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Research Type Source

Interviews with Subject Matter Experts • Rick DuFour• Becky DuFour• Mike Mattos• Claudia Weatley• Cassandra Erkins• Eric Twadell• Bill Ferriter• Jeanne Spiller

Focus Groups Mixture of Customers and Associates

Survey 145 PLC Customers; diverse districts/roles

References • Common Formative Assessments • Learning by Doing• Raising the Bar and Closing the Gap • Embedded Formative Assessment• Professional Learning Communities at Work • AllThingsPLC

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Explanation of Survey Results

Respondents were asked how long they have been implementing PLCs and

what level of measurable student impact their schools had achieved.

The responses in this presentation represent those who have

implemented for 3+ years.

To identify common struggles and best practices, the responses have also

been filtered to compare those who indicated

low/no measurable impact with high measurable impact.

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Highly successful schools use technology to track and report formative assessment data more often.

Low / No

High

Do teams in your school or district use technology to capture and report formative assessment data?

MeasurableImpact

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Low / No

High

Does your school or district provide ongoing professional development related to the PLC process?

Highly successful schools provide more ongoing PD related to the PLC process.

MeasurableImpact

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Highly successful schools provide coaching more consistently to assist with the PLC process.

Low / No

High

Does your school or district provide coaches to assist with the PLC process?MeasurableImpact

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Highly successful schools review assessment data more regularly and frequently.

Low / No

High

How frequently do teams in your school or district review formative and other assessment data?

MeasurableImpact

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Highly successful schools identify students for intervention more frequently.

Low / No

High

How frequently do teams in your school or district identify students needing assistance or enrichment?

MeasurableImpact

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Highly successful schools create specific plans for interventions more regularly and more frequently.

Low / No

High

How frequently do teams in your school or district create specific plans to intervene with students needing assistance or enrichment?

MeasurableImpact

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Highly successful schools have principals who meet with teams to review formative assessment and performance data more regularly and frequently.

Low / No

High

How frequently do principals in your school or district meet with teams to review formative assessment or other student performance data?

MeasurableImpact

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Low/No Impact Impact

High Impact

Which aspects of PLCs does your school or district consistently practice (choose all that apply)?

Highly successful schools practice most PLC elements to a high degree, particularly those related to team meeting, assessments and analyzing data regularly.

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Please select the three components of a PLC that have been the most difficult to implement in your school or district:

Intervention, CFAs, and analyzing results student-by-student were the most difficult to implement among all respondents.

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For more information on Global PD

solution-tree.com/globalpd

877.247.8270

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Thank you!