1. P ROFESSIONAL L EARNING C OMMUNITIES : Using written curriculum to design effective instruction The professional learning community model is a grand design - a powerful way of working together that profoundly affects the practices of schooling. But initiating and sustaining the concept requires hard work (Dufour, 2004)

2. “Create and maintain an environment that fosters collaboration, honest talk, and a commitment to the growth and development of individual members and to the group as a whole” (Lieberman and Miller, 2011) Key conditions are: norms of collaboration; focus on students and their academic performance; access to a wide range of learning resources for individuals and the group; mutual accountability for student growth and success (Talbert, 2010) “An inclusive group of people, motivated by a shared vision, who support and work with each other, finding ways, inside and outside their immediate community, to enquire on their practice and together learn new and better approaches that will enhance all pupils’ learning” (Stoll and Louis, 2010) Recasting PLC’s

3. Teacher A 90% Proficient Growth = + 0.458 Teacher B 85% Proficient Growth = + 0.239 Teacher C 53% Proficient Growth = - 0.206 Teacher D 55% Proficient Growth = - 0.198 PLCs and Teacher Improvement

4. PLCs and School Improvement Teacher Collaboration Discussion of Instruction Instructional Improvement Increased Student Learning Horn & Little, 2010

5. PLCs and Written Curriculum “Merely creating small structures for PLCs does not lead to changes in instructional practice” (Christman and Supovitz, 2005)

7. Stage 1: Standards Unpacked, Essential Questions, Enduring Understandings Stage 2: Exemplar Assessments (Formative and Summative) Stage 3: Learning Plan Aligned Resources  Stage 2 & 3 are still under development. They will be added as our writing teams complete the work. Curriculum Documents Unpacked m

8. CCS Curriculum Documents m

9. Curriculum CoherentGuaranteedViable Written Curriculum

10. UbDPLC Stage 1: Desired Results What will students know, understand, and be able to do? Stage 2: Determining Acceptable Evidence How will we know they are learning it? Stage 3: The Learning Plan (includes Enrich, Remediate, and Reflect) What teaching and learning experiences we will provide? What will we do when students already know it? What will we do if they don’t learn it? What teaching and learning experiences were effective? How do we know? Connection

11. m PLC Framework

12. What does this look like?

13. The Work and Learning of PLCs CollaborationExperimentationReflective InquiryShared Insight

14. If this is what we want, how do we get there? Structural changes  Committee  Compliance  Documents Roles and Responsibilities  Facilitators  Facilitators Guide Compliance DistrictFeedback on Units (Google Doc) Resource Sharing (Google Doc) Performance Rubric (October and May) SchoolCFA AssessmentsAgendas/MinutesData Analysis Document

15. j Coaching & Support Administration Leadership Academy August Webinar Monthly School Administrator Meetings Facilitators August Webinar Regular Follow up with Instructional Specialist All Teachers Introduction via Planning Period PD in August & September PLCs in Crisis Triangulated Data Analysis (Student data, CWT, Principal input) Tiered, Intensive Coaching via Instructional Specialists

16. Webinars during the week of August 19 August 22: 9:00am to 11:00am August 22: 2:00pm to 4:00pm August 23: 9:00am to 11:00am August 23: 2:00pm to 4:00pm Training for PLC Facilitators m

17. What’s Next

19. PLC Facilitator’s framework m

20.  IS DESIGNED TO… help facilitate conversations among PLCs. help guarantee PLCs are talking about the “right” things. help administrators guide PLC conversations. help troubleshoot curricular conversations. help measure the health of PLCs. The framework… IS NOT DESIGNED TO… be a checklist PLCs must complete. dictate every topic of conversation a PLC has. be handed to teachers without a trained facilitator. m

21. August Administrator meetings Principal Assistant Principal for Instruction Assistant Principal Facilitator Training during the week of August 19 All administrators All facilitators Any interested teachers Additional training on the framework and process m

22.  This recasting of PLCs requires a redefinition of various roles and responsibilities:  Administrators  Facilitators  Teachers Roles and Responsibilities c

23. District: (1) Provide feedback on every unit via Google Doc (2) Suggest resources for each unit via Google Doc (3) Complete the PLC Performance Rubric (Oct/May) School: (1) Agendas/Minutes (2) Data Analysis Document (3) School Administrator provides feedback on at least 1 CFA per PLC Compliance Measures b

24.  In the next session, Michael will present the materials you will use to train your PLCs for the first week’s work.  In addition, you will have time to prepare a plan for this professional development. Next Steps j