1. Professional Learning Community Secondary Leaders
September 15 &

2. About the Facility Rest Rooms Fire Exits Coffee & Water
Hotel will be attached

3. Agenda PLC Overview PLC Leader Role Creating a Collaborative Culture
Welcome & Big Picture
PLC Overview
PLC Leader Role
Creating a Collaborative Culture
Team Time

4. Change in the Mission of Education
Old Mission
Every Student CAN learn
Assessment OF Learning (Summative)
Select and Sort Students
Winners and Losers
Focus on Teaching
New Mission
Every Student WILL learn
Assessment FOR Learning (Formative)
Pyramid of Intervention
Failure is Not an Option
Focus on Learning

5. Myths and Legends
Jot down some of your ideas related to the questions in the boxes
Share with your elbow partner and have a brief discussion about the ideas.
Be prepared to report out to the larger group.
Activity 5 minutes

6. The Foundation of Professional Learning Communities
Three Big Ideas
Six Characteristics
Four Corollary Questions

7. PLC Big Ideas & Core Values
Ensuring that students learn
-Learning for all
A Culture of Collaboration
- Teamwork
Focus on Results Data-Driven Decisions
Same as PDSA

8. Big Idea #1 Focus on Learning
The ultimate purpose of schools is to ensure high levels of learning for ALL students.
If this is true, then schools will:
Clarify what each student is expected to learn
Monitor each student’s learning on a timely basis
Create systems to ensure students receive support if they are not learning

9. Big Idea #2 Collaborative Culture
“We can achieve our fundamental purpose of high levels of learning for all students only if we work together. We cultivate a collaborative culture through the development of high performing teams.”
-DuFour, DuFour and Eaker

10. PLC Team Structures Course alike teams Grade level teams
Vertical teams
Similar responsibility teams
(Learning Supports, PACT)
Interdisciplinary teams
District teams

11. Big Idea #3 Focus on Results
We assess our effectiveness on the basis of results rather than intention.
Individuals, teams, and schools seek relevant data and information and use that information to promote continuous improvement.
What do the data tell us?

12. A Shift in Response Frequent common formative assessments to:
Inform student decisions
Assess frequently
Developed jointly by PLC teams
Collaborate on response to interventions
Monitor student proficiency
Respond when kids don’t learn

13. Pyramid of Interventions
R T I Response to Intervention

14. 6 Characteristics Focus on Learning Collaborative Culture
Collective Inquiry
Action Oriented
Commitment to Continuous Improvement
Results Oriented
Reference document

15. What do we want each student to learn, know, or be able to do?
4 Critical Questions
What do we want each student to learn, know, or be able to do?
Student Learning Expectations SMART Goals
What evidence do we have of the learning?
Formative Assessment
How will we respond when some students don’t learn?
Pyramid Of Intervention Differentiated Instruction
How will we respond to those who have already learned?

16. Student Questions What do I need to know ? Where am I?
Student Learning Expectations SMART Goals
What do I need to know ?
Where am I?
How do I get there?
What happens if I struggle or fail?
Data Center & Folder
SMART Goals & Action Plan

17. “I cannot teach anybody anything; I can only make them think.”
Socrates (BC 469- BC 399)

18. What is Collaboration?
A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve out individual and collective results.
- DuFour, DuFour, & Eaker (2002)
Plc pg 43
Wright Family

19. Mark Buehrle White Sox Perfect Game July 23, 2009

25. Building Trust by Solomon & Flores
“Trust is …cultivated through speech, conversation, communication and action.”
Building Trust by Solomon & Flores

26. The relationship among the adults in the schoolhouse has more impact on the quality and character of the schoolhouse – and on the accomplishments of youngsters – than any other factor.
-- Roland Barth, Learning by the Heart

27. Relational Trust Focuses on distinct role relationships
AND the obligation & expectations associated with them
Results
Enhances trust or diminishes trust

28. My belief about the behavior
Someone’s Behavior
My belief about the behavior
Feelings
Hallway example
PLC Institute Example
Outcome/Reactions

29. Enhanced Trust
Diminished Trust
Expectations Not Met
Expectations Met

30. Trusting Relationships 4 Key components
Respect
Personal regard
Personal integrity
Competence
Built through day-to-day routines and life in the school
Researchers Anthony Bryk and Barbara Schneider

31. Trust has been defined as…..
… the shared understanding by the entire staff that both the staff and the individuals within the staff are reliable and that they can be counted on to do what they say they will do.

32. The Wright Family

33. Question to Consider…
The most critical question to consider when reflecting on the collaboration in your school is not, “Do we collaborate?”
The far more important question is, “What do we collaborate about?”

34. What Evidence Do We Have That Our Team Collaboration…
Focuses on the critical questions of learning?
Leads to changes in classroom practice?
Increases the teams ability to achieve its SMART goals?
Helps individual teachers, the team at large and the school do a better job of helping all students learn at high levels?

35. Parry Graham & Bill Ferriter www.nsdc.org
One Step at a Time
Stage 1: Filling the Time
Stage 2: Sharing Personal Practices
Stage 3: Planning, Planning, Planning
Stage 4: Developing Common Assessments
Stage 5: Analyzing Student Learning
Stage 6: Differentiating Follow-Up
Stage 7: Reflecting on Instruction
Parry Graham & Bill Ferriter

36. Learning by Doing
Capacity building… is not just workshops and professional development for all. It is the daily habit of working together, and you can’t learn this from a workshop or course. You need to learn it by doing it and having mechanisms for getting better at it on purpose.
-Michael Fullan (2005)
Plc pg 59