Download
mission vision values goals n.
Skip this Video
Loading SlideShow in 5 Seconds..
Mission, Vision, Values, Goals PowerPoint Presentation
Download Presentation
Mission, Vision, Values, Goals

Mission, Vision, Values, Goals

402 Vues Download Presentation
Télécharger la présentation

Mission, Vision, Values, Goals

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Building a Foundation: The Four Pillars of a Professional Learning Community Mission,Vision, Values, Goals Missoula County Public Schools

  2. Six Essential Characteristics of a PLC • Shared mission, vision, values/collective commitments, and goals • Collaborative teams focused on learning • Collective inquiry • Action orientation and experimentation • Commitment to continuous improvement • Results orientation

  3. Objectives & Outcomes • To understand how school culture plays a crucial role in the successful implementation of a PLC. • To gain a deeper understanding of the four pillars of a Professional Learning Community: • Mission, Vision, Values/Collective Commitments and Goals • To discuss how to incorporate the four pillars in MCPS and at your school site.

  4. Common Scenario • On the opening day of school Principal Greatintentions assembled the entire staff to share her enthusiasm for PLC’s and her plans for bringing the concept to the school. She emphasized that she was committed to transforming the school into a PLC. The first step in the process was to develop a new mission statement that captured the new focus of the school. She presented the following draft to the staff and invited their reaction…

  5. It is our mission to ensure all our students acquire the knowledge and skills essential to achieving their full potential and becoming productive citizens.

  6. After the principal’s presentation • The teachers and counselors challenged the mission statement. They argued….. • student learning is dependent upon student’s ability and effort • “ensuring” all students will learn places too much accountability on teachers • there is too much emphasis on academics and not enough on emotional well-being

  7. Revised Mission Statement It is our mission to give each student the opportunity to learn according to his or her ability and to create a school that is attentive to the emotional needs of every student.

  8. After time… • Principal Greatintentions remained hopeful that the revised mission statement would inspire new effort and commitment from the staff. However, there was virtually no evidence that this new mission had impacted either teacher practice or student achievement. After months of trying to implement PLC at her school site her efforts were unsuccessful. • Reflection- Turn to your elbow partner and discuss: • Why do you think her efforts were not successful? • What should she have done differently?

  9. School Culture • If we think of “school culture” as involving, at least in part, “how we do things around here,” then we need to consider two key questions: • How are things done in a professional learning community? • What cultural shifts need to occur if our District and our schools are to become professional learning communities?

  10. Four Types of Schools/Districts • District/School#1 Charles Darwin We believe all kids can learn…based on their ability..... • District/School #2 Pontius Pilate We believe all kids can learn…if they take advantage of the opportunity we give them to learn.....

  11. Activity- Four School Types • District/School #3 Chicago Cub Fan We believe all kids can learn…something, and we will help all students experience growth in a warm and nurturing environment..... • District/School#4 Henry Higgins We believe all kids can learn…and we will work to help all students achieve high standards of learning.....

  12. Revised Mission Statement It is our mission to give each student the opportunity to learn according to his or her ability and to create a school that is attentive to the emotional needs of every student.

  13. Reading • “Make the Words of Mission Statement Come to Life” by Rick Du Four • Read the article • As you read underline any words or phrases that stand out to you • Protocol: Give one, Get one • When you hear the signal move on to share with another person

  14. Review… All kids can learn • 1. We believe all kids can learn based on their ability. • 2. We believe all kids can learn if they take advantage of the opportunity to learn. • 3. We believe all kids can learn and we accept responsibility for ensuring their growth. • 4. We believe all kids can learn and we will establish high standards of learning that we expect all students to achieve.

  15. We Believe All Kids Can Learn Based on their Ability We believe that all students can learn, butthe extent of their learning isdeterminedby their innate ability or aptitude. This aptitude is relatively fixed and, as teachers, we have little influence over the extent of student learning.  It is our job to create multiple programs or tracks that address the different abilities of students and then guide students to the appropriate program. This ensures that students have access to the proper curriculum and an optimum opportunity to master material appropriate to their ability.

  16. We believe all kids can learn if they take advantage of the opportunity to learn We believe that all students can learn if they elect to put forth the necessary effort. It is our job to provide all students with this opportunity to learn, and wefulfill our responsibility when we try to present lessons that are both clear and engaging. In the final analysis, however, while it is our job to teach, it is the student's job to learn. We should invite students to learn, but honor their decision if they elect not to do so.

  17. We believe all kids can learn and we will accept responsibility for ensuring their growth We believe that all students can learn and that it is our responsibility to help each student demonstrate growth as a result of his or her experience with us. The extent of the growth will be determined by a combination of the student's innate ability and effort. It is our job to encourage all students to learn as much as possible, but the extent of their learning is dependent on factors over which we have little control.

