OABCIG PLC's in Action
Long Range Objectives and Learning Targets:
Educators will gain understanding of:
- The essential components and processes of PLCs
- The benefits of the PLC process in promoting higher levels of learning for students and the educators who serve them
- Contribute to structural and cultural change
- Articulate collective commitments
- Develop SMART goals and plans to achieve them
- Employ the PLC process to enhance all students’ achievement
Raising the Bar, Closing the Gap: Whatever It Takes
Meeting 1: Week of September 2nd
Establishing Group Norms, Brainstorming Goals: What are the things you believe your group may need to concentrate on in order to impact instruction (any content area) and to impact student learning and understanding. *you may want to document your group norms and expectations.
Book Introduction: You may decide as a group how you would like to read the introduction of the book (on your own, together, jigsaw technique, etc). A study guide is attached for your group discussion. You will begin the study guide in week 2.
*Please click "file", "make a copy" and share with all group members for the year.
Each meeting, your group is required to submit your meeting's broad components and reflections to firstname.lastname@example.org. A different member may submit each time (feel free to copy and paste these questions into your email).
Answer these three questions (include the date, time you met):
1. What did we discuss today-What is our student focus this week? (Keep in mind The "4 Questions")
2. What steps did we take in professional learning (new strategies, study, instructional video, curriculum review, assessment review, etc)?
3. What is our focus for next week and what materials data might we be examining?
Meeting 2: Week of September 8th
Discuss Introduction of Book (5mn) while reading and answering the questions on the study guide for the introduction.
Strategy Set-Looking at Student Work and Tuning Protocol: Review the guidelines for looking at student work and the tuning protocols below. You may read together or on your own.
Discuss: Why might we be using these tools? (below) What types of things will we be able to examine?
Guidelines: http://www.essentialschools.org/resources/60#1 (LOOK at this before going on)
Suggestions for Student Work: http://www.nsrfharmony.org/system/files/protocols/sugg_bring_stud_work_0.pdf (This will help guide you in choosing work to examine in your group next week-Please look over with your group)
Review the following protocols as a group:
Tuning: http://schoolreforminitiative.org/doc/tuning.pdf (This is the tuning protocol).
Constructivist Tuning: http://www.nsrfharmony.org/system/files/protocols/constructivist_tuning_0.pdf (Another style of tuning protocol).
Action--Next Step: Decide what kind of student work you are going to be looking at in your group first. This may be included in your 3rd reflection question (see above). A volunteer should bring an upcoming student assignment, assessment, or activity to analyze using the tuning protocol or constructivist tuning protocol.
Meeting 3: Week of September 15th
Book Study--Chapter 1: Whatever It Takes--Shifting the Mission...
Map out a plan of how you would like your group to work through chapter 1 in the next two weeks. You may select your own strategy.
You will continue discussing and answering questions on your study guide as you are ready for them.
Collaboration Strategy: Use your selected tuning protocol and analyze student work together. Follow group norms and protocol guidelines.
By looking at this sample, what changes can be made to ensure understanding? What could be done to extend the learning or challenge those who already know it?
Quick Brainstorm for next weeK: What are some of the behaviors of our students that are interfering with learning right now? Be prepared to discuss specific students in relationship to the activities or work that we are asking them to complete.
Select further student work for examination. If time allows, you may evaluate more than one work sample or plan next week. Some activities/assessments are very short while others are long. As a group, decide what you are going to be looking at.
Email your reflection.
Meeting 4: Week of September 22nd
Discuss what you have read in chapter 1 of Whatever It Takes. Use study guide together.
Discuss a plan to read the rest of chapter 1 by the week of 9/29/14.
Discuss student behaviors (not listening, laziness, attendance, incomplete work) that are affecting your classes right now. Create a table of student behaviors on one side, and your responses to them as teachers on the right side. Discuss your responses below.
Discuss possible alternative responses or ideas at the end. Email to email@example.com
Extra: Continue "tuning" a piece of student work. Review the link to types of work to look at (week 2) if you feel "stuck". Select a group member to bring student work for next meeting.