1. Creating a Cultural Shift: Professional Learning Community Implementation and Differentiated Instruction at Salina Intermediate
Introductions Glenn
Presented by Glenn Maleyko, Former Principal at Salina Intermediate,
Ph.D Candidate Wayne State University
Robert Attee, Science Teacher
Mohammed Abdelfattah, Bilingual Teacher
MI-ASCD Conference, August 13, 2009

2. Salina Intermediate, Dearborn, Michigan

3. Salina Intermediate - By The Numbers
Located in Dearborn, MI – A suburb of Detroit
520 students in grades 4 – 8
100% ethnically diverse (Arabic primary ethnicity) These students qualify as Caucasian under federal guidelines

4. 23% annual mobility rate
Less than 9% students with disabilities
60% English Language Learners
97.5% Free and reduced lunch

5. Salina Int. Model School Major Achievements
Award winner of Several Technology Grants over the past 8 years
Ameritech Technology Academy Recognition as one of the top 8 schools in Michigan that are integrating technology into the curriculum

6. Achievements Continued
-We have Provided Training in Technology, Co-teaching, Literacy, Interventions and Foreign Language to over 1300 educators in Michigan during the past 7 years.

7. Provide Frequent Presentations at State and National Conferences
ICLE Model Schools Conference 2009
ICLE Hawaii Symposium 2009
ASCD National Conference 2009
MACUL State Conference
ACTFL National Conference 2008
MABE State Conference 2008
Arkansas Literacy Conference 2007

8. Michigan ASCD Middle School Summit 2007
ATA Academy 2007 and 2008
NMSA National Conference 2005
Michigan ASCD Conference 2003

9. Awards 2 TAPS Award winners for 2004 MACUL.
2004 COATT Award - Nadra Shami
2005 WCRESA Middle school Technology Award - Bob Attee
Nomination for MACUL outstanding Technology Educator Award -Glenn Maleyko
MI-Champions Grant -Mohammed Abdelfattah

10. Salina Intermediate Model:
Professional learning communities
Special education co-teaching
Comprehensive interventions
Technology integration
Literacy across the curriculum
Capacity building – Shared leadership
Data-driven instruction

12. Strategy 4 Technology Integration and Critical Thinking
Rigor and Relevance

13. Original Terms New Terms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

14. W. M. Glasser

15. Student Technology Trainers

16. Salina Students Present at the Capitol Building in Lansing, MI November 2008 and at the MACUL conference in Detroit, MI, March 2009
Trail Tears plus Mo’s sample 2 examples.

17. Student Work Samples Survival Skills Animals by: Kahten
Organisms PowerPoint
Podcasts

18. Activity 1 Poll everywhere survey http://www.polleverywhere.com
Activity 1 Poll everywhere survey
Glenn Back up download a sample question to show participants.
Tell them about it. Since there is no internet

19. All of us can consciously decide to leave behind a life of mediocrity and to live a life of greatness---at home, at work and in the community. No matter what our circumstances may be, such a decision can be made by everyone of us. Stephen Covey
Pg. 29

20. Visionary leaders
Effective visions help individuals understand that they are part of a larger world and also reassure them of their individual importance to the organization.
Reeves, Douglas (2006). The learning Leader.

21. “People want to be part of something larger than themselves
“People want to be part of something larger than themselves. They want to be part of something they’re really proud of, that they’ll fight for, sacrifice for , trust.” — Howard Schultz
Bob starts

22. Activity 2 Turn to a partner and discuss the following questions:
What is your reaction to the quotations from Stephen Covey, Doug Reeves, and/or Howard Schultz?
What implications does this have on your perception of leadership?

23. What is our frame of mind?
Is the Glass half full or half empty?
At Salina Intermediate we always view the glass half full. An optimistic viewpoint.
End at the Globe Integrity.

24. Salina Vision We envision an innovative, successful school where diversity is respected and celebrated, where all students use higher order thinking skills to meet high standards developed collaboratively by a motivated, compassionate, and highly skilled staff, working in partnership with parents and the community.

