1. May 9 th, 2012 Renee M. Burnett * OCM BOCES Network Team An introduction based upon Learning By Doing: A Handbook for Professional Learning Communities at Work Cincinnatus, LaFayette, & McGraw CSDs

2. AGENDA

3. OUTCOMES

4. What a PLC is NOT 4

5. 5 David Salisbury & Daryl Conner, 1994 Modify the change to be more in line with the existing culture Alter the culture to be more in line with the proposed change Or prepare to fail Your PLC Journey

6. TRADITIONAL SCHOOL STRUCTURE INDEPENDENT KINGDOMS 5 th Independent Kingdom Independent Kingdom Independent Kingdom Independent Kingdom 6thIndependent Kingdom Independent Kingdom Independent Kingdom Independent Kingdom 7thIndependent Kingdom Independent Kingdom Independent Kingdom Independent Kingdom 8thIndependent Kingdom Independent Kingdom Independent Kingdom Independent Kingdom

7. BIG IDEA OF PLCS

8. PSEUDO PLC STRUCTURE INDIVIDUAL KINGDOMS ORGANIZED INTO ISOLATED GROUPS ON AN INFREQUENT BASIS 9 th Grade Group 10th Grade Group 11 th Grade Group 12 th Grade Group

9. BIG IDEAS OF PLCS

10. 10 GRADE LEVEL MEETINGS Are we talking about the right things?

11. Kindergarten 12 th grade Shared Purpose Shared Vision Collective Commitments Shared Goals Ensuring high Creating the Clarifying how each Identifying levels of learning structures and individual will indicators to for all students culture to ensure contribute to monitor our all students learn achieving the progress vision Vertical Dialogue True PLC Structure = A cohesive school organized into interdependent collaborative teams united by a PLC foundation

12. BIG IDEAS OF PLCS

13. PLC Journey 13 CFA CROSSWALK

14. PLC Themes 14

15. Your PLC Journey 15

16. The PLC Journey 16 PROMOTING A CLEAR & COMPELLING PURPOSE

17. 17 BREATHING LIFE INTO MISSION STATEMENTS MISSIONVISIONGOALSVALUES WHY? Why do we exist? WHAT? What must our school become to accomplish our purpose? HOW? How must we behave to achieve our vision? HOW WILL WE MARK OUR PROGRESS? FUNDAMENTAL PURPOSE TARGETS & TIMELINES COLLECTIVE COMMITMENTS COMPELLING FUTURE Clarifies priorities & Sharpens focus Gives directions Guides behaviors Establishes priorities

18. Key Ideas 18

19. PLC Journey 19 CFA CROSSWALK

20. The PLC Journey 20 CREATING A FOCUS ON LEARNING

21. QUESTIONS THAT DRIVE PROFESSIONAL LEARNING COMMUNITIES 4 4

22. What do we want each student to learn? 1

23. LEVELS OF CURRICULA To impact the attained curriculum in the most powerful way, make certain the implemented curriculum is guaranteed and viable.

24. If we want all students to learn at high levels, those who teach them must be able to answer the question “Learn what?” with a consistent voice.

25. How will we know if each student has learned it? 2

26. In my reviews of accountability data from hundreds of schools, the schools with the greatest gains in achievement consistently happen to use common assessments and collaborative scoring by faculty. Doug Reeves, 2007

27. Key Ideas 27

28. PLC Journey 28 CFA CROSSWALK

29. The PLC Journey 29 HOW WILL WE RESPOND WHEN SOME STUDENTS DON’T LEARN?

30. How will we respond when some students do not learn it? 3 4 4 How will we respond when some students already know it?

31. The School’s Response

33. Key Ideas 33

34. PLC Journey 34 CFA CROSSWALK

35. The PLC Journey 35 BUILDING A COLLABORATIVE CULTURE

36. Most Promising Practices for Improving Student Learning 36 John Hattie (2009), Visible Learning

37. The question is not Do we collaborate? but rather What do we collaborate about?

38. True Collaboration Congenial Harmony

39. TEAM LEARNING PROCESS

40. Key Ideas 40

41. PLC Journey 41 CFA CROSSWALK

42. The PLC Journey 42 USING RELEVANT INFORMATION TO IMPROVE RESULTS

43. 43 D R P I

44. Key Ideas 44

45. PLC Journey 45 CFA CROSSWALK

46. The PLC Journey 46 CONSENSUS & CONFLICT

47. Key Ideas 47

48. 48 KEY POINTS FOR LEADING A PLC INITIATIVE

49. 49 RESOURCES

50. Thank You! 50 CONTACT INFORMATION Renee M. Burnett rburnett@ocmboces.org