Professional Learning Communities: Continuing to Grow MSTP Facilitator’s Training January 22, 2010 Linda Harvieux

Agenda Warm Up Warm Up Reflection- Logistics, Process, Content Reflection- Logistics, Process, Content Facilitation – Forming, Storming, Norming, Performing, Transforming Facilitation – Forming, Storming, Norming, Performing, Transforming The Agenda-Questioning Structure The Agenda-Questioning Structure Looking at Data, Student Work and Other Formative Assessment Looking at Data, Student Work and Other Formative Assessment

Write a New Year’s Resolution for your PLC work: Write a New Year’s Resolution for your PLC work: *What do you hope for your team? *What might you do different? Discuss with your table: How will that make a difference to my PLC?

Reflection Individually record your reflections on logistics, process, and content Individually record your reflections on logistics, process, and content As a team record your celebrations on the top half of a piece of chart tablet and concerns/questions on the bottom half As a team record your celebrations on the top half of a piece of chart tablet and concerns/questions on the bottom half Share with a table near you Share with a table near you

Forming, Storming, Norming, Performing, Transforming *Jigsaw: Read through the stages of a learning community *Jigsaw: Read through the stages of a learning community Describe the stage: On chart tablet make a graphic symbol representing the stages with the description inside Describe the stage: On chart tablet make a graphic symbol representing the stages with the description inside Highlight key characteristics Highlight key characteristics How might this awareness, help a PLC team move forward? How might this awareness, help a PLC team move forward? * Jigsaw reading is a great strategy when you want your team to do some reading and you want to save time and encourage participation * Jigsaw reading is a great strategy when you want your team to do some reading and you want to save time and encourage participation

“Life is like playing a violin solo in public and learning the instrument as one goes on.” “Life is like playing a violin solo in public and learning the instrument as one goes on.” Samuel Butler Samuel Butler

Case Studies Divide your paper into four quadrants: Divide your paper into four quadrants: One: Describe your team’s studyOne: Describe your team’s study Two: Tell about your team’s structureTwo: Tell about your team’s structure Three: What is the most productive work your team has done?Three: What is the most productive work your team has done? Four: What have you learned, what questions do you have for the group?Four: What have you learned, what questions do you have for the group?

Digging Deeper into Data Many of the most important results may not be quantifiable, but that doesn’t mean they are unknowable. Many of the most important results may not be quantifiable, but that doesn’t mean they are unknowable. Peter Senge (1994) Peter Senge (1994)

Looking at Data Read the article, “Looking Deeper Into the Data” Read the article, “Looking Deeper Into the Data” Circle all the types of dataCircle all the types of data Underline the four tips for looking at dataUnderline the four tips for looking at data How do you use the student’s “story” as data?How do you use the student’s “story” as data?

Why use data cards? Provides guiding questions to transform data information into instructional decisions Provides guiding questions to transform data information into instructional decisions Answers the questions, “How do you know? What are you doing with what you know? Answers the questions, “How do you know? What are you doing with what you know? Provides a safe structure to share instructional practice Provides a safe structure to share instructional practice

Data Review Card: Planning Before the Lesson After reviewing the data, ask: After reviewing the data, ask: What knowledge to we need to gather before beginning instruction? What do we need to know about the content? What do we need to know about students? What knowledge to we need to gather before beginning instruction? What do we need to know about the content? What do we need to know about students? What strategies do we need to implement to help our students succeed? What strategies do we need to implement to help our students succeed? How will we know if the strategies are working toward student success? What baseline, formative and summative data will we collect? How will we know if the strategies are working toward student success? What baseline, formative and summative data will we collect?

Data Review Card: During the Lesson After reviewing the data, ask: After reviewing the data, ask: What strategies have we used that are working well (share classroom success stories)? What strategies have we used that are working well (share classroom success stories)? What evidence shows they are working (i.e. classwork, quizzes, baseline, summative data)? What evidence shows they are working (i.e. classwork, quizzes, baseline, summative data)? What students aren’t getting it? What students aren’t getting it? What interventions strategies will we try and what evidence will we collect? What interventions strategies will we try and what evidence will we collect?

Protocol For Looking at Student Work Follow this process: Follow this process: Presentation of student work: One group member presents student work, assessments, class work, observations, interview discussion, while other team members listen Presentation of student work: One group member presents student work, assessments, class work, observations, interview discussion, while other team members listen Clarifying questions: Participants ask the presenting teacher questions. What strategies did you use? How did the group do as a whole? Did particular parts of the lesson present a problem? Clarifying questions: Participants ask the presenting teacher questions. What strategies did you use? How did the group do as a whole? Did particular parts of the lesson present a problem? Participants look at the work, noting teacher strategies, student strengths and look for “wows and wonders” Participants look at the work, noting teacher strategies, student strengths and look for “wows and wonders” Wows: It is exciting to see..., The students really seem to.....,The obvious strengths are..... Wows: It is exciting to see..., The students really seem to.....,The obvious strengths are..... Wonders: I wonder why.... I wonder what would happen if.... What could we try Wonders: I wonder why.... I wonder what would happen if.... What could we try Reflection: Discuss feedback and plan reteaching or intervention strategies Reflection: Discuss feedback and plan reteaching or intervention strategies

Data Review Card: After Summative Assessment After reviewing the data, ask: After reviewing the data, ask: Clarify: What was the desired outcome (content standards?) Clarify: What was the desired outcome (content standards?) What is our current success rate (team summative data?) What is our current success rate (team summative data?) To what degree are we meeting goals? To what degree are we meeting goals? What factors contributed to that rate of success (what factors can we control?) What factors contributed to that rate of success (what factors can we control?) Where do we need to improve and how will we improve that rate (reteaching, interventions?) Where do we need to improve and how will we improve that rate (reteaching, interventions?)

Your Dream PLC Log What information/sentence headings would it include? What information/sentence headings would it include? How would it be laid out? How would it be laid out? What would you record on the log? What would you record on the log? Reflection: How would it influence your current and future practice? Reflection: How would it influence your current and future practice?

Brains uMZ73mT5zM uMZ73mT5zM uMZ73mT5zM uMZ73mT5zM

Action Plan With a partner, answer these questions: With a partner, answer these questions: How will I revise my agenda?How will I revise my agenda? Plan your agenda for the next four weeksPlan your agenda for the next four weeks What other data will we look at?What other data will we look at? How will I use the new ideas to lead my PLC group?How will I use the new ideas to lead my PLC group? Are there other next steps we are ready to make?Are there other next steps we are ready to make?

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