Transcript PLC Mod 1 - Cedar Rapids Community School District

Continuous Improvement
Professional Learning
Community Framework
Where are we now?
Where are we going?
What is changing?
February 6, 2009
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
ITBS/ITED
Summative
Assessments
In-Process Measures – Summative & Formative Assessments
Pre Planning: Identification of Need
1.
2.
3.
4.
Develop/Review Student Learning Expectations
Examine alignment of learning expectations with assessments
Review assessment data
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?
Act:
1. Standardize the implementation of researchbased 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)
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
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?
PLAN
ACT
BL Team
School
ITBS
Summative Assessment
DO
SIP
STUDY
PLAN
ITBS
Summative & Formative
Assessment
AR Teams
Math-Communication-SEBDO
ACT
SMART
Goal
•What to learn?
•Evidence of
learning?
•If they don’t?
•If they do?
STUDY
PLAN
Formative
Assessment
GLT
ACT
DO
Std Learning
Expectations-”I can”
STUDY
Pre Planning: Identification of Need
1.
2.
3.
4.
Develop/Review Student Learning Expectations
Examine alignment of learning expectations with assessments
Review assessment data
Identify areas of need based on assessment
Identify areas of
What do we want students to know?
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
HOW
dodo
they
we know?
know
What
if they
have
have
they
learned
learned?
it?
Act:
1. Standardize the implementation of researchbased 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)
Action
DO
Research
1. Plan for implementation of improvement theory
(Force Field Analysis, Action Plan)
Overview
2. Implement research-based best practices
improvement theory based on root causes according to
for
the Action Plan
Most
What
evidence
we
practice
havebest
3.
Monitoreffective/best
the implementationdo
of research-based
Professional
practice/improvement theory to insure integrity and
of
and
thelearning
learning?
strategies?
Learning teaching
fidelity
4. Assess student learning
Communities
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?
How
do
wewe
respond
if they
don’t?
What do
do if they
don’t?
PLAN
ACT
BL Team
School
SIP
STUDY
ITBS
Summative Assessment
DO
ITBS
Summative & Formative
PLAN
Assessment
AR Teams
Math-Communication-SEB
AR Teams
Vertical ArticulationDO
Math-Communication-SEB
ACT
SMART
Goal
•What to learn?
•Evidence of
learning?
•If they don’t?
•If they do?
STUDY
PLAN
Formative
Assessment
GLT
ACT
DO
Std Learning
Expectations-”I can”
STUDY
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
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
Year 2 – Build Capacity & Implement
Build capacity
 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?
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
Continuous Improvement - PLC 3 Year Visioning
Feedback from Elementary & Secondary Principals,
Learning Council & CREA Focus Group
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?
How will we respond to those who
have already learned?
Student Crucial Questions




What do I need to know?
Where am I now?
How do I get there?
What happens if I fail?
Professional Learning Communities
Essential Elements
 Focus
on Learning
 Collaborative Culture
 Collective Inquiry
 Action Oriented
 Commitment to Continuous
Improvement
 Results Oriented
Hand-out
PLC - Overview
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
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

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
Where are we now?
Where are
you?
Mark on
the
continuum
Hand-out
2 page
X
Record your
discussion points:
Key Strengths,
Opportunities &
Actions/Ideas
Going well?
Areas to
consider?
PLAN
ACT
BL Team
School
SIP
STUDY
ITBS
Summative Assessment
DO
ITBS
Summative & Formative
PLAN
Assessment
AR Teams
Math-Communication-SEB
AR Teams
Vertical ArticulationDO
Math-Communication-SEB
ACT
SMART
Goal
•What to learn?
•Evidence of
learning?
•If they don’t?
•If they do?
STUDY
PLAN
Formative
Assessment
GLT
ACT
DO
Std Learning
Expectations-”I can”
STUDY
Next Steps:

Based on your :



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

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