ATPLC Magazine Spring 2021

all things

PLC M A G A Z I N E Spring 2021

A CHANGE FROM WITHIN

IN

all things

PLC M A G A Z I N E

MY BOOK

COMMUNITY CONNECTIONS

AND

Y

ASPECTS OF WORKING TO ENHANCE CUSTOMER

TEACHERS, AND STUDENTS.

THROUGHOUT

MY CAREER AS

ALWAYS BEEN CONCERNED WITH THE LACK OF FORMAL CU ACTUALLY PARTICIPATE IN.

I

HOPE TO CONTINUE TO HIGH

RESOURCES, AND PHILOSOPHIES ON CUSTOMER SERVICE AN

In chapter 4 of my book, I talk about how schools can work together with a guiding coalition to achieve a customer-centric culture. The chapter explores four specific focus areas schools could enhance to achieve higher levels of customer service and engagement. Those areas are creating first impressions that last a lifetime, serving families with a smile, building a wow-factor culture, and fostering a doors-open policy. In doing my research for this chapter, I studied the corporate world for ideas, resources, and inspiration, and the one company that truly resonated with me on their work to provide a true customer-centric culture was none other than the Ritz-Carlton.

Spring 2021

Features

Ba speak even Carl stayi hote As at ho and to th nam

M SAT APY I NPG IT N R U EGTO PO L

The Gold Standard Nathaniel Provencio

Taking a cue from an industry that excels at customer service.

Mapping Out One District’s Journey Jeff Craig

Connectivity and interdependence in a PLC.

Staying True to PLCs in a Covid-19 World Matt Maynor and Kim Nichols Some advice on holding the course when you’re in the unknown.

A Journey Without End

Daniel J. Coles and David C. Wilm Always learning. Always improving.

One Team + One Change = All the Difference

Abigail Spaziani and Heather K. Dillard Conflict resolution and small changes.

10 in a

O N E

D I S T R I C T

WORLD

I

Matt Maynor and Kim Nicho

17 H

n July 2020, our school district received notification it was being recognized as a Model PLC District right in the middle of the first pandemic in 100 years. Since 2017, we have focused on developing a tr understanding of how to operate as a professional learning community. The phrase learning by doing longer just refers to a book we use to guide PLC implementation. Learning by doing is the systemwide ph losophy for how we conduct our professional practice. Our belief statement of “Every child, every day, wit out exception” is now an integral part of our daily operations. Could this continue in the COVID-19 worl Our world changed in March 2020, and we had to successfully transition to a digital learning enviro ment immediately. Challenges with equipment and access were similar to those of our colleagues in neig boring districts. With school becoming fully digital, our focus question became “How do we build a ne learning environment that is digital in nature but leans on effective practices embedded into a strong pr fessional learning community?” True professional learning communities maintain (1) a focus on learnin (2) a collaborative culture and collective responsibility, and (3) a results orientation. Our shift to a digi learning environment had to protect these components and guide the change we were facing.

igh levels of learning for all students.

It has a nice ring to it. But when you dig in a little bit, you quickly realize it’s not something we’ve done before—at least not in Cortland, New York. But we’re working on it, and we’re making progress.

Every school district faces challenges. For the Cortland Enlarged City School District, the challenges included declining enrollment, state limits on the ability to raise revenue, unpaid state aid, increasing poverty, and a record of stagnant student achievement. Due to our stagnant student achievement, the district was identified as in need of improvement, and then, when achievement didn’t improve, the district was redesignated. Several of our schools, too, were placed on state lists. It wasn’t that we didn’t care about our students—it’s just that we didn’t have a plan.

That has changed, and we’re now four years into our journey of school and district improvement. We have a theory of action. If we can design and deliver a guaranteed and viable curriculum, with systematic support for our learners, high levels of learning for all students is a likelihood. The Cortland Enlarged City School District has embarked on its journey. Here’s how we did it.

23 32

39

Building Shared Knowledg

Taking to heart Rick DuFour’s ad we’ve been working to diligently build edge across the district. At meetings an conference days, we have employed a co and protocols to get everyone on the sa a section of our website called the Teac Cycle, where slide decks, protocols, ins er resources are housed. We watch clip to start off faculty meetings, curriculum and mentor and mentee meetings.