25. Salina Intermediate Mission
The mission of Salina Intermediate School is to increase academic achievement by implementing and evaluating a technology integrated comprehensive curriculum which enables students to become literate problem-solving critical thinkers. We have high expectations for all students, and provide a safe and nurturing environment collaboratively with parents and community to ensure that all students become responsible, productive citizens.

26. Activity 3 Discuss with a partner the following question:
Why is it essential to have clear mission and vision statements?
What does a mission or vision statement tell us about an organization?
Bob Activity

27. Salina Intermediate 2008-2009 Mobility Data

28. Salina Intermediate Limited English Proficient Population

29. Economically Disadvantaged Students at Salina Intermediate 2008-09

30. Schools Do Make a Difference
An analysis of research conducted over a thirty-five year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds.
Robert Marzano, What works in schools, 2003.
Glass half full.

31. Dr. Bob Marzano with Salina Staff at the ASCD Conference in Orlando, March 2009

32. We face many barriers at Salina, but …
We have been effective at improving student achievement levels through the use of technology, literacy, and differentiated instruction under Professional Learning Communities model!
Bob Last one

33. Salina Intermediate ELA AYP Proficiency Growth
Glenn AYP proficiency data.

34. Salina Intermediate ELA AYP Proficiency Growth
Glenn

35. Salina AYP proficiency Growth

36. Salina AYP ELA Objective proficiency Growth

37. There must Be a Cultural Shift in how we do business on a day to day basis.
Glenn

38. Cultural Shifts Becoming a Professional Learning Community
Cultural Shifts Becoming a Professional Learning Community
“To put it as succinctly as possible, if you want to change and improve the climate and outcomes of schooling both for students and teachers, there are features of the school culture that have to be changed, and if they are not changed your well-intentioned efforts will be defeated”
Seymour Sarason: Taken From Robert Eaker PLC presentation.

39. Dr. Daggett at the Model Schools Conference in Atlanta, Georgia, June 2009: He advocates for change with stimulus funding

40. Activity 4: Word Splash Sharing
We will gather in assigned groups for this activity.
Mo leads the activity.
Mission, Vision, Leadership
Technology Integration
Higher Order Thinking Skills
Data

41. Strategy I: Professional Learning Communities at Salina Intermediate

42. The Power of Professional Learning Communities
The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community. The path to change in the classroom lies within and through professional learning communities.
PLC Bob
Dufour & Eaker

43. At Salina Intermediate School, professional learning communities are embedded in the culture of our school. Teamwork and collaboration at Salina is not an option, it is who we are and what we do as a part of our daily routine. Glenn Maleyko and Bob Attee (2009)

44. Team Collaboration
Effective collaborative teams share knowledge, define learning standards, agree on pacing, build knowledge of best practice, and focus on issues that MOST impact student achievement.
Bob

45. The Salina Intermediate Learning Community is Characterized by
1. Shared Mission, Vision,
and Values
2. School Improvement Plan

46. The Salina Intermediate Learning Community Cont’d
3. Collaborative Teams
4. Structured Time for PLCs
5. Intensive Data Collection and Analysis
6. On-going collaborative professional development

47. Salina Leadership Teams Meetings
Grade level teams
Literacy/SIP team
Special Education team
Intervention teams for middle school and elementary grades
School Support team
DFLAP team
Bob and interchange on this. Glenn on Literacy /SIP team

48. It is critical to develop a PLC calendar for the building
Bob and Glenn piggy back. Administrator setting everything in the calendar.
Covey Quadrant II items
Outlook calendar

49. Several Leadership teams meet on a regular basis. Add PLC calendar

50. A Traditional School Focuses on Teaching and a Professional Learning Community Focuses on Student Learning.
Glenn
Dr. Stein video on teaching. You need to exit the PowerPoint because the hyperlink does not work.

51. Glenn

52. Group Movement Activity #6
North (Leadership Experts)
Strength implementing a Clear Vision and getting people to follow and believe in the Mission.
South (Curriculum and Instruction Experts)
Strength in implementing effective Instructional Strategies including Differentiated instruction

53. Group Movement Activity #3 Cont’d
East (Relationships)
Developing With staff, parents and students.
West (Assessment)
Working and Analyzing Data, and implementing Data Driven Instructional Strategies.

