1. Professional Learning Communities Supporting Student Achievement Supporting Student Achievement

2. PLC Definition Educators committed to working collaboratively in ongoing processes of collective inquiry and action research in order 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. -DuFour, DuFour, Eaker, Many, 2006 Educators committed to working collaboratively in ongoing processes of collective inquiry and action research in order 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. -DuFour, DuFour, Eaker, Many, 2006

3. Characteristics of a PLC Shared mission, vision, values, goals Collaborative team focused on learning Collective inquiry into best practice and current reality Action orientation/ experimentation Commitment to continuous improvement Results orientation Shared mission, vision, values, goals Collaborative team focused on learning Collective inquiry into best practice and current reality Action orientation/ experimentation Commitment to continuous improvement Results orientation

4. Focus on Learning (Idea 1) We accept high levels of learning for all students as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning. Systems are created to ensure students receive time and support that are directive, timely, systematic. We accept high levels of learning for all students as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning. Systems are created to ensure students receive time and support that are directive, timely, systematic.

5. Collaborative Culture (Idea 2) 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 development of high performing teams.

6. Focus on Results (Idea 3) We assess our effectiveness on the basis of results rather than intentions. Individuals, teams, and schools seek relevant data and information and use that information to promote continuous improvement. Focus on results rather than activity. We assess our effectiveness on the basis of results rather than intentions. Individuals, teams, and schools seek relevant data and information and use that information to promote continuous improvement. Focus on results rather than activity.

7. Assessment for Learning as the Catalyst for School Improvement Assessment for Learning, when done well, is one of the most powerful, high- leverage strategies for improving student learning that we know of. Educators collectively become more skilled and focused at assessing, disaggregating, and using student achievement as a tool for ongoing improvement. - Michael Fullan Assessment for Learning, when done well, is one of the most powerful, high- leverage strategies for improving student learning that we know of. Educators collectively become more skilled and focused at assessing, disaggregating, and using student achievement as a tool for ongoing improvement. - Michael Fullan

8. Common Assessments can Improve Student Learning To the extent that teachers work together in teams to 1) analyse, understand, deconstruct standards, 2) transform standards into high quality classroom assessments, 3) share & interpret results together, they benefit from the unity of their wisdom about how to help students continue to grow as learners. - Rick Stiggins To the extent that teachers work together in teams to 1) analyse, understand, deconstruct standards, 2) transform standards into high quality classroom assessments, 3) share & interpret results together, they benefit from the unity of their wisdom about how to help students continue to grow as learners. - Rick Stiggins

9. Key to Improved Results Powerful, proven structures for improved results already exist. They begin when a group of teachers meet regularly as a team to identify essential and valued student learning, develop common formative assessments, analyze current levels of achievement, set achievement goals, and then share and create lessons and strategies to improve upon those levels. - Mike Schmoker Powerful, proven structures for improved results already exist. They begin when a group of teachers meet regularly as a team to identify essential and valued student learning, develop common formative assessments, analyze current levels of achievement, set achievement goals, and then share and create lessons and strategies to improve upon those levels. - Mike Schmoker