Recently, after reading Amplify Your oped a strategy implementation guide. mon language and process descriptions when needed. We included a glossary a ly, we’ve used the terms and definition the content when modeling active lear as interactive word walls. We’re relative our messaging, with collaboratively dev periodically return to.

To o l s & R e s o u rc e s fo r I n s p i ra t i o n a n d E xce l l e n ce

First thing

4

What are you believing?

FAQs about PLCs

9

Should we identify essential behavior standards?

The recommender

21

A look at thoughtful data analysis.

Learning champion

28

Dennis King: No one cares what you know until they know you care.

Words matter

35

What is reciprocal accountability?

Data quest

36

Looking into programmatic data analysis.

Skill shop

44

Developing assessments.

Research report

46

Combating loneliness in the teaching profession.

Why I love PLCs The “magic” of PLCs.

48

all things

PLC

First Thing What Are You

Believing?

Heather Friziellie

M A G A Z I N E

2

8

SOLUTION TREE: CEO Jeffrey C. Jones

12

PRESIDENT Edmund M. Ackerman SOLUTION TREE PRESS:

18

PRESIDENT & PUBLISHER Douglas M. Rife ART DIRECTOR Rian Anderson PAGE DESIGNERS Laura Cox, Abigail Bowen, Kelsey Hergül, Rian Anderson

AllThingsPLC (ISSN 2476-2571 [print], 2476-258X [Online]) is published four times a year by Solution Tree Press.

AllThingsPLC (ISSNStreet 2476-2571 [print], 555 North Morton 2476-258X [Online]) is published four Bloomington, IN 47404 times a year by(toll Solution Press.

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AllThingsPLC Magazine/Spring 2021

E

arly each year, like many people, I select a word for focus. This year, my word is believe. Specifically, my personal focus is this Merriam-Webster definition of believe (verb): “to accept something as true, genuine, or real.”

Believe, defined as such, really resonates with me. As we go through life, and especially during times such as that we currently face, the power of purposefully believing truly sets our course, defines our perspective, and in many ways, drives the decisions we make each day.

Choosing this word has made me really reflect on what I’m believing each day and, as or more importantly, how I’m choosing to act based on what I’m believing. As educators, we are challenged now more than ever to make decisions quickly, to respond to situations we could have never imagined, and—in the midst of all of this—to continue to ensure that all students learn at high levels. So, I’ll ask, What are you believing?

What Are You Believing About Yourself?

We are all innately our own toughest critics.

For most of us, when given the opportunity, we are harder on ourselves than anyone around us. It’s human nature to focus on our shortcomings instead of our strengths, and maintaining that focus can keep us stuck in a pattern of worry and anxiety. What would happen if we purposely focused on our positives, if we chose to believe in the very best in ourselves?

For me, believing the best about myself starts in my own head. I have to decide to speak in positive messages to myself.

For example, when I worry about a decision I have to make, how I will be perceived,

or the likely outcomes of a situation, I have a choice to make. I can opt to think about all the negative possibilities, such as, “I’ll get it wrong,” “This will really make people upset,” or “Here are all the problems that will probably result from this.” When we choose to focus on the negative what-ifs, not only do we propel ourselves into a negative thought spiral, but we also increase the chances of all those negatives actually happening. Our actions become reactive and stress-based.

What if, instead, we shifted the inner monologue? What if our mental messages sounded more like, “I’ve done my research and have heard others’ perspectives, and this is a great way to move forward,” “I’m excited to share this idea with other people to see what they think,” or “Here are all the possibilities that this could create.” I’m not suggesting that we approach the world in blind naivete; rather, I’m challenging us all to purposefully choose to seek the best possible outcomes, focus on them in our thought patterns, and then align our efforts to reach for our best hopes. What if we look in the mirror and say to ourselves, “Yes, I can!” instead of “I won’t. I can’t. I’m not good enough”? While this certainly doesn’t guarantee success, it does increase our chances of decreasing stress and anxiety while we navigate life, and it likely will lead to more positive outcomes because we are purposefully choosing to focus on the possibilities rather than the obstacles.

What Are You Believing About Your Colleagues?

Believing isn’t just about how you view yourself, although that is a key place to start. As educators, we are all leaders, collaborators, learners, and facilitators, regardless of title or position.

By choosing to work in our field, we also choose to work with others. So, it’s fair to focus on how we choose to look at others.

