Professional Learning Communities BEYOND THE TERM

PURPOSE & OUTCOMES To explore our understandings of Professional Learning Communities and how they can support you and your students To stimulate discussion regarding educational focus and practices

EXERCISE 1 CHOOSE A PARTNER TO WORK WITH FOR THIS EXERCISE. TASK: TO ANSWER THE FOLLOWING QUESTION: Which IB principles most inform my practice(Mission, values, LP)

REPORTING OUT John Ralston Saul: …..any wilful undermining of universal public education…..would be a flagrant betrayal of the basic principles of middle-class representative democracy. September 2004

EXERCISE [5 minutes] (GROUP A) List from your perspective the characteristics of an effective school (GROUP B) List from your perspective the characteristics of an ineffective school

Merging IB and PLC Given the principles of effecive/non effective schools- and what you know from IB,determine a principle which guides your practice- -Discuss common features of IB –and school effectiveness

Merging IB and PlC Design a study which will measure the degree of implementation for one of the IB Standards Design an action project which will enhance the effectiveness of that chosen standard in your setting

Merging IB and PLC Ensure that you design a study which will: >Tell what you are trying to measure (define) >Understand how you will know what it is (evidence) >Understand how you will measure it’s success (data ) >Understand when you will know if it is (sustainable)

THE ORIGINS Peter Senge, originator of the ‘Learning Organizations’ model, postulates that the future success of our public education system lies in empowering students. With reference to the students’ comments [Appendix 1] what points do you agree with? Which do you disagree with?

RESEARCH : Effective Schools Focus on student learning Effective classroom instruction High expectations Basic skill acquisition Frequent monitoring of student progress Focused feedback to students

RESEARCH : Effective Schools Emphasis on writing Multiple opportunities to learn Accountability for performance Collaborative planning Collegial relationships Student time on task

RESEARCH : Effective Schools Guaranteed and viable curriculum Distributed leadership Regular collection and analysis of data Clear goals Common vision and mission Parent involvement

RESEARCH : Effective Schools Home – school relations Sense of community Trusting relationships Safe and orderly climate – DuFour et. al. 2002

RESEARCH : Ineffective Schools Lack of vision Unfocused leadership Dysfunctional staff relationships Ineffective classroom practices - Teddie & Springfield, 1993; Reynolds, 1995; Stoll & Fink, 1996

The Six Components of the PLC Framework Shared purpose Collaborative teams School community and capacity Focus on student learning Safe, orderly climate Distributed leadership

SHARED PURPOSE Commonly held MISSION, VISION Clear, challenging SMART goals Commonly held VALUES

COLLABORATIVE TEAMS Team norms guide collaboration Collaboration embedded in routine practice Time built into school day Teams focused on critical questions associated with student learning

SCHOOL AND COMMUNITY CAPACITY  Parent and Community Involvement Relationship Building  Leadership Developed Throughout Community  Student Involvement & Leadership  Home-School Links

FOCUS ON STUDENT LEARNING Opportunity to learn Student learning (what do we know about learning and what are we doing about it?) Guaranteed and viable curriculum Equitable access to learning Individual and collaborative interventions for students not meeting with success

FOCUS ON STUDENT LEARNING Effective classroom practices and strategies Formative assessment which helps inform teaching and learning

SAFE AND ORDERLY CLIMATE SENSE OF BELONGING FOR ALL – INCLUSIVE ENVIRONMENT SAFETY A HIGH AND EVIDENT PRIORITY – PHYSICAL AND INTELLECTUAL SOCIAL RESPONSIBILITY EMPHASIZED

DISTRIBUTED LEADERSHIP  Shared leadership with staff, parents and students  Communal responsibility for school direction and successful attainment of school goals  Instructional Leadership

KEY QUESTIONS ON STUDENT LEARNING 1.What is it we wish all students to learn? 2.What strategies do we employ to teach students? 3.How do we know when they have learned it? (assessments) 4.What do we do (individually and collectively) when they haven’t learned it? What are our interventions?

PROFESSIONAL LEARNING COMMUNITIES FRAMEWORK Shared purpose Collaborative teams around student learning School community and capacity Focus on student learning Safe, orderly climate Distributed leadership

PREPARING Determine shared values Develop shared vision Define current reality Identify critical evidence Identify needs or opportunities Establish common direction and focus Define roles

PLANNING Consider critical evidence Determine goals Plan for collaboration

ACTING Determine strategies Develop an implementation plan Define support Collect and review critical evidence Monitor progress

RENEWING Reaffirm direction Maintain momentum Review/Revise goals Monitor critical evidence Celebrate successes Renew vision