Leading the Way Through Highly Effective PLCs

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Best Team Ever! Think about the best team you have ever been a part of. Jot down what attributes made that team so special. Share your reflections at your table.

Four Corners Classroom Teacher Administrator Classroom Teacher & Please determine which of the four descriptions below best describes you. Classroom Teacher Administrator Classroom Teacher & Team Leader/ Department Chair Support Teacher Go to the corner of the room that has the same color as your group association and introduce yourselves to each other.

Four (5) Corners Go to the corner of the room that best describes your campus leadership experience. I have not officially served as a team/depart. leader I have 4-7 years experience as a team/depart. leader I have 1-3 years experience as a team/depart. leader I have 8+ years experience as a team/depart. leader Administrators

Four (5) Corners Based on your groups’ experience, share your perception of where your team/department is when considering “highly effective PLCs”. I have not officially served as a team/depart. leader I have 4-7 years experience as a team/depart. leader I have 1-3 years experience as a team/depart. leader I have 8+ years experience as a team/depart. leader Administrators

Let’s Frame Our Thinking Content The “what”

Let’s Frame Our Thinking Content The “What”

Let’s Frame Our Thinking Context (noun): The circumstances that form the setting of an event or situation so that it can be fully understood and assessed Content The “Conditions” Context

Let’s Frame Our Thinking Content The “How” Process Context

Four (3) Corners Go to the corner of the room that has the same color as your group association below: Elementary Middle School High School

Brainstorm Critical Content for PLCs to Discuss, Analyze &/or Learn Could do affinity map or chalk talk here The “What”

Context: The Critical Piece in Planning for PLCs Content Process The “Conditions” Context

In your group, discuss the surface-level context of your team (PLC). Grade level / content Number of members New members Returning members Instructional design Content Process The “Conditions” Context

Content => Context => Process

Collaborative Culture Individualistic, Contrived Collegial Deeply committed to each others’ professional growth to ensure success of ALL students Highly creative/think outside the box Openly share struggles, disagreements and questions Need to be allowed to solve problems collectively-with little/no assistance PERFORMING High Equally committed Focused on PURPOSE not PERSONALITIES Focused on instruction Focused on student growth Data driven Systems/structures in place FORMING Collaborative Culture Where is the team on the performance curve? What is the evidence to support the judgment? What are the possible actions for improvement that would move the team on the continuum toward a more high-performing team? What are some of the obstacles for this team? How can they be overcome? Shared desire to improve Collegial Need direction on how to work together (structures) Need help clarifying purpose Celebrate small wins NORMING Lack a shared belief in a common purpose Team needs heavy direction Crossing the Line: Expectations Communication Accountability STORMING No interest in establishing a common purpose All about “me” Focus on individual personalities Individualistic, Contrived Collegial Low High

Emotional Intelligence Content I.Q. is having knowledge of content and effective processes needed to lead a PLC. E.Q. is understanding the context in which the PLC is currently functioning.

Emotional Intelligence Content

Emotional Intelligence Content

Emotional Intelligence Content

What is Our Context? Content Process Context

Collaborative Culture Individualistic, Contrived Collegial High Collaborative Culture Where is the team on the performance curve? What is the evidence to support the judgment? What are the possible actions for improvement that would move the team on the continuum toward a more high-performing team? What are some of the obstacles for this team? How can they be overcome? Lack a shared belief in a common purpose Team needs heavy direction Shared desire to improve Collegial Need direction on how to work together (structures) Need help clarifying purpose Celebrate small wins Crossing the Line: Expectations Communication Accountability NORMS Individualistic, Contrived Collegial Low High

Establishing Norms Context (noun): The circumstances that form the setting of an event or situation so that it can be fully understood and assessed https://drive.google.com/open?id=0B0ljSwf_SGnjcjF5WlF3cHBWTzA The “Conditions” Content Process Context http://www.schoolreforminitiative.org/protocol-alphabetical-list-2/

With your norms in place, discuss the deeper context of your team (PLC) in terms of The Team Performance Curve by using the following sentence stem: I think my team is at __________________ stage, because _________________, so I need to _________________________. Content Process Context

Collaborative Culture Individualistic, Contrived Collegial High Collaborative Culture Where is the team on the performance curve? What is the evidence to support the judgment? What are the possible actions for improvement that would move the team on the continuum toward a more high-performing team? What are some of the obstacles for this team? How can they be overcome? Crossing the Line: Expectations Communication Accountability Individualistic, Contrived Collegial Low High

Content

Content Context

Collaborative Culture Individualistic, Contrived Collegial High Collaborative Culture Where is the team on the performance curve? What is the evidence to support the judgment? What are the possible actions for improvement that would move the team on the continuum toward a more high-performing team? What are some of the obstacles for this team? How can they be overcome? Shared desire to improve Collegial Need direction on how to work together (structures) Need help clarifying purpose Celebrate small wins Crossing the Line: Expectations Communication Accountability Individualistic, Contrived Collegial Low High

Content Process Context

Content Process Context

Framing our Learning Content Learning Process Context

Reflections What are some key take-aways or “a-ha’s” you have had related to your team becoming a “highly effective PLC?”

