PLC RESOURCES
Documents to Assist in Organizing a Collaborative Team
LEAD
SET GOALS
SHARE BEST PRACTICES
MONITOR GROWTH
GET RESULTS
PROFESSIONAL LEARNING COMMUNITIES
Defining Professional Learning Communities
Centralia’s Professional Learning Communities are groups of committed teachers who come
together to help each other improve student learning.
Four Critical Questions of
Learning for PLCs
We encourage the use of
the four questions to help
guide the conversations of
the entire staff, the
collaborative groups, and
the day-to-day work of
teachers in every
classroom. We must also
strive to answer these
questions for each unit of
study we teach:
1.
2.
3.
4.
What is it we expect our
students to learn?
How will we know when
they have learned it?
How will we respond
when they do not
learn?
How will we respond
when they already
know it?
PLCs are goal oriented and focus on student learning. The mission is to address the needs of
every student.
PLC members collaboratively learn and improve practices that:
 Examine and analyze student achievement and classroom data to make decisions.
 Select specific areas to investigate as a focus for changing practice.
 Investigate research and best practices.
 Try out new strategies or change existing practices that effect classroom learning.
 Share personal practices and expertise through reflective dialogue, analysis of student
work, and observe each other’s classroom practices.
 Document activities and results.
 Function effectively as a team.
 Focus on results.
 Create shared understanding.
 Ensure that students learn.
CSD’s Direction in School Improvement Planning
School Improvement Plans can create positive change in student learning if they become
more than a document completed by a few people and intimately known by even less.
Schmoker (2006) and Reeves (2006) provide several suggestions for essential elements of a
school improvement plan that will create immediate and lasting change in our schools and
student learning.
 School improvement needs to focus on inquiry and the underlying causes of deficiencies
and success in student achievement and equity.
 Successful school improvement plans recognize implementation is continuous and
subject to quantitative and narrative description.
 Our action plans will be working documents to intentionally target areas of growth and
to develop intervention opportunities to bring students to standard.
 We hope to create meaningful enrichment opportunities for those at standard and
above.
Centralia PLC Refinement
This year our plan is to continue refining and building on our collaborative processes we
have established in our building-wide PLCs. Each team will analyze their specific content
data.
Our focus will continue to be as follows:
 Ensure all students learn rather than all students are taught.
 Work together collaboratively rather than in isolation.
 Monitor each student’s learning on a frequent and timely basis.
 Create systematic interventions that give students extra time and support for learning
 Frequently gather and use achievement data to inform and improve our practice and
establish SMART Goals.
SILT/PLC JOB DESCRIPTION
Effective Date: October 11, 2012
JOB TITLE: School Improvement Leadership Team (SILT) Member and Professional Learning Community (PLC)
Lead
Job Purpose Statement: The job of "School Improvement Leadership Team and Professional Learning
Community Lead" is done for the purpose of assisting in school leadership; assisting in evaluating, planning,
implementing, and monitoring of the School Improvement Plan; acting as a PLC lead through orientation of
new members, organizing, facilitating, and collecting evidence of PLC work related to the four PLC questions,
and acting as liaison between the PLC and the SILT.
The major responsibility of PLC leadership is to lead effective Professional Learning
Community teams that are responsible for ensuring that all students at their grade level and site are mastering
the essential curriculum and that students are being appropriately challenged. PLC leaders are teachers who
lead a grade level, subject area or intervention team. These teams make informed decisions about curriculum
and instruction based on research and the analysis of student work.
Essential Job Functions:
 Assists in the preparation of the School Improvement Plan, and the implementation, monitoring and
evaluation of the plan.
 Facilitate a PLC to include the maintenance of agendas, notes, learnings, data, etc.
 Engage as the liaison between the School Improvement Leadership Team (SILT) and the PLC group.
 Prepare briefings for the SILT as related to the work of the PLC.
 Ensuring the PLC maintains its focus on the four PLC questions.
 Maintain current knowledge of the School Improvement Plan (SIP), data related to the SIP, and data
related to the PLC in which the staff member is leading.
 Effectively lead their PLC
 Effectively represent their PLC at the SILT meetings
 Focus on ensuring competence and growth for all students.
 Work with Teacher Leaders and Administration to set mission, goals and processes.
