1. Leading the Way Through Highly Effective PLCs

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4. Best Team Ever!
Think about the best team you have ever been a part of. Jot down what attributes made that team so special.
Share your reflections at
your table.

5. Four Corners Classroom Teacher Administrator Classroom Teacher &
Please determine which of the four descriptions below best describes you.
Classroom Teacher
Administrator
Classroom Teacher &
Team Leader/
Department Chair
Support Teacher
Go to the corner of the room that has the same color as your group association and introduce yourselves to each other.

6. Four (5) Corners
Go to the corner of the room that best describes your campus leadership experience.
I have not officially served as a team/depart. leader
I have 4-7 years experience as a team/depart. leader
I have 1-3 years experience as a team/depart. leader
I have 8+ years experience as a team/depart. leader
Administrators

7. Four (5) Corners
Based on your groups’ experience, share your perception of where your team/department is when considering “highly effective PLCs”.
I have not officially served as a team/depart. leader
I have 4-7 years experience as a team/depart. leader
I have 1-3 years experience as a team/depart. leader
I have 8+ years experience as a team/depart. leader
Administrators

8. Let’s Frame Our Thinking
Content
The “what”

9. Let’s Frame Our Thinking
Content
The “What”

10. Let’s Frame Our Thinking
Context (noun):
The circumstances that form the setting of an event or situation so that it can be fully understood and assessed
Content
The “Conditions”
Context

11. Let’s Frame Our Thinking
Content
The “How”
Process
Context

12. Four (3) Corners
Go to the corner of the room that has the same color as your group association below:
Elementary
Middle School
High School

13. Brainstorm Critical Content for PLCs to Discuss, Analyze &/or Learn
Could do affinity map or chalk talk here
The “What”

14. Context: The Critical Piece in Planning for PLCs
Content
Process
The “Conditions”
Context

15. In your group, discuss the surface-level context of your team (PLC).
Grade level / content
Number of members
New members
Returning members
Instructional design
Content
Process
The “Conditions”
Context

16. Content => Context => Process

17. Collaborative Culture Individualistic, Contrived Collegial
Deeply committed to each others’ professional growth to ensure success of ALL students
Highly creative/think outside the box
Openly share struggles, disagreements and questions
Need to be allowed to solve problems collectively-with little/no assistance
PERFORMING
High
Equally committed
Focused on PURPOSE not PERSONALITIES
Focused on instruction
Focused on student growth
Data driven
Systems/structures in place
FORMING
Collaborative Culture
Where is the team on the performance curve? What is the evidence to support the judgment?
What are the possible actions for improvement that would move the team on the continuum toward a more high-performing team?
What are some of the obstacles for this team? How can they be overcome?
Shared desire to improve
Collegial
Need direction on how to work together (structures)
Need help clarifying purpose
Celebrate small wins
NORMING
Lack a shared belief in a common purpose
Team needs heavy direction
Crossing the Line:
Expectations
Communication
Accountability
STORMING
No interest in establishing a common purpose
All about “me”
Focus on individual personalities
Individualistic, Contrived Collegial
Low
High

19. Emotional Intelligence
Content
I.Q. is having knowledge of content and effective processes needed to lead a PLC.
E.Q. is understanding the context in which the PLC is currently functioning.

20. Emotional Intelligence
Content

21. Emotional Intelligence
Content

22. Emotional Intelligence
Content

23. What is Our Context?
Content
Process
Context

24. Collaborative Culture Individualistic, Contrived Collegial
High
Collaborative Culture
Where is the team on the performance curve? What is the evidence to support the judgment?
What are the possible actions for improvement that would move the team on the continuum toward a more high-performing team?
What are some of the obstacles for this team? How can they be overcome?
Lack a shared belief in a common purpose
Team needs heavy direction
Shared desire to improve
Collegial
Need direction on how to work together (structures)
Need help clarifying purpose
Celebrate small wins
Crossing the Line:
Expectations
Communication
Accountability
NORMS
Individualistic, Contrived Collegial
Low
High

