The Nuts and Bolts – Adapted from Learning by Doing Phyllis Litzenberger Summer

 Learning is the fundamental purpose  Learn to work together – collaboratively  Use results to drive instruction 2

 The focus moves from being on teaching to being on student learning  Focus on the ‘right’ stuff  Test scores raised are the result of focus on the ‘right work’ not the test itself  Prioritize/focused curriculum  Guaranteed and viable curriculum 3

 Less is more  Focus on proficiency in key skills-not coverage  Recognize that common assessments might create teacher anxiety  Districts can play a role  Create shared understanding of the term common assessment  Use assessments as a means rather than an end 4

 4 Critical questions ◦ Are we ‘crystal clear’ within grade levels about what we want students to know and be able to do? ◦ Are we ‘crystal clear’ across grade levels about what we want students to know and be able to do? ◦ How will we know? ◦ How are we going to respond to student learning?  When they need more instruction, more time, enrichment  yer_embedded#t=1s yer_embedded#t=1s 5

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 Staff members work in interdependent teams that pursue common goals  hV65KIItlE&t=0 hV65KIItlE&t=0  Challenge is in providing the focus, time, support and parameters critical o effective teamwork ◦ Develop written norms/protocols ◦ Set meeting times with focus and agenda ◦ Monitor/review ◦ Feedback 8

 Create meaningful teams  Make time for collaboration  Develop widespread leadership  Make decisions on the basis of evidence  Build the capacity of teams to succeed in the PLC process by providing them with essential tools  Continually assess the progress of teams  Lead by example  Provide for cross-team collaboration  Expand the knowledge base available to teams  Celebrate teams 9

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 Determine the current reality of your school  Clear vision translated into specific goals  Raw data turned into relevant information  Become evidence-based practitioners fostering continuous improvement  Set goals ◦ S trategic and specific ◦ M easureable ◦ A ttainable ◦ R esults-oriented ◦ T ime-bound  KskLjbv3YI&t=0 KskLjbv3YI&t=0 12

 Provide the basis of comparison that translates data into information  Use apples-to-apples comparisons  Use balanced assessments  A fixation with results does not mean inattention to people  Page

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 Independence…..  Language of compliant…..  Long-term strategic planning…..  Infrequent generic recognition…..  Interdependence  Language of commitment  Planning for short- term wins  Frequent specific recognition and a culture of celebration that creates many winners  r_embedded&list=PLDF0066D5704B79AA&v= 5jYbhTzHvLg&t=0 r_embedded&list=PLDF0066D5704B79AA&v= 5jYbhTzHvLg&t=0 All Students Can Learn 16

 The success of the PLC concept depends not on the merits of the concept itself, but on the most important element in the improvement of any school—the commitment and persistence of the educators within it.  —Richard DuFour 17

 What is the nature of teams in our school?  How are teams organized?  When do teams meet?  Are teams given the time for collaboration during the school day?  Do team conversations focus on questions that will improve student achievement?  Does the team guide its work by protocols or norms that team members have created and endorsed?  Are teams asked to assess their effectiveness? If so, on what basis do they make the assessments? 18

 Acknowledge Collaboration  Know PLC Concepts  Develop Shared Mission, Vision, Values, and Goals  Communicate a Mission of Student Learning  Describe a Vision of Excellence  USE the Vision Statement  Link Value to Vision  Focus on Short-Term and Long-Term Goals  Engage in Research-Based and Data-Driven Plans  Expect a Cyclical Process 

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 How are we doing?  Reflective Questions:  Are we being true to our norms/protocols?  Are we generating the products we are called upon to create as a team?  Are we meeting our goals? 22

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 Change the way we think and work  Shifts: ◦ Fundamental purpose ◦ Use of assessments ◦ Response when students don’t learn ◦ Work of teachers ◦ Focus ◦ School culture ◦ Professional development 25

 “Anyone part of such a process, or anyone who has seen first-rate teachers engage in reflective practice together, knows its power and excitement. Opportunities to collaborate and to build knowledge and enhance job satisfaction and performance. At their best, they help schools create a self-reflective, self-renewing capacity as learning organizations. (p. 232) 26

 “We do not argue that the PLC journey is an easy one, but we know with certainty that it is a journey worth taking.”  Let us begin together…….. 

Phyllis Litzenberger OCM BOCES Network Team Coordinator 28