Here’s the thing: we are all different. We have different experiences, habits, aspirations, and values. If we really engage in meaningful conversations and work together, we will, at times, agree and, at other times, disagree. In good times and bad, we make a choice in what we believe about those around us. It’s easy when everyone is getting along and there’s no conflict or significant change facing us. But let’s be real, that is almost never the case in our

field, and it’s certainly not our current reality.

So, it becomes all about how we see a situation, then how we believe and act. When we are in a place of seeing things differently, we choose to view that as an opportunity or a conflict. When we disagree, we can view that as a chance to seek to understand and be understood or as a reason to get angry or bitter or to retreat or disengage.

One of the fundamental elements of a PLC is a collaborative culture focused on making sure all students learn. This does not mean that everyone gets along merrily all the time. In fact, if that is the case, it may be important to ask if you’re actually tackling the hard topics of learning for all, equity, guaranteed and viable curriculum, and resource allocation or simply going through the motions and keeping the peace at the risk of stirring the pot to change the system. Rather, in a true collaborative culture, each person brings their assets and opportunities, their wisdom, and their weaknesses to the table to share and seek to improve. In doing so, differences will arise, and that’s both predictable and challenging.

How we believe in each other directly impacts the response to this. If we believe that conflict must be avoided, that differences shut down growth, that getting it done is more important than working through it together, then we likely aren’t believing very positively about our colleagues or about collaboration.

Conversely, if we believe that everyone has something to offer, that others’ perspectives—when shared—create opportunities for each of us to grow, that differences of opinion really can help us find the best shared plan of action, and that, while no one is an expert in everything, we are all geniuses in our own way, we create the conditions for growth, connections, and improvement. When we believe in each other, are willing to be vulnerable, and seek others’ strengths rather than their struggles or differences from us, we open the door to true collaboration and, therefore, create the opportunity for shared greatness. In fact, we are seeking the highest levels of learning for the students we serve.

What Are You Believing About Your Students?

Be honest. When asked the question, “Do you believe that all students can learn at high levels?” what’s your response? Is it an emphatic “Yes, and here’s how!”? Is it a yes with a bit of a shaky voice? Is it a “Yes, but,” where you seek to explain why some students can’t or won’t excel? Is it a flat-out “Nope”? Here’s the thing: what you believe about your students directly impacts how they actually perform.

Spring 2021/AllThingsPLC Magazine

5

eliev

Now, please know I’m not saying that simply believing all students will learn at high levels will actually make it happen. Striving to help each and every learner reach proficiency, close existing learning gaps, or learn functional skills when significantly impaired is tough work. It takes rich collaboration, clarity in learning standards, shared understanding of proficiency, use of instructional best practices, assessments used formatively to drive instruction, open sharing of data, responsive intervention and extension, and a deep commitment to doing whatever it takes to reach each and every learner. It requires us to continually learn and improve. In other words, we have to commit to becoming a high-performing professional learning community. Underlying all these actions is a shared belief that each and every student, with appropriate support, time, and resources, can and will learn—each and every one, regardless of background, ability or disability, race, gender, religion, family, income level, or any other factor that makes them the wonderful person they are.

What I will say, though, is that when we create reasons to justify why some students don’t learn or why some students can’t learn, we all but guarantee that they won’t learn. Our lack of belief in our students can and often does negatively impact them and creates the conditions where they don’t learn at the highest levels, where they learn to also believe that they can’t or won’t learn, or where they themselves lose faith in school being a place that sees their potential and all that they can be and achieve.

So what are you believing about your students? How do you talk about them? Do you talk about their greatness, what they can do, what they can’t yet do, and the hopes you have for them? If not, I’d ask you to

6

carefully consider how you’re thinking and talking about your students.

Your thoughts and words have a powerful way of translating into their reality. Are you choosing to believe in the potential of your students? Are you willing to confront others whose language or beliefs are perpetuating a “they can’t” mindset? As educators, we have the gift and responsibility to be our students’ biggest fans, strong advocates, and trusted resources. Think carefully about what you are believing about the students you serve; they are directly impacted by your thoughts and aligned actions.

