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Putting Professional Learning Communities into Action


Putting Professional Learning Communities into Action AES as a Professional Learning Community – PowerPoint PPT presentation

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Title: Putting Professional Learning Communities into Action

Putting Professional Learning Communities into
  • AES as a Professional Learning Community

Henry Ford Said
  • Success is merely a function of solving one
    simple, manageable problem at a time.

Professional Learning Communities
  • The most promising strategy for sustained,
    substantive school improvement is developing the
    ability of school personnel to function as
    professional learning communities.
  • Milbry McLaughlin

What Are Professional Learning Communities
  • A group of people who take an active, reflective,
    collaborative, learning-oriented, and
    growth-promoting approach toward the mysteries,
    problems and perplexities of teaching and
  • Mitchell and Sackney (2000)

Effective PLCs
  • An effective professional learning community has
    the capacity to promote and sustain the learning
    of all professionals in the school community with
    the collective purpose of enhancing pupil

Effective PLCs have an impact on
  • pupils learning process and progress, attitudes,
  • individual teachers and other staffs practice,
    morale, recruitment and retention
  • individual leadership practice
  • organisational learning practices among groups or
    across the whole school

Staff Benefits
  • Reduced teacher isolation
  • Collective responsibility for student success
  • Increased understanding of the roles teachers
    play in helping all students achieve
  • More satisfaction, higher morale, less absenteeism

Southwest Educational Development Laboratory -
Austin, TX
Student Benefits
  • Decreased dropout rate
  • Less absenteeism
  • Greater academic gains in comparison to
    traditional schools
  • Smaller achievement gaps between students from
    different backgrounds

Southwest Educational Development Laboratory -
Austin, TX
Characteristics of Professional Learning
  • Shared mission, vision, values, goals
  • Collaborative teams have an unrelenting FOCUS ON
  • Collaborative inquiry into best practice
  • Action orientation
  • Commitment to continuous improvement
  • Results orientation

Shared mission, vision, values, goals
  • Why do we exist, what is our fundamental purpose?
  • What kind of department do we hope to become?
  • How must we behave in order to create the kind of
    department we hope to become?
  • What steps are we going to take and when will we
    take them?
  • By what criteria will we assess our improvement

A Collaborative Culture
  • Creating a collaborative culture is the single
    most important factor for successful school
    improvement initiatives and the first order of
    business for those seeking to enhance the
    effectiveness of their schools.
  • Eastwood and Lewis

The Focus of Collaboration
  • Collaborative cultures, which by definition have
    close relationships, are indeed powerful, but
    unless they are focusing on the right things they
    may end up being powerfully wrong.
  • Michael Fullan

A collection of parts that do not connect is not
a system. It is a heap. OConnor and McDermott
Essentials of Collaboration
  • TIME

  • Regularly scheduled time must be made for
    departments, teams, and grade levels to meet
    during the school day and school calendar
  • The expectation is that all school staff will be
    part of a Professional Learning Community

  • Products of collaboration must be explicit and
  • Monitoring products and artifacts assist in
    assessing the effectiveness of the team

Norms of High Performing Teams
  • Willingness to consider matters from anothers
  • Maintaining an action-oriented attitude
  • Seeking feedback about evidence of the teams
  • Engages in proactive problem solving
  • Willingness to confront a team member that
    violates the norms

  • Teams focus on key questions
  • What do we want our students to know and be able
    to do?
  • How will we know if they know it?
  • What will we do if they dont know it?
  • What will we do if they come to us already
    knowing it?

When Teams Focus on Learning
  • They Must
  • Clarify the essential outcomes for students in a
    course, subject or grade level
  • Determine by month, quarter or semester when the
    essential outcomes will be taught and assessed
  • Develop common assessments

When Teams Focus on Learning
  • They
  • Establish specific targets/benchmarks for
  • Analyze results
  • Identify and implement improvement strategies
  • Monitor student progress

(No Transcript)
Quadrant C - Assimilation Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions. Quadrant D - Adaptation Students have the competence to think in complex ways and to apply their knowledge and skills. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge.
Quadrant A - Acquisition Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge. Quadrant B - Application Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable situations.
  • Are translated into specific and measurable
    performance standards
  • Are based on how each team, department or grade
    level will assist the school in advancing toward
    its vision and EPSS goal
  • Are monitored continuously
  • Are designed to produce short-term wins and
    long-term success

SMART Teams useS.M.A.R.T. Goals
  • Team goals are
  • S- strategic and
  • specific
  • M- measurable
  • A- attainable
  • R- results-oriented
  • T- time bound

  • Collecting data is on the first step toward
    wisdom, but sharing data is the first step toward
  • Henry Louis Gates, Jr.

To inform and impact professional practice,
ensure all teachers
  • Receive timely and frequent information on the
  • of their students
  • Meet an agreed-upon standard of performance or
  • Compare results to agreed-upon
  • standard
  • Act upon the analyzed information

  • Schools, departments, teams and grade levels
  • take action based on the information gleaned from
    the data.
  • design systematic support systems for those
    students who are struggling.
  • Work constantly toward continuous improvement.

Growing a learning culture
Working towards sustainability
Nurturing trust and relationships
Professional learning community
Ensuring supportive structures
Offering learning opportunities
Creating and transferring knowledge
Promoting inquiry mindedness
Making connections
Louise Stoll (2004)
AES as a PLC
Shared mission, vision, values, goals
  • Why do we exist?
  • What kind of department do we hope to become?
  • How must we behave in order to create the kind of
    school we hope to become?
  • What steps are we going to take and when will we
    take them?