26. Establishing Norms
Context (noun):
The circumstances that form the setting of an event or situation so that it can be fully understood and assessed
The “Conditions”
Content
Process
Context

27. With your norms in place, discuss the deeper context of your team (PLC) in terms of The Team Performance Curve by using the following sentence stem:
I think my team is at __________________ stage, because _________________,
so I need to _________________________.
Content
Process
Context

28. Collaborative Culture Individualistic, Contrived Collegial
High
Collaborative Culture
Where is the team on the performance curve? What is the evidence to support the judgment?
What are the possible actions for improvement that would move the team on the continuum toward a more high-performing team?
What are some of the obstacles for this team? How can they be overcome?
Crossing the Line:
Expectations
Communication
Accountability
Individualistic, Contrived Collegial
Low
High

29. Content

30. Content
Context

31. Collaborative Culture Individualistic, Contrived Collegial
High
Collaborative Culture
Where is the team on the performance curve? What is the evidence to support the judgment?
What are the possible actions for improvement that would move the team on the continuum toward a more high-performing team?
What are some of the obstacles for this team? How can they be overcome?
Shared desire to improve
Collegial
Need direction on how to work together (structures)
Need help clarifying purpose
Celebrate small wins
Crossing the Line:
Expectations
Communication
Accountability
Individualistic, Contrived Collegial
Low
High

32. Content
Process
Context

33. Content
Process
Context

34. Framing our Learning
Content
Learning
Process
Context

35. Reflections
What are some key take-aways or “a-ha’s” you have had related to your team becoming a “highly effective PLC?”

36. What is Your Team /PLC Context?
Content
Process
Context

37. Things Working For & Against Team/PLC
Boosters
Barriers

39. Progress Monitoring
Content
Process
Context

40. Progress Monitoring
Content
Process
Context

41. Collaborative Culture Individualistic, Contrived Collegial
Equally committed
Focused on PURPOSE not PERSONALITIES
Focused on instruction
Focused on student growth
Data driven
Systems/structures in place
High
Collaborative Culture
Where is the team on the performance curve? What is the evidence to support the judgment?
What are the possible actions for improvement that would move the team on the continuum toward a more high-performing team?
What are some of the obstacles for this team? How can they be overcome?
Crossing the Line:
Expectations
Communication
Accountability
Individualistic, Contrived Collegial
Low
High

42. Learning Cycle = Learning Team
Content
Context
Process
Learning
These are just 3 common examples of Learning Cycles. In the first one, you introduce the concept, allow time for students to explore then practice and apply their learning and receive feedback. The second one is the common PLAN-DO-STUDY-ACT model. The third in the 5E model we use in many science lessons.

43. -Identify power standard(s) that will be learned over the course of the next 3-4 weeks
-Study the content--Look-fors, Potential Misconceptions
-Create Pre/Post Assessment OR Final Product & Rubric
-Set Team Goals & expectations
-Plan lessons w/ exemplars/modeling
-Plan extensions for St who MS
-Determine Common Formative Assessment
-Give common form. assessment (performance-based; written; quiz)
-Monitor level of student engagement & learning
-Analyze common assess data
-Compare results to goal; set new goals
-Make instructional adj.
-Create Targeted Inter. Plan & extensions
-Analyze Summative Assessment data
-Compare to Goals
-Set new goals
Learning Team
Cycle

44. Four (5) Corners
Based on your learning and reflections, what stage do you believe your team is currently functioning at?
I think my team is at the Working Group Stage
I think my team is at the Potential Team Stage
I think my team is at the Pseudo-Team Stage
I think my team is at the Real Team Stage
I think my team is at the High-Performing Team Stage

45. With your group, read the Learning Team Cycle & Applying Team Learning Cycle with the stage of your team as your frame of reference, noting potential Boosters (+) & Barriers (-)

46. Learning Cycle = Learning Team
These are just 3 common examples of Learning Cycles. In the first one, you introduce the concept, allow time for students to explore then practice and apply their learning and receive feedback. The second one is the common PLAN-DO-STUDY-ACT model. The third in the 5E model we use in many science lessons.

