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Path to Precision

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by

karen fox

on 7 July 2014

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Transcript of Path to Precision

PLC RUBRIC ANALYSIS
As part of our last meeting, each of the ELA PLC members at Edgewood rated our current reality on the TDAP rubric. The results of this exercise will be discussed in this artifact, along with our priorities for improvement and finally my vision of a "dream PLC that is wildly successful."


Priorities for Improvement
All members are not contributing to developing meeting agenda and some feel left out and dis empowered
Review of norms are not a part of agenda
Current norms are mostly protocols and ineffective and do not facilitate productive dialogue and collaboration
Tensions and conflict is not addressed professionally during meetings.
Current Reality
Path to Precision,
"fitting the pieces together"
Karen Fox

Analysis of Indicator Results
Our PLC met at the beginning of the year and spent time establishing norms. In hindsight most of our norms revolved around protocols, like meeting on time and when and how long we meet. We have not revisited our norms since the first time. Although the majority of the members have a common goal of aligned curriculum and increased student achievement, there is tension and conflict about which methods are used. At this point open communication is not happening at the meeting and professional relationships are suffering.
We could take actions to approach our SMART goal with more clarity
We are still working toward more precision and clarity in our PLAN-DO-STUDY-ACT
Discussion about assessment and instructional changes has not fully included all PLC members
Continued refinement in all areas is needed to reach sustaining level.
Our Edgewood ELA PLC is currently not as effective as it could be. STEAM has been a priority during the past couple of years. In addition, a high level of teacher turnover has resulted in a fragmented ELA community and low morale.
Priorities for Improvement
This analysis indicates that right now, the ELA PLC at Edgewood is not operating as a fully collaborative and relational team.
We need to fix this!
Coming into the Leadership Seminar, I was interested in previewing the TDAP. In addition, this year, as MVEA building reps, we have talked about the TDAP and a not so great alternative from the state, but this is the first time I have analyzed it. I also have a PLC hour. I work closely with two other ELA teachers and it is great to have this time to add to the precision of data analysis and curriculum development and alignment. It is obvious that this rubric clearly outlines and guides a PLC's
path to increased
success.
BACKGROUND
We rated our performance quite a bit better on this indicator. All PLC members feel we are operating in the "Implementing and/or "Refining" level. Things that we are doing well:
We all agree that we have our SMART goal in the forefront of our work.
Half of the members feel that we have established targeted areas for improvement.
We are working on making necessary curricular assessment or instructional changes
We have established some common formative and assessments to monitor progress.
We are making good progress in this indicator, but need more communication and clarity with our steps toward sustaining the level of our performance
Take Away
Analysis of Indicator Results
Analysis of Indicator Results
The results show that our PLC rated us in the initiating category in the first category but in the refining categories for the second and third categories. This clearing shows us where our first priority for improvement lies, although continued improvement toward the sustaining level is still needed.
Take Away
We have created three formative assessments but need one for each learning target
Some questions on the formative assessments lead to confusing results and need to be changed/clarified
Team members should improve inter-rater reliability when rating student work.
We are currently analyzing student data but needs to be expanded.

The Next Step
After team members scored the rubric indicating our "current reality", we brainstormed characteristics of what our "dream" PLC would look like.
"Dream PLC"
Characteristic Trends
Sense of community!
time to get to know/work with people we never get to see or hang out with
We have the time to grow together, working to gain understanding together
Time for sharing and collaboration
large/small/grade level
time to discuss content/themes across grade levels
time to discuss best practices
Possible Changes
more shared time to build community and collaborate within EW and district
hour long meetings after school instead of 45 minute before school meetings
shared PLC and grade level prep times
Everyone a leader
Writing Prompt
"Wildly Successful PLC"
It is June 2015 and a job-alike from another MV school met with our ELA PLC and left tremendously impressed. This is how he described our PLC and our results from the 2014-15 school year...
The ELA PLC is a group of inquiry based leaders in a highly relational environment. It was obvious that they had adopted and were familiar with the norms and they model open, respectful communication. The members were humble but willing to take a stand. The group operated toward a shared vision of a cycle of continuous improvement, not only measured in student achievement but also in themselves as professional collaborators.
He went on to say that it was
obvious that all members were highly accountable to each other, working fully engaged working in fluid cross grade and same grade groups. The conversation was clear and focused with teachers reviewing the concise action steps, learning targets and instructional strategies that contributed toward a significant increase in Spring 2015 MAP and MCA student achievement. The atmosphere was highly respectful and productive, but also celebratory with a
community feel.
Further discussion about the ELA
PLC at Edgewood revealed that the members created shared grade level learning targets and used grade/cross grade or district formative assessments to monitor student achievement throughout the year, culminating in the MAP and MCA assessments. It was evident that team members worked collaboratively on bench mark results, discussing successful strategies that resulted in the successful increase in student achievement.
His was so impressed with the learning culture that was demonstrated during his visit. It brought to mind a quote that he had just read by Nancy Dixon, as quoted in Fullan, 2001, p. 84. "If people begin sharing ideas about issues they see as really important, than sharing itself creates a learning culture."
He was very impressed with the emotional maturity demonstrated in the group as they openly discussed own instructional strengths and weaknesses. They also discussed their collaborative intervention or enrichment pursuits, like reteaching, after school test preparation, close communication with parents and deans, as well as highly engaging curriculum for both regular and advanced classes based on standard based learning targets.
Our "Wildly Successful" Mantra

"Collective, not individual, brainpower has become the rule for our successful PLC community."
The PLC was successful in discussing the results because the district trained and supported them on how to build the formative assessments and analyze the results using data analysis tools. All PLC members seemed comfortable with using the online analysis programs and were excited about the improved student results.
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