Collaborative Teams

The leadership and teachers in the Orono Schools are committed to supporting and implementing Professional Learning Communities. The essence of a learning community is a focus on and a commitment to the learning of each student. We embrace high levels of learning for all students as our fundamental responsibility. To achieve this goal, the adults must also be continually learning. Therefore, structures exist to ensure staff members engage in job-embedded learning as part of their routine work practices. A PLC is composed of collaborative team members who work interdependently to achieve common goals linked to the purpose of learning for all. Collaboration is a means to an end rather than an end in itself. In a PLC, collaboration is a systematic process in which teachers work together interdependently to impact classroom practice in ways that will lead to better results for our students, our teams, and our schools across all subject areas.

Team

Membership

Time Provided

Purpose

K-12 Literacy Leadership Team

Administration (Elementary Principals, Director of Learning and Accountability, Director of Special Services), Literacy Specialists, and representative from K-2, 3-5, 6-8, 9-12, Administrative Liaison

 

Meet throughout the school year on Professional Development Days, Release Days, and/or after school meetings

·         Vertical Alignment of Language Arts Instruction K – 12

·         Shared vision for K – 12 Literacy Instruction

·         Curriculum development and planning

Grade Level PLCs

Grade Level Teachers, Special Education and Special Area Teachers as needed (e.g. Literacy Intervention, Gifted and Talented, Art, Music, Spanish)

 

Meet twice a month before school as well as on Professional Development Days throughout the school year (total of 36 hours)

·         Deconstruct standards into student friendly learning targets and align instruction with the Common Core Standards (What do students need to know and be able to do?)

·         Develop and implement common formative assessments (How do we know if they have learned it or if they already know it?)

·         Examine student information to differentiate instruction and provide interventions or enrichment as needed (What do we do if they do not learn or already know it?) 

·         Study and implement research based best practices in our efforts to meet individual needs and support growth for all students

 

Literacy Leadership / School Improvement Teams:  Schumann Elementary and Intermediate School

At each building:  Principal, PLC Leads, Literacy Specialist, & representatives from Specialists, Gifted and Talented, and Special Education

 

Meet once a month before school for 1 hour

·         Collaborate as a leadership team across grade levels (K-2 and 3-5)

·         Discuss needs and plan for meeting those needs at each building

·         Share work done at each grade level

·         Develop action plans to support growth for all students

 

All Staff PLC Meetings

Schumann Elementary (K-2) and Intermediate School (3 – 5) staff

 

Meet once a month before school (1 hr.)

·         Collaborate as a staff across grade levels

·         Provide staff development as needed