54. Activity 6 Cont’d
Why is it important to implement a Learning Community if we want to implement a differentiated instructional model that meets the needs of all students?
Why is it important to focus on student learning rather than teaching?
Bob

55. The most effective collaborative teams
Focus on learning rather than teaching.
If teams do not focus on issues and questions that most impact student achievement, they become “coblaboration” teams.
Dufour & Eaker 2002
Bob focus on co-teaching

56. Salina Team Meeting components
Three important components keep the team focus and help to subdue the resistors
1. The development of Team Norms
2. The development of Team Goals
3. Sustaining Good team leadership (This could be one or two individuals.
Glenn and Bob

57. Team Norms video on D-Tube
Dearborn Public Schools
Video going to be short.
Go to media player for a file on this video

58. Bob

59. 6th Grade Team Weekly Agenda
Monday-- Co-teaching Planning
Tuesday-- Writing Analysis
Wednesday--Student Concerns
Thursday-- Technology Integration
Friday--Co-teaching Planning

60. Activity 7
Based on this example why is it important to have team norms and goals?
Bob,

61. Strategy 7 Data-Driven Instruction

62. Salina Standard Based Report Card
Marzano found that when you increase teacher effectiveness with assessment there are statistically significant gains with student achievement as it is measured by high stakes assessments.
We have seen this in action at our school as we implement multiple forms of assessment
to the 83rd percentile there is a 16% improvement in student achievement on star
99% and the growth is over 28% percentile.
Click on the Standard Based Report Card

63. Data-Driven Decisions & Instruction
The implementation of student portfolios that will include writing samples, DRA tests, common assessments, performance assessment samples and other pertinent data.
Within the cumulative folder, will be a writing portfolio that will include 2 writing samples based on the same prompt administered in the fall and in spring. All incoming students will be tested according to the Developmental Reading Assessment program in the fall and spring. ??DRA details
Performance Assessment-MEAP/ELPA/Terra Nova Other Pertinent data-MEAP prep summer school programs which include the pre/post assessments in Language Arts/Math. 63

64. Data-Driven Decisions & Instruction Cont’d
An assessment wall is used in all team rooms for writing prompts and DRA results. This wall assists us with the identification of children in need of interventions.
Within the cumulative folder, will be a writing portfolio that will include 2 writing samples based on the same prompt administered in the fall and in spring. All incoming students will be tested according to the Developmental Reading Assessment program in the fall and spring. ??DRA details
Performance Assessment-MEAP/ELPA/Terra Nova Other Pertinent data-MEAP prep summer school programs which include the pre/post assessments in Language Arts/Math. 64

65. Salina Assessment Wall
Bob, Assessment wall

67. Strategy 6 Salina Intermediate Capacity Building
Glenn

68. At Salina Intermediate we really focus on secret three and four from The Six Secrets of Change, Fullan (2008)
Secret One Love your employees
Secret Two Connect peers with purpose
Secret Three Capacity Building Prevails
Secret Four Learning is the work
Secret Five Transparency
Secret Six Systems Learn

69. Salina Intermediate Capacity Building
Our own faculty develops, implements, and evaluates our own professional development programs on a regular basis
We spotlight and showcase our programs at the district, state, and national level.

70. Salina Intermediate Professional Learning and Expertise
We have established our own experts in the school in several areas including:
Technology, literacy, co-teaching, differentiated instruction, writing, leadership, etc.

71. Salina Professional Learning and Expertise Cont’d
Our faculty supports each other through job- embedded on going training and support.
Faculty support each other through the development of our PLCs
We provide our faculty with our own training during meetings, pd, and school release time, etc.

72. Salina Intermediate Monitoring and Evaluating
Classroom Walkthroughs are a critical component within the School Improvement Process at Salina Intermediate.
I looked at articles published by ASCD.
The Three Minute Classroom Walk-Through by Carolyn Downey.
SIP goals and team SMART goals
Glenn leads
Bob supports

73. Salina Intermediate Administrative Walkthroughs and team Learning Walks. (based on the Downey Model (2004)
The most important thing is conversations and building relationships with faculty. At Salina Intermediate we complete a minimum of one walk through per month with all teams in the building.
Glenn
When the Downy approach is used you can take care of several of the 21 responsibilities that Marzano points to. Also the six secrets in Fullan.

