Professional Learning Communities
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 district’s 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.
The District Instructional Leadership Team will:
1.
Focus entirely on student achievement
2.
Determine Curriculum, Assessment, and Instruction
3.
Provide an organizational structure to facilitate a systemic and longterm plan
4.
Aid in monitoring for implementation of district priorities
5.
Model Professional Learning Communities
6.
Build district/school leadership capacity
2
School Instructional Leadership Team
Minimum Requirements across the District
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.
3
Member Roles and Responsibilities
Facilitator:

Notify team members of meetings and required material(s).

Provide copies of any necessary documents.


Conduct meetings ensuring meeting follows team-determined non-negotiables and/or norms.
Compile the PLC Binder containing copies of 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 A, PLC Meeting Record)
Recorder:

Record minutes of PLC meetings.

Provide copies of Meeting Records to facilitator for Team Binder

Provide copies of shared/created documents for binder, teacher members, and district.
Timekeeper:

Appropriately maintain pace of meeting according to the agenda.
Teacher Members:

Complete assignments between meetings in a timely and professional manner.

Bring assigned documents/materials to PLC, providing copies for each team member.

Be available and punctual for all scheduled meetings.

Be responsible for your own learning and professional growth and be willing to share your expertise.
Principal:

Attend PLC meetings.

Encourage full and active teacher participation.

Monitor and provide feedback on assignments to increase professional growth.

Provide teacher coaching and conferencing to support the work.

Maintain Principal Binder containing all documentation.
4
Professional Learning Communities - PLCs
PLCs Defined
A PLC is a group of teachers who have committed to meet regularly as a team to identify essential and valued student
learning, develop common formative and summative assessments, share instructional strategies, study data to analyze
current levels of achievement, and set student achievement goals for remediation, reinforcement, and enrichment. PLCs
focus on learning outcomes, indicators of success, and best practices.
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 DuFour’s Four Corollary Questions
1. What is it we want all students to learn?
 All teachers will deconstruct and/or refine 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).
3. How will we respond when students experience difficulty in learning?
 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 or reinforcement.
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.
5
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 establish norms/non-negotiables.

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 work will focus on learning for students and teachers.

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)

PLC Team Binder will be kept in a location designated by principal.

Principals will report findings and share minutes at monthly district leadership meetings.
6
PLC Member Roles and Responsibilities
Facilitator:

Notify team members of meetings and required material(s).

Provide copies of any necessary documents.

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:

Record minutes of PLC meetings. (See Appendix B, PLC Meeting Record)

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:

Appropriately maintain pace of meeting according to the agenda.
Teacher Members:

Complete assignments between PLC meetings in a timely and professional manner.

Bring assigned documents/materials to PLC, providing copies for each team member.

Be available and punctual for all scheduled meetings.

Be responsible for your own learning and professional growth and be willing to share your expertise.
Principal:

Attend PLC meetings.

Encourage full and active teacher participation in PLCs.

Monitor and provide feedback on assignments to increase professional growth.

Maintain Principal PLC Binder containing all feedback provided to PLC teams.

