#atplc Archive
For over a year, educators have used the #atplc Twitter tag to share resources and ideas about PLCs, connect with others around the world, and inspire each other to never stop learning. Now is your chance to join the conversation! Visit http://www.allthingsplc.info/tools-resources/twitter-chat for more info.
Thursday August 25, 2016
Welcome to the Twitter chat. Our topic tonight is adult learning in a PLC.
Welcome to the Twitter chat. Our topic tonight is adult learning in a PLC.
If you’re new to this I will offer questions. My first question will be labeled Q1. To respond, begin with A1 and end with .
Let’s practice. Q1: Who is joining us tonight?
A1: I’m Mike Mattos. Educator/Author. From CA but coming tonight from WI.
A1) Good evening, Mike. Ben - Elementary AP from WI Where are you in WI tonight?
A1 I am Kevin Skomer - elementary principal from Illinois
A1: Carmen Bryant. Educator/Administrator from TN
Dan, business teacher from St. Louis.
A1: Jim Smith, Assessment and Data, Lighthouse Learning Community. Minnesota
Katie White joining from Canada
You should jump in the chat. The great is leading tonight
A1: Nicole, from WI - was our keynote this morning & I get tohang out with him tomorrow!
A1 Tom from Batavia HS. High School Division Coordinator for the Humanities
— I’m currently in Oshkosh.
A1: Paula, instr coach from N Houston jumping in as I wait for baggage claim carousel
Introduction to tonight’s topic coming next….
Not too bad of a place. Hope you are enjoying our great state! Best state for beer and cheese curds.
A1: I'm Kyle Barrentine. MS Principal in Indy.
Tracy from IN ready for PLC CHAT.
Consider for a moment the term professional learning community. Who is doing the learning? The professionals!
Very lucky! I'm know you will be learning a lot.
John Phelps admin Anoka Hennepin
PLCs operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators.
Learning together should be the first step when addressing every element of the PLC process.
This learning can take many forms, including both the study of relevant research and actual evidence of increased student learning.
So, let’s consider what processes and resources we can use to lead adult learning through each step in the PLC process.
Q2: We begin the PLC process by building shared mission and vision. How/What can we study to build shared knowledge on this topic?
The first resource would be that of time and building more time for PLC's to occur.
At our school, we fist studied effective schools research, then also visited schools getting much better results.
A2: we can study what other faculty members view as mission n vision to gain a general understanding. Tweak from there
A2) 1st need to know the meaning behind each one & the difference between the two - then check out what effective schools are doing
—True, but do you first need to build the case for the need for collaboration?
A2: DuFour's On Common Ground & PLC's at Work have always been my go to starter books to learn or teach about PLC
A2: start with a committee to reevaluate the mission, visit, and goals. Set norms and lay out a plan of reevaluation.
A2) Discuss with team members what we already have going for us & what we dream our school to become
A2: Study ourselves, what we believe, how we respond to each other, how we are informed by research and build convos to effectiveness
A2: we had a look at the missions and visions of other schools and orgs & discussed content/merits
A2 establish the common beliefs
A2: Do we want to brainstorm opinions of what our mission should be, or learn about what learning-focused schools have committed to?
Norms are very important but are only as good as they are enforced. Need to build that trust & openness.
A2. Attending a PLC institute with a team to form a guiding coalition can be a great starting place.
A2 Starting A Movement. An excellent resource from and
A2 focusing on vision is important because it speaks of who we want to be as a team of teachers.PLC is how can get there
Where things work and why they do will help us to look at why we do what we do. Very reflective process.
Both? We have to work toward a truly shared commitment.
A1. Jeff Modaff, Batavia Public Schools, elementary principla
Aligning mission and values of a team or school are valuable in building to capacity for a PLC.
— Agreed. Excellent resource. As is Learning by Doing.
And paints a picture of actionable possibilities! Not just theories: practitioners
Q3: Collective commitments (norms) should address how decisions are made. How can collective inquiry be addressed in team norms?
