Equip & Empower Our

Site

Supporting Over 1800

teachers

Unified system of support

Site Professional Learning Systems

SPLSServing

over 24,849

Students

Timeto learn & collabora

te

5Critical

Components

Framework

Establish:Where are we currently?

Where did we come from?Where are we going?In regard to OUR Site Professional

Learning

• Personalize the Purpose of SPLS

• Commit to a Focus based on Student and Site Needs

• Develop a Plan for SPLS Implementation

Goals

• Identify content, context, and process in our Site’s Professional Learning System

• Implementation of developed plan

Success Criteria

4 Years in Existence

Instant PollFrom District Perspective Showed A Variety of Responses

WHERE WE ARE

Critical Components 5

Schools rise and fall based on the quality that occurs within their walls.

--Dennis Sparks

• Why don’t we have a standard name for groups?

• When will we be having WFSG refreshers?

• When will we do PLC training? Can I send a team to hear Dr. DuFour?

• What should I see my teams doing if they are being effective?

Questions We Hear

WFSG

Establishing Our Framework

CompilationOf

Proven Work

WHERE WE HAVE BEEN

Whole Faculty Study

Groups

PLCProfessional Learning Communities

• Exploring the Framework--Read and Record Key Points

• Two Heads Are Smarter Than One

• Partner or Triad—Compare and add any additional notes

Linking Our Learning

• Common Ground• What connections can you

and your partner make between the framework you reviewed and our SPLS district expectations?

• What do you notice?

Linking Our Learning

Through Our Eyes

Philosophic

Framework-PLC

Format, Forms, & Feedback--WFSG

SPLS

SPLS

Art & Science of Teaching

Visible LearningFor Teachers

Continuous Quality ImprovementThe Baldridge Model of Performance Excellence

PLAN—DO—STUDY—ACT

Practical Application of Professional Learning Communities to Increase Student Achievement (Murphy, Clauset, Lick)

Theoretical Framework of Professional Learning Communities(DuFour, Eaker, Fullan)

Standards for High Quality Professional Learning

• Content• Process• Context

What is HQ ProfessionalLearning?

WHERE ARE WE GOING?

Content: What individuals, groups, and the whole will study, learn, or become skillful in doing to achieve intended results; skills, attitudes, and knowledge to be acquired. Commitment to Four Essential Questions**What do we expect for our students to learn?How will we know they are learning?How will we respond when they don’t learn?How will we respond if they already know it?

The Content, Context, and Process of Professional Learning

Process: How individuals, groups, and the whole will function, behave, or perform; procedures to be followed; means for the acquisition of new knowledge and skills. • Action Plan (based on student needs)• Group Size (3-6 members)• Group Membership (determined by who

wants to address an identified student need)

• Shared Leadership (rotated between group members)

• Logs• Frequent Meetings• Established Group Norms• Needed Resources (including expert

voices)

The Content, Process, and Context of

Professional Learning

Context: Organizational or cultural factors that facilitate or impede progress toward intended results, such as shared vision and norms of continuous improvement and collegiality. 

The Content, Process, and Context of

Professional Learning

• SIP• Needs

Assessment

What are student needs?

WHERE ARE WE GOING?

What do we need to support our students?

School Improvement Plan

Professional Learning Plan embedded into

the SIP

SIP Support on Canvas

O.R.I.D.

Objective LevelReflective Level

Interpretive LevelDecisional Level

Solo readSecond look with ORID

Share

NeedsAssessment

District Calendar

PL/PW Log

It’s About Time!

FRAMEWORK

2

SIP/NEEDS ASSESS-

MENT FOCUS

HOURS

EXPECTATIONS

LAUNCHING AT YOUR

SITE3

1

4

TEAM PLANNING & WORK TIME

2

5

Leading for Results—Dennis Sparks

The Five Dysfunctions of a Team: A

Leadership Fable—Patrick Lencioni

Strong Teams,Strong Schools

Inattention to results

Avoidance of accountability

Lack of commitment

Fear of conflict

Absence of trust

Point 5Point 3Point 2Point 1 Point 4

5 Dysfunctions of a Team

Point 4Point 3Point 2Point 1

ClarityOf Purpose

Accountability

TeamStructure

Trust

Key Characteristics Of Effective Teams

As We Close. . .