AllThingsPLC Magazine Volume 9, Issue 1 by Solution Tree

PLC things MAGAZINE all

PLC things all

MAGAZINE

Action Research

Volume 9, Issue 1

Evidence of e ectiveness from practitioners should not be ignored, nor its importance diminished. Prior to the publication of Professional Learning Communities at Work in 1998 (DuFour & Eaker), there was substantial research-based evidence, from a variety of researchers and writers, regarding the e cacy of teachers working together in “learning communities.” ese ndings provided e ective tools for informing educators about the promise of schools functioning as professional learning communities. e Professional Learning Communities at Work process goes further, providing processes and practices in order for practitioners to move beyond becoming informed to becoming convinced by engaging in action research. e Professional Learning Communities at Work framework is practitioner-driven, meaning that emphasis is given to the practice of learning by doing—educators collaboratively experimenting in their classrooms, teams, and schools through action research. As educators experience the positive results from their work, they are more likely to become convinced and ultimately committed ere is a large and growing body of evidence from practitioners who have successfully implemented the Professional Learning Communities at Work process. For example, evidence of e ectiveness from the work of practitioners is represented in Solution Tree’s Model Schools initiative. To receive recognition as a Professional Learning Communities at Work Model School, schools must present three years of data that

Features

Does It Work & Is It Doable?

Robert Eaker

PLCs at Work and evidence of effectiveness.

Urgency Vs. Necessity Nathaniel Provencio

Priority Schools in a PLC at Work

Sharon V. Kramer Why this? Why now?

Unveiling the Enigma

Danieli Parker

Who is the mysterious “somebody”?

PLC things all MAGAZINE First Thing

Lessons from The Wizard of Oz Building Effective PLCs

SOLUTION TREE:

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Jeffrey C. Jones

PRESIDENT Edmund M. Ackerman

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PRESIDENT & PUBLISHER

Kendra Slayton

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Rian Anderson

PAGE DESIGNERS

Laura Cox, Abigail Bowen, Kelsey Hergül, Fabiana Cochran, Julie Csizmadia, Rian Anderson

AllThingsPLC (ISSN 2476-2571 [print], 2476-258X [Online]) is published four times a year by Solution Tree Press.

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One of the most famous journeys ever traveled was taken by Dorothy, the Tin Man, the Scarecrow, and the Lion in the classic film The Wizard of Oz. This unlikely team of characters worked together to overcome a myriad of obstacles as they navigated their way toward the Emerald City. Similarly, working to become a professional learning community can sometimes feel like a frustrating journey with flying monkeys constantly dive-bombing our progress. If we pay attention to the lessons in this story, however, we find several useful strategies that can help smooth our PLC path.

ere are many parallels between e Wizard of Oz and the work of educators in our schools. First, we are greeted in both contexts by small people who need protection to live happy, healthy lives. While the Munchkins rely on Glinda the Good Witch to protect their village, students are protected by caring school leaders who ensure that school systems run smoothly. Yet despite their best e orts, educators constantly face challenges, much like the obstacles created by the Wicked Witch of the West. Di culties such as absenteeism, unfunded mandates, and teacher fatigue are only a few of the many distractions that attempt to pull our attention away from learning, just like the poppy elds, the apple-throwing trees, and the Winkie Guards who do their best to prevent Dorothy and her team from reaching the Emerald City.

Even in the face of these challenges, Dorothy and her team continued along the yellow brick road, nding ways to leverage each other’s strengths to meet their goals. While Dorothy, the Tin Man, the Scarecrow, and the Lion welcomed the opportunity to travel together, most teachers have not been trained in teamwork, and

Tesha Ferriby omas

many are hesitant to collaborate with their peers. Yet time and time again, research proves that collaboration among teachers leads to increased student achievement. A University of Michigan / Vanderbilt University study found that “teachers and schools that engage in better quality collaboration have better achievement gains in math and reading. Moreover, teachers improve at greater rates when they work in schools with better collaboration quality” (Goddard et al., 2015, p. 475). Helping teachers emulate the collaboration of Dorothy and her companions—through interdependence, mutual accountability, and collective responsibility—increases the likelihood of student learning. While it is the strength of the team that helped Dorothy and her colleagues reach their goal, there are three distinct lessons we can learn from these team members as individuals.

