handouts - Region 16

Development and Evolution of
Professional Learning Communities
at Highland Park ISD
Region 16 i3 Conference
August 20, 2014
• “The Fundamental 5” by Sean Cain & Mike Laird
• “Becoming a Reflective Teacher” by Robert J. Marzano
• “Worksheets Don’t Grow Dendrites” by Marcia Tate
• Lead4ward.com , Ervin Knezek
• Webb’s Depth of Knowledge
• Google Drive
Framing the Lesson (Objectives)
• Evaluate the implementation of collaboration
• Understand the value of collaboration
• Follow the integration of instructional
strategies to improve student success
• Assess the use of technology
Framing the Lesson (Closure)
• Determine how collaboration could improve
the following at your campus
• Teacher performance
• Student success
• Campus communication
What is Collaboration?
• A professional learning community is a group
of educators that meet regularly, share
expertise and work collaboratively in order to
improve teaching skills and improve student
academic performance.
--- From “The Glossary of Education Reform”
Collaboration at HPISD
• Leadership Team
• Superintendent, Principals, Assistant Principals,
Technology Director, Athletic Director, SPED Director,
Curriculum Directors.
• Teacher Collaboration
• Campus teams of teachers who self-identified similar
weaknesses in Reflective Teacher conferences.
What Does Collaboration Look
Secondary Collaboration
February 6, 2014
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HPISD Leadership Collaboration
• Every Tuesday at 9:30 AM with an agenda
• Book study or quote sharing
• Plan teacher collaboration
• “Housekeeping” items
Campus Collaboration
• Every Thursday at 7:40 to 8:20 AM
• Discuss teaching topics and strategies of interest
• Share classroom experiences
• Limit or eliminate “housekeeping” items
Collaboration Communication
• Organize and share useful information
– Originally on a Wiki page
– Migrated to Google Docs
• Our goal is to create an “electronic library” of
best practices and interesting ideas.
“Look” is not important, results are!
• Collegiality
• Focused professional development
• Improved teaching strategies and
• Ultimately, the desired results are ever
improving student success and ongoing
teacher improvement.
2014-15 Topics
• Lesson plans on Google form
• T-TESS implementation
• DMAC implementation
• Ruby Payne “Poverty” book study
Leadership Collaboration Site
Leadership Collaboration Page
Angie Baldwin Book Study # 1
“Any plan should be flexible so that it may be
adjusted for changing demands or issues that
haven't been considered - after all, no matter
how well you do your homework, you won't
think of everything!"
--- From “Practical Literacy Coaching” by Jan
Miller Burkins
Angie Baldwin Book Study # 2
• A teacher’s job is not to teach kids. A teacher's job is to
create meaningful, engaging work, whereby kids learn
the things we want them to learn.
• A leader’s job is not to teach teachers. A leader’s job is
to create meaningful, engaging work, whereby
teachers learn the things we want them to learn.
----From “Leading for Learning” by Phil Schlechty
One Sentence Job Description
One Word Activity
Our Words:
Perseverance, Growth, Still, Faith
Moment, Intentional, Christian, Listen
Commit, Balance, Reflect
On Facebook: Amarillooneword
Article Example
• Greg Popovich “I can’t make every decision”.
How does this relate to you as a school leader?
Fundamental 5
Fundamental 5 at HPISD
• School Year 2012-13
– Sean Cain workshop
– District book study with campus discussions
– Focus of walk-through visits
• School Year 2013-14
– Reviewed with staff, individually or collaboratively
– Modeled in administrative presentations
– Summative conferences discussions
Campus Review of
Fundamental 5
1. Frame the lesson
2. Work in the Power Zone
3. Frequent small group
purposeful talk
4. Recognize and reinforce
5. Writing critically
Complexity of Questioning
Bloom’s Taxonomy
Why Lecture?
Campus Review of
Fundamental 5
We will discuss various Marcia Tate
strategies used by Highland Park High
School teachers in their classroom.
Campus Review of
Fundamental 5
I will share a Marcia Tate strategy
with my peers that I am willing to try
and how I will attempt to use it in my
classroom in the next two weeks.
Campus Review of
Fundamental 5
Marcia Tate Strategies
Brainstorming and Discussion, Writing, Movement
Reciprocal Teaching, Drawing and Artwork, Visualization
Field Trips, Work Study, Graphic Organizers, Storytelling
Project-based and Problem-based Instruction, Music
Visuals, Humor, Games, Manipulatives, Technology
Role play, Metaphor, Analogy and Simile, Mnemonic Devices
Campus Review of
Fundamental 5
Within your assigned group, read
your partners’ emails. Then, discuss
your shared experiences using
Marcia Tate strategies in your
classrooms. Analyze the attempts to
implement new techniques to
increase student learning.
