PROFESSIONAL LEARNING COMMUNITIES FALL 2014. LEARNING GOALS P ARTICIPANTS WILL UNDERSTAND : WHAT A WELL - DONE PROFESSIONAL LEARNING COMMUNITY LOOKS LIKE.

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PROFESSIONAL LEARNING COMMUNITIES FALL 2014

LEARNING GOALS P ARTICIPANTS WILL UNDERSTAND : WHAT A WELL - DONE PROFESSIONAL LEARNING COMMUNITY LOOKS LIKE W HY PLC S ARE THE MOST EFFECTIVE MEANS OF P ROFESSIONAL D EVELOPMENT HOW PLC S WILL WORK IN OUR DISTRICT P RESENTATION WITH NOTES AVAILABLE ON PLC R ESOURCES W EBPAGE.PLC R ESOURCES

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PLC DISCUSSION T WO -M INUTE I NTERVIEW A CTIVITY O NLINE T IMER

WHAT IS A PLC? A P ROFESSIONAL L EARNING C OMMUNITY (PLC) IS A TEAM OF TEACHERS WORKING TOGETHER TO REACH A COMMON GOAL. T HE TEAM WORKS WITH A SPECIFIC GOAL SELECTED BY THE MEMBERS THAT GUIDES THE PLC TO DESIGN A PLAN TO MEET THE GOAL, I MPLEMENT THE PLAN, AND THEN DISCUSS THE RESULTS OF THE IMPLEMENTATION ( STUDENT DATA ).

WHY PLC S ? R ESEARCH SHOWS THAT PLC S ARE THE MOST EFFECTIVE FORM OF PROFESSIONAL DEVELOPMENT. PLC S ARE TEACHERS TEACHING TEACHERS, ADDRESSING ITEMS THAT ARE OF UTMOST CONCERN THAT DIRECTLY IMPACT THEIR CLASSROOM INSTRUCTION.

WHAT DOES A PLC LOOK LIKE? P ROFESSIONAL L EARNING C OMMUNITIES P ROFESSIONAL L EARNING C OMMUNITIES L IBERTY M IDDLE S CHOOL, B ETHEL WA

PLC FOCUS PLC S ARE THE DISTRICT ’ S STRUCTURE TO HELP TEACHERS PRACTICE IMPLEMENTATION OF THE NEW STANDARDS OR THE THREE INSTRUCTIONAL PILLARS PLC S FORMED INCLUDE THE NEW F LORIDA S TANDARDS (LAF S AND MAF S – S TATE I NITIATIVE ) AND S ELECTED I NSTRUCTIONAL P ILLARS (D ISTRICT I NITIATIVE ). PLC S WILL BE EMBEDDED INTO THE EDUCATOR PDP GOALS AND DELIBERATE PRACTICE FOR THE SCHOOL YEAR.

Evidence Based Decision Making Problem Solving Teaching Assessment Cycle With Feedback Instructional Pillars

PLC STRUCTURE T EACHERS ARE DIVIDED INTO A MINIMUM OF SIX PLC S. T HREE I NSTRUCTIONAL P ILLAR PLC S ( TEAMS ROTATE PILLARS EACH 9- WEEK PERIOD ) T HREE F LORIDA S TANDARDS PLC S ( TEAMS FOCUS ON PRACTICING AND IMPLEMENTING F LORIDA STANDARDS ) T HE PLC FACILITATOR ( YOU ) IS ASSIGNED TO ONE GRADE LEVEL OR CONTENT AREA PLC WITHIN YOUR SCHOOL. T EACHERS WILL REMAIN WITH THE SAME PLC T EAM FOR THE ENTIRE YEAR.

