PLC’s

Objectives:1. Understand what a PLC is and what it is used for 2. How it can benefit you and your students 3. Agreed whole school and department actions going

forwards4. By the end of this session be clear about how you will use

PLC’s on a class and individual basis to track learning and make effective judgments and provide appropriate support.

Sit inDepts

Thank you

PLCs track Learning rather than Teaching

Why do we want to use PLC’s? X2 sub levels of progress per year Move to progress of learners not just attainment Show evidence of learning taking place Support students and parents in next steps Support students in new terminal exams They keep students and teachers realistic and focused with the

end in mind

Outcomes

Leadership

STL

Teacher

• Support teaching staff in tracking learning

• Show that students make progress across the school in a range of subjects

• Consistency of approach across the school

• PLC champion and support for STL’s and teaching staff

• Different audiences OFSTED/consultants/governors/parents

• Agree Department PLC, linked to SOW / assessment and exam board• Ensure consistency of approach across the department • PLC’s in place for all KS4/5 courses by October half-term• Review in department time after each data drop and support as required• Improve rates of progress across the department and PLC Champion

• PLC in place for each KS4/5 class

• Updated after each data drop

• Class PLC and Student PLC

• Shared with staff, students and parents

• Improve rates of progress and track learning

• Provide appropriate class and individual support

Starter questionDo students in your subject make less than expected, expected, or more than expected, progress?

‘What got you here, won’t get you there.’

Marshall Goldsmith

‘Insanity is doing the same thing over and over again and expecting a different outcome.’

Albert Einstein

If we want a different outcome we have to do

things differently.

A Personalised Learning Checklist

PLC

What is a PLC ?

A Tool for Tracking Learning not Teaching

PLCs are Assessment for Learning Tools Determined by evidence

Classwork, Homework, Mini-Tests, Direct Observation

What does a PLC look like ?

An ordered set of Learning Objectives organised by

‘Characteristics’ and ‘Elements’

What is a Characteristic ?• A Theme• A Topic• A Module

In Mathematics, for example, a ‘Characteristic’ of a lower ability group’s

programme of study might be:

Counting and Understanding Numbers: number and the number system

In English, this could be:

Sentence Structures

In Drama this might be:

Illusionist Mime!

Characteristics are:• Themes• Topics• Modules

Sitting below the ‘Characteristic’ are the ‘Elements’ which make up the

‘Characteristic’

The constituent parts of a topic.

Subject: MathematicsCharacteristic: Counting and Understanding Numbers

Elements:• Recognise and describe number patterns for adding

sequence• Recognise and describe number patterns for

subtracting sequence• Recognise and describe multiples• Recognise and describe factors

Subject: English

Characteristic: Sentence Structure

Elements:•Write Short Descriptive Sentences using adjectives•Write Conjunction Sentences using 'and', 'then', 'but' and 'so’ •Write Time Connective Sentences (first, next, finally, in conclusion)•Write Imperative Sentences using 'bossy verbs' in the present tense

Subject: Drama

Characteristic: Illusionist Mime

Elements:• Isolate single hand movements• Alter foot position to increase range and

mobility• Roll hands from the wrist• Flex fingertips• Use simultaneous hand movements for specific

effect

What might the Elements, sitting below a Characteristic of your

subject, look like ?

For each ‘Element’ the teacher makes a forensic, evidence based, professional judgmentas to whether a student has :

Secure learning (can do 90% of the time) Insecure learning (can’t do it 90% of the time) No Knowledge (no understanding)

The Process – if using the PLC template Whole Class

1 - Enter student names2 - Enter the initials of teachers accountable for intervention3 - Conduct DIAGNOSIS, entering 1 for 'Secure'; 2 for 'Insecure' and 3 for 'No Knowledge‘ – it will self colour code with the numbers4 - Review diagnosis evidence and decide which topics will be taught to the whole class and which will be taught in small intervention groups 5 - Decide which topics will be addressed first 6 - Systematically convert learning insecurities into learning securities through either whole class or small group intervention7 - Regularly review progress for each individual student and the class8 - Update the spreadsheet, changing the 1, 2 or 3 as learning insecurities are converted to securities. Do this only on the basis of objective evidence9 - Identify the next round of intervention topics and proceed from 5 above

PLCs track

Learningrather thanTeaching

PLCs Allow Early Intervention

Focused on an Identified Learning Need

Support Specific and additional

learning activities, intervention, for groups and individuals focused on the ‘Learning Insecurities’ and

‘No Knowledge’ status identified in the PLC.

PLCs prevent teachers remaining

delusional!

“I have taught it, therefore they must have learned

it!”

Why should I commit to the PLC process ?

Being deeply PASSIONATE about improving life Being intensely COMMITTED to betterment MAKING a DIFFERENCE in the lives of students IMPROVING the QUALITY of how we live together Anchoring practice in BELIEFS and VALUESX2 sub levels of progress per yearMove to progress of learners not just attainment Show evidence of learning taking placeSupport students and parents in next stepsSupport students in new terminal examsKeep students and teachers realistic and focused with

the end in mind

‘What got you here, won’t get you there.’Marshall Goldsmith

Outcomes

Leadership

STL

Teacher

• Support teaching staff in tracking learning

• Showing that students make progress across the school in a range of subjects

• Consistency of approach across the school

• PLC champion and support for STL’s and teaching staff

• Different audiences OFSTED/consultants/governors/parents

• Agree Department PLC, linked to SOW / assessment and exam board• Ensure consistency of approach across the department • PLC’s in place for all KS4/5 courses by October half-term• Review in department time after each data drop and support as required• Improve rates of progress across the department and PLC Champion

• PLC in place for each KS4/5 class

• Updated after each data drop

• Class PLC and Student PLC

• Shared with staff, students and parents

• Improve rates of progress and track learning

• Provide appropriate class and individual support

Agreed actions – will be e-mailed outWhat Who When

All departments to draft and agree a PLC for their course in the next department meeting on Wednesday It must be linked to the SOW and your assessments

STL teachers 15.10.14

PLC’s in place for all KS4/5 courses by October half-term

SLT,STL, teachers October half-term

Students diagnosed by October half-term STL, teachers October half-term

The teacher should hold a class PLC. PLC’s should also be shared with students, staff and parents at parents evenings

Teachers Each data drop and parents evening

PLC’s in place for all KS3 courses by February half-term

SLT,STL, teachers February half-term