74. Ray McNulty at the Model Schools Conference in Atlanta, Georgia, June 2009: He stresses the importance of relationships

75. 5 Step Downy Approach 1. Student Orientation to the work
2. Curricular Decision Points
3. Instructional Decision Points
4. Walk the Walls---Curricular and
Instructional Decision Points
5. Safety and Health Issues
Glenn

76. The Implementation of Thinking Maps at Salina Intermediate as an SIP strategy.
Mohammed Matrix and Thinking Maps.

77. Thinking Maps Continued

78. Thinking Maps Continued
Habitat Comparison Matrix

79. Learning Walk Discussion and the Co-Teaching Cultural Shift “We talk the talk and walk the walk”
Learning Walk Process and the Carolyn Downey Model
Showing you this to see what we do for PD and the cultural shift.
Consultant from the county comes in periodically to assist with Math LA and learning walks. Observer of what happens in our class.
Teacher Sumayah Alasry LA co-teacher

80. At Salina Intermediate this is done through our current structure
Marzano, Waters and McNulty (2005) 1st order change vs. 2nd order change
1st order change is incremental. It can be thought of as the next most obvious step to take.
At Salina Intermediate this is done through our current structure

81. 2nd order change
2nd order change is anything but incremental. It involves dramatic departures from the expected, both in defining a given problem and in finding a solution.
At Salina Intermediate we are change agents and we move on innovative programs that follow research based best practices

82. Strategy 2 The Co-teaching Model
This could also be considered as a second order change
Glenn

83. Implementation of Special Education Co-teaching
Co-teaching in 4th through 8th grade has been implemented in language arts and mathematics.
We have followed the research by Dr. Friend along with the work by Larry Gloeckler at ICLE
Glenn 83

84. “Gone are the days when I teach my
students, you teach your students. Now
we teach all students and share responsibility
no matter what the subject.”
Bob
Carolyn McMahon, Teacher

85. Salina Intermediate co-teaching model
Through the PLC Model all of the core teachers collaborate
In the Middle School 6th through 8th grade the Language Arts and Mathematics teachers co-teach
Elementary 4th & 5th Grade teachers co-teach in Mathematics & Language Arts plus other content areas
Glenda

86. Some small but practical Examples of the co-teaching cultural shift at Salina
Two teacher names on the door
Two desks or no desks
Both teachers have access to the entire electronic grade book and attendance
Both teachers present honor roll certificates
All teachers in the school take responsibility for all students.
Teachers must not work in isolation
Teaming is key
Bob,
Glenn speak on honor roll

87. Salina Intermediate Co-teaching and a 3 phase Process
Phase One: Pilot the model with the trailblazers -This provides insight and information towards full implementation
Phase Two: Talk about how it is coming, spend a lot of time doing this. Start to implement with a few other teachers who have learned through the phase one piloting

88. Co-teaching 3 Phase Process Cont’d
Phase Three: Full Implementation, all teachers will be involved in the process. Implementation is no-longer optional
It took about 3 years in order to get to full implementation at Salina Int.

89. Efficiency and Effectiveness
We have implemented the co-teaching model through a reallocation of resources
We do not have Teacher Consultants or paraprofessionals in Special Education
Instead we used this budget to buy more teachers.
Glenn

90. Salina Intermediate co-teaching model
Through the PLC Model all of the core teachers collaborate
In the Middle School 6th through 8th grade the Language Arts and Mathematics teachers co-teach
Elementary 4th & 5th Grade teachers co-teach in Mathematics & Language Arts and other core areas
Glenda

91. Co-teaching Affective Benefits
Students want to be part of the class
They are self-motivated
Stigmatism is eliminated
Teachers feel that their students act in a more appropriate manner
Gives students access to the core curriculum and standards ie. High expectations for all learners.
Salina Teacher Perspectives video go.
Bob and Glenn

