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Professional Learning Communities Analysis
Transcript of Professional Learning Communities Analysis
Pros and Cons for
teachers maintain some autonomy
students can be a given a choice of assessment in order to meet their learning style preferences
allows for some teacher creativity
students within a grade level are learning and being assessed in different ways-is this equitable?
limits problem-solving and data dialogues during PLC time without common assessments and objectives
Pros and Cons for
unified objectives and assessments-equitable access and instruction for every student in the grade-level
meaningful dialogue can occur with PLC members
students must take a "one size fits all" assessment that may not assess true learning of diverse populations
Does leave room for teacher creativity
What Do We Do if Students Don't Learn What They Need To?
English Learners in my school district utilizing our digital intervention curriculum
What Interventions Can We Provide?
Collaboration to meet our students' needs
What do we want our students to learn
How will we know when they have learned it?
(DuFour, DuFour, Eaker, & Many, 2010)
Teachers in the Thompson School District English Language Development department work together to answer these questions
How Can We Compromise To Allow for BOTH Individual and and Common Assessments?
My School Based Team (PLC) came up with the following suggestions:
Plan Units of Inquiry together with grade-level PLCs that include inverventionists/specialists
Create common objectives and assessment rubrics that assess student learning
Allow for individual assessments to be created to provide student and teacher choice, however use common rubrics to score assessments in order to have meaningful data and assessment dialogue during PLC time.
Two Ways To Determine Evidence of Student Learning
each teacher determines learning objectives and designs assessments.
a team of teachers determines unified learning objectives and designs assessments together for everyone to use.
to create a school culture that is simultaneously loose and tight (DuFour, Dufour, Eaker, & Many, 2010).
My School-based Team Proposed This:
Using inquiry during grade-level PLC time, teachers will discuss and analyze assessment data
Through these dialogues, solutions will be proposed and intervention plans will be created
Grade-level teachers will meet with specialists in the school to collaborate about students of diverse populations (English Language Learners, Gifted/Talented, Special Education)
Students who don't fall in the above categories will work with classroom teacher to modify assignments, go over activities using different modalities than were tried before.