1. Welcome! PLC Facilitators Training August 2013 Empowering Collaborative Teams 1

2. Opening Discussion “We believe that teachers are professionals and engineers of teaching and learning…we need to set course on a new journey that extends our past learning. A journey that ignites empowerment and professionalism in Pasco County.” http://www.youtube.com/watch?v=xFs8P_TrAVQ 2

3. Materials to Bring PLC Infrastructure Work Completed PLC Rubrics Any work completed by your school in prior PLC Facilitator Trainings PLC Communication Plan PLC Dates/Calendar Products from Step 0 Workshop Action Planning Documents Provided Materials Participant Notebook PPT Handout 3 Review of Materials

4. 4 Setting up your Table Group As a PLC (Roles) Who will be your facilitator of conversations? Who will take notes and manage your materials? Who will be your time keeper?

5. 5 Norms for Our Work If you think it, say it Ask questions Take care of your neighbor Take care of yourself What is said here stays here; what is learned here leaves here Be present

6. 6 Setting up your Table Group as a PLC (Norms) What will your norms be for your work today and for follow- up meetings? Do you need to make revisions to the large group norms?

7. 7 Setting Up Process Partners 1.Find someone seated near you who will be your “summarizing” partner for this training. 2.Make sure you partner with participants from the same grade level/content area in your school if applicable.

8. End In Mind 8

9. 9

10. 10 Activity #1: Pre Rating and Sharing 1.Independently: Rate (by highlighting) where you are on the “Facilitator Proficiency Scale” Note: This training is designed to prepare you for a Rating of “2”. Ratings of 3+ require practice implementing! Indicate an area that is a strength for you 2.Share with your process partner What are the key differences among 2, 3 and 4 ratings? Why are you here at this training? What is your role?

11. 11 Key Content and Learning Goals 1.Introduction and Background 2.The Compelling Reasons to Work as PLCs 3.Step 0: Foundational Work for PLCs 4.Understanding the 5 Guiding Questions for PLC Work 5.How to Facilitate Question #1 6.How to Facilitate Question #2 Today’s Learning Goal: To develop/refine and communicate your PLC Infrastructure plans Unit Learning Goal: Develop and implement PLCs to support CCSS, Professional Learning, and Professional Growth

12. 12 The Compelling Whys Behind PLC Work District Vision, Data-Driven Decision Making, & Philosophical Shifts in Education

13. The WHY: Fulfilling the Promise College, Career, and Life Readiness for Each and Every Student PASCO’S INTEGRATED SYSTEM: Why 13

14. Professional Growth System Standards-Based Instruction Professional Learning MTSS: One Integrated Framework *CCSS and NGSSS PLC Effective Instruction and Leadership PASCO’S INTEGRATED SYSTEM: What

15. 15 PASCO’S INTEGRATED SYSTEM: How

16. 16 2012 FCAT 2.0: Implications for Pasco (Source: http//fcat.fldoe.org) Reading3rd4th5th6th7 th 8 th % of Pasco Students 3 and Above / (State Average) 57% (56%) 62% (62%) 59% (61%) 59% (57%) 61% (58%) 55% (55%) % of Pasco Schools BELOW State Average 2012 52%57%61%60%47%60% % of Pasco Schools BELOW State Average 2011 59%54%50%53%47%53% Math3rd4th5th6th7 th 8 th % of Pasco Students 3 and Above (State Average) 50% (58%) 55% (60%) 53% (57%) 51% (53%) 54% (56%) 52% (57%) % of Pasco Schools BELOW State Average 2012 72%65%61%67% 73% % of Pasco Schools BELOW State Average 2011 70%67%70%73%67%60% Writing4th8thScience5th8th % of Pasco Students 3 and Above / (State Average) 77% (81%) 77% (78%) % of Pasco Students 3 & Above / (State Average) 46% (51%) 44% (46%) % of Pasco Schools BELOW State Average 65% 53% % of Pasco Schools BELOW State Average 2012 63%73% % of Pasco Schools BELOW State Average 2011 74%60%

17. 17 So, where are we? Over the last few years: Reading: over 40% of students enter 9 th grade below proficiency Math: over 40% of students enter 9 th grade below proficiency Black: over 50% of our black students score below proficiency in reading and math Poverty: over 40% of our low SES score below proficiency in reading and math Reading: only 30% of our students score in the highest levels Math: only 31% of our students score in the highest levels Science: only 10% of our 5 th grade students score in the highest levels Source: FL DOE School Accountability Report

18. 18 So, where are we? In 2010, only 48.9% of our Pasco County students scored high enough on college placement tests in math, reading and writing to avoid remedial coursework at the community college level. In fact, only 48.1% of our students enrolled in a Florida post secondary institution in the Fall of 2010 And of those students, only 73.1% earned a GPA above 2.0 that Fall term.