Complexity of Questioning
Bloom’s Taxonomy
Campus Review of
Fundamental 5
I can tie into (the Fine Arts) TEKS by
using Broadway music as “filler”
between classes and as prompts for
writing assignments.
--- Theater Arts teacher
Campus Review of
Fundamental 5
I used reciprocal teaching in my class
this week using Garage Band to have
students make an audio recording
about themselves.
---- FCS teacher
Campus Review of
Fundamental 5
In an email to your principal, describe
the implementation of a Marcia Tate
strategy that is out of your comfort
zone that you will attempt to use in
your classroom in the next two
weeks. After using that strategy,
send a follow-up email on the
strengths and weaknesses of your
E-mail Response
• One Marcia Tate strategy that is out of my
comfort zone is mnemonic devices. I have a
couple of go-to ones, but I am uncomfortable
with elementary-ish methods, and those have
always seemed to be more of an elementary
thing. However, I will try to start incorporating
some of those methods into my English
classes. I’m thinking maybe vocabulary would
be a good way to start working with some of
those. We shall see...
Positive Outcomes of Fundamental 5
• Common vocabulary made teaching
performance easier to discuss in conferences.
• Improved teaching performances from both
management and organizational standpoints.
• Encouraged teachers to move toward learnercentered instruction.
Becoming a Reflective Teacher
HPISD Leadership Team Plan
• Summer 2013
– Chose Marzano’s “Becoming a Reflective Teacher”
for district-wide book study.
– Yearly calendar developed for weekly
collaboration at campus and district levels.
• Fall 2013
– Introduction of reflective practice to teachers.
– Self-reflective conferences with principals and
curriculum directors.
HPISD Leadership Team Plan
• January 2013
– PLCs assigned by based on similar “weaknesses”.
– Developed Google Sites for organization of shared
materials and model district technology vision.
• Spring 2013
Ongoing group meetings with focus on chosen areas.
Active monitoring of sites for new information.
Discussion in PDAS Summative Conferences.
Determination of Professional Development.
Becoming a Reflective Teacher
From Learning Sciences International.
* Marzano’s Causal Links
Marzano Teacher Scales
Marzano Teacher Element # 2
Marzano Teacher Element # 16
Reflective Teacher Conferences
• Teacher, principal, curriculum director
• Teacher controlled agenda
• Discussion of all aspects of teaching
• Lasted from 20 to 45 minutes
• Notes used to talk to teachers about teaching
Lead4ward Essential 8
Lead4ward Essential 8
Data Gathering & PLC Development
• Teachers were grouped by self-identified
weaknesses to create PLC groups.
• Administrators proposed initial agendas.
• Set expectations to members.
• Posting to Google Sites.
• Continue to encourage discussion.
• Active Learning
• Learning Goals & Engagement
• Structuring Lessons (2)
Teacher PLC Pages
Personal page
Make comments
Attach pdf files
Direct links to websites
Links to videos (YouTube, etc.)
Include pictures and images
HS Structuring Lessons 2
HPHS Active Learning
Friendly Controversy over Evolution
Review and self-ranking (5 minutes)
Partner assignment (2 minutes)
Review critical vocabulary (5 minutes)
Framing (2 minutes)
Partner talks (7 minutes) Share, not convert
Explain critical writing assignment (3 minutes)
Writing (20 minutes) Submit via e-mail
Positive Outcomes of Reflective
Teaching in HPISD
Campus team concept developed further.
Easier to discuss teaching in conferences.
Implementation of new teaching strategies.
Teacher self-reflection more introspective
than Teacher Self-Report on PDAS.
• Great transition to T-TESS
HPISD Contacts
• Mike Brown, Superintendent (Retired)
• [email protected]
• Vanette Barnett, Elementary Principal
• [email protected]
• Stacie Jones, Asst. Elementary Principal (Sunray Elementary)
• [email protected]
• Angie Baldwin, Elementary Curriculum Coordinator
• [email protected]
• Pam Hicks, SPED Director (Retired)
• [email protected]
HPISD Contacts
• Susan Looney, Technology Director
• [email protected]
• Neila Malcom, Middle School Principal
• [email protected]
• Todd Moore, Asst. Secondary Principal
• [email protected]
• Jill Swann, Secondary Curriculum Coordinator
• [email protected]
• Shawn Read, High School Principal
• [email protected]

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