1. Professional Learning Communities Tulsa Public Schools
360 Minutes Total
12:00 to 6:00
Paul Farmer
July 11, 2011

2. Vision & Mission - G.O.I.L.S.
Agenda
What is a PLC? How do we summarize that? 3 Big Ideas 4 Critical Questions 4 Schools Activity Creating a Vision: G.O.I.L.S. Creating a Mission: “The Journey to Becoming a Professional Learning Community” District Plan Developing a 3 hour plan
Warm-up – Icebreaker
Vision & Mission - G.O.I.L.S.
What is a PLC?
Continuum
4 Schools
Closure

4. What are the The Three Big Ideas of PLC at Work?
A Focus on Learning
A Collaborative Culture
A Focus on Results

5. First Big Idea Focus on Learning
The guiding principle of a PLC is that the purpose of the school is to ensure high levels of learning for all students.
The guiding principle of a PLC is that the purpose of the school is to ensure high levels of learning for all students and staff.
We will focus the attention and energy of the entire school on learning not just teaching.
We will validate our decisions by asking, “what is the impact of our effort on learning?”

6. Second Big Idea Collaborative CULTURE
Our fundamental purpose of high levels of learning will increase if we work together.
We will develop processes and procedures to work in collaborative interdependent teams.
In teams we will develop and agree on a purpose, meeting norms, and commitment to professional communication focused on learning.

7. Third Big Idea Governed by Results
We assess our effectiveness in helping all students learn at high levels on the basis of results rather than activity.
We will use multiple indicators to judge our effectiveness on student achievement
We will move past only analyzing student achievement data to make action plans

8. What are the Four Critical Questions
What is it we expect them to learn?
(essential skills, guaranteed, and viable curriculum)
How will we know they are learning?
(frequent, team-developed, common formative assessments)
How will we respond when they don’t learn?
(timely, directive, systematic interventions)
How will we respond when they do?
(timely enrichment and extension)

9. 4 School Models

10. Four Schools Each School Says ALL CHILDREN CAN LEARN!
Which school did you attend?
Which school would you like to work at?
Which school do you work at?
Which school would you want your child or loved one to attend? 15
Prepare 4 chart papers with school 1, 2, 3, and 4. Divide each chart in sections one each for A, B, C, and D. Have each attendee get 4 post-it ‘s and write A, B, C, D, only one letter per post-it, have them do a gallery walk after reading page 33, in the participant binder and apply the post-it to the school that best represents their answer to the questions A, B, C, and D.
Provide some time to reflect on the visual and on the information this provides and if this were representative of our own school what would we do about it?

11. Page 1
We believe that all students can learn, but the extent of their learning is determined by their innate ability or aptitude. This aptitude is relatively fixed and, as teachers, we have little influence over the extent of student learning. It is our job to create multiple programs or tracks that address the different abilities of students, and then guide students to the appropriate program. This ensures that students have access to the proper curriculum and an optimum opportunity to master material appropriate to their ability.
We believe that all students can learn if they elect to put forth the necessary effort. It is our job to provide all students with the opportunity to learn, and we fulfill our responsibility when we attempt to present lessons that are both clear and engaging. In the final analysis, however, while it is our job to teach, it is the student’s job to learn. We should invite students to learn but honor their decision if they elect not to do so.
We believe that all students can learn and that it is our responsibility to help each student demonstrate some growth in a learning environment that is warm and inviting. The extent of the growth will be determined by a combination of the student’s innate ability and effort. It is our job to encourage all students to learn as much as possible, but the extent of their learning is dependent on factors over which we have little control.
We believe that all students can learn and must learn at relatively high levels of achievement. It is our job to create an environment in our classrooms that result in this high level of performance. We are confident that, with our support and help, students can master challenging academic material, and we expect them to do so. We are prepared to work collaboratively with colleagues, students, and parents to achieve this shared educational purpose.