PLC Facilitators will maintain a notebook and documents related to each of their scheduled meetings to
include:
 The PLC norms
 Meeting Agenda for each specific meeting
 Meeting minutes showing covered topics
 Evidence of work of the PLC
 Clock Hour sign-in sheet – signatures from each attendee
 Clock hour evaluation form – completed by each attendee
Job Requirements-Qualifications:
Skills, Knowledge and/or Abilities Required:
 Knowledgeable about effective PLCs
 Ability to focus and keep a team focused on the PLC goals and process
 Consensus building skills
 Ability to redirect conversations that may stray from the focus
 Organization skills
 Ability to analyze student work and data
 Participate in ongoing training related to PLCs and School Improvement.
Compensation: Each SILT/PLC Leader will receive a $1,300 stipend based on this being an annual position. A
SILT/PLC Lead position can be split if supported by the principal. A person can lead more than one PLC
if supported by the principal.
CLOCK HOUR TRACKING PROCESS
October 2, 2013
MEMORANDUM
To:
From:
Re:
Cc:
K-12 Principals
Scott Niemann
PLC Lead Clock Hour Tracking/Processing
Dr. Bodnar, Matt McCauley, Donna Atkinson, Natasha Babka
SILT Job Description
BEGINNING OF THE YEAR
Each facilitator will be provided a clock hour tracking folder (name and course number located on the tab of the folder). In this
folder will be:
 Master copy of a Clock Hour Sign-in Sheet for each meeting (please make copies as needed)
o Each meeting requires a sign-in sheet
 Master copy of an Clock Hour Evaluation Form
o This document is required to be filled out by each PLC member at the conclusion of the school year.
 New Clock Hour Application (updated 01.27.14) to be completed and submit by the PLC facilitator at the conclusion of the
year to Natasha Babka by June 15, 2013
o This form needs to be completed at the conclusion of the school year stating the number of clock hours that were
offered.
o Example Clock Hour Application
EACH PLC MEETING ACCOUNTABILITY Example Templates
 Meeting agenda is required for each time the PLC meets.
 Meeting minutes showing covered topics each time the PLC meets.
 Clock Hour Sign-in Sheet for each meeting – signatures from each attendee
o Please fill out the information at the top of the sheet (date, etc.).
PLC CLOCK HOUR SUBMISSION PROCESS (END OF YEAR)
Complete the following steps for submission of PLC Tracking Folder:
 Determine that each attendee has completed their carbon copy Clock Hour Registration Form that provides the total
number of hours attended throughout the school year. This needs to match the Clock Hour Application forms number of
hours.
 Check that each attendee has signed the Clock Hour sign-in sheet for each meeting attended.
 Check that each attendee has submitted an Clock Hour Evaluation Form for each meeting attended
o Each team member must complete an evaluation form.
 Check that all signatures are provided (Instructor, Principal, Employee)
 Determine that payment is attached to the registration form (paper clipped).
o Cost for SY 2013-2014 remains at $2.00 per Clock Hour, cash is not permitted as use for payment. Please make
checks payable to: Centralia School District.
 Return all completed documents in the original folder to Natasha Babka at the District Office on or before June 15, 2013.
CLOCK HOUR OFFERING REQUEST FORM
INSTRUCTOR(S) NAME
WORK LOCATION
HOME ADDRESS
CITY
STATE
HOME PHONE
WORK PHONE
ZIP
COURSE NAME
(REQUIRED)
ADMINISTRATOR APPROVING THIS COURSE
BUDGET AUTHORITY
* Authorizes all costs related to this class (e.g., instructors, meals, subs, materials)
CLASS SIZE
MIN
MAX
BUDGET #
TOTAL HOURS OF INSTRUCTION (NOT INCLUDING
LUNCH/BREAKS)
Agenda Date(s)/Time(s)
CLASS DATE
TIMES
CLASS DATE
TIMES
CLASS DATE
TIMES
CLASS DATE
TIMES
CLASS DATE
TIMES
CLASS DATE
TIMES
CLASS DATE
TIMES
For classes listed on the Course Registration System please specify the maximum number of seats available for class. CRS will
not exceed the maximum, and will automatically begin a waiting list.
LOCATION:
You need to reserve room, plan for your equipment needs, set up and clean up.
WHO WILL PROVIDE SECURITY IF NEEDED?
They must have a key and know security procedures for building.
CREDIT PLANNED
Insert “X” beside t would like to offer Clock hours and/or Credits
CLOCK HOURS
In District Clock Hours – Application process for instructor
approval on other side – class must be 3 hours minimum, 6.5
hours maximum per day. (3 one-hour meeting times may
equal one 3-hour class.)
CREDITS
Credit (SPU, WWU, other) Instructor works directly with the
college to arrange for credits. 10 class hours = 1 credit, 8
hours maximum per day. Cost: depends on University
STRAND: Insert “X” beside only ONE of the course description headings for set-up on the Course Registration System.