  18. We believe all kids can learn and we will establish high standards of learning that we expect all students to achieve We believe that all students can and must learn at relatively high levels of achievement.   It is our job to create an environment in our classrooms that results in this high level of performance.   We are confident that with our support and help, students can master challenging academic material, and we expect them to do so. We are prepared to work collaboratively with colleagues, students, and parents to achieve this shared educational purpose.

  19. Core Beliefs • All Kids Can Learn- What does that mean? • Take a piece of paper and write on it all the “if only” disclaimers you have heard others say • Example: All kids can learn if only… they came from supportive families • All kids can learn if only…..

  20. If Only Statements…… • Indicate set levels of expectations for certain students without knowing their capabilities • Disregard student potential for learning if given the right support and time • Not within our sphere of influence and control

  21. Impacting student learning in a professionallearning community..... Uncontrollable Variables Controllable Variables Children cannot… A school culture in which collaborative teams develop… pick their parents. a school and classroom culture of caring and encouragement. pick where they live. a guaranteed, viable curriculum. effective, research-based pick the school they attend. teaching strategies. frequent, formative monitoring pick their teachers. of student learning. additional time, support, and enrichment. pick the high-stakes, summative frequent recognition and celebration assessments. of improvement.

  22. Variables WE control… Schools where collaborative teams develop….. • A school and classroom culture of caring and encouragement • A guaranteed and viable curriculum • Effective, research based teaching strategies • Frequent, formative monitoring of student learning • Additional time, support and enrichment • Frequent recognition and celebration of improvement

  23. All Kids Can Learn “In today’s Information Age society, however, … it is the purpose of schools to bring all students to their full potential and to a level of education that was once reserved for the very few… Only the fourth school… offers a viable, modern-day response to students who are not learning.” -Richard DuFour and Robert Eaker (1998) “Professional Learning Communities at Work”, p. 61

  24. All Students Can Achieve • Leaving Nothing to Chance….. • Breaking the cycle of predictability • We need to believe all students can learn even if all the obstacles are in place. • Have you ever had a student who… • does better in one class than the other? • was in Special Ed and became proficient? • was an English Learner and reclassified?

  25. Objectives & Outcomes • To understand how school culture plays a crucial role in the successful implementation of a PLC. • To gain a deeper understanding of the four pillars of a Professional Learning Community: • Mission, Vision, Values and Values • To discuss how to incorporate the four pillars at your school site.

  26. Four Pillars- Foundation of a PLC MISSION VISION VALUES GOALS WHY? Why do we exist? WHAT? What must our school become to accomplish our purpose? HOW? How must we behave to achieve our vision? HOW WILL WE MARK OUR PROGRESS? FUNDAMENTAL PURPOSE COMPELLING FUTURE COLLECTIVE COMMITMENTS TARGETS & TIMELINES Establishes Priorities Gives Directions Guides Behavior Clarifies Priorities and Sharpens Focus

  27. We would argue that it is impossible to develop a results orientation unless we are clear about the core of the enterprise (mission), about the kind of school we’re seeking to become (vision), and the attitudes, behaviors and commitments we need to promote, protect and defend (values). -Du Four & Eaker

  28. Four Pillars- Foundation of a PLC MISSION VISION VALUES GOALS WHY? Why do we exist? WHAT? What must our school become to accomplish our purpose? HOW? How must we behave to achieve our vision? HOW WILL WE MARK OUR PROGRESS? COMPELLING FUTURE COLLECTIVE COMMITMENTS TARGETS & TIMELINES FUNDAMENTAL PURPOSE Establishes Priorities Gives Directions Guides Behavior Clarifies Priorities and Sharpens Focus

  29. Mission • Why do we exist? • What is our fundamental purpose? • Clarifies priorities and sharpens focus MISSION

  30. Activity • Each team member will need a piece of paper. • On the piece of paper, each team member will have few minutes to write a statement regarding what they see as the purpose of MCPS. (Why do we exist?). Don’t put your name on it because others will read it. (2 minutes) • Pass the statement to the person on the right. Each person will underline significant phrases or words. • Continue to pass the paper to the next person and keep passing the paper until all papers go all the way around the table. You may underline a word or phrase even if it is already underlined. • When you receive your own paper back, share with your group the phrases that were underlined the most. • As a group decide on the top 5 words or phrases that were underlined the most. Write each word or phrase on a post-it note and place them on the chart labeled MISSION.

