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Table TalkAround your table, discuss your interpretation
of the definition below.
PLC: Educators committed to working collaboratively in ongoing processes of collective inquiry and action research to achieve better results for all the students they serve.
What is a PLC?Educators committed to working
collaboratively in ongoing processes of collective inquiry and action
research to achieve better results for all the students they serve.
Four Corollary Questions for PLC’s1. What is it we want all students to learn?2. How will we know when each student has
learned?3. How will we respond when some students
experience difficulty in their learning?4. How will we enrich and extend the learning for• students who are proficient?
Clarity precedes competence.- Mike Schmoker
Jammin’ to the Text
1. Read through the entire text silently.2. Choose a portion of the text which is of the most
interest to you. This can be a paragraph or even several sentences. Circle your choice.
3. “Fast write” for 3 minutes about your choice. At no time should be just sitting there. If you get stuck within that 3 minutes, you should write, “I am stuck” or I don’t have anything else to say” until you get Unstuck or until time is called.
Questions? You may begin.
What Does an Effective PLC..…look like? …sound like?
…feel like?
Members of an effective PLC…
1. Work together • to clarify what students must learn,• to monitor each student’s learning on a timely
basis,• to provide systematic interventions which insure
students receive additional time and support for learning, and
• to extend and enrich when students already know.
Members of an effective PLC…
2. Realize that all their efforts must be assessed on the basis of results rather than intentions.
Members of an effective PLC…3. Examine assessment results to
identify and address program concerns and to discover strengths and weaknesses in their individual teaching in order to learn from one another.
Members of an effective PLC…4. Make public what has traditionally been
private—goals, strategies, materials, pacing, questions, concerns, and results. These discussions give every teacher someone to turn to and talk to, and they are explicitly structured to improve the classroom practice of teachers—individually and collectively”
(DuFour May 2004).
“We can no longer afford to be innocent of the fact that “collaboration” improves
performance” (Schmoker 2004).
Activity: PLC Culture Shift
Number off in your school teams
( If there are only 4 people at your table, then number off as a table group)
In your school teams…1. Divide your chart paper into 2 equal halves.2. On one half use “PLC Culture Shift Before” as
your title.3. On the other half use “PLC Culture Shift After” as
your title.4. On the “before” half, create a colorful
representation of your concept of “PLC Culture Shift.”
You will have 10 min.
Activity: Culture Shift Target Notes
1. Take notes from the 5 following slides on your Target Notes form.
2. Following each slide you and your school team will compare your notes for consistency.
Questions?
Effective PLC’s demonstrate…
A Shift in Fundamental PurposeFrom a focus on teaching . . . to a focus on learning
From emphasis on what was taught . . to a fixation on what students learned
From coverage of content . . . to demonstration of proficiency
From providing individual teachers with curriculum documents such as state standards and curriculum guides …
to engaging collaborative teams in building shared knowledge regarding essential curriculum
Effective PLC’s demonstrate…A Shift in Focus
From an external focus on issues outside of the school . . .
to an internal focus on steps the staff can take to improve the school
From a focus on inputs . . . to a focus on results
From goals related to completion of project and activities . . .
to SMART goals demanding evidence of student learning
From teachers gathering data from their individually constructed tests in order to assign grades . . .
to collaborative teams acquiring information from common assessments in order to(1) inform their individual and collective practice and (2) respond to students who need additional time and support
Effective PLC’s demonstrate… A Shift in Use of Assessments
From infrequent summative assessments to frequent common formative assessments
From assessments to determine whichstudents failed to learn by the deadline . . .
to assessments to identify students who need additional time and support
From assessments used to reward andpunish students . . .
to assessments used to inform and motivate students
From assessing many things infrequently . . . assessing a few things frequently
From individual teacher assessments .. to assessments developed jointly bycollaborative teams
From each teacher determining the criteriato be used in assessing student work . . .
to collaborative teams clarifying the criteriaand ensuring consistency among teammembers when assessing student work
From an over-reliance on one kind ofassessment . . .
to balanced assessments
From focusing on average scores . . .
to monitoring each student’s proficiency inevery essential skill
Effective PLC’s demonstrate… A Shift in the Response When Students Don’t Learn
From individual teachers determining the appropriate response . . .
to a systematic response that ensuressupport for every student
From fixed time and support for learning . . .
to time and support for learning as variables
From remediation . . . to corrective instruction
From invitational support outside of the school day . . .
