PLC Power Point

January 16, 2018 | Author: Anonymous | Category: Social Science, Psychology, Conformity
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The Why, The What, and The How of Implementing PLC’s

The process is a good form, a user friendly form of INNOVATION in a school  The approach is centered on student learning, student achievement, and acquisition of knowledge and skills by students  The approach is centered on a team of teachers and administrators supporting each other, and reflecting on and calibrating their methods  If done correctly, and over time, it becomes the culture of relationships among colleagues  Going from doing good work, to great work! 

“Good is the enemy of great…..good organizational performance can cause complacency and inertia instead of inspiring the continuous improvement essential to sustained greatness.” Jim Collins, 2001

“Yeah, but how are we going to have the time to work in a PLC?”  “Yeah, but how can we find the time to give students extra time and support learning with our current schedule?”  “Yeah, but how can a PLC work in a school this small, or this big, or this poor, or this rural, or this suburban, or this inner city, or this low achieving and despondent, or this high achieving and complacent?”  “Yeah but how can we make this work with our ineffective leadership. Or our ineffective teachers, or central office, adversarial teacher association, and so on?” 

What

is first order change? What is second order change? Have you heard of them before? Do they apply to this school district? At what stages are you?

 Proceeds

the next most obvious step to take  After a need for a healthy change is identified, the steps to making this change are incremental, gradual, subtle, and perhaps even comfortable  A huge element of effectiveness for First Order Change is as follows: Incremental change fine-tunes the system (Your school and system) through a series of small steps that do not depart radically from the past set of procedures, expectations, and experiences  Lets discuss a couple of examples.

Dramatic

departure from the expected or usual routine, process, course of action A deep change which alters the system in fundamental ways A dramatic shift in direction Requires new ways of thinking Requires new ways of acting Often requires new, expansive, and extensive training

An extension of the past  Fits with existing beliefs  Is consistent w/prevailing values and norms here  Can be implemented with existing knowledge, skills, and resources  Usually has common agreement that the change is necessary 

A break from the past  Does not fit with existing beliefs  Conflicts with prevailing values and norms  Requires having new knowledge, skills and resources  May be resisted because only those with a broad perspective of the school see it as needed 

“Merging is change, but can be autonomous”





 





Determines the characteristics of the school which colleagues desire to create (Address the current reality of your program here) Builds consensus on purpose and most important focuses of the PLC work (Among this is universal understanding of terms, concepts, and actions taken) Establishes and keeps collective commitments to others in the PLC Establishes and tracks specific goals to monitor progress Crafts strategies for achieving these goals (each member is accountable to each other for utilizing these strategies) Focuses on results through ongoing assessment, not on activities or intentions

The rationale for any strategy for building a learning organization revolves around the premise that this organization will produce dramatically improved results.” Peter Senge, 1994, p.44

 “Remember

[…] if you are to move your school and district towards greatness, you must have the discipline to confront the facts of your current reality, whatever [those] facts might be.” Collins, 2001, p.13  Culture vs. Climate

 Clarify

as a team, what your priorities are  Based on your priorities, Identify a limited set of focused goals, obviously embedded in student learning  Establish indicators of progress to be monitored with watchful eyes  Use well-defined processes to establish these goals in each classroom, and to be spoken of and used by each team member (remember, consensus and collective commitments

PLC Goal “Implementing Best Practices for Writing Learning Objectives”

What have I learned that I am applying in my classroom?

Evidence of Implementation:

Evidence of Impact:

What have we learned which we are applying in our classrooms?

Evidence of Implementation:

Evidence of Impact:

Which elements of reading knowledge, process, or strategies to teach, will we vertically teach in all grades?

