1. Teaching is Contagious
The Power of a PLC
(Professional Learning Community)
Karen Correia and Delina Wester

2. What is the purpose of a PLC?
In groups, discuss what you feel the purpose of a PLC is.
Also discuss what happens during your PLC in your school.
Share

3. What a PLC is NOT

4. What a PLC is NOT It is NOT a program. It is a process.
It is NOT a book club.
It is NOT a meeting.

5. What does PLC mean?
An on going- process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the student they serve.
PLCs operate under the assumption that the key to improved learning for students is continuous, job embedded learning for educators.
DuFour, DuFour, Eaker and Many (2010)

6. There are two goals for a PLC
1) To persuade educators that the most promising strategy for meeting the challenge of helping all students learn at high levels is to develop their capacity to function as a professional learning community and
2) to offer specific strategies and structures to help them create PLCs in their own schools.
DuFour, DuFour, Eaker, and Many

7. The Purpose is Simple:
Student Learning

8. Ensure that ALL Students Learn at High Levels
We accept learning as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning.
“the fundamental purpose of the school is to ensure that all students learn rather than see to it that all students are taught-an enormous distinction.” from Raising the Bar and Closing the Gap-Whatever it Takes

9. DuFour, DuFour, Eaker and Many (2010)
A PLC is…
Data Driven
Members of a PLC realize that all of their efforts must be assessed on the basis of results rather than intentions.
DuFour, DuFour, Eaker and Many (2010)

11. SLDS Growth Model-ELA

12. SLDS Growth Model-Reading

13. SMART Goals % Meeting / Exceeding Standards
% Meeting / Exceeding Standards
4th grade students will increase the % of those meeting/exceeding in Reading from 94.5% to 97% on the 2014 CRCT. (100%)
4th grade students will increase the % of those meeting/exceeding in LArts from 86.25% to _90% on the 2014 CRCT. (97.75%)
4th grade students will increase the % of those meeting/exceeding in Math from
88 % to 90% on the 2014 CRCT. (93.5%)
4th grade students will increase the % of those meeting/exceeding in Science from 84.75% to 90% on the 2014 CRCT. (93.75%)
4th grade students will increase the % of those meeting/exceeding in Social Studies from 81% to 90% on the 2014 CRCT. (96.75%)
SMART Goals

14. Exceeding the Standards
% Exceeding Standards
4th grade students will increase the % of those exceeding in Reading from 47.5% to
55% on the 2014 CRCT. (63.75%)
4th grade students will increase the % of those exceeding in ELA from 40.75% to
45 % on the 2014 CRCT. (47.5%)
4th grade students will increase the % of those exceeding in Math from 49% to
52% on the 2014 CRCT. (65%)
4th grade students will increase the % of those exceeding in Science from 44.5% to
50% on the 2014 CRCT. (60.25%)
4th grade students will increase the % of those exceeding in Social Studies from 28.5% to 35% on the 2014 CRCT. (56.25%)

15. STAR SMART Goals STAR Reading goal:
Currently 11.5% of the students are below 25%. By the end of the year 0% of the students will be below 25%. (1%)
Currently 38% of the students are above 75%. By the end of the year 48% of the students will be above 75%. (49%)
STAR Math goal:
Currently 5.8% of the students are below 25%. By the end of the year, 0% of students will be below 25 %. (0%)
Currently % of the students are above 75%. By the end of the year, 50% of the Students will be above 75%. (81%)

16. DuFour, DuFour, Eaker and Many (2010)
A PLC is…
Collaboration
A PLC is composed of collaborative teams whose members work interdependently to achieve common goals for which members are mutually accountable.
DuFour, DuFour, Eaker and Many (2010)

17. Collaboration
“Collaboration is a systematic process in which teachers work together interdependently in order to impact their classroom practice in ways that will lead to better results for their students, for their team, and for their school.”
DuFour, DuFour, Eaker, and Many

18. 4 questions What is it that we expect them to learn?
How will we know when they have learned it?
How will we respond when they don’t learn?
How will we respond when they already know it?

19. A Functioning PLC Video

20. How will we know when they have learned it?
A Balanced Form of Assessments

21. Types of Assessment

22. Why Should We Use Formative Assessments
“Formative assessments are one of the most powerful arsenal. An effective standards-based, formative assessment program can help to dramatically enhance student achievement throughout the K-12 system.”
Marzano, 2006

23. Formative Assessments

24. Changing Our Focus Old Focus Every student can learn Focus on teaching
Isolation
Assessment OF learning (Summative)
Failure is an option
New Focus
Every student will learn
Focus on learning
Collaboration
Assessment FOR learning (Formative)
Failure is not an option

25. Cultural Shifts
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

26. Killing Two Birds With One Stone: PLCs and TKES
Standard 1: Professional Knowledge
Standard 2: Instructional Planning
Standard 3: Instructional Strategies
Standard 4: Differentiated Instruction
Standard 5: Assessment Strategies
Standard 6: Assessment Uses
Standard 8: Academically Challenging Environment
Standard 9: Professionalism
Standard 10: Communication

27. Final Words
“Professional learning communities set out to restore and increase the passion of teachers by not only reminding them of the moral purpose of their work, but also by creating the condidtions that allow them to do that work successfully.”
DuFour, DeFour, Eaker, and Many (2010)

28. What is the Purpose of a PLC? In Review
1. To ensure that all students learn at high levels.
2. Understanding that helping all students learn requires a collaborative and collective effort.
3. To assess our effectiveness in helping all students learn we must focus on results- evidence of student learning- and use results to inform and improve our professional practice and respond to students who need intervention or enrichment.
DeFour, DeFour, Eaker, and Many 2010)

29. Become Contagious and Be A Change Agent!!!!!
In groups, fill your cup with ideas that you can take back to your PLC to make teaching contagious and become a change agent!!

30. We have always worked hard!! Choose now to work SMARTER!!!!
Encouragement
Remember:
We have always worked hard!! Choose now to work SMARTER!!!!

31. Resources Learning by Doing- DuFour, DuFour, Eaker, and Many (2010)
Raising the Bar and Closing the Gap-Whatever it Takes- DuFour, DuFour, Eaker, and Karhanek (2004)