K12 Professional Development Coaching PLC Teams Along Their Journey SEPTEMBER 7TH

Overview  Warm up & PLC Absolutes  Monitoring PLC Teams  Coaching Teams along the PLC “Continuum”  Plan for K12 Professional Development  Practicing the PLC coaching process

Central Premise, the why… We believe all students can achieve at a high level and it is our collective responsibility to provide the extra time and support to ensure that outcome.

Warm Up On one side of notecard, write down the 4 PLC Questions that teacher teams should be attending to.

How did you do on the 4 PLC Questions? 1.What knowledge and skills should every student master as a result of this unit of instruction? 2.How will we know when each student has mastered the essential knowledge and skills? 3.How will we respond when some students do not learn? 4.How will we extend, enrich and personalize learning for students already proficient?

On the back side of the card (collaboratively at your table) Write down the actions that highly effective teams should be doing to address those 4 questions.

 clarify essential learning outcomes by grade or course  monitor student learning through an ongoing assessment process that includes frequent, team-developed common formative assessments (given about every 3 weeks)  analyze and use the results of common assessments to:  Improve individual practice (learn from one another)  Build the team’s capacity to achieve its goals  Intervene/enrich on behalf of students (by name and need) in a systematic manner (directive, timely, targeted) during the school day without missing content  establish and monitor progress on team goals  innovate responsibly based on action research (DuFour, 2016) Guided by these 4 PLC questions, teachers on effective teams work collaboratively & intentionally to

Reminders from Dr. Many Key Responsibility of Leaders in a PLC Effective principals do more than hope teams will focus on the right work and succeed in the PLC process. They monitor the work, intervene when teams struggle, and coordinate the efforts of a guiding coalition to ensure teams are provided with the support they need to be successful in the process. -DuFour and DuFour, 2012

4 Ways Teams are Monitored in PLCs 1. Be present* during team meetings 2. Monitor the products of teams 3. Collect self-reflective data from teams 4. Conduct face-to-face meetings with teams.

Ongoing: For example, leaders monitor SMART goals and norms all year long, not just at the beginning and end of the school year. Process and Product Oriented: Address not only results (such as student achievement) but also the processes that impact those results. For example, leaders must seek out evidence that teams are using data – not just collecting data – by embracing protocols to make their work more effective and efficient. Explicit Expectations: Just as we are clear about our expectations for a guaranteed and viable curriculum, a balanced and coherent system of assessment, and school-wide and systematic pyramids of intervention, we must be explicit about expectations for the implementation of system wide goals. DuFour and DuFour, 2012 Keys to Monitoring

Progress Monitoring and Coaching PLCs Rick Smith Video: Progress monitoring PLCs min in, 5 min video)Rick Smith Video: Progress monitoring PLCs

Dr. Gledich

Break Until 9:45

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“At the left side of the continuum, the learning partner [coach] controls the feedback process. At the right side of the continuum requiring higher cognitive demand, the learner is more responsible for and engaged in the feedback process by actively constructing knowledge through overt processes.” Joellen Killion, The Feedback Process (2015) Responsibility for Feedback

“Unidirectional feedback is information generated by someone external to the learner. It is transmitted to the learner as a product rather than a process. In other words, a teacher, coach, supervisor, peer, mentor, or knowledgeable other shares feedback with the learner.” Killion Task or Unidirectional Feedback

Usually directive in tone and appropriate when:  the task or information is new  in the initial stages of acquisition  there is a limited degree of proficiency Task or Unidirectional Feedback

Coaching teams along a continuum Type of Feedback What team do you have in mind? What PLC Topic is of interest? Potential questions/feedback to help them move forward? Task, Directed Process, Conversational Self-regulated

“As feedback moves from unidirectional to a shared process, the learner engages in a conversation with an external learning partner [coach] about his understanding of its relationship to ideal practice.” Killion Process or Conversational Feedback

“In such conversations, learners and their learning partners [coach] collaboratively analyze data, generate learning from their analysis, and plan next actions.” Killion Process or Conversational Feedback

Self-generated feedback is initiated by the learner and includes, “authentic, honest, and objective self-analysis that promotes metacognition, reflection, construction of new knowledge, and deconstruction of knowledge to question its meaning and application in diverse situations.” Killion Self-Generated/Regulated Feedback

“In a self-generated feedback process, the learning partner [coach] serves as a facilitator and listening partner who clarifies, probes, and summarizes the learner’s cognitive process, yet remains neutral about the learner’s knowledge. The learning partner is a process facilitator, not a content expert.” Killion Self-Generated/Regulated Feedback

The year long plan K12 Monthly Professional Development Develop, model, test coaching questions designed to move teams further along the PLC journey, focused on the absolutes, differentiated by topic or level Guiding Coalition Develop the PLC Continuum from the set of Absolutes & Theory of Action Statements PLC Absolutes Guided by the 4 PLC questions, teachers on the most effective PLCs work collaboratively to  clarify essential learning outcomes  monitor student learning through common formative assessments  analyze and use the results of common assessments to:  Improve individual practice (learn from one another)  Build the team’s capacity to achieve its goals  Intervene/enrich systematically  establish and monitor progress on team goals  innovate responsibly based on action research (DuFour, 2016) PLC Continuum Designed to support teams in identifying, reflecting and advancing along the PLC journey, with a set of questions for teams, coaches/principals and district personnel

Coaching teams along the continuum  Team coaching along the continuum is coaching first and foremost.  Types of questions depend on the team, where they are along continuum. The more reflective the better…

Timing the coaching questions/feedback: Before the meeting, based on artifacts or other observations During the “team” meeting—maybe 1 or 2 well-timed, high leverage questions during a PLC After the meeting: ◦follow up question/follow up suggestion after the meeting, ◦a more detailed dive into a coaching process during face to face meeting with team (to be discussed later this year)

PLC Common Formative Assessment Data Talk Look for (and jot down) potential coaching questions & feedback:  Before the Meeting:  During the Meeting:  After the Meeting: Also, consider, based on where you think this team is--are they in need of directed, shared process, or self-generated feedback?

Introduce the CFA Dialogue o Norms and protocol o Assessment used o Student data set o Student work samples

Debrief and Discussion Discuss at your Table, based on what you observed and heard: The strengths and opportunities for this team. Where this team is on the coaching continuum (are they in need of direct, process, or self-regulated feedback?)

Organized Chaos  Finalize your 3 coaching questions/feedback for Before, During and After the PLC meeting (3 min)  Share with someone away from your table, each time with someone new (5 minutes)  Then post on the Corresponding Flip Charts (Before, During, After)

Wrap up PLC Video to clarify the work from Principal Lex Prin Principal Lex Prin