PROFESSIONAL LEARNING COMMUNITIES OREGON LEADERSHIP NETWORK INSTITUTE APRIL 9, 2008

OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008

PROFESSIONAL PROFESSIONAL LEARNING LEARNING

COMMUNITIESCOMMUNITIES

OREGON LEADERSHIP NETWORK INSTITUTEOREGON LEADERSHIP NETWORK INSTITUTEAPRIL 9, 2008APRIL 9, 2008

PROFESSIONAL LEARNING

COMMUNITIES

There isn’t a single large urban schoolThere isn’t a single large urban schooldistrict in our country or even in the worlddistrict in our country or even in the worldthat has been able to bring qualitythat has been able to bring qualityteaching and learning to scale for teaching and learning to scale for allall its itsStudents.Students.

Tony WagnerTony Wagner

Harvard ExEl InstituteHarvard ExEl Institute

July 2007July 2007

THE CHALLENGETHE CHALLENGE

Making systems of schools work for all Making systems of schools work for all kids is the most important economic, kids is the most important economic, social justice and civil society issue of social justice and civil society issue of our time.our time.

TomTom Vander Ark Vander ArkForewardForeward

Change LeadershipChange Leadership, 2006, 2006

LEADERSHIP FOR SYSTEMS LEADERSHIP FOR SYSTEMS CHANGECHANGE

OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008OLN/HARVARD IN-STATE INSTITUTE, EUGENE, OREGON, APRIL 9-11, 2008

THE CHALLENGETHE CHALLENGE

We have been using gradualists strategies to We have been using gradualists strategies to solve the “slow moving” problem of a “rising solve the “slow moving” problem of a “rising tide” when what is called for is a set of more tide” when what is called for is a set of more dramatic and systemic interventions dramatic and systemic interventions commensurate with the challenge of a tidal commensurate with the challenge of a tidal wave.wave.

Change LeadershipChange Leadership, 2006, 2006Wagner, etc.Wagner, etc.


1.1. Learn more about Beaverton’s use of PLCs as the district-wide Learn more about Beaverton’s use of PLCs as the district-wide strategy for bringing effective instruction to scale and positively strategy for bringing effective instruction to scale and positively impacting student outcomesimpacting student outcomes

2.2. Engage in the Issaquah Protocol to learn more about how Engage in the Issaquah Protocol to learn more about how professional learning communities are being utilized to improve professional learning communities are being utilized to improve instruction in other districtsinstruction in other districts

• Turn to one another for ideas about how to work through a current Turn to one another for ideas about how to work through a current dilemma that is impacting your implementation of PLCsdilemma that is impacting your implementation of PLCs

• Provide participants with additional context for our afternoon work Provide participants with additional context for our afternoon work on adaptive change with Ron Heifitzon adaptive change with Ron Heifitz

SESSION GOALSSESSION GOALS


Professional learning communities are now ubiquitous. Professional learning communities are now ubiquitous. Few educators remain unaware of what PLCs are meant Few educators remain unaware of what PLCs are meant To be—communities of professionals caring for andTo be—communities of professionals caring for andworking to improve student learning together, byworking to improve student learning together, by

engaging in continuous collective learning of their own.engaging in continuous collective learning of their own. Andy HargreavesAndy Hargreaves

ForewardForewardProfessional Learning CommunitiesProfessional Learning Communities

Hord and Sommers, 2007Hord and Sommers, 2007

WHAT ARE PLCS?WHAT ARE PLCS?

The Beaverton StoryThe Beaverton Story


The District Goal for 2004-09The District Goal for 2004-09


Ensure academic achievement District-wide with an emphasis on literacy and mathematics gains for each student.

Instructional Core*

* Adapted from the PELP Coherence Framework, Harvard University, Childress, Elmore, Grossman and King

CultureCulture Structures and SystemsStructures and Systems ResourcesResources StakeholdersStakeholders

ORGANIZATIONAL ELEMENTSORGANIZATIONAL ELEMENTS

Note on the PELP Coherence Framework, January 31, 2007Note on the PELP Coherence Framework, January 31, 2007Public Education Leadership Project at HarvardPublic Education Leadership Project at Harvard


• Academically challenging content (rigor)Academically challenging content (rigor)

• Students’ engagement in their own learningStudents’ engagement in their own learning(relevance)(relevance)

• Teachers’ knowledge and skill (relationships)Teachers’ knowledge and skill (relationships)

INSTRUCTIONAL COREINSTRUCTIONAL CORE


The set of actions a district deliberatelyThe set of actions a district deliberatelytakes to provide capacity and support totakes to provide capacity and support tothe instructional core with the objectivethe instructional core with the objectiveof raising student performance district-of raising student performance district-wide.wide.


