Professional Documents
Culture Documents
PLC Handbook
PLC Handbook
Handbook
[AUGUST 2013]
Instructional Leadership
The center-point of district improvement pertaining to curriculum, assessment and instruction is
the vision and capacity of the leaders and teachers within the system. In the Fall of 2012, the
District Comprehensive Improvement Planning Team developed the districts mission and
purpose statements. Time was spent evaluating what it is that we want our system to achieve
and develop in our students. This handbook is a means to put delivery and action to the goals set
forth in the area of instruction and team work. In addition, it is the vehicle through which we
monitor the work of the team which in turn monitors the implementation of the district plan.
According to Leithwood, Louis, and Wahlstrom (2004) in their Review of Research: How
Leadership Influences Student Learning, there are three sets of practices which make up the
basic core of successful leadership: setting directions, developing people, and redesigning
the organization.
2.
3.
4.
5.
6.
Membership: (Who?)
Teacher Leaders
PLC Facilitators
Principal
District Resource Teacher
Responsibilities: (What?)
Communicate info to PLCs
Attend and actively participate in PLC meetings
Plan and conduct trainings
Facilitate PLCs
Collect and maintain data/documentation in the PLC binder:
agenda, sign-in, minutes, documents
Process: (How?)
Butler County Schools PLC Handbook
Meeting Schedule: (When?)
Based upon principal Schedule (regular intervals not less than 1x per month)
Location: (Where?)
Designated by Principal
Mission: (Why?)
It is our belief that we must build relationships to have a successful learning community.
We strive to build relationships around commitment, high expectations and modeled
behavior. We must partner with our families and the community to help our students be
responsible, and empower them to be successful local and global citizens. As a learning
community, we support those practices which develop character and 21st Century skills
for our students and staff. It is our beliefs that a quality education is one in which
students are offered diverse and rigorous courses enabling them to grow and attain skills
for independence. Student advocacy and engagement along with open communication
and support structures are a continual priority.
Recorder:
Provide copies of shared/created documents for binder, teacher members, and district.
Timekeeper:
Teacher Members:
Bring assigned documents/materials to PLC, providing copies for each team member.
Be responsible for your own learning and professional growth and be willing to share your expertise.
Principal:
District Rationale
Butler County Schools have chosen Professional Learning Communities as the vehicle to create a collaborative
environment where teachers become more knowledgeable about effective teaching and student learning, with the overall
purpose of producing ongoing improvement in student achievement.
PLC Charge
In order to achieve these goals, members of the PLC need to define and answer these essential questions:
PLC Non-Negotiables
Based on DuFours Four Corollary Questions
2. How will we know when each student has mastered the essential learning?
Teachers will collaboratively develop common assessments which will be critiqued (for congruency and rigor)
and revised prior to administration.
All teachers will design formative assessments, i.e., pre-tests, exit slips, etc., to determine students mastery of
daily learning targets (documented through daily lesson plans and observations).
4. How will we deepen the learning for students who have already mastered essential knowledge and skills?
All classroom teachers will analyze student level data (formative and/or summative assessments) and other
available data to plan differentiated instructional experiences for all students identified as in need of classroom
enrichment.
PLC Process
Expectations
PLC teams will meet on a scheduled, regular basis. (Not less than 1x per month) Principal will
determine day, time, and location.
PLC teams will create a goal(s) and action plans based on student needs as defined by data analysis
within one of the priority areas: Curriculum: Deconstructing Standards, Classroom Assessment
Quality, Quality Instruction, Data Analysis-Student Work (When a goal has been met in one area
then another can be addressed)
PLC team members will bring appropriate materials and/or documents to each PLC team meeting.
PLC teams will analyze student work and/or summative and formative assessments to determine
instructional next steps.
PLC team members will complete individual study/work between team meetings.
Each PLC team will maintain an official team binder containing PLC Meeting Records as well as
copies of all documents (assessments, student work samples, reflection tools, etc.) reviewed, utilized,
and/or created during the PLC meetings. (See Appendix B, PLC Meeting Record)
Principals will report findings and share minutes at monthly district leadership meetings.
Conduct PLC meetings ensuring meeting follows pre-determined focus/PLC non-negotiables and/or
norms.
Compile the PLC Team Binder containing copies of PLC Meeting Records as well as copies of all
documents (assessments, student work samples, reflection tools, etc.) reviewed, utilized, and/or created
during the PLC meetings. (See Appendix B, PLC Meeting Record)
Recorder:
Provide copies of PLC Meeting Records to facilitator for PLC Team Binder, principal for principal binder,
and district PLC liaison.
Provide copies of shared/created documents for binder, teacher members, and district PLC liaison.
