1. PLC Boot Camp: Supporting School Teams

2. Objectives for Coaches Training
Provide an opportunity for questions and possible responses to challenges with the PLC/data team process
Build capacity in coaching and working with teams versus one-on-one coaching

3. Who Is “the Coach?”
YOU!
Coach
Coach
Building capacity in Teachers, Administrators, Coaches… ALL instructional supports!

4. Quiz:
What are the steps to the team process from start to end?

5. Check your memory!

6. “Your Lane vs. My Lane”
Write down the places where you would/could/should interject yourself as a support person to improve student achievement outcomes?
Of those, where are you most confident?
Of the rest of the process, which elements are you least comfortable working on?

7. Another Way of thinking about it…
9:05
It’s time to dig in – this is OUR highway!

8. Coaching Teams Vs. Coaching Individuals
Pace
Flow
Process
Dynamics
Outcomes
Accountability
Expectations
Your Role
Turn & Talk: What Else is Different?
9:15

9. Our Role as Support

10. Frequent Misstep: Skipping/Rushing through STEP ONE
Begin Draft of Unit Plan by:
Identifying priority standard/s of focus
Deconstructing the standards:
What is the standard asking students…
To know
Understand
Be able to do
Backward Design Model by McTighe and Wiggins
What do you want students to Know, Understand, and Be Able to Do?
How are they going to demonstrate their learning? This needs to be appropriate to the Bloom’s/DOK level suggested by the standard.
How will you know if a student is meeting the specific standard or their performance objective?
What are the key qualities you are looking for in this work?
How would you describe the criteria for meeting this standard or objective?
Address using a post-assessment as a pre-assessment—
T: My students won’t know anything, anyway.
C: May I please borrow your crystal ball?
-Or-
What are you assessing? Is it valuable? Depth of Knowledge or just discrete facts/skills?

11. Step 1 - CRUCIAL ELEMENTS
Determine what proficiency looks like for the standards
Create a common assessment that assesses the standards at the appropriate DOK
Create a scoring rubric/checklist that defines EACH level of proficiency (WARNING: Don’t get stuck here!)
Calibrate scoring
Administer the assessment
Backward Design Model by McTighe and Wiggins
What do you want students to Know, Understand, and Be Able to Do?
How are they going to demonstrate their learning? This needs to be appropriate to the Bloom’s/DOK level suggested by the standard.
How will you know if a student is meeting the specific standard or their performance objective?
What are the key qualities you are looking for in this work?
How would you describe the criteria for meeting this standard or objective?
Address using a post-assessment as a pre-assessment—
T: My students won’t know anything, anyway.
C: May I please borrow your crystal ball?
-Or-
What are you assessing? Is it valuable? Depth of Knowledge or just discrete facts/skills?

12. Rank your teams Identify each team that is using the process.
Rank each team on a 1-5 scale with 5 being the highest performing.
Clearly identify where each team gets stuck.
Pinpoint one critical next step to help this each team move forward. Be able to justify your next step.
Turn and talk about a team you would like input from someone else.
Backward Design Model by McTighe and Wiggins
What do you want students to Know, Understand, and Be Able to Do?
How are they going to demonstrate their learning? This needs to be appropriate to the Bloom’s/DOK level suggested by the standard.
How will you know if a student is meeting the specific standard or their performance objective?
What are the key qualities you are looking for in this work?
How would you describe the criteria for meeting this standard or objective?
Address using a post-assessment as a pre-assessment—
T: My students won’t know anything, anyway.
C: May I please borrow your crystal ball?
-Or-
What are you assessing? Is it valuable? Depth of Knowledge or just discrete facts/skills?

13. Frequent Misstep: ROLES not identified/defined
Facilitator – Preps/leads meetings
Time Keeper – Manages and honors the time of all
members
Recorder/Scribe – Takes/shares notes/agendas etc.
Notebook Manager - AKA Keeper of Important Stuff!
Data Manager – Organizes data prior to meeting
for ease of use
Process Observer/Engaged Participant – Participates and offers feedback on team processes

14. KEY PLAYER #1: The Facilitator
members of details for upcoming meetings. Include a reminder for teachers to bring any necessary materials to share.
Create and follow a simple agenda to keep the meeting focused.
Encourage participants to share/engage/try something new.
Encourage all members to provide their colleagues with constructive and thoughtful feedback and respond to feedback in the same manner.
/share PLC work/outcomes with necessary parties (coaches, specialists, team members etc.).
Communicate with supports regularly
When things go wrong… DON’T go with them!!!!
Have the first 4 bullets move in followed by the next 3

15. Clarifying Roles and providing support
List the various roles that your teams typically use.
Discuss those roles with others at your table and determine if it would be helpful to:
Add more roles
Add clearer definitions
Provide more specific feedback
Conduct monthly facilitators meetings (The Data Team Experience by Angela Perry).

16. The BIG Question… You’ll NEED a GOOD answer!
WHY?

17. Step One: Intended Curriculum Step 7: Reflection
(with Unit Plan)
Step One:
Intended Curriculum
9:55
Step 7: Reflection
Implemented Curriculum
Captures Steps 2-6:
Learned Curriculum

18. PLC BOOTCAMP: Intuition and PInBALL
Being Present
“Knowing”
When to talk/teach
When to listen
When to question
When to stop/slow down
the team
When to let something go
When to phone a friend
10:05

19. BootCamp Round One Teams of 4 4 minute scenario 3 minute debrief
1 Coach
2 Team Members
1 Process Observer
4 minute scenario
Stay Committed to Your Role!
Try to be realistic 
Don’t be afraid to “pause, think and go”
3 minute debrief
Good Questions/Statements/Transitions
Other Ideas/Questions

20. InACTION IS STILL An ACTION
Freezing Up
“Silencing Out”
Just Listening
Other “inactions”
What message does it send?

21. PLC BootCamp AKA: the HOTSEAT
Teams of 4
1 Leader
2 Team Members
1 Process Observer
Approx. 4 minute scenario
Stay Committed to Your Role!
Try to be realistic 
Don’t be afraid to “pause, think and go”
3 minute debrief
Good Questions/Statements/Transitions
Other Ideas/Questions
10:25

22. 10:40
Stand Up: Find someone new and tell them, how could understanding this help in YOUR position?

23. PLC BootCamp ROUnd 3 & 4 Teams of 4 Approx. 4 minute scenario
1 Leader
2 Team Members
1 Process Observer
Approx. 4 minute scenario
Stay Committed to Your Role!
Try to be realistic 
Don’t be afraid to “pause, think and go”
3 minute debrief
Good Questions/Statements/Transitions
Other Ideas/Questions
11:10

24. Time to Brainstorm: What If/What Should I Do When…
Take a minute to brainstorm scenarios that you’ve experienced that were NOT addressed yet.
When you think of a really tough one, please STAND up.
Groups of 3
4 minutes per person
Discuss options for resolving the challenge
DEPENDING ON TIME

25. What are you still wondering about?
DEAR FACILITATOR…
Burning Questions?
Concerns?
Confusion?
What are you still wondering about?

26. Reflection Quick Write + Something helpful Δ Something that could be
improved for next time
What do you need more
training/support with
moving forward?
11:40

27. Questions? Thoughts? Other NEEds?
11:45

28. Thank you slide
2:45 – 3:30
Mira and Sandy