1. The Finishing Pieces ACSD Summer Conference 2008 Karen Sullards Principal Bayou Meto Elem PCSSD

2.  Professional Learning Communities: A Cultural Shift Getting Started: Reculturing Schools to Become Professional Learning Communities by Robert Eaker, Richard Dufour, & Rebecca B. Dufour

3.  The Charles Darwin School  We believe all kids can learn…based on their ability  The Pontius Pilate School  We believe all kids can learn…if they take advantage of the opportunity we give them to learn

4.  The Chicago Cubs Fans School  We believe all kids can learn…something, and we will help all students experience growth in a warn and nurturing environment.  The Henry Higgins School  We believe all kids can learn…and we will work to help all students achieve high standards of learning

5.  PLC’s are education’s best hope of reculturing schools…a school’s culture involves “how we do things around here”  …changing how schools are organized is the primary way to change behavior.  …this shift in culture necessitates altering the belief system.

6.  “ In Schools, treading water is no longer an option. School People must either propel themselves in some direction, be towed or sink.” --Roland Barth

7.  Focus on learning  A collaborative working culture  Inquiry into best practices and current reality  Learn by doing  Commitment to continuous improvement  Results oriented

8.  The very essence of a learning community is a focus on and a commitment to the learning of each student..  Shifts focus of school from teaching to learning  Adult Learning – in order for a school to be effective the adults must be continually learning

9. Research Says:  It is the single most important factor for successful school improvement and the 1 st order of business for those seeking to enhance the effectiveness of their school. --Eastwood and Lewis

10.  A Professional Learning Community is composed of collaborative teams whose members work interdependently to achieve a common goal linked to the purpose of learning for all  “Without collaborative teams and relationships it is not possible to learn and continue to learn as much as you need to know to improve.” --Michael Fullen

11.  Where we are  Sharing Craft Knowledge  Develop new skills, teaching strategies and capabilities Which over time becomes a heightened awareness which over time transforms the culture of the school.

12.  Members of PLC’s are action orientated:  They move quickly to turn aspirations into actions and visions into reality.  Research show the most powerful learning always occurs in the context of taking action (Kids and Adults)  Avoids paralysis by analysis and overcomes inertia with action

13.  Evidence of the current levels of student learning  Develop Strategies to address weaknesses and build on strengths  Implement those strategies  Analyze the impact of the changes to see what was effective  Apply new knowledge in next cycle of continuous improvement

14.  What exactly do we expect students to learn?  What does it look like?  How will we know when each student has acquired these skills?  How does the PLC respond when the student does not learn?

15. TRADITIONALPLC  Traditional Schools  Each teacher independently decides what to teach.  Curriculum overload is common.  Professional Learning Communities  Collaboratively agreed upon curriculum focuses on what students are expected to learn.  Reduced content means meaningful content is taught at greater depth.  Assessment is developed through collaboration.  A plan for responding to student who are not learning is developed through collaboration.

16. TRADITIONALPLC  Traditional Schools  Decisions about improvement strategies are made by “averaging opinions.”  Professional Learning Communities  Decisions are research-based with collaboration teams of teachers seeking out “best practices

17. TRADITIONALPLC  Traditional Schools  Effectiveness of improvement strategies is externally validated. Teachers rely on others outside the school to identify what works.  Emphasis is placed on how teachers like various approaches.  Professional Learning Communities  Approaches are internally validated. Teams of teachers try various approaches and collaborate on how the approaches affect student learning.  The effect on student learning is the primary basis for assessing various improvement strategies.

18.  Traditional Schools  Administrators are viewed as being in leadership positions while teachers are viewed as “implementors” or followers.  Traditional Schools  Administrators are viewed as being in leadership positions while teachers are viewed as “implementors” or followers.

19.  Traditional  Leadership is top down with teachers taking a secondary role to the principal  PLC  Teachers share the leadership by Reading Action Research Analyze Data New Strategies Work Collaboratively with others by: Planning Modeling Sharing Craft Knowledge

20.  Energize others to join the leadership process  Develop talent and commitment of others  Teachers view themselves as empowered because of the shared responsibilities  Don’t have all the answers  Display a collaborative nature  Rely on leadership rather than authority  Comfortable with WIN/WIN with staff

21.  Promote a common vision  Maintain focus on learning and instructional matters  Acknowledge the challenges and rewards of shared leadership  Open to feedback  Learn from Experience  Listen to requests from teachers to provide materials, time, and the opportunity to assume leadership  Work with teachers to provide staff development needs that have been identified

22.  Hold as a group a clear, shared mission/vision of the school  Use Action Research to improve instruction  Strong teacher leadership  Effective instructional programs  Shared craft knowledge among teachers  Are collaborative  Are reflective

23. Bayou Meto Elementary Before PLCs 2005 After PLCs 2006 and 2007 YEAR3 RD MATH 3 RD LIT4 TH MATH 4 TH LIT5 TH MATH 5 TH LIT 0569 %51 %74 %53 %43 %54 % 0675 %63 %79 %77 %53 %68 % 0786 %75 %79 %74 %77 %75 % 08 89% 67% 89% 77% 80% 81%

24. Arnold Drive Elementary Before PLCs 2005 After PLCs 2006 and 2007 YEAR3 RD MATH 3 RD LIT4 TH MATH 4 TH LIT5 TH MATH 5 TH LIT 0566 %68 %55 %60 %53 %60 % 0675 %68 %70 %68 %72 % 0780 %68 %97 %69 %81 %89 %

25.  To Change Others…..1 st Change Yourself Create small collaborative, committed and empowered groups Focused on learning and results Margaret Mead, noted anthropologist, states “Never doubt that a small group of thoughtful committed people can change the world; indeed it’s the only thing that ever has.” PLCs are helping us make those changes in some Arkansas Schools.

26. PLC