Tap into Your Heart: Connect with Care

e Tin Man knows that the heart is what makes us human, and relationships are at the heart of e ective collaboration. Taking intentional steps to build relationships among teammates promotes the trust needed to do our best work. Because “while trust alone does not guarantee success, schools with little or no trust have almost no chance of improving” (Brewster & Railsback, 2003). Teams that tap into their hearts work hard to be trustworthy and presume that all members have kids’ best interests at heart, even when they disagree. In addition, e ective teams utilize structures like norms and assigned roles to support psychological safety. ese create an environment where members feel safe to take risks and be their authentic selves. is sense of psychological safety allows for cognitive dissonance and professional discourse that leads to learning and growth rather than the “culture of nice” that leaves teams stagnant. Just as the Tin Man found his heart, highperforming teams embrace the human elements of true teamwork and make caring connections with one another. Adding strategic thinking to their work takes teams even further.

Engage Your Brain: Think Strategically

Although his head was lled with straw, the Scarecrow understood the need for strategic thinking. E ective PLCs make a point of learning together and continuously searching for the next practice that will improve student results. ey consistently and persistently respond to the four critical questions of learning to frame their units of instruction as well as their collaborative team meeting conversations. ese discussions are centered on results, as teams that engage their brain are thirsty for evidence of

student learning. ey study this evidence to diagnose student needs and provide kids with targeted interventions before the summative assessment. To obtain this evidence, e ective teams administer frequent common formative assessments that are hyper-focused on one or two learning targets that reveal students’ strengths and challenges. While strategic thinking is essential for deep data analysis, intellectual work alone is not enough. True progress demands the courage to act on that information, even when the path forward is uncertain.

Be Courageous: Advance with Bravery

When we rst met the Lion in e Wizard of Oz, he presented a facade of bravado to mask his lack of courage. Similarly, some teachers resist collaboration and data sharing as a defense mechanism. ey view student performance as a re ection of instructional quality, so comparing their students’ results to those of other classes is scary. However, it is educators’ willingness to be vulnerable that often moves schools from PLC lite to PLC right. When teachers have the courage to compare data, admit they don’t have all the answers, and try new instructional practices, a true culture of collaboration begins to emerge. Much like the Lion, teachers who put their fears aside are empowered to confront challenges and grow in the process. When teams combine their courage with strategic planning and caring connections the way Dorothy and her companions did, they are truly enabled to achieve their shared mission. Dorothy, the Tin Man, the Scarecrow, and the Lion had a very speci c mission: travel to the Emerald City so the Wizard could grant their wishes. To achieve their mission, they showed compassion, used strategy, and were brave beyond what any of them thought possible. When educators adopt these qualities and commit to working as a team, they move closer to the mission of developing schools where all students learn at high levels. As Glinda told Dorothy, “You’ve always had the power, my dear; you just had to learn it for yourself.”

References

Brewster, C., & Railsback, J. (2003). Building trusting relationships for school improvement: Implications for principals and teachers. Northwest Regional Educational Library.

Goddard, R., Goddard, Y., Kim, E. S., & Miller, R. (2015). A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective e cacy beliefs in support of student learning. American Journal of Education, 121(4), 501–530.

LeRoy, M. (Producer), & Fleming, V. (Director). (1939). e Wizard of Oz [Film]. Metro-Goldwyn-Mayer.

Examples of EXCELLENCE

Educators reveal why they ﬁnd Solution Tree events so meaningful

Excited for a great week at the @SolutionTree PLC conference! The keynote was amazing and [the] message that "All means all" when it comes to student learning was spot on . . .

—Patrick K.

Hands down the best conference I have attended. If you get the chance to attend one, do it. You won’t be disappointed.

—Chris M.

I attended an enlightening @SolutionTree PLC conference that left me feeling inspired! I gained invaluable insights into transformative practices to continue activating, empowering, & illuminating [the] academic excellence of our GEMS on our journey to success!

—Felicia G.

Learning doesn’t stop in summertime for our educators either! Four of our staff members are attending the PLC institute in St. Louis this week. We can’t wait for them to share ideas when they return!

—Becky E.

