Developing and Implementing a Professional Learning Community: The Integration of Educational Best Practices and Student Interventions.

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Developing and Implementing a Professional
Learning Community The Integration of
Educational Best Practices and Student
Interventions.

• Presented By Bob Attee (Science Teacher), Inaya
  Bazzi (Literacy Specialist), and Glenn Maleyko
  (Principal)

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Salina Intermediate School

• Located in Dearborn, Michigan.
• We border the city of Detroit.
• We are a fairly affluent district, but we have
  pockets of poverty.
• There is a large Arabic population in the East
  End of Dearborn.

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Salina Intermediate continued

• 4th through 8th grade 3rd year in existence.
• Converted from a K-5 building
• 560 students in total
• 95 of the students are on free and reduced lunch
• Over 60 Limited English Proficient (LEP)
• The majority of the students are from Yemen
• We have the highest immigrant/refugee population
  in the school district

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Schools Do Make a Difference

• Effective School Research of Ron Edmunds, Larry
  Lezotte, Wilbur Bookover, Michael Rutter, and
  other concluded
• All children can learn and the school controls
  the factors to assure student mastery of the core
  curriculum

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Schools Do Make a Difference

• An analysis of research conducted over a
  thirty-five year period demonstrates that schools
  that are highly effective produce results that
  almost entirely overcome the effects of student
  backgrounds.
• Robert Marzano, What works in schools, 2003.

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Correlates of Effective Schools

• Strong Instructional Leadership
• Clear Focused Mission
• Safe and Orderly Environment
• Climate of High Expectations
• Frequent Monitoring of Student Progress
• Positive Home/School Relations
• Opportunity to Learn Student time on task.

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The Power of Professional Learning Communities

• The most promising strategy for sustained,
  substantive school improvement is building the
  capacity of school personnel to function as a
  professional learning community. The path to
  change in the classroom lies within and through
  professional learning communities.

Dufour Eaker
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Professional Learning Community (PLC) Defined

• Educators committed to working collaboratively in
  ongoing processes or collective inquiry and
  action research in order to achieve better
  results for the students they serve. PLCs
  operate under the assumption that the key to
  improved learning for students is continuous,
  job-embedded learning for educators.
• Dufour, Dufour, Eaker, Many, 2006.

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Learning Community is Characterized by

• 1. Shared, Mission, Vision, and Values
• 2. Collaborative Teams
• 3. Collective Inquiry
• 4. Action Orientation/experimentation
• 5. Commitment to Continuous school improvement
• 6. Results Oriented
• 7. SMART goals

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Salina Intermediate Mission

• The mission of Salina Intermediate School is to
  increase academic achievement by implementing and
  evaluating a technology integrated comprehensive
  curriculum which enables students to become
  literate problem-solving critical thinkers. We
  have high expectations for all students, and
  provide a safe and nurturing environment
  collaboratively with parents and community to
  ensure that all students become responsible,
  productive citizens.

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There must Be a Cultural Shift in how we do
business on a day to day basis.
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Cultural Shifts Becoming a Professional Learning
Community

• To put it as succinctly as possible, if you want
  to change and improve the climate and outcomes of
  schooling both for students and teachers, there
  are features of the school culture that have to
  be changed, and if they are not changed your
  well-intentioned efforts will be defeated

Seymour Sarason Taken From Robert Eaker PLC
presentation.
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A Traditional School Focuses on Teaching and a
Professional Learning Community Focuses on
Student Learning.
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Cultural Shift
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Cultural Shift Continued
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Team Collaboration and the 3 Essential Questions

• 1. What is it that we want children to Learn.
• 2. How will we know when they have learned it?
• 3. How will we respond when they dont learn?
• A new fourth question is How will we respond when
  they have learned?

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Salina Intermediate School Improvement Plan

• Goal 1 Reading
• Goal 2 Writing
• Goal 3 Math/ Problem Solving

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Goal One Reading

• All students will demonstrate improvement in
  reading comprehension in all content areas. 65
  of the students will show proficiency by meeting
  the state standards on the 2007 MEAP reading
  assessment.

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Goal Two Writing

• All students will demonstrate improvement in
  writing across all content areas with 60 of the
  students showing proficiency by meeting the state
  standards on the 2007 MEAP writing assessment.

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Steps for Reaching the Reading Goal
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Partnerships in Comprehensive Literacy Model

• Further implementation and enhancement of the
  Model. http//www.arliteracymodel.com/
• Some Components in the model include, Read Aloud,
  Shared Reading, Guided Reading, Independent
  Reading, and Literature Discussion Groups.
• We use the Developmental Reading Assessment (DRA)
  to monitor student comprehension and progress in
  all grades and all content levels.
• http//salina-int.dearbornschools.org/frames/liter
  acy.htm

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• Partnerships in Comprehensive Literacy Model
• Grounded in the belief that true change occurs
  at the school level.
• Dorn and Soffos,
  2001
• Consists of Ten Features
• Meets the standards set by the No Child Left
  Behind of 2001
• Implementing our goals are embedded in PICL

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Ten Features of the Comprehensive Literacy Model

