Project Goals
Vision Statement
Professional learning communities provide opportunities for professional staff to look deeply into the teaching and learning process and to learn how to become more effective in their work with students. Teacher learning should come first in such communities, with the firm belief that students cannot raise their level of achievement until teachers become more effective in their own practice. The term Professional Learning Community defines itself. Teacher learning is more complex, deeper, and more fruitful in a social setting, where the participants can interact, test their ideas, challenge their inferences and interpretations, and process new information with each other.
Connection to the Teacher Leader Certification Academy
This is the result of a research-based, Professional Learning Community (PLC) driven vision for increasing student achievement by facilitating professional learning, leading a team of teacher trainers, and holding teachers accountable for that professional learning.
Goals for Development of Professional Learning Community:
* After taking a survey related to group dynamics, group meets to identify highs and lows and focus areas
* Gathering evidence of current levels of student learning based upon formative data analysis
* Developing strategies and ideas to build on strengths and address weaknesses in teachers' learning as a professional learning community
* Discussing the use of alternative assessments to determine which students may need Tier III instruction in the future
* Discuss and determine teacher strengths to determine which teacher should teach which area of Intervention or enrichment
* Analyze the impact of the changes to discover what was effective and what was not
* Apply new knowledge in the next cycle of continuous improvement; implement Tier III strategies during lunchtime for a group of not more than 14 students (3 lowest performing students from each class, not including previously identified special education students)
I am focusing on the development of students' basic reading skills by utilizing the following assessments:
BPST (Basic Phonics Skills Test)
PDST (Phonics Decoding Skills Test)
HFW (High Frequency Words)
Dibels Next fluency
Word Pattern Inventory (Spelling/encoding skills)
* A plan was made for adjustments as follows: Development of a "horizontal" team with the following goals:
- Formally meet during PLC every two weeks for 1 hour and 50 minutes while the students receive P.E. and music.
- Informally, we communicate widely and often through meetings, daily conversations, and digital communication.
- Establish group norms.
- Establish member roles, to be changed at each meeting in order to build capacity.
- Make it a team effort
- Select the best solution collectively
- Develop SMART goals
- Provide resources, coaching, and recognition
Schmoker (1999) suggests that roles with specific duties be assigned across meetings on a rotating basis to the build capacity of the grade level to work together in an equitable and productive manner. Roles are assigned at the end of the previous meeting. The three roles described are as follows:
` - The facilitator is responsible for organizing and notifying all team members about the specific details concerning the team meeting and required materials. The major duty is to lead the team through the agenda during the meeting.
- The timekeeper helps team members stay within the time frame determined by the agenda by monitoring time on topic and adherence to the established norms.
- The recorder takes notes during the meeting such as the following:
Connections to the Five Practices of Exemplary Leadership (Kouzes & Posner)
Model the Way
11. Follows through on promises and commitments he/she makes.
Inspire a Shared Vision.
Each day I should demonstrate that I am committed to the principles that I espouse to my grade level team. I should act in ways that are consistent with the principles that I espouse in order to build trust and confidence. I will always ensure that each day I strive to make sure that I am consistent in my words and my deeds to build reliance, trustworthiness and confidence in my abilities as a team leader.
Inspire a Shared Vision
22. Paints the "big picture" of what we aspire to accomplish.
By painting the big picture, and taking it down to the group and individual level, I want to assist my coworkers so that they can see how they help accomplish the organizational aspirations. One thing we can do is to make a list of long - term goals based upon our vision of the future. Visualization is an important tool to develop as well. I hope to create the story of our organization in the future.
Share the story and ask each team member how they see themselves helping to achieve this future and then possibly paint a picture literally of how team members see themselves in the future and hang the picture of the future in some prominent place.
Challenge the Process
8. Challenges people to try out new and innovative ways to do their work.
Working with others to define problems and identifying their root causes are very important before trying out new and innovative ways to do work. Then always work with others to act as sounding boards, in order to get a clearer focus on the problem itself. We will work to discuss the vision and how the solution relates to the vision. I will help my team to analyze the situation to see if there is a better solution, one tied more closely to our team vision. I will get more in the habit of asking for help when solving problems and strive to have my team members do the same.
Enable Others to Act
4. Develops cooperative relationships among the people he/she works with.
By building emotional connections with team members, it should develop and
maintains relationships. This is important because it enhances trust and boosts retention. Unexpected reinforcing connections can be very powerful. I plan on Inviting my team members to breakfast or lunch and ask what matters most to them and to ask what I can do to support the future dream. I will try to make more personal connections and bring in some homemade food — something I've made such as cookies — for no special occasion. I may ask a team member to plan one of these with me toencourage his or her involvement. Sometimes what we say isn ’ t what we meant to say. Ask someone who works with you on a daily basis to observe what you say and how you say it. Could your communication be misinterpreted in any way?
Encourage the Heart
20. Publicly recognizes people who exemplify commitment to shared values.
When you see a team member acting out a shared value, compliment the person on the spot. Add why the value is important to the team. Share what your employees have done with other leaders. Word will get around that you’ve been out on the praise trail again. Remember to say thank you in the moment and in public. Recognition doesn't need a special time.