Administration
Fine & Performing Arts
Language Arts
Science
Curriculum
Foreign Language
Learning Environment
Social Studies
Early Childhood
General
Math
Special Education
English Language
Learner
Guidance & Counseling
New Teachers
Support Staff
Equity & Diversity
Health & Fitness
Paraeducator
Technology
AUDIENCE: (e.g., All Staff, Teachers, Administrators, Invitation Only)
COURSE DESCRIPTION / TOPICS TO BE COVERED: (will appear in Course Registration System):
IN-SERVICE OBJECTIVE/INTENDED OUTCOMES: Upon successful completion of this course, the participant will:
Is the class “By Invitation Only”?
PREREQUISITES
Yes
No
RESTRICTIONS
CLASSIFICATION
REGISTRANT TYPE
(e.g., Certificated,
Classified)
LOCATION
(e.g., Teachers-ES, Librarian,
Administration, etc.)
WHICH STATE DEFINED PROGRAM STANDARD DOES THIS CLASS MEET? Check the box(es) that apply.
1.
2.
It relates to opportunities for participants to collect and analyze evidence of student learning.
It relates to the following professional certificate standards:
1 Effective Teaching
(a) Using instructional strategies that make learning meaningful and show positive impact on student
learning
(b) Using a variety of assessment strategies and data to monitor and improve instruction
(c) Using appropriate classroom management principles, processes and practices to foster a safe,
positive, student-focused learning environment
(d) Designing and/or adapting challenging curriculum that is based on the diverse needs of each
student
(e) Demonstrating cultural sensitivity in teaching and in relationships with students, families, and
community members
(f) Integrating technology into instruction and assessment
(g) Informing, involving, and collaborating with families and community members as partners in each
student’s educational process, including using information about student achievement and
performance.
 No
2 Professional Development
(a) Evaluating the effects of his/her teaching through feedback and reflection;
(b) Using professional standards and district criteria to assess professional performance, and plan and
implement appropriate growth activities
(c) Remaining current in subject area(s), theories, practice, research and ethical practice
3 Professional Contributions
(a) Advocating for curriculum, instruction, and learning environments that meet the diverse needs of
each student
(b) Participating collaboratively in school improvement activities and contributing to collegial decisionmaking.
3.
It relates to the school and district improvement efforts.
4.
It relates to the K-12 frameworks and curriculum alignment.
5.
It relates to research-based instructional strategies and assessment practices.
6.
It relates to the individual’s current or anticipated assignment.
7.
It is related to the advocacy for students and leadership, supervision, or mentoring/coaching.
8.
It relates to building a collaborative learning community.
INSTRUCTOR QUALIFICATIONS
State law requires that for each Clock Hour instructor and each class, we provide the following information:
Academic and/or professional experience that qualifies you to teach this class, e.g., degrees and current professional
position (can attach résumé, in lieu). Previous presenters enter ON FILE in this box.
CSD 01.27.14
TEAM CYCLES
DEVELOPMENT OF NORMS
Suggestions to develop team norms
1. All team members must be present.
2. Ask members to verbalize things that they have seen, heard, or experienced in a meeting that they did
not like. Examples: People interrupting each other, members showing up late, etc. Construct a list of
their responses on chart paper.
3. Ask members to verbalize elements of a good meeting.
a. Examples: People listen to each other, all ideas are open for consideration, stakeholders treat
each other with respect, etc. Construct a list of their responses on chart paper.
4. From these lists, agree on items to put in the appropriate areas of the Norms Development Template
(Below)
5. Record the team norms on template
6. Ask team members to sign the completed document.
7. Distribute a copy of the finalized document to each member at your next meeting.
8. Tips To Ensure The Team Norms Are Successful
Tips to ensure the team norms are successful
1. Ask a team member to read the Norms at the beginning of each meeting.
2. Post the Norms during each meeting.
3. Review the Norms monthly, or as needed, to ask members if the norms are effective or if they need
revision.
4. Don’t use the Norms as a rule book. They are guides.
5. If a new member joins the team, review the Norms and offer an opportunity for their input.
TEAM NORMS TEMPLATE
CONSIDERATIONS
Time
 When will we meet?
 Start and end on time?
Listening
 How will we encourage listening?
 How will we discourage interrupting?
Confidentiality
 Will what we say in the meeting be held in
confidence?
Decision Making
 How will we make decisions?
 How will we deal with conflicts?
Participation
 How will we encourage everyone’s participation?
