PLC 2012 - 2013

“It is time to end the practice of solo teaching in isolated classrooms.
Professional development in 21st century schools must move beyond honing one’s craft and personal repertoire of skills..." We must build collective knowledge to pull from 
so we can respond to the complexities of teaching.

(Fullan, 2006)

And the Journey Continues...

Thanks to everyone for the past two weeks of reflection and feedback. Here are some artifacts that we can use to refine PLC's moving forward. 

The first captures some patterns that emerged across the staff in reflecting specifically about the implications from your participation in your PLC's.  
Although there exits amazing diversity on our staff, it became clear that the strands of dialogue from our pre-service institute in July 2012, to faculty meetings, to accreditation reports are serving as a throughline and having an impact on how we consider the learning environment. 

Here is a quick compilation of the results from the survey.  As with all data sets, sometimes we don't walk away with clear answers, but this certainly helps Graded landed on the most important questions to investigate. (If the graphs are too small, then you can click on the graph and it will open to a new page).

In terms of the scheduling recommendations and the individual comments, I'll make sure that LLT carves out time to process the implications and use them to inform next steps.

 Interestingly enough, the number of teachers whose PLC group aligned to the goals they set with their administrators and meeting school-wide expectations increased to 75% from 63.8% in Semester I ... and we didn't change PLC groups. In terms of comparing the data with Semester I, unit refinement and instruction were the clear leaders in November. Interesting to see the shift to formative assessment... wonder if it links to a pattern from our share out around "the importance of meeting all students' needs?"
 In terms of impact on student success? A huge leap from November's numbers of 39% to 81% in May. In both surveys (November and May), faculty identified the opportunity to collaborate with colleagues from other divisions as the "most" powerful. In terms of May data, there was a  jump from 16% to 27% in terms of application to class. The other percentages remain similar across semesters.         

Update for Semester II Learning, January 2013

Thank you for taking the time to complete the PLC survey. It is a an important component to refining our work. I shared the data on Teaching and Learning Blog, A Satisfying Narrative, and encourage you to review if you need access to the rationale behind this semester's work.  The key number that sticks with me is that 56% have yet to see impact of their learning on student success, but predict it will. The goal of this semester is to give the time for the learning to take root.  STAY THE COURSE.

It was also clear from your feedback that there are specific things that the point people can do to support your work, beginning with providing strategies to determine the impact in the classroom. Please note that every page includes a loose agenda for your first meeting back to help you plan for this semester's work.

On to the Work...

I want to be careful NOT to give you forms to fill in, but find a balance to hold and share your thinking to support reflection. Please complete the documents in the spirit of learning.

In beginning the work for Semester II, start by reviewing your initial inquiry question. Why did you identify that question? What impact did you think it would have on your practice and on the success of students?  How will you know? THIS is the evidence that you may want to begin to consider as you track impact of your learning. You may find that you are picking up the conversation exactly where you left off - but this is also a chance to refine.

Need ideas for evidence?

Suggestion for Meeting 1 Agenda

2:50 - 3:00 Full Faculty PLC Anchor
3:05 - 3:15  Individual Reflection. Where did you leave off? What were you hoping to accomplish? (See opening notes)  Complete anchoring document
3:15 - 3:25  Meet with a partner to share plans/questions/ideas … and add to/refine document as appropriate
3:25 - 3:50  Learning time, work time, design time
3:50 - 4:00  Report out. What will you accomplish by next meeting? Record.

Survey for Semester Reflection, December 2012

Getting Started with PLC's - August 23, 2012

  • It is important to remember that you are the ones that will make PLCs valuable for you - use the time in ways that are valuable for your work, aligned to your goals, inspires you and impacts the success of students in your class.
  • Before beginning, choose a facilitator and a note taker. These roles can change, but they are key for this first meeting.
  • This site is designed to support your work. You will find a page (on the left sidebar under 2012-2013) that is designed to communicate and support your work.  I will use this to support your work. The goal of PLC is to both serve and stretch you professionally, creating an environment to pursue questions that matter. The questions you generated as part of our full faculty opening is a good place to return to anchor your learning.
  • This first meeting is designed to set a course of learning - by identifying the question you want to pursue and the evidence you'll see in the classroom as a result of your time with colleagues.  Remember - based on the feedback from last year, PLCs are year-long, providing more time to go in depth and implement learning in the classroom.
  • So you don't spend your time filling out multiple forms, please use the comment section to record notes - and the chart to track just the key elements to anchor the work.
  • Each group has a school leader that will support your group. Think of them as a consultant. This support could be sharing resources, participating as a learner, supporting facilitation, or helping document the work. Please use them. We also hope to be there as learners.

Picking up where we left off...

In 2011, Graded School changed their PLC structure to broaden the professional learning choices of teachers. Based on feedback from the first year of implementation, the following refinements have been made to support teachers in charting a course.

  • Be more explicit with the link to goal setting and teacher expectations
  • Choose a single topic a year to support more depth of study
  • Schedule some close together to build momentum and scatter others to leave time for reading, implementation and experimentation
  • Keep documentation simple; we don't want to spend our time filling out forms