Forming Storming Norming Performing

Katrina Spencer 2014
forming, storming, norming, performing

Getting the most out of our PLC
Katrina Spencer Montague Partnership
Where are we up to?
Fishers Transition Model
Where are we as a group/individuals? Where are staff?
How do we move people through the stage they are in?
What are we doing?
The Montague Partnership works to develop GLOBALLY
CONNECTED LEARNERS who have a strong sense of
belonging, authentic connections and can contribute to their
local community and beyond.
Montague Partnership inquiry focus: how do leaders best
activate staff to adopt pedagogies and practices that
develop globally connected learners?

BOTTOM LINE: An expectation that you will try something
different and work with someone else and share your
learning back with the group
Model what we are expecting for and of our staff

Why PLCs?
A PLC is an intentional improvement strategy designed to:
reduce professional isolation,
foster greater collaboration, and
spread the expertise and insights of individuals

We are seeking to create
a shared learning platform where it is safe to take risks and
not be the knower
an opportunity to explore possibilities and try new practices
??

Theory of Action
IF we form professional learning communities, THEN we will
have a scheduled time for leaders to discuss their work,
examine teacher practices and the work learners produce.
IF leaders share their work and results with each other, THEN
they will be able to learn from each others successes and
draw upon colleagues expertise around common issues.
IF leaders draw upon the expertise and successes of their
colleagues around common issues, THEN they will be able to
incorporate new and successful strategies into their practice
with support from colleagues.
IF leaders incorporate successful strategies into their practice,
THEN they will be able to better support teachers to adopt
more effective and engaging teaching practices.
IF teachers adopt more effective practices THEN learners will
experience more engaging and successful learning.

So we are in PLCs, now what?
A professional learning community is a group of educators that
meets regularly, shares expertise, and works collaboratively to
improve teacher skills and the performance of learners.

Tuckmans Stages of Group Development
Storming
Norming Performing
Forming
This isnt
useful!
Too many
chiefs.
We have a
process,
lets just get
on with it.
Why am I
here? What
are we doing?
How can we
improve?
What more
can we do?
Successful PLC Basics
Successful PLCs:
Form around a compelling issue/idea
An inquiry question is useful
Focus on student learning
Create new opportunities for
adult learning
Plan and manage for success
Effective PLCs
Have shared vision and clarity of purpose
THEREFORE WE WILL
Focus on learning for all
THEREFORE WE WILL
Work collaboratively
THEREFORE WE WILL
Acknowledge collective responsibility and commitment
THEREFORE WE WILL
Are supported by appropriate structures and resources
THEREFORE WE WILL
Have an action orientation
THEREFORE WE WILL
Reflect on and evaluate learning
THEREFORE WE WILL
Effective PLCs
Have shared vision and clarity of purpose
THEREFORE WE WILL
Agreed clarity about purpose and
where we want to get to and where to start
Intentionality
Focus on learning for all
THEREFORE WE WILL
Listening to each other, acknowledge key points, find
shared purpose, contribute ideas, clarify and ask
questions, record and share learning, review and reflect
regularly, DO OUR HOMEWORK, agreed text or research
Effective PLCs
Work collaboratively
THEREFORE WE WILLWorking together independently
and interdependently, active commitment to participate,
honest working relationship, hold back judgement,
presume positive intent, equitable rather than equal
Acknowledge collective responsibility and
commitment
THEREFORE WE WILLCommit to action, everyone takes
tasks and does them, time frame, no passengers, commit
to contribute, protocols that are meaningful, change the
lead, recognise each other and needs
Effective PLCs
Are supported by appropriate structures and
resources
THEREFORE WE WILL be inclusive of the P-12 structure
and learning for all in the group, time for PLC at
partnership days, expectation to attend, ways we use
resources to support
Have an action orientation
THEREFORE WE WILL inquiry approach across the
partnership, commit to implementation and evaluation
and review of practice as individuals and collectively,
sharing outcomes for and with all
Dont just turn up and do nothing between meetings
impact
Effective PLCs
Reflect on and evaluate learning
THEREFORE WE WILL SO WHAT????
Challenge and question what we did
and why, what were the difficulties
and what were the results, keep it
appreciative, ask another question
PLC Pitfalls
when they are poorly implemented or facilitated, if they
become disorganized and unfocused, if they are perceived as
a burdensome or time-consuming obligation, or when
teachers have negative experiences within their groups.
Like any school-improvement strategy or program, the quality
of the design and execution will typically determine the
results achieved.
If meetings are poorly facilitated and conversations lapse into
complaints about policies or personalities, or if educators
fail to turn group learning into actual changes in
instructional techniques, professional learning
communities are less likely to be successful.
PLCs fail when there is
A lack of clear, explicit goals for group work which can lead
to unfocused conversations, misspent time, and general
confusion about the purpose.
A dysfunctional culture or relational trust creates tensions,
conflicts, factions, and other issues that undermine the
potential benefits of professional learning communities.
A lack of observable, measurable progress or achievement
can erode support, motivation, and enthusiasm.
Highly divergent philosophies, beliefs, or styles can lead to
disagreements that undermine collegiality and sense of
shared purpose typically required.
What might PLCs do?
Discuss professional texts: select a text to read and then engage in a
structured conversation about the text and how it can help inform or
improve your work, commit to trying an idea or practice.
Discuss professional work: raise a problem of practice with colleagues
to question and challenge your thinking, offer strategies and ideas
Discuss teacher work: conduct walk throughs or collectively review
lesson plans or assessments that have been used and then raise
wonderings, offer feedback or discuss improvement ideas.
Discuss student work: examine student artefacts or observe students in
classes and then pose questions, raise wonderings, offer feedback or
discuss improvement ideas.
Discuss learner data: analyse performance data to identify trends and
collaboratively identify proactive strategies to address trends.
ABOVE ALL COMMIT TO ACTION- TO TRIAL IDEAS AND REPORT BACK

How will you know it is working?
Will this make a difference for learners?
Am I learning?
Is this reflected in my practice/actions?
PLC Time
Team to team debrief process
Used for two teams to share their thinking:
PROCESS
Team 1 discuss and summarise key points with each other
Team 2 asks clarifying questions of Team 1 (2 or 3 minutes)
Team 2 discusses what they heard with their team while
Team 1 listens
One thing you heard that sounds like a real strength
One thing you heard that raises questions for you or
isnt as clear to you
Team 1 responds to points raised or asks questions
of Team 2

Todays Business
Additional Funding Disability Inclusion $35,236
ECW Weeks 7 & 8 Intervention Hours - $10, 115
Assessments backlog
Professional Learning
Innovative idea???

Additional Funding Work Health and Safety $25644

Partnership Funds about $136,000 Spent $3600
Todays Business
Montague Staff Meeting week 4 each term
Transition Days (not continuity of learning)
Salisbury flyer
Student Free and School Closure Days
Annual Report Writing
Next meeting venue and breakout groups
23
For further information or support
Contact Katrina Spencer 0401 120 378
katrinarspencer@gmail.com

Forming Storming Norming Performing

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Katrina Spencer 2014

forming, storming, norming, performing

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