Transcript Measured Progress PPT

Alaska Summer Leadership Institute
Processes and Protocols for Learning
Teams
Julia Payne-Lewis- Professional Development Specialist
Measured Progress ©2011
Day One:
Essential Questions:
• What is the research connection between PLCs and
results driven professional development?
• How can the collaborative use of specific
protocols move teacher learning forward in
order to improve student learning?
• How can administrators implement and support the effective
use
of PLCs for professional development purposes?
Measured Progress ©2011
Agenda Day One
Research and Rationale Power Point
20 min.
Laying the foundation for the week
The Tuning Protocol
min.
30
Working in a PLC
Getting Started- Cody’s Experience
15 min.
Video Clip and discussion
Next Steps
10 min.
Wrap-up and Preview of Day Two
Measured Progress ©2011
Agenda Day One
Research and Rationale Power Point
20 min.
Laying the foundation for the week
Save the Last Word Protocol
30 min.
Working in a PLC
Getting Started- Cody’s Experience
15 min.
Video Clip and discussion
Next Steps
10 min.
Wrap-up and Preview of Day Two
Measured Progress ©2011
Research Based Practice:
The research and literature on PLCs points to the
importance of the workplace setting, where adult
learning takes place in the context of problem solving
and occurs in both structured meetings and
peer-to-peer interactions.
The need for self-directed and problem-centered
approaches is stressed for results based learning.
Measured Progress ©2011
Research Based Practice:
Based on a review of the literature, the
overarching issues and initiatives that PLCs
address include: student learning and
effective teaching, promoting equity and
high
expectations, building leadership capacity,
development of shared norms and values,
data-based decision making, collaborative
planning, and curriculum development.
Measured Progress ©2011
Research Based Practice:
In describing the issues undertaken by PLCs,
the literature points not only to school-based
examples, but also to district-wide
initiatives. Wood (2007) The research also
presents comparative case studies from
schools across districts, describing how
learning communities successfully used
meeting time to analyze student work based
on standards, increase parent involvement,
improve children’s literacy, and address
problems concerning student behavior and
motivation.
Measured Progress ©2011
Research Based Practice:
In conducting the studies, researchers found
that the teaching culture and collaboration
improved, and teachers became more focused
on student
learning than prior to implementation of PLCs.
In addition, studies that included students’
learning outcomes reported improved
achievement scores over time, suggesting
that PLCs can have system-wide change.
Measured Progress ©2011
Research Based Practice:
Fullan (2006), reports that interest in learning
communities has moved beyond the whisper of
researchers to a growing movement among
practitioners.
However, Fullan cautions that the term has
traveled faster than the concept, and that many
schools have rallied around the banner of PLCs
with only superficial implementation that shows
little effect on student achievement.
Measured Progress ©2011
What it Takes to Make Learning
Teams Work
• Supportive and shared leadership
• Shared values and vision
• Collective learning and the application of that
learning
• Shared practice
• Supportive conditions for the maintenance of
the learning community.
Measured Progress ©2011
Now What?
The REAL Big Three
According to DuFour, a teams’ dialogue should
center on these three critical questions, related
to the big ideas:
• What is it we want our students to learn?
• How will we know when each student has
learned it?
• How can we improve on current levels of student
achievement?
Measured Progress ©2011
Looking at Student Work
To gain an authentic perspective on what students are learning,
teachers need to look at the work students are producing in a
formalized way. While many tools, such as summative test data, can
be helpful sources of information for telling us how students are
doing, we should not overlook collecting and analyzing the most
important data—actual student work.
Collecting samples of students’ work is a powerful way of
gaining a picture of how students are doing. It provides data
about students’ levels of proficiency and enables teachers to gather
evidence of students’ progress over time, monitor the effectiveness of
their own efforts, and reflect on ideas for revising classroom
practices.
Measured Progress ©2011
Save the Last Word for ME:
This protocol serves two purposes, the first:
To give each person in the group the
opportunity to have their ideas,
understandings, and perspective heard and
enhanced by hearing from others. It is useful
for team building and creating equity of voice.
The second: The group can explore an
article, clarify their thinking, and have their
assumptions and beliefs questioned in order to
gain a deeper understanding of the issue
within the reading.
Measured Progress ©2011
Thank You! See you tomorrow!
P.O. Box 1217, Dover, NH 03821-1217 | Web: measuredprogress.org | Office:
603.749.9102
It’s all about student learning. Period.
Measured Progress ©2011