So Your Roadblock Is...

PLCs and Student Achievement

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)

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

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)

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)

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)

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

● 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

“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)

Roadblock Gone! (Image taken from – Google images)