PLCs and student achievement
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Transcript of PLCs and student achievement
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So Your Roadblock Is...
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PLCs and Student Achievement
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The 3 BIG Ideas of PLCs are to:● Focus on Learning● Create a Collaborative Culture● Focus on Results
- (Saint Paul Public Schools, 2012) - (Image taken from - http://thecenter.spps.org/plcs)
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Big Idea #1: Focus on Learning
● Commitment to Student Learning
● High Expectations for ALL Students
● Clear, Shared Vision of the Work to Be Done
● Results-Oriented Goals
● Monitoring of Student Learning
● Interventions That Ensure Support for Students
● Continuous Learning for Teachers in PLC
(DuFour, DuFour, Eaker, & Many, 2006)(Image taken from - http://thecenter.spps.org/plcs
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Big Idea #2: Collaborative Culture
● Focus on the right issues
● Work interdependently to achieve common goals
● Link work to the purpose of learning for ALL
● “A means to an end, not the end itself”
● Adjust teaching practices
(DuFour, DuFour, Eaker, & Many, 2006, p. 3)
(Image taken from - http://thecenter.spps.org/plcs)
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Big Idea #3: Focus on Results
● Efforts of improvement “must be assessed on the basis or results rather than intentions.”
● Engage in ongoing formative assessment
● Develop and pursue measurable academic improvement goals
● Gather evidence of student learning
● Examine evidence to identify AND address areas of concern
● Identify students who need additional support
(DuFour, DuFour, Eaker, & Many, 2006, p. 5)(Image taken from - http://thecenter.spps.org/plcs)
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Positive Impact on Student Achievement Occurs IF:
● Professional strengths are exposed and replicated
● Professional weaknesses are exposed and improved
● Teachers strive to find deeper meaning in student achievement data
● Teachers respond to the data
● Teachers adjust instructional practice
● Specific data analysis strategies are used
● Specfic collaborative discussion techniques and protocols are used
(DuFour, DuFour, Eaker, & Many, 2006)
(Image taken from – Google images)
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Data Analysis Framework● Start with learning-related questions such as:
“Across the grade level, were there any specific objectives or tasks with which multiple students appeared to struggle?”● Come with an open mind and acknowledge pre-
existing preconceptions about each other as teachers
● Turn numbers into pictures by using visual cues to simplify data (highlighting, charts, graphs)
● Leave the meeting with questions as well as answers
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● Start by defining the language of discussion Make all conversations about the work - not the workers. Be judgment-free.
● Remember to use agreed-upon discussion protocols. Example: 1st 5 min.of meeting everyone reviews data; next they use sticky notes to record 5 observations; everyone shares observations; observations organized into categories; open discussion to adjust instruction
● Create specialized discussion roles. Assign roles such as: Devil’s Advocate or Questioner who challenge all thoughts
● Work to separate personality from practice Remain objective. Collective wisdom of team overrules individual thougths.
Collaborative Discussion Techniques
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“By working together, the members of a professional learning team are able to create something greater than themselves…” (Graham & Ferriter, 2010, p. 197)
(Image taken from – Google images)
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Roadblock Gone! (Image taken from – Google images)