92. Teacher Perspectives Price, Abdelfattah(4th Grade), and Rockey (8th Grade)
Price, 4th Grade Spec 12 years teaching experience 3 years of co-teaching experience
Abdelfattah 4th Grade Reg ed Looping to 5th Grade
Rockey 8th Grade Co-teacher LA and mathematics

93. Insert Graph on Inclusion statistics
Glenn

94. Activity 8 : What are some of the benefits of co-teaching that you have learned from the presentation and video thus far?
Bob

95. Co-teaching Approaches
Susan

96. Co-teaching Approaches from Friend, M., & Bursuck, W. D. (2006)
Stations→Frequent
Parallel →Frequent
Teaming, Alternative, & One teach, one observe →
Occasional
One teach, One assist →Seldom
Susan

97. Co-teaching Approaches
One Teaching~One Observing- (5-10%)
One Teaching~One Drifting- (less than 20%)
Station Teaching- (30-40%)
Parallel Teaching- (30-40%)
Alternative Teaching- (20-30%)
Team Teaching- (20-30%)
Susan, Glenda will help if needed.

99. Station Teaching
Each professional has separate responsibility for delivering instruction
Lower teacher/student ratio
Students with disabilities can be more easily integrated into small groups

100. Parallel Teaching Lower teacher/student ratio Heterogeneous grouping
Allows for more creativity in lesson delivery
Teachers must both be comfortable in content and confident in teaching the content
Should not be used for initial instruction

101. Alternative Teaching Helps with attention problem students
Allows for re-teaching, tutoring, or enrichment
Can be stigmatizing to group who is alternatively taught
Special Ed teacher can be viewed as an assistant if he/she is always in alternative teaching role

102. Preview at Resource Center or visit http://store.leadered.com
Strategies for K-8 Students and Strategies for High School Students with Disabilities in the General Education Curriculum
Preview at Resource Center or visit

103. Strategy 3 Comprehensive Interventions
Glenn

104. Instructional Dialogues and Intervention Process
Teachers meet in teams with the intervention team and the principal to discuss struggling students. It is mandated at least three times per year. They must bring DRA data, writing data and other data to the meeting. Pending the outcome, we then decide on an intervention.
Bob

105. Team Collaboration and the 3 Essential Questions
Question Three
3. How will we respond when they don’t learn?

107. Middle School and Elementary Literacy Intervention Class
Students in grades four through eight who are two grade levels below the appropriate reading level are flagged for this class.
Other data can also be used to flag these students.

108. Reading Intervention Cont’d
They receive an additional 50 minute period each day in lieu of an elective class.
25 minutes is spent in Guided Reading plus or Comprehension focus groups based on the Research by Dr. Dorn from the University of Arkansas

109. Reading Intervention Cont’d
There are 3-4 teachers and one paraprofessional in this classroom for a 1:5 ratio teacher to student.
Guided reading and computer software are the major resources that are used in this class.
Mohammed will talk about Literacy Block, Readers workshop and literacy across the content areas.

110. Readers Workshop Read Aloud: Above grade level
Shared Reading: At or above grade level
Guided Reading: Instructional Level
Independent Reading: Independent level
Literature Discussion Groups
Literature Circles

111. Literacy Centers Siop: T.H.I.E.V.E.S Text Mapping Video
Squeepers(SQP2RS)
Art Center
Writing across the content Area
Websites that allow for practice of literacy specific skills.
I-Learn
I-Blog
Video
Listening
Technology such as thinking maps via inspiration, PowerPoint, podcasting, creating video clips, Comparison matrix, content based websites used to enhance information literacy

112. Salina Intermediate mid-year DRA growth the mean was approximately 1 grade level. The projection by the end of the year is 2 grade levels.

113. The Reading Intervention Treatment produced statistically significant results.

114. ELL Newcomer Literacy Center
We have developed a newcomer literacy center that integrates reading across the curriculum in grades 4th through 8th.
All students receive at least five hours per day of intensive literacy instruction throughout the content.
Glenn
114

115. Newcomer Literacy Cont’d
They receive two 120 minute blocks per day plus 60 minutes using ELL software.
ELPA, Common Assessments, and DRA results are used for appropriate student placement in the newcomer literacy center.

