Embedded Files
What is a PLC?
What is a PLC?
A PLC is educators committed to working collaboratively in ongoing processes of collective inquiry and action research to achieve better results for the students they serve. PLCs operate under the assumption that they key to improved learning for students is continuous, job-embedded learning for educators.
"WE DO NOT ARGUE THAT THE PLC JOURNEY IS AN EASY ONE, BUT WE KNOW WITH CERTAINTY THAT IT IS A JOURNEY WORTH TAKING" ~ LEARNING BY DOING
purpose of plc WORK IN JOHNSTON
purpose of plc WORK IN JOHNSTON
GROW ALL OF OUR STUDENTS
GROW ALL OF OUR STUDENTS
PLC FOCUS GROUP PURPOSE/GOAL
PLC FOCUS GROUP PURPOSE/GOAL
Collaboratively develop a growth tool that serves as a guide for fostering: a collaborative culture, collective inquiry leading to continuous learning, improvement and professional growth, and that allows for responsiveness to student needs.
plc district 3rd points of reference
plc district 3rd points of reference
- PLC Learning Continuum Hyper Rubric
- Framework for Meeting the Needs of All Students
- Balanced Assessment
District, Buildings, Leadership Teams, and PLCs should utilize these three documents as part of reflection, goal-setting and monitoring student learning.
Used in conjunction, these 3rd point documents provide assistance in regard to all of the focus work in Johnston
Six Areas of Focus - Honeycomb
PLC Learning Continuum hyper rubric
PLC Learning Continuum hyper rubric
Collaboration as professional learning communities is a major focus of the professional learning structure in Johnston. The PLC Learning Continuum describes what a high functioning PLC is and provides resources through the hyper rubric to self assess and set goals as a PLC. This resource was created for any collaborative team whose goal is to increase student learning as well as build capacity as lifelong learners. As such, the PLC Learning Continuum is not used in the evaluation process; rather it is strictly a tool to measure growth.
Embedded resources are organized by the PLC characteristics listed down the left side of the learning continuum. Each page has articles, videos, templates, and protocols to assist PLCs.
The goal is described on the far right column; as members shift and change PLCs will find themselves moving from left to right on the continuum as a natural part of the PLC process.
The hyper rubric is organized by the six characteristics of a strong PLC as defined by Solution Tree.
The purpose of the learning continuum is to 1) define what each characteristic looks like in a PLC, 2) self-assess and set goals for your PLC based on student needs and 3) engage in continuous learning and growth as individuals and PLCs, and 4) design and monitor student learning while being results focused.
PLC learning continuum/ hyper rubric
PLC learning continuum/ hyper rubric
"Educators will remain the most important resource in the battle to provide every child with a a quality education, and thus leaders must commit to creating the conditions in which those educators can continue to grow and learn as professionals "
~ Learning by Doing
_____________________________
one goal of increasing student learning
one goal of increasing student learning
one framework for meeting ALL student needs
one framework for meeting ALL student needs
This framework assists PLCs to determine shared goals, identify the work of the PLC, and how to engage in the necessary work to increase student learning.
Used in combination with the PLC Learning Continuum, the framework serves as a cycle of continuous improvement while connecting the six focus areas of the Honeycomb.
Beginning with the star, PLCs need to determine whether they have shared understanding of the priority standards, instructional practices, and common assessments used. If not, this is where PLCs should begin.
Following the circle clockwise provides the steps of a continuous improvement framework. Standards-Referenced Practices, Danielson Instructional Framework elements, and Multi-Tiered System of Supports for schools and PLCs are embedded in the framework.
Framework for Meeting the Needs of ALL Students
"PLC training does not come from formal training. It comes from doing the work of PLCs. It comes from trying a lot of things, learning from what works and what does not, thinking about what was learned, making adjustments and trying again".
~ On Common Ground
Balanced assessment
Balanced assessment
PLCs focus should be on Assessment FOR/AS Learning in order to meet students' needs
PLCs focus should be on Assessment FOR/AS Learning in order to meet students' needs
IMPLEMENTATION OF PLC LEARNING CONTINUUM/HYPER RUBRIC
IMPLEMENTATION OF PLC LEARNING CONTINUUM/HYPER RUBRIC
PLCs are the vehicle to enable the focus areas (honeycomb) of Johnston CSD to be embedded in professional learning at the district and building level.
PLCs are the vehicle to enable the focus areas (honeycomb) of Johnston CSD to be embedded in professional learning at the district and building level.
The implementation plan uses phases or stages for building leadership to use as they determine professional learning for staff. Entry points are determined as leadership identifies current reality of PLCs.
Since all of the six focus areas are connected, how will building leadership embed learning opportunities for staff? How do school improvement plans illustrate the interconnectedness of the work?
monitoring and measuring implementation
monitoring and measuring implementation
What are the essential questions district leadership are asking in order to monitor the implementation at the building level? (see left for the Google Doc)
What are the essential questions district leadership are asking in order to monitor the implementation at the building level? (see left for the Google Doc)
Additionally:
What are the essential questions building leadership should ask in order to monitor the implementation of the ILT? (see left for questions for each phase of implementation)
What are the essential questions building leadership should ask in order to monitor the implementation of PLCs?
What are the essential questions PLCs should ask in order to monitor the implementation of individual PLCs? (see below)
"A key step in any effective improvement process is an honest assessment of the current reality -- a diligent effort to determine the truth."
~ Learning by Doing
Resources
Chappuis, Jan & Stiggins, Rick (2020). Classroom assessment for student learning: Doing it right - using it well. Pearson, (3rd edition) New York, NY.
Chappuis, Jan (2015). Seven strategies of assessment for learning. Pearson Education. (2nd edition) Hoboken, NJ.
Chappuis, Steve, Brookhart, Susan M. and Chappuis, Jan (2021). Ten assessment literacy goals for school leaders. Corwin, Thousand Oaks CA.
DuFour, Richard, DuFour Rebecca, Eaker, Robert, Many, Thomas W. and Mattos, Mike (2016). Learning by doing: A handbook for professional learning communities at work. Solution Tree Press (3rd Edition). Bloomington, IN.
Page updated
Report abuse