19. 19 Activity #2: PLC Shifts 1.Review the Handout “Cultural Shifts in a PLC”. 2.Divide your table into 3-4 person groups. Each group should review and process one of the following Cultural Shifts - Shift in Fundamental Purpose - Shift in the Work of Teachers - Shift in School Culture - Shift in Professional Development 3.Prepare to share with your facilitator team - What is the key understanding of this shift? - How would your shift impact collaboration for teams? 4.Select and Share: - Which is the most important shift for your school? DQ #3: Deepening Knowledge

20. 20 Building and Strengthening our “Why” for PLCs PLCs are research-based PLCs empower teachers through collaboration and increased self- efficacy PLCs work together to ensure a guaranteed and viable curriculum PLCs promote intentionality of planning and instruction Intentional Planning Intentional Instruction Student Outcomes/Learning Professional Growth/CCSS

21. 21 Building Common Language Key Terms & Definitions

22. Key Vocabulary: 1. Professional Learning Communities 2. Collaborative Planning 3. Facilitators 4. Step “0” 5. 5 Questions that drive PLC work 6. Standards-Based Instruction 7. Professional Growth System “If an organization has shared understanding of terms, they will significantly increase the likelihood of implementing PLCs” -Marzano and Dufour, Leaders of Learning 22 Building a Common Language DQ #2: Critical Information

23. 23 Professional Learning Communities (PLCs): Defined Professional learning communities are “Educators committed to working collaboratively in ongoing processes of collective inquiry and action research in order to achieve better results for the students they serve” – Dufour, Dufour, Eaker & Many (2011)

24. 24 Professional Learning Communities: Big Ideas Focus on a Collaborative Culture Focus on Learning for All (Students and Adults) Focus on Results DQ #2: Critical Information

25. 25 What is the “Right” Work

26. 26 Are You Part of a Professional Learning Community? A Professional Learning Community is NOT: A program to be implemented A package of reforms to be adopted A step-by-step recipe for change A sure-fire system borrowed from another school One more thing to add to an already cluttered school agenda A PLC IS a way of work that will change a school’s culture!

27. Individual Activity: Quick Write #1 Part 1: Define a Professional Learning Community. Part 2: Write to explain the compelling reasons why Pasco County wants to make PLCs a way of work. Consider philosophical shifts in the culture of education, district and school data, and our county’s promise to students and families. 27

28. Check for Understanding Important references – Page 1 of notebook – Page 5 graphic – Page 9 Cultural Shifts PLC = process with inquiry cycle and action research Must attend to prerequisites Articulate collective commitments 28

29. Step 0: Strengthening our Foundation Quality PLCs just happen for a small percentage of lucky educators. For the rest of us, there is Step 0 Mini Lesson Goal: Develop/refine and communicate your PLC Infrastructure plans 29

30. Step 0: Building our Foundation 30

31. Step 0: Building our Foundation In order to implement PLCs, you need to develop key pieces of infrastructure: Build a “Compelling Why” for PLCs among staff Organize staff into meaningful teams Schedule protected time for meeting Clarify the Work PLC teams will Accomplish Create/Refine Common Assessments Build your Collaborative Culture 31

32. 32 Step 0: Building our Foundation Workshop 1.We will review the 5 pieces of infrastructure Organization of Teams Scheduling Time to Collaborate Clarify PLC Work Common Assessments Collaborative Culture 2.After our review, pick up to three that you will explicitly work on today with your Facilitator’s PLC team. 3.You will be given three 15-20min intervals for work Prepare to share your work visually to your peers 4.You will then provide and receive feedback from other teams on your work.