Give feedback on goals PLC teams have set.
7
Priority Area: Curriculum
Deconstructing/Refining the Standards
PLC Meeting Agenda
1. Review the purpose of PLCs (review meeting norms/non-negotiables/SMART goals as necessary)
2. From the following options, select and participate in an appropriate activity(s):
a. Facilitator reviews/models the “Deconstructing the Standards Worksheet” process
and members deconstruct a standard for introduction or clarification.
(See Appendix C, Deconstructing the Standards Worksheet)
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.
8
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.
Principal Feedback Form
Step 1 – Curriculum
Deconstructing/Refining the Standards
Teacher’s Name: _______________________________________
1. Did the teacher correctly identify the Knowledge/Understanding,
Reasoning, Performance Skills, and/or Product targets? _
_____Yes _____No
2. Did the teacher effectively deconstruct the standard(s)?
_____Yes _____No
3. Did the teacher create student-friendly learning targets congruent to the
deconstructed standard(s)?
_____Yes _____No
Next Steps…
□
Revisit the deconstruction process, with assistance, to refine your deconstruction skills.
□
Revisit the creation of congruent student-friendly learning targets, with assistance, to
enhance the effectiveness/congruency of the learning targets.
□
Full and active participation in the PLC process.
___________________________/___________________________
Principal Signature/Teacher Signature
_________________
Date
9
Priority Area - Assessment
Classroom Assessment Quality
PLC Meeting Agenda
1. Review the purpose of PLCs (review meeting norms/non-negotiables/SMART goals as necessary)
2. Analyze the quality of the assessment using Classroom Assessment Quality
Rubric – Resource Sheet #5 found in Rick Stiggins’ Classroom Assessment for
Student Learning Doing it Right.
3. Reflect & Group De-brief. Participants use Appendix D to reflect on the PLC
session. Recorder reads aloud PLC minutes/assignment/next steps from the
meeting record.
10
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
Teacher’s Name: _______________________________________________
After analyzing your assessment, I like:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Have you thought about…?:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
___________________________/___________________________
Principal Signature/Teacher Signature
_________________
Date
11
Priority Area – Instruction
Quality Instruction
PLC Meeting Agenda
1. Review the purpose of PLCs (review meeting norms/non-negotiables, SMART goals as necessary)
2. Share an instructional activity: PLC team member shares an instructional
activity accompanied by the standard and specific learning target for the upcoming
unit providing copies to all team members.
3. Recommend and Reflect: Group members make suggestions and/or
recommendations to take the activity to the next level (rigorous, aligned, best
practice, etc.) and the presenting teacher will complete the Quality Instruction
Reflection and report to the group what suggestion(s) he/she will try.
(See Appendix E, Quality Instruction Reflection)
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)
12
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
Teacher’s 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. I’d love to observe this in action. Email me the time/date.
_____I’d 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
13
Priority Area– Data Analysis
Student Work Analysis
PLC Meeting Agenda
1. Review the purpose of PLCs (review meeting norms/non-negotiables/SMART goals as necessary)
2. Complete Student Work Analysis Group members will examine student work
using one of the following protocols:
 Student Work Protocol (See Appendix F, Student Work Protocol)
 Rounds Protocol (See Appendix G, Rounds Protocol)
 Tuning Protocol (See Appendix H, Tuning Protocol )
 Collaborative Assessment Conference Protocol (See Appendix I,
Collaborative Assessment Conference Protocol)
3. Reflection Each group member will complete a Student Work Reflection
(See Appendix J, Student Work Reflection).
4. Reflection & Group De-brief. Recorder reads aloud PLC
minutes/assignment/next steps from the meeting record. (See Appendix D, PLC
Plus-Delta Feedback)
14
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
Teacher’s 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. I’d love to observe this in action. Email me the time/date.
_____I’d 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
15
Appendices
16
FIRST PLC Meeting Record
School Name:______________ Date:_____________ Time_____________
Sign-In
Facilitator Timekeeper
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)
17
PLC Handbook - Appendix A (page 2 of 2)
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):________________________________________________________.
18
PLC Handbook - Appendix B (page 1 of 2)
PLC Meeting Record
School Name: ______________
Teacher’s
Signature
Team: ___________________
Assignment
Completed
Facilitator
Date: __________
Time: ___________
Timekeeper
Recorder
Absent:
Principal’s Signature/Guests:
PLC Non-Negotiables
Based on DuFour’s 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).
3. How will we respond when students experience difficulty in learning?

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.
19
PLC Handbook - Appendix B (page 2 of 2)
School Name: __________________
Team: ________________
Date: _________
Time: __________
PLC Non-Negotiables
Based on DuFour’s Four Corollary Questions
Check to indicate the DuFour question(s) that guided today’s PLC: ____1. ____2.
____3. ____4.
Agenda & Minutes
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Assignment: ______________________________________________________________________________
_________________________________________________________________________________________
Next Steps to share/MATERIALS NEEDED:
______________________________________________________________
_________________________________________________________________________________________
20
PLC Handbook - Appendix C – (Page 1 of 2)
DECONSTRUCTING STANDARDS WORKSHEET
From Content Standards to Classroom Learning Targets
TEACHER(S)
DATE
SUBJECT
GRADE LEVEL
STANDARD NUMBER AND DESCRIPTION
LEARNING TARGET TYPE
Deconstructing
Task
What knowledge
or understanding
is required to
become
competent on this
standard?
___Knowledge ___ Reasoning ___ Performance Skill ___ Product
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?


