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P rofessional L earning Communities

P rofessional L earning Communities . Making Written Curriculum an Instructional Reality.

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P rofessional L earning Communities

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  1. Professional Learning Communities Making Written Curriculum an Instructional Reality “The professional learning community model is a grand design - a powerful way of working together that profoundly affects the practices of schooling. But initiating and sustaining the concept requires hard work” (Dufour, 2004).

  2. When you think of PLCs… • What one word comes to mind? • Share your word with the group. • Using all of the words, create a definition of Professional Learning Communities.

  3. Recasting PLCs “Create and maintain an environment that fosters collaboration, honest talk, and a commitment to the growth and development of individual members and to the group as a whole” (Lieberman and Miller, 2011) Key conditions are: norms of collaboration; focus on students and their academic performance; access to a wide range of learning resources for individuals and the group; mutual accountability for student growth and success (Talbert, 2010) “An inclusive group of people, motivated by a shared vision, who support and work with each other, finding ways, inside and outside their immediate community, to enquire on their practice and together learn new and better approaches that will enhance all pupils’ learning” (Stoll and Louis, 2010)

  4. PLCs and Student Achievement

  5. PLCs and Written Curriculum “Merely creating small structures for PLCs does not lead to changes in instructional practice” (Christman and Supovitz, 2005)

  6. Curriculum Documents Unpacked • Stage 1: • Standards Unpacked, Essential Questions, Enduring Understandings • Stage 2: • Exemplar Assessments (Formative and Summative) • Stage 3: • Learning Plan • Aligned Resources • Stage 2 & 3 are still under development. They will be added as our writing teams complete the work. m

  7. Written Curriculum

  8. Connection

  9. The “New” PLC Flow

  10. The Work and Learning of PLCs

  11. Expectations for PLCs

  12. Roles and Responsibilities • School Administrators • Coach and Support • Monitor and Assess • Facilitators • Plan Agenda • Lead PLC Conversations • Teachers • Prepare for PLC Meetings • Actively and constructively participate in the conversations • Provide feedback on units and resources

  13. Documentation of PLC Work

  14. Coaching and Support Facilitator Training • August 22 or 23 • All PLC leaders (facilitators) must attend one session of the webinar • Any interested teachers may attend All Teacher Training • In September, Michael Williams and Lisa Ashe will visit each school to share the process and answer any questions.

  15. Next Steps

  16. First Week of Workdays… • All Facilitators will receive training on August 22 or 23 • PLCs will meet to complete the first three steps of the PLC flow: • Stage 1: Access and discuss the standards and curriculum documents to determine what students should know, understand, and be able to do in the first unit. • Stage 2: Develop a common assessment for the unit. • Stage 3: Discuss the best instructional practices for the unit.

  17. Accessing the CCS Curriculum Documents m

  18. Questions, Comments, or Concerns?

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