Working with PLCs Seattle Pacific University July 20-23, 2009 Dana Anderson ESD 113 (Olympia) Proverbs 27:17 (New International Version) As iron sharpens iron, so one man sharpens another. Resources Norms for the Day • To provide open and honest communication… 1. Fold a piece of paper in half like a hotdog bun 2. On one side of the paper write down one thing you need from yourself to be fully present today 3. On the other side write one thing you need from the other people in your group. 4 Essential Questions: • What do you mean by PLC? • Why are PLCs such a big deal? • How do PLCs fit within your current structures? • What is your plan to implement PLCs? Today’s Learning Targets Outcomes and Targets • Connect to prior learning • Develop Common Language • ‘Why’ of PLCs • ‘What’ of PLCs • Explore Necessary Conditions Strategies and Resources •“T” Chart Activity • “123” Shoot Protocol • Foldables •PLCWashington.org You got all dressed up for somethin’ Leading a Successful Life What factors do you feel contribute to a successful life? •Passionate about what you do •Engage in meaningful work •Establish enduring relationships •Become proficient at difficult tasks Richard St. John, 2008 What should we do to raise our students’ achievement? The Power of Professional Learning Communities The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community. The path to change in the classroom lies within and through professional learning communities. -Milbrey McLauglin, Stanford University The Power of Professional Learning Communities “If there is anything that the research community agrees on, it is this: the right kind of continuous, structured teacher collaboration improves the quality of teaching and pays big, often immediate, dividends in student learning and professional morale in virtually any setting. Our experience with schools across the nations bears this out unequivocally.” Mike Schmoker, 2004 Group IQ There is such a thing as group IQ. While a group can be no smarter than the sum total of the knowledge and skill of its members, it can be much “dumber” if its internal workings don’t allow people to share their talents. -Robert Sternberg, PHD (Stanford and Yale) Foundational Pieces of PLCs Shared Purpose What are we seeking to change? Supportive Environment What structures and practices support the attainment of our goals? Values/Norms/Collective Commitments How must we behave to achieve our vision? Educators in 100 different districts identified three broad areas of change that need to occur to improve student learning 1. Rethink and transform the current professional development paradigm. 2. Restructure the outcomes of teachers' professional development. 3. Re-culturing schools and communities for on-going, jobembedded teacher growth and professional development. Source: Southwest Educational Development Laboratory - SEDL What do you know about PLC’s? The BIG IDEAS of a PLC We accept learning as the fundamental purpose of our school (Students, Staff, Community) We are committed to working together to achieve our collective purpose. We cultivate a collaborative culture through development of high performing teams. We assess our effectiveness on the basis of results rather that intentions. We are Driven by the four foundational questions . . . Teams in PLCs Collaborate About the Right Things: 4 Critical Questions of Learning What do we expect students to learn? How will we know when students have learned it? How will we respond when students don’t learn? How will we respond when students already know it? PLC’s are Learned Behaviors . . . With Great Benefits Why Protocols? (Characteristics) • • • • • Structure that supports community Clearly define roles Create safety through structures Are used purposefully Define time, expectations, procedures and products • Builds trust through safe interactions 18 Myths and Legends Activity • • • • What have you heard from others about PLC’s? What do you want to know about PLC’s? What do you think a PLC is? What do you think a PLC is not? Is Staff Benefits Is Not Student Benefits Think, Pair, Share and Decide Protocol (20 minutes) Roles- Choose a Facilitator and a scribe Think to your self (3 minutes) – What are characteristics of PLCs? What are benefits of PLCs? Pair with your elbow partner and share your thoughts. Come to consensus on 3 themes (5 minutes) Share Each pair will share within their team their 3 themes (5 minutes or one minute per pair) As a team decide on the top 5 themes for your team. (7 minutes) 20 Focused listening • As you compare your list of “is”, “is not” and benefits of PLCs. • Let’s hear from…. • Stephanie Hirsch, Executive Director of The National Staff Development Council. 21 A Professional Learning Community . . . Is . . . Educators Learning from each other Is . . . A collaborative process Is . . . Focused on student work and student learning Is . . . Focused on Instructional Practice Is . . . An empowering infrastructure of support Is . . . Effective professional development Is . . . Connected to the context of teachers’ classrooms Is . . . Action and results oriented Is . . . Continuous school improvement A Professional Learning Community . . . Is Not . . . A prescription Is Not . . . A new “program” Is Not . . . Just a book study Is Not . . . Forced on educators Is Not . . . Another fad What is a PLC? • Time School Team Four Questions Results Team Necessary Conditions Team • Team Norms • Resources • Trust • Removing Barriers • Shared Knowledge • Job Embedded PD • Shared Purpose • Establishing Focus What is a PLC? Educators committed to working collaboratively in ongoing processes in order to improve student learning School Team Team Four Questions Results Team Each PLC is organized into a series of high-performing collaborative teams which meet on a regular basis to focus on student learning. Each Team uses the four foundational questions to drive reflection, action research, essential learnings, lessons, formative assessments, support, and enrichment . . . Resulting in . . . Improved Student Learning What is a Team? School Team Four Questions Results Team A team is a group of people working interdependently to achieve a common goal, for which members are held mutually accountable Organized by a shared course, shared subject, shared grade level, or interdisciplinary program. There has to be a logical reason for putting teams together Teams answer the four questions What are the Four Questions? Four Questions School Team Team Team 1. What do we want our students to learn? (Most essential curriculum 8-12 key learnings per semester) 2. How will we know they are learning? (frequent, team-developed, common, formative assessments) Four Questions 3. How will we respond when they don’t learn? (timely, directive, systematic interventions) Results 4. How will we respond when they do learn? (timely enrichment/extension) Norms Purpose Teamwork Coaching Awareness Norms Trust Time Coach Data Time Professional Learning communities Trust Coach Trust Time Time Norms Data RTI Protocols Collaboration School Improvement Plan Looking at student work Protocol Jigsaw • Read protocol • Identify: – Purpose – Time – Roles – Major Activities • Comment on appropriateness for your setting Time to Explore: WWW.PLCWashington.org Are you Ready for a PLC? 1,2,3, Shoot 1, 2, 3, Shoot Reflective Dialogue • Faculty/staff members talk with each other about their situations and the specific challenges they face. Not at all Somewhat 50% To a large degree To a great extent 1 2 3 4 5 Discussion: 1, 2, 3, Shoot De-Privatization of Practice • Teachers share, observe, and discuss each others’ teaching methods and philosophies. Not at all Somewhat 50% To a large degree To a great extent 1 2 3 4 5 Discussion: Finish “Shooting” 15 - 20 Minutes PLC Survey What barriers exist in your school? • Based upon your discussion or your experience… – What barriers exist for PLCs in your school? – What are your highest priority concerns? – How will you engage others in this conversation? Initial Thoughts Time for Learning & Collaboration Removing Barriers Establishing Group Procedures Working as a team/Teacher Isolation Resources Facilitation Physical Proximity Preparing for Next Steps (Exit Task) Please create at least one sticky note to respond to the questions below: • What more would you like to know about PLCs? • What concerns do you have regarding the topics discussed today? Place your note on the labeled chart paper as you leave.