Академический Документы
Профессиональный Документы
Культура Документы
Introductions
2
Fortune Cookie: Read your fortune and share with your group, How does your fortune relate to your experience working in a team (grade-level, leadership, life experiences, or any team youve been on)?
Agenda
3
What is a PLC? Facilitator Skills The Role of the Leader Forming the PLC Structuring the PLC Weekly Focus Action Plan
Read article. In small groups discuss the differences between a PLC and a traditional team meeting using Talking Chips. Create a graphic organizer to record the differences and share with the whole group.
As we work through our time together, please document the different facilitation strategies being modeled. Strategy Description How might you use?
Break
Roadblocks
7
Using the set of road signs on your table, reflect on the roadblocks you have experienced in the past. What barriers have you experienced in your PLC?
Landmarks
8
Use the set of landmarks on your table to identify evidence of moving beyond the roadblocks. What benchmarks will lead to positive developments in your PLC?
Teamwork
9
Teams bring together complementary skills and experience that exceed those of any individual on the team.
10
11
12
13
Scheduling
Initiating structures and systems Posing the right questions Modeling what is valued Celebrating progress Leading for change
Shared mission, vision, values and goals Collaborative teams focused on learning Collective inquiry into best practice Action orientation and experimentation Commitment to continuous improvement Results orientation
What is it we expect the students to learn? How will we know when they have learned it? How will we respond when they dont learn? How will we respond when they already know it?
Technical Develop the team Structures: Time, team development Protocols: Agendas and meeting logs Collecting and sharing data
21
LUNCH
Video
22
22
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. - Bens, 2002
A way of providing leadership without taking the reins. A facilitators job is to get others to assume responsibility, to take the lead, and engage in meaningful collaboration.
-Bens, 2002
24
Do not have all the answers, are not 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 by using verbal and non-verbal cues. Paraphrase or clarify for the benefit of all members of the group. Watch the time (or appoint a timekeeper).
Setting the Stage Tools (fortune cookies, roadblocks) Facilitation Tools (agendas, logs, norms, fist to five consensus) Discussion/Process Tools (process cards, talking chips) Reflection Tools (stoplight, exit cards) Resources/Articles (websites, video clips, websites)
Toolkit Continued
27
Play ping pong - redirect questions by sending to others rather than answering yourself.
Use humor appropriate humor! Call and identify sidetracks Park-it sheets record all sidetrack items. Encourage all group members to acknowledge dysfunctional behaviors as they occur! Use the imaginary spell check button spell creatively.
-Bens, 2002
27
An agenda helps team members come prepared. An agenda brings focus to your team discussions. Focus questions help define the goal of the PLC session. Logging your conversation provides data for future analysis.
24
Date:
Members Present:
Members Absent:
In This Section: Team roles are recorded Document member participation to keep all members accountable and informed
25
Team Norms
Non-Negotiables
Define essential learning and use common assessments Everyone participates and works toward the common goal achievement for all students Teams make individual norms and honor their team norms
Norms:
26 31
Norms
32
Centerpiece Activity
Working in your group, first silently respond to the norm cards in the middle of the table, one at a time. After time is called, take each one and read aloud the ideas created as a group. Synthesize the ideas into one all-encompassing statement. Describe how that norm with look document for future reference.
Team Topic/Focus:
Todays Focus:
Four Questions:
What do we expect the students to learn? How will we respond when they dont learn? How will we know when they have learned it? How will we respond when they already know it?
27
Agenda Sample
34
This weeks discussion questions: *What do we expect our students to learn and how will they learn it? -What is sufficient accuracy? -Does accuracy guarantee comprehension? -What skills does an accurate math student use?
What do we expect the students How will we know when they to learn? have learned it?
42
Reflection: What did we learn about teaching our content? What did we learn about our students?
43
Things to do:
44
Moving Forward:
38
Action Plan:
How
will you inform your team? What will your weekly structure look like? What will your agenda look like? What will you include in your log?
Exit Cards
41
EXIT CARD
3 Things you learned 2 Questions you have:____________________ (please provide your email if you are requesting a response.) 1 Concept you intend to apply to your classroom/school/PLC -
41
References
42
.DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting professional learning communities at work: New insights for improving schools. Bloomington, IN: Solution Tree.
Dufour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by Doing: A Handbook for Professional Learning Communities at Work. Bloomington, IN: Solution Tree. Guskey, T. R. (2008) The rest of the story. Educational Leadership, 65(4), 28-35. Hord, S. (2008, Summer). Evolution of the professional learning community. National Staff Development Council, 29 (3), 10-13. Muhammad, A. (2009). Transforming school culture: How to overcome staff division. Bloomington, IN: Solution Tree. Stiggins, R. J. (2008) Assessment for learning, the achievement gap, and truly effective schools. Tomlinson, C., & McTighe, J. (2006). Intregrating Differentiated Instruction and Understanding by Design. Alexandria, VA: ASCD. Tomlinson, C., & McTighe, J. (2006). Intregrating Differentiated Instruction and Understanding by Design. Alexandria, VA: ASCD. 42
Resources
43
THANK YOU!