Transcript Professional Learning Communities

Olympia High School
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“The question confronting most schools and
districts is not, ‘What do we need to know in
order to improve?’ but rather, ‘Will we turn
what we already know into action?’” p. 1
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A Focus on Learning
A Collaborative Culture With a Focus on
Learning for ALL
Collective Inquiry Into Best Practice and
Current Reality
Action Orientation: Learning by Doing
A Commitment to Continuous Improvement
Results Orientation
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“The very essence of a professional learning
community is a focus on and a commitment to
the learning of each student.” p. 13
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“Why do we exist?” p. 23
“The Olympia Community inspires, educates,
and challenges each student to achieve
personal success.” (District Mission Statement)
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“What must we become in order to accomplish
our fundamental purpose?” p. 24
“Olympia strives to be an exemplary school
district with an unparalleled reputation for
maximizing student learning.” (Olympia
District Vision Statement)
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“How must we behave to create the school that
will achieve our purpose?” p. 25
Assessment for Learning
Four Critical Questions of Learning
If we believe Kids can learn……
 What is it we want all students to learn-by grade
level, by course, and by unit of instruction?
 How will we know when students have learned –
that is, has acquired the knowledge, skills, and
dispositions deemed essential?
 How will we respond when students experience
initial difficulty in their learning of the essential
information?
 How will we enrich and extend the learning for
students who are already proficient?
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“How will we know if all of this is making a
difference?” p. 26
Study current Research in science and science
education to improve instruction and
curriculum
Align K-12 curriculum with state and national
standards
Utilize Assessments to improve student
achievement to ensure all students learn and
are challenged
Actively participate in Professional
Development
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Complete p. 34-35
Discuss as a Team
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Move quickly to action
Build shared knowledge
Use the foundation to assist in day-to-day
decisions
Use the foundation to identify existing
practices that should be eliminated
Focus on yourself rather than on others
Recognize that the process is nonlinear
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What is it we want all students to learn-by
grade level, by course, and by unit of
instruction?
Early High School Science Standards
Alignment Curriculum
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Goal 11
Goal 12
Goal 13
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What is it we want all students to learn-by
grade level, by course, and by unit of
instruction?
Performance Expectations and Essential
Knowledge
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Goal 11
Goal 12 – Physical Science
Goal 12 – Biology
Goal 13
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How will we know if each student has learned
it?
The Power of Common Assessments
 “State and provincial tests are summative
assessments: attempts to determine if students
have met intended standards by a specified
deadline.” p. 55
 “Formative assessments are assessments for
learning that measure a few things frequently.”
p. 55
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How will we know if each student has learned
it?
The Power of Common Assessments
 “…so that those who are experiencing
difficulty can be provided with additional time
and support for learning.” p. 55
 Autopsy vs. physical exam
The Power of Common Assessments
 Common assessments are more efficient than
assessments created by individual teachers
 Common assessments are more equitable for
students
 Common assessments represent the most
effective strategy for determining whether the
guaranteed curriculum is being taught and,
more importantly learning
The Power of Common Assessments
 Common assessments inform the practice of
individual teachers
 Common assessments build a team’s capacity
to improve its program
 Common assessments facilitate a systematic,
collective response to students who are
experiencing difficulty
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How will we know if each student has learned
it?
The Power of Common Assessments
 Physical Science Course Assessment
 Biology Course Assessment
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“Professional learning communities create a
systematic process of interventions to ensure
students receive additional time and support
for learning when they experience difficulty.
The intervention process is timely and students
are directed rather than invited to utilize the
system of time and support.” p. 71
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Pete – classroom interventions
Brandi – classroom interventions
Success Club
RTI – Reading class
RTI – RLA and Math – Tu, W, T
EPAS
 MAP
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How can we extend and enrich the learning for
students who have demonstrated proficiency?
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Organization of Team
PLC Time for Collaboration
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Team Norms and Protocol
“..the first and most important step in building
a cohesive and high-performing team is the
establishment of vulnerability-based trust.
Individuals on effective teams learn to
acknowledge mistakes, weaknesses, failures,
and the need for help. They also learn to
recognize and value the strengths of other
members of the team and are willing to learn
from one another.” p.102
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Team Norms and Protocol
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Review p.103-5