120 dedicated educators sacrificed their personal time and attended the PLC at Work conference . . . it inspired and taught us that #DoingTheRightWork means finding collaborative solutions to ensure that ALL students master grade-level learning outcomes! I am proud, honored, and excited about building MUSD's collective responsibility, clarifying what all students must learn, and systematically responding when students don't learn. MUSD is doing the right work!

—Julie H.

It has been such a great week learning about being a more effective PLC leader in my school with Solution Tree. I can’t wait to take these strategies back to the classroom in August!

—Allysa B.

Benchmark Assessments vs. Common Formative Assessments

Q:

Aren’t our district benchmark tests common formative assessments? Can we use them for our team’s common assessments?

A:

Team-developed common formative assessments and district benchmark assessments typically serve di erent purposes. Certainly both are common. ey vary, however, in terms of focus, frequency, length, and how results are used.

Common assessments designed by teams of teachers at the building level provide the greatest leverage to teacher teams because they link so closely to what they have taught in the classroom and generate timely results that allow them to immediately adjust the sequence of instruction. Ideally they are aligned with and focused on a limited number of learning targets and administered frequently. Most importantly, they target the learning needs of individual students and call for immediate intervention on speci c skills taught in short-term units.

District benchmarks, whether developed by groups of teachers representing

a particular department or grade level or purchased from a vendor, are administered less frequently, address many more skills and concepts, and primarily provide information on district performance rather than support for individual students. Benchmarks can help district leaders identify an area of the curriculum in which students consistently struggle across grade levels, a grade level where achievement lags behind, schools in trouble and in need of support, or schools that could serve as exemplars. is information can be very helpful, and we are not suggesting there is no place for district benchmarks. In fact, schools should be using district benchmarks in a more formative way than what they have traditionally done in the past. A school can use district benchmarks as another indicator of student pro ciency and provide the appropriate level of intervention or enrichment based on the results. If an individual teacher seems to be particularly e ective in

helping students achieve at high levels on the benchmarks, the team could explore the strategies leading to those results. We are simply saying that district benchmarks should not be used to replace team-developed common formative assessments.

Have a question about PLCs?

Check out Solution Tree’s effort to collect and answer all of your questions in one great book: Concise Answers to Frequently Asked Questions About Professional Learning Communities at Work™ by Mike Mattos, Richard DuFour, Rebecca DuFour, Robert Eaker, and Thomas W. Many. This question and answer are in chapter 1, “Laying the Foundation: Mission, Vision, Values, and Goals.”

DOES IT WORK & IS IT DOABLE?

PLCS AT WORK AND EVIDENCE OF EFFECTIVENESS

ROBERT EAKER

Discussions regarding any school improvement framework invariably lead to the following questions: Does it work? Is there evidence that the framework will positively impact student learning? Is it doable? Can the processes and practices be successfully implemented in schools and school districts? e Professional Learning Communities at Work framework is not exempt from these fundamental, pragmatic questions, and there is ample evidence that when the PLCs at Work processes and practices are implemented with delity and speci city, the answer to all these questions is an emphatic yes!

Research-Based Evidence

Addressing the questions of “Does it work, and what evidence of e ectiveness is available?” begins with the broader context regarding research-based best practices. PLCs at Work can be

viewed as a collection of research-based e ective practices that are organized in a framework that makes the total process both e ective and doable. At the most basic level, reviewing the evidence of e ectiveness of the PLCs at Work processes and practices rests on three basic assumptions.

First, the processes and practices that form the Professional Learning Communities at Work framework are grounded in research-based concepts and practices from within the eld of professional education. A review of the references in the PLCs at Work literature re ects the best thinking and practices from a wide variety of educational researchers, practitioners, and writers. e framework is more than a collection of random ideas. Rather, it is a collection of research-based e ective practices that are organized into speci c processes and practices.

e second assumption is that the research base that undergirds the Professional Learning Communities at Work

framework is not limited to the eld of professional education. Readers of DuFour and Eaker’s (1998) Professional Learning Communities at Work will nd references from a variety of professions—business, leadership, organizational e ectiveness, and cultural change, to name a few.

