Welcome toEmphasizing the “L” inProfessional Learning

Communities

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Session Outcomes

• Bridge the gap between research & practice• Create spaces for addressing problems of

practice• Connect pedagogical practice with

disciplinary/content area knowledge• Foster transformative teaching• Improve student learning

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Myths about Professional Learning Communities

Myth1. Any gathering of teachers is

PLC2. Primary purpose is for

experienced teachers to mentor novice teachers

3. Everyone agrees all the time4. Can be organized by

administrators5. Always restricted to a single

school

Reality1. Need to identify common goals

& inquire ways to address them2. The goal is for teachers at all

experience levels to learn from each other

3. Sometimes disagreement can help team to address a problem in multiple ways

4. Must be teacher-driven with support of administrators

5. Can exist in several schools as a network

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Conv

entio

nal S

yste

m

Learning System

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Entering Learning Through a PLC

ResearchExamining student work

Enhance pedagogy

Time for reflection

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The Golden CircleBy: Simon Sinek

WHATHOW

WHYOutside-In/Conventional

Inside-out/Remarkable

Easton, Lois B. Tools for Learning Schools, “The why, how, and what of professional learning.” Spring 2012. Vol. 15, No. 3.

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Why might this happening?

Each group will look at the scenarios presented on the handout and give two reasons for why

this may be happening?

Share out.

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PLC Learning Game Directions

• Decide the order in which you will take turns• 1st player – roll die until you get a 1, 2, or 3. This will determine

your path. After you roll a 1, 2, or 3 roll again and move that number of spaces. (Repeat for each player)

• After your first roll, move the number of spaces that show on the die

• You do not have to roll the exact amount to get to the last space• Draw a CHANCE card when you land on the CHANCE! square• Follow directions if you land on the LEARNING! and the

RESULTS! Squares• OBJECT: GET TO EFFECTIVENESS FIRST

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Forming a PLC

Suggested steps for setting up a PLC:WHY– Find a common goal

HOW– Determine how often the group will meet– Determine participant accountability– Create an atmosphere of trust– Teach participants how to collaborate– Obtain buy-in from participants– Determine the form of leadership

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Discussion vs. DialogueDIALOGUE DISCUSSION

• Advocate for a point-of-view• Attempt to convince others

they are wrong• Do not need a solution

• Suspension of judgment• Release of need for specific

outcome• Inquiry into and examinations

of underlying assumptions• Authenticity• A slower pace of interaction

with silence between speakers• Listening deeply to self and

others for collective meaning

Ellinor L. & Gerard G. Dialogue: Rediscover the Transforming Power of Conversation. 1998.

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Professional Learning Designs for Adult Learners

• Handout titled: “Evolution of Professional Learning”• Read through the bottom chart– Circle in one color all of the activities you have done– Circle in another color all of the activities you would like

to try• Find someone in the room you do not know– Share your experiences

• Find at least 2 other people and do the same activity

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Examining Student Work

• Look at the scenarios we worked on previously.

• In your groups, discuss what formative assessments you could do in class that would provide you with appropriate instructional data.

• Complete the third column.

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Working in your PLC Activity #4

• In a group, choose one of the scenarios we have used.

• Answer the following questions in your group:– Set norms.– List one common team goal.– Consider: Why is this goal important?– How will your PLC achieve this goal? – What will you do?

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BibliographyErmeling, B.A. & Gallimore, R. (April 2013) Learning to be a community: Schools need

adaptable models to create successful programs. JSD 34(2), 42-45.

Jolly, A. (April 2013) Create a learning team road map: A well-designed plan is flexible and focused on the team’s goal. JSD 34(2), 32-37.

National Council for the Teachers of English (November 2010). Teacher Learning Communities: A policy research. The Council Chronicle, 1-4.

Easton, L.B. (Spring 2012) The why, how, and what of professional learning. Tools for Learning Schools, 1-7.