Adapted from Classroom Assessment for Student Learning
Butler County Schools
21
PLC Handbook - Appendix C (Page 2 of 2)
DECONSTRUCTING STANDARDS WORKSHEET
From Content Standards to Classroom Learning Targets
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.
22
Adapted from Classroom Assessment for Student Learning
Butler County Schools
PLC Handbook - Appendix D
PLC Plus/Delta Feedback
School/PLC:
Date:
+
What we know and feel good
about….
Δ
What areas might need
improving or we need additional
support/training….
Questions
23
PLC Handbook - Appendix E
Quality Instruction Feedback
Presenting Teacher:
Date:
Subject/Course/Unit :
Teaching Date:
Learning Target(s) for Instructional Activity
Focus Area/Concerns with Instructional Activity
Tips from Colleagues
Plans for Using Peer Feedback to Improve the Instructional Activity
24
Student Work Protocol
Pre-PLC Steps
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)


Facilitator briefly introduces protocol goals, guidelines, and schedule.
The facilitator, presenter, and participants introduce themselves (if necessary).
Step 2: Partner Presentation (10 minutes)



Each member will work with a PLC partner.
The partners will switch assignments and student work samples (1-2 responses).
Each person will explain to his/her partner the following (5 minutes each):
A. What was the context of the assignment?
B. What was the targeted standard of the lesson?
C. What was the Learning Target of the lesson?
D. What was the students’ reaction to the assignment? Student performance?
E. Did the results meet your expectations? How did you formatively assess during this
activity?
Step 3: Partner Reflection (10 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.
Step 4: Group Debrief (10 minutes)

The facilitator will lead a debriefing session. What were the overall findings? What are our
next steps?
PLC Handbook - Appendix F (Page 1 of 3)
25
Student Work Partner Reflection
Teacher Name _______________________________ PLC Partner Name(s) __________________________
Date_____________________________ Subject_________________________________________________
LessonDescription_______________________________________________________
___________________________________________________________________
___________________________________________________________________
Criteria
Yes No Comments
1. Is the assignment congruent to the
standards?
2. Is the assignment clear?
3. Were the expectations clear (rubric)?
4. Did the teacher communicate the
expectations (i.e. think-aloud)?
5. Did the activity achieve the intended
learning target?
6. Were students required to think
critically? Were they actively engaged?
7. Did the activity take into
consideration different learning styles?
8. Was the intended purpose of the
activity attained?
PLC Handbook - Appendix F (Page 2 of 3)
26
Student Work Protocol
Item Analysis Sheet
This form is to be completed prior to the next PLC meeting and brought with the student samples.
Item Analysis
Standard/Learning Target
Standard/Learning Target
MC
#
%
Correct
Standard/Learning Target
MC
#
1
7
2
8
3
9
4
10
5
11
6
12
Question
#
1
ORQ Average
%
Correct
Please highlight all skills and concepts not
mastered (those above that are below 75%
for MC or below 75% for MC or below a 3
on ORQ) on the chart above.
2
3
List the formative assessments that you
used during instruction to gather
feedback on students for each of the
standard(s)/learning target(s).
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.
1. What does the data tell me?
2. What does the data NOT tell me?
3. What can I celebrate about the data?
4. What is the need for improvement?
5. What are my next steps?
PLC Handbook - Appendix F (Page 3 of 3)
27
Rounds Protocol
Step 1: Introduction (2 - 3 minutes)


Facilitator briefly introduces protocol goals, guidelines, and schedule
The facilitator, presenter, and participants introduce themselves (if necessary).
Step 2: Presentation (10 minutes)


Presenter describes the teaching/learning situation, shares materials, and poses one or two
key questions related to the teaching/learning (e.g., How might I differentiate this
assignment for different ability levels?)
Participants should remain silent, examine the student work and take notes as needed.
Step 3: Clarifying Questions (5 minutes)



Participants ask non-evaluative questions about the presentation (e.g., “What happened
before X? What did you do next? What did Y say?”).
Facilitator asks for any evaluative questions to be rephrased for clarification or saved for the
participant discussion step.
Due to time constraints, all questions may not be answered, but participants should have
enough information for the protocol to be productive.
Step 4: Individual Writing (5 minutes)

In order to help both the presenter and participants focus and be able to discuss key
questions, they write about the presentation.
Step 5: Participant Discussion (15 minutes – 5 minutes per round)



The presenter remains silent and takes notes throughout.
A recorder writes what participants say on chart part.
In round-robin style participants move through the following rounds making an effort to
address the presenter’s key questions about the work:
 Round 1 – Description - Describe what is seen or not seen in the work (e.g., “The
student indents for new paragraphs.)
PLC Handbook - Appendix G (Page 1 of 2)
28
 Round 2 – Generalization - Make generalizations about what they do or do not
see in the work, based on the descriptions from the first round (e.g. , “The student
uses indention erratically”.)
 Round 3 – Recommendations – Make recommendations based on the descriptions
and generalizations from the previous two rounds (e.g., “The student needs to
learn the rules for forming paragraphs”). Recommendations should be warm
recommendations (what works and should be continued) and cool
recommendations (what needs improvement).
Step 6: Presenter Reflection (15 minutes)