e third assumption regarding evidence of e ectiveness is based on the idea that there are at least two ways to address the question of e ectiveness. One way to seek evidence of e ectiveness is to ask, “Is there evidence that the various individual practices central to the PLCs at Work process are effective?” For example, are there research ndings that support the use of collaborative teaming? Is there evidence of e ectiveness regarding the development and use of a guaranteed and viable curriculum? Is there evidence of e ectiveness regarding monitoring student learning on a frequent and timely basis through the use of commonly developed formative assessments? And, given the fact that students (and adults) learn at di erent rates and in di erent ways, is there evidence that both student and adult learning is improved when there is an e ective plan to provide systematic time and support for those who are struggling with their learning? Similarly, wouldn’t the same hold true for extending the learning of students who demonstrate pro ciency?

e second way to seek evidence of e ectiveness is by reviewing evidence of the e cacy of the Professional Learning Communities at Work processes and practices when viewed as a collective whole. So, beyond the e ectiveness of the individual practices that collectively form the Professional Learning Communities at Work framework, is there evidence of e ectiveness regarding the overarching framework and processes? In other words, is there evidence that the PLCs at Work process has a positive impact on student learning?

ere is ample evidence that student learning is enhanced when schools implement the entire Professional Learning Communities at Work process with speci city and delity Importantly, there is evidence that the process has a positive impact on other aspects of schooling as well, such as leadership, adult learning, teaching, culture, and professional satisfaction.

e appendix in Revisiting Professional Learning Communities at Work, second edition (DuFour et al., 2021), contains a brief summary from a variety of sources of solid evidence of e ectiveness. Additionally, the website allthingsplc.info contains a summary of evidence of e ectiveness. Increasingly, a number of doctoral dissertations explore the e cacy of PLCs at Work processes and practices. (See Networked Digital Library of eses and Dissertations at ndltd.org.) In short, there is solid research-based evidence that the Professional Learning Communities at Work process is e ective for improving student learning, and the evidence continues to expand.

PLCs at Work can be viewed as a collection of research-based eﬀective practices that are organized in a framework that makes the total process both eﬀective and doable.

Unveiling the Enigma

Who Is the Mysterious “Somebody”?

In my interactions with PLCs, it’s common to hear staff members saying phrases such as “somebody should . . . ” or “they should . . . ” When I inquire about the identity of this ambiguous “somebody” or “they,” I often find that no one knows.

Sometimes, it’s suggested that the responsibility lies with the campus administration or the district ofce. However, conversations with these authorities reveal that they believe the responsibility falls back on the campus sta . While we can collectively recognize challenges and propose solutions e ectively, there seems to be a reluctance when it comes to taking the lead. Instead, there’s a tendency for everyone to

wait for the elusive “somebody” to step forward and o er assistance. Regrettably, such mythical gures do not exist. So, who is responsible for taking action in these situations?

Congratulations, YOU have the potential to be that somebody! Regardless of role, title, or experience, each of us has the opportunity to step up and make a di erence. In our PLCs, it’s crucial that we all share the responsibility of working

Enigma “Somebody”?

Danieli Parker

PLC things all MAGAZINE

Strategies and stories to fuel your journey

Each issue includes inspiration, ﬁxes, tools, and more—a must-have for emerging and veteran PLCs.

is magazine helped reinforce the importance of wellfunctioning PLCs in our district.”

Virginia Bennett, executive director of academic support services, Bulloch County Schools, Georgia

Print and digital versions available

Words Matter

WHAT IS A NORM CHECK?

e only norms that matter for a team are the ones that the team is willing to enforce. A norm check is a protocol used by a team to acknowledge that a member has violated a team norm. e team agrees on an action—most often some sort of nonverbal cue—that team members can use when they feel a team norm has been broken. e cue might be a hand signal or small signs distributed to each team member. Whenever a teammate uses the signal, the team brie y stops the meeting to acknowledge the concern and refocus on following the team’s collective commitments.

Why I Love PLCs

A Shift in Mindset

Following a long and arduous week of teaching, a middle school teacher was asked, “How have you grown professionally from being a part of this collaborative team?” e teacher simply replied, “I have gained condence in my ability to impact the learning of all.”

