1. Prepared for the Professional Learning Community Members of VETERANS MIDDLE SCHOOL by Dan Mulligan, Ed. D., flexiblecreativity.com, (twitter: @drdanmulligan) October 2015 Focus on Learning Build a Collaborative Culture Focus on Results Excellence for ALL Students G ROWING AND L EARNING T OGETHER “Sometimes the questions are complex but the answers are simple.” ~Dr. Seuss

2. Dynamic Data Wall Focus on Results

3. Focus on Results Each student is my student; Data driven; No excuses… All means All Building a Collaborative Culture Safe but accountable; Using Google docs or One Drive to plan with everyone’s input; Share video of teachers modeling and looking for opportunities Focus on Learning Formative, common assessments tied to specific EKSV; Collaboratively analyzing results; Spiraling for targeted students, reassess (e.g., guided group, flex-grouping)

4. P ROFESSIONAL L EARNING C OMMUNITY Continuously Refining Our Craft The legendary cellist Pablo Casals was asked….why he continued to practice at age 90. “Sometimes the questions are complex but the answers are simple.” ~Dr. Seuss “Because I think I’m making progress, “ he replied.

5. Resources to Share page 2

6. Work collaboratively (e.g., construct viable arguments, critique, agree) to identify key words that capture the essential elements of a functioning thriving Professional Learning Community with fidelity. Enjoy working with your new best friend. practices of a thriving PLC

7. A. C REATING AN E NVIRONMENT FOR L EARNING A. C REATING AN E NVIRONMENT FOR L EARNING ADDITIONAL SAMPLE RESOURCES pages 23 - 25

8. A. C REATING AN E NVIRONMENT FOR L EARNING A. C REATING AN E NVIRONMENT FOR L EARNING F OSTERING C OLLABORATION WITH T ECHNOLOGY

9. Research-Based Instructional Strategies

10. 1. Create an Environment for Learning – –Helping students know what is expected of them, providing students with opportunities for regular feedback on progress, assuring students they are capable of learning content and skills 2. Helping Students Develop Understanding – –Integrating prior knowledge with new knowledge – –Procedural knowledge: constructing a model of the steps required of the process and practicing its variations; using the process or skill fluently or without any conscious thought 3. Helping Students Extend and Apply Knowledge – –Moving beyond ‘right answer’ learning to an expanded understanding and use of concepts and skills in real-world contexts. McREL, 2012 Framework for Instructional Planning McREL, 2012

13. Think Pad is a resource designed to: provide evidence of understanding and participation during student-to student dialogue facilitate student reflection on their thinking

14. What is a PLC? “A Professional Learning Community (PLC) is a group of educators committed to working collaboratively in ongoing processes of collective inquiry and action research to achieve better results for the students they serve. PLCs operate under the assumption that the key to improved learning for students is continuous, job-embedded learning for educators.”

16. Find a friend not currently seated to your immediate left or right. Say ‘hello’. Find 2 comfortable seats and relax. *Please bring your handout and a pen(cil)! Find a friend not currently seated to your immediate left or right. Say ‘hello’. Find 2 comfortable seats and relax. *Please bring your handout and a pen(cil)!

18. Searching for Opportunities Page 3

19. P ROFESSIONAL L EARNING C OMMUNITY Continuously Refining Our Craft Do the best you can until you know better. “Sometimes the questions are complex but the answers are simple.” ~Dr. Seuss Then when you know better, do better. Dr. Maya Angelou

20. 50 POINTS50 POINTS50 POINTS 100 POINTS 200 POINTS Thriving Professional Learning Community Continuous Improvement Research-Based Collaboration AccountabilityEvidence Formative Assessment

22. page 5

23. Knowing the Target

24. Page 6

25. The Power of Our Questions

26. Pages 7 - 12

28. Second Question ELA

29. Second Question MATH

30. Focus on the Essential (driving) Question

31. pages 13 - 15

32. Page 6

36. Click on the arrow to start and stop spinner.

37. Purposeful Learning

38. H ELPING S TUDENTS D EVELOP U NDERSTANDING Assessing for Conceptual Understanding (These are…These are not) Suggestion from Research: Open (begin) with the rigor… …but rather than rigor…scaffold the experience for students to foster rigor with nurturing…

39. page 8

41. If you want a learner to truly understand and own essential knowledge, expand your exploration from ‘what it is’ to also ‘what it is NOT’. page 8

42. ? ? ? ? How can you use the Where do I belong? structure to support your role as teacher/administrator? A = bh Opposite sides equal 1 right angle Right Triangle 4 sides 3 sides 4 right angles A = ½ bh Rectangle One side is the longest

43. O PEN T ASK AND C ONSTRUCTED R ESPONSE page 48

44. O PEN T ASK AND C ONSTRUCTED R ESPONSE

45. WHAT’S MY RULE? Theme: Food YESNo MilkStick SplitPuck PinHoop GutterGoal Rule: Dairy

46. WHAT’S MY RULE? Theme: Geometry YESNo TriangleCube RectanglePyramid SquarePentagon QuadrilateralOctagon Rule: Plane figures with less than 5 sides.