To Sum It Up Let’s be real. We all have days when it’s harder to seek and believe the positives. For over a year, we have dealt with crises that we never would have predicted. The message isn’t to live blissfully unaware or not give ourselves the grace to sometimes get down, feel frustrated or anxious, or flat-out feel rotten. However, it is our choice to decide to focus on positive perspectives and to believe in ourselves, our colleagues, and our students. It is our choice to use our time to plan for purposeful instruction, to examine our results, to celebrate our successes, to view our struggles as opportunities, and to focus on solutions rather than our problems. It is our choice to see the best in those around us, colleagues and students, and strive to support them and help them see the best in themselves. Finally, it is our choice to look at ourselves and look for all that we can do, set goals to get even better, and celebrate our successes. It is our choice to believe in the best, seek it out, and see it in ourselves. Now more than ever, believing may just be the one thing that helps us keep going and strive for the greatness that is within each and every one of us.

Behavior Standards Should we identify essential behavior standards?

The purpose of answering critical question one (What do students need to know and be able to do?) is to identify the essential knowledge, skills, and dispositions absolutely essential for future success in school. In addition to academic knowledge and skills, there are academic and social behaviors whose lack will cause students to struggle in school and beyond.

So, it would be appropriate and necessary for a learning-focused school to: • Identify the exact behaviors and scholarly dispositions required for student success • Agree on what proficiency looks like for each behavior

• Teach the behaviors (in contrast to punishing students for not already possessing them) • Assess student progress at meeting these expectations • Systematically intervene when students need additional time and support Unlike essential academic skills and knowledge, schools as a whole should determine essential behaviors, rather than team by team, as these are behaviors a school will want to build on across classes and from year to year. Using faculty meeting time or forming a task force can be effective ways to achieve this outcome.

Have a question about PLCs? Check out Solution Tree’s effort to collect and answer all of your questions in one great book: Concise Answers to Frequently Asked Questions About Professional Learning Communities at Work™

by Mike Mattos, Richard DuFour, Rebecca DuFour, Robert Eaker, and Thomas W. Many. This question and answer are in chapter 3, “What Do We Want Our Students to Learn?”

Spring 2021/AllThingsPLC Magazine

9

Th

Gold St Nathaniel Provencio

IN

MY BOOK

COMMUNITY CONNECTIONS

AND

YOUR PLC

AT

WORK, I

FOCUS ON THE

ASPECTS OF WORKING TO ENHANCE CUSTOMER SERVICE AND ENGAGEMENT FOR FAMILIES,

TEACHERS, AND STUDENTS.

THROUGHOUT

MY CAREER AS A PUBLIC SCHOOL EDUCATOR,

I

HAVE

ALWAYS BEEN CONCERNED WITH THE LACK OF FORMAL CUSTOMER SERVICE TRAINING SCHOOL STAFF ACTUALLY PARTICIPATE IN.

I

HOPE TO CONTINUE TO HIGHLIGHT SOME OF THE BEST STRATEGIES,

RESOURCES, AND PHILOSOPHIES ON CUSTOMER SERVICE AND ENGAGEMENT FOR OUR SCHOOLS.

In chapter 4 of my book, I talk about how schools can work together with a guiding coalition to achieve a customer-centric culture. The chapter explores four specific focus areas schools could enhance to achieve higher levels of customer service and engagement. Those areas are creating first impressions that last a lifetime, serving families with a smile, building a wow-factor culture, and fostering a doors-open policy. In doing my research for this chapter, I studied the corporate world for ideas, resources, and inspiration, and the one company that truly resonated with me on their work to provide a true customer-centric culture was none other than the Ritz-Carlton.

10

Back before the pandemic, I traveled often as a keynote speaker and consultant and had the honor of speaking at an event in Sarasota, Florida. The event was held at the RitzCarlton, and I reserved a room there. This was my first time staying at a Ritz-Carlton, and I must say it was the absolute best hotel experience I’ve ever had.

As soon as I walked into the main entryway, I was blown away at how courteous and professional the staff were. The grounds and physical layout were stellar, and a literal red carpet led me to the front desk. While checking in, the host smiled, used my name, handed me a little gift bag, answered all of my questions,

he

a n da r d and somehow made me feel as if I were the only guest staying at the hotel. My room was beautiful, well appointed, and equipped with everything I would need to make my stay enjoyable.

I was so overcome by this level of customer service and experience that I immediately began researching everything I could about the RitzCarlton company, and I discovered that everything I had experienced was strategic. The company’s culture is built on delivering the world’s best for their customers. As a matter of fact, all Ritz-Carlton employees are thoroughly trained in how to provide the company’s 12 service values, also known as their gold standards (Ritz-Carlton, n.d.): 1.