116. Team Collaboration and the 3 Essential Questions
A new, fourth question is: How will we respond when they have learned?
Bob

118. Strategy 7 Data-Driven Instruction

119. Accountability Writing Across the Curriculum Program.
Administrative Building Walk-through and First things First.
Faculty best practices learning walks.
Administrative observation and the teacher evaluation system.
Administrators/teachers need to put First Things First and Collect Data and use it in a precise manner.
Glenn
119

120. Feedback
Feedback to teachers enables them to focus their instruction; feedback to students enables them to monitor and improve their learning.
-Fullan, Hill, & Crevola, 2006

121. Goal One: Writing
All students will demonstrate improvement in writing across all content areas with 78% of the students showing proficiency by meeting the state standards based on the 2009 English Language Arts AYP Proficiency Index.
Glenn
121

122. Comment Codes:
1 = Lacks focus on one central idea
2 = Demonstrates limited control over sentence structure, vocab. and/or conventions
3 = Needs details & example to adequately develop the ideas & content
4 = Lacks coherent organization &/or connections between ideas
5 = Needs richer development of the central idea w/ some additional, relevant details and examples to receive higher score
6 = Needs tighter control of organization &/or the connections among the ideas to get a higher score
7 = Needs greater precision and maturity of language use to get a higher score
8= Earned the highest score of 6

123. Building Wide Writing Across the Curriculum
All teachers including elective teachers submit student writing samples that is reviewed by the Literacy Team.
We implement a common writing rubric in the various content areas.
The implementation of extensive training on inter-rater reliability and feedback to students.
The development of appropriate writing prompts that are aligned with Bloom’s higher order thinking process for all content areas.
The writing samples are scored by the teacher. Prior to the submission teachers are free to discuss the analysis and summary to ensure the accuracy of the scoring and potential recommendations for writing instruction. The literacy team evaluates the scoring as well as the prompt.
As part of our curriculum mapping at our grade level we developed common writing prompts for math and language arts. Each math unit includes a writing prompt, as well as each theme that we cover in our language arts curriculum.
Although all teachers are required to submit writing samples, for consistency and reliability purposes, only Language Arts writing scores will be posted on the assessment wall. The LA teacher at the middle school level provides the student scores for the rest of the team.
123

124. Goal Two: Reading
All students will demonstrate improvement in reading comprehension in all content areas with 78% of the students showing proficiency by meeting the state standards based on the 2009 English Language Arts AYP Proficiency Index.
Glenn
124

125. The Need to Stop Doing
Most of us have an every-expanding “to do list, trying to build momentum by doing, doing, doing- and going more. And it rarely works. Those who built “good-to-great” organizations, however, made as much use of “stop doing” lists as “to do” lists. They had the discipline to stop doing all the extraneous junk.
Jim Collins.
Good to Great Book.

126. Case Study: Professional Learning Community Implementation
Rigor, Relevance and Relationships

127. Case Study Cont’d Background
The Background:
You have just been appointed to Kaline Middle School in Honolulu, Hawaii. Kaline Middle School is over 75 years old. This school is in a rural section of the city and is secluded. The former principal of Kaline Middle School was not visible in the hallways and chose to continue the same school improvement strategies that have been tried during the past three years.

128. Case Study Continued Student Population:
In Kaline Middle School, you have a student population of 312 students. 23% of your student population are recent immigrants to the United States from Asia. Most of your students in Kaline Middle School have little or no English skills as 72% of the students are English Language Learners.

129. Case Study Student Population Cont’d
97.5% of Kaline Middle School’s student population qualifies for free or reduced lunch rates. Nine percent of the student population qualifies for special education services.

130. Case Study School Performance Cont’d
Your school has been making Adequate Yearly Progress (AYP) in Mathematics, but not in Language Arts. The special needs population was close to meeting the level needed to make AYP in Language Arts, but fell short by 3%. About 40% of the student population is below their grade level reading level. Students have difficulty with responding to district informational writing prompts.

