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Professional Learning Communities Tulsa Public Schools

Professional Learning Communities Tulsa Public Schools. Paul Farmer pd@Solution-Tree.com July 11, 2011. Agenda. What is a PLC? How do we summarize that? 3 Big Ideas 4 Critical Questions 4 Schools Activity Creating a Vision: G.O.I.L.S. Creating a Mission:

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Professional Learning Communities Tulsa Public Schools

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  1. Professional Learning CommunitiesTulsa Public Schools Paul Farmer pd@Solution-Tree.com July 11, 2011

  2. Agenda What is a PLC? How do we summarize that? 3 Big Ideas 4 Critical Questions 4 Schools Activity Creating a Vision: G.O.I.L.S. Creating a Mission: “The Journey to Becoming a Professional Learning Community”  District Plan Developing a 3 hour plan Warm-up – Icebreaker What is a PLC? 4 Schools Vision & Mission - G.O.I.L.S. Continuum Closure

  3. What are theThe Three Big Ideas of PLC at Work? A Focus on Learning A Collaborative Culture A Focus on Results

  4. First Big IdeaFocus on Learning The guiding principle of a PLC is that the purpose of the school is to ensure high levels of learning for all students. The guiding principle of a PLC is that the purpose of the school is to ensure high levels of learning for all students and staff. • We will focus the attention and energy of the entire school on learning not just teaching. • We will validate our decisions by asking, “what is the impact of our effort on learning?”

  5. Second Big IdeaCollaborative CULTURE Our fundamental purpose of high levels of learning will increase if we work together. • We will develop processes and procedures to work in collaborative interdependent teams. • In teams we will develop and agree on a purpose, meeting norms, and commitment to professional communication focused on learning.

  6. Third Big IdeaGoverned by Results We assess our effectiveness in helping all students learn at high levels on the basis of results rather than activity. • We will use multiple indicators to judge our effectiveness on student achievement • We will move past only analyzing student achievement data to make action plans

  7. What are the Four Critical Questions What is it we expect them to learn? (essential skills, guaranteed, and viable curriculum) How will we know they are learning? (frequent, team-developed, common formative assessments) How will we respond when they don’t learn? (timely, directive, systematic interventions) How will we respond when they do? (timely enrichment and extension)

  8. 4 SchoolModels

  9. Four Schools Each School Says ALL CHILDREN CAN LEARN! Which school did you attend? Which school would you like to work at? Which school do you work at? Which school would you want your child or loved one to attend?

  10. Page 1 • We believe that all students can learn, but the extent of their learning is determined by 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. • 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 the opportunity to learn, and we fulfill our responsibility when we attempt 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. • We believe that all students can learn and that it is our responsibility to help each student demonstrate some growth in a learning environment that is warm and inviting. 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. • We believe that all students can learn and must learn at relatively high levels of achievement. It is our job to create an environment in our classrooms that result 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.

  11. Page 2 Looking AheadWhat’s in your vision? Think about Tulsa Public Schools, “What is a PLC” Article, data from the 4 schools activity, 3 Big Ideas, and the 4 Critical Questions that drive the work of Professional Learning Communities Jot Down Your Thoughts on the Connections!

  12. Looking AheadWhat’s in your vision? It is now July 2016 you turn to your favorite news channel. What would you hope to hear the anchor say about Tulsa Public Schools? It must be news worthy.

  13. G.O.I.L.S.Groups Of Increasingly Larger Size Page 3

  14. Page 4 District Planning • Align district/school policies, practices, and procedures with the learning mission. • Build collaborative teams that focus on learning. • Build the foundation for a professional learning community. • Clarify “What is a professional learning community?” • Facilitate adult learning. • Focus on learning. • Focus on results to inform and improve professional practice. • Set aside systematic time and support for learning (intervention and enrichment). • Strive for continuous improvement. • Why establish a professional learning community?

  15. Page 4 District Planning

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  19. http://go.solution-tree.com/rti

  20. www.allthingsplc.info/

  21. www.allthingsAssessment.info

  22. Developing a 3 hour plan Warm-up – Icebreaker What is a PLC? 4 Schools Vision & Mission G.O.I.L.S. Journey Cards LBD Continuum Closure – Out the Door Ticket?

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  24. Page 12

  25. Professional Learning CommunitiesTulsa Public Schools Paul Farmer pd@Solution-Tree.com July 11, 2011

  26. GOILSGroups Of Increasingly Larger Size Page 6

  27. Page 7 Setting up Teams • What teams are in place now? • How would one know the outcomes of the team meetings if they are not in attendance?