12. Looking Ahead What’s in your vision?
Page 2
Looking Ahead What’s in your vision?
Think about Tulsa Public Schools, “What is a PLC” Article, data from the 4 schools activity, 3 Big Ideas, and the 4 Critical Questions that drive the work of Professional Learning Communities
Jot Down Your Thoughts on the Connections!

13. Looking Ahead What’s in your vision?
It is now July 2016 you turn to your favorite news channel. What would you hope to hear the anchor say about Tulsa Public Schools? It must be news worthy.

14. G.O.I.L.S. Groups Of Increasingly Larger Size
Page 3

16. District Planning
Page 4
Align district/school policies, practices, and procedures with the learning mission.
Build collaborative teams that focus on learning.
Build the foundation for a professional learning community.
Clarify “What is a professional learning community?”
Facilitate adult learning.
Focus on learning.
Focus on results to inform and improve professional practice.
Set aside systematic time and support for learning (intervention and enrichment).
Strive for continuous improvement.
Why establish a professional learning community?

17. District Planning
Page 4

18. Page 8

19. Page 9

20. Page 10

22. 3

24. Closure – Out the Door Ticket?
Developing a 3 hour plan
Warm-up – Icebreaker
What is a PLC?
4 Schools
Vision & Mission
G.O.I.L.S.
Journey Cards
LBD Continuum
Closure – Out the Door Ticket?

25. Page 11

26. Page 12

27. Professional Learning Communities Tulsa Public Schools
450 Minutes Total 360 Minutes after Breaks and lunches each day
8:30 to 4:00
Breaks 10:00 & 2:00 15 Min Each
Lunch 12:00 60 Min
Paul Farmer
July 11, 2011

29. GOILS Groups Of Increasingly Larger Size
Page 6

30. Setting up Teams What teams are in place now?
Page 7
Setting up Teams
What teams are in place now?
How would one know the outcomes of the team meetings if they are not in attendance?

31. Logical Question Post-it
What will be your next step to TOWARDS FURTHERING THE PROFESSIONAL LEARNING COMMUNITY MODEL in your school?
If time permits start activity for getting a feel of what is in the room in regards to their thoughts on what’s next
Post-it

32. What Answers Are You Looking For?
Page 1
What Answers Are You Looking For?
Write one question you have about Professional Learning Communities
Share and discuss your understanding or question with one other person and agree on one card to submit.

33. Once the Essentials are Identified
Page 2
Resources: What instructional material and resources do are gathered and utilized to assist in delivering the Essential Learning?
Consistency: How can consistency be developed from one class to the next with the expected learning?
Monitoring: What agreements can reached to monitor essential learning is taking place?
Break the group into 3 teams, place one of the above titles at the top of each poster paper and place them in different places in the room. One person stays at the poster to record suggestions and provide explanations from the other teams as they rotate from one to the other poster. Stop when the original team gets to their poster
Each team then reviews and discusses the most promising approach to their items

34. Instructional Resources
Corollary Question 1
State Standards
Recommended Standards from Professional Organizations
District Curriculum Guides
Prerequisite Skills for Students Entering a Course
District or State Assessment Framework
Past Assessment Results
Needed Workplace Skills
Released Test Items
Recommendations from authors such as Reeves, Jacobs, Marzanno, Wiggins, and McTighe
Adapted from Learning By Doing, 2006 p. 47

35. Teaching to the State Standards
Recent research reveals that teaching to the state standards would require approximately 23 years.
(Marzanno, 2003) 2
Discuss how most school districts who have their own curriculum that encompasses all the state standards often suggest the district curriculum enriches the state curriculum and that the state curriculum is a barebones weak curriculum. If that is the case how long would it take to teach the district curriculum from start to finish?