33. Participant Activity: Review Your School’s Plans for Step 0 Part 1: Your school began work on Step 0 activities aimed at building or improving the foundation necessary for effective PLC work in your building. Review these documents and permanent products. Part 2: Write down 3 questions you want to ask your administration and/or team about current step 0 plans in your school. Discuss these questions with your processing partner. 33

34. 34 Why have past initiatives failed? Failure to achieve consensus School culture is ignored Purpose unclear Lack of ongoing communication Unrealistic expectations of initial success Failure to measure and analyze progress Participants not involved in planning…

35. 5 Driving Questions for Professional Learning Communities (PLC) DQ #1: Communicating Learning Goals and Feedback Learning to facilitate the questions that guide PLC work

36. The “Right” Work

37. 5 Driving PLC Questions 1.What do we want all students to learn? Unwrap Standards (K-U-D) Use K-U-D to develop learning scales and goals 2.How will we know if and when they’ve learned it? Use learning scales and other assessments to track and monitor student progress (formative and summative assessments) 3. How are we going to teach it? Based upon learning scale, decide the type of lesson that will best facilitate student mastery of content (e.g., introducing new knowledge, deepening knowledge, or generating and testing hypotheses) Select instructional strategies that will maximize student learning (Marzano’s 41 elements) 4.How will we respond when some students don’t learn? Anticipate and plan for needs of at-risk students 5.How will we respond when some students have already learned? Anticipate and plan for needs of students who need acceleration

38. Activating New Learning Directions: Independently complete Question #1 “What do I know?” and “What do I want to learn?”

39. PLC Question 1: What do we want all students to learn? Unwrapping CCSS Creating Learning Scales

40. A note about Content vs. Process The focus of this training is on the process of PLCs Content is also important, and will be critical for your PLC, but our goal is to teach the process Specific content (CCSS and Marzano) will be light for illustration purposes

41. The “Right” Work Start Here!

42. Why Unwrapping the Common Core Standard within PLCs? http://cooperativelearning.nuvvo.com/lesson/9592-seinfeld- teaches-history http://www.teachertube.com:8809/viewVideo.php?video_id=24 1598 DQ2: Interacting with New Knowledge

43. Why Unwrap the Common Core Standards? “ Guaranteed and viable curriculum gives students access to the same essential learning regardless of who is teaching the class and each member of the team will work to ensure every student acquires the knowledge and skills the team has agreed are most essential for that unit." (Marzano, 2003) “GUARANTEED & VIABLE CURRICULUM” NUMBER ONE FACTOR that increases levels of learning -Marzano; Porter; Lezotte DQ2: Identifying Critical Information

44. Starting Point for PLC teams Unwrap CCSS Learning Scale/Goal Assessment Lesson Segments Daily Lessons Reflect/Re spond Question 1: What do we want all students to learn? Identify and Cluster Common Core Standards for Unit Planning Question 3: How are we going to teach it? Question 4/5: How will we respond when some students don’t learn? How do we respond when some students have already learned? Question 2: How do we know if and when they’ve learned it? (District Work)

45. PLC Question 1: What do we want all students to learn? Unwrap Standards 1.Identify prioritized standard(s) 2.Identify what students need to be able Know, Understand, and Do and make connections to declarative and procedural knowledge 3.Identify pre-requisite skills needed for KUD Develop a Scale 4.Use K-U-D to develop a scale that represents increased levels of cognitive complexity (make sure that the scale matches desired taxonomy) 5.Use scale to develop student friendly learning goals/essential questions Desired Outcomes: Students will be able to explain what they are learning and why based upon learning goals and scales.

46. PLC Question 1: What do we want all students to learn? Unwrap Standards 1.Identify prioritized standard(s) 2.Identify what students need to be able Know, Understand, and Do and make connections to declarative and procedural knowledge 3.Identify pre-requisite skills needed for KUD Develop a Scale 4.Use K-U-D to develop a scale that represents increased levels of cognitive complexity (make sure that the scale matches desired taxonomy) 5.Use scale to develop student friendly learning goals/essential questions Desired Outcomes: Students will be able to explain what they are learning and why based upon learning goals and scales.

47. Vertical Progression of Standards GradePLC.0.0.3 - Participants will… GradePLC.0.0.2 – Participants will plan to facilitate Step 0 components with PLC teams GradePLC.0.0.1 – Participants will… Measurement and Data (MD)

48. PLC Question 1: What do we want all students to learn? Unwrap Standards 1.Identify prioritized standard(s) 2.Identify what students need to be able Know, Understand, and Do and make connections to declarative and procedural knowledge 3.Identify pre-requisite skills needed for KUD Develop a Scale 4.Use K-U-D to develop a scale that represents increased levels of cognitive complexity (make sure that the scale matches desired taxonomy) 5.Use scale to develop student friendly learning goals/essential questions Desired Outcomes: Students will be able to explain what they are learning and why based upon learning goals and scales.