• Curriculum for Literacy
• High Standards
• Model Classrooms
• Coaching and Mentoring
• Accountability
• Intervention
• Team Meetings
• School Plan
• Technology
• Spotlighting

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Curriculum for Literacy Components

• Read Aloud
• Shared Reading
• Familiar Reading
• Guided Reading
• Readers Workshop
• Word Study
• Assisted Writing
• Writers Workshop
• Literacy Corners
• Content Workshop

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Shared Reading
A\
A\
Whole Group Instruction
Strategy Introduction
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Readers Workshop
Explicit Instruction
Mini-lessons
Anchor Charts
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Reading Workshop
Mini-Lesson
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Guided Reading
Teacher Support
On-going Assessments
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Literature Discussion Groups
Response Logs
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Literature Discussion Groups
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Coaching and Mentoring
Coach to Teacher
Teacher to Teacher
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Accountability
North Central Accreditation
School Report
Comprehensive Literacy Model School
Reporting Form
Assessment Walls
Data Reporting
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Professional Development
Teacher Discussion
Team Meetings
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ELL support

• We have developed a newcomer literacy academy
  that integrates reading across the curriculum in
  grades 6th through 8th.
• The 4th and 5th grade students receive ELL
  support during their literacy block from our
  Bilingual Literacy and Technology Specialists.
• ELPA, LAS, Terra Nova, MLPP, and DRA Results are
  used for appropriate student placement in the
  newcomer literacy center.

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Implementation of the Special Education
Co-teaching

• Co-teaching in 4th and 5th grade in mathematics.
• Co-teaching in 6th through 8th grade in science
  and social studies.
• We are looking to expand the model into the other
  content areas in the near future. Example
  mathematics (middle school) and Language Arts.

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Implementation of the Assessment for Learning
Program

• We have planned an assessment for learning PD
  program for the entire school year
• Meet in Departmental teams to develop and Refine
  Common Assessments.
• We began the process of implementing and creating
  common assessments during the 2004-05 school
  year.

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Implementation of the Assessment for Learning
Program

• We plan to use the results to guide our
  instruction in all content areas.

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The Building Wide Writing Across the Curriculum
Program

• All teachers including elective teachers submit
  student writing samples that is reviewed by the
  Literacy Team.
• We created a common writing rubric in the various
  content areas.
• Extensive Inter-rater Reliability Training.
• The development of appropriate writing prompts
  for all content areas.

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Implementation of the Problem Solving Prompts

• All teachers including elective teachers submit
  student writing samples that are reviewed by the
  Literacy Team
• We created a common writing rubric in the various
  content areas.
• Extensive Inter Rater Reliability Training
• The development of effective prompts for all
  content areas.

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Goal Three Math

• All students will demonstrate improved math
  problem solving in all content areas with 80 of
  students showing proficiency by meeting the state
  standards for the 2007 MEAP math assessment.

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Desired Learning Results

• Students will be able to formulate and solve
  word problems involving mathematical algorithms
  and justify solutions verbally or in writing
  using a variety of strategies as measured by
  building math assessments and content area common
  assessments.
• Students will be able to read, interpret and
  construct graphs, charts and other forms of
  graphic organizers that will illustrate their
  ability to problem solve and critically analyze
  situations as measured by building math
  assessments and content area common assessments.
• Students will be able to create multimedia
  projects that will allow them to show their
  learning and ability to solve problems using
  higher order thinking skills as measured by
  building and ISTE rubrics.

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Steps for Reaching the Mathematical Problem
Solving Goal
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Implementation of the Problem Solving Prompts

• All teachers including elective teachers submit
  student writing samples that are reviewed by the
  Literacy Team
• We created a common writing rubric in the various
  content areas.
• Extensive Inter Rater Reliability Training
• The development of effective prompts for all
  content areas.

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The Integration of Technology Across the
Curriculum

• Student Multimedia presentations and projects
• Development of Graphic Organizers (example
  Inspiration, PowerPoint, iLearn, others)

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Computers in the Home Based on Income Children
Ages 6-17
60 gap low to high income Bracket
US Census Bureau 2001.
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Schools level the playing field by giving
computer access to students who have none in the
home.
US Census Bureau (2001)
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Technology should be used to support strategies
proven by research to promote more effective
learning.

• ISTE Standards project 2002.

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Salina MEAP Science Proficiency Results
A 68.3 increase
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Based on work of Dave Bydlowski (Wayne County
RESA)and Laura Seymour (Dearborn Public Schools)
Developing Multimedia Projects
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Multimedia Project Development

• 1. Identify the content benchmarks (or GLCEs)
  that you will be teaching to this year.

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Multimedia Project Development

• 2. Using the benchmarks from the first step,
  cluster the benchmarks into units or themes.
• If you are on a middle school team, you may look
  for similarities in interdisciplinary subjects.

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Multimedia Project Development

• 3. Construct a calendar for the school year,
  which includes all of the units from the second
  step.
• Discuss with your team how you can work together
  to enhance the curriculum between the content
  areas.
• When would it be better to teach a unit - ex.
  Science and social studies are both covering
  environmental problems in April Science and math
  are covering charts and graphs in October.