BIG STRATEGYBIG STRATEGY

The PELP Coherence framework, rather than The PELP Coherence framework, rather than prescribing a particular strategy, asserts that gaining prescribing a particular strategy, asserts that gaining coherence among actions at the district, school, and coherence among actions at the district, school, and classroom levels will make a district’s chosen classroom levels will make a district’s chosen strategy more scalable and sustainable.strategy more scalable and sustainable.

LOGICAL INTEGRATIONLOGICAL INTEGRATION



OUR BIG STRATEGYOUR BIG STRATEGY

BEAVERTON SCHOOLS ADMINISTRATOR INSTITUTE August 15-17, 2007

Implement high quality Professional Learning Implement high quality Professional Learning Communities District-wide that are characterized by Communities District-wide that are characterized by individual and team practices aligned with District individual and team practices aligned with District PLC standards and with improved student PLC standards and with improved student achievement results in literacy and mathematics.achievement results in literacy and mathematics.

Teaching and LearningTeaching and LearningEssential Administrator 2007-08Essential Administrator 2007-08

ASSESSMENT: Teachers administer and score common assessments on a regular basis.

Teams create agreements regarding use of common formative assessments

Teachers bring data from assessments and may spend time undergoing

moderation

Examples: OAKS, DRA-2, DIBELS, Proficiency agreements, Six Traits Writing Rubric

ANALYSIS: Teachers collaborate to analyze student data and identify learning needs for each student

Teams scrutinize data looking for changes over time regarding struggling students, high-achieving students and areas in which the entire class is excelling or struggling

ESL and Special Education scores are closely watched

Expertise in the following areas support this step: Data Team Training Use of Data Warehouse Intervention Systems Normal ESL development SPED student needs

CONSULTATION: Teachers consult in collaboration teams about how to meet learning needs for each student

Team members collaborate to set SMART goals for student achievement

Team members collaborate on instructional strategies tomove children toward goal

Team members identify and receive staff development needed individually and as a team to improve their own instruction

Expertise in the following areas support this step: Power Standards/Learning Targets Rigor, Relevance, Relationship from Change Leadership Effective Teaching Strategies from Marzano's Classroom

Instruction that Works and best practices for literacy and math Critical Friends Groups

INTERVENTION: Teachers implement strategies for learning needs and improving individual student growth

Teams integrate both whole classroom instructional strategies and small group interventions

Progress monitoring data kept for refinement Teachers check-in with each other to

ensure strategies are useful

Expertise in the following areas support this step: SIOP Instruction for Talented and Gifted Differentiation Response to Intervention Positive Behavioral Intervention Systems Action research

REFINEMENT: Teachers work together to improve their practice and to strengthen instruction system wide

Teams review progress monitoring data to determine which strategies are working

Plans made based on outcomes as to next steps Expertise in the following areas support

this step: Data Driven Decision Making and Data Teams Effective Teaching Strategies Art & Science of Teaching Best Practices

Professional development w/literacy focus spreadsProfessional development w/literacy focus spreadsInvitational District-wide training in Critical Friends Invitational District-wide training in Critical Friends Group (CFG) coaching Group (CFG) coaching Literacy Coaches allocated to all elementary schoolsLiteracy Coaches allocated to all elementary schoolsNew teacher mentoring program implementedNew teacher mentoring program implementedAccountability system implemented (w/Doug Reeves)Accountability system implemented (w/Doug Reeves)SAELP inspires the beginning of an Equity Leadership SAELP inspires the beginning of an Equity Leadership

and cultural competency and cultural competency

2004-05: Year One2004-05: Year One


CFG Training expanded to 300 coaches involving over CFG Training expanded to 300 coaches involving over

1,000 staff who voluntarily participated 1,000 staff who voluntarily participated Launched the development of an evidence-based Launched the development of an evidence-based proficiency assessment system proficiency assessment system Realignment of District funding to support embedded Realignment of District funding to support embedded professional development Resource Allocation professional development Resource AllocationResource Allocation Methodology was implemented Resource Allocation Methodology was implemented to fund equity to fund equity

