Transcript Developing and Sustaining a Professional Learning Community

Leadership Workshop
Principals & Coaches Sit Together
Other Staff - join a school team
Binders are
for Coaches
September 4, 2009
Updates
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Rest Rooms
Fire Exits
Coffee & Water
Revised PD Calendar
Move quickly between sessions
Lunch – Taco Bar
Why are you here today?
• Leadership Team Roles
• PLC –Your Role
•Curriculum Support
•Creating Collaborative Teams
• Formative Assessment Overview
Workshop Outcomes
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Identify how coach & principal will work
together as leadership team
Touch Base with Curriculum Facilitators
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Curriculum Updates & Hot Topics
Prepare for September 18 In-service
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PLC -- Creating Collaborative Teams
Formative Assessment
Workshop Format
 Large
Group
 Break-out
sessions
 Lunch
 Large Group
 Break-out
Sessions
Mary Ellen Maske
Carol Cassells, Joy Long,
Becky Martin, CandiClassroom
Lynch
and
Ann Nicholson, AmySupport
RussellTeachers
Bonnie Spaight
Princip
Instructi
Coach
PLC Express
Instructional Coach Role
 What
it is? What it isn’t?
 Carousel Activity
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Identify the what it is
looks like or could look like
in your building
 Share
Out
Characteristics of the
Instructional Coach & Building Administrator
Instructional Coach Building Administrator
Common Responsibilities
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Develops relationships
Supports instructional practice
Provide & coordinate
professional development
Collaborative goal setting
Analyzes assessments
Provides resources
Mentors/challenges teachers
Strengthens community of
leaders
Instructional Coach
Building Administrator
Distinct Responsibilities
ResponsibilitiesInstructional
Coach
& Principal
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Not an administrator
Not an evaluator
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Is an administrator
Is an evaluator
Instructional Coach
Building Administrator
Muddy/Overlapping Responsibilities
Change in the Mission of Education
Old Mission
 Every Student CAN
learn
 Assessment OF
Learning (Summative)
 Select and Sort Students
 Winners and Losers
 Focus on Teaching
New Mission
 Every Student WILL
learn
 Assessment FOR
Learning (Formative)
 Pyramid of Intervention
 Failure is Not an Option
 Focus on Learning
“I cannot teach anybody
anything; I can only make
them think.”
Socrates (BC 469- BC 399)
The Foundation of
Professional Learning Communities
 Three
Big Ideas
 Six Characteristics
 Four Corollary Questions
4 Questions
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What do we want eachStudent
students
know or be
LearningtoExpectations
able to do?
How will we know they have
learned?
Formative
AssessmentWhat
evidence do we have of the learning?
How do we respond when students don’t learn or
struggle?
Pyramid Of Intervention
How do we respond to those who have already
learned?
Student Questions
 What
do I need to know ?
 Where am I now?
 How do I get there?
 What happens if I struggle or fail?
6 Characteristics
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Focus on Learning
Collaborative Culture
Collective Inquiry
Action Oriented
Commitment to Continuous Improvement
Results Oriented
Trust
“Trust is …cultivated through
speech, conversation,
communication and action.”
Building Trust by Solomon & Flores
The relationship among the adults in the
schoolhouse has more impact on the quality
and character of the schoolhouse – and on the
accomplishments of youngsters – than any
other factor.
-- Roland Barth,
Learning by the Heart
Relational Trust
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Focuses on distinct role relationships
AND the obligation & expectations associated
with them
Results
 Enhances trust or diminishes trust
Someone’s Behavior
My belief about the behavior
Feelings
Outcome/Reactions
Enhanced
Trust
Expectations
Met
Diminished
Trust
Expectations
Not Met
Trusting Relationships
4 Key components
Respect
 Personal regard
 Personal integrity
 Competence
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Built through day-to-day routines and life
in the school
Researchers Anthony Bryk and Barbara Schneider
Activity –
Trust Busters & Builders
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Busters
Builders
through
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“Trust
is
…cultivated
– Talk, talk, talk
– Follow through
speech,
conversation,– Consistent
– Disengaged
– Pessimistic
communication
and action.”
– Agree to disagree
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But….
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Listens to others
Building Trust
Robert C. Solomon and Fernando
Flores, Building Trust (Oxford
University Press 2001)
“Trust is …cultivated through speech, conversation,
communication and action.”
“It can, and often must be, conscientiously created, not
simply taken for granted.”
“It consist of assurances, in deed as well as in word, and both
the continual making and keeping of promises and the
encouragement of others to make and keep their promises.”
“Trusting is a decision that opens up the world for us, builds
and deepens our relationships, and creates new possibilities,
even new worlds.”
Trust has been defined as the shared
understanding by the entire staff that both the
staff and the individuals within the staff are
reliable and that they can be counted on to do
what they say they will do.
What is Collaboration?
 A systematic
process in which we
work together, interdependently, to
analyze and impact professional
practice in order to improve out
individual and collective results.
- DuFour, DuFour, & Eaker (2002)
Mark Buehrle White Sox
Perfect Game July 23, 2009
What is Collaboration?
 A systematic
process in which we
work together, interdependently, to
analyze and impact professional
practice in order to improve out
individual and collective results.
- DuFour, DuFour, & Eaker (2002)
One Step at a Time
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Stage 1:
Stage 2:
Stage 3:
Stage 4:
Stage 5:
Stage 6:
Stage 7:
Filling the Time
Sharing Personal Practices
Planning, Planning, Planning
Developing Common Assessments
Analyzing Student Learning
Differentiating Follow-Up
Reflecting on Instruction
Parry Graham & Bill Ferriter www.nsdc.org
Critical Question to Consider
 The
most critical question to
consider when reflecting on the
collaboration in your school is not,
“Do we collaborate?”
 The far more important question is,
“What do we collaborate about?”
What Evidence Do We Have That
Our Team Collaboration…
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Focuses on the critical questions of learning?
Leads to changes in classroom practice?
Increases the teams ability to achieve its
SMART goals?
Helps individual teachers, the team at large
and the school do a better job of helping all
students learn at high levels?
JUST . . .
Motivate your stakeholders
Accelerate learning with PLCs
Keep your eyes on student achievement
Evaluate by reflecting to improve practice
IT HAPPEN!