A three-year project focused on supporting high quality learning and teaching (HQLT) in secondary...

• A three-year project focused on supporting high quality learning and teaching (HQLT) in secondary mathematics and science

• Supported by funds from the Department of Education’s Title II Science and Mathematics Partnership

• Awarded by the Office of Superintendent of Public Instruction

PRiSSM

1. A common vision for HQLT in secondary science and mathematics

2. Improved student learning

3. High functioning professional learning communities

4. A plan for continuous improvement

PRiSSM Project Goals

• Build on existing building/district initiatives:– School improvement plans– Research-based curriculum and practices

• Help teachers work with new content/process:– Shared understanding of high quality learning and

teaching (HQLT)– Data driven dialogue based on a variety of sources– Teacher led collaborative inquiry to improve student

learning

Starting PointsPRiSSM seeks to:

Professional Learning Community

• Professional learning is a life-long process• Mutual learning from joint planning• Co-development of skills related to new practice

that advance expertise and improve student learning

• Use of reflective dialogue to close the gap between theory and practice

Year OneLead Teachers in Mathematics and Science commit to three-years of cross-building based work:

– Participate in a Professional Learning Community to improve student learning

– Begin to explore shared beliefs about High Quality Learning and Teaching (HQLT) and conduct a collaborative inquiry for year one

– Evaluate the work of the PLC in classrooms, share findings

– Identify the expanded team for 2005-2006

Year TwoPRiSSM participants: • form a Professional Learning Community at the

building level: lead teachers + expanded teams• are supported by the principal, School Improvement

Plan, building/district facilitators• use data for planning and directing the building or

district plan (teacher led)• revisit and revise plans for collaborative inquiry

Year Three• Sustainability

– Professional Learning Communities in place– Collaborative Inquiry defined– Teachers and administrators side-by-side– Teachers are reaching toward high quality

instruction– Collaboration between mathematics and

science across buildings and grade levels

PRiSSMProfessional Learning Communities

Characterized by trust, sharing, participation, fellowship, reflection, and continuous learning and improvement.

Teacher-initiated questions for inquiry across mathematics/science and middle/high school.

Teachers in the PLC define the scope and focus of their Professional Development, which emerges from and is in support of their collaborative inquiry.

Develop a vision for teaching & learning


Formulate Inquiry Question



Compare current practice to vision




Study strate-gies to adopt





Develop consen-sus for adoption






Devise Implementation Plan







Develop plan to monitor implementation








Teach & Collect Data









Analyze Data









Analyze Data

Derive implications for changing practice

Lead Teacher Expectations for the End of Year 2

Project-wide• Provide a common HQLT experience for the expanded

team• Explore how teacher-selected PD supports the shared

vision of HQLT• Compare/contrast views of HQLT among team

members• Examine how personal beliefs compare to national and

state standards• Relate all of the above to student expectations


Classroom/Students• Lead the Expanded Team (with facilitator support) in

exploring diverse data sources and identifying a PLC inquiry focus

• Lead the Expanded Team (with facilitator support) in research, selection, and implementation of data collection strategies that address the inquiry focus, and use analysis strategies to look for evidence of student learning

• Summarize findings and recommended next steps for improving student learning


Building/Teachers• Lead building-level PLCs (with facilitator support)• Develop facilitation and leadership skills• Increase knowledge and understanding of how PLCs

work• Compare/contrast the content and process of facilitation

with the process and content of collaborative inquiry


Project/Leadership• Complete 40 hours of PLC work through ongoing and

regular meetings• Develop effective communication habits between

facilitators, project staff, Lead teachers, and expanded team members

• Keep up-to-date records that “tell the story” of the PLC• Identify needs and propose activities for work in year

three

Expanded Team Expectations for the End of Year 2

• Participate in 27 hours of PLC meetings

• Use 2 substitute days for classroom observations

Complete 80 hours of work during the year

• Complete 40 hours of PLC work through ongoing and regular meetings

• Complete 40 hours of study in the content area you teach

Support for Expanded Team during Year 2

$500 stipend for 40 hours of work

2 substitute days for classroom observations

$300 registration for a class in the content area you teach

A three-year project focused on supporting high quality learning and teaching (HQLT) in secondary...

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