PLC Analysis Westport Middle School Gavin Osborne EPP 610 Dr. Lynne Wheat

Westport’s Prior Usage of PLCs Westport has been using Professional Learning Communities or PLCs for more than two years. The PLCs were thought to be “well functioning” and valuable. Each content area met every month to discuss lesson plans and upcoming assessments.

Westport’s Prior Usage of PLCs Teachers got out of a Faculty Meeting once a month to provide time for the PLCs. The PLC groups thought they knew what they were doing. But: – There was a lack of structure, processes and products. – A great idea that provided conversation without ACTION.

Westport’s New Approach to PLCs Changes were made for the 15/16 calendar PLCs now meet four times a week Emphasis for PLCs: – Structure – Processes – Products – Rigor The results have been impressive…

Analysis of a Social Studies PLC Using Easton’s Protocols for Professional Learning and the Professional Learning Communities Rubric as a guide, a Social Studies PLC was observed and analyzed. The PLC observed meets Tuesday thru Friday for 55 minutes each day. Structure was one of the first observations.

Analysis of a Social Studies PLC Structure – The meeting began by the Facilitator identifying the Timekeeper and Recorder – Using an agenda, the Facilitator reaffirmed “the way things should be” “Time is of the essence. We start on time and we don’t waste time.” “This meeting should be positive and constructive.” “We listen to each other with care and respect.” There’s no point in just complaining, we have to come up with solutions.”

Analysis of a Social Studies PLC Structure, cont. – Per the agenda, the Recorder then reviewed the last set of minutes. – Then began the meeting. The Meeting’s Processes – The meeting began with a discussion of current social studies curriculum and pacing. Teachers “checked in” with each other offering suggestions as appropriate.

Analysis of a Social Studies PLC The Meeting’s Processes, Cont. – These discussions led to more specific and informative dialogues: The fine line between novice, apprentice, proficient and distinguished Concerns about “teaching to the test” Degrees of expected performance improvement Using “accountable talk sentence starters” as part of differentiation for students not using complete sentences when answering questions

Analysis of a Social Studies PLC The Meeting’s Processes, Cont. – Each “Action Item” proposed for instruction was given a SMART Goal and a “Goal Keeper” As described by ONeill & Conzemius, 2006, these are goals that are; – Strategic – Specific – Measurable – Attainable – Result Oriented – Time Bound

Analysis of a Social Studies PLC The Meeting’s Processes, Cont. – The PLC Group “Named & Claimed” individual students Each student not performing to his or her potential was identified (named) using specific scores. Each of these students were “claimed” by an individual Social Studies teacher for mentoring. Each student would be encouraged to “check in” with the teacher/mentor for assistance or encouragement.

Analysis of a Social Studies PLC Products of this PLC: – After the discussions and action assignments, the following were the products of this PLC’s effort: Conclusions and strategies planned after reviewing and analyzing student work and performance data SMART Goals created and used whenever possible Strategies were developed to address student weaknesses “Enduring Skills,” not just teaching to the test were emphasized. Each action or goal was met with the question, “How will we know?” in order to set a standard for assessment and analysis

Analysis of a Social Studies PLC Reflections: – The Structure of the PLC was orderly and well managed. The Facilitator used an agenda, minutes were taken, and time was monitored Norms and expectations were reviewed and affirmed by the group. Constant emphasis on measurable data and actions – The Processes of the PLC were active. Each idea or dialogue looked for positive ways to affect student achievement.

Analysis of a Social Studies PLC Reflections, Cont.: Teachers were able to share instructional ideas, lesson plans, and give each other feedback on the same. The group was deliberate in its approaches towards student achievement. – The Products resulting from this PLC’s efforts are all student achievement based: Naming and Claiming Students Curriculum assessments and data review

Analysis of a Social Studies PLC Reflections, Cont.: Use of SMART Goals Differentiation of instruction Strategies for student achievement – Possible Improvements on this PLC Include; Using Easton’s protocols for assessing student work – Impartial techniques compliment the collegial attitude – Even greater depth of questioning in regard to planning – The use a standard rubric for self assessment periodically to keep the standards and procedures sharp and well defined.

Analysis of a Social Studies PLC Sources: Easton, L. B. (2009). Protocols for Professional Learning. Alexandria, VA: Association for Supervision and Curriculum Development. O’Neill & Conzemius (2006). The power of SMART goals Professional Learning Communities Rubric. Classroom PowerPoint presntation.