MSTA Grant PLC Leaders Training

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Transcript MSTA Grant PLC Leaders Training

AWCPA PLC
Facilitator’s
Training
AWCPA Leadership Team
Agenda
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Introductions and structure
“Evolution of the Professional Learning Community”
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Technical vs Cultural Change
First and Second Order Change
The Role of the PLC Leader and The Four PLC
Questions
Structure of the PLC
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NORMS
Flow Chart
Agenda Templates
Data Templates
Next Steps: Duties, Assignments and Commitments
Professional Learning Communities
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PLC’s operate under the assumption that
the key to improved learning for students
is continuous, job-embedded learning for
educators.
DuFour, et. al, 2006
What’s Different About a PLC?
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Read, “How Do Principals Really Improve
Schools.”
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Briefly discuss the article in pairs, and
share out key ideas.
PLCS are a Team
Teams bring together
complementary
skills and
experience that
exceed those of
any individual on
the team.
Teams are more effective with
problem solving.
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Teams motivate and
foster positive peer
pressure and
collective
responsibility.
Scheduling
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PLC’s will meet at AWCPA one week, and
the district the following week.
 This
will be a fluid process and the meetings
will be aligned, “Same Focus- enhance
student learning and achievement”.
 MS Staff will meet at the PLCC, and HS will
be at various High Schools in the district.
 See attached schedule.
The Four Questions
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What is it we expect the students 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?
-DuFour, DuFour, Eaker 2008
Six Characteristics
Shared Mission, Vision, Values, and Goals
 Collective Inquiry
 Collaborative Culture
 Action Orientation and Experimentation
 Continuous Improvement
 Focus on Results
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Administration and PLC
Leader’s Role
Initiate structures and systems
 Pose the right questions
 Model what is valued
 Celebrate progress
 Lead for change
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In order to influence change…
Change in values, beliefs, practice
 Change
in student achievement
*In reality….
 Change
in practice
 Change in student achievement
 Change in beliefs
 Thomas Guskey
Group Process Facilitator
One who contributes structure and process to
interactions so groups are able to function effectively. A
helper and enabler whose goal is to support others as
they achieve exceptional performance.
Group Process Facilitation
A way of providing leadership without taking the reins. A
facilitator’s job is to get others to assume responsibility,
to take the lead, and engage in meaningful collaboration.
-Facilitation At A Glance
Group Process Facilitators:
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Do not have all the answers, are not always the content experts
Stay neutral, if you must move out of facilitator role and into role as
participating member of group identify that move.
Are responsible for room set up that supports effective teams
Listen; demonstrate that you are listening by using verbal and non verbal
cues. (Refer to norms when issues arise.)
Paraphrase or clarify for the benefit of all members of the group.
Watch the time (or appoint a timekeeper)
Build capacity and buy-in, redirect questions by sending to others rather
than answering yourself
Use humor – appropriate humor!
Call and identify sidetracks, stay true to norms.
Encourage all group members to acknowledge dysfunctional behaviors as
they occur. (Remember the focus and intended outcomes, improve
instruction to increase achievement.)
Facilitators At A Glance
Processes for Groups
Set the stage
Focus Attention: Norms always present at the beginning of each meeting.
ONE THING: outcomes, make clear at the beginning of each meeting.
Check in: Keep meetings positively focused, keep the meeting about the work, avoid negative
conversations about kids.
Check the group to see where you are: Reflection on group progress, responsibility checks.
Check for agreement: Fist to Five, Thumbs Up.
Build Consensus:
Look for commonalities, agreement
Identify polar points – What would it take for this to work for you?
Take a break – get up and stretch
Move on and come back to issue
Check to see if it can hold until the next meeting. Perhaps the group needs more information.
Norms
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Non-Negotiables
 Define
essential learning's (Power Standards)
and use common assessments
 Everyone participates and works toward the
common goal – achievement for all students
 Re-teach essential skills
 Data posted in dropbox folder
 Teams develop collective norms and honor
their team norms
-adapted from DuFour, et. al.
Team Agenda Template
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Guides the meeting
 Norms
 SMART
Goals
 Identify area of work on flowchart
 Topic covered on timeline, be specific
 Reflection Form- end of each cycle
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Provides information for next meetings
 Duties,
Assignments and Commitments, for all
members.
Reflections
What was the focus of our discussion?
 What did we learn about teaching our
content and lesson plans that were
developed?
 What did we learn about our students;
growth, enrichment?
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Action Plan
Dropbox Usage
 Data Forms
 First Meeting: Norms need to be set and
widentify essential standards.
 Stay focused on ensuring student learning
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Leadership and Facilitators
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Example is not the main thing in
influencing others, it’s the only thing.
Albert Schweitzer