend various meetings each week • We will listen to your concerns • We will get you what you need to do your work as soon as we can • We will have patience with the process • We will recognize success
- 27. What we askfrom you • Be patient with the process • Keep team focus on student learning • If you need help invite us to your meetings • Express your concerns in a constructive manner • Keep the main thing the main thing: Getting kids exit ready • Decisions are made based on evidence • Get on the bus
- 28. How might thislook at Senior High • Projected Time-line •
Editor's Notes
- #6 Press F5 or enter presentation mode to view the poll\r\nIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:\r\nhttp://www.polleverywhere.com/multiple_choice_polls/LTQ4ODUwNTYzMgIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
- #31 Press F5 or enter presentation mode to view the poll\r\nIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:\r\nhttp://www.polleverywhere.com/multiple_choice_polls/LTExMzk3MDIwNjUIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.