AES Mission
  • AES Mission Statement Advanced Education
    Services addresses gifted students right to be
    provided with direction, time, encouragement, and
    resources to realize their potential in order to
    become confident productive adults.

  • The vision of AES is to be an exemplary gifted
    program, to advocate for and meet the needs of
    each gifted student in the Las Cruces Public
    Schools, and to be an inspiration for all gifted

Professional Values-7 Habits of Highly Successful
  • AES Facilitators are expected to act with
    character and competence.
  • Sow a thought, reap an action Sow an action,
    reap a habit Sow a habit, reap a character Sow
    a character, reap a destiny. Samuel Smiles

Habit 1 Be Proactive (The Habit of Personal
  • AES facilitators are expected to make responsible
  • AES facilitators are expected to be a Transition
    Figure. A person who stops the negative
    transmission of negative behaviors to others.
  • AES facilitators are expected to be prepared for
    IEPs and other AES responsibilities.
  • I know of no more encouraging fact than the
    unquestionable ability of man to elevate his life
    by a conscious endeavor. Henry David Thoreau

Habit 2 Begin with the end in mind. (The Habit
of Personal Leadership)
  • AES facilitators are expected to make principled
    decisions based on the four critical questions
  • What do you want your students to know and be
    able to do?
  • How will you know when they know it?
  • What will you do if they dont know it?
  • What will you do if they already know it?
  • Nothing contributes so much to tranquilize the
    mind as a steady purpose a point on which the
    soul may fix its intellectual eye. Mary
    Wollstonecraft Shelly

Habit 3 Put first things first. (The Habit of
Personal Management)
  • AES facilitators are expected to follow the six
    step process to help them act on the basis of
    importance to organize and execute around
    priorities. They are expected to share their
    plans with their administrators.
  • AES facilitators are expected to put
    relationships first.
  • AES facilitators are expected to relate with
    students, parents, colleagues and administrators
    with trust and respect.
  • What is important to another person must be as
    important to you as the other person is to you.
    Steven Covey

Habit 4 Think Win-Win. (The Habit of
Interpersonal Leadership)
  • AES facilitators are expected to advocate for
    their students with maturity (i.e. with courage
    and consideration).
  • AES facilitators should never side with the
    parent against school staff or school staff
    against parent.
  • AES facilitators are expected to communicate
    equally with the all parties with courage and
    consideration. To truly advocate for the
    student, the AES facilitator is expected to help
    negotiate a win-win.
  • Win-win is a belief in the Third Alternative.
    Its not your way or my way its the better
    way. Steven Covey

Habit 5 Seek first to understand than to be
understood. (The Habit of Empathic Communication)
  • AES facilitators are expected to listen before
    they react.
  • AES facilitators are expected to use courage and
    consideration in problem solving. Communication
    is the key.
  • The key to listening is through the eyes and
    heart. Steven Covey

6 Synergy (The Habit of Creative Cooperation)
  • AES facilitators are expected to seek to
    understand their schools culture and needs.
  • AES facilitators are expected to come to their
    building administrator with a win-win attitude to
    design a collaboration component that will not
    only serve gifted education but be a valuable
    asset to the school community as well. You have
    something to offer to your school. The school
    has something to offer your students. By
    combining those resources, our students will
    receive the best education possible.
  • The essence of synergy is to value differences
    to respect them, to build on strengths, to
    compensate for weakness.

Habit 7 Sharpen the Saw (The Habit of Renewal)
  • AES facilitators are expected to
  • Live!
  • Learn!
  • Love!
  • Leave a legacy!
  • A long healthy, happy life is the result of
    making contributions, of having meaningful
    projects that are personally exciting and
    contribute to and bless the lives of others.
    Hans Selye

Goal 1
  • Advanced Education Services offers gifted
    students flexible pacing options and
    opportunities including accelerated curriculum,
    creativity and critical thinking skills and
    transition planning designed to encourage
    individual progress.

Goal 2
  • Advanced Education Services develops in gifted
    students an understanding of individual gifts and
    talents, which leads to
  • Valuing themselves and others
  • Recognizing and accepting personal differences
  • Using positive communication
  • Strengthening self-efficacy and life resiliency

Goal 3
  • Advanced Education Services provides gifted
    students a framework and forum to explore the
    benefits of developing leadership skills and
    investing in their community

Goal 4
  • Advanced Education Services Facilitators serve as
    consultants to teachers, providing support that
    focuses on the needs of gifted students

Goal 5
  • Advanced Education Services Facilitators
    collaborate with parents and community to
  • To enhance the awareness of academic, social and
    emotional needs of gifted students
  • To advocate for gifted education

Data from 2003-2004 Evaluations
  • Program Evaluations completed by AES facilitators
  • Program Evaluations completed by principals
  • Program Evaluation completed by elementary
  • Program Evaluation completed by parents of
    elementary students
  • Program Evaluation completed by Middle School
  • Program Evaluation completed by parents of Middle
    School students

2004-2005 Objectives and Expected Outcomes
  • AES Program Goals, Objectives and Outcomes

  • Case Manager Responsibilities
  • Review acceleration policy
  • Review assignment policy
  • Mileage
  • Supplies
  • Transportation

  • Promote student learning through celebration
  • Celebrate the learning of teachers

Hand in Hand, We All Learn
  • Ultimately there are two kinds of schools
    learning enriched schools and learning
    impoverished schools. I have yet to see a school
    where learning curvesof the adults were steep
    upward and those of students were not. Teachers
    and students go hand in hand as learnersor they
    dont go at all!
  • Roland Barth

We know how to do this job!-Debra Pickering
  • Lets focus on what makes a difference and go out
    there and do it!
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