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Continuous Improvement in the Classroom

Continuous Improvement in the Classroom

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Continuous Improvement in the Classroom

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  1. Continuous Improvement in the Classroom -Professional Learning Communities

  2. Teaching & Learning • SIP

  3. Teaching & Learning • SIP • Smart Goals

  4. Teaching & Learning Secondary • SIP • Smart Goals • Student Learning Expectations

  5. Teaching & Learning

  6. Professional Learning Communities • Not a new initiative, a way of going moving from School goals to Classroom goals with continuous improvement • A framework for results-focused discussions • Opportunities for grade level and like- content teams to focus on improvement • PLC’s use the PDSA process and data and to focus on the success of each student

  7. Pre Planning: Identification of Need 1.Develop/Review Student Learning Expectations 2. Examine alignment of learning expectations with assessments 3. Review assessment data 4. Identify areas of need based on assessment Identify areas of strength and weakness? What do we want students to know? Plan: 1. Describe the current process for addressing the identified area of need (flow chart) 2. Review data to determine baseline performance in the specific area identified (Run Chart/Pareto Diagram) 3. Identify potential root causes contributing to the identified area of need (Cause & Effect Diagram, 5 Why’s, Relations Diagram) 4. Study research-based best practice/improvement theory addressing areas of need HOW do we know if they have learned it? What do they know? What have they learned? Action Research Overview for Professional Learning Communities DO 1.Plan for implementation of improvement theory (Force Field Analysis, Action Plan) 2. Implement research-based best practices improvement theory based on root causes according to the Action Plan 3. Monitor the implementation of research-based best practice/improvement theory to insure integrity and fidelity4. Assess student learning Act: 1.Standardize the implementation of research-based best practice (improvement theory) that improved student learning (revise the flow chart to reflect changes made to the system) 2. If improvement theory was unsuccessful continue the PDSA cycle (try another improvement theory based on the next identified root causes) What evidence do we have of the learning? Most effective/best practice teaching and learning strategies? Study: 1. Examine student assessment results (compare to baseline) 2. Assess the impact of research-based best practice/improvement theory on student achievement Have they learned it? What do we do if they don’t? How do we respond if they don’t?

  8. PLC Overview • District Definition • How To • Team organization • Tools • Action plan • Data Analysis • Key Questions • How to

  9. Learning Community • Identify Criteria to monitor • Systematically gather information on criteria • Share data with PLC teams • Engage teams in collective analysis of the information • Develop new strategies for achieving goals • Monitor Results of implementation

  10. PLC Critical Questions • What do we want students to know and be able to do? • Standards/Benchmarks (Learning Outcomes) • Classroom SMART goals • How will we know if they can do it? • Formative assessments • Multiple data sets • How will we respond when they can’t? • Differentiated Instruction • Systems of intervention (supplemental to intensive)

  11. StudentCrucial Questions • What do I need to know? • Where am I now? • How do I get there? • What happens if I fail?

  12. CRCSD Areas of Focus 2005-2008 & ongoing CRCSD Student Learning Expectations 2007-2009 Learning CommunitiesFormative Assessment Iowa Professional Development Model