to directed (that is, required) supportoccurring during the school day
From one opportunity to demonstratelearning . . .
to multiple opportunities to demonstratelearning
Effective PLC’s demonstrate… A Shift in the Work of Teachers
From isolation . . . to a focus on learning
From each teacher clarifying what students must learn . . .
to collaborative teams building sharedknowledge and understanding aboutessential learning
From each teacher assigning priority todifferent learning standards . . .
to collaborative teams establishing thepriority of respective learning standards
From each teacher determining the pacing of the curriculum . . .
to collaborative teams of teachers agreeing on common pacing
From individual teachers attempting todiscover ways to improve results . . .
to collaborative teams of teachers helpingeach other improve
From privatization of practice . . . to open sharing of practice
From decisions made on the basis ofindividual preferences . . .
to decisions made collectively by buildingshared knowledge of best practice
From “collaboration lite” on mattersunrelated to student achievement . . .
to collaboration explicitly focused on issuesand questions that most impact studentachievement
From an assumption that these are “mykids, those are your kids”. . .
to an assumption that these are “our kids”
“Only organizations that have a passion for learning will have
an enduring influence.” - Covey, Merrill, & Merrill, 1996
How Do We Make This Thing Work?
Easy…the PLC Toolkit!
An effective PLC toolkit should include the
following…
Critical Questions Teams Should Consider1. Is each member of our team clear on the intended outcomes of our course in
general as well as the specific outcomes for each unit?2. Have we identified the prerequisite knowledge and skills needed to master the
intended outcomes of the course and unit?3. Have we identified strategies and created instruments to assess whether students
have the prerequisite knowledge and skills? Pre and Post testing- common assessments
4. Have we agreed how to best sequence the content of the course to help students achieve the intended outcomes?
5. Have we agreed on the criteria we will use in judging the quality of student work in key areas of our course such as writing, speaking, and projects?
6. Have we taught students the criteria we will use in judging the quality of student work and provided them with examples?
7. Have we developed common assessments that help us identify the strengths and weaknesses of individual students?
Critical Questions Teams Should Consider
8. Have we established the proficiency level we want all students to achieve on our assessments.
9. Have we identified content and/or topics that can be eliminated so we can devote more time to essential curriculum?
10. Have we analyzed student achievement data and established measurable team goals that we are working together to achieve?
11. Have we identified team norms or protocols to guide us in working together?
12. Do we adhere to our teams norms?13. Are we continually looking for ways to help students achieve at
high levels?14. Have we done everything we can to support student learning and
achievement?
Agenda Template – uploaded each week
• Grade level and date• Norms• Purpose of Meeting• Desired Outcomes• Four Guiding Questions• Smart Goal(s)• What, How, Who, Time Frame, Notes (example)• What to Bring Next Time
(There are some examples in your Toolkit)
Curriculum Overview
A document which shows at a glance the division of the NCSCoS throughout the 4
quarters of the instructional calendar.
(Examples in your Toolkit)
Instruction and Assessment Calendar
Monthly calendars which display instructional time allotments for each
standard on the NCSCoS as well as dates for system-wide assessments.
(Examples in your Toolkit)
North Carolina Standard Course of Study
Unpacking Template
A template which your team has decided is the best form to use for the purpose
of unpacking each standard.
(Example in your Toolkit)
Course Indicators/Exemplars, Lesson Resource Guides, etc.
These will be particular to each content area.
Data Charts
Charted data collected from team-built common assessments,
SGA’s/CA’s, etc. (Example in your Toolkit)
Goal Summary Reports from Previous Year’s EOG
Math/ELA/Science Goal Percentages on EOG
(Example in your Toolkit)
Learning Target Teaching Outline
(Example in your Toolkit)
Instructional Materials
Those materials which will be helpful to your PLC while planning for
upcoming Learning Targets
S.M.A.R.T Goals
• S – Specific• M – Measurable• A – Achievable• R – Realistic• T – Time Framed
SMART Goal WorksheetThings to consider:1. What will be the timeframe for our SMART goals?2. How many Team SMART Goals are necessary?3. What are our strategies/action steps to address the
goals?4. Who will be responsible for the strategies/action
steps?5. What is the Timeline or Target Dates for the goal?6. What will be the evidence of effectiveness?
4 Box SynecticsSeason Pencil
Animal Car
Assessment for Learning is a lot like ______ because …....
