1. Looking for evidence of PLC attributes using case studies

2. Eastside and Westside School We have changed the names to protect the innocent. These are fictitious schools. The statements are a composite of real and altered quotes and observations.

3. Looking at a Case Study 1.Divide your group into east and west. 2.Read the case study for your school. –Look for evidence around the six attributes in the NWREL PLT Implementation Rubric –Make notes on your scoring chart 3.As a group, cut and paste evidence onto a group scoring chart. 4.Identify a level for each attribute.

4. At your table, share and compare your case studies.

5. What did you notice about assigning an attribute level? (Observation spies will be roaming the room)

6. Take a moment and record your hopes and fears –Three hopes you have for year 3 –One fear

7. Utilizing the “Dream Team” poster, PRISSM Goals, and the Implementation Rubric –Identify PLC Needs/Focus for Growth –Identify a Personal Leadership Goal Record and turn in two copies of your Leadership Goals (keep the pink copy for your records)

8. Record Keeping Overload? What paperwork/record keeping did you need to complete for PRISSM last year?

9. What type of record would help with ….

10. remembering what was done last meeting and what needs to be ready for the next meeting?

11. demonstrating to your principal the value of a particular course or conference you attended and build a case for more such opportunities?

12. showing ESD 112 and auditors that you did 80 hours of professional development and deserve to get paid?

13. PRISSM project evaluation to determine effectiveness and identify needs?

14. What purpose have the records served for you?

15. The Good, The Bad, The UGLY Looking at sample records

16. This new form was developed to record the required hours. Change Coursework to read INDEPENDENT HOURS

17. Record Keeping Expectations for 2006/2007 Time Log Agenda & Minutes Coursework Reporting Form Quarterly Reports Project Evaluation Surveys and Interviews

18. Guidelines for the Work 80 hours professional development per teacher minimum (100 hours for lead teachers) Work in collaborative groups Utilize data to inform decision making Develop teachers’ content and pedagogy knowledge To access outside expertise (coursework) to improve teaching and learning

19. Starting Structure for 80 Hours 27-36 hours PLC meetings PLC related work –Research –Implementation prep –Data analysis –Classroom observations Coursework Showcase

20. The Structure is Flexible Choices made need to be justified

21. Sustainability Long term goal is that this work becomes a part of the school culture and is integrated into your normal paid work day. Documentation is critical to demonstrate the value of this work

22. Thinking from your principal’s perspective … What does your principal need to know about your PRISSM work? What resources might be useful for your principal? What evidence of your work do you want to share?