1. Continuous Improvement
Professional Learning Community Framework
Where are we now?
Where are we going?
What is changing?
February 6, 2009

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

3. In-Process Measures – Summative & Formative Assessments
Building Leadership Team
ITBS/ITED
Summative
Assessments
School Improvement Plan
ARD Team
Communication
ARD Team
SEB
ARD Team
Math
SMART Goal
SMART Goal
SMART Goal
In-Process Measures – Summative & Formative Assessments

4. Most effective/best practice teaching and learning strategies?
Pre Planning: Identification of Need
1. Develop/Review Student Learning Expectations
2. Examine alignment of learning expectations with assessments
3. Review assessment data
4. Identify areas of need based on assessment
Identify areas of
strength and weakness?
Plan:
1. Describe the current process for addressing the identified area of need (flow chart)
2. Review data to determine baseline performance in the specific area identified
(Run Chart/Pareto Diagram)
3. Identify potential root causes contributing to the identified area of need
(Cause & Effect Diagram, 5 Why’s, Relations Diagram)
4. Study research-based best practice/improvement theory addressing areas of need
What do they know?
What have they learned?
Action Research
Overview
for
Professional
Learning Communities DO
1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan)
2. Implement research-based best practices improvement theory based on root causes according to the Action Plan
3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity 4. Assess student learning
Act:
1. Standardize the implementation of research-based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system)
2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes)
Most effective/best practice
teaching and learning strategies?
Into your classroom
Study:
1. Examine student assessment results (compare to baseline)
2. Assess the impact of research-based best practice/improvement theory on student achievement
Have they learned it?
What do we do if they don’t?

5. What to learn? Evidence of learning? If they don’t? If they do?
PLAN DO
STUDY
ACT
ITBS Summative Assessment
BL Team School
SIP
ITBS Summative & Formative Assessment
PLAN DO
STUDY
ACT
AR Teams
Math-Communication-SEB
SMART Goal
Formative Assessment
What to learn?
Evidence of learning?
If they don’t?
If they do?
PLAN DO
STUDY
ACT
Grade Level team
Using I can statements to look at what students know and evidence of the learning
What does the teacher do if students aren’t learning – regroup students as needed
GLT
Std Learning Expectations-”I can”

6. What do we want students to know? Identify areas of
Pre Planning: Identification of Need
1. Develop/Review Student Learning Expectations
2. Examine alignment of learning expectations with assessments
3. Review assessment data
4. Identify areas of need based on assessment
What do we want students to know?
Identify areas of
strength and weakness?
Plan:
1. Describe the current process for addressing the identified area of need (flow chart)
2. Review data to determine baseline performance in the specific area identified
(Run Chart/Pareto Diagram)
3. Identify potential root causes contributing to the identified area of need
(Cause & Effect Diagram, 5 Why’s, Relations Diagram)
4. Study research-based best practice/improvement theory addressing areas of need
HOW do we know
if they have learned it?
What do they know?
What have they learned?
Action Research
Overview
for
Professional
Learning Communities DO
1. Plan for implementation of improvement theory (Force Field Analysis, Action Plan)
2. Implement research-based best practices improvement theory based on root causes according to the Action Plan
3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity 4. Assess student learning
Act:
1. Standardize the implementation of research-based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system)
2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes)
What evidence do we have
of the learning?
Most effective/best practice
teaching and learning strategies?
Study:
1. Examine student assessment results (compare to baseline)
2. Assess the impact of research-based best practice/improvement theory on student achievement
Have they learned it?
What do we do if they don’t?
How do we respond if they don’t?

7. What to learn? Evidence of learning? If they don’t? If they do?
PLAN DO
STUDY
ACT
ITBS Summative Assessment
BL Team School
SIP
ITBS Summative & Formative Assessment
PLAN DO
STUDY
ACT
AR Teams
Math-Communication-SEB
Vertical Articulation
AR Teams
Math-Communication-SEB
SMART Goal
Formative Assessment
What to learn?
Evidence of learning?
If they don’t?
If they do?
PLAN DO
STUDY
ACT
Grade Level team
Using I can statements to look at what students know and evidence of the learning
What does the teacher do if students aren’t learning – regroup students as needed
GLT
Std Learning Expectations-”I can”

8. Matrix for 08-09 school year district level
Pockets of things happening previous – document what is happening this year
Integration of the work of Principals, Action Research Teams, SLE, District in-service sessions

9. CRCSD 3-Year Vision for PLC
Year One -Define the Vision & Build Capacity
Year Two -Build Capacity & Implement
Year Three -Implement – Review – Refine
Major areas of Focus
Student learning expectations
Formative assessment
Collaboration
Continuous Improvement