PLC STRUCTURE E ACH PLC MEETS AT LEAST THREE TIMES PER QUARTER. M EETING 1 (P LANNING ) WILL BE TO DEFINE AND EXPLORE A SPECIFIC I NSTRUCTIONAL P ILLAR OR F LORIDA STANDARD ( S ) AND SET A TIMELINE FOR CLASSROOM P RACTICE. B ETWEEN 1 ST AND 2 ND MEETING TEAM MEMBERS WILL WORK IN THEIR CLASSROOM ON THE AGREED UPON PILLAR OR STANDARD. M EETING 2 (D EBRIEF /P LANNING ) WILL BE TO DISCUSS SUCCESSES AND ROADBLOCKS THAT EMERGED AND TO SET A TIMELINE FOR ANOTHER CLASSROOM PRACTICE. C LASSROOM PRACTICE CONTINUES. M EETING 3 (D EBRIEF /P OST ) WILL BE TO DISCUSS SUCCESSES AND ROADBLOCKS THAT EMERGED IN THE 2 ND CLASSROOM PRACTICE AND SUMMARIZE EXPERIENCES FOR THE QUARTER. C LASSROOM PRACTICE CONTINUES AFTER WRAP UP OF PLC AND DELIBERATE PRACTICE IS DOCUMENTED IN PDP AS NEEDED.

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PLC ARTICLE “T EACHER MEETINGS DO NOT MAKE A COMMUNITY ” BY J OELLEN K ILLION T-C HART A CTIVITY O NLINE T IMER

RICK DUFOUR’ S RESEARCH MODEL T HE DISTRICT HAS ADOPTED R ICK D U F OUR ’ S RESEARCH FRAMEWORK FOR OUR PLC T EAMS AND WILL BE WORKING TO REACH FIDELITY. T HE FRAMEWORK MODELS DELIBERATE PRACTICE AND CONTINUOUS IMPROVEMENT. I T ENCOURAGES TEACHERS TO WORK TOGETHER USING STUDENT WORK AND DATA TO DETERMINE IF THE STRATEGIES ( CHANGES ) ARE HAVING AN IMPACT ON STUDENT PERFORMANCE, AND IF NOT WHAT CAN WE DO DIFFERENTLY.

FOUR GUIDING QUESTIONS 1. W HAT DO WE WANT STUDENTS TO LEARN ? 2. H OW WILL WE KNOW WHAT STUDENTS HAVE LEARNED ? 3. H OW WILL WE TEACH IT ? 4. W HAT WILL WE DO WHEN STUDENTS DO NOT LEARN OR REACH PROFICIENCY BEFORE EXPECTATIONS ? A DAPTED F ROM D U F OUR, E AKER A ND M ANY, 2006

THE PLC CYCLE StrategiesResponse AssessmentFocus What do we want students to learn? How will we know what students have learned? How will we teach it? What will we do when students do not learn it?

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SIGNS OF A LEARNING COMMUNITY “W HEN YOU WALK INTO A LEARNING COMMUNITY YOU ’ D SEE TEACHERS WORKING TOGETHER IN COLLABORATIVE TEAMS ENGAGED IN COLLECTIVE INQUIRY. T HERE WOULD BE FOCUS ON DATA AND A COMMITMENT TO CONTINUOUS IMPROVEMENT.” R ICK D U F OUR

PLC FACILITATOR STEPS W ORK WITH ADMINISTRATOR TO DETERMINE STRUCTURE OF YOUR PLC TEAM. PLC TEAMS SHOULD HAVE INITIAL MEETING AT THE START OF EACH QUARTER ( TEAM P RE - ASSESSMENT -- RUBRIC PROVIDED, TEAM NORMS, MEETING TIMES, GOALS TO WORK ON ). I DENTIFY DURING THIS MEETING WHAT EACH TEACHER WILL DO PRIOR TO THE NEXT PLC MEETING ( CLASSROOM PRACTICE ). A T THE SECOND AND THIRD MEETINGS LEAD PLC MEMBERS IN REPORTING THE WORK THEY HAVE DONE TOWARD THE TEAM ’ S GOAL. (E ND OF EACH QUARTER : TEAM P OST - ASSESSMENT – USE ONLINE RUBRIC ).

FACILITATOR RESOURCES O NLINE B OOK S TUDIES L EARNING B Y D OING – A H ANDBOOK FOR PLC S AT W ORK ™ 10 WEEKS (S TARTING UP SOON ) I NFORMATION WILL BE SENT VIA PLC R ESOURCES W EBPAGE PLC R ESOURCES W EBPAGE D ISTRICT P ERSONNEL Images from used with permission for presentations. They are not authorized for commercial reproduction.

QUESTIONS?