36. Why Common Assessments?
Page 2
Why Common Assessments?
Corollary Question 2 15
Break the audience in 6 groups
5 Minutes to come up with their idea
5 minutes for sharing
Link this list to the participant list and/or ask each table to take one idea from the list and describe why/how that might be so. Why is that idea on this list?
Why Common Assessments
• Efficiency - by sharing the load teachers save time
• Fairness - promotes common goals, similar pacing, and
consistent standards for assessing student proficiency
• Effective monitoring - provides timely evidence of
whether the guaranteed and viable curriculum is being
taught and learned
• Informs individual teacher practice - provides teachers
with a basis of comparison regarding the achievement of
their students so they can see strengths and weaknesses of
their teaching
• Team capacity - collaborative teacher teams are able to
identify and address problem areas in their program
• Collective Response - helps teams and the school create
timely, systematic interventions for students

37. Why Common Assessments?
Efficiency – by sharing the load teachers save time
Equity & Fairness – promotes common goals, similar pacing, and consistent standards for assessing student learning
Effective Monitoring – provides timely evidence of whether the guaranteed and viable curriculum is being taught and learned
Informs teacher practice – provides teachers with a base of comparison regarding the achievement of their students so they can see strengths and weaknesses of their teaching
Team Capacity – collaborative teacher teams are able to identify and address problem areas in their program
Collective Response – helps teams and the schools create timely, systematic interventions for students 5
What types of assessments do you use today?
Modified from Learning by Doing, 2006 pages 56-57

38. Team Developed Assessments
Why Common Assessments?
Assessment Literacy
improves for teachers as they develop, administer and make instructional decisions based on student results
improves for students with frequency and continued support as necessary
Learning by Doing Second Edition 2010, Page 77-78

39. Page 3
“Teachers of the same course or level should have absolute common agreement on what they expect all their students to know and be able to do.”
(Douglas Reeves)
Discuss Reeves assertion with the members at your table, what are your thoughts on this quote?

40. Resources to Help Teams Build Shared Knowledge on Essential Outcomes
Data from past indicators of achievement
Examples of rubrics
Released items from state assessments, nationally normed tests (ACT, SAT, ITBS, NAEP, etc.)
Instructional pacing guides
Recommendations from Stiggins, Reeves, etc.
Teacher-made assessments
Textbook tests 5
Explain the purpose of requesting or setting a goal to outline 8 to 10 essential outcomes, then ask the attendees to brainstorm a few ideas of where other resources could be found to help teachers build common assessments.
The ACT® Test (college entrance and placement exam)
SAT Standardized Achievement Test
Iowa Test of Basic Skills
NAEP National Assessment of Educational Progress
Fullan, 2005a; Hargreaves & Fink, 2006; Reeves, 2004; Schmokler, 2003; Stiggins, 2005

41. The Power of Common Assessments
“One of the most powerful, high-leverage strategies for improving student learning available to schools is the creation of frequent, common, high-quality formative assessments by teachers who are working collaboratively to help a group of students develop agreed-upon knowledge and skills”
Fullan, 2005a; Hargreaves & Fink, 2006; Reeves, 2004; Schmokler, 2003; Stiggins, 2005
Learning By Doing page 55

42. Our Plan for Common Formative Assessments
Page 3
Our Plan for Common Formative Assessments
5 Essential skills assessed once a month
Skills must fall under the standards if the students will be assessed by a high stakes in that grade or subject area
No less than 5, no more than 15 questions
Format must match high stakes assessment
Common formative assessments will not be graded

44. Uncovering assumptions
Page 3
Uncovering assumptions
What is the response at your school when a student is not succeeding?
How are students identified who need additional time and support?

45. What will we do if they didn’t learn it?
Engage students in self-reflection, self- analysis and goal setting
Create interventions to support students
Target instructional strategies to specific needs
Frequently monitor the progress of the students
Evaluate and change interventions when appropriate

46. Did It Make A Difference?
Kilmer Middle In One Year SOL Performance
Increases in English Performance
Overall from 85 to 93 percent
Black from 75 to 81 percent
Hispanic 54 to 82 percent
Limited English Proficient from 52 to 78 percent
Students with Disabilities from 47 to 72 percent
Increases in Math Performance
Black from 75 to 88 percent
Disadvantaged 71 to 81 percent
Students with Disabilities from 67 to 76 percent

47. GOILS Groups Of Increasingly Larger Size
Page 6