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Facilitating professional learning teams

Facilitating professional learning teams. Summer 2013 Riverview Elementary School. As the facilitator of your team, you are the person the rest of your team looks to for direction. You set the agenda, keep everyone on track, and make sure everyone participates fully.

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Facilitating professional learning teams

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  1. Facilitating professional learning teams Summer 2013 Riverview Elementary School

  2. As the facilitator of your team, you are the person the rest of your team looks to for direction. You set the agenda, keep everyone on track, and make sure everyone participates fully. Before all of that, though, you need to set the table…

  3. You help your team create the world in which you all will do your work. Establish norms Set the agenda 4 questions Team cycle You also protect your team’s time, space, and information.

  4. The 4 Questions

  5. What do we want our students to know? How will we know when they’ve learned it? What will we do if they haven’t learned it? What will we do if they have learned it?

  6. The 4 Questions The 4 Questions should be used to guide your team’s discussions and decisions. Each lesson should be designed by answering these questions.

  7. The PLC Process

  8. Step 1: Focus Using data, the team creates a lesson plan and a common assessment, agreeing on the criteria for proficiency. Step 2: Instruction Teachers teach the lesson, using the strategies identified by the team. Step 3: Assessment & Analysis of Data The team reviews assessment results together; re-groups students as needed. Step 4: Response Re-teach or enrich learning in groups. Re-assess students still not at proficiency.

  9. The PLC Process The PLC Process should be used by all teams every week. The value of PLCs is in the process. Schools whose teams are faithful to the process see the most growth.

  10. Team in action

  11. S.M.A.R.T. Goals The important thing is not to stop questioning. Curiosity has its own reason for existing.

  12. strategic Describe what you’re working toward precisely. Who? What? How? When? Be strategic and specific.

  13. MeasurABLE Decide how you will measure proficiency. Make sure your goal is being measured with an instrument you all understand and can use with fidelity.

  14. ATTAINABLE Be sure that your goal is within your reach. Do we truly believe that it can be done? What resources will we need to do it?

  15. RESULTS-ORIENTED Be sure that your goal will make a difference. Will the students be challenged? Will accomplishing the goal help the school reach its goals? Will it help the students?

  16. Don’t let your goal last beyond one school year. Be sure that it is something you could accomplish during the course of the 2013-14 school year. TIME-BOUND

  17. PRACTICE with S.M.A.R.T. Goals

  18. ASSIGN ROLES Be sure that there is someone taking minutes at each meeting, using the form designated by your principal. Before the meeting ends, each member should know what she will be responsible for doing by the time of the next meeting.

  19. DATA WALL Keep your data visible and in front of you at all times. Be sure you are using the information you have about what your students have learned to make decisions about what you will do next.

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