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Multimedia Project Development

• 4. Define the one MAJOR UNDERSTANDING that you
  want all students to know upon completion of the
  unit.
• This is the big picture of what students should
  retain if they forget the details of the unit.

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Multimedia Project Development

• 5. Define the ESSENTIAL CONTENT as determined by
  the benchmarks, that all students need to know in
  the unit or theme.
• What do the students need to know in this unit
  (Align GLCEs and Benchmarks)
• Line up your benchmarks in this unit.

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Multimedia Project Development

• 6. Determine how you are going to ASSESS STUDENT
  ACHIEVEMENT of the major understanding and
  essential content in the student project(s).
• What product should you see that relates shows
  that students have mastered the content?

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Multimedia Project Development

• 7. Select the most appropriate technology based
  instructional materials.
• What hardware and software has or has not worked
  for you in the past?
• What activities worked well?
• Which technology best supports student learning?

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Multimedia Project Development

• 9. Construct your day to day lesson plans
  following best practices.
• Plan the duration of your project.
• How many days or weeks will it take in order to
  complete this project.
• Be sure to add time to present the student
  projects!

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Intervention process working draft
PICL MODEL
Professional Learning Communities
Technology Integration
Bullying Prevention Program
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Collaboration

• Collaboration is a systematic process in which we
  work together, interdependently, to analyze and
  impact professional practice in order to improve
  our individual and collective results.

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• Research has found that the single most important
  factor for effective, successful schools is
  creating a collaborative culture.
• (Eastwood Lewis)

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Advantages of collaborative teams

• provide support for new teachers
• promote confidence among staff members
• allow teachers to work together to find quality
  solutions
• provide opportunities for sharing ideas,
  materials, and methods for better teaching
• enhance student achievement

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• Effective collaborative teams share knowledge,
  define learning standards, agree on pacing, build
  knowledge of best practice, and focus on issues
  that MOST impact student achievement.

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• The most effective collaborative teams focus on
  learning rather than teaching. If teams do not
  focus on issues and questions that most impact
  student achievement, they become coblaboration
  teams.

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SMART Goals

• Strategic and Specific
• Measurable
• Attainable
• Results-Oriented
• Time-Bound

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Intended VS. Implemented Curriculum

• Intended Curriculum- the essential concepts that
  you plan to teach
• Implemented Curriculum- your executed lesson
  plans, what you actually teach
• By comparing the two on a regular basis over
  time, teams will have a more clear concise
  response to What must students know?

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Building Consensus and Responding to Resistors
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Resistance

• Resistance to PLC concepts may arise due to the
  belief that
• It is the teachers job to teach and the
  students job to learn
• Learning is only a function of the students
  aptitude
• Professionalism is defined by the autonomy to do
  as one pleases
• Strategies for addressing the problem
• Set a clear definition for consensus
• Deal with confrontation

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Defining Consensus

• Resistance arises in part because a clear,
  operational definition of consensus has not been
  agreed upon
• A group has arrived at consensus when
• All points of view have been heard.
• The will of the group is evident even to those
  who most oppose it.

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Building Consensus

• Create a comprehensive list of pros and cons
  regarding idea under consideration
• All points of view will be heard
• No personal opinions will be evident
• Determine the will of the group
• fist to five strategy of voting

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Team Meetings components

• Three important components keep the team focus
  and help to subdue the resistors
• 1. The development of Team Norms
• 2. The development of Team Goals
• 3. Sustaining Good team leadership (This could be
  one or two individuals.

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Confrontation

• The real strength of a newly implemented idea is
  determined by the response to the disagreements
  and violations of commitments that are inevitable
• Conflict is to be expected, especially when an
  organization is engaged in significant change
• The absence of conflict suggests only superficial
  changes
• Leaders must address violations of what the
  organization contends is vital

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Engaging in Dialogue

• Strategies offered in Crucial Conversations
• Clarify what you do and dont want to result from
  the conversation
• Find mutual purpose
• Create a safe environment for dialogue
• Use facts
• Share your thought process
• Encourage recipients to share facts and thought
  process

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Continuing to Address Confrontation

• Even after an open dialogue, resistors may
  persist. Leaders must act as promoters and
  protectors of decisions and
• Continue working with the resistor
• Make no exemption from the collaborative process
• Clarify the specific behaviors required
• Clarify specific consequences
• Monitor behavior rather than attitude
• Apply the specified consequences, if necessary

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Howard Gardners Factors to Change Peoples
Thinking

• Reason Appealing to rational thinking and
  decision-making
• Research Building shared knowledge of the
  research base supporting a decision
• Resonance Connecting to a persons intuition
• Representational Re-descriptions Changing the
  way the information is presented
• Resources and Reward Providing people with
  incentives
• Real-World Events Providing examples where the
  idea has been applied successfully
• Confrontation

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Final Thoughts on Resisters

• Addressing resistance will communicate priorities
  throughout an organization
• Unwillingness to follow through when difficulties
  arise sends mixed messages about what is
  important or valued
• Hopefully, it will never come to this

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Thank you and have a great year.

• Web site.
• http//salina-int.dearbornschools.org