Professional learning communities provide opportunities for professional staff to look deeply into the teaching and learning process and to learn how to become more effective in their work with students. Teacher learning should come first in such communities, with the firm belief that students cannot raise their level of achievement until teachers become more effective in their own practice. The term Professional Learning Community defines itself. Teacher learning is more complex, deeper, and more fruitful in a social setting, where the participants can interact, test their ideas, challenge their inferences and interpretations, and process new information with each other.
Connection to the Teacher Leader Certification Academy
This is the result of a research-based, Professional Learning Community (PLC) driven vision for increasing student achievement by facilitating professional learning, leading a team of teacher trainers, and holding teachers accountable for that professional learning.
Goals for Development of Professional Learning Community:
* After taking a survey related to group dynamics, group meets to identify highs and lows and focus areas
* Gathering evidence of current levels of student learning based upon formative data analysis
* Developing strategies and ideas to build on strengths and address weaknesses in teachers' learning as a professional learning community
* Discussing the use of alternative assessments to determine which students may need Tier III instruction in the future
* Discuss and determine teacher strengths to determine which teacher should teach which area of Intervention or enrichment
* Analyze the impact of the changes to discover what was effective and what was not
* Apply new knowledge in the next cycle of continuous improvement; implement Tier III strategies during lunchtime for a group of not more than 14 students (3 lowest performing students from each class, not including previously identified special education students)
I am focusing on the development of students' basic reading skills by utilizing the following assessments:
BPST (Basic Phonics Skills Test)
PDST (Phonics Decoding Skills Test)
HFW (High Frequency Words)
Dibels Next fluency
Word Pattern Inventory (Spelling/encoding skills)
* A plan was made for adjustments as follows: Development of a "horizontal" team with the following goals:
- Formally meet during PLC every two weeks for 1 hour and 50 minutes while the students receive P.E. and music.
- Informally, we communicate widely and often through meetings, daily conversations, and digital communication.
- Establish group norms.
- Establish member roles, to be changed at each meeting in order to build capacity.
- Make it a team effort
- Select the best solution collectively
- Develop SMART goals
- Provide resources, coaching, and recognition
Schmoker (1999) suggests that roles with specific duties be assigned across meetings on a rotating basis to the build capacity of the grade level to work together in an equitable and productive manner. Roles are assigned at the end of the previous meeting. The three roles described are as follows:
` - The facilitator is responsible for organizing and notifying all team members about the specific details concerning the team meeting and required materials. The major duty is to lead the team through the agenda during the meeting.
- The timekeeper helps team members stay within the time frame determined by the agenda by monitoring time on topic and adherence to the established norms.
- The recorder takes notes during the meeting such as the following:
Connections to the Five Practices of Exemplary Leadership (Kouzes & Posner)
Model the Way
11. Follows through on promises and commitments he/she makes.
Inspire a Shared Vision.
Each day I should demonstrate that I am committed to the principles that I espouse to my grade level team. I should act in ways that are consistent with the principles that I espouse in order to build trust and confidence. I will always ensure that each day I strive to make sure that I am consistent in my words and my deeds to build reliance, trustworthiness and confidence in my abilities as a team leader.
Inspire a Shared Vision
22. Paints the "big picture" of what we aspire to accomplish.
By painting the big picture, and taking it down to the group and individual level, I want to assist my coworkers so that they can see how they help accomplish the organizational aspirations. One thing we can do is to make a list of long - term goals based upon our vision of the future. Visualization is an important tool to develop as well. I hope to create the story of our organization in the future.
Share the story and ask each team member how they see themselves helping to achieve this future and then possibly paint a picture literally of how team members see themselves in the future and hang the picture of the future in some prominent place.
Challenge the Process
8. Challenges people to try out new and innovative ways to do their work.
Working with others to define problems and identifying their root causes are very important before trying out new and innovative ways to do work. Then always work with others to act as sounding boards, in order to get a clearer focus on the problem itself. We will work to discuss the vision and how the solution relates to the vision. I will help my team to analyze the situation to see if there is a better solution, one tied more closely to our team vision. I will get more in the habit of asking for help when solving problems and strive to have my team members do the same.
Enable Others to Act
4. Develops cooperative relationships among the people he/she works with.
By building emotional connections with team members, it should develop and
maintains relationships. This is important because it enhances trust and boosts retention. Unexpected reinforcing connections can be very powerful. I plan on Inviting my team members to breakfast or lunch and ask what matters most to them and to ask what I can do to support the future dream. I will try to make more personal connections and bring in some homemade food — something I've made such as cookies — for no special occasion. I may ask a team member to plan one of these with me toencourage his or her involvement. Sometimes what we say isn ’ t what we meant to say. Ask someone who works with you on a daily basis to observe what you say and how you say it. Could your communication be misinterpreted in any way?
Encourage the Heart
20. Publicly recognizes people who exemplify commitment to shared values.
When you see a team member acting out a shared value, compliment the person on the spot. Add why the value is important to the team. Share what your employees have done with other leaders. Word will get around that you’ve been out on the praise trail again. Remember to say thank you in the moment and in public. Recognition doesn't need a special time.