47. NISD Leadership Learning Cycle
Leading & Learning (DLT)
Session facilitated by coordinator(s) highlighting key components in upcoming curriculum
Campus Calibration
Time for classroom visits on own campus, noting successes, questions, concerns
Learning Team PLCs
(Quality Redefined)
Each LT will spend one day visiting 2 campuses on the Learning Team:
1, Host campus to share IF/POP (QD)
2.Instruct. Rounds to see curriculum & S work in action & provide feedback on IF/POP
Prinicpal PLC
1. Debrief Learning Team observations/Reflections
2. CIR Process with one teacher/team in content area of curriculum focus
3. T-TESS calibration on lesson observed during CIR process
Campus
Calibration
Follow-up w/ accountability partner; classroom visits /PLC discussions based on take-away from Principal PLC
Red circle- Represents a look at the upcoming Curriculum
Green circle- Represents a look at the Instruction as well as how the Curriculum is being implemented
Purple circle- By looking at the results of implementation either through student work or test data, the Assessment of the work is completed.
Blue circle- Debriefing and reflecting on the CIA allows the team to use the information to create next steps
Orange circle- Using the information collected to share with the entire staff allows for consistency and common purpose.

48. PLC Learning Cycle Identify key Standard(s) & thoroughly examine
Plan & implement high-leverage instructional practices
Determine expectations/ exemplars/ modeling.
Predict results of instruction based on assessment / st. work?
Analyze student work/ results of common formative assessment. What questions does the data raise?
Examine impact of instruction based on analysis. What should be repeated? What should be Modified?
Share student results & team learning with others
Red circle- Represents a look at the upcoming Curriculum
Green circle- Represents a look at the Instruction as well as how the Curriculum is being implemented
Purple circle- By looking at the results of implementation either through student work or test data, the Assessment of the work is completed.
Blue circle- Debriefing and reflecting on the CIA allows the team to use the information to create next steps
Orange circle- Using the information collected to share with the entire staff allows for consistency and common purpose.

49. Campus Instructional Focus:
Grade Level:
PLC Stage:
Content Focus:
Needs of the Team:
Campus Instructional Focus:
Team Instructional Area of Focus:
Curriculum Area of Focus:
Critical Standards/Concepts:

50. Campus Instructional Focus:
Grade Level:
PLC Stage:
Content Focus:
Needs of the Team:
Campus Instructional Focus:
Team Instructional Area of Focus:
Curriculum Area of Focus:
Critical Standards/Concepts:

51. Week of Week of Week of Plan: Notes/Reflections Notes/Reflections

52. Protocols to Help Build a Productive Context for Your Team (PLC)
Content
Process
Context

53. Protocols Help Create a Productive Context for Your Team (PLC)

54. Protocols Help Create a Productive Context for Your Team (PLC)

55. Protocols Help Create a Productive Context for Your Team (PLC)
Process
Context

56. Protocols For Looking at Student Work with Your Team (PLC)

57. Protocols For Looking at Student Work with Your Team (PLC)
Content
Process
Context

58. Protocols to Help Look at Data with Your Team (PLC)
Process
Context

59. Protocols to Help Look at Data with Your Team (PLC)
Process
Context

60. Protocols to Help Look at Data with Your Team (PLC)

61. Protocols to Help Examine Lessons with Your Team (PLC)

62. Continuous Growth
Content
Sustained Change
Learning
Process
Context

63. Sustained Change
Content
Context
Process
Learning
Sustained Change
“Sustained change only happens when we shift at an emotional rather than logical level.”
--Robin Sharma

64. Hopes & Fears
Content
Change
Learning
Process
Context

65. Hopes & Fears
“Sustained change only happens when we shift at an emotional rather than logical level.”
--Robin Sharma

66. In what ways can you reframe your fears into hopes?
Hopes & Fears
Reflection:
In what ways can you reframe your fears into hopes?

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