AWCPA PLC Facilitator ’ s Training

1. AWCPA PLC Facilitator’s Training AWCPA Leadership Team

2. Agenda • Introductions and structure • “Evolution of the Professional Learning Community” • Technical vs Cultural Change • First and Second Order Change • The Role of the PLC Leader and The Four PLC Questions • Structure of the PLC • NORMS • Flow Chart • Agenda Templates • Data Templates • Next Steps: Duties, Assignments and Commitments

3. Professional Learning Communities • PLC’s operate under the assumption that the key to improved learning for students is continuous, job-embedded learning for educators. DuFour, et. al, 2006

4. What’s Different About a PLC? • Read, “How Do Principals Really Improve Schools.” • Briefly discuss the article in pairs, and share out key ideas.

5. PLCS are a Team Teams bring together complementary skills and experience that exceed those of any individual on the team.

6. Teams are more effective with problem solving.

7. Teams motivate and foster positive peer pressure and collective responsibility.

8. Scheduling • PLC’s will meet at AWCPA one week, and the district the following week. • This will be a fluid process and the meetings will be aligned, “Same Focus- enhance student learning and achievement”. • MS Staff will meet at the PLCC, and HS will be at various High Schools in the district. • See attached schedule.

9. The Four Questions • What is it we expect the students to learn? • How will we know when they have learned it? • How will we respond when they don’t learn? • How will we respond when they already know it? -DuFour, DuFour, Eaker 2008

10. Six Characteristics • Shared Mission, Vision, Values, and Goals • Collective Inquiry • Collaborative Culture • Action Orientation and Experimentation • Continuous Improvement • Focus on Results

11. Administration and PLC Leader’s Role • Initiate structures and systems • Pose the right questions • Model what is valued • Celebrate progress • Lead for change

12. In order to influence change… Change in values, beliefs, practice • Change in student achievement *In reality…. • Change in practice • Change in student achievement • Change in beliefs • Thomas Guskey

13. One who contributes structure and process to interactions so groups are able to function effectively. A helper and enabler whose goal is to support others as they achieve exceptional performance. Group Process Facilitation A way of providing leadership without taking the reins. A facilitator’s job is to get others to assume responsibility, to take the lead, and engage in meaningful collaboration. -Facilitation At A Glance Group Process Facilitator

14. Group Process Facilitators: • Do not have all the answers, are not always the content experts • Stay neutral, if you must move out of facilitator role and into role as participating member of group identify that move. • Are responsible for room set up that supports effective teams • Listen; demonstrate that you are listening by using verbal and non verbal cues. (Refer to norms when issues arise.) • Paraphrase or clarify for the benefit of all members of the group. • Watch the time (or appoint a timekeeper) • Build capacity and buy-in, redirect questions by sending to others rather than answering yourself • Use humor – appropriate humor! • Call and identify sidetracks, stay true to norms. • Encourage all group members to acknowledge dysfunctional behaviors as they occur. (Remember the focus and intended outcomes, improve instruction to increase achievement.) Facilitators At A Glance

15. Processes for Groups Set the stage Focus Attention: Norms always present at the beginning of each meeting. ONE THING: outcomes, make clear at the beginning of each meeting. Check in: Keep meetings positively focused, keep the meeting about the work, avoid negative conversations about kids. Check the group to see where you are: Reflection on group progress, responsibility checks. Check for agreement: Fist to Five, Thumbs Up. Build Consensus: Look for commonalities, agreement Identify polar points – What would it take for this to work for you? Take a break – get up and stretch Move on and come back to issue Check to see if it can hold until the next meeting. Perhaps the group needs more information.

16. Norms • Non-Negotiables • Define essential learning's (Power Standards) and use common assessments • Everyone participates and works toward the common goal – achievement for all students • Re-teach essential skills • Data posted in dropbox folder • Teams develop collective norms and honor their team norms -adapted from DuFour, et. al.

17. Team Agenda Template • Guides the meeting • Norms • SMART Goals • Identify area of work on flowchart • Topic covered on timeline, be specific • Reflection Form- end of each cycle • Provides information for next meetings • Duties, Assignments and Commitments, for all members.

18. Reflections • What was the focus of our discussion? • What did we learn about teaching our content and lesson plans that were developed? • What did we learn about our students; growth, enrichment?

19. Action Plan • Dropbox Usage • Data Forms • First Meeting: Norms need to be set and widentify essential standards. • Stay focused on ensuring student learning

20. Leadership and Facilitators • Example is not the main thing in influencing others, it’s the only thing. Albert Schweitzer