Transcript /cel/invergroveheightssession2_2011-2012.pptx

You Are The
Essential
Piece
Professional Learning
Community
From Vision to Reality
Our Work Together
2
Grounding
• Tell us your name, your position and
something about you that others don’t know
about you.
Checking in
• Whole group
– Share administrative team commitments
• In groups of four
– Share collective commitments
– Share norm setting process
Reading a LCCI Report
LCCI Reflection Protocol #1
Working with a Leadership Team or
Entire Staff
Why Reflect with Your Teachers
The Learning Community Culture indicator is
the assessment system we use to identify
concerns. It is the tool used to help drive our
decisions based on results rather than intentions.
It allows us to scrutinize ourselves in an effort
to address those concerns and make
improvements to our culture.
Garrick Petersen, Principal
Lakeridge Junior High School, PLC
Examine the Results
• Explain how to read boxplots
• Allow time for participants to freely peruse
results
Directions to
Participants
Reflect on Results
• As your discussion leader goes through the results of each PLC element,
– on yellow 3M slips write the strengths
– on hot pink 3M slips areas to strengthen
– one strength or concern per slip
• Paste them in the section for strengths and weaknesses under each element.
• Common Mission, Vision, Value, and Goals
• Interdependent Culture Based on Trust , p. 8
• Collaborative Teaming, p. 9 & 10
– Systems of Prevention and Intervention that Assures Academic Success
for all students, p. 11
– Data Based Decision-Making Using Continuous Assessment, p. 12
• Professional Development that Is Teacher Driven and Embedded in Daily Work, p,
13
– Principal Leadership that Is Focused on Improving Teaching and
Learning, p. 14
• Participative Leadership that Is Focused on Improving Teaching and Learning p. 15
Think Together -• Talk with your tablemates on the strengths and
concern you identified within each element.
• For each strength collectively add the evidence
for why that is a strength dealing with only one
strength per sticky note.
• For each concern, collectively add to the
evidence for why it is a concern --- dealing
with only 1 concern per sticky note.
Looking at Your Thinking Collectively
Around the room are labels for each element of a
PLC measured by the LCCI
• Distribute your 3M sticky notes under each
element to which they belong.
– Cluster strengths together under each element
– Cluster concerns together under each element.
Walk About
• Take a field trip around each element – read
specific strengths and concerns with related
evidence.
• Be thinking about an element that you would
like to collectively focus on to strengthen.
Making a Collective Choice
You have ten stickers to use to indicate your preference
for the focus element.
• Distribute your 10 stickers across the elements n
which you would like the group to collectively work
to strengthen.
– If you feel particularly strong about a specific element, you
may wish to put most of your stickers on that element.
– On the other hand, if you have three elements about which
you are equally concerned, distribute your stickers across
those three elements.
Part II
• Setting the Context
• Setting a SMART Goal
Setting the Context
• For the selected area
of concern, describe
how things are
 Describe a more
idealized state in
which addressing
this concern could
help your school
(district) become a
more high
functioning PLC.
Create A SMART Goal
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Specific and Strategic
Measurable
Attainable
Results-oriented
Time-bound
• SMART Template on page 163 in Learning by
Doing
President John F. Kennedy Speech
• "I believe that this
nation should
commit itself to
achieving the goal,
before this decade
is out, of landing a
man on the moon
and returning him
safely to the
Earth."
Your SMART Goal
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Outcome to achieve?
By whom will it be accomplished?
By when will it be accomplished?
What will be the standard that indicates
success?
• President Kennedy’s goal was achieved on
July 20, 1969, when Apollo 11 commander
Neil Armstrong stepped off the Lunar
Module's ladder and onto the Moon's surface.
Your SMART Goal
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What outcome would you like to achieve?
By whom will it be accomplished?
By when will it be accomplished?
What will be the standard that indicates
success?
Example 1
• By January of 2012 each team of teachers will
have used one cycle of teacher-made common
assessments to ensure all students achieve a
major learning outcome as indicated by student
scores on a pre-and post- teacher-made
common assessments and the common
assessments themselves.
Example 2
• Compared to a baseline of data on a selfreflection rubric of ideal PLC teacher
collaboration, 95% of teacher teams will have
improved their average score by 1 or more
points by May 2012.
Rubric for Collaboration ala PLCs
On a scale of 1-5 with 5 being high, to what degree is our team functioning in this way
during our instructional team meetings
5 = Every instructional team meeting
4 = Most instructional team meetings
3 = At many instructional team meetings
2 = Some instructional team meetings
1 = At a few instructional team meetings
• Meet at least weekly for 60 minutes during contract time ____
• Bring assessment data that indicates specific students’ grade level mastery
of a commonly identified nonnegotiable learning outcomes _____
• Identify specific students who have exceeded the standard, met the
standard, approached the standard, or failed to achieve the standard ____
• Organize instruction to address the learning needs of these students_____
• Identify next nonnegotiable learning standard _____
• Develop a pre-and post-assessment to determine degree of mastery _____
• Brainstorm effective ways to teach that Learning outcome _____
BREAK
LCCI Reflection Protocol #2
Working with a Leadership Team or
Entire Staff
Located in Learning by Doing
Page 188
Here’s What, So What, Now What
Here’s What, So What, Now What
• First five minutes –
– What does this data show us
• Next ten minutes –
– What may have led to the results and why
• The final 15 minutes –
– What should we do
Making a Collective Choice
• NOTE: If you use this protocol in groups you need to
add a 4th step
• Return to same process from part two of protocol
one setting the context and the SMART goal
Examine Your Results
• Take time to freely peruse results
Determining Your First Steps
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How are you feeling?
Any surprises?
Any disappointments?
Like Groups
– Think about the protocols
• What might be your next steps in sharing this data?
• What might be the barriers in sharing this data?
– Consider
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Leadership team
All staff
All elements of the survey or selected parts
One hour meeting – half day staff development time
– What outcome are you aiming for?
Time to Process and Plan
• Share with the group
Results Orientation in a PLC
• Group 1 - pages 157 - 159
• Group 2 – pages 160 – top 162
• Group 3 – pages 176 – 177
• Groups of 3
• Read your section
– In your group agree on main points
• New groups – someone from 1,2,3
– Share your part of the reading
Next Time
November 8, 2011 9:00 – 3:00
Grounding – We will ask you to share your progress in
working with your staff around the LCCI data
Dr. Susan Huff – Principal
• Challenging the Status Quo: Overcoming Barriers to
Continuous School Improvement
• Professional Learning Community Success Story:
Westside Elementary School
• How to Mentor Instructional Teams
• Digging Deep Into Data