I build strong relationships and create Ritz-Carlton guests for life.

2.

I am always responsive to the expressed and unexpressed wishes and needs of our guests.

3.

I am empowered to create unique, memorable, and personal experiences for our guests.

4.

I understand my role in achieving the Key Success Factors, embracing Community Footprints and creating the Ritz-Carlton Mystique.

5.

I continuously seek opportunities to innovate and improve the Ritz-Carlton experience.

6.

I own and immediately resolve guest problems.

7.

I create a work environment of teamwork and lateral service so that the needs of our guests and each other are met.

8.

I have the opportunity to continuously learn and grow.

9.

I am involved in the planning of the work that affects me.

10. I am proud of my professional appearance, language, and behavior.

11.

I protect the privacy and security of our guests, my fellow employees, and the company’s confidential information and assets.

12.

I am responsible for uncompromising levels of cleanliness and creating a safe and accident-free environment.

I was overcome by the level of customer service, and I discovered that everything I had experienced was strategic.

I am completely enamored with the fact that the Ritz-Carlton spends a significant amount of time, energy, resources, and training on these 12 gold standards for their employees, whom they refer to as “ladies and gentlemen.” Not only does the RitzCarlton company seek to provide their visitors and guests with an exemplary experience, but they also value their employees in the exact same manner. Now, let’s think about this: what would your school culture be like if your school integrated these 12 Ritz-Carlton standards into its school culture for students, families, and staff?

Let’s break down these 12 standards and think about how your school could enhance its customer service and engagement and promote PLC practices by applying these standards.

1.

“I build strong relationships and create [your school name here] learners for life.”

James Comer said, “No significant learning can take place without a significant relationship.” This notion is exceedingly true for our schools. Yes, our schools are a business and we are in the business of learning; however, we are also in the business of building relationships so learning can occur. Our schools must be strategic in cultivating relationships with every student, staff member, and family member.

2.

“I am always responsive to the expressed and unexpressed wishes and needs of our students, staff, and families.”

During the pandemic, our nation’s schools worked tirelessly to meet the needs of teachers, students, and families to make possible virtual education from home. Schools and districts worked together to deliver laptops, cameras, Wi-Fi access, and basic necessities such as food for students. These were all expressed 12

AllThingsPLC Magazine/Spring 2021

needs for our communities. Principals were also working tirelessly and heroically to meet the emotional needs of stakeholders. Servant leadership has been truly highlighted during the pandemic. This type of customer service and engagement must continue when schools begin to get back to “normal.” Let’s be strategic now about modifying these types of efforts from the state, district, and school levels to the individual family, teacher, and student levels. The better we know our students, staff, and families, the better we can anticipate the expressed and unexpressed social, emotional, physical, financial, and academic needs.

3.

“I am empowered to create unique, memorable, and personal experiences for our students, staff, and families.”

What do you do as a school that is different from every other school in your district when a new staff member, student, family, or visitor sets foot in your building? What type of autonomy do you give your front office staff to make your school “customers” have an amazing first and last impression? Please know that this isn’t about spending a ton of money to make this happen.

A smile costs nothing. If a parent is enrolling their child in your school, what type of first impression will they have after they complete their enrollment? What type of memorable experience will your school create for a teacher candidate who interviews for your school? How does your school systematically follow up with its visitors? How does your school take inventory of what is considered unique or memorable?

4.

“I understand my role in achieving our school’s goals and benchmarks for success, embracing our role in the community, and creating the [your school name here] mystique.”

A complete shared understanding of your school’s vision and mission is imperative in ensuring that the day-to-day work of all educators is relevant and meaningful. Your school’s vision and mission are how the “mystique,” or culture, of your organization is defined. If you were to ask your teachers if they can state your school’s vision and mission, what would they say? If you were to ask a student or a family member what your school’s vision and mission are, what would they say? Stakeholders who buy in to the purpose of their work will be more engaged and more productive.

5.

“I continuously seek opportunities to innovate and improve the education experience at my school.”

Great schools understand the paradox of a loose/tight culture.

Great school communities understand that there are certain aspects that must be tight, such as a focus on learning, collaboration, and results. Loose elements can be opportunities that allow teachers and teams to experiment with new instructional techniques and strategies, refine practices that promote high levels of learning for all students, and foster creative ways to enhance the school experience for all stakeholders. We should give our teachers, who are our valued customers, professional permission to enhance our school culture.

