1. PLC Design and Expectations: A Small School’s Focus on Synergy
Dr. Bill Wadlington, Superintendent/P-6 Principal
Barry Warren, Elementary Education Teacher & Principal Intern

2. Synergy in Professional Development
1 – 3 – 6ing Activity 1 3 6

3. Synergy in Professional Development
Silo vs. Synergy Philosophy
Characteristic
Contemporary
Professional Development
Synergy-driven
Focus
Silo (specific)
Global (general)
Longevity
Annual Focus
Continuous
Center of Control
Administration
Teacher
Learning Style
Direct Instruction and Group
Learning Community
Product
Time Sheet or Minutes
Teacher Product
Goal
Develop specific skill
Improve Learning
Client
Student
Process
Teaching
Learning

4. Synergy in Professional Development
Planning and Implementation Process
The District Learning Improvement Team (D.L.I.T.) made up of 2-secondary teachers, 2-primary teachers, 1-at large teacher, and the Superintendent/P-6 Principal develop the Professional Development Plan during a three-day summer retreat.
Members of the District Learning Improvement Team presented the plan to the entire staff during the September professional development day.
A volunteer teacher presents a 5-10 minute vignette of their process to the staff at the beginning of each professional development day that follows.
All teachers will make an electronic presentation of their professional development product during the May professional development day.

5. Synergy in Professional Development
Columbia Professional Development Philosophy
Student Assessment
Teacher Evaluation Evidence
Core Standards
Improved Student Learning

6. Synergy in Professional Development
Columbia Professional Development Philosophy
Standards, Student Assessment, Teacher Evaluation (S.A.E): The focus of the learning this year will be to connect rubric-formatted assessments to standards which will provide evidence in the teacher evaluation system (components 4.1, 6.1, and 6.2). The ultimate outcome is to improve student learning.
Note: Rubrics are any type of scoring guide that provides information to the student and teacher about a student’s performance.
Through this process, teachers will have a greater understanding of standards, their students’ abilities, and how to adapt their teaching to students’ needs. Students will develop metacognition of their performance in relationship to learning targets and standard-driven assessment expectations (components 3.1*, 3.2, 4.1, and 6.1).

7. Synergy in Professional Development
Columbia Professional Development Philosophy
Through the process of developing and incorporating the S.A.E, teachers will have the opportunity to collaborate and share best works to be used and evaluated by peers (components 8.1, 8.2, and 8.3).
Teaching staff will have the opportunity to present their products and artifacts to the entire staff on May 16th, 2014 (components 8.1, 8.2, and 8.3).
The intent is to provide staff with the greatest flexibility in learning while having clear expectations for sharing products and a focus on collegiality (components 8.1, 8.2, and 8.3).

8. Synergy in Professional Development
Year Schedule
Date
Large Group Focus
Individual or Group Focus
September 2018
Kickoff (90-minutes)
SAE (90 minutes)
October 2018
Examples of standard, rubric, and teacher assessment (digital sharing) (15 minutes)
SAE
(165 minutes)
December 2018
February 2019
March 2019
Examples of standard, rubric, and teacher assessment (digital sharing) (20 minutes)
(160 minutes)
April 2019
May 2019
Each member will share a digital presentation of an SAE (5 min. max, 110 minutes total)
SAE Wrap-up
(70 minutes)

9. Synergy in Professional Development
Daily Schedule
September 13th In-Service Day
Presentation on the connectivity between standard, student assessment and teacher evaluation (emphasis on BIG ideas).
Example of Standard, Rubric, and Alignment to Teacher Evaluation
Questions, Concerns, and Common Wisdom
Tour through Rubistar.com and using a Word table
Opportunity to sign-up for sharing (December, February, March, and April)
Opportunity to work in small groups or individually (60 minutes)
Standard In-Service Day
Examples of standard, rubric, and teacher assessment (digital sharing) (15 min.)
Small-group or Individual Opportunity to:
Deconstruct and Evaluate Standards = (S)
Creating Rubrics/Student Assessment = (A)
Posting into Teacher Evaluation = (E)

