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Building a PLC Dream Team. Session Goals. To compare personal views of PLC work to other points of view To explore how PRiSSM resources can enhance PLC work. Connections. Group norms help us to explore working collaboratively This session helps us focus on “what is the right work”.

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Building a plc dream team

Building a PLC Dream Team

Ferguson, SPA 2006


Session goals

Session Goals

To compare personal views of PLC work to other points of view

To explore how PRiSSM resources can enhance PLC work

Ferguson, SPA 2006


Connections

Connections

Group norms help us to explore working collaboratively

This session helps us focus on “what is the right work”

Ferguson, SPA 2006


When you work with your PLC this fall, you will need to think about how you grow agreement on what is your work.

Ferguson, SPA 2006


Dream team formative assessment
Dream Team: Formative Assessment think about how you grow agreement on what is your work.

Why do this, this way?

  • Participants

    • To clarify ideas about my thinking at this point in time (make a prediction)

  • Leaders

    • To understand and build on individual and group thinking

  • To keep a record of changes in thinking

Ferguson, SPA 2006


Making connections

Making Connections think about how you grow agreement on what is your work.

Individually

As a Team

Project Wide

Regionally

Ferguson, SPA 2006


Compare your personal ideas to the rest of your table

Compare Your Personal Ideas to the rest of your table think about how you grow agreement on what is your work.

Ferguson, SPA 2006


Imagine your plc dream team
Imagine Your PLC dream team … think about how you grow agreement on what is your work.

In your learning journal, reflect on…

  • What is the right work?

  • How do know?

  • What does your team value?

  • What are you hoping to accomplish?

  • How are you supported?

  • How do you tell your story?

Ferguson, SPA 2006


As a team agree on five or six critical features of your work as a dream team

As a team agree on five or six critical “features” of your work as a dream team

Ferguson, SPA 2006


Compare your ideas to other teams

Compare Your Ideas to Other Teams your work as a dream team

Ferguson, SPA 2006


Comparing your ideas to other teams
Comparing Your Ideas to Other Teams your work as a dream team

Go on a scouting mission, each team member going to a different table to look at a poster:

  • Find one thing that you want to add or change on your PLC poster

  • Identify the things that your poster has in common with others

    Note your findings in Learning Journals

  • Return to your group and share out

Ferguson, SPA 2006


Comparing your ideas to steering committee s dream team
Comparing Your Ideas to Steering Committee’s Dream Team

Read Imagine a School in which….

  • Identify what you want to add or change to your PLC poster

    2. Identify the things that your poster has in common with the program goals

    Note your changes on your poster

Ferguson, SPA 2006



Features of effective plcs from nwerl implementation rubric
Features of Effective PLCs PLC work?from NWERL Implementation Rubric

  • Support of school organization and leadership

  • PLC use of student and other data to promote student learning

  • How PLC Shares/Reflects on classroom practice (dialogue/protocols)

  • Use of research

  • Implementation of research based classroom practice

  • Nature of collaboration and team work

Ferguson, SPA 2006


What to do when looking at implementation rubric
What to do when looking at Implementation Rubric? PLC work?

  • Look through the NWREL rubric (one person per page…)

  • Identify what you want to add or change on your poster

  • Identify the things that your poster has in common

Ferguson, SPA 2006


How do we grow agreement about doing the right work amongst all members of our PLC?

What resources do we have to support us?

Ferguson, SPA 2006


This grant provides an opportunity to work as a team to design your own professional development

This grant provides an opportunity to work as a team to design your own professional development.

Ferguson, SPA 2006


This year you have the opportunity to discover and demonstrate the power of this type of professional development.

Ferguson, SPA 2006


Guidelines for the work
Guidelines for the Work demonstrate the power of this type of professional development.

  • 80 hours professional development per teacher minimum (100 hours for lead teachers)

  • Work in collaborative groups

  • Utilize data to inform decision making

  • Develop teachers’ content and pedagogy knowledge

  • To access outside expertise (coursework) to improve teaching and learning

Ferguson, SPA 2006


Starting structure for 80 hours
Starting Structure for 80 Hours demonstrate the power of this type of professional development.

  • 27-36 hours PLC meetings

  • PLC related work

    • Research

    • Implementation prep

    • Data analysis

    • Classroom observations

  • Coursework

  • Showcase

Ferguson, SPA 2006


Ferguson, SPA 2006 demonstrate the power of this type of professional development.


The structure is flexible

The Structure is Flexible demonstrate the power of this type of professional development.

Choices made need to be justified

Ferguson, SPA 2006


Day 3 we will be making a preliminary plan for your 80 hours

DAY 3 demonstrate the power of this type of professional development.We will be making a preliminary plan for your 80 hours

Think about responsible use of

Time resources funds

Ferguson, SPA 2006


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