The Power of the PLC
HHS Biology
Angela McCormick
Tiffany Jones
Enrique Garza
John Deleon (in spirit)
Today’s Essential
Question: What
makes a PLC
successful?
Before we begin…
 Tell
your table about a personal
“high” from the last week.
 You may NOT talk about:
◦ Your campus
◦ Your staff
◦ Professional development
◦ “How are YOU not your program?"
 You
have two minutes.
Let’s reflect…
How many people found it difficult to
think of a personal “high”?
 If I asked you to think of a personal “low”,
would that be difficult?
 Being able to do this with our PLC is
part of what makes us successful.

Four C’s of PLC success
 Collaboration
– how we work
together to plan for learning
 Communication
– how we
communicate with each other and with our
students
 Connection – how we connect new
material to prior units and prior learning
 Continuation – how we continue
the learning after a unit is over
Collaboration
Everyone’s input is both
requested and welcome.
 Everyone’s unique skill set is
critical to our success.
 Everyone accepts a certain
amount of vulnerability.
 There is no “my students”…
we only have “OUR students”.

Assigned (but flexible) Roles
Jobs are rotated every six weeks so that:
- Everyone has a chance to experience different roles
(sometimes out of the comfort zone)
- No one feels burned out or overwhelmed by doing
the same thing all year
Celebrate and Support
&
Or...
&
At the end of every week, “the rock” is passed
on to someone in PLC who made an awesome
contribution to the team.The recipient is
responsible for handing it off the following week.
“The roll” is given to someone on the
team who may have struggled that week,
but still “rolled with the punches”.
This ritual is very effective in helping us feel like
a team. It allows us to celebrate and reinforce
successes, and at the same time offers support
to team members who may have felt isolated or
overwhelmed.
Communication
Central to a successful PLC
Strategies
1.
With each other in PLC
◦
2.
Before, during, and after a unit
Scope and
Sequence
Student
Mastery
With students during class
Lesson Plan
Making a Plan in PLC
1.
Start with the TEKS and Scope and
Sequence
Days of
instruction
Six Weeks
1
Student Expectations
2
3
4
5
6
P
1ST SIX WEEKS
B.9
A
B.9
C
B.4
A
B.7
G
Compare the structures and functions of different types of biomolecules
including carbohydrates, lipids, proteins, and nucleic acids.
(READINESS STANDARD)
Identify and investigate the role of enzymes. (Supporting Standard)
Compare and contrast prokaryotic and eukaryotic cells.
(Supporting Standard)
Analyze and evaluate scientific explanations concerning the complexity of the
cell. (Supporting Standard)
Investigate and explain cellular processes including homeostasis, energy
B.4
conversions, transport of molecules, and synthesis of new molecules.
B
(READINESS STANDARD)
B.1
Describe the role of internal feedback mechanisms in the maintenance of
1 homeostasis. (Supporting Standard)
A
10
R
1
1
S
4
1
S
1
2
S
3
4
R
1
S
R
R = Readiness Standard
S = Supporting Standard
1
4
Reporting
Category
Making a Plan in PLC
2.
Create a “rough” 6 weeks calendar
◦
◦
◦
◦
3.
Look for testing days, pep rally days, etc.
Consider the flow of concept to concept
Utilize process skills (40% lab time)
When and how will students be assessed?
Fill in the spaces (McCormick)
Week
Monday
Tuesday
Wednesday
Thursday
Friday
1
First Day Intro
Policies/
Procedures
continued
Lab Safety
Characteristics
of Life (COL)
COL cont.
**Assembly**
2
No School
Prokaryote /
Eukaryote (SS)
Pro/Euk &
Endo Theory
(SS)
Endosymbiotic
Theory (SS)
Cell size (intro
molecule
transport)
3
Molecule
transport (RS)
Molecule
transport (RS)
Molecule
transport (RS)
Molecule
transport (RS)
Cell membrane
worksheet /
test review
4
Test
Online
textbook
resources (lab)
Biomolecule
Energy/Food
Homeostasis
Biomolecule
function (RS)
Biomolecule
function (RS)
5
Polymerization
Biomolecules
(RS)
Biomolecules
(RS)
Test
(RS)
Biomolecules
(RS)
Carb/Lipid
Biomolecules
(RS)
Protein
Biomolecules
(RS)
Protein
Biomolecules
(RS)
Enzyme (SS)
Biomolecules
(RS)
Enzyme (SS)
Biomolecules
(RS)
6
Benefits of a “rough sketch”


Allows for backwards planning
Allows for content to be fully covered
◦ You don’t “run out of time,” which can occur if you’re
only planning a week or 2 in advance


Allows you to intentionally implement various
strategies at appropriate times
Allows for teacher autonomy
◦ Allows you to target student weaknesses and build skills

Many hands make light work 
Connection

Scheduling / sketching / planning – how
does this affect student learning and
success?
◦ Lets us see AS A TEAM how to make our lessons
intentional and purposeful in order to get students
where they need to be
◦ Lets us see AS A TEAM how and where we can
present the information in different ways, build in time
for labs & activities
Connection