10. Synergy in Professional Development
Evaluation Criteria Focus
Marzano Teacher Evaluation Model Criteria
Component 3.1: Effective Scaffolding of Information within a Lesson
Component 3.2: Planning and Preparing for the Needs of All Students
Component 4.1: Attention to Established Content Standards
Component 6.1: Designing Instruction Aligned to Assessment
Component 6.2: Using Multiple data Elements
Component 8.1: Seeking Mentorship for Areas of Need or Interest
Component 8.2: Promoting Positive Interactions with Colleagues
Component 8.3: Participating in District and School Initiatives
*Not a specific goal or outcome, but could be integrated in the process of S.A.E

11. Synergy in Professional Development
Teacher Products
Components of the Teacher Product
Identify Standard(s)
Student Formative Assessment Design
TPEP or Evidence Component
Example of Teacher and Student Work
Conclusions and Next Steps

12. Annette Lembcke Mathematics Teacher
Creston School District No. 073 Professional Learning Community Teacher Presentation
Student Assessment
Teacher Evaluation Evidence
Core Standards
Improved Student Learning
Annette Lembcke
Mathematics Teacher

15. Pieces of the Puzzle I have previously been working on: Criterion Reference Assessments – Standards Based Assessments

16. Summative Assessments and Student Reflection

17. RIGOR (as defined by Common Core documents)
In major topics for mathematics, pursue with equal intensity:
Conceptual understanding
Procedural skill and fluency
Application

18. Pieces of the Puzzle I have started working on this year: Formative Assessments – Student Growth Charts

19. Pieces of the Puzzle that are my next steps: Learning Targets become Student Growth Charts

20. I want to take those documents and create a student document for each learning target and a 4-point scale rubric so they can identify their level after the summative test as well as have several formative assessments that have been recorded.

21. I want to incorporate student self monitoring charts with my Daily Math Review. They take 8 “pre-tests” so the opportunity for them to evaluate trends and identify areas to improve is huge. :

22. Sometimes I feel like Calvin…

23. But it could always
be worse…

25. Wayne Lembcke 5th and 6th Grade Teacher
Creston School District No. 073 Professional Learning Community Teacher Presentation
Student Assessment
Teacher Evaluation Evidence
Core Standards
Improved Student Learning
Wayne Lembcke
5th and 6th Grade Teacher

26. Professional Learning Community Teacher Presentation Standards Identified
CCSSM 5.1: Use equivalent fractions as a strategy to add and subtract fraction.
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a ways as to produce an equivalent sum or difference of fractions with like denominators.
Student Assessment
Teacher Evaluation Evidence
Core Standards
Improved Student Learning

27. Formative Assessments
Quiz and Student Notes
I’m looking for evidence related to the:
math standard
vocabulary and concept knowledge
engagement
meta-cognition related to the learning target and student performance.

28. Student Quiz

29. Student Notes

33. Formative Assessment Results
Quiz:
– 11 students meeting standard
– 3 students need more work an adding fractions and mixes numbers with unlike denominators
Notes:
– 2 students need work on unit vocabulary
– 3 students listed simplest form as an area they are working on to improve
– 2 students show gains with engagement

34. Addressing Assessment Results
Modified Assignments
One on one instruction on process and strategies
Mrs. Stefanini – change of language and encouragement
Engaging struggling students in class discussion
Practice – allow time for the skill to develop

35. Motivation and Student Achievement
Formative Assessment and Intrinsic Motivation
Next – charting student progress
Final thought
Questions?
Comments
Student Assessment
Teacher Evaluation Evidence
Core Standards
Improved Student Learning

36. Wayne Lembcke 5th and 6th Grade Classroom teacher
Creston School District No. 073 Professional Learning Community Teacher Presentation
Thank you
Student Assessment
Teacher Evaluation Evidence
Core Standards
Improved Student Learning
Wayne Lembcke
5th and 6th Grade Classroom teacher

37. Synergy in Professional Development
Impact of Synergy-driven Professional Development
Demonstrated trust in teacher’s professionalism
Focused on Standards, Formative Assessment, and Evidence (S.A.E.)
Allows for teachers to learn in their best ‘mode of learning’ at any given professional development day
Promotes continuous professional development, rather than annual event
The focus changed from curricular and instruction to student learning improvement
The professional development process aligned with the premise of Response to Intervention (R.T.I.) and supported improved learning for all students, but especially students with special needs.

38. Questions? Student Assessment Teacher Evaluation Evidence
Core Standards
Improved Student Learning