Building Principals / School

Improvement Team

Professional
Learning
Community

 To establish Professional Learning

Communities with focus on:
Focus on Learning
Build a Collaborative Culture
Focus on Results

Project
Outcomes

 Four 45 min. Presentations:

#1
#2
#3
#4

Learning Communities / Leadership

Resources / Data / Learning Design
Implementation / Outcomes
Review, Development of Time Line

Dates, four consecutive weeks of

Administration Meetings

Demographic
s

Learning Communities
Leadership
Resources
Data
Learning Designs
Implementation
Outcomes

Concepts

Learning Communities
Key points

Common goals and

accountability
Collective
responsibility
Need for data
Goal alignment
Shared decisions
and refined actions

Standards in Practice
Creating goals, use of data, shared
goals, application of support,
professional learning, classroom
management, strategies of
achievement, evidence and
implementation, evaluation of results
High retention rates of students
High expectations for student
learning
Learning tailored to individual student
needs
Small achievement gaps between
students regardless of their
background

Leadership
Key Points

Standards in Practice

Develop capacity for learning and

leading
Advocate for professional learning
Support systems and structures
Create a culture and provide time and
resources
Self-learning and student learning as a
top priority
High expectations for all learners
Centered on STUDENT learning
Includes multiple levelsnot just those
in leadership positions
Trust
Take account existing cultural norms
and practices before attempting change

Find leaders at all levels

classroom, school, district,
community
Empower teachers and staf
Artifacts and documents such as
schedule, calendar, videos, training
manuals and other resources
Gradual increase in student
achievement
Open communication and
collaboration between and within
educators and staf/shared
responsibility
Advocate for learning of others

Resources
Key Points

Standards in Practice

How are resources allocated for

within the areas of:
staf, materials, technology,
and time
Student and educator learning
needs
Clear commitment to ensure
equity
Consideration of priorities to
achieve intended outcomes
Perhaps the most important
point is the commitment of
resources for Professional
Development.

Leaders commit to professional

learning
Embedded professional learning
promotes continuous
improvement
Technology creates opportunities
to access information that
enriches practice
Reduces investments when
economic challenges emerge
Increases training and
development in challenging times

A line Item within the budget.

Data
Key Points

Standards in Practice

Data is critical
Multiple sources of data must be
used.
Data is only as good as the analysis
of data
Analysis of data must impact
teacher and student learning.
Include both qualitative and
quantitative: summative
assessments, work samples,
performance assessments,
portfolios, self reports
Use to monitor and assess against
goals and benchmarks

Well-designed evaluation provides

information needed to increase
quality and efectiveness
Constant Improvement in multiple
areasboth in students and
educators
Show trends and progress towards
goals
More strategic analysis and
evaluation
Data is used to assess efectiveness
of application of new learning
Evidence of ongoing increases in
student learning is a powerful
motivator

Learning Designs
Key Points

Standards in Practice

What is the goal of the learning.

The characteristics of the
learners.
Made to meet the needs of both
educators and students
Comfort between the learners.
Familiarity with the content.
How will learning be delivered
Applying learning theories,
research and models
Interactions, live or simulated
models

The intended outcome will be

achieved.
Active engagement by learners.
Modeling.
Analyzing student data, case
studies, peer observation or
visitations, simulations, coteaching with peers or specialists.
Application of learning in
classrooms.
Weaving multiple designs to
achieve identified goals and
meeting the needs of individual
learners.
Formative and summative

Implementation
Key Points

Standards in Practice

Implementation is based on
change and the change is that
the teacher learning has to occur
prior to student achievements
will increase.
Paying close attention to change
research is important to identify
individuals readiness to
implement a new practice.
Happens over time.
Requires research.
Small change leads to long term
change.
Extend learning over time.

Open and clear collaboration.

Consistent meeting between
groups or individuals.
Clear goal of the
implementation.
High expectations with
implementation fidelity.
Setting clear goals and
maintaining high expectations
for implementation with
fidelity.
Need support over long-term
time.

Outcomes
Key Points

Standards in Practice

Content Focus &

Coherence
Aligned with
Educator
Performance
Aligned with
Curriculum
Standards

Instructional
leadership
Relationships
Political Structures
Data Analysis

 Standards for Professional

Learning, learningforward
Creating A Culture of Professional
Learning, National Staff Development
Council
Solution Tree,
www.solution-tree.com/
All Things PLC,
www.allthingsplc.info/?from=ST_atplcr
ightad

Resources

Teacher Time
- Stipends
- Substitutes salaries
- Consultant fees
- Administration time
- Material Cost
- Equipment cost
- Travel cost
- Lodging
- Meals
- Registration fees
- Meeting Rooms/Space
- Sources of Funding
- Increase in salary if professional
development is used for salary

Cost
Consideration
s

Evaluati
on
Time for
Collaboration
Data Collection
Team
Collaboration
Implementation
Transition from
Teaching to
Learning
Culture

1. What do we want students to

learn? What should each
student know and be able to do
as a result of each unit, grade
level, and/or course?
2. How will we know if they have
learned? Are we monitoring
each students learning on a
timely basis?
3. What will we do if they dont
learn? What systematic process
is in place to provide additional
time and support for students
who are experiencing difficulty?
4. What will we do if they already
know it?