Timekeeper:
Teacher Members:
Bring assigned documents/materials to PLC, providing copies for each team member.
Be responsible for your own learning and professional growth and be willing to share your expertise.
Principal:
Maintain Principal PLC Binder containing all feedback provided to PLC teams.
Note: This step is necessary when a new member is added to a PLC or when the
state issues new or revised content standards.
b. Refine/review quality of deconstructed standards in your Unit Plan.
3. Reflect & Group De-brief . Recorder reads aloud PLC minutes/assignment/next
steps from the meeting record.
Principal Monitoring
Priority Area Curriculum
Deconstructing/Refining the Standards
Specific Look-fors:
o Randomly select a deconstructed standard from the PLC group.
o Does the teacher clearly demonstrate knowledge of what the students need to know and be
able to do based on the standards?
o Walk-throughs with an emphasis on learning targets (posted and communicated) that are
congruent to the deconstruction protocol sheet.
o Follow-up: Use the Principal Feedback Form to provide feedback to
the teacher(s) monitored along with a face-to-face meeting.
_____Yes _____No
_____Yes _____No
_____Yes _____No
Next Steps
Revisit the deconstruction process, with assistance, to refine your deconstruction skills.
___________________________/___________________________
Principal Signature/Teacher Signature
_________________
Date
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Principal Monitoring
Priority Area Assessment
Classroom Assessment Quality
Specific Look-fors
o Randomly select an assessment from the PLC group.
o Analyze the first draft assessment and the revised draft to see if the teacher feedback from the
PLC session has been utilized to make the suggested changes.
o Follow-up: Use the principal feedback sheet to provide feedback to the teachers you
selected.
Principal Monitoring
Priority Area Assessment
Classroom Assessment Quality
Teachers Name: _______________________________________________
After analyzing your assessment, I like:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Have you thought about?:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
___________________________/___________________________
Principal Signature/Teacher Signature
_________________
Date
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4. Complete Group Participation: Repeat until all PLC members have shared an
instructional activity and received feedback.
5. Reflect & Group De-brief: Recorder reads aloud PLC minutes/assignment/next
steps from the meeting record. (See Appendix D, PLC Plus-Delta Feedback)
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Principal Monitoring
Priority Area Instruction
Quality Instruction
Specific Look-fors:
o Randomly select a teacher Quality Instruction Reflection from the PLC group.
o Is there evidence on the reflection sheet that the teacher plans to use peer feedback to
improve the instructional activity or in a future instructional activity?
o Is there evidence that the teacher was actively engaged by identifying new strategies from
other members that they may use in future units?
o Follow-up: Use the principal feedback sheet to provide feedback to the teachers monitored
along with a face-to-face meeting and/or walkthrough.
Principal Monitoring
Instruction
Quality Instruction
Teachers Name: _______________________________________________
Does the teacher Quality Instruction Reflection include ways to ensure a rigorous, aligned activity? ____Y ____N
_____________________________________________________________________________
_____________________________________________________________________________
Check as needed
_____Please notify me when you are using this activity. Id love to observe this in action. Email me the time/date.
_____Id like to see an increase in these types of activities. I plan to monitor these instructional activities through
lesson plan reviews and walk-throughs.
Additional Feedback:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
___________________________/___________________________
Principal Signature/Teacher Signature
_________________
Date
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Principal Monitoring
Priority Area Student Work Analysis
Specific Look-fors
o Randomly select a Student Work Reflection sheet from the PLC group.
o Did the teacher identify non-mastered standards?
o Did they develop a plan of action to address interventions for students who did not master the
learning target/standard?
o Did the teacher provide and receive feedback regarding the quality of their instruction?
o Follow-up: Use the principal monitoring (below) to provide feedback to
the teachers monitored along with a face-to-face meeting and/or walkthrough.
Principal Monitoring
Student Work Analysis
Teachers Name: _______________________________________________
Did the teacher identify a plan of action for their non-mastered standards?
_____________________________________________________________________________
_____________________________________________________________________________
Check as needed
_____Please notify me when you are using this activity. Id love to observe this in action. Email me the time/date.
_____Id like to see an increase in these types of activities. I plan to monitor these instructional activities through
lesson plan reviews and walk-throughs.
Additional Feedback:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
___________________________/___________________________
Principal Signature/Teacher Signature
_________________
Date
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Appendices
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Sign-In
Facilitator
Timekeepe
Recorder
ABSENT:
AGENDA
Develop/Review/Revise PLC Action Plan: Choose
Priority Area(s) to work on as a team.
PLC Handbook - Appendix A (page 1 of 2)
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School Name:___________
MINUTES
Date:__________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Reflection/Materials Needed: The Priority Area we have chosen to work on is:
___________________________. By (date)__________________ we hope to have
(describe goal):________________________________________________________.