Imagine finding your purpose in life, teaching, and not being able to fulfill it the way you intended: frustration and disappointment abound. Each of us longs to be e ective in our purpose; we long to gain “con dence in our ability to impact learning for all.” As a former teacher, assistant principal, district-level administrator, and campus principal, I re ect on the impact PLCs have had on me and my fellow educators, and this statement, grounded in truth from a classroom teacher, personalizes why I love PLCs. is particular story begins in Huntsville, Texas, at Mance Park Middle School in the 2017–18 school year. e campus was designated as Improvement Required by the state with an accountability rating of an F. Teachers were working extremely hard to implement the PLC framework in the beginning stages. Although intentions were honorable, the campus culture was not conducive to learning for adults or students and excuses were the norm. A needs assessment was conducted by the regional service center, and sta were surveyed and asked, “What factors do you feel led to this poor performance?” Results revealed contributions to the toxic culture such as student apathy, poor study habits, student behavior, lack of leadership, inconsistency among sta , poor planning, and too many meetings. A xed mindset had been established. Through continuous and intentional implementation of the PLC process, within a few years, the campus was drastically

transformed from a failing school to a Model PLC. Major components were established: a guaranteed and viable curriculum, common formative assessments to drive instructional decisions, tiered instruction with strategic intervention and enrichment opportunities, and data-based decisions for both adults and students. So what changed? e mindset of the educators!

In many cases, educators believe some students can’t learn because of their own unbelief in their ability as teachers to reach struggling students. erefore, what better way to reach struggling students than to foster growth in the mindset of those who teach them, in essence, learning by doing!

The beauty of the PLC process is that the path to success can be unique for each campus and district. e three big ideas and four essential questions of a PLC provide the strong foundation of school improvement, but there are typically very discrete and intentional components of the process that tip the scales for each individual campus. An ongoing challenge for Mance Park Middle School at the time was frequent turnover resulting in an increased number of novice teachers. It took strategic and intentional implementation of instructional processes and strategies, such as tiered lesson design, pro ciency scales, and success criteria, to create a culture of collective teacher e cacy. e scales were tipped, and our teachers’ ability to believe in themselves as in uential catalysts in the learning of their students was remarkably improved.

So where is the evidence that learning has occurred? How was a sta operating from a xed mindset morphed into a true PLC thriving with a mindset focused on growth?

During their beginning-of-the-year professional development in August 2024,

tenured staff members of Mance Park Middle School were again asked the question, “What factors do you feel led to the F rating and poor student achievement in 2017?” These same staff whose 2018 responses included student apathy, poor study habits, student behavior, lack of leadership, inconsistency among sta , poor planning, and too many meetings had now changed their responses to no true collaboration, no shared vision, not being data driven, unclear expectations, lack of consistency, no accountability of teachers, and a campus focused on teaching not learning. How easily our mindsets change when learning makes meaning. When teachers gain con dence in their ability to impact learning for all, that is when true school improvement ourishes, and that is why I love PLCs.

JOSH CAMPBELL serves as the principal at Mance Park Middle School in Huntsville, Texas, where he focuses on building teacher capacity by coaching collaborative teams through the PLC at Work process and designing e ective response to intervention to monitor student and educator performance.

JOSH CAMPBELL

Because everyone needs a reminder now and again.

The fundamental purpose of the school is to ensure high levels of learning for all students. This focus on learning translates into four critical questions that drive the daily work of the school. In PLCs, educators demonstrate their commitment to helping all students learn by working collaboratively to address the following critical questions:

1. What do we want students to learn? What should each student know and be able to do as a result of each unit, grade level, and/or course?

2. How will we know if they have learned? Are we monitoring each student’s learning on a timely basis?

3. What will we do if they don’t learn? What systematic process is in place to provide additional time and support for students who are experiencing difficulty?

4. What will we do if they already know it?

• No school can help all students achieve at high levels if teachers work in isolation.

• Schools improve when teachers are given the time and support to work together to clarify essential student learning, develop common assessments for learning, analyze evidence of student learning, and use that evidence to learn from one another.

• PLCs measure their effectiveness on the basis of results rather than intentions.

• All programs, policies, and practices are continually assessed on the basis of their impact on student learning.

• All staff members receive relevant and timely information on their effectiveness in achieving intended results.