Lance, Instructional Coach from Urbandale Iowa. Getting on late but excited to watch and learn. Just finishing first week of school
A2 after going thru process at school, reading Starting a Movement was great to show what we had done right and what to improve on
Really like this point of making sure we have evidence based strategies We all have opinions, but are they supported
A2. Discuss with staff the needs of students and the obstacles to their learning. This can lead to forming a vision and mission
Q3: Collective commitments should address how decisions are made. How can collective inquiry be addressed in team norms?
Here is the parallel to assessment, painting pictures of actionable possibilities.
A2. And Every School, Every Team, Every Classroom by Eaker & Keating
A3 wouldn't that be a given. If nonnegotiable is learning for all, wouldn't collective inquiry be at the root of that?
A3: we commit to addressing needs of Ss with shared knowledge & actionable behaviors w/ focus on results
A3: Our teams had a norm: We will not use “I think” or “I like”. We will base decisions on research and evidence…not opinion.
A3: having teachers work together and talk best practice is part of those commitments of Ss success
A3 We use the norm "balance of inquiry and advocacy"
A3) Agree that a norm needs to be to be data driven & research based when we make decisions
A3: Norms that R based on mutual respect & professionalism by all. Hearing all voice agreeing to support all decisions
A3:have to agree to trust each other, support each other as we dig deeply into our practices, speak of Ss as if they r always with us
— You would think, but most teams don’t usually base decisions on evidence, but adult preference.
Resolved: We will be relentless in pursuing what is in the best interest of students. https://t.co/KItV6kcCbt
Q3: Collective commitments (norms) should address how decisions are made. How can collective inquiry be addressed in team norms?
—Thanks for joining Steve!
A3: Innovation in best interest of students; Tweak current research to meet philosophy; Embrace failure; Work outside comfort zone
If we are a profession, we base our decisions on evidence, not "I think" or "I like"
— But what is your criteria for “best practice”?
A3: all decisions made based on the focus of putting the Ss first
that is a powerful resolution - well stated
Great norm for your PLC team. Keep it real - not opinionated. https://t.co/b7TYchGj29
A3: Our teams had a norm: We will not use “I think” or “I like”. We will base decisions on research and evidence…not opinion.
It is so easy to bend the evidence to fit our preferences. We all need to be on the alert for this.
we have a set criteria that teachers use for best practice. District made for consistency across all buildings.
A3: I find that most schools don’t have agreement, or even discuss, their criteria for making decisions.
A3: We have to agree to measure learning and face the reality of what evidence is telling us by asking questions, many questions
Always dangerous & an easy trap to fall in. It has to be what's best for Ss, not easiest for adults.
Can you have true authentic PLC with while allowing teachers to have the professional freedom to be awesome?
A1 you are right so howdo wedo that
A3: Being a PBL school, norms are reflective of what we expect our students to do on a daily basis - be reflective & curious learner
A3) team must be careful to base off evidence and not the teams most influential member. Dangerous ground.
A3: We tend to toss out the phase, “Research says”, but never discuss our criteria for good research or evidence.
Soooo true. Never bend the data to fit the hypothesis https://t.co/o6UGxsIRSe
It is so easy to bend the evidence to fit our preferences. We all need to be on the alert for this.
A3: And how many are reactive instead of proactive. https://t.co/DwwRjcKzIG
A3: I find that most schools don’t have agreement, or even discuss, their criteria for making decisions.
Can't always listen to the longest tenured. Might be set in their ways https://t.co/EN4wPjSGQe
A3) team must be careful to base off evidence and not the teams most influential member. Dangerous ground.
— Absolutely. But in the end, evidence of student learning should back up freedom.
Our collective inquiry is successful when we refer back to the 4 essential questions of the PLC process.
A3 Being committed to the question "To what extent are our students responding to our instruction & interventions is key
How do you suggest teams make decisions?
A3: I truly believe that a lack of norms, or enforcement of norms, it what holds most teams back in the PLC process.
schools/teachers don't know what they don't know. Behavior must be modeled/taught.
