Please sit at mixed tables - mix elementary and secondary as well as SDTs and Reading Specialists. Thank you!

Welcome!

Mixing up our

Conversations

Enduring Understandings

Professional Learning Communities should support all of the goals in the Seaford Public

Schools strategic plan, teacher leaders are integral to the success of professional learning communities in schools, and the relationship among and between those teacher leaders is

critical to improvements in teaching and learning.

Essential Questions

•What are the district expectations for professional learning communities?

•How does the Seaford School District define a professional learning community?

•What is the role of a collaborative culture in effective professional learning communities and what activities occur in such a culture?

•What is the role of the Staff Development Teacher in ensuring the success of professional learning communities in his/her school?

Day 5 Objectives

By the end of he session, participants will be able to:

Differentiate roles and responsibilities of reading specialists and SDTs based on the district’s job descriptions;

Explain the role of the SDT and the reading specialist in building collaborative cultures in schools, the relationship of that work to the PLCs they are currently supporting, and how they can support each other;

Use information from a discussion about how schools are using current collected data

Explain how a variety of activities and stages many PLC teams go through align with what is currently occurring in Seaford’s school-based PLCs; and

Provide feedback to each other about what preventions and interventions might help their PLC meetings run as smoothly as possible

Our Plan for the Day:

ITINERARY

PROPOSED NORMS

Respect the confidentiality of all

Take responsibility for your own learning

Participate actively

Take risks

Honor each others’ time

Practice I-phone and computer etiquette

COMMUNITY BUILDER

STATISTICAL TREASURE HUNT

COMMUNITY BUILDERHEADLINERS

Great article on your first month in this position!!!

What was the headline?

Job Descriptions

Reading Specialist

Staff Development

Teacher

Roles of the SDT

How do Reading Specialists and SDTs currently connect to these roles?

SDT RS

= Secondary

What are your individualstrengths related to each of the roles?

Sharon

Strength and Support What content knowledge do staff members need from school-based teacher leaders?

What are your “strengths” related to the content knowledge your staff needs? Sharon

Strength and Support Discussion

(1) Job-alike Teams (2) SDT/RS Teams

What are are joint strengths?

How will we support each other?

Where will we find support from others when we need it?

How can we use our strengths in a flexible and collaborative way to support teachers?

Break

• You have 15 minutes for break.• Please be on time.

Focus Questions:• What is the current data you have

collected thus far?• How will you be using that data?• Do you need to collect additional data

based on unanswered questions?• What are the roles of the SDTs and RSs in

this work?

Data Discussion

Characteristics of a PLC

Skim and scan pages11 - 14

Carousel brainstorm in SDT/RS quads.

Let’s break for lunch.

What is a Collaborative

Culture?

• Focus on ONE team in your building.

• Jot down some notes about how that team functions collaboratively.

• Individually, write your definition of a collaborative culture.

• What is the SDT’s role in building a collaborative culture?

Share with a partner

Building a Collaborative Culture

Learning by Doing: A Handbook for

Professional Learning Communities at Work

DuFour, DuFour, Eaker, and Many

In Triads assign and read: • Person #1 - pp. 117 – 120• Person #2 - pp 127 – 129• Person #3 - pp 139 – 140

Discuss and Summarize

Building a Collaborative Culture

Focus Question:How does what you read relate to the role of the Four Critical Questions in driving PLC discussion content/processes/decisions?

What do we want our students to know and be able to do? (Curriculum and Instruction)

How do we know when students have learned? (Assessment)

What will we do if they haven’t learned it? (Intervention)

What will we do if they already know it? (Rigor)

PLC FOR COLLABORATIVE COLLABORATION

WHAT’S OUR DATA?

WHAT DOES THE DATA TELL US?

WHAT DOESN’T THE DATA TELL US?

PARTNERS: REVIEW THE PLC RUBRIC

INDIVIDUALLY: COMPLETE THE RUBRIC

TRIADS: DISCUSS COMMONALITIES

INDIVIDUALLY: CAPTURE NEXT STEPS

Stages and Activities in School-Based PLCs

Individually read: • The Evolution of a Professional

Learning Team – pp. 1-5• Once Step at a Time – pp. 38-42

THINK ABOUT: Assumptions the authors hold, what you agree with, what you might argue with, and what you aspire to based on the info you read.

• What ASSUMPTIONS does the author of the text hold?

• What do you AGREE with in the text?

• What do you want to ARGUE with in the text?

• What parts of the text do you want to ASPIRE to?

4 A’s Discussion Strategy

Break

• You have 10 minutes for break.• Please be on time.

Current State- Table Groups

How does what you just read…• compare to the current state in your own

professional learning communities?

• relate to the 4 critical questions?

PREVENTIONS

INTERVENTIONS

and

Preventions and Interventions

Prevention:

• Used before AND during meetings

• To PREVENT digression

Intervention:

• Used during meetings

• To get participants back on track

PREVENTIONS OCCUR…

before the meeting• Agenda (and communication)• Environment• Previous feedback/Input

during the meeting• Ground rules and roles• Feedback on feedback• Bin• Meeting notes/decisions• Action minutes

after the meeting• Meeting notes/decisions• Action minutes

MEETING AGENDA

MEETING AGENDA

Who What By When StatusSharon Send Pam handouts

electronicallyApril 21 Completed

Pam Send electronic handouts to the participants

April 22

Linda Develop survey questions to be reviewed by team at the next meeting

May 8

ACTION MINUTES

INTERVENTIONS …

…behaviors or “moves” that the facilitator makes during a meeting to get people back on track. These “moves” insure that resistant, frustrated, negative or controlling team members don’t keep the team from being effective and/or productive. When handled properly, interventions “work like magic” to get things back on track in a meeting.

Accept/Legitimize/ Deal With or Defer

Regain Focus

Use Humor

Boomerang

Ask What’s Going On

Enforce Process Agreement

INTERVENTIONS

Evaluation and Preview