Two main questions:
1. How can we connect this standard to prior
learning?
 Has is been covered before, or is it brand new?
 How does it connect to this unit and/or the previous units?
 How does it connect to the “Big Ideas” in biology?
2. How can we connect this standard to real life?
 Does it relate to something in pop culture?
 Does it relate to something currently in the news?
 Does it relate to something in a student’s daily life?
M
9/1
T
9/2
W
9/3
R
9/4
F
9/5
No School
Prokaryote /
Eukaryote (SS)
Pro/Euk & Endo
Theory (SS)
Endosymbiotic
Theory (SS)
Cell size (intro
molecule
transport)
VIDEO/NOTE
S into
*sort pics
groups & explain to
class
*note-taking
practice
*cell theory
(group/regroup)
*HW/project assign
NOTES
*look @ cells under
microscope
*why are there diff
types of cells?
Discuss & notes
VIDEO/
ACTIVITY
LAB
*”Fat Tony” &
claymation videos
*create
representation for
Endo Theory
(poster, video, skit,
etc)
*HW assign
*Surface area vs.
Volume (agar
cubes in
phenolphthalein)
M
9/8
T
9/9
W
9/10
R
9/11
F
9/12
Molecule
transport (RS)
Molecule
transport (RS)
Molecule
transport (RS)
Molecule
transport (RS)
Cell membrane
worksheet / test
review
HALLWAY
REVIEW
INQUIRY
LAB
*debrief cell size lab
*inquiry – making
membranes
*HW assign
NOTES/
VOCAB
*membranes, types
of diffusion, types of
solutions
*concrete spelling
LAB
*gummy bears OR
potatoes OR onion
root
*HW assign
FOLDABLE
*membrane/
diffusion foldable
*Inquiry part 2?
*finish foldable?
*hallway questions
Connection

Word Walls
◦ Help students see how vocabulary words relate
◦ Help students see how concepts relate
Continuation
Test Analysis Script
Person A: I got ______ for question # ________.
Person B: I got ______ for the same question.
Same Answer:
Person A: Why did you think
that was the correct answer?
 Person B: I thought this was
correct because of
_______________.
 Person A: I thought this was
correct because of
________________.
 Person B: Do we still agree
this is the correct answer
choice?

Different Answers:







Person A: Why did you think that was
the correct answer?
Person B: I thought this was correct
because of ____________________.
Person B: Why did you think that was
the correct answer?
Person A: I thought this was correct
because of _____________.
Person B: Which answer choice
makes most sense?
Person A: I think answer choice
________ is correct because
____________________.
Person B: Do we agree on the
correct answer?
Analyze Test Data
•Student-driven analysis
•by-question/by-standard
•using notes & peer tutoring
•Teacher-driven analysis
•Aware numbers tell us what
needs spiraling
Continuation
• Cycling back to old material
– Repeating questions on
subsequent tests (where did we all
struggle?)
– “Most Missed” Quiz
– Bellwork (where did *I* struggle?)
Continuation
•Review, Review, Review
– Daily tutorials for content
– Corrections (during Test Analysis or
during tutorials)
– Hallway reviews, vocabulary
projects, etc.
– BTP before STAAR
What is BTP?
• Biology Tutoring Program
• An after school peer-tutoring
program to help students that are
going to take the Biology STAAR
• Inspiration: Sheltered/ELL students
and low student-teacher ratio
Tutor Recruitment:
How can you help us?
•You are the FIRST!
•Patience
•Ideas and Suggestions
•Positive Role Model
•HELP these students
•Don’t give up!
•Who: Motivated, Dedicated, Intelligent, Disciplined
and “Proud-To-Be-A Buffalo” students interested in
Biology Course Extra-Credit and/or Community
Service Hours.
•When: Mondays/Wednesdays from 3pm – 4pm
•Why:
–Resumes, College Applications, and
Scholarships
–Make a difference in another student’s
education by helping them prepare for the
Biology STAAR End of Course Exam.
Tutor Recruitment:
How can you help us?
Tutors-In-Training Recruitment:
How can we help you?
•Announcements
•Extra Credit
•One-on-One Attention
•Twice a Week
Conclusion
• When WE don’t mesh our students aren’t as
successful, and it shows in the numbers.
• Example: GENETICS Unit (B.6F) – 11 days
• 6 days: one or more team members out
• Planned slightly in advance; lots of “last
minute”
• Differences in activities due to specific teacher
schedules rather than differentiation
• 37.83% on ‘15 Spring EOC (46% in 2014)
Conclusion
• When we work as a team, our students rock.
• Example: VIRUS Unit (B.4C) – 5 days
• 1 day: one team member out
• Planned well in advance
• Differences in activities due to teacher
differentiation, but basically the same in every
classroom
• 71.29% on ‘15 Spring EOC (52% in 2014)
Conclusion
• IT ALL STARTS WITH YOU (administration)!
• PLC’s will function best if you don’t take
away their autonomy.
– As long as the team knows what’s going on and
your kids are successful…
– “Here’s your goal – how you get there is up to
you, but let me know if you need anything.”
• Rock & Roll!
QUESTIONS