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Team: ___________________
Assignment
Completed
Facilitator
Date: __________
Time: ___________
Timekeeper
Recorder
Absent:
Principals Signature/Guests:
PLC Non-Negotiables
Based on DuFours Four Corollary Questions
1. What is it we want all students to learn?
All teachers will deconstruct all standards prior to planning and delivering instruction. Teachers will use deconstructed
standards to develop student-friendly learning targets which will be documented in daily lesson plans. Student-friendly
learning targets will be posted and communicated.
2. How will we know when each student has mastered the essential learning?
Teachers will collaboratively develop common assessments which will be critiqued (for congruency and rigor) and revised
prior to administration.
All teachers will design formative assessments, i.e., pre-tests, exit slips, etc., to determine students mastery of daily learning
targets (documented through daily lesson plans and observations).
All classroom teachers will analyze student level data (formative and/or summative assessments) and other available data to
plan differentiated instructional experiences for all students identified as in need of classroom intervention.
4. How will we deepen the learning for students who have already mastered essential knowledge and skills?
All classroom teachers will analyze student level data (formative and/or summative assessments) and other available data to
plan differentiated instructional experiences for all students identified as in need of classroom reinforcement and/or
enrichment.
PLC Handbook - Appendix B (page 2 of 2)
PLC Non-Negotiables
Based on DuFours Four Corollary Questions
Check to indicate the DuFour question(s) that guided todays PLC: ____1.
____2.
____3.
____4.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Assignment: ______________________________________________________________________________
_________________________________________________________________________________________
Next Steps to share/MATERIALS NEEDED:
______________________________________________________________
_________________________________________________________________________________________
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DATE
SUBJECT
GRADE LEVEL
STANDARD NUMBER AND DESCRIPTION
Deconstructing
Task
What knowledge
or
understanding is
required to
become
competent on this
standard?
Responses
Learning Targets
in Student Friendly Language
What reasoning
(if any) is
required to be
competent on this
standard?
What
performance
skills (if any) are
required to
demonstrate
competence on
this standard?
What product
competencies (if
any) are required
by this standard?
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Instructions
Step 1 - Identify the Standard
Write the standard on poster paper and deconstruction worksheet.
Read the standard and determine the highest level of learning, the Learning Target Type,
required for mastery of the standard (i.e., Knowledge, Reasoning, Performance Skill, or
Product).
Mark only one Learning Target Type on the deconstruction worksheet the one required
of the student to demonstrate competency on the standard.
Step 2 Dissect the Standard
Dissect the standard to gain a clear understanding of what students are asked to know and
do:
o Circle the task(s) the student will perform.
o Underline key ideas or concepts in the standard.
o List on the poster the key ideas and/or skills students must know and/or do to
master the standard.
Step 3 Deconstruct the Standard
Using the key ideas and/or skills from the list on the poster, identify the Knowledge,
Reasoning, Performance Skill, and/or Product learning that underpins and is required for
mastery of the standard. List these in the appropriate areas of the Responses column of
the deconstruction worksheet.
Remember, each standard may not have all of the learning target types as underpinnings.
Step 4 Write Student Friendly Learning Targets
After deconstructing the standard in the Responses column, convert the required learning
into student friendly I can statements in the Learning Targets column of the
deconstruction worksheet.
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Date:
+
What we know and feel good
about.
Questions
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Date:
Subject/Course/Unit :
Teaching Date:
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1. Each member should bring the completed item analysis sheet from their previous assessment to the PLC
meeting.
2. Each member should bring an assignment with student work samples (1-2) that they used during the unit
to teach one of the non-mastered standards they identified from the data in the item analysis sheet.
Step 1: Introduction (2 - 3 minutes)
Each member will have fifteen minutes to assess the activity of their partner using the Student
Work Partner Reflection.
Following completion of Student Work Partner Reflection, each member will provide the
feedback chart to their partner.
The facilitator will lead a debriefing session. What were the overall findings? What are our
next steps?
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___________________________________________________________________
___________________________________________________________________
Criteria
Yes
No Comments
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Item Analysis
Standard/Learning Target
Standard/Learning Target
MC
#
%
Correct
Standard/Learning Target
MC
#
10
11
12
Question
#
ORQ Average
%
Correct
2
3
Bring student work samples (1-2) along with an assignment you used to teach
one of the non-mastered standard(s)/learning target(s). Be prepared to share
the context of the assignment, the specific standard the assignment addressed
as well as the rigor/target level of the activity/assignment. Be prepared to
discuss students reaction to the assignment. Also, discuss if the results met
your expectations.
