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Creating a Climate for Professional Learning Communities

Creating a Climate for Professional Learning Communities. 1. Change is a process not an event. 1. PLC Tools and Processes. Analyzing and Interpreting Data. Logistics: Who, when, where Topic for discussion. Collaborative Work. Interventions. Curriculum. Ways of talking.

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Creating a Climate for Professional Learning Communities

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  1. Creating a Climate for Professional Learning Communities 1

  2. Change is a process not an event 1

  3. PLC Tools and Processes Analyzing and Interpreting Data Logistics: Who, when, where Topic for discussion Collaborative Work Interventions Curriculum Ways of talking Norms of collaboration Student data: Classroom, local, state Instruction Team inventories Teacher data: degrees, years teaching, pd experiences Assessment School data: demographics, programs Community data: Demographics, support, volunteers

  4. Read Handout: Variations on a Theme: All Kids Can Learn… Star one variation that best describes the beliefs that are operating in your school or schools you are working with. Stand by the chart with the variation of the school you starred. Discuss whether or not you agree with the belief (why or why not.) © 2008 Corwin Press. All rights reserved. From A Data Coach’s Guide to Improving Learning for All Students by N. Love, K. E. Stiles, S. Mundry & K. DiRanna Building a Professional Learning Community

  5. Stand by the variation that best represents the school you would want to send your own child/grandchild/relative to. Discuss why you chose that school. Look at the lists of what the schools do when students do not learn and what teachers see as the causes for students not learning. Discuss your reactions to these lists: Does this lens on the school alter your choice? Why or why not? Do any of you want to change your selection? If so, move to another corner. © 2008 Corwin Press. All rights reserved. From A Data Coach’s Guide to Improving Learning for All Students by N. Love, K. E. Stiles, S. Mundry & K. DiRanna Building a Professional Learning Community

  6. What description did I choose for my school(s) and why? How comfortable am I with this description? How might a PLC make our school(s) more like School D? Reflection

  7. Ways of Talking Conversation Deliberation Balcony view Suspension Discussion Dialogue Understanding Decision

  8. Work in partners One person deal the cards Separate your “hand” into those you know and those you don’t Play a card that you know: explain and give examples Alternate At your table, get help with the ones you don’t know NOC Cards

  9. Pause Paraphrase Probe Put ideas on the table Presume positive intent Pay attention to self and others Pursue a balance between advocacy and inquiry Norms of Collaboration 3

  10. At your table, select 1 advocate (A), 4 inquirers (I) and 2 observers (O) Advocate selects a topic for which they have passion and for which inquirers might have other ideas. Begin discussion--with A advocating, I trying to understand A and the O takin’ it all in! Stop at the signal; O share what they noticed A and I Role Play

  11. Review the NOC inventory Think about your behavior in team meetings Select a norm that you want to practice Rank your current use of the norm Set a goal for your next meeting How might you use the inventory with your team? Reflection

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