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An Introduction to Professional Learning Communities
Transcript of An Introduction to Professional Learning Communities
Further, teaching quality is improved through continuous professional learning. Professional Learning Communities
Amy Stoeckly, PLC Director
firstname.lastname@example.org 3 Big Ideas 1. A Focus on Learning Rather
than teaching 2. Collaborative Teams Why PLCs? Variations on a Theme PLCs Defined Norms Would these ideas be considered initiatives, or the way we should do business? Learning is based upon the student’s ability.
Learning takes place if the student takes advantage of the opportunities to learn within the school.
All students can learn something, and we will create a warm pleasant environment for them to learn.
All students can learn and we will do whatever it takes to help students learn and achieve the agreed upon curriculum/standards. 3. Results Oriented SMART goals Team meetings use data to plan instruction
and intervention PLCs find their BHAG and work on it! Good:
We will work on reducing office referrals.
During the 2010-11 school year, G-E-T Middle School will increase the respect shown by students.
During the 2010-11 school year, G-E-T Middle School will increase the respect shown by students as measured by a 15% reduction in office referrals due to “disrespect.” North
Acting- Lets do it
Likes to act, try things,
plunge in East
Likes to look at the big picture,
the possibilities, before acting West
Paying attention to detail-
likes to know the who, what,
when, where, why, before acting South
Likes to know that everyone’s feeling have been taken into consideration; that their voices have been heard, before acting PLCs are not a new thing
Richard DuFour-Lincolnshire, IL
Shared mission and vision
Climate of high expectations
Opportunity to learn, student time on task
Frequent monitoring of student progress
Home school relations
25 years ago began a collaborate effort in his school
11 years ago-wrote Professional Learning Communities at work
www.solution-tree.com www.althingsplc.info Curriculum,
Assessment Compass Points Not Another "Thing" What do we plan for?
What do we monitor?
What do we model?
What questions do we ask?
How do we allocate time?
What do we celebrate?
What are we willing to confront? the professional learning community model requires the school staff to: A focus on learning, rather than teaching. Working Collaboratively on matters related to learning. Holds itself accountable for the kind of results that fuel continual improvement. 6 Characteristics Shared mission, vision
and values Collaborative teams Collective inquiry Action orientation/
Experimentation Commitment to continuous improvement Results
orientation 4 Corollary Questions
What do we want students to learn?
How will we know that they have learned it?
What will we do if they don’t?
What will we do if they do? Learning Targets
A learning target is any achievement expectation we have for students on the path toward mastery of a standard.
It clearly states what we want the students to learn and should be understood by teachers and students.
Learning targets should be formatively assessed to monitor progress toward a standard. 4 Corollary Questions Learning Targets Which school did you attend? In which school do you currently work? In which school do you WANT to work? Which school do you want your kids to attend? A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve our individual and collective results.
DuFour, Eaker, & DuFour Our meetings What do we collaborate on?
-by grade level/department
-at the school level
-at the district level Have we articulated ELOs?
Do we have common assessments?
Do we use data to inform our instruction? Good is the evil of Great BHAGs Why Not PLCs? I believe in all student,
Do you? Members of a PLCs are action oriented:
they move quickly to turn aspirations
into action and vision into reality.
-Learning by Doing Why would we not do
Whatever It Takes?