  31. Mission • Clarity of purpose should be the goal of any mission statement. Our “mission” gives focus to the question, “Why do we exist?” • “Learning” is the primary purpose of a school that functions as a professional learning community. Schools exist because their mission is “learning”.

  32. If Learning is our Primary Purpose…. Critical Questions of a PLC • What knowledge and skills should every student learn as a result of this unit of instruction? • How will we know when each student has acquired the essential knowledge and skills? • How will we respond when some students do not learn? • How will we extend and enrich the learning for students who are already proficient?

  33. Vision • Educators must move beyond writing a mission statement to first clarifying the vision, values, and goals that drive the daily workings of the school and align all their practices accordingly.

  34. Four Pillars- Foundation of a PLC MISSION VISION VALUES GOALS WHY? Why do we exist? WHAT? What must our school become to accomplish our purpose? HOW? How must we behave to achieve our vision? HOW WILL WE MARK OUR PROGRESS? FUNDAMENTAL PURPOSE COMPELLING FUTURE COLLECTIVE COMMITMENTS TARGETS & TIMELINES Establishes Priorities Gives Directions Guides Behavior Clarifies Priorities and Sharpens Focus

  35. Vision Statement Questions • What do we want to see our school become? • What do we imagine regarding student achievement? • What contributions would we make to our students, and community? • What would we want our reputation to be?

  36. Reading- A Shared Vision Leading Learning Communities

  37. Vision Statements You are in a helicopter and you are flying over your ideal school, Dream Elementary School or Dream Middle School • What would you see? • How would people work together? • What would it look like if everyone believed all students can achieve?

  38. Brainstorming Vision Statements • Draw a visual representation of your Dream School. • Include all of the components you think are needed to ensure all students have the best opportunities for success. • Write a Vision Statement that sums up the beliefs of your Dream School.

  39. Vision- A Compelling Future Gallery Walk

  40. Lunch Time Our work will resume promptly at 12:30

  41. Four Pillars- Foundation of a PLC MISSION VISION VALUES GOALS WHY? Why do we exist? WHAT? What must our school become to accomplish our purpose? HOW? How must we behave to achieve our vision? HOW WILL WE MARK OUR PROGRESS? FUNDAMENTAL PURPOSE COMPELLING FUTURE COLLECTIVE COMMITMENTS TARGETS & TIMELINES Establishes Priorities Gives Directions Guides Behavior Clarifies Priorities and Sharpens Focus

  42. Values: Guide Behaviors • What changes in our behavior need to take place to advance our Vision? • Collective Commitments • They are our attitudes and behaviors that we must demonstrate in order to create the school of our vision • They are our observable actions

  43. Creating Collective Commitments • Limit the number (5 or 6) • Make the actions specific • Do not include beliefs that are open to interpretation and difficult to monitor • Describe clear expectations about what each person WILL do now (specific behaviors)

  44. Sample Values-Collective Commitments • Vision Statement: Every teacher, parent, and student is clear on the knowledge, skills, and dispositions students are expected to acquire in each course, grade level, and unit of instruction. • Collective Commitment #1: Each grade level will distribute monthly newsletters to inform parents and students of progress in ELA and math. • Collective Commitment #2: Teachers will unwrap priority standards during their grade level meetings to plan instruction based on specific skills and concepts.

  45. You Try • The learning of each student is monitored on a timely basis. When students experience difficulty, the school has structures in place to ensure they receive additional time and support for learning. • Each teacher will administer at least two common formative assessments before each district benchmark. • Teachers will provide intervention after school for six weeks on a targeted concept.

  46. Prioritizing Collective Commitment • Use a quadrant chart to prioritize the ideas of the group. • Write the collective commitments on a piece of paper and have everyone sign and date it.

  47. Four Pillars- Foundation of a PLC MISSION VISION VALUES GOALS WHY? Why do we exist? WHAT? What must our school become to accomplish our purpose? HOW? How must we behave to achieve our vision? HOW WILL WE MARK OUR PROGRESS? FUNDAMENTAL PURPOSE COMPELLING FUTURE COLLECTIVE COMMITMENTS TARGETS & TIMELINES Establishes Priorities Gives Directions Guides Behavior Clarifies Priorities and Sharpens Focus

  48. Goals • How will we mark our progress? • Targets and timelines • Establish priorities GOALS

  49. What are SMART Goals? Strategic and specific Measurable Attainable Results-oriented Time-bound

  50. SMART Examples • Students who have attended District 54 schools for one year will read at grade level upon entering third grade. • At least 90% percent of all students will meet or exceed standards in reading and math as measured by both district and state assessments. • During the 2008-09 school year, non-proficient students will improve their vocabulary skills by 5% each trimester as measured by an increase in the ITBS vocabulary assessment.