Or just looking out for what's best for themself. Don't have to put themselves out there for everyone to see https://t.co/a5VGGrgPdk
Can't always listen to the longest tenured. Might be set in their ways https://t.co/EN4wPjSGQe
A3) team must be careful to base off evidence and not the teams most influential member. Dangerous ground.
should decisions be made based on S achievement and development and evidence backed?
A3: Sounds like when you referenced "playing PLC" in your keynote today. https://t.co/RPwlRiE58S
A3: I truly believe that a lack of norms, or enforcement of norms, it what holds most teams back in the PLC process.
A3: Rick DuFour’s norm at Stevenson: “What want research that is bigger than you.” In other words, I don’t want opinion.
Absolutely! We talk data all the time - if they aren't learning, we use 1:1 instruction or find a different teacher.
It always has to come back to this. Our own research of our work supports instructional decisions.
It can be easy to create norms but enforcing them is the key!
I completely agree. We often don't talk about how to address the violation of agreed upon norms https://t.co/2PyNBcX7Tk
A3: I truly believe that a lack of norms, or enforcement of norms, it what holds most teams back in the PLC process.
Very true…taught is learning, right? That is the point of our chat. Learning leads to understanding and action.
Never knew the value or power of norms. Strong teams use norms to guide their commitments
A3: Rick DuFour’s norm at Stevenson: “I want research that is bigger than you.” In other words, I don’t want opinion.
I think people are intimidated to actually say "Hey! Your not being respectful". If it is good enough for the kids...
Q4: Critical question #1—What do expect our students to learn? How/What can we study to build shared knowledge on this topic?
Numbers speak for themselves. What strategies help kids learn more?
So how can we support our staff in having difficult discussions with those who violate norms?
I would say so but then what do you do to meet those kids shouldn't be a guess, but based on researched strats.
You are right. Or the collective supports it though passive acceptance so the risk is too high
agree 1000%. We need foundational strats to reach all students
. What data do you look at and how to do you collect data quickly to make plans to meet needs? Seeking help
Awesome question. As teams grow this becomes easier. It's not about you or I. It's about our Kids
A4: I have found Schmoker's a Results Now and Focus to be helpful in this process.
Yup - need to have open convos about why/what some Ts are doing to reach Ss & not be too proud to ask
. How can a team look at data if everyone is looking at different elements? Just looking for guidance
Q4: Topics and concepts that are foundational to further learning opportunities. Students can leverage basics to deeper understanding
quick formative assessments to see if Ss are on the right track. Should be aligned to learning targets
Q4: 21st century learning skills, non cognitive skills, not just the academic stuff!
A4: standards and prior trends in the classrooms
A4: I have found Schmoker's Results Now and Focus to be a good resource.
A4: collectively rip apart standards and come to consensus on essentials. Discussions fueled by lots chocolate, of course
A4: Standards, dissecting & creating proficiency scales for standards, understanding essential questions
team should have CFAs around common goals. Data can then be shared and analyzed
A4: meeting with fellow teachers and making unified curriculum and goals.
A4. Taking time to prioritize curriculum is key. We ALL need to agree what do kids need to know and do = guaranteed & viable curric
A4: Here is a link to what we used to dig into essential standards. https://t.co/ffUDVMbvUL . Download Essential stand. Chart.
Q4: comes back to a guaranteed and viable curriculum based on priority standards and then common assessments that are analyzed.
Are you using proficiency scales?
common formative Assmts measure the success of learning & next steps to ensure mastery
Decide the specific element you are assessing, examine student work as a team, plan action on results
A4: Perseverence, grit, and self-advocacy through the work of science, math, English, World Languages, etc.
A4: Work together to build a shared understanding of learning goals and targets. Have deep conversations.
A4: In think David Conley’s work on college-readiness standards is outstanding.