49. What do we mean by Know, Understand, and Do? When collaborative planning, some standards will work well together to form a lesson/unit of instruction. What are those prioritized standards? Supplemental Standards (Speaking & Listening, Language)? What do students need to be able to know, understand, and do to demonstrate mastery of prioritized standards? Know (Vocabulary, Facts, Formulas, Definitions)- Procedural/Declarative Understand (Big Ideas, Core Principles, Generalizations, Real-World Connections)-Declarative Do (Skills)-Procedural K-U-D is completed before each unit prior to planning lessons and activities.

50. Two Types of Knowledge Declarative (Information) Students will know the formula for division (basic) Students will understand division as an unknown factor problem (higher level) Procedural (Skills, Strategies, Processes) Student will be able to Fluently multiply and divide within 100 (3.0A.7) Know Understand Do

51. Creating Scale Tasks and Assessments Level Four: Knowledge Utilization Decision Making, Problem Solving, Experimenting, Investigating Level Three: Analysis Matching, Classifying, Analyzing Errors, Generalizing, Specifying Level Two: Comprehension Integrating, Symbolizing Level One: Retrieval Recognizing, Recalling, Executing Level Four Level Three Level Two Level One

52. PLC Question 1: What do we want all students to learn? Unwrap Standards 1.Identify prioritized standard(s) 2.Identify what students need to be able Know, Understand, and Do and make connections to declarative and procedural knowledge 3.Identify pre-requisite skills needed for KUD Develop a Scale 4.Use K-U-D to develop a scale that represents increased levels of cognitive complexity (make sure that the scale matches desired taxonomy) 5.Use scale to develop student friendly learning goals/essential questions Desired Outcomes: Students will be able to explain what they are learning and why based upon learning goals and scales.

53. Unwrapping Standards Standard: PLC.0.0.2 – Participants will plan to facilitate Step 0 components with PLC teams Know (facts/vocabulary)Understand (Concepts)Do (skills) Organization of Team Schedule for Meetings Consensus Techniques Norms Roles PLC Key Vocabulary Facilitation Techniques Where their team is on Step 0 Impact of Step 0 components on effectiveness of PLCs Impact of facilitation techniques on Step 0 Importance of Reflecting on PLC work Anticipate barriers and plan step 0 to minimize barriers Identify Step 0 content that will be addressed during first few PLC meetings Identify what techniques that will utilized to address step 0 What prior knowledge do students need to be successful with this standard? Key Characteristics: Growth mindset Well respected, organized and dependable Will support the vision and mission of the school Acts and views themselves as a professional educator Ability to be and potentially already in a faculty leadership position Beliefs: All students and staff can learn Power of Collaboration Decisions are best made with data Teams can learn and grown and will persevere Step 1: Identify prioritized standard(s) Step 2: Unwrap Standards (Know, Understand, Do) Step 3: Determine pre-requisite skills required

54. Taxonomy, Unpacking & Scales Take a moment to locate the handout on Marzano’s Taxonomy Note that there will be a relationship between the cognitive complexity of certain aspects of a standard, the way that you unpack a standard and an eventual tie in to scale building. Some teams have found it useful to use the verbs and wording found in the taxonomy as a reference for the PLC work of unpacking a standard and building a scale.

55. Unwrapping Standards: Team Practice Steps 1, 2, & 3

56. LevelELAMath HighRL.9-10.1HSA-CED.A.1 MiddleRL.7.17.RP.A.1 ElementaryRL.1.12.OA.B.2 Unwrapping Standards Activity: Team Practice Prep/Decisions: Remember roles (time keeper, note taker, facilitator) Select an option below: Option #1: Select 1 of the 2 pre- selected standards provided (either math or ELA) for the entire group to unwrap. Option #2 : Break into smaller groups. 1 group unwraps ELA standard, 1 group unwraps Math standard. Locate your standards for unwrapping in your Participants Notebook. Pre-Selected Standards

57. Unwrapping Standards Activity: Team Practice Steps for Unwrapping Standards: 1.Identify prioritized standard(s) 2.Identify what students need to be able Know, Understand and Do (K-U-D) and make connections to declarative and procedural knowledge 3.Determine pre-requisite skills for standard

