Professional Learning Communities

NL PLC   A group of 8 Anishanabemowin Language Teachers collaborated in a variety of ways to explore student success/engagement around second language learning. The communication platforms included:  - Website - Office 360 Groups, connect and share - Schedualled meetings - Monitorship/ peer support Problem of Practice:  - local dialect support - Increasing conversational skills - connection to culture/relationship building with community The group studied:  - relationships of successful French teaching/learning practices - development of version of CEFR - development of shared resources - technology support - collection of Elder Voices Indicators of success:  - Pedagogical documentation - ongoing - Assessment/evaluation, determine conversational fluency - Platforms for sharing

Math and Students with Learning Disabilities We recently did a 'learning connections' on learning disabilities and math achievement at the Intermediate level.  It allowed teachers from grades 7-10 to work together, look at curriculum connections, and observe each other.  We looked at the LD profile of different students and received training on what it feels like to have different types of learning disabilities.  We were given the LD profiles of every LD student in our classes and asked to focus on one particular student who was under performing.  We came up with ideas on how to accommodate that particular student's disability and different lesson plans and activities that would help them to excel.  It was really great to see connections between elementary and secondary teachers.

A successful PLC, although less formal, was an initiative done by our Special Education Consultant where ASD ISP classroom teachers could sign up to meet with other ASD ISP classroom teachers from the elementary panel of our board.  The time was a combination of release and personal time as it started before the end of the day and carried into the evening.  We would meet and discuss ABA strategies we wanted to improve in, brainstorm and talk about strategies, access the staff resources of the consultant and the special needs training officer, and then go and implement changes as we saw fit.  We could discuss success at the next meeting.  It was quite informal, but definately productive because ASD teachers rarely get the opportunity to talk to and learn from other ASD teachers.

Co-Creating a  Learning Canada Teachers, parents, and students created this document about their understanding of how global forces are shaping their learning communities Connectivity does not mean connection . According to Active Healthy Kids Canada, students in grades 6-10 engaged in ‘screen time’ activities for approximately 5 ½ hours on weeknights, and up to 7 ½ hours on weekends Equity continues to elude us . According to UNICEF (2009), Canadians are among the richest people on the planet, yet we are at the bottom of the list of economically advanced countries with respect to children’s readiness to learn by age 6. In 2012, groups of principals from across Canada began looking for alternative approaches to improve schools that deepen active citizenship and lifelong learning Education addresses our deepest longing and aspirations for our children, not just a quick scan of latest spreadsheet of testing results All teachers and principals are being increasingl

Leading Learning for Life As future lead learners in education, we need to apply a collaborative approach when ensuring that our students gain a global perspective while learning. We continue to lead schools where students are learning for school and not learning for life, which implicates that principals are leading teachers to do the wrong things better Globally, there is a pattern of a distortion of true learning. In CANADA, ⅓ of parents have hired a tutor for their child where typically, the child is already successful in schools 88% of parents expect their child to attend post-secondary school 57% of parents expect their child to attend university This obsessive focus on achievement drives parents to rank their child’s schools against others “Excessively achievement orientated cultures breed systematic distortions that distract us from the deeper and more rewarding parts of the human condition and perpetuate social and political divisions” Can

In our school we tried a BACKWARDS design for SNC1P We build a unit with the culminating in mind first and then structured our teaching around that. We broke down the curriculum in a cut and paste manner. Once we picked out the expectations that matched we were able to develop teaching strategies to hit these pieces. We then repeated with the other units to make sure that ALL big ideas were hit and that a majority of specific expectations were also utilized to reach the culminating task. Click on the following link to find a ton of ideas for your school ideas for a PLC

PLCs are a catalyst for improving instruction. (p. 3) The six components of a professional learning community: 1. Ensuring learning for all - learning (not teaching) becomes the focal point, and a positive outcome results.(p.2) 2. Focus on Results - student attainment of knowledge and skills must be consistently considered and reviewed.(p.2) 3. Relationships - With deep respect infused in a PLC, conflict can be dealt with through professional, open, and non-judgmental dialogue. (p.3) 4. Collaborative Inquiry - PLC should set aside time to share practices, examine student work, and plan.(p.3) 5. Leadership - Principals should spend their energies on supporting environments focused on teaching and learning. (p.3) 6. Alignment - It is important for staff to accept the responsibility of the success of all students, not only the students in their class or grade. (p.4) Literacy and Numeracy Secretariat. October 2007. Professional Learning Communities: A Model for O

How Do Principals Really Improve Schools? Rick DuFour and Mike Mattos "Instead of micromanaging teachers, principals should lead efforts to collectively monitor student achievement through professional learning communities" - Educators know how to improve student learning, must be motivated to do so. - Principals are in a paradoxical position. - Principals have the time and expertise to improve each teacher's professional practice by observing that teacher in the classroom.   NO No carrot sticks, micromanaging, merit pay, fear, competition, barriers, sanctions and punishments. Not based solely on student achievement research based approaches. No to observing curriculum the principal is not familiar with, time consuming and constant observations, hurting relationships (trust, integrity, care, respect). No to checklists. YES Yes to collaborations, enhancing pedagogies, peer support and mentorship. Yes to appreciation and helpful observation, and s

What is a PLC? A Professional learning community with a variety of educators focused on gaining new information and building on ideas to improve practice and increase students’ learning. http://www.masonk12.net/academics/professional-learning-communities-plc Learn by Doing VS Building Professional Communities in Schools (Durfour, Dufour, Eaker & Many - Learn by Doing) (Kruze, Louis & Bryk - Building Professional Community in Schools) Learn By Doing 1. Focus - improving student learning and  experiences 2. Collaborative teams 3. Engages in collective inquiry into best practice 4. Action oriented 5. Commitment to continuous improvement:   a. gather evidence of current levels of student understanding b. develop strategies to build on strengths and weaknesses c. implementation d. analyze the impact of the changes (what worked) e. apply new knowledge in the next cycle   6. Focuses on results aligned with goals for student learning Building Prof

The Naked Principal: Improving the Role of Confidence through 360 Evaluation by Sean Cottrell Sean Cottrell believes that although many principals excel and thrive, many only survive.  They learn about the role, and not about themselves.  The answer to their difficulty may be in their individual or persoal disposition.  Being a principal can be isolating, and one must look out to develop, for example, inviting feedback.  Cottrell gives his 360 Feedback Process as an example of getting feedback.  It is a questionnaire for parents, teachers, and students.  A facilitator is used to make sure it is confidential.  The benefits are getting feedback and building trust.  The outcome should be a professional or personal development plan. Cottrell, Sean.  (2012).  The Naked Principal: Improving the role of confidence through 360 evaluation.  OPC Register.  Vol 14 No 1.