131. Case Study Student Performance Cont’d
About 45% of the students are having difficulty with understanding the content in science and social studies. Your special needs students are in resource rooms for all of their classes with a special needs teacher for each grade level.

132. Case Study Cont’d School Culture
Each teacher at Kaline Middle School teaches in his or her primary certification level. There are four core teachers and one special needs teacher at each grade level. About 1/3 of the teachers at Kaline Middle School have been teaching for over 12 years. Three of the teachers are new hires.

133. Case Study School Culture Cont’d
There are three teachers who are considered resisters who regularly try to sabotage change efforts by the previous principal. Four of the newer staff members consider themselves as trailblazers because they want to try strategies that they believe will help their students.

134. Case Study School Culture Cont’d
Overall, the school culture is positive, but several of the staff have become influenced in how they perform based on the resisters. Many of the staff members have specialized expertise in technology integration, literacy methods, or differentiated instruction, but are reluctant to share their expertise with others.

135. Case Study Cont’d The Initiative:
The superintendent has asked all of the schools in Honolulu to implement the professional learning communities model for the upcoming school year. Each grade level will have team time each day. Schools are expected to make progress in areas in which they are not making AYP. Each grade level will meet as a team for 45 minutes each day.

136. Problem
In small groups, select your role and describe how you would respond to the following situations:
As Principal:
How would you build a professional learning community at Kaline Middle School?
How would you respond to resisters?
How would you help the staff to share their expertise with each other?
What could be done to improve the school AYP performance?

137. Case Study Cont’d As Teacher:
How would you help the principal to build a professional learning community at Kaline Middle School?
How would you respond to resisters on your team?
How would you help your teammates to share their expertise with each other?
What could be done to improve the school AYP performance?

138. Optional: You might want to combine the administrator and teacher questions if you are together in this session as a school team.

139. Closing Slide: What we have discussed today
Professional learning communities
Special education co-teaching
Comprehensive interventions
Technology integration
Literacy across the curriculum
Capacity building – Shared leadership
Data-driven instruction

140. Presentation References
Covey, S. (2004). The 8th habit: From effectiveness to greatness. New York, NY: Franklin Covey Co.
Downey, Steffy, English, Frase & Poston (2004). The Three Minute Classroom Walk-Through.
Dufour, R., Dufour, R., Eaker, R. & Many, T. (2006). Learning by Doing. Bloomington, IN: Solution Tree.
Dufour, R., Dufour, R., Eaker, R., & Karhanek. (2004). What ever it takes: How professional learning communities respond when kids don’t learn. Bloomington, Indiana: Solution Tree
Dufour, R., Dufour, R., & Eaker, R. (2002). Getting started: Reculturing schools to become professional learning communities. Solution Tree: Bloomington, Indiana.
Dufour, R. & Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, Indiana: Solution Tree.
Education Week,, (2002) Technology in Education, October 1st, 2003.
Friend, M. (2008). Co-teach: A handbook for creating and sustaining effective classroom partnerships in inclusive schools. Greensboro, NC: Marilyn Friend Inc. .
Fullan. (2008). The Six Secrets of Change.
Fullan, Hill, & Crevola. (2006). Breakthrough. Prentice-Hall.
Gardner () Do Technology Based Lessons Meet the Needs of Student Learning Styles
Jackson, Anthony W & Davis, Gayle (2000). Turning Points 2000: Educating Adolescents in the 21st Century.
Marzano, R. (2006). Classroom Assessment and Grading that Work. ASCD Publications.

141. Presentation References
Marzano, R., Waters, T., & McNulty, B. A. (2005). School Leadership that works: From Research to Results.
National Association of State Boards of Education (2002)
McLaughlin, M., & Talbert, J. (2001). Professional learning communities and the work of high school teaching. Chicago: University of Chicago Press.
Sarason, S. B. (1996). Revisiting ‘The culture of the school and the problem of change’. New York: Teachers College Press.
Souden, Mike (2003). Evolution of Standards: Enhanced Information opportunities that technology provides. Taken on October 24, 2003, form
Stiggins, R. (2004). Student Involved Classroom Assessment: 3rd Edition. Prentice Hall.