  28. Logical Question What will be your next step to TOWARDS FURTHERING THE PROFESSIONAL LEARNING COMMUNITY MODEL in your school? Post-it

  29. Page 1 What Answers Are You Looking For? Write one question you have about Professional Learning Communities Share and discuss your understanding or question with one other person and agree on one card to submit.

  30. Once the Essentials are Identified Page 2 • Resources: What instructional material and resources do are gathered and utilized to assist in delivering the Essential Learning? • Consistency: How can consistency be developed from one class to the next with the expected learning? • Monitoring: What agreements can reached to monitor essential learning is taking place?

  31. Instructional Resources Corollary Question 1 • State Standards • Recommended Standards from Professional Organizations • District Curriculum Guides • Prerequisite Skills for Students Entering a Course • District or State Assessment Framework • Past Assessment Results • Needed Workplace Skills • Released Test Items • Recommendations from authors such as Reeves, Jacobs, Marzanno, Wiggins, and McTighe Adapted from Learning By Doing, 2006 p. 47

  32. Teaching to the State Standards Recent research reveals that teaching to the state standards would require approximately 23 years. (Marzanno, 2003)

  33. Page 2 Why Common Assessments? Corollary Question 2

  34. Why Common Assessments? • Efficiency– by sharing the load teachers save time • Equity & Fairness – promotes common goals, similar pacing, and consistent standards for assessing student learning • Effective Monitoring – provides timely evidence of whether the guaranteed and viable curriculum is being taught and learned • Informs teacher practice – provides teachers with a base of comparison regarding the achievement of their students so they can see strengths and weaknesses of their teaching • Team Capacity – collaborative teacher teams are able to identify and address problem areas in their program • Collective Response – helps teams and the schools create timely, systematic interventions for students Modified from Learning by Doing, 2006 pages 56-57

  35. Team Developed Assessments Why Common Assessments? • Assessment Literacy • improves for teachers as they develop, administer and make instructional decisions based on student results • improves for students with frequency and continued support as necessary Learning by Doing Second Edition 2010, Page 77-78

  36. Page 3 “Teachers of the same course or level should have absolute common agreement on what they expect all their students to know and be able to do.” (Douglas Reeves)

  37. Resources to Help Teams Build Shared Knowledge on Essential Outcomes • 8 – 10 Essential Outcomes • Data from past indicators of achievement • Examples of rubrics • Released items from state assessments, nationally normed tests (ACT, SAT, ITBS, NAEP, etc.) • Instructional pacing guides • Recommendations from Stiggins, Reeves, etc. • Teacher-made assessments • Textbook tests Fullan, 2005a; Hargreaves & Fink, 2006; Reeves, 2004; Schmokler, 2003; Stiggins, 2005

  38. The Power of Common Assessments “One of the most powerful, high-leverage strategies for improving student learning available to schools is the creation of frequent, common, high-quality formative assessments by teachers who are working collaboratively to help a group of students develop agreed-upon knowledge and skills” Fullan, 2005a; Hargreaves & Fink, 2006; Reeves, 2004; Schmokler, 2003; Stiggins, 2005 Learning By Doing page 55

  39. Page 3 Our Plan for Common Formative Assessments • 5 Essential skills assessed once a month • Skills must fall under the standards if the students will be assessed by a high stakes in that grade or subject area • No less than 5, no more than 15 questions • Format must match high stakes assessment • Common formative assessments will not be graded

  40. Page 3 Uncovering assumptions • What is the response at your school when a student is not succeeding? • How are students identified who need additional time and support?

  41. What will we do if they didn’t learn it? • Engage students in self-reflection, self-analysis and goal setting • Create interventions to support students • Target instructional strategies to specific needs • Frequently monitor the progress of the students • Evaluate and change interventions when appropriate

  42. Did It Make A Difference? Kilmer Middle In One Year SOL Performance • Increases in English Performance • Overall from 85 to 93 percent • Black from 75 to 81 percent • Hispanic 54 to 82 percent • Limited English Proficient from 52 to 78 percent • Students with Disabilities from 47 to 72 percent • Increases in Math Performance • Black from 75 to 88 percent • Disadvantaged 71 to 81 percent • Students with Disabilities from 67 to 76 percent

  43. GOILSGroups Of Increasingly Larger Size Page 6

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