58. Unwrapping Standards Standard: Know (facts/vocabulary)Understand (Concepts)Do (skills) What prior knowledge do students need to be successful with this standard? Step 1: Identify prioritized standard(s) Step 2: Unwrap Standards (Know, Understand, Do) Step 3: Determine pre-requisite skills required

59. PLC Question 1: What do we want all students to learn? Unwrap Standards 1.Identify prioritized standard(s) 2.Identify what students need to be able Know, Understand, and Do and make connections to declarative and procedural knowledge 3.Identify pre-requisite skills needed for KUD Develop a Scale 4.Use K-U-D to develop a scale that represents increased levels of cognitive complexity (make sure that the scale matches desired taxonomy) 5.Use scale to develop student friendly learning goals/essential questions Desired Outcomes: Students will be able to explain what they are learning and why based upon learning goals and scales.

60. A scale: What’s the point? A scale: Articulates distinct levels of knowledge and skills relative to a specific topic Provides a roadmap for designing instruction that reflects a progression of learning and authentic assessment. Allows students to know how they are doing and how to get better-motivating!

61. Step 4: Use K-U-D to create a learning scale KnowUnderstandDo Organization of Team Schedule for Meetings Consensus Techniques Norms Roles PLC Key Vocabulary Facilitation Techniques Where their team is on Step 0 Impact of Step 0 components on effectiveness of PLCs Impact of facilitation techniques on Step 0 Importance of Reflecting on PLC work Anticipate barriers and plan step 0 to minimize barriers Identify Step 0 content that will be addressed during first few PLC meetings Identify what techniques that will utilized to address step 0

62. Step 4: Use K-U-D to develop a learning scale Know Understand Do Level 1 (with help and support) Level 2 (Simpler Stuff) Level 3 (Grade Level Standard) Level 4 (More Complex) (basic declarative and procedural knowledge) -Facts -Vocabulary -Definitions -Formulas -Big Ideas -Core Principles Generalizations -Real-World Connections & Application) Skill (verbs) Pre-requisite skills DQ2 DQ3 DQ4

63. Step 4: Example Know (facts/vocabulary)Understand (Concepts)Do (skills) Organization of Team Schedule for Meetings Consensus Techniques Norms Roles PLC Key Vocabulary Facilitation Techniques Where their team is on Step 0 Impact of Step 0 components on effectiveness of PLCs Impact of facilitation techniques on Step 0 Importance of Reflecting on PLC work Anticipate barriers and plan step 0 to minimize barriers Identify Step 0 content that will be addressed during first few PLC meetings Identify what techniques that will utilized to address step 0 Score 0:Score 1.0:Score 2.0:Score 3.0: (Leaning goal)Score 4.0: (more complex) Even with help, no understanding or skill demonstrated. The facilitator, with support, is able to: Identify PLC infrastructure at the school (meeting times, facilitators). Participants will recall the organization of their team Participants will identify norms and roles Participants will know facilitation and consensus techniques Participants will plan to facilitate Step 0 components with PLC teams. Plans include specific content to be covered, and techniques in which the content will be covered Participants will incorporate feedback and reflect to continue to work on Step 0 components Participants will consult with other facilitators to support their Step 0 work DQ2 DQ3 DQ4

64. Step 5: Develop student friendly learning goal/essential question Standard: PLC.0.0.2 – Participants will plan to facilitate Step 0 components with PLC teams Unit Learning Goal : How will I plan and facilitate Step 0 components with PLC teams? Learning Goals Describes what students should know and be able to do Includes essential questions Aligns with learning scale to support levels of knowledge acquisition Learning Goals Describes what students should know and be able to do Includes essential questions Aligns with learning scale to support levels of knowledge acquisition

65. Unwrapping Standards: Team Practice Steps 4 & 5

66. Activity: Team Practice Remember roles (note taker, facilitator, time keeper) Use K-U-D to develop learning scale Determine taxonomy of learning scale

67. Assessment Methods Time of Assessment Complexity/Rigor of Task Assessments for Learning Example Score 0:Score 1.0:Score 2.0:Score 3.0: (Leaning goal)Score 4.0: (more complex) Complete Scale

68. Activating New Learning Directions: Independently complete Question #1 “ What did I learn?” Then Share your thoughts with your processing partner.

69. PLC Question 2: How do we know if and when they’ve learned it? Align Learning Scales to Assessment Assessment of Learning Assessment for Learning

70. The “Right” Work

71. Activating New Learning Directions: Independently complete Question #2 “What do I know?” and “What do I want to learn?”