Great school leaders are constantly searching for ways to refine and enhance aspects of their school culture to ensure high levels of

6.

“I own and immediately resolve student, colleague, and parent concerns and problems.”

A mentor once told me that whenever you point one finger at someone to blame, you have three fingers pointed back at you.

Blaming students, colleagues, administrators, and parents for poor academic performance does absolutely nothing to enhance students’ performance. Staff members who take personal ownership of poor student performance are more motivated to work to improve that area of performance. Personal accountability for the areas of improvement speaks volumes to the character and culture of a school and of its staff. If we see a problem with student performance, let’s first personally examine what instructional strategies we delivered that may not have worked, and then let’s personally reflect on how we contributed to our collaborative team efforts in creating an instructional plan for that unit. If we have a parent concern, let’s think about what we did to build a relationship early on with that parent and establish a clearer line of communication. Let’s think about what we can learn from a negative parent interaction in order to refine our practices so that concern isn’t brought up again. If we find ourselves questioning our colleagues’ actions or the decisions of our administrators, let’s have the trust and courage to respectfully address those decisions.

7.

“I create a work environment of teamwork and lateral service so that the needs of our students, staff, and families are met.”

Strong professional learning communities do everything they can to promote, foster, and celebrate meaningful collaboration among all stakeholders. Effective school cultures understand the power of multiplication that maximizes the strengths and talents of teachers and teams to ensure high levels of success for all students. Lateral service basically means that everyone jumps in to solve a problem or address a challenge. This speaks strongly of the PLC concept of collective inquiry and action research.

Effective school cultures understand that when the data show that a problem exists, everyone owns that problem and everyone will work to own the solution.

learning for all students.

Spring 2021/AllThingsPLC Magazine

13

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S T A Y I N G T R U E TO P LC s in a

WORLD I

Matt Maynor and Kim Nichols

n July 2020, our school district received notification it was being recognized as a Model PLC District— right in the middle of the first pandemic in 100 years. Since 2017, we have focused on developing a true understanding of how to operate as a professional learning community. The phrase learning by doing no longer just refers to a book we use to guide PLC implementation. Learning by doing is the systemwide philosophy for how we conduct our professional practice. Our belief statement of “Every child, every day, without exception” is now an integral part of our daily operations. Could this continue in the COVID-19 world?

Our world changed in March 2020, and we had to successfully transition to a digital learning environment immediately. Challenges with equipment and access were similar to those of our colleagues in neighboring districts. With school becoming fully digital, our focus question became “How do we build a new learning environment that is digital in nature but leans on effective practices embedded into a strong professional learning community?” True professional learning communities maintain (1) a focus on learning, (2) a collaborative culture and collective responsibility, and (3) a results orientation. Our shift to a digital learning environment had to protect these components and guide the change we were facing.

Data Quest Programmatic Data Analysis Not only should we ensure the correct students receive help in the right areas, but we should also ensure they receive the right remedy. Each teacher has unique strengths and areas in which he or she excels.

This fact reveals itself when teams routinely compare common formative assessment results with one another. When teams find activities, processes, or resources that produce better results than others, they should apply those best practices to students who need additional support. If no team member produces strong results in an area of need, the team should seek out additional professional development for that skill. Following is a chart that the teams at Brownsboro High School in Brownsboro, Texas, use to help guide the conversation about best practices in the classroom.

Name

Date

Team Name

Assessment Date Essential Standards

Standard

Highest Percentage Mastered (From Any Team Member)

36

AllThingsPLC Magazine/Spring 2021

Percentage of My Students Mastered

What Caused the Best Results?

What Did Not Work?

(Use to Enrich and Intervene)

(Remove This Practice)

Questions in Need of Review Question Number

Concern

Proposed Change

Scope and Sequence Standard or Topic

Concern

Proposed Change

Source: © 2019 by Brownsboro High School. Used with permission.

Source: Bayewitz, M. D., Cunningham, S. A., Ianora, J. A., Jones, B., Nielsen, M., Remmert, W., Sonju, B., & Spiller, J. (2020).

Help your team: Overcoming common collaborative challenges in a PLC at Work. Bloomington, IN: Solution Tree Press.