2005-06: Year Two2005-06: Year Two


District-wide development of common assessments at the Middle District-wide development of common assessments at the Middle School levelSchool level

Proficiency stalls but PBIS takes off in all High SchoolsProficiency stalls but PBIS takes off in all High Schools Assessment agreements at ElementaryAssessment agreements at Elementary APQC study validates embedded PDAPQC study validates embedded PD Data Team Expansion through District incentive fundingData Team Expansion through District incentive funding The Five Stage Cycle of improvement is identifiedThe Five Stage Cycle of improvement is identified Nike and Harvard Partnerships are establishedNike and Harvard Partnerships are established Equity Leadership Team (ELT) fosters Change LeadersEquity Leadership Team (ELT) fosters Change Leaders

2006-07: Year Three2006-07: Year Three


2007-08: Year Four2007-08: Year Four Our theory of action emergesOur theory of action emerges Partnership with Harvard results in focus on PLCs as big Partnership with Harvard results in focus on PLCs as big

strategystrategy Nike grant enables Leadership Academy and vehicle for Nike grant enables Leadership Academy and vehicle for

implementation of PLCsimplementation of PLCs Incentive funding helps build capacity for on-site Incentive funding helps build capacity for on-site

collaboration around five stage PLC cycle collaboration around five stage PLC cycle Time study kicks-offTime study kicks-off


2008-09: Year Five2008-09: Year Five

Outcomes based budgetingOutcomes based budgeting Community engagement in PLC implementationCommunity engagement in PLC implementation PLCs five stage cycle is clearly definedPLCs five stage cycle is clearly defined Time Study has the potential to address more time for Time Study has the potential to address more time for

regular, ongoing collaborationregular, ongoing collaboration Consideration of the elements of the background of the Consideration of the elements of the background of the

PELP coherence framework PELP coherence framework


Theory of action represents the organiza-Theory of action represents the organiza-tion’s collective belief about the causaltion’s collective belief about the causalrelationships between certain actionsrelationships between certain actions(strategy) and desired outcomes.(strategy) and desired outcomes.


THEORY OF ACTIONTHEORY OF ACTION


ASSUMPTION #1ASSUMPTION #1

If the conditions of teaching are changed to ensure If the conditions of teaching are changed to ensure the development of Professional Learning the development of Professional Learning Communities that are aligned with proven standards Communities that are aligned with proven standards of practice, then we will have provided the foundation of practice, then we will have provided the foundation for bringing effective teaching to scale in our District.for bringing effective teaching to scale in our District.

TOA AssumptionTOA Assumption


ASSUMPTION #2ASSUMPTION #2

If Professional Learning Community characteristics If Professional Learning Community characteristics common to effective teachers are replicated by all staff common to effective teachers are replicated by all staff who are directly responsible for literacy and/or who are directly responsible for literacy and/or mathematics achievement results for individual students, mathematics achievement results for individual students, then their instructional practices will be strengthened then their instructional practices will be strengthened and every one of their students will realize academic and every one of their students will realize academic improvement gains.improvement gains.

TOA AssumptionTOA Assumption


The Imperative

Move systems away from the highly Move systems away from the highly autonomous work habits that can result autonomous work habits that can result only in “random acts of excellence” and only in “random acts of excellence” and toward accountable “communities of toward accountable “communities of practice.”practice.”

Change Leadership, 2006Change Leadership, 2006


COMMUNITIES OF PRACTICECOMMUNITIES OF PRACTICE

……Leadership teams…are (not just) focused Leadership teams…are (not just) focused on their own learning as an end unto itself. on their own learning as an end unto itself. They exist to transform the larger system, the They exist to transform the larger system, the school or district.school or district.



There is no school for leaders that will There is no school for leaders that will teach them exactly how to make their teach them exactly how to make their district into one that will leave no child district into one that will leave no child behind.behind.


LEADERSHIP FOR CHANGELEADERSHIP FOR CHANGE

BEAVERTON SCHOOLS ADMINISTRATOR INSTITUTE August 15-17, 2007

PROFESSIONAL LEARNING COMMUNITIES OREGON LEADERSHIP NETWORK INSTITUTE APRIL 9, 2008

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