Evidence of Implementation

:

Evidence of Impact:

Determines the characteristics of the school which colleagues desire to create (Address the current reality of your program here)  Builds consensus on purpose and most important focuses of the PLC work (Among this is universal understanding of terms, concepts, and actions taken)  Establishes and keeps collective commitments to others in the PLC  Establishes and tracks specific goals to monitor progress  Crafts strategies for achieving these goals (each member is accountable to each other for utilizing these strategies)  Focuses on results through ongoing assessment, not on activities or intentions 

 

 

 

Gather evidence of current levels of student learning Develop strategies and ideas to build on strengths and weaknesses in both instruction and student learning As a team, implement, monitor, and evaluate implementation and actions taken Analyze the impact of those steps and strategies on student achievement and instructional practice, determining whether they were effective and why, or not effective and why Apply in practice the new knowledge, strategies, etc., learned from this Measure the impact of implementation on student learning and achievement through observation, reflection, and multiple forms of assessment

Most of us have an ever expanding “to-do” list, trying to build momentum by doing, doing, doing---and doing more. And it rarely works. Those who build good to great [teams and organizations] make as much use of “stop doing lists” as they can with “to-do” lists. They have the discipline to stop doing all the extraneous junk.” Jim Collins, Good to Great, p.139

What

are they supposed to be learning? What knowledge and skills should every student acquire as a result of this lesson, unit, etc.? What are we using to determine this? (Idaho State Standards and Objectives, Pacing, etc.)

 How

will we know when they have learned it? In other words, how will we know when/that each student has acquired the essential concepts, knowledge, skills, and ability to apply new concepts and skills? What are our indicators? What determines when we are satisfied constant learning is happening?(Classroom based assessments, observation, formative assessment, summative assessment, attentiveness to the Spiraling curriculum)

What

are we going to do if they are not learning the knowledge and skills? What determines when we either step in and intervene, or trust they will pick it up through repetition and mastery? What determines the types of and frequency of interventions?

Total Instructional Alignment

I C E

Instruction Curriculum

Evaluation

 Vertical

curriculum alignment which leads to  Common understanding by each teacher/administrator, of what each teacher teaches, what the goals are which leads to  The creation of common assessments and  The creation of common interventions

Measures common or congruent concepts  Provides similar data driven by congruent concepts  Vastly enhances the commonality of dialogue about student learning an progress when teachers and administrators can relate to each others’ students and data information  Are efficient, and are equitable for students  A best strategy taken by a team for determining whether the curriculum is being taught, and is aligned to state objectives  Builds a team’s capacity to improve the program  Show individual teachers how their students are performing due to their instruction, compared to other members of the team 

PLC Goal “Implementing Best Practices for Writing Learning Objectives”

What have I learned that I am applying in my classroom?

Evidence of Implementation:

Evidence of Impact:

What have we learned which we are applying in our classrooms?

Evidence of Implementation:

Evidence of Impact:

Which elements of will we vertically teach in all grades?

Evidence of Implementation:

Evidence of Impact:

Response to Intervention

Tier 3

Tier 2

Tier 1

Getting started Determines the characteristics of the school which colleagues desire to create (First, address the current reality of your program here)  Builds consensus on purpose and most important focuses of the PLC work (Among this is universal understanding of terms, concepts, and actions taken)  Establishes and keeps collective commitments to others in the PLC  Establishes and tracks specific goals to monitor progress  Crafts strategies for achieving these goals (each member is accountable to each other for utilizing these strategies)  Focuses on results through ongoing assessment and debriefing, not on activities or intentions 

1. What are the students to supposed to be learning? 2. How do we know they are learning? 3. What are we doing if they are not learning?

Gather evidence of current levels of student learning  Develop strategies and ideas to build on strengths and weaknesses in both instruction and student learning  As a team, implement, monitor, and evaluate implementation and actions taken  Analyze the impact of those steps and strategies on student achievement and instructional practice, determining whether they were effective and why, or not effective and why  Apply in practice the new knowledge, strategies, etc., learned from this  Measure the impact of implementation on student learning and achievement through observation, reflection, and multiple forms of assessment 

“The most effective change processes are incremental—they break down big problems into small, doable steps and get a person to say ‘yes’ numerous times, not just once. They plan for small wins that form the basis for a consistent pattern of winning that appeals to people’s desire to belong to a successful venture. A series of small wins provides a foundation for stable building blocks for change.” -James Kouzes and Barry Posner (1987, p.210)

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