SKILL

SHOP

Developing Assessments Collaborative teams design and use common assessments, both formative and end-of-unit, to gather evidence about their students’ learning. Use this protocol to outline the major steps teams should take when designing their assessments.

Source: Bailey, K., & Jakicic, C. (2021). The collaborative team plan book for PLCs at Work. Bloomington, IN: Solution Tree Press.

Facilitator Notes Remind team members that the purpose of each common formative assessment is to provide data back to the team about which students have or have not mastered each of the learning targets being assessed. The assessment needs to be short and easy enough to score so that the team can respond quickly to the results.

The Design Process

The team will respond to students who need additional time and support around a specific learning target, those who might benefit from additional practice, and those who would benefit from opportunities for enrichment and extension.

Step Two: Decide How to Assess For each learning target, make sure team members agree on the expected level of thinking for mastery of that target. Also for each learning target, choose the most appropriate assessment method: selected-response, constructed-response, or performance assessment. Make sure that the thinking level you’re expecting can be assessed with the type of assessment you’ve chosen.

Materials Needed  The “Unwrapping Standards Protocol” and “Unwrapping Standards Template”

 An assessment plan or blueprint of the learning targets to be assessed (Visit www.solutiontree .com/free-resources /assessment/sca and select “Figure 5.4: Assessment Planning Chart” to access a sample template.)

Step One: Decide What to Assess Consider all the learning targets you have found during the unwrapping process that are being taught during this part of the unit. Decide which of these targets to assess. Remember you do not have to assess every learning target.

Ponder the following three questions.

1. Which targets are most likely to cause certain students difficulty?

2. Which targets are most important or are prerequisite skills for information to come later in this unit?

3. Which targets are absolutely necessary for students to know?

Step Three: Develop the Assessment Plan Complete the assessment plan using an assessment planning chart or blueprint. Decide what type of items and how many items you will use to assess student learning on each target.

Consider how long the assessment will take to administer and how much time teachers will need to score the results.

Step Four: Determine the Timeline Decide the date or dates for administering the assessment and the date for the next meeting to discuss results. Remember to consider scoring time before you establish the date for the meeting to discuss the data.

Step Five: Write the Assessment Use the guidelines for quality item writing while writing the assessment. Visit www.solution tree.com/free-resources/assessment/sca and select “Writing Quality Questions” to access a list of guidelines.

Step Six: Review the Assessment Before Administration Review the assessment to make sure that the directions are clear and that students will understand what you are expecting from them during the assessment.

Step Seven: Set Proficiency Criteria and Decide How to Gather the Data Determine what the score for proficiency will be so that data can be reported back by learning target and by student.

Unwrapping Standards Template Standard (or standards) to be unwrapped:

Guiding Question What concepts, big ideas, definitions, or information will students need to know?

What smaller skills or subskills will students need to do?

What academic language or vocabulary will students need to understand?

What context or stimulus (text, problem type, or situation) will students encounter?

Learning Targets

Depth of Knowledge Level

Assessment Ideas

Why I Love PLCs The “Magic” of PLCs DARWIN SPILLER Why I love PLCs . . . let me count the ways. As a former teacher, assistant principal, principal, and principal supervisor, I can go on and on about why I love the work around professional learning communities, but let me start with a story.

As a high school athlete, Earvin “Magic” Johnson was so good at basketball that his coach had his teammates give him the ball as often as possible. The team won a lot because Johnson was great at making shots. There was only one problem—at the end of each game, Magic felt disheartened at the sad faces of his teammates and their parents who didn’t get to see themselves or their child shine. The nickname “Magic” came after Johnson implemented an idea he had to fix this problem. Rather than being the center of attention and scoring all the team’s points, he decided to see how he could utilize his skills to help his teammates be their best. Eventually, he developed the astounding art of improving the abilities of every teammate. Magic’s story inspires me and is an example of how PLCs allow leaders—teacher leaders—to build on the talents of their teammates by providing an avenue for them to work interdependently in order to impact their classroom practice in ways that will lead to better results for their students, for their team, and for their school.

It’s simple; professional learning communities serve two broad purposes: (1) improving the skills and knowledge of educators through collaborative study, expertise exchange, and professional 48

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dialogue, and (2) improving the educational aspirations, achievement, and attainment of students through stronger leadership and teaching. These are reasons for educators to get motivated and excited around the power of PLCs. After completing my doctorate, I fell in love with researching everything!