10. Three Year Vision for PLC
Year 1 – Define the Vision/Build Capacity
Define PLC & establish common understanding
Today’s Agenda!
Collaboratively build consensus on the vision
Build capacity
Develop Elementary Student Learning Expectations (SLE) (44 teachers)
Introduce Formative Assessment
Begin discussion of time
Developed collaboratively in the office of learning and leadership
Where are we going with PLC?
PreK-12 = are in different spots in the process and that will continue
Elementary district focus is on developing SLE
Elementary building focus on grade level team discussions using data from the reading implementation
Secondary focus is on formative assessment and revising the SLE’s
Feedback will be an essential component as we move forward
SLE = vertical teams including PACT & SpEd

11. Year 2 – Build Capacity & Implement
Implement PLC framework pre K-12
Utilize Quality Liaison Network
Continue to investigate time issue
Elementary – roll-out SLE and “I can” statements
Develop Formative Assessments
What do we want students to know & be able to do?
What evidence do we have of the learning?

12. Year 3 – Implement/Review & Refine
Refine model
Implement systemic changes to create time for PLC’s to meet
Provide opportunities for teams to share best practices
Address PLC Q – How do we respond when students don’t learn?
Barriers to learning
Differentiated instruction

13. Input from these groups
Superintendent's Cabinet & OLL
Graphs represent input from 67 individuals

14. PLC Crucial Questions
What do we want each student to learn, know, or be able to do?
What evidence do we have of the learning?
How will we respond when some students don’t learn?
Frame our conversations and allow us to drill deeper
Introduced these Q’s during the school year
How will we respond to those who have already learned?

15. Student Crucial Questions
What do I need to know?
Where am I now?
How do I get there?
What happens if I fail?

16. Professional Learning Communities Essential Elements
Focus on Learning
Collaborative Culture
Collective Inquiry
Action Oriented
Commitment to Continuous Improvement
Results Oriented
Reference document
Hand-out
PLC - Overview

17. What are Professional Learning Communities?
Article from Learning by Doing
Definition & essential elements
Discuss & record key points using hand-out
Learning by Doing 2 page hand-out

18. Professional Learning Communities Essential Elements
How are these evident in your school?
Select an element
Record evidence of this element in your school or team
Rotate after 2 minutes
Last rotation – select one person to report to group
Write one element on each of 6 pieces of large paper and post around the room.
Assign a group to each element.
Participants have 3 minutes to record ways in which the element is evident
Move to next element and add
Repeat until return to original element
Select a person to report out
Report out

19. Culture Shifts in a PLC
Shift in Fundamental Purpose …… From teaching to learning
Shift in Use of Assessments
…… From summative to frequent formative
Shift in the Work of Teachers
….. From isolation to collaboration
Shift in Response When Students Don’t Learn
….. From remediation to intervention
Let’s look at Culture Shifts for the PLC Framework
Read the slide

20. Where are you? Mark on the continuum Where are we now? Hand-out 2 pageX
Activity 2 – Culture Shift
When we evolving into groups that use PLC framework culture shifts occur.
Hand-out Culture Shift in a Professional Learning Community
-teachers should answer individually by marking on a continuum where they are in relation to the shift from..to…For each item mark where you are in the shift.
-Continuum on Purpose, Assessments, Student learn, Work of teachers
-We may move back and forth along this continuum, Where are you?
Hand-out 2 page

21. Key Strengths, Opportunities & Actions/Ideas
Record your discussion points:
Key Strengths, Opportunities & Actions/Ideas
Going well?
Areas to consider?
Groups use the Culture Shift Summary to identify strengths in the group and opportunity areas
Use the continuum as data collection – where are we as a group – compare responses
Questions:
Similar responses?
Areas for opportunities evident?
Group strengths?
Topics to consider?

22. What to learn? Evidence of learning? If they don’t? If they do?
PLAN DO
STUDY
ACT
ITBS Summative Assessment
BL Team School
SIP
ITBS Summative & Formative Assessment
PLAN DO
STUDY
ACT
AR Teams
Math-Communication-SEB
Vertical Articulation
AR Teams
Math-Communication-SEB
SMART Goal
Formative Assessment
What to learn?
Evidence of learning?
If they don’t?
If they do?
PLAN DO
STUDY
ACT
Grade Level team
Using I can statements to look at what students know and evidence of the learning
What does the teacher do if students aren’t learning – regroup students as needed
GLT
Std Learning Expectations-”I can”

23. Next Steps: Based on your : What are the next steps?
Understanding of PLC framework
Culture Shift Discussion
What are the next steps?
For you?
For your GLT?
Select 2 or 3 ideas for your focus
Build on your strength areas

24. In a Professional Learning Community educators create an environment that fosters mutual cooperation, emotional support and personal growth as they work together to achieve what they cannot accomplish alone.
--PLC at Work