1. Ferguson, SPA 20061 Building a PLC Dream Team

2. Ferguson, SPA 20062 Session Goals To compare personal views of PLC work to other points of view To explore how PRiSSM resources can enhance PLC work

3. Ferguson, SPA 20063 Connections Group norms help us to explore working collaboratively This session helps us focus on “what is the right work”

4. Ferguson, SPA 20064 When you work with your PLC this fall, you will need to think about how you grow agreement on what is your work.

5. Ferguson, SPA 20065 Dream Team: Formative Assessment Why do this, this way? 1.Participants –To clarify ideas about my thinking at this point in time (make a prediction) 2.Leaders –To understand and build on individual and group thinking 3.To keep a record of changes in thinking

6. Ferguson, SPA 20066 Making Connections Individually As a Team Project Wide Regionally

7. Ferguson, SPA 20067 Compare Your Personal Ideas to the rest of your table

8. Ferguson, SPA 20068 Imagine Your PLC dream team … In your learning journal, reflect on… What is the right work? How do know? What does your team value? What are you hoping to accomplish? How are you supported? How do you tell your story?

9. Ferguson, SPA 20069 As a team agree on five or six critical “features” of your work as a dream team

10. Ferguson, SPA 200610 Compare Your Ideas to Other Teams

11. Ferguson, SPA 200611 Comparing Your Ideas to Other Teams Go on a scouting mission, each team member going to a different table to look at a poster: 1.Find one thing that you want to add or change on your PLC poster 2.Identify the things that your poster has in common with others Note your findings in Learning Journals Return to your group and share out

12. Ferguson, SPA 200612 Comparing Your Ideas to Steering Committee’s Dream Team Read Imagine a School in which…. 1.Identify what you want to add or change to your PLC poster 2.Identify the things that your poster has in common with the program goals Note your changes on your poster

13. Ferguson, SPA 200613 How Does our Thinking Compare to a Regional (NWREL) View of PLC work?

14. Ferguson, SPA 200614 Features of Effective PLCs from NWERL Implementation Rubric Support of school organization and leadership PLC use of student and other data to promote student learning How PLC Shares/Reflects on classroom practice (dialogue/protocols) Use of research Implementation of research based classroom practice Nature of collaboration and team work

15. Ferguson, SPA 200615 What to do when looking at Implementation Rubric? Look through the NWREL rubric (one person per page…) 1.Identify what you want to add or change on your poster 2.Identify the things that your poster has in common

16. Ferguson, SPA 200616 How do we grow agreement about doing the right work amongst all members of our PLC? What resources do we have to support us?

17. Ferguson, SPA 200617 This grant provides an opportunity to work as a team to design your own professional development.

18. Ferguson, SPA 200618 This year you have the opportunity to discover and demonstrate the power of this type of professional development.

19. Ferguson, SPA 200619 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

20. Ferguson, SPA 200620 Starting Structure for 80 Hours 27-36 hours PLC meetings PLC related work –Research –Implementation prep –Data analysis –Classroom observations Coursework Showcase

21. Ferguson, SPA 200621

22. Ferguson, SPA 200622 The Structure is Flexible Choices made need to be justified

23. Ferguson, SPA 200623 DAY 3 We will be making a preliminary plan for your 80 hours Think about responsible use of Time resources funds