The presenter reflects aloud on the participants’ discussion, using the issues the participants
raised to deepen understanding and reflect on possible answers to questions posed. The
presenter can also suggest future actions, questions, dilemmas, correct misunderstandings,
etc.
Participants silently take notes on the presenter reflection.
Step 7: Debriefing (5 minutes)




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.
PLC Handbook - Appendix G (Page 2 of 2)
29
Tuning Protocol
Step 1: Introduction – 2-3 minutes


Facilitator briefly introduces protocol goals, guidelines, and schedule
The facilitator, presenter, and participants introduce themselves (if necessary).
Step 2: Presentation – 10-12 minutes

The presenter delivers the information:
 Information about the students and/or the class – what the students tend to be like,
grade/level, content
 Assignment that generated the student work
 Student learning goals/standards that inform the work
 Samples of student work – photocopies of work, video clips, etc. – with student
names removed
 Evaluation format – scoring rubric and/or assessment criteria, etc.
 Focusing question for feedback posted for all to see (e.g., How might I differentiate
this assignment for different ability levels?)
 Participants are to listen and take notes as needed
 No questions or discussion occurs during this time.
Step 3: Clarifying Questions – 2-3 minutes
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
Participants have an opportunity to ask questions. These questions should be worded so
that they help the presenter clarify and expand his/her thinking regarding the content of the
presentation. Clarifying questions have brief and factual answers.
The facilitator should be sure to limit the questions to those that are clarifying.
Step 4: Examination of Student Work Samples – 5 minutes
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Participants look closely at the work, taking notes on where it seems to be in tune with the
stated goals, and where there might be a problem. Participants focus particularly on the
presenter’s focusing question
Presenter is silent; participants do this work silently
PLC Handbook - Appendix H (Page 1 of 2)
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Step 5: Pause to reflect on warm and cool feedback – 2 – 3 minutes
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Facilitator briefly introduces protocol goals, guidelines, and schedule
The facilitator, presenter, and participants introduce themselves (if necessary).
Step 6: Warm and Cool Feedback – 10 minutes
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First, participants share feedback with each other while the presenter is silent. The feedback
generally begins with a few minutes of warm or supportive feedback. Warm feedback may
include comments about how the work presented seems to meet the desired goals.
Secondly, participants move on to a few minutes of cool or distanced feedback (sometimes
phrased in the form of reflective questions). Cool feedback may include possible disconnects,
gaps, or problems.
Next, feedback moves back and forth between warm and cool feedback. Often participants
offer ideas or suggestions for strengthening the work presented.
The facilitator may need to remind participants of the presenter’s focusing question, which
should be posted for all to see.
Presenter is silent and takes notes.
Step 7: Reflection – 5 minutes
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This is a time for the presenter to reflect aloud on those ideas or questions that were raised
to help deepen understanding. It is not a time to defend oneself.
Presenter addresses those comments/questions he or she chooses while participants are
silent.
A whole group discussion might then take place depending on time and need.
Facilitator may intervene to focus, clarify, move the process along, etc.
Step 8: Debrief – 2-3 minutes

Facilitator-led discussion of this tuning experience. Focus questions: How did the Tuning
Protocol process help my thinking? What frustrations, misunderstandings, and positive
reactions were experienced?
PLC Handbook - Appendix H (Page 2 of 2)
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Collaborative Assessment Conference Protocol
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.
Step 2: Sharing the Work – 5 minutes

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.
Step 3: Examining the Work – 5-8 minutes

The participants observe or read the work in silence and make notes about aspects they
particularly notice.
Step 4: Describing the Work – 5-8 minutes
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The facilitator asks the group, “What do you see?” “What’s there?” and “What’s 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 5: Raising Questions – 5-8 minutes
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The facilitator asks the participants, “What questions does this work raise for you? “What
did you notice?” “What struck you?” “What’s there?” and “What’s not there?”
Participants respond with questions they have about the conditions under which the work
was produced, the student, the context, or the work itself.
The facilitator may record the questions on a piece of chart paper or ask someone to serve as
recorder during this step.
The presenter may choose to make notes about these questions, but she/he remains silent.
PLC Handbook - Appendix I (Page 1 of 2)
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Step 6: Speculation – 5 minutes
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The facilitator asks the participants, “What do you think the student is working on both
personally and academically?”
Participants make suggestions about the problems or issues that the student might have
been focusing on in carrying out the assignment based on their reading or observation of
the work.
Step 7: Presenter Reflection – 5-8 minutes
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The facilitator invites the presenter to address any questions or speak generally about the
student whose work is being examined or the context of the work.
The presenter provides his or her perspective on the student’s work, describing what he/she
sees in it. However, the presenter does not need to answer any or all of the questions.
The presenter also comments on anything surprising or unexpected that she/he heard
during the describing, questioning, and speculating steps.
Step 8: Implications for Teaching and Learning – 5-8 minutes