 Will we have an attendance policy?
Expectations
 What do we expect from members?
 Are there requirements for participation?
Signature of Team Members
PURPOSED NORMS
TEAM MEETING MINUTES
Meeting Dates
Team Name
Facilitator
Team Members in Attendance
Topics of Discussion
What do we want students to learn?
How is our implementation plan working?
How Are Our Strategies Working For The Students Who HAVE NOT Attained Proficiency?
Data based
Best Practices That Were Shared During The Meeting
We Need, Our Questions, Etc. (Attention School Administration)
Evidence That Our Plan Is Working: (Data Is Attached). Yes ☐
No ☐
PLC NOTES AND PLANS
Focus Of The
Meeting
Discussion, Issues, Concerns
Before the next meeting I need to…
Ideas and Decisions
For our next meeting I need to bring…
New ideas I will use in my
classroom
How I implemented the ideas
Before the next meeting I need to…
Results
Did the idea prove to be
effective?
For our next meeting I need to bring…
GOAL SHEET
Focus/Plan
(What is the problem? Why is this occurring?)
Strategies/Do
(What are we going to do about it?)
Assessment /Check
(How are we going to progress monitor? Is it working?)
Proficiency Level ___________% Assessment Description
Remediate/Response
(What are we going to do about it? How will we help the students who didn’t achieve the goal?)
Enrichment/Response
(How will we enrich the students who achieved the goal?)
General Notes
SMART GOALS
SMART goals are set with the purpose of increasing student achievement.
SMART goals are specific in that they clarify precisely what students should learn, the level of the learning
(proficiency level), the assessments that will be used to make the proficiency determination and a time frame.
A SMART Goal is:
Specific
Linked to the SIP goals. It focuses on specific student learning and answers WHO and WHAT.
Measureable
Student success is measured by assessment. It answers the question - H O W.
Attainable
The goal should be set high but within reason. High goals are not always attained but this does not mean it was
a failure.
Results Oriented/Relevant/Rigorous
Supporting the SIP, results tell you who has achieved proficiency. These results determine which students need
remediation or enrichment.
Time Bound
All goals are bound by a clearly defined time frame.
SMART Goal Example
1. _________ % of grade 9 math students will increase their _________ scores by ______% by the end of the
second nine weeks as measured on the (assessment) __________________.
2. Fifty-two percent of my writing students will increase their average writing scores by one point by the
end for the first nine weeks as measured by the (assessment) ________________.
Non-Example
1. My students will do better on their math tests.
2. The team’s students will increase their understanding of expository writing.
3. My reading students will complete 80% of their homework.
Current level of
performance
we will
which and how named
students
performance or behavior
action verb
will demonstrate
as evidenced by
object
so that
level of
measuring device
by when
Assessing, Maintaining, and
Monitoring
What is the timeline?
How and when will we assess the
students?
Our remediate or enrichment plan
CHECK
Response
ACT
Our action plan
Implementation
DO
Our Goal
What’s the data telling
us?
Analyze the data and define focus/goal
PLAN
TEAM SMART GOAL
School: Centralia Middle School
Content Area:
PLC Lead:
School Goal(s)
Team Members:
GLOSSARY OF PLC TERMS
Attainable Goals
Goals Perceived as achievable by those who set them. Attainable goals are intended to document incremental
progress and build momentum and self-efficacy through short-term wins
Building Shared Knowledge
Learning together. Members of professional learning communities always attempt to answer critical questions by first
learning together they engage in collective inquiry to build shared knowledge. This collective study of the same
information increases the likelihood that members will arrive at the same conclusion. Members of a PLC, by definition,
will learn together
Collaboration
A systematic process in which people work together, interdependently, to analyze and impact professional practice
in order to improve individual and collective results. In a PLC, collaboration focuses on the critical questions of
learning: What is it we want each student to learn? How will we know when each student has learned it? How will we
respond when a student experiences difficulty in learning? How will we enrich and extend the learning for students
who are proficient?
Common Assessment
An assessment of student learning that uses the same instrument or a common process utilizing the same criteria for
determining the quality of student work. State and provincial assessments and district benchmark assessments are
“common” assessments. However, in a PLC, common assessments are also created by a team of teachers with
collective responsibility for the learning of a group of students who are expected to acquire the same knowledge
and skills. Team developed common assessments provide members with the basis of comparison that turns data into
information and help individuals identify strengths and weaknesses in their instructional strategies. They also help
identify problem areas in the curriculum that require attention.