Rounds Protocol
Step 1:
Introduction (2 - 3 minutes)
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The presenter discusses how well the protocol worked and thanks
the participants for their work.
Participants discuss how well the protocol worked and thank the
presenter.
The presenter and participants discuss both the situation and the
protocol process itself.
The facilitator engages participants in discussion of the three
rounds and their importance.
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Tuning Protocol
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
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Step 8:
Step 1:
Introduction 2- 3 minutes
The group chooses a facilitator who will make sure the group stays
focused on the particular issue addressed in each step.
The presenter puts the student work in a place where everyone can
see it or provides copies for the other participants. She/he says
nothing about the work, the context in which it was created, or the
student until Step 7.
The participants observe or read the work in silence and make notes
about aspects they particularly notice.
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Step 4:
Step 5:
The facilitator asks the group, What do you see? Whats there?
and Whats not there?
If an evaluative comment emerges, the facilitator asks for the
comment to be rephrased as a description of the evidence upon
which the opinion might be based.
Step 6:
Speculation 5 minutes
Step 7:
Step 9:
Date:
Date of
Standards/Learning Target(s)
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(How will you address the needs of the students who did
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Key 1Clear Purpose: A sound assessment serves clearly articulated and appropriate
purposeswhy is the assessment taking place, who will use the information, and what will
the information be used for?
Key 2Clear Targets: A sound assessment arises from clear and appropriate student learning
target(s)achievement expectations are clearly and completely defined and are couched in
the best current understanding of the field.
Key 3Sound Assessment Design: A sound assessment is designed with learning targets and
purposes in mind. It uses an appropriate method, samples student achievement in such a
way to make appropriate inferences about student learning, and avoids potential sources of
bias that could distort results.
Key 4Good Communication: Communication is planned as part of the assessment to serve
the needs of users.
Key 5Student Involvement: A sound assessment involves students in self-assessment,
recording keeping, and/or communication.
Prior to the rubrics themselves, there is a summary sheet (Questions to Ask of Classroom
Assessments) that serves as a bridge between the short definitions of each key presented
previously and the much more detailed rubrics themselves. Users often find both the
shorthand and the full-version rubrics useful.
We have three-point rubricsan assessment can be fast tracked, on track (but needs
work), or side tracked for each of the five Keys to Quality Assessment. The rubrics can
easily be converted into a five-point scale. Think of a 4 as having some qualities of fast
tracked and some of on track. Likewise, a 2 can be thought of having some qualities of
on track and some of side tracked.
Scoring
First, please note that scoring does not mean giving the assessment a judgmental grade.
We use the term in a formative sense, not a summative one. The word is shorthand for
analyzing an assessment for quality so that we get good at recognizing features that are
productive and counterproductive. A couple of procedural thoughts on scoring: When you
first look at an assessment that you want to analyze for quality, decide if it is stronger or
weaker on the key (trait) you are considering. If it is stronger, begin reading at the fast
tracked level. If the assessment is not that strong, jump to the on track descriptions. If the
assessment is stronger than on track but not quite fast tracked, consider adopting a fivepoint scale and giving it a 4. Likewise, if your first look at an assessment indicates that it is
weak on the key (trait) under consideration, begin reading at the side tracked level. If it is
stronger than that, jump to the on track level. If the assessment is stronger than on track
but not quite fast tracked, consider adopting a five-point scale and giving it a 2.
Sometimes it is helpful to actually highlight words and phrases on the scoring guide that
describe what you are seeing in the assessment under review. This helps you focus on where
the constellation of features falls.
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A Note of Caution
Do not think of these rubrics as checklistsit is not true that everything under fast tracked
has to be present for an assessment to get a high score. Rather, the statements in each level
of the rubrics represent the types of things characteristic of an assessment at each level of
quality. Use the rubrics by finding the descriptors that most match the assessment you are
reviewing.
Do the assessment authors have a clear picture of what they are trying to measure? Are the
student learning targets stated and easy to find? Are the student learning targets focused
there are not too many? Are they clear? Would teachers agree on what they mean? Are they
appropriate? Do they represent the heart of the discipline and worth the instructional and
assessment time devoted to them? Is there a clear connection to standards? Do the stated
learning targets reflect a bigger plan to cover all important learning targets over time? Do
they reflect a bigger plan across grade levelsprevious and next
learningin a continuous-progress curriculum?
tasks and rubrics, inadequate sampling. It also includes problems with context factors and
students. (2 of 10)
(3 of 10)
Have the assessment developers planned for adequately managing information from the
assessment and reporting it in ways that will meet users needs? Has communication been
planned as part of the assessment? Do teachers record assessment information accurately
over time and appropriately combine it for reporting?Will the users of the results
understand them and find them useful?
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