The facilitator invites everyone (participants and presenter) to address the implications of the
work and their analysis of it. A question at this point might be, “What have we learned by
examining this work that can help us in our own teaching?”
Step 9: Debriefing – 2-3 minutes
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The facilitator invites the whole group to debrief the experience – both the content of the
conference as well as the process.
The facilitator thanks the presenter and offers him/her a chance to reflect.
PLC Handbook - Appendix I (Page 2 of 2)
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Student Work Reflection
Teacher:
Date:
Subject/Course/Unit :
Date of Student Work:
Standards/Learning Target(s)
Non-Mastered Standards/Learning Targets
Intervention Plan of Action (How will you address the needs of the students who did not master the
learning target/standard?)
Instructional Implications Using Data/Feedback
(How will the data inform your instructional
practice?)
PLC Handbook - Appendix J
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PLC Handbook-Appendix K (1 of 10)
Keys to Quality Assessments
READ:
Before using any assessment, the user must ensure its quality. Any standardized test, state- or districtdeveloped assessment, or classroom assessment must be evaluated through the careful application of
specific quality control standards. Good consumers ask tough questions about quality. We present here
the questions that an assessment user or author should ask in conducting such an analysis of quality.
These questions are framed as a rubric that covers each of the five Keys to Quality Assessment:
Key 1Clear Purpose: A sound assessment serves clearly articulated and appropriate purposes—why 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.
When First Reading Each Rubric
It is best to read the rubrics in this manner: First read the “fast tracked” level. Highlight words and phrases
that jump out at you as truly defining high quality. Then read “side tracked.” Again highlight words and
phrases that serve to define weak quality for you. Finally, read “on track.”
Rationale for the Scale
We have three-point rubrics—an 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 fivepoint 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 five-point 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
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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.
A Note of Caution
Do not think of these rubrics as checklists—it 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.
Questions to Ask of Classroom Assessments
Key 1: Clear Purposes
Do the assessment authors have a clear picture of how the assessment results will be used and by
whom? Is it clear who will use the results and how they will be used? Is the distinction between
assessment for and of learning clear? How do the purposes in this assessment fit into a bigger plan that
addresses both assessments of and for learning over time?
Key 2: Clear Targets
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 levels—previous and next
learning—in a continuous-progress curriculum?
Key 3: Good Assessment Design
Have the assessment developers translated the learning targets into high-quality assessments that will
yield accurate results?
 Choosing the Best Assessment Method
Has the assessment method been consciously chosen to fit the learning targets to be assessed and the
purpose for the assessment? What types of learning targets are being assessed? What are the
assessment methods used? Are the assessment methods best for the learning targets being assessed?
(Best is a balance between most accurate and practical.)
 Finding and Devising Quality Tasks and Questions
Are the assessment questions or exercises written well—not confusing, the answer to one question does
not give away the answer to another, etc.? If the subject is a performance assessment, is the scoring
guide (rubric) clear and does it cover the most important aspects of what defines quality?
 Sampling
Does the assessment gather enough information for you to generalize about level of student learning on
the target? If not, is this assessment part of a bigger plan to gather sufficient information across
time/assessments?
 Avoiding Potential Sources of Bias and Distortion
Do you notice anything in the assessment or way the assessment is carried out that might not allow
students to be able to adequately demonstrate what they know and can do? This includes unclear targets,
unclear purposes, not the best assessment method, problems with tasks and rubrics, inadequate
sampling. It also includes problems with context factors and students. (2 of 10)
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(3 of 10)
Key 4: Good Communication
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?
Key 5: Student Involvement
Are students involved in the assessment? Would student-involvement components be useful in this
case? If so, are they present? This might include how learning targets were made clear to students, how
descriptive feedback was given to students, how students were involved in self-assessment, tracking
progress, and setting goals, and how students were involved in communicating about their own learning.
How does the student involvement in this assessment reflect a bigger plan for involving students in their
own assessment?
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