Many of our staff use Google docs or sheets to share. Much comes from common assess of essential skills
A4 begin with end in mind. What skills does team believe absolutely essential 4 students to learn before they progress to next grade
A4. Standards and the "soft skills" that make people who they are
Agreed. We use Google sheet & it's shared with everyone.
Push the elephant aside. Celebrate what works and replicate it.
A4: today, a group of ten of us spent thirty minutes discussing the "why" of one standard. Critical to think about why and then how.
at the PLC each T talked about their students and where they were. From there came up with strats.
A4: Many of your are saying, “prioritize the standards”. But what is the criteria for this? That is where the learning comes in.
I find many of my teams lack data norms-how to treat e/o when analyzing team data
. A4 at my last site, we began using your materials last year and the work evolved and streamlined desired outcomes.
A4: Without agreed criteria for essentials, the process turns into “these are a few of our favorite things”.
Doug Reeves has a simple, easy to follow process for this.
Yup, sometimes we need to be the ones to call out Ts that are doing great & push others to watch that T
. A4 at my new site, when creating common assessment, we've learned to mimic vernacular of standardized tests... (1/2)
A4 those standards that are critical for present and future learning to occur.
Starting is the hardest. Thinks small, short formative piece on a doable scale of Ss. Take action!
then break it down to essential questions that you want to ask and UBD.
good point does anyone have effective data norms they use?
A4) There needs to be a discussion vertically to have input about what is needed to be successful the next level up
. A4 so that the student gets credit for their mastery of a standard. We had to improve our assessment as a PLC
Endurance, leverage, and necessity for the next academic level.
https://t.co/Fz95kYD4Aq
A4: data from common formatives 2 find out what wks or doesnt. Share the info of what works in the remediation. Success breads success#atplc
Q5: Critical question #2—What do we know they have learned it? How/What can we study to build shared knowledge on this topic?
What has been a positive development is the work of our instructional coaches who are using data protocols with teams
I like the norms discusses in her work around CFAs
A5: having time to create authentic common assessments with fellow Ts.
A5: the answer to this lies in strong assessment design. For this, read etc.
A5: when they DO learn is sometimes forgotten work bc focus can be solely directed on those that DON'T. Gotta be intentional
I am an instructional coach and would love to see your protocols
A5 - I have found PLCs assessing student work together to be a powerful tool to discover what Ss have learned
A5: Ss can discuss vocab & learning targets, teach others, can use their knowledge in other situations, analyze how it impacts life
A5. Creating CFAs with fellow grade level/department Ts
A5) Need to have CFA with the understanding that all will bring their data to discuss who got it & what worked to teach it
A5: I think many teams struggle with CFAs in the PLC process because they don’t understand why they are using them.
— Exactly. In fact, it is the most important tool.
Agree completely https://t.co/A6lq6GpLyL
A5 - I have found PLCs assessing student work together to be a powerful tool to discover what Ss have learned
Goes back to the why, right?
— Exactly. Clarity proceeds competency, right?
A5 It is hard for teams to develop a clear common criteria for success without assessing work as a team leads to such a great place
A5: Assessment Literacy is critical. Teams have to spend time exploring this topic and student artifacts of learning
Q6: Many of you are listing what teachers must do. What I am getting at is this: What do we study first to learn about what we do?
Yes, it takes time and work to do this
A6: Most schools/teams/leaders don’t take the time to study the work…to build shared knowledge on the right work.
A6) We need to study what others are doing that is working. Find schools that are successful & visit them as well as talk with them
A6: I think Learning by Doing is an excellent resource on the why and how of the work. Many have it but don’t read it.
It's all about learning together
What work would you recommend be studied?
Right on Ben. All of it requires humility.
A6: study where we have been and how we want to change/better it for the future.
A6: Ourselves with self reflection & the level of success of our students
— It matters the topic. PLC in general, Learning by Doing.
Right! There needs to be an agreed upon direction - what they want to change & what they will do to improve
A6: we studied much much literature so we could really make connections, synthesize, analyze. No single resource to be honest