72. Starting Point for PLC teams Unwrap CCSS Learning Scale/Goal Assessment Lesson Segments Daily Lessons Reflect/Re spond Question 1: What do we want all students to learn? Question 3: How are we going to teach it? Question 4/5: How will we respond when some students don’t learn? How do we respond when some students have already learned? Question 2: How do we know if and when they’ve learned it? (District Work) Identify and Cluster Common Core Standards for Unit Planning

73. Question 2: “We taught it, did they get it?” Timing (C-I-A) Within our lesson, when and how are we going to assess for student learning ? How are we pre-planning for this? - Ongoing and embedded in teaching (daily) - Pre and Post learning (before and after instruction) - Student Self- Assessment and Goal Setting w/ feedback Combination When and how are we going to reflect on the lesson/unit and student learning? What student data will you collect and bring to the meeting?

74. Question 2: “We taught it, did they get it?” Questions to Consider What skills do we prioritize based upon learning goals and standards taught in this lesson/unit (leverage, endurance, foundational)? What does mastery look like in this lesson/unit based upon the learning goals? What evidence of learning will we collect to determine mastery (student work samples)? What formative assessment strategies are a priority within this lesson/unit (e.g., assessment prompts, quick checks, accountable talk, summarizer, answering LEQ)? What is the level of rigor? Depth? Quality? Timeliness of formative feedback on all student work? (Taxonomy of Assessment?)

75. Multiple Means to Assess Paper and Pencil Probing discussions Demonstrations/Performance-Based Work Samples Observations Student Generated

76. Assessment Methods Training Prompt Work Sample (PLC Action Plans) Performance Based Task Time of Assessment Training Day 1 End of Training Day 2 Ongoing Complexity/Rigor of Task Assessments for Learning Example Score 0:Score 1.0:Score 2.0:Score 3.0: (Leaning goal)Score 4.0: (more complex) Even with help, no understanding or skill demonstrated. The facilitator, with support, is able to: Identify PLC infrastructure at the school (meeting times, facilitators). Participants will recall the organization of their team Participants will identify norms and roles Participants will know facilitation and consensus techniques Participants will plan to facilitate Step 0 components with PLC teams. Plans include specific content to be covered, and techniques in which the content will be covered Participants will incorporate feedback and reflect to continue to work on Step 0 components Participants will consult with other facilitators to support their Step 0 work

77. Activity: Team Practice Remember your roles, norms Use your learning scale to create an assessment plan Be sure to consider level of rigor (cognitive complexity)

78. Assessment Methods Time of Assessment Complexity/Rigor of Task Assessments for Learning Example Score 0:Score 1.0:Score 2.0:Score 3.0: (Leaning goal)Score 4.0: (more complex) Complete Assessment Plan

79. Assessment Map Example AssessmentWhen GivenGiven to WhomAdmin Procedures Reading Pre/Post Assessments 10/1-10/7 11/14-11/19 12/10-12/15 1/30-2/5 3/1-3/6 4/14-4/19 All StudentsComputer-Based Formative Reading Assessments -Prompts, -Work Sample -Performance Tasks TBD based upon PLC discussions All StudentsEmbedded within instruction Math Pre Post Assessments Every 5 weeksAll StudentsStudents take pre tests during third week or prior chapter test. Test is given whole group

80. Activating New Learning Directions: Independently complete Question #2 “What did I learn?” Then Share your thoughts with your processing partner.

81. Anticipating At-risk Students Differentiation and Problem-Solving Problem Identification Problem Analysis Instructional Development Response to Instruction

82. Review School Plans and Write To Explain Part 1: Your school team has worked on step 0 plans, a communication plan to convey information to the staff, and has organized the PLC topics and schedule for the first 4 meetings. Review these plans and think about what information you might need to prepare prior to facilitating your first PLC. Part 2: Write to explain how you will facilitate the first 4-6 meetings with your PLC. How will you facilitate step 0 activities? What activities will you use to systematically help your PLC answer Question 1 and Question 2? Identify resources you will need to be successful. Prepare to hand in your answers. 82

83. Revisit your Facilitator Proficiency scale 1.Update your rating (as needed) 2.Develop a realistic but ambitious goal to move up at least 1 level on the scale. (e.g., I will move from level 2 to level 3 by October 2013). 3.Discuss your rating and goals with your processing partner Facilitator Proficiency Scale Post Rating