What is Your Team /PLC Context? Content Process Context

Things Working For & Against Team/PLC Boosters Barriers

Progress Monitoring Content Process Context

Progress Monitoring Content Process Context

Collaborative Culture Individualistic, Contrived Collegial Equally committed Focused on PURPOSE not PERSONALITIES Focused on instruction Focused on student growth Data driven Systems/structures in place High Collaborative Culture Where is the team on the performance curve? What is the evidence to support the judgment? What are the possible actions for improvement that would move the team on the continuum toward a more high-performing team? What are some of the obstacles for this team? How can they be overcome? Crossing the Line: Expectations Communication Accountability Individualistic, Contrived Collegial Low High

Learning Cycle = Learning Team Content Context Process Learning These are just 3 common examples of Learning Cycles. In the first one, you introduce the concept, allow time for students to explore then practice and apply their learning and receive feedback. The second one is the common PLAN-DO-STUDY-ACT model. The third in the 5E model we use in many science lessons.

-Identify power standard(s) that will be learned over the course of the next 3-4 weeks -Study the content--Look-fors, Potential Misconceptions -Create Pre/Post Assessment OR Final Product & Rubric -Set Team Goals & expectations -Plan lessons w/ exemplars/modeling -Plan extensions for St who MS -Determine Common Formative Assessment -Give common form. assessment (performance-based; written; quiz) -Monitor level of student engagement & learning -Analyze common assess data -Compare results to goal; set new goals -Make instructional adj. -Create Targeted Inter. Plan & extensions -Analyze Summative Assessment data -Compare to Goals -Set new goals Learning Team Cycle

Four (5) Corners Based on your learning and reflections, what stage do you believe your team is currently functioning at? I think my team is at the Working Group Stage I think my team is at the Potential Team Stage I think my team is at the Pseudo-Team Stage I think my team is at the Real Team Stage I think my team is at the High-Performing Team Stage

With your group, read the Learning Team Cycle & Applying Team Learning Cycle with the stage of your team as your frame of reference, noting potential Boosters (+) & Barriers (-)

Learning Cycle = Learning Team These are just 3 common examples of Learning Cycles. In the first one, you introduce the concept, allow time for students to explore then practice and apply their learning and receive feedback. The second one is the common PLAN-DO-STUDY-ACT model. The third in the 5E model we use in many science lessons.

NISD Leadership Learning Cycle Leading & Learning (DLT) Session facilitated by coordinator(s) highlighting key components in upcoming curriculum Campus Calibration Time for classroom visits on own campus, noting successes, questions, concerns Learning Team PLCs (Quality Redefined) Each LT will spend one day visiting 2 campuses on the Learning Team: 1, Host campus to share IF/POP (QD) 2.Instruct. Rounds to see curriculum & S work in action & provide feedback on IF/POP Prinicpal PLC 1. Debrief Learning Team observations/Reflections 2. CIR Process with one teacher/team in content area of curriculum focus 3. T-TESS calibration on lesson observed during CIR process Campus Calibration Follow-up w/ accountability partner; classroom visits /PLC discussions based on take-away from Principal PLC Red circle- Represents a look at the upcoming Curriculum Green circle- Represents a look at the Instruction as well as how the Curriculum is being implemented Purple circle- By looking at the results of implementation either through student work or test data, the Assessment of the work is completed. Blue circle- Debriefing and reflecting on the CIA allows the team to use the information to create next steps Orange circle- Using the information collected to share with the entire staff allows for consistency and common purpose.

PLC Learning Cycle Identify key Standard(s) & thoroughly examine Plan & implement high-leverage instructional practices Determine expectations/ exemplars/ modeling. Predict results of instruction based on assessment / st. work? Analyze student work/ results of common formative assessment. What questions does the data raise? Examine impact of instruction based on analysis. What should be repeated? What should be Modified? Share student results & team learning with others Red circle- Represents a look at the upcoming Curriculum Green circle- Represents a look at the Instruction as well as how the Curriculum is being implemented Purple circle- By looking at the results of implementation either through student work or test data, the Assessment of the work is completed. Blue circle- Debriefing and reflecting on the CIA allows the team to use the information to create next steps Orange circle- Using the information collected to share with the entire staff allows for consistency and common purpose.

Campus Instructional Focus: Grade Level: PLC Stage: Content Focus: Needs of the Team: Campus Instructional Focus: Team Instructional Area of Focus: Curriculum Area of Focus: Critical Standards/Concepts:

Campus Instructional Focus: Grade Level: PLC Stage: Content Focus: Needs of the Team: Campus Instructional Focus: Team Instructional Area of Focus: Curriculum Area of Focus: Critical Standards/Concepts:

Week of Week of Week of Plan: Notes/Reflections Notes/Reflections

Protocols to Help Build a Productive Context for Your Team (PLC) Content Process Context http://www.schoolreforminitiative.org/protocol-alphabetical-list-2/

Protocols Help Create a Productive Context for Your Team (PLC)

Protocols Help Create a Productive Context for Your Team (PLC)

Protocols Help Create a Productive Context for Your Team (PLC) http://www.schoolreforminitiative.org/protocols/ Process Context

Protocols For Looking at Student Work with Your Team (PLC)

Protocols For Looking at Student Work with Your Team (PLC) Content Process Context http://www.schoolreforminitiative.org/protocols/

Protocols to Help Look at Data with Your Team (PLC) Process Context

Protocols to Help Look at Data with Your Team (PLC) Process Context

Protocols to Help Look at Data with Your Team (PLC) http://www.schoolreforminitiative.org/protocols/

Protocols to Help Examine Lessons with Your Team (PLC)

Continuous Growth Content Sustained Change Learning Process Context

Sustained Change Content Context Process Learning Sustained Change “Sustained change only happens when we shift at an emotional rather than logical level.” --Robin Sharma

Hopes & Fears Content Change Learning Process Context

Hopes & Fears “Sustained change only happens when we shift at an emotional rather than logical level.” --Robin Sharma

In what ways can you reframe your fears into hopes? Hopes & Fears Reflection: In what ways can you reframe your fears into hopes?

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