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Please sit at mixed tables - mix elementary and secondary as well as SDTs and Reading Specialists. Thank you!
Welcome!
Enduring Understandings
Professional Learning Communities should support all of the goals in the Seaford Public
Schools strategic plan, teacher leaders are integral to the success of professional learning communities in schools, and the relationship among and between those teacher leaders is
critical to improvements in teaching and learning.
Essential Questions
•What are the district expectations for professional learning communities?
•How does the Seaford School District define a professional learning community?
•What is the role of a collaborative culture in effective professional learning communities and what activities occur in such a culture?
•What is the role of the Staff Development Teacher in ensuring the success of professional learning communities in his/her school?
Day 5 Objectives
By the end of he session, participants will be able to:
Differentiate roles and responsibilities of reading specialists and SDTs based on the district’s job descriptions;
Explain the role of the SDT and the reading specialist in building collaborative cultures in schools, the relationship of that work to the PLCs they are currently supporting, and how they can support each other;
Use information from a discussion about how schools are using current collected data
Explain how a variety of activities and stages many PLC teams go through align with what is currently occurring in Seaford’s school-based PLCs; and
Provide feedback to each other about what preventions and interventions might help their PLC meetings run as smoothly as possible
PROPOSED NORMS
Respect the confidentiality of all
Take responsibility for your own learning
Participate actively
Take risks
Honor each others’ time
Practice I-phone and computer etiquette
COMMUNITY BUILDERHEADLINERS
Great article on your first month in this position!!!
What was the headline?
Roles of the SDT
How do Reading Specialists and SDTs currently connect to these roles?
SDT RS
= Secondary
What are your individualstrengths related to each of the roles?
Sharon
Strength and Support What content knowledge do staff members need from school-based teacher leaders?
What are your “strengths” related to the content knowledge your staff needs? Sharon
Strength and Support Discussion
(1) Job-alike Teams (2) SDT/RS Teams
What are are joint strengths?
How will we support each other?
Where will we find support from others when we need it?
How can we use our strengths in a flexible and collaborative way to support teachers?
Focus Questions:• What is the current data you have
collected thus far?• How will you be using that data?• Do you need to collect additional data
based on unanswered questions?• What are the roles of the SDTs and RSs in
this work?
Data Discussion
What is a Collaborative
Culture?
• Focus on ONE team in your building.
• Jot down some notes about how that team functions collaboratively.
• Individually, write your definition of a collaborative culture.
• What is the SDT’s role in building a collaborative culture?
Share with a partner
Building a Collaborative Culture
Learning by Doing: A Handbook for
Professional Learning Communities at Work
DuFour, DuFour, Eaker, and Many
In Triads assign and read: • Person #1 - pp. 117 – 120• Person #2 - pp 127 – 129• Person #3 - pp 139 – 140
Discuss and Summarize
Building a Collaborative Culture
Focus Question:How does what you read relate to the role of the Four Critical Questions in driving PLC discussion content/processes/decisions?
What do we want our students to know and be able to do? (Curriculum and Instruction)
How do we know when students have learned? (Assessment)
What will we do if they haven’t learned it? (Intervention)
What will we do if they already know it? (Rigor)
PLC FOR COLLABORATIVE COLLABORATION
WHAT’S OUR DATA?
WHAT DOES THE DATA TELL US?
WHAT DOESN’T THE DATA TELL US?
PARTNERS: REVIEW THE PLC RUBRIC
INDIVIDUALLY: COMPLETE THE RUBRIC
TRIADS: DISCUSS COMMONALITIES
INDIVIDUALLY: CAPTURE NEXT STEPS
Stages and Activities in School-Based PLCs
Individually read: • The Evolution of a Professional
Learning Team – pp. 1-5• Once Step at a Time – pp. 38-42
THINK ABOUT: Assumptions the authors hold, what you agree with, what you might argue with, and what you aspire to based on the info you read.
• What ASSUMPTIONS does the author of the text hold?
• What do you AGREE with in the text?
• What do you want to ARGUE with in the text?
• What parts of the text do you want to ASPIRE to?
4 A’s Discussion Strategy
Current State- Table Groups
How does what you just read…• compare to the current state in your own
professional learning communities?
• relate to the 4 critical questions?
Preventions and Interventions
Prevention:
• Used before AND during meetings
• To PREVENT digression
Intervention:
• Used during meetings
• To get participants back on track
PREVENTIONS OCCUR…
before the meeting• Agenda (and communication)• Environment• Previous feedback/Input
during the meeting• Ground rules and roles• Feedback on feedback• Bin• Meeting notes/decisions• Action minutes
after the meeting• Meeting notes/decisions• Action minutes
Who What By When StatusSharon Send Pam handouts
electronicallyApril 21 Completed
Pam Send electronic handouts to the participants
April 22
Linda Develop survey questions to be reviewed by team at the next meeting
May 8
ACTION MINUTES
INTERVENTIONS …
…behaviors or “moves” that the facilitator makes during a meeting to get people back on track. These “moves” insure that resistant, frustrated, negative or controlling team members don’t keep the team from being effective and/or productive. When handled properly, interventions “work like magic” to get things back on track in a meeting.
Accept/Legitimize/ Deal With or Defer
Regain Focus
Use Humor
Boomerang
Ask What’s Going On
Enforce Process Agreement
INTERVENTIONS