Professional learning communities often function as a form of action research, which is a way to continually question, reevaluate, refine, and improve teaching strategies and knowledge. Meetings are goal-driven exchanges facilitated by educators who have been trained to lead collaborative teams.

To me, the beauty of today’s PLCs is that you can start small. Begin with teachers who are invested in learning more about their craft, open to implementing new ideas, and want to support one another’s efforts. Teachers can form their own collaborative teams, and there may be several groups in a school that coalesce around the idea of collaboration to improve instruction. Studies indicate that when PLCs work, they not only increase student achievement but also improve teacher morale. Researchers caution, however, that unless teachers buy into the ideas, and the goals and strategies are clear, some will see collaborative time as “just another meeting.”

Even the grandest design eventually translates into hard work. The PLC model is a grand design—a powerful new way of working together that profoundly affects the practices of teaching and learning.

But initiating and sustaining the concept requires hard work. It requires the school staff to focus on learning rather than teaching, to work collaboratively on matters related to learning, and to hold itself accountable for the kind of results that fuel continual improvement.

When educators do the hard work necessary to implement these principles, their collective ability to help all students learn will rise. If they fail to demonstrate the discipline to initiate and sustain this work, then their school is unlikely to become more effective, even if it claims to be a professional learning community. The rise or fall of the PLC concept depends not on the merits of the concept itself but on the most important element in the improvement of any school—the commitment and persistence of the educators within it.

DR. DARWIN SPILLER is the executive director of Title IX Compliance and Investigations, a new division in Richardson ISD in Richardson, Texas. Previously he has served as the Lake Highlands Learning Community executive director, a classroom teacher, an assistant principal, a principal, and a school support officer.

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Discussion Questions Use this convenient tear-out card to go over and reinforce the topics discussed in this issue with the members of your team.

The Gold Standard (p. 10) 1.

2.

3.

In what ways does your school or district create a customer-centric culture? What areas could use some improvement?

What does your school or district do to ensure your “customers” have an amazing first and last impression? If this area needs work, brainstorm some solutions.

Which of the gold standards resonates the most with your PLC? How can you use them to cultivate the best experience you can for your stakeholders?

Staying True to PLCs in a Covid-19 World (p. 23) 1.

2.

3.

In what ways has your school or district maintained a focus on learning? On collaboration and collective responsibility? On a results orientation?

How have Tier 2 and Tier 3 supports fared during the pandemic? Are best practices being utilized?

Is your school or district making a positive difference in student learning during these difficult times? What evidence supports your answer?

A Journey Without End (p. 32) 1.

2.

3.

Do all administrators in your district have the capacity to lead the PLC process? In what ways can the district office shore up these skills?

What data does the district use to assess student achievement? How are these data used by collaborative teams?

In what ways has the district administration modeled the PLC process for its schools?

One Team + One Change = All the Difference (p. 39) 1.

2.

3.

Have you ever been on a team in which team norms did not exist or were not used? If so, please describe the team’s meeting environment and the attitudes of the team’s members.

What is a vulnerability loop? Can you think of a personal statement you can share with your teammates to initiate a vulnerability loop?

Review your current list of team norms. Can any be updated in light of the recent changes in education due to the pandemic?

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AllThingsPLC Magazine | Spring 2021

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Refresher Course Because everyone needs a reminder now and again.

The 3 Big Ideas of a PLC 1. FOCUS ON LEARNING 2. BUILD A COLLABORATIVE CULTURE 3. FOCUS ON RESULTS

1

The fundamental purpose of the school is to ensure high levels of learning for all students. This focus on learning translates into four critical questions that drive the daily work of the school. In PLCs, educators demonstrate their commitment to helping all students learn by working collaboratively to address the following critical questions: 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 student’s learning on a timely basis?

3. What will we do if they don’t learn? What systematic process is in place to provide additional time and support for students who are experiencing difficulty?

2 3

4. What will we do if they already know it?

• No school can help all students achieve at high levels if teachers work in isolation.

• Schools improve when teachers are given the time and support to work together to clarify essential student learning, develop common assessments for learning, analyze evidence of student learning, and use that evidence to learn from one another.

• PLCs measure their effectiveness on the basis of results rather than intentions.

• All programs, policies, and practices are continually assessed on the basis of their impact on student learning.

• All staff members receive relevant and timely information on their effectiveness in achieving intended results.

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