1. You Are The Essential Piece Professional Learning Community From Vision to Reality

2. Our Work Together Today Grounding Checking in – Share collective commitments and norm setting experiences Reading a LCCI Report Protocols for Looking at Data in Teams - Practice with Mock Data – Protocol on the LCCI – Protocol in Learning by Doing Review Your School’s Data Defining Your First Steps SMART Goals Next Time 2

3. Grounding Tell us your name, your position and something about you that others don’t know about you.

4. Checking in Whole group – Share administrative team commitments In groups of four – Share collective commitments – Share norm setting process

5. Reading a LCCI Report

6. LCCI Reflection Protocol #1 Working with a Leadership Team or Entire Staff

7. Why Reflect with Your Teachers The Learning Community Culture indicator is the assessment system we use to identify concerns. It is the tool used to help drive our decisions based on results rather than intentions. It allows us to scrutinize ourselves in an effort to address those concerns and make improvements to our culture. Garrick Petersen, Principal Lakeridge Junior High School, PLC

8. Examine the Results Explain how to read boxplots Allow time for participants to freely peruse results

9. Directions to Participants

10. Reflect on Results As your discussion leader goes through the results of each PLC element, – on yellow 3M slips write the strengths – on hot pink 3M slips areas to strengthen – one strength or concern per slip Paste them in the section for strengths and weaknesses under each element. Common Mission, Vision, Value, and Goals Interdependent Culture Based on Trust, p. 8 Collaborative Teaming, p. 9 & 10 – Systems of Prevention and Intervention that Assures Academic Success for all students, p. 11 – Data Based Decision-Making Using Continuous Assessment, p. 12 Professional Development that Is Teacher Driven and Embedded in Daily Work, p, 13 – Principal Leadership that Is Focused on Improving Teaching and Learning, p. 14 Participative Leadership that Is Focused on Improving Teaching and Learning p. 15

11. Think Together -- Talk with your tablemates on the strengths and concern you identified within each element. For each strength collectively add the evidence for why that is a strength dealing with only one strength per sticky note. For each concern, collectively add to the evidence for why it is a concern --- dealing with only 1 concern per sticky note.

12. Looking at Your Thinking Collectively Around the room are labels for each element of a PLC measured by the LCCI Distribute your 3M sticky notes under each element to which they belong. – Cluster strengths together under each element – Cluster concerns together under each element.

13. Walk About Take a field trip around each element – read specific strengths and concerns with related evidence. Be thinking about an element that you would like to collectively focus on to strengthen.

14. Making a Collective Choice You have ten stickers to use to indicate your preference for the focus element. Distribute your 10 stickers across the elements n which you would like the group to collectively work to strengthen. – If you feel particularly strong about a specific element, you may wish to put most of your stickers on that element. – On the other hand, if you have three elements about which you are equally concerned, distribute your stickers across those three elements.

15. Part II Setting the Context Setting a SMART Goal

16. Setting the Context For the selected area of concern, describe how things are  Describe a more idealized state in which addressing this concern could help your school (district) become a more high functioning PLC.

17. Create A SMART Goal Specific and Strategic Measurable Attainable Results-oriented Time-bound SMART Template on page 163 in Learning by Doing

18. President John F. Kennedy Speech "I believe that this nation should commit itself to achieving the goal, before this decade is out, of landing a man on the moon and returning him safely to the Earth."

19. Your SMART Goal Outcome to achieve? By whom will it be accomplished? By when will it be accomplished? What will be the standard that indicates success?

20. President Kennedy ’ s goal was achieved on July 20, 1969, when Apollo 11 commander Neil Armstrong stepped off the Lunar Module's ladder and onto the Moon's surface.

21. Your SMART Goal What outcome would you like to achieve? By whom will it be accomplished? By when will it be accomplished? What will be the standard that indicates success?

22. Example 1 By January of 2012 each team of teachers will have used one cycle of teacher-made common assessments to ensure all students achieve a major learning outcome as indicated by student scores on a pre-and post- teacher-made common assessments and the common assessments themselves.

23. Example 2 Compared to a baseline of data on a self- reflection rubric of ideal PLC teacher collaboration, 95% of teacher teams will have improved their average score by 1 or more points by May 2012.

24. Rubric for Collaboration ala PLCs On a scale of 1-5 with 5 being high, to what degree is our team functioning in this way during our instructional team meetings 5 = Every instructional team meeting 4 = Most instructional team meetings 3 = At many instructional team meetings 2 = Some instructional team meetings 1 = At a few instructional team meetings Meet at least weekly for 60 minutes during contract time ____ Bring assessment data that indicates specific students ’ grade level mastery of a commonly identified nonnegotiable learning outcomes _____ Identify specific students who have exceeded the standard, met the standard, approached the standard, or failed to achieve the standard ____ Organize instruction to address the learning needs of these students_____ Identify next nonnegotiable learning standard _____ Develop a pre-and post-assessment to determine degree of mastery _____ Brainstorm effective ways to teach that Learning outcome _____

25. BREAK

26. LCCI Reflection Protocol #2 Working with a Leadership Team or Entire Staff Located in Learning by Doing Page 188 Here’s What, So What, Now What

27. Here’s What, So What, Now What First five minutes – – What does this data show us Next ten minutes – – What may have led to the results and why The final 15 minutes – – What should we do

28. Making a Collective Choice NOTE: If you use this protocol in groups you need to add a 4 th step Return to same process from part two of protocol one setting the context and the SMART goal

29. Examine Your Results Take time to freely peruse results

30. Determining Your First Steps How are you feeling? Any surprises? Any disappointments? Like Groups – Think about the protocols What might be your next steps in sharing this data? What might be the barriers in sharing this data? – Consider Leadership team All staff All elements of the survey or selected parts One hour meeting – half day staff development time – What outcome are you aiming for?

31. Time to Process and Plan Share with the group

32. Results Orientation in a PLC Group 1 - pages 157 - 159 Group 2 – pages 160 – top 162 Group 3 – pages 176 – 177 Groups of 3 Read your section – In your group agree on main points New groups – someone from 1,2,3 – Share your part of the reading

33. Next Time November 8, 2011 9:00 – 3:00 Grounding – We will ask you to share your progress in working with your staff around the LCCI data Dr. Susan Huff – Principal Challenging the Status Quo: Overcoming Barriers to Continuous School Improvement Professional Learning Community Success Story: Westside Elementary School How to Mentor Instructional Teams Digging Deep Into Data