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FacilitatorTraining.ppt - Osceola County School District by tangshuming


									The School District Of Osceola County, Florida
     Keeping The End In Mind….
• Adults without a high school diploma are twice
  as likely to be unemployed.
• Dropouts make up nearly 70% of US inmates.
• A dropout’s life expectancy is 9.2 years lower
  than that of high school graduates.
• The average 45-year-old dropout is in worse
  health than the average 65-year-old high
  school graduate.Source: Henry Levin, Columbia University

What Can We Do Together To
 Change These Statistics?

Administrators And Teachers Working Together To…

                look at the data
              to make instructional

   maximize their

         Professional Learning
•Have the support of their administrators

•Have clear and common goals

•Have a regular agreed-upon meeting time

•Use data to drive instruction

•Work collaboratively to plan and revise
lessons                                    5
Professional Learning Communities…..

•Ensure that students learn

•Focus on results

•Create a culture of collaboration
     (and actually collaborate)

DuFour, Richard. 2004. “What Is A Professional Learning Community?”
    A Professional Learning Community Is
• just one more thing to add to our already-busy schedule.
• a book-of-the-month club or study program.

    A Professional Learning Community Is
• one more program from the district or state that they
want us to implement. “Here we go again!”
• a sure-fire system that worked at a school in Texas.
• a bandwagon program that will go away.

The Traditional School Structure
 Teachers are dispersed into isolated classrooms

          Room 412        Room 413

          Room 414        Room 415

          Room 416        Room 417

   The Pseudo PLC Structure
Individual classrooms organized into isolated groups on an
                    infrequent basis.

                                Team 6
                                Team 5
                                Team 4
                                Team 3
                                 Team 2
                                 Team 1

 pseu-do: adjective,
 1. not actually but having the appearance of; pretend; false; sham.
 2. almost, approaching, or trying to be.

        The PLC Structure
         A cohesive school organized into
      Interdependent Collaborative Teams.

Horizontal Dialogue   Team 6

                                      Vertical Dialogue
Horizontal Dialogue   Team 5
Horizontal Dialogue   Team 4
Horizontal Dialogue   Team 3
Horizontal Dialogue   Team 2
Horizontal Dialogue   Team 1

                       It’s A Shift,
                 A Shift In Fundamental Purpose
     From……                                        To……
a focus on teaching                        a focus on learning
                 A Shift In Use Of Assessments
     From……                                        To……
isolated assessments               collaborative on-going assessments
       A Shift In Response When Students Don’t Learn
     From……                                        To……
    remediation                                intervention
                 A Shift In the Work Of Teachers
     From……                                        To……
     isolation                                collaboration

           Tiger Woods

He works in a foursome, but he
is truly independent. No matter
which foursome he is with, he
does not collaborate, help or
encourage them. Tiger wants
to get all the glory.

      Room 417

        Michael Jordan

In the pros, Michael earned
many individual accolades
including league MVP. But of all
those accolades, his greatest
desire was to win the World
Championship. It wasn’t until
he began to collaborate with
his teammates that the
ultimate goal was attained.

Forming Collaborative Groups

                    Step 1
   Creation Of Collaborative Teams

The fundamental question in organizing the team is:

  Do the people on this team have a shared
  responsibility for responding to the learning of
  their students?

                 Possible Team Structures:
• All teachers teaching the same grade level

• All teachers teaching the same course

• Vertical teams (K-2/3-5 or Spanish I-IV)
• Similar Responsibility Teams (Guidance, Special Area ‘Job Alike’)

  (Vital components of PLC’s are common assessments and the 4 critical
  questions. To maximize effectiveness, groupings of teachers need to be
  teaching the same standards to create common assessment and have focused
  discussion on standards. )

                  Team Facilitators                          An Encourager

                           You are:
                      No Pressure!!!!
                  A Team Member            A Team Builder

                                                                A Listener

The Trail Guide

                                              A Celebrator
                     Looking Ahead

Administrators should be in constant communication with
facilitators to provide the following in order to guide the
      - suggested agenda items
      - occasional relevant research article for
      teams to discuss
      - supporting the “people” issues
              “Is your team coming to consensus?”
              “Is everyone arriving on time and coming prepared?”
              “Is the team seeing results from collaboration?”
              “How can we (administration) support you?”

                      Step 2
                 Develop Team Norms
      The Standards Of Behavior by Which We Agree To
            Operate While We Are In This Group

                                            Effective teams
                                           review the norms
                                              as their first
                                            agenda item at
                                             each meeting.
                                                 (1 min.)

(Refer to NORM

                                  Step 3
             Teams Develop SMART Goals

                         Establish a SMART Goal:
                            • Strategic and Specific
                            • Measurable
                            • Attainable
                            • Results-oriented
                            • Time-bound

(Refer to SMART Goals reproducibles)

 At the end of each nine
weeks, teams should begin
the next phase of writing
SMART Goals.
 (i.e. On our October
Monthly Writes 63% of our
students scored 4 or above.
By the January Writes, 88% will
score a 4 or more.)
 Even more important than
setting the goal…How will we
accomplish this goal? Small
groups, focused-writing

(Refer to reproducible #133)

                 Seacrest School                                Reading Gladiators                    Jeanne Winston
                           Marge Blankston, Adam Markey, Paul Croft, Sheila Stone
                               All high schools will improve their school performance by at least one letter grade.
                               Increase the percentage of students scoring at or above level 3 in Reading by 10%.

       Our Reality: 61% of our        Students will be identified   Entire team            End of August              List of students who will
       currently-enrolled 10th        who need assistance in                                                          be assigned to one of
       grade students scored          the two subtests.                                                               the two groups.
       an achievement level           Source: ODMS report
       of three or higher on          CAR0025
       FCAT Reading last year.
       Source: ODMS report
       Subtests of least
       growth include: Main
       Idea -12% and
       Comparisons -7%.
       Source: ODMS report
                                      Each day, students will        Entire Team           Common formative           Number of students
       Our Goal: Increase             be grouped and                                       assessments will be        demonstrating
       the percentage of              instructed for 25                                    administered every         proficiency in the
       students scoring               minutes in the subtest                               two weeks.                 subtests of instruction
       proficient in the two          of greatest need.                                                               based on assessment
       subtest categories             Develop common                                                                  results.
       to 80%.                        formative assessments.

2009/2010 District Goals for Osceola County Public Schools                                                   Click Here

2009/2010 Osceola County Public Schools Improvement Plans Click Here                                                                              25                                                   25
1. What is the instructional focus?

2. What are the instructional strategies?

3. How will we know when they have learned it?

4. How will we respond when they need
  remediation or enrichment?

                    The Team Cycle
  PLC Meets                             PLC Meets

    Focus           Strategies         Assessment          Response

  Using data,      Teacher instructs      The team            Teacher
   the team          using effective      conducts          remediates
creates a lesson     strategies from       common        or enriches based
   plan and a       the team’s focus     assessment            on the
    common               meeting         then meets       pre-determined
  assessment                           to analyze data   proficiency level
                                         and discuss

               An Act Of Futility

If we continue to take in data as we have always taken in

Then we will continue to think as we have always thought.

If we continue to think as we have always thought,

Then we will continue to believe as we have always

If we continue to believe as we have always believed,

Then we will continue to act as we have always acted,

Then we will continue to get what we have always gotten.

We Can All Make A Difference In The Life Of A Child


                Shared Knowledge

            Contact Information

                    Art Tweedie
                PLC District Coach
The Office Of Research, Evaluation & Accountability
              817 Bill Beck Boulevard
               Kissimmee, FL 34744
                  Internal x66159


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