Common Formative Assessment
An assessment typically created collaboratively by a team of teachers responsible for the same grade level or
course. Common formative assessments are used frequently throughout the year to identify (1) individual students
who need additional time and support for learning, (2) the teaching strategies most effective in helping students
acquire the intended knowledge and skills, (3) curriculum concerns areas in which students generally are having
difficulty achieving the intended standard and (4) improvement goals for individual teachers and the team.
Community
A group linked by common interests. Whereas the term organization tends to emphasize structure and efficiency,
community suggests shared purpose, mutual cooperation, and supportive relationships
Consensus
Consensus is achieved when (1) all points of view have not only been heard but also solicited, and (2) the will of the
group is evident even to those who most oppose it
Continuous Improvement Process
The ongoing cycle of planning, doing, checking, and acting designed to improve results constantly. In a PLC, this
cycle includes gathering evidence of current levels of student learning, developing strategies and ideas to build on
strengths and address weaknesses in that learning, implementing those strategies and ideas, analyzing the impact of
the changes to discover what was effective and what was not, and applying the new knowledge in the next cycle
of continuous improvement.
Criterion-referenced Assessment
An assessment used to determine if a student or group of students have met a specific standard or intended learning
outcome (Ainsworth & Viegut, 2006).
Essential Learning
The critical skills, knowledge, and dispositions each student must acquire as a result of each course, grade level, and
unit of instruction. Essential learning may also be referred to as essential outcomes, power standards (Reeves, 2002),
guaranteed and viable curriculum (Marzano, 2003), essential academic goals (Lezotte, 1991), learning intentions and
success criteria (Hattie, 2009), or learning expectations and tangible exemplars of student proficiency (Saphier, 2005).
Formative Assessment
An assessment for learning used to advance and not merely monitor each student’s learning; the assessment informs
the teacher regarding the effectiveness of instruction and the individual student regarding progress in becoming
proficient. The checks for understanding that individual teachers use in the classroom on a daily basis are examples
of formative assessments. In a PLC, collaborative teams also use common formative assessments to (1) identify
students who are experiencing difficulty in their learning, (2) provide those student with additional time and support in
a way that does not remove them from new direct instruction, and (3) give them additional opportunities to
demonstrate their learning.
Goals
Measurable milestones that can be used to assess progress in advancing toward a vision. Goals establish targets and
timelines to answer the question, what results do we seek, and how will we know we are making progress?
Norm-referenced Assessment
An assessment designed to compare the performance of an individual or group with a larger “norm” group typically
representing a national sample with a wide and diverse cross-section of students (Ainsworth & Viegut, 2006).
Professional Learning Community (PLC)
An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action
research to achieve better results for the students they serve. Professional learning communities operate under the
assumption that the key to improved learning for students is continuous job embedded learning for educators.
Pyramid of Interventions
A systematic schoolwide plan that ensures every student in every course or grade level will receive additional time
and support for learning as soon as he or she experiences difficulty in acquiring essential knowledge and skills. The
multitiered intervention occurs during the school day, and students are required rather than invited to devote the
extra time and secure the extra support for learning.
SMART Goals
Goals that are Strategic & Specific, Measurable, Attainable, Results-oriented, and Timebound (O’Neill & Conzemius,
2005)
Summative Assessment
An assessment of learning (Stiggins, 2002) designed to provide a final measure to determine if learning goals have
been met (Ainsworth & Viegut, 2006). Summative assessments yield a dichotomy: pass or fail, proficient or not
proficient. Additional timely support is typically not forthcoming.
Team
A group of people working interdependently to achieve a common goal for which members are held mutually
accountable. Collaborative teams are the fundamental building blocks of PLCs.
Team Learning Process
The cyclical process in which all teams in a PLC engage to stay focused on learning. The team learning process
includes: clarifying essential student learnings (skills, concepts, and dispositions) for each course and content area;
agreeing on common pacing of instruction; developing multiple common formative assessments aligned to each
essential outcome; establishing specific, rigorous target scores or benchmarks that will lead to success on high-stakes
assessments; analyzing common assessment results; and identifying and implementing improvement strategies.
Teams address each step in the process by first building shared knowledge rather than pooling opinions
ESD 113 Resources
Using the following resources you may want to use it between now and next year.
a.
Presentations:
PLC Overview
SPU Course: Session 1
SPU Course: Session 2
SPU Course: Session 3
b.
Worksheets and Handouts
Developing Norms
PLC Rubric
PLC Readiness Survey
Seven Stages of PLC Teams
c.
Research
PLC Process